cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Arief Rizka
Contact Email
m.ariefrizka@ikipmataram.ac.id
Phone
+6281803688544
Journal Mail Official
jlppm@ikipmataram.ac.id
Editorial Address
Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) Universitas Pendidikan Mandalika (UNDIKMA) Alamat: Jl. Pemuda Nomor 59.A Mataram
Location
Kota mataram,
Nusa tenggara barat
INDONESIA
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
 110   111   112   113   114 
Bridging Culture and STEM Education: Developing a Tamansiswa-Grounded Project-Based Learning Model to Strengthen Mathematical Connections and Collaboration Skills Annis Deshinta Ayuningtyas; Sugiman; Kismiantini; 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.v12i3.20823

Abstract

This study aims to develop and evaluate the initial feasibility of a culturally grounded STEM instructional model that incorporates the Tamansiswa educational philosophy, encompassing Tri N (Niteni, Nirokke, and Nambahi) and Tri Ko (Cooperative, Consultative, and Corrective), to scaffold project-based learning while fostering students’ mathematical connection and collaboration skills. Employing an Educational Design Research (EDR) approach, the study collected data through expert validation sheets, implementation observation sheets, response questionnaires, mathematical connection tests, and collaboration observation sheets. Expert validation was analyzed using Aiken’s V and feasibility percentages, while implementation fidelity was assessed using Interjudge Agreement (IJA). Effectiveness was evaluated using Normalized Gain (N-Gain) and, following Shapiro–Wilk normality testing, either the Wilcoxon signed-rank test with rank-biserial r or the paired-samples t-test with Cohen’s dz, as appropriate. The study comprised analysis, design, and evaluation phases, including validation by five experts and a small-scale pilot involving 30 eighth-grade students from two junior high schools in Yogyakarta. The model demonstrated very high validity (95.42%; Aiken’s V = 0.86–0.96) and good implementation fidelity (mean IJA = 89.49%). Statistically significant improvements were observed in students’ mathematical connection skills (Wilcoxon Z = 4.78, p < .001; rank-biserial r = 0.87; N-Gain = 0.44, moderate) and collaboration skills (t(29) = 14.62, p < .001; Cohen’s dz = 2.67; N-Gain = 0.41, moderate). These findings provide empirical evidence that indigenous educational philosophy can function as a coherent pedagogical foundation, rather than merely as supplementary cultural content, for integrated project-based STEM learning. The study also offers practical implications for curriculum developers seeking to design culturally responsive instructional frameworks.
From Data Reading to Statistical Literacy: Examining Grade-Level and Gender Differences in Indonesian Elementary Students’ Data-Description Skills Uswatun Hasanah; Susilahudin Putrawangsa
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.v12i3.21114

Abstract

This study aims to examine Indonesian elementary students’ data-description skills as a foundational dimension of statistical literacy and to investigate differences across grade levels and gender. A quantitative cross-sectional design was employed with 2,106 students from Grades 2, 4, and 6 across 16 urban and rural schools. Four open-response tasks assessed students’ abilities to identify information in tables, recognize visual codes, explain data, and make predictions or draw conclusions. Confirmatory Factor Analysis (CFA) and multi-group CFA were used to examine the measurement structure, while Welch’s t-test, Welch’s ANOVA with Games–Howell post hoc comparisons, and Cohen’s d were used to assess group differences and effect sizes. All four indicators significantly contributed to the data-description construct, with drawing conclusions showing the strongest association. Most students (78.3%) were classified at the Idiosyncratic level, indicating predominantly literal or surface-level interpretations of data. Mean scores increased from Grade 2 (M = 1.15) to Grade 4 (M = 1.33) and Grade 6 (M = 1.92), with significant differences across all grade-level pairs (p < .001; d = 0.47–1.39). Female students scored slightly higher than male students, although the effect size was small (d = 0.27). Instruction should therefore move beyond literal data reading by engaging students more explicitly and consistently in comparing data, explaining relationships, and justifying predictions or conclusions using evidence from tables and graphs.
Development of Teaching Materials for Sociology Subjects for Grade XI with the Assistance of Microlearning Suyuti; Devi Septiandini; Ike Arriany; Putri Shifa Rahmadini; Andrea Nurul Izzah; Zahra Najwa Sarahah
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.v12i3.21338

