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Nusantara: Jurnal Pendidikan Indonesia
Published by Lembaga Sosial Rumah Indonesia
ISSN : 27743829     EISSN : 27747689     DOI : -
Core Subject : Education,
Education
Nusantara: Jurnal Pendidikan Indonesia adalah media terintegrasi untuk komunikasi berkelanjutan terkait temuan-temuan penting penelitian baru terkait pendidikan, antara lain: bidang penelitian pendidikan dalam proses belajar mengajar, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan pengembangan pendidikan dan lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Search results for , issue "Vol. 5 No. 3 (2025)" : 20 Documents clear
The Influence between Self-Efficacy and Resilience on Mathematics Learning Outcomes among Fifth Grade Students Nugraheni, Intan; Tyas, Dewi Nilam
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-4

Abstract

Purpose – Student learning outcomes are influenced by self-efficacy and resilience. This research aimed to examine how fifth graders at SDN Gugus Sedap Malam in East Semarang District performed in mathematics class based on their resilience and self-efficacy.Method – This quantitative study used a correlational approach. It involved 178 fifth-grade students, with a sample of 65 students selected using proportional sampling. A closed questionnaire with a Likert Scale (four alternative answers) was used via Google Forms, with 30 questions for each variable. Findings – Pearson correlation results showed a significant relationship between self-efficacy and mathematics learning outcomes (r = 0.629, p < 0.001), and resilience and mathematics learning outcomes (r = 0.696, p < 0.001). The r_count value (0.748) being higher than r_table (0.244) indicates a strong relationship between self-efficacy and resilience and mathematics learning outcomes. An R² value of 0.559 (55.9%) was obtained, indicating that self-efficacy and resilience contributed 55.9% to mathematics learning outcomes. This means higher self-efficacy and resilience lead to higher mathematics learning outcomes. Conversely, lower self-efficacy and resilience result in lower mathematics learning outcomes. Research Implications – A practical implication is that teachers and schools should develop programs to improve student self-efficacy and resilience. The curriculum can be adjusted to emphasize mental strengthening and student motivation, focusing on cognitive, attitudinal, and psychomotor aspects.
Correlation between Lecturer Support and Student Satisfaction: Insights from Blended English for Tourism Course Antari, Addinda Maulidita; Kurniawan, Eri
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-1

Abstract

Purpose – This study investigates the relationship between hospitality students’ perceptions of lecturer support and their satisfaction with the English for Tourism course delivered in a blended learning format in response to the changing learning environments following the COVID-19 pandemic. Amid increasing demands for technology-integrated instruction in English for Specific Purposes (ESP), this research highlights the role of pedagogical support in shaping student satisfaction.Method – Employing a quantitative correlational approach, this study collected data using validated instruments: the Scale of Perceived Instructor Support (SPIS) and the ESP Student Satisfaction Scale. Out of 92 students enrolled in the course, 47 (51.1%) participated voluntarily. Pearson’s correlation coefficient was applied to examine the relationship between perceived lecturer support and student satisfaction. Findings – Results indicated that students perceived moderate to high levels of support from their lecturers and reported a generally positive experience with the course, as reflected in a strong positive correlation (r=0.732, p < 0.01) between lecturer support and student satisfaction, emphasizing the importance of lecturer presence, interpersonal connection, and responsive feedback in blended ESP instruction. Research Implications – The study contributes to the growing literature of ESP pedagogy and blended learning by affirming the crucial role of lecturer support in shaping positive student experiences. The research is limited by its single-institution scope, modest sample size, and insufficient examination of factors affecting students’ willingness to continue learning in blended format. Future research is recommended to investigate lecturer support’s impact on student motivation, psychological challenges, and learning outcomes, using longitudinal or mixed methods approaches.
The Effectiveness of Using Educational Board Games on Students’ Vocabulary Mastery at Junior High School Sari, Sinta Kurnia; Ifrianti, Syofnidah; Aryanika, Septa
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-5

