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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
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TPACK, Self-Efficacy, and Teaching Readiness: The Mediating Role of Reflective Practice in Pre-Service Economics Teachers Leni Maryani; Yudho Ramafrizal; Salsabila Syarobti
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.v12i3.21723

Abstract

This study aims to investigate the mediating role of reflective practice in the relationships between Technological Pedagogical Content Knowledge (TPACK), self-efficacy, and teaching readiness among pre-service economics teachers in Indonesia. A cross-sectional quantitative survey was conducted with 60 pre-service economics teacher students at FKIP Universitas Pasundan (cohorts 2022–2023) using total sampling. PLS-SEM with 5,000-subsample bootstrapping in SmartPLS 4.0 was employed. TPACK (β = .431, p < .001) and self-efficacy (β = .372, p < .001) significantly predicted reflective practice, which in turn predicted teaching readiness (β = .418, p < .001). TPACK (β = .312, p < .001) and self-efficacy (β = .281, p < .001) also exerted significant direct effects on teaching readiness, indicating that the mediation is partial rather than full. Partial mediation was confirmed for both pathways: TPACK → teaching readiness (indirect β = .180; 95% CI [.09, .27]; VAF = 36.6%) and self-efficacy → teaching readiness (indirect β = .145; 95% CI [.06, .22]; VAF = 34.0%). The model explained 52.2% of variance in reflective practice and 64.3% in teaching readiness. Practically, these findings suggest that economics teacher preparation programmes should embed structured, quality-assessed reflective activities as core, assessed components of the curriculum, alongside existing efforts to build technological-pedagogical knowledge and professional self-efficacy, rather than treating reflection as supplementary enrichment. This study provides the first empirical integration of Bandura's self-efficacy theory, the TPACK framework, and Schön's reflective practitioner theory in a unified mediation model tested in Indonesian pre-service economics teacher education.
Entrepreneurship Education and Green Economy Literacy as Determinants of Sustainable Entrepreneurial Intention: The Mediating Role of Self-Efficacy Sutrisno; Abu Muna Almaududi Ausat; Susatyo Adhi Pramono; Syamsuri; Suherlan; Muhammad Aqib Shafiq
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.v12i3.21891

Abstract

This study aims to examine the effects of entrepreneurship education and green economy literacy on sustainable entrepreneurial intention, with self-efficacy as a mediating variable. A quantitative approach was employed using purposive sampling involving 128 university students in Jakarta who had completed or were enrolled in entrepreneurship courses. Data were collected using multi-item instruments adapted from previous entrepreneurship and sustainability studies and measured on a five-point Likert scale. Measurement adequacy was established through outer loadings ≥0.70, AVE ≥0.50, Cronbach’s Alpha and Composite Reliability ≥0.70, and the Fornell–Larcker criterion. Data were analyzed using SEM-PLS with 5,000 bootstrap resamples. The results show that entrepreneurship education (β = 0.381) and green economy literacy (β = 0.426) significantly enhance self-efficacy, while self-efficacy significantly increases sustainable entrepreneurial intention (β = 0.548). Self-efficacy significantly mediates the relationships between entrepreneurship education, green economy literacy, and sustainable entrepreneurial intention (β = 0.222, p < 0.001). Universities should embed green literacy into entrepreneurship curricula through sustainability case studies, green business projects, and incubation and mentoring activities designed to provide practical mastery experiences and strengthen students’ self-efficacy for sustainable entrepreneurship.
From Environmental Context to Digital Learning: Developing and Evaluating an Environment-Based Practicum E-Module for Green Chemistry Siti Aisyah; Fitriani; Rizmahardian Ashari Kurniawan
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.v12i3.22041