Abstract

This study aims to develop and evaluate the quality of microlearning-based teaching materials for Grade 11 Sociology education and to assess their feasibility, practicality, and acceptability from the perspectives of experts, teachers, and students. The study employed a Research and Development (R&D) design using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data were collected through interviews, observations, document analysis, expert validation sheets, and user response questionnaires. The participants comprised subject-matter experts, media experts, instructional practitioners, Sociology teachers, and Grade 11 students involved in the limited trial phase. Quantitative data were analyzed using descriptive statistical techniques to calculate feasibility and response percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing based on interview findings and open-ended responses. The findings indicated that the microlearning-based teaching materials developed for Grade 11 Sociology achieved an average feasibility score of 91.83%, placing them in the “highly feasible” category. Specifically, the materials received scores of 92.50% from the subject-matter expert, 89.00% from the media expert, and 94.00% from the instructional practitioner. The trial results also demonstrated high levels of practicality and acceptability, with average response scores of 91.56% from students and 92.80% from the teacher. The overall evaluation yielded an integrated score of 92.06%. These findings indicate that the developed teaching materials meet established content and media feasibility criteria, are easy to implement, and are well received by students, while supporting the understanding of sociological concepts and improving instructional efficiency in the digital era. Theoretically, this study contributes to the literature on digital instructional design in secondary education by highlighting the relevance of microlearning to cognitive load theory. Practically, the findings provide educators with a foundation for designing digital learning resources that are adaptive, cognitively manageable, and aligned with the demands of twenty-first-century education.
Motivasi Berwirausaha sebagai Variabel Mediasi Pengaruh Harapan Pendapatan dan Modal Sosial terhadap Kesiapan Berwirausaha pada Siswa Sekolah Menengah Kejuruan Nur Khofifah Tanjung; Muazza; Mayasari
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.v12i3.21753

Abstract

This study aims to investigate the mediating role of entrepreneurial motivation in the relationships between income expectations, social capital, and entrepreneurial readiness among eleventh-grade students at public vocational high schools (SMKNs) in Jambi City. A quantitative explanatory design with a cross-sectional survey approach was employed. The population comprised 2,745 eleventh-grade students enrolled in public vocational high schools in Jambi City, from which 349 respondents were selected using proportionate stratified random sampling. Data were collected through a structured questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The results indicate that income expectations, social capital, entrepreneurial motivation, and entrepreneurial readiness were generally rated at a good level. Income expectations had positive and significant effects on entrepreneurial readiness (β = 0.293, t = 7.178, p < .001) and entrepreneurial motivation (β = 0.510, t = 13.922, p < .001). Social capital also had positive and significant effects on entrepreneurial readiness (β = 0.389, t = 8.974, p < .001) and entrepreneurial motivation (β = 0.445, t = 11.554, p < .001), while entrepreneurial motivation had a positive and significant effect on entrepreneurial readiness (β = 0.321, t = 5.831, p < .001). Entrepreneurial motivation partially mediated the relationships of income expectations and social capital with entrepreneurial readiness. These findings suggest that vocational education policies, entrepreneurship curriculum design, and school-based mentoring programs should be aligned to strengthen students’ financial literacy and expand access to entrepreneurial social networks, thereby better preparing SMK graduates to become job creators rather than job seekers.
Reconstructing a Culturally Grounded Social Entrepreneurship Model: Insights from Sundanese Cultural Values among Social Studies Education Students Sari Sari Handani; Bunyamin Maftuh; Disman; Erlina Wiyanarti
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.v12i3.21958

