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Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 24427667     DOI : 10.33394
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran (JK) contains scientific articles from research in Education, Teaching and Learning which include : 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,131 Documents
 109   110   111   112   113 
From Policy to Practice: Exploring Inclusive School Culture in Vocational Education through the Index for Inclusion Nur Hidayat; Miftahul Alam Al Waro’; Rifqi Minchatul ‘Ulya
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20560

Abstract

This study aims to explore inclusive school culture through a vocationally adapted Index for Inclusion framework, focusing on multistakeholder perspectives and the factors shaping inclusive practices in vocational school settings. Employing a qualitative case study design at a vocational high school (SMK) in Surabaya, Indonesia, the study applies an Index for Inclusion framework extended with a fourth dimension, Vocational Accessibility & Transition Readiness (VATR), which integrates vocational pedagogy, Universal Design for Learning, and a school-to-work transition framework. Ten stakeholders were purposively selected using a maximum variation sampling strategy. Data were collected through triangulation of semi-structured interviews, participant observation, and document analysis, using an instrument developed from the operationalization of 24 Index for Inclusion sub-indicators. Data were analyzed using Braun and Clarke’s six-phase thematic analysis with a deductive–inductive approach. Based on scores across 12 core Index for Inclusion indicators, the findings showed an overall inclusion attainment of only 41.67%, characterized by covert selectivity, a 1:12 special education teacher (GPK)-to-student ratio, inaccessible infrastructure, and declining academic expectations. Notably, a gap emerged between teachers’ strength-based perceptions of students with disabilities and the exclusionary experiences reported by the students themselves, indicating that students’ vocational potential is evident but remains systemically unsupported. This study proposes a Vocational Universal Design for Learning (V-UDL) framework to reconcile industry standardization with inclusive differentiation, while strengthening the VATR dimension as a policy foundation for strength-based major placement, improved special education teacher ratios, and the development of inclusive vocational learning modules at the SMK level.
Adaptasi Functional Assertiveness Scale pada Mahasiswa di Indonesia Nadine Salsabila Anandita; Fatma Kusuma Mahanani; Takashi Mitamura
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20738

Abstract

This study aims to adapt and evaluate the psychometric properties of the Indonesian version of the Functional Assertiveness Scale (FAS) (Mitamura, 2018). The scale was translated and culturally adapted following the International Test Commission Guidelines for Translating and Adapting Tests (Second Edition) (ITC, 2018), involving three translators, six expert reviewers, and 11 lay reviewers. A quantitative approach was employed, and the adapted instrument was administered to 303 Indonesian university students aged 18-23 years selected through convenience sampling. Construct validity was evaluated using Confirmatory Factor Analysis (CFA), reliability was assessed using Cronbach’s alpha coefficients, and measurement invariance across gender was examined using Multi-Group Confirmatory Factor Analysis (MG-CFA). The CFA supported the original 12-item two-factor structure, with satisfactory model fit (TLI = 0.951, CFI = 0.937, SRMR = 0.045, RMSEA = 0.051) after residual covariances were added in single-group CFA. Reliability coefficients were satisfactory for the Objective Effectiveness subscale (α = 0.803), the Pragmatic Politeness subscale (α = 0.713), and the total scale (α = 0.799). Furthermore, MG-CFA demonstrated strict measurement invariance across gender, indicating that the scale functions equivalently for male and female respondents. These findings provide evidence that the Indonesian version of the Functional Assertiveness Scale is a valid and reliable instrument for measuring functional assertiveness and supports its use in future psychological research and assessment in Indonesia.
Music Education for Students with Visual and Hearing Impairments: A Scoping Review of Adaptive Technologies Octavia Kusuma Ayuningrum; Rita Milyartini; Widya Febiyanti
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20743