Abstract

This study aims to develop an Environment-Based Practicum E-Module for green chemistry and to evaluate its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the three-dimensional (3-D) development model, which consists of the Define, Design, and Develop stages. The participants were 28 tenth-grade students from Class X-A at SMAS Mujahidin Pontianak. Data were collected through interviews, classroom observations, expert validation sheets, student response questionnaires, and pretest–posttest assessments. The effectiveness evaluation in the Develop stage employed a one-group pretest–posttest design, with students completing a pretest before using the e-module and a posttest after the learning intervention. The data were analyzed using percentage analysis to determine the validity and practicality of the e-module, while its effectiveness was evaluated using the Normalized Gain (N-Gain) index. The results indicated that the developed e-module achieved average validity scores of 96% from material experts, 98% from media experts, and 98% from language experts, all of which were classified as highly valid. The practicality evaluation yielded an average score of 84%, indicating that the E-Module was highly practical. In addition, the effectiveness test produced an average N-Gain score of 0.86, which falls within the high category, as reflected by the increase in students' mean scores from 85 on the pretest to 98 on the posttest. These findings demonstrate that the Environment-Based Practicum E-Module is valid, practical, and effective, making it a suitable digital instructional resource for supporting green chemistry learning, particularly in schools with limited laboratory facilities.
Development and Validation of a Problem-Based Learning E-Module Integrating Sidoarjo Milkfish Local Wisdom for Enhancing Students’ Critical Thinking Skills Dewi Purwasih; Dyah Hariani; Ulfi Faizah
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.v12i3.22048

Abstract

This study aims to evaluate the validity and readability of a Problem-Based Learning (PBL) e-module integrated with the local wisdom of milkfish cultivation in Sidoarjo on the topic of ecosystems to support the development of 10th-grade students’ critical thinking skills. The study employed the Fenrich development model, which comprises the stages of analysis, planning, design, development, and implementation, with each cycle involving evaluation and revision. The validity of the PBL e-module was assessed by three evaluators, comprising two expert lecturers and one biology teacher. Data were analyzed using descriptive quantitative and qualitative approaches. The results indicated that the PBL e-module achieved a validity score of 3.94, which was categorized as very valid. The Fry readability graph placed the text of the e-module at Grade 10, indicating that the e-module was appropriate for 10th-grade students. The findings indicate that the PBL e-module, integrated with local wisdom related to milkfish cultivation in Sidoarjo, is valid and appropriate for biology learning. Integrating local wisdom and contextual issues into biology education has the potential to support the development of students’ critical thinking skills.
From Ethnocultural Knowledge to Systems Thinking: Mapping Global Research on Ethno-ESD in Elementary Education Ahmad Mulyadiprana; Ghullam Hamdu; Anggit Merliana; Srie Mulyati; Ade Yulianto; Rifqy Muhammad Hamzah
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.v12i3.22094

Abstract

This study aims to analyze global research trends, thematic evolution, and research characteristics related to Ethno-ESD and systems thinking in elementary education using a bibliometric approach. The study employed bibliometric analysis using Biblioshiny within the Bibliometrix package in RStudio. A total of 44 documents published between 2017 and 2026 were retrieved from the Scopus database and analyzed, representing 33 sources. The analysis focused on publication trends, authorship patterns, citation metrics, and thematic mapping based on keyword co-occurrence. Thematic analysis was conducted to identify and interpret recurring themes and patterns across research topics and keywords. The findings revealed an annual growth rate of 8.01%, indicating increasing scholarly interest in the topic. The dominant motor themes were sustainable development, education, and learning, suggesting that sustainability-oriented educational practices remain central to current research. The collaboration index indicated a moderate level of international research collaboration. These findings suggest that research on Ethno-ESD and systems thinking in elementary education is evolving toward interdisciplinary and sustainability-focused learning approaches. This study contributes to the identification of future research directions and provides a scientific basis for integrating local wisdom and systems thinking into sustainable elementary education practices.
Integrasi Literasi Finansial dalam Pemecahan Masalah Matematis melalui Lembar Kerja Peserta Didik Berbasis Problem-Based Learning Afifa Thurifqoh; Sri Hastuti Noer; Agung Putra Wijaya
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.v12i3.22267