Abstract

This study aims to identify forms of social entrepreneurship among Social Studies Education students, examine the application of Sundanese cultural values, analyze the supporting and inhibiting factors, and formulate a social entrepreneurship model based on local wisdom. A qualitative approach with a multiple-case study design was employed. The research was conducted at three universities—Universitas Bale Bandung, Institut Pendidikan Indonesia, and Universitas Tazkia—using observations, document analysis, focus group discussions (FGDs), and in-depth interviews with 29 informants, including students, faculty members, program administrators, and community partners. Data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings indicate that student social entrepreneurship manifests in three main forms: businesses based on local potential, community cooperatives, and digital social movements. Sundanese cultural values, including Silih Asah, Silih Asih, Silih Asuh, Sauyunan, and Sabilulungan, as well as the character traits of Cageur, Bageur, Bener, Pinter, and Singer, were found to be well integrated into entrepreneurial practices. Institutional support and social capital emerged as the primary enabling factors, whereas limited financial capital and business literacy constituted the major barriers. This study resulted in the NISSE Model (Sundanese Values–Social Sciences–Social Entrepreneurship), a holistic framework that integrates cultural inputs, the pedagogical processes of Social Studies Education, student competencies, and community transformation. Theoretically, the model contributes to the theory of indigenous entrepreneurship by demonstrating how local wisdom can function as an operational principle shaping business ethics, collaborative decision-making, and altruistic orientations. Practically, the NISSE Model provides a curriculum framework for local-wisdom-based entrepreneurship that may be adapted to diverse cultural contexts globally.
From Curriculum Integration to Classroom Practice: Assessing Primary School Teachers’ Competence and Challenges in Contextual IPAS Learning Brianne Eucleysia Jo Komedien; Deane Umboh; Jeane Kalengkongan
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.v12i3.22011

Abstract

This study aims to assess primary school teachers’ competencies in managing contextual IPAS (Integrated Science and Social Studies) learning and to identify the major challenges affecting its implementation in Tomohon City, Indonesia. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire with qualitative data from classroom observations and semi-structured interviews. The participants comprised 40 primary school teachers from ten public schools selected through purposive sampling. The questionnaire consisted of 15 Likert-scale items covering three competency dimensions: science laboratory management, environment-based learning media management, and science content contextualization. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that only 45% of the teachers demonstrated good to excellent competence in managing contextual science learning, whereas 55% demonstrated moderate to low competence. The overall mean competency score was 58%, indicating a moderate level of competence. Among the three dimensions, science laboratory management received the lowest score (52.4%), followed by environment-based learning media management (58.7%) and science content contextualization (63.1%). Teachers reported persistent challenges in organizing practical science activities, developing contextual learning media, and integrating local environmental resources into inquiry-based instruction. This diagnostic profile addresses a gap in the literature by providing a detailed account of teachers’ competencies in managing contextual science learning across three integrated dimensions. The findings provide an evidence-based foundation for curriculum developers and policymakers in Indonesia and other developing countries to design targeted professional development programs and support strategies. Such initiatives may strengthen contextual science education reform and support the effective implementation of the Merdeka Curriculum in primary schools.
Cultivating Pupils’ Religious-Ecological Attitudes Through Faith-Based Eco-Education in Disaster-Prone Areas: Impacts and Implementation Factors Anugrah Arifin; Sukarta
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.v12i3.22088