Abstract

This study aims to map and synthesize how adaptive technologies are designed and implemented to support access, participation, and learning in music education for students with visual and hearing impairments. The study employed the Arksey and O’Malley scoping review framework, encompassing identification, screening, eligibility assessment, and data charting processes. Literature searches were conducted in Scopus, ERIC, and Google Scholar for articles published between 2016 and 2026. Fourteen studies met the inclusion criteria and were analyzed using thematic analysis. The findings identified five main categories of adaptive technologies: haptic and vibrotactile technologies, audio-based technologies, visual feedback technologies, Braille music technologies, and multimodal or multisensory technologies. These technologies were implemented through individual and collaborative music learning activities, structured training sessions, tactile and auditory instruction, and multisensory learning experiences. The reviewed studies demonstrated positive contributions to accessibility, musical participation, rhythm and pitch comprehension, musical performance, confidence, communication, and social participation among students with disabilities. However, most interventions remained exploratory, involving small samples and short implementation periods. Music educators should integrate adaptive technologies into curriculum-based instruction, technology developers should prioritize user-centered and sustainable designs, and policymakers should strengthen teacher training and accessibility support.
Visualization Animal Tissue: Development of a 3D E-Atlas Based on Problem-Based Learning with a Deep Learning Approach in High School Salsa Belia Ayu Tryani; Nurul Fauziah; Nurkhairo Hidayati; Iffa Ichwani Putri
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20814

Abstract

This study aims to develop a 3D E-Atlas based on Problem-Based Learning (PBL) and an in-depth learning approach for teaching animal tissue at the senior high school level and to evaluate its validity and practicality. The study employed a Research and Development (R&D) method using the Plomp development model, which encompasses the preliminary investigation and prototyping stages. The research participants consisted of 67 Grade 11 students from two senior high schools in Riau Province, Indonesia. Data were collected through interviews, needs analysis questionnaires, expert validation sheets, and student practicality questionnaires. The development process involved curriculum analysis, instructional analysis, interviews, needs assessment, self-evaluation, expert feasibility testing, one-to-one evaluation, small-group evaluation, learner practicality testing, and documentation. The findings indicated that the developed 3D E-Atlas achieved a very high level of validity, as reflected in an expert validation score of 97%. Furthermore, the practicality test indicated that the media was categorized as very practical, with a score of 85% in the field test. These findings suggest that the integration of interactive 3D visualization with PBL syntax and immersive learning activities may support students’ learning motivation, engagement, and conceptual understanding of animal tissue. The contribution of this study lies in the development of innovative digital learning media for biology education by integrating 3D visualization technology with a student-centered learning approach to support interactive, contextualized, and meaningful 21st-century learning.
Integrating Video Scribe and Problem-Based Learning: A Development Study to Foster Elementary Students’ Conceptual Understanding in Natural and Social Sciences Siti Nur Syamsiah; Aan Hendrayana; Suroso Mukti Leksono
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20834

Abstract

This study aims to develop and implement VideoScribe-based learning media integrated with the Problem-Based Learning (PBL) model to improve students’ conceptual understanding in Natural and Social Sciences (IPAS) at the elementary school level. Employing a Research and Development (R&D) approach based on the ADDIE model, the study involved 20 fourth-grade students selected through purposive sampling at SDN Tanjungan 1. The students participated in a small-scale pilot evaluation as part of the implementation phase of the ADDIE model to assess the feasibility and practicality of the VideoScribe-based learning media prior to broader implementation. Data were collected through observations, interviews, pretests and posttests, questionnaires, and documentation, and were analyzed using qualitative and quantitative techniques, including descriptive statistics and the N-Gain formula. The results showed that the developed media achieved an overall feasibility score of 86.3%, indicating a high level of validity across the material, media, and language aspects. Furthermore, students’ conceptual understanding improved, as reflected in the increase in the mean score from 48.20 on the pretest to 84.10 on the posttest, with the N-Gain falling within the moderate-to-high category. These findings suggest that integrating VideoScribe-based learning media with the PBL model has the potential to enhance students’ learning outcomes. The study contributes to the growing body of literature by providing empirical evidence that aligning multimedia tools with student-centered pedagogical models can support the development of students’ conceptual understanding. It also offers practical implications for teachers seeking to design more interactive, contextualized, and meaningful learning environments, particularly in elementary education contexts.
Development of a PRODELIC-Based Instrument for Assessing Students’ Mathematical Literacy and Disposition Emas Marlina; Hartono; Wahyu Setyaningrum
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.20934