Abstract

This study aims to develop and evaluate financial literacy-integrated Problem-Based Learning (PBL) worksheets to foster students’ mathematical problem-solving skills. The product was developed using the ADDIE framework within a Research and Development (R&D) method, encompassing the stages of analysis, design, development, implementation, and evaluation. The field trial involved 61 eleventh-grade students, comprising 31 students in the experimental group and 30 in the control group, selected through cluster random sampling using a pretest–posttest control group design. Data were collected through expert validation, practicality questionnaires, and mathematical problem-solving tests. The data were analyzed using Aiken’s V to quantify expert judgments, item validity and reliability analyses to evaluate the mathematical problem-solving test, percentage analysis to assess practicality, normalized gain (N-gain) to measure improvements in mathematical problem-solving skills, and an independent-samples t-test to examine differences in improvement between the experimental and control groups. Expert judgments yielded Aiken’s V coefficients ranging from 0.84 to 0.93, indicating strong agreement among the experts regarding the relevance of the assessed components. The mathematical problem-solving test demonstrated acceptable item validity and good internal consistency, with a Cronbach’s alpha coefficient of 0.853. The developed worksheets demonstrated a high level of practicality, based on teacher and student response rates of 89% and 87.6%, respectively. The experimental group achieved a higher mean N-gain score (0.625) than the control group (0.516), with a statistically significant difference in improvement (one-tailed p = 0.011). These findings indicate that the developed financial literacy-integrated PBL worksheets meet established quality criteria, support classroom implementation, and foster students’ mathematical problem-solving skills through authentic financial contexts.
Microlearning Videos for Green Knowledge Development: Feasibility, Learning Changes, and Cross-Case Patterns in Indonesian Vocational Education Mustika Nuramalia Handayani; Najib Tuisina Naenum; Nadia Trianisawati
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.v12i3.22311

Abstract

This study aims to describe the characteristics and assess the feasibility of videos used in Indonesia’s Agribusiness Processing of Agricultural Products (APHP) program, examine changes in students’ green knowledge within each case, and identify common and contrasting patterns of green-knowledge development across the two cases. A quantitative descriptive approach with comparative multiple-case secondary analysis was used. Both cases followed the ADDIE model but differed in content, participants, instructional models, implementation periods, and assessment instruments. Product feasibility was assessed through expert validation and student-response questionnaires. Cognitive outcomes were measured using multiple-choice pretests and posttests completed by 31 students in Case 1 and 25 students in Case 2. Six experts reviewed the mapping of the test items to six common green-knowledge domains. In Case 1, expert-validation scores ranged from 83.33% to 86.11%, and student practicality was 79.41%; in Case 2, expert-validation scores ranged from 75.00% to 95.14%, and student practicality was 83.98%. Green-knowledge scores increased from 32.26% to 68.87% in Case 1 and from 69.20% to 82.40% in Case 2, producing moderate normalized gains of 0.54 and 0.43. These results do not show that one instructional combination was superior. Instead, they illustrate two context-specific uses of microlearning: discovery activities for exploring broad environmental issues and project work for connecting sustainability with processing operations. By placing different topic-based tests within one framework, this study provides a practical basis for examining green knowledge across vocational food-processing subjects.
Bridging Conducting Pedagogy and Digital Technology: Teachers’ Perceptions and Adoption Intentions toward a Webcam-Based Hand-Tracking Trainer Agus Firmansyah; Enry Johan Jaohari; Muhammad Yuda Ramadhan; 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.v12i3.22368