Abstract

This study aims to examine the effectiveness of an Islamic and Muhammadiyah movement (AIK)-based eco-education programme in enhancing pupils’ religious-ecological attitudes in disaster-prone areas and to identify the supporting and hindering factors. A mixed-methods sequential explanatory design was employed, consisting of a one-group pretest–posttest experiment involving 30 pupils at SMPN 12 Mataram, located along the banks of the Jangkok River, followed by in-depth interviews with teachers, the headteacher, and pupils. The post-test instrument demonstrated acceptable internal consistency (Cronbach’s alpha = 0.645), although only 5 of the 20 items were found to be valid. The results showed an increase in the mean score from 58.5 at pre-test to 64.8 at post-test. A paired-samples t-test indicated that this increase was statistically significant (t(29) = 2.60, p < 0.05), with a moderate effect size (Cohen’s d = 0.47), indicating a meaningful practical impact. The qualitative findings further demonstrated that the internalisation of the values of khalifah, maslahah, and the prohibition of isrāf through habitual practices, such as the “Clean Friday” programme, strengthened pupils’ awareness that environmental protection is an integral part of religious faith. However, challenges, including limited resources and inadequate parental support, remained. This study contributes a contextually integrated model of AIK and eco-education for flood-prone schools. The practical implications include strengthening the curriculum through fiqh al-bi’ah, providing continuous teacher training, and developing standardised evaluation instruments to support spiritually grounded disaster-mitigation education.
Do Digital Literacy and Collaboration Skills Matter for Cognitive Competence in Vocational Education? Amallia Putri Octavia; Mohammad Wildan Habibi
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.v12i3.22103

Abstract

This study aims to analyze the relationships between digital literacy, collaboration skills, and the cognitive competence of vocational high school students. A quantitative approach with a correlational research design was employed. Data were collected through cognitive competence tests and questionnaires measuring students’ digital literacy and collaboration skills. Multiple linear regression was used to examine the extent to which digital literacy and collaboration skills were individually and jointly associated with students’ cognitive competence. The results revealed that digital literacy was positively and significantly associated with cognitive competence (β = 0.302, p = 0.004), whereas collaboration skills showed a positive but non-significant association with cognitive competence when analyzed separately (β = 0.062, p = 0.551). In the simultaneous analysis, digital literacy and collaboration skills were jointly and significantly associated with cognitive competence (F = 9.224, p < 0.001), with the model explaining 11.9% of the variance in cognitive competence (R² = 0.119). These findings indicate that digital literacy is a significant individual predictor of cognitive competence, whereas collaboration skills do not demonstrate a statistically significant individual contribution. However, when considered simultaneously, digital literacy and collaboration skills are significantly associated with cognitive competence. This study contributes to the literature on vocational education by providing empirical evidence regarding the relationships among digital literacy, collaboration skills, and cognitive competence among vocational students. However, the study is limited to one vocational specialization and two independent variables. Future research should therefore involve more diverse samples and incorporate additional relevant variables to provide a more comprehensive understanding of the factors associated with students’ cognitive competence.
Culturally Responsive Teaching for Deep Learning: Exploring Pre-Service Teachers' Pedagogical Competence Across the Instructional Cycle I Gusti Ayu Putu Arya Wulandari; Kadek Rahayu Puspa Dewi; Gusti Ayu Made Arna Putri; Koming Ari Denawati; Handriyani
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.v12i3.22380

Abstract

This study aims to examine pre-service teachers’ pedagogical competence in implementing Culturally Responsive Teaching (CRT) to support deep learning pedagogy during mathematics lessons observed in their teaching practicum and to identify points at which implementation weakened across the instructional cycle. A qualitative descriptive design was employed, with structured 1–4 observation ratings used solely as descriptive supporting evidence rather than as a separate quantitative strand. Observations and document analysis involved 30 pre-service teachers, while interviews were conducted with 10 of these participants, four teacher educators, and 30 students. Data from observation protocols, semi-structured interviews, lesson documents, assessment tasks, and reflective journals were analyzed thematically and validated through source, method, and time triangulation. Descriptive ratings indicated stronger performance in inclusive classroom management (M = 3.5) and culture-based lesson planning (M = 3.2), but weaker performance in the use of culturally relevant media (M = 2.8) and culture-based assessment (M = 2.6). Triangulated evidence revealed a culturally responsive continuity gap: cultural responsiveness was evident in lesson planning and classroom interactions but diminished during assessment and critical reflection. When local cultural contexts were used as resources for mathematical reasoning rather than as decorative examples, students demonstrated clearer indicators of meaningful, mindful, and joyful learning. The study identifies authentic culture-based assessment, structured reflection, mentoring, and culturally relevant resources as priority areas for strengthening pre-service teachers’ pedagogical competence during teaching practicum.
Age–Mechanic–Function (AMF) Framework: A Developmental Framework for Analyzing Cognitive and Social Learning Opportunities in Analog Board Games for Children Aged 3–8 Prisyafandiafif Charifa; Syaiful Lokan; Ima Apriliani
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.v12i3.22425