Abstract

This study aims to develop and validate a PRODELIC-based instrument for assessing students’ mathematical literacy and mathematical disposition, ensuring that the instrument demonstrates adequate validity and is suitable for evaluating these competencies in mathematics learning. This research method uses Design-Based Research (DBR) which consists of problem analysis, design and innovation development, cyclical repetition and implementation, and reflection evaluation. The research instrument is a validity instrument consisting of a validity assessment sheet for the PRODELIC learning model components and learning support tools. The data analysis used is qualitative and quantitative. The validity of the model, lesson plans, and worksheets was evaluated based on the assessment of experts and practitioners using the Aiken validity index. The results of the study showed that the Aiken's V value for all learning model component instrument items was in the range of 0.85 to 0.95, the lesson plan instrument was in the range of 0.9 to 0.95, and the worksheet was in the range to 1. These scores means that the model is valid and suitable for developing mathematical literacy and disposition. These findings indicate that the PRODELIC model and its supporting instruments are valid and suitable for mathematics learning aimed at developing students’ mathematical literacy and disposition. Theoretically, PRODELIC contributes an integrated framework that combines Deeper Learning and Project-Based Learning, while practically, it provides teachers with a structured approach for designing mathematics instruction that promotes mathematical literacy and disposition.
Understanding Inclusive School Culture Through the Index for Inclusion: Empirical Findings from Primary Schools in Asahan Regency, Indonesia Nicki Andrina Sari; Damri Damri; Mega Iswari; Antoni Tsaputra; Rahmahtrisilvia Rahmahtrisilvia; Risca Amani
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.21124

Abstract

This study aims to examine the culture dimension of the Index for Inclusion in public primary schools implementing inclusive education in Asahan Regency, Indonesia. Employing a quantitative descriptive survey approach, the investigation involved 35 teachers selected through purposive sampling from seven designated inclusive public primary schools (UPTD SDN) based on their direct instructional experience in inclusive classrooms. Data were collected using an adapted questionnaire measuring Dimension A (Creating Inclusive Cultures) of the Index for Inclusion and analyzed through descriptive statistics. The findings revealed that the participating schools demonstrated a relatively strong inclusive culture, with descriptive statistical analyses revealed that the participating schools demonstrated a high level of inclusive culture, with an overall composite mean score of 1.91 (SD = 0.28) on a three-point scale (ranging from 0.00 to 2.00). Across subdimensions, Building Community achieved a higher mean score (M = 1.93, SD = 0.24), led by peer assistance (M = 1.97, SD = 0.17), whereas Establishing Inclusive Values scored slightly lower (M = 1.88, SD = 0.33), with institutional anti-discrimination practices recording the lowest mean (M = 1.85, SD = 0.36). These empirical findings indicate that principles of participation, equity, and respect for diversity are well-integrated into the school culture, while underscoring the necessity of reinforcing family engagement and explicit anti-discrimination initiatives within primary schools.
Development of Central Javanese Ethnomathematics-Based E-Learning Materials to Enhance Students’ Learning Interest and High-Order Thinking Skills Esti Ayu Ratnasari; Nursiwi Nugraheni
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.21165

Abstract

This study aims to develop educational materials rooted in Central Javanese culture and based on indigenous mathematics, with a view to stimulating students’ interest in learning and fostering their higher-order thinking skills. This study adopts a research and development method based on the Borg and Gall model, modified into eight stages: identification of potential issues, data collection, product design, design validation, design revision, product trialing, product revision, and user trialing. The research utilized a two-group pretest-posttest design comparing a control class and an experimental class. Data analysis techniques included the paired-sample t-test, independent-sample t-test, and N-gain analysis. Several experts conducted product validation. The validation results from the content expert yielded a score of 95.83% (highly acceptable), the media expert scored 93.75% (highly acceptable), and the language expert scored 94.79% (highly acceptable). The practicality test of the teaching materials among students yielded a score of 98.3% in the control group and 99.2% in the experimental group, indicating high practicality. Meanwhile, the practicality test by teachers in the control group and the experimental class each yielded a score of’100%, indicating high practicality. The independent sample t-test showed a statistically significant difference in student’s learning interest between the experimental and control groups (sig < 0,05), with N-Gain score of 0,60 for experimental group and 0,38 for control group. Similarly, a statistically significant difference was found in students’ higher-order thinking skills between the two groups (sig < 0,05), with n-Gain scores of 0,61 for experimental group and 0,38 for the control group. This study demonstrates that applying ethnomathematics-assisted learning to the multiplication and division of decimal numbers can enhance interest in learning and higher-order thinking skills. This study concludes that the developed teaching materials meet high standards in both effectiveness and practicality, making them a viable option for mathematics instruction at the elementary school level.
Development of MonoZooAR: A Multisensory Augmented Reality Game-Based Learning Technology for Enhancing Early Literacy Competencies in Children Aged 4–6 Years Trivena Wijayanti; Eunike Milasari Listyaningrum
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.21225