Abstract

This study aims to analyze teachers’ perceptions of the usefulness, ease of use, perceived learning, and adoption potential of the CONDUCT HandTrack Conducting Trainer a web application combining webcam hand-tracking, two-dimensional visualization, and real-time gesture scoring (perfect/good/miss) using the Technology Acceptance Model as an analytic lens. A descriptive quantitative approach complemented by qualitative data (embedded mixed-methods design) was applied to 21 teachers from teacher working groups (MGMP) in Subang Regency via a 56-item questionnaire (Likert 1–5). Descriptive analysis, Cronbach’s alpha reliability testing, Pearson correlation analysis, and thematic analysis showed perceived learning highest (mean 4.35; 96.2% agreement), followed by adoption potential (4.34) and training quality (4.22), while usability (ease of use) was lowest yet positive (3.83; α=0.83). Pearson correlations among constructs were strong (r=0.71–0.84; p<0.01), supporting the ease → usefulness → intention path indicatively at pilot scale. Application and training ratings were 4.76 and 4.48; all participants intended to pursue further training. The dominant barrier hand-detection accuracy explains the lower ease-of-use score, yet high perceived usefulness sustains adoption intention, a pattern consistent with utility-driven adoption. Theoretically, the study extends TAM and real-time-feedback evidence to in-service teachers on an embodied skill; practically, it guides the development of music-pedagogy technology toward tracking reliability, staged practice modes, and stakeholder-specific support.
From Digital Literacy to Computational Thinking in Economics Education: The Mediating Role of Self-Regulated Learning Deitawati Dalughu; Disman; Susanti Kurniawati; Leni Permana
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.v12i3.20472

Abstract

This study aims to examine the effect of digital literacy (DL) on students’ computational thinking (CT) in Economics Education, with self-regulated learning (SRL) serving as a key explanatory factor. A quantitative explanatory survey design was employed with 210 junior high school students from North Sulawesi and Central Kalimantan, Indonesia, who were selected through proportional sampling. Data were collected using Likert-scale questionnaires measuring DL, SRL, and CT and were analyzed using descriptive statistics and univariate linear regression. The results showed that DL significantly predicted SRL (β = 0.75, p < .001) and CT (β = 0.71, p < .001), while SRL significantly predicted CT (β = 0.76, p < .001). The significant direct relationship between DL and CT, together with the significant relationships between DL and SRL and between SRL and CT, suggests that SRL may play an explanatory role in the relationship between DL and CT. Because the direct relationship between DL and CT remained significant, the relationship was not fully accounted for by SRL. These findings highlight the importance of integrating digital literacy with SRL strategies, including goal setting, learning monitoring, strategy use, and self-evaluation, to support the development of students’ computational thinking skills in Economics Education.
Development of Project-Based Learning Instructional Materials Integrating Bojonegoro’s Jamu Gepyok Local Wisdom to Enhance Students’ Creative Thinking Skills Iis Sugiati; Nur Kuswanti; Novita Kartika Indah
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.v12i3.20752

Abstract

This study aims to develop Project-Based Learning (PjBL) instructional materials integrated with the local wisdom of Bojonegoro’s jamu gepyok that are valid, practical, and effective in improving students’ creative thinking skills. The instructional materials consisted of a learning module, student worksheets, and a textbook. The study employed a Research and Development (R&D) approach using the 4D model, which comprises four stages: define, design, develop, and disseminate. The participants were 20 tenth-grade students at SMAN 1 Baureno. The research instruments included validation sheets, pretest and posttest assessment sheets for measuring creative thinking skills, and student response questionnaires. Data were analyzed using descriptive and inferential quantitative methods. The results showed that the instructional materials achieved a mean validity score of 3.97 out of 4.00, indicating a very high level of validity. The materials were also considered highly practical, as reflected in the Fry Graph readability results, which indicated suitability for Grade 10, and the mean student response score of 3.61 out of 4.00. Their effectiveness was demonstrated by an N-Gain score of 0.71, categorized as high, and a paired-samples t-test showing a statistically significant improvement in students’ creative thinking skills, t(19) = −15.32, p < .001. Students also expressed positive responses to the implementation of the instructional materials, with a mean response score of 3.65 out of 4.00. These findings indicate that PjBL instructional materials integrated with the local wisdom of Bojonegoro’s jamu gepyok can effectively support the development of students’ creative thinking skills. The local wisdom of *jamu gepyok* provides an authentic problem context for PjBL by enabling students to investigate local biological resources, identify problems related to the preservation and utilization of traditional knowledge, generate alternative product ideas, design and test solutions, and communicate their products or findings. These activities align with key dimensions of creative thinking, particularly fluency, flexibility, originality, and elaboration.

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