Abstract

This study aims to construct and preliminarily appraise the Age–Mechanic–Function (AMF) Framework as a systematic, evidence-informed framework for analyzing cognitive and social learning opportunities in analog board games designed for children aged 3–8 years. The study combined an integrative review, structured content analysis of a purposive sample of 20 commercially available games, and a preliminary expert appraisal involving three experts in game facilitation, game design, and early childhood education. The 20 games were purposively selected based on variation in game mechanics, reported availability, and market visibility, and satisfied the predefined inclusion and exclusion criteria by spanning all three proposed developmental age ranges and representing the full spectrum of proposed mechanic families. The framework distinguishes among proposed design range, mechanic demands, potential practice opportunities, demonstrated outcome evidence, evidence directness, and facilitation conditions. For the experts’ ratings of the original combined game-level mappings, ordinal Krippendorff’s alpha was .860, while pairwise unweighted kappa values ranged from .798 to .805. These estimates indicate substantial agreement in category assignments within the small expert panel but do not establish developmental validity, causal effects, or validated age cutoffs. Accordingly, the AMF Framework is proposed as a transparent decision aid for generating and comparing design hypotheses rather than as a diagnostic tool or an alternative safety-rating system. Broader expert consensus and prospective studies involving children are needed before claims regarding learning effectiveness can be made. The AMF Framework may support game developers in designing learning mechanics that are informed by available evidence and provide early childhood educators with a structured basis for evaluating and integrating educational board games into classroom practice.

Page 113 of 114 | Total Record : 1131

 110   111   112   113   114 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 3 (2026): September (IN PRESS) Vol. 12 No. 2 (2026): June Vol. 12 No. 1 (2026): March Vol. 11 No. 4 (2025): December Vol. 11 No. 3 (2025): September Vol 11, No 2 (2025): June Vol. 11 No. 2 (2025): June Vol. 11 No. 1 (2025): March Vol 11, No 1 (2025): March Vol. 10 No. 4 (2024): December Vol 10, No 4 (2024): December Vol 10, No 3 (2024): September Vol. 10 No. 3 (2024): September Vol. 10 No. 2 (2024): June Vol 10, No 2 (2024): June Vol. 10 No. 1 (2024): March Vol 10, No 1 (2024): March Vol 9, No 4 (2023): December Vol 9, No 3 (2023): September Vol 9, No 2 (2023): June Vol. 9 No. 2 (2023): June Vol 9, No 1 (2023): March Vol 8, No 4 (2022): December Vol 8, No 3 (2022): September Vol 8, No 2 (2022): June Vol 8, No 1 (2022): March Vol 7, No 4 (2021): December Vol 7, No 3 (2021): September Vol 7, No 2 (2021): June Vol 7, No 1 (2021): March Vol 6, No 3 (2020): November Vol 6, No 2 (2020): July Vol 6, No 1 (2020): March Vol 5, No 2: September 2019 Vol 5, No 1: Maret 2019 Vol 4, No 2: September 2018 Vol 4, No 1: Maret 2018 Vol 3, No 2: September 2017 Vol 3, No 1: Maret 2017 Vol 2, No 2: September 2016 Vol 2, No 1: Maret 2016 Vol 1, No 2: September 2015 Vol 1, No 1: Maret 2015 More Issue