Abstract

This study aims to develop MonoZooAR, an augmented reality (AR)-based educational technology medium incorporating multisensory stimulation through a monopoly-style game framework, as an innovative approach to fostering early literacy competencies among children aged 4–6 years. The medium unifies three dimensional visual, auditory, tactile, and interactive narrative elements within a single integrated platform. A Research and Development (R&D) method was employed, guided by the ADDIE model (Analyse, Design, Development, Implementation, and Evaluation). The study was conducted in Dersan Hamlet, Semarang Regency, involving early childhood children and ECE teachers, alongside parents, as research participants. Data were gathered using expert validation sheets, observation protocols, response questionnaires, and product evaluation rubrics. The collected data were subsequently analyzed through combined qualitative and quantitative descriptive techniques, complemented by normalized gain (N-gain) calculations. Validation by the instructional media specialist (97%), ECE literacy specialist (95.5%), and ECE teachers (93.8%) consistently indicated Highly Feasible ratings. Field trials revealed substantial gains across all five early literacy dimensions, with the overall mean score rising from 2.06 to 3.66 and an N-Gain of 0.82 (High). Letter and Sound Knowledge recorded the highest gain (0.91), followed by Vocabulary (0.87), Phonological Awareness (0.82), Narrative Skills (0.81), and Print Awareness (0.69). This study demonstrates that the ADDIE-based MonoZooAR media is highly feasible and effective in enhancing early literacy skills among children aged 4–6. Expert validation exceeded 93%, while field trials yielded an overall N-gain of 0.82 (High category) across five literacy dimensions. These findings confirm that integrating 3D visuals, audio, tactile interaction, and narration within a phygital framework effectively shifts literacy learning from passive symbol memorization to active, experiential exploration.
Digital Muslim Parenting and Generation Z Behaviour: A Systematic Literature Review for Islamic Religious Education Learning Design in Higher Education Mahdi Mahdi; Dody Dahwana Putra; Rukhoyah Rukhoyah; Habib Hazmy Mawarid
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 3 (2026): September (IN PRESS)
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i3.21226

Abstract

This study aims to explore the types of digital parenting styles adopted by Muslim parents, examine their influence on the social, moral, religious, and digital behaviors of Generation Z, and formulate implications for the design of Islamic Religious Education (PAI) in higher education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 protocol to identify publications published between 2015 and 2024 across Scopus, Web of Science, Google Scholar, and Sinta. Of the 487 articles identified, 28 studies met the inclusion criteria and were analyzed in depth using thematic synthesis, whereby findings were coded, categorized, and synthesized into cross-cutting themes addressing the three research questions. The results identified three main typologies of digital parenting: authoritative Islamic digital parenting (50%), restrictive digital parenting (32%), and permissive digital parenting (18%) among the reviewed studies. Authoritative Islamic digital parenting was consistently associated with stronger indicators of moral reasoning and religiosity among Generation Z, as reflected in higher levels of ethical filtering, empathy, and religious engagement reported across the reviewed studies. The findings further indicated that digital parenting patterns were associated with social empathy, digital ethical resilience, religious engagement, digital literacy, and privacy management skills among Generation Z. Among the three typologies, authoritative Islamic digital parenting demonstrated the strongest potential for fostering positive digital character and behavior and serving as a protective factor. These findings highlight the need to redesign Islamic Religious Education by integrating Islamic digital competencies, social media fiqh, digital ethics, blended learning, project-based learning, and authentic digital portfolio-based assessment, thereby enhancing its relevance to the digital habitus of contemporary students.

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