Abstract

Purpose – This study investigates the effectiveness of educational board games in enhancing the vocabulary mastery of seventh-grade students at SMPN 24 Bandar Lampung. It aims to determine whether there is a significant difference in vocabulary achievement between students taught using board games and those taught through conventional instructional methods.Method – The study was conducted during the second semester of the 2024/2025 academic year using a quasi-experimental design with a pre-test–post-test control group. A total of 60 students were selected through purposive sampling, with 30 students in the experimental group and 30 in the control group. The experimental group received vocabulary instruction through educational board games, while the control group was taught using conventional methods. Data were collected using a 50-item multiple-choice vocabulary test and analyzed using an independent samples t-test.Findings – The analysis showed a statistically significant difference in post-test scores between the experimental and control groups, t (58) = 8.575, p < 0.001. The students in the experimental group demonstrated significantly higher vocabulary mastery, with a mean score difference of 15.867 points compared to those in the control group. Research Implications – The results provide empirical support for the use of educational board games as an effective and engaging teaching strategy in English language learning. These games offer a structured yet enjoyable approach to vocabulary acquisition, which can enhance students' comprehension and retention of English vocabulary.
Standarisasi Kemampuan Membaca dan Menghafal Al-Qur’an Siswa dalam Penilain Munaqosah: Studi Multi-Situs Pada Sekolah Berbasis Agama Rosikhin, Rifkal Syihabu
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-14

Abstract

Purpose – This research aims to explore how SMA Khodijah Surabaya and SMK Baitul Izza Tulungagung design, implement, and evaluate their munaqosah (Qur'anic assessment) programs.Method – Using a qualitative descriptive multi-site study design, data were collected through participant observation, in-depth semi-structured interviews, and document analysis at both institutions. A total of 12 key informants participated in the study. Data analysis followed the Miles, Huberman, and Saldaña framework, employing a two-stage process involving within-site and cross-site analysis. Data validity was ensured through triangulation of sources and methods. Findings – Both schools implement a systematic standardization of Qur'anic assessment based on three core indicators: fluency, tajwid, and fashohah, representing cognitive, psychomotor, and affective learning domains. SMA Khodijah integrates its program with PIQ Singosari Malang through a memorandum of understanding (MoU), with the P3AQ unit responsible for implementation, training, and certification. In contrast, SMK Baitul Izza adopts an autonomous model rooted in its boarding school system, managed by the Tim PPG, with evaluation culminating in a one-month munaqosah at Pondok Wali Barokah Kertosono. Research Implications – The study highlights the practical value of establishing dedicated units for Al-Qur'an assessment development and quality assurance. These models offer adaptable frameworks for broader religious education assessment efforts and provide insights into effective standardization practices. However, a methodological limitation lies in the qualitative approach, which does not allow for statistical examination of variable relationships. Future research is recommended to delve deeper into character and affective dimensions and to map comprehensive quality assurance mechanisms in Qur'anic education.
Inclusive Quality Education in Rural Areas: A Case Study of Ledug Pintar Fatur, Fatur Fahrezi; Rohmah, Lailatu; Shodiq, Muhammad Ja’far
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-8

Abstract

Purpose – This study explores how inclusive quality education can be realized in rural areas through a grassroots edupreneurship model. It addresses a gap in current literature by examining how community-led educational initiatives can offer equitable and sustainable learning alternatives outside formal systems in underserved regions.Method – A qualitative case study was conducted in Ledug Village, Banyumas Regency, utilizing participatory observation, in-depth interviews, and document analysis. Data were analyzed using the Miles and Huberman framework, involving data condensation, display, and conclusion drawing. Findings – The Ledug Pintar initiative presents a model of inclusive and flexible learning that accommodates children, youth, and elderly learners in a rural context. By merging educational goals with community-based social entrepreneurship, it provides affordable and accessible services that promote inclusive education at the village level. Key strengths include youth leadership, local relevance, and intergenerational access to learning. Research Implications – This study highlights the potential of community-driven approaches to achieving inclusive quality education in rural areas. It suggests practical implications for local governments and NGOs to support similar models in other underserved contexts. However, findings remain context-bound, and further research is required to evaluate transferability and long-term outcomes.
Pengembangan Media Scratch Game Edukasi Berbasis Gaya Belajar untuk Meningkatkan Hasil Belajar IPAS Siswa Sekolah Dasar Ma'wa, Putri Fajri; Ratnaningrum, Ika
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-12

Abstract

Purpose – This study aims to develop educational Scratch game media based on learning styles and determine its feasibility and effectiveness to improve student learning outcomes.Method – This research design is Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. Findings – This research was conducted with the development of educational Scratch game media based on learning styles that contain IPAS class V material about changes in the earth due to human activities. The novelty in this study is in the form of media development tailored to learning styles, media access without downloading applications, and selection of materials that are different from previous studies. The feasibility of educational Scratch game media was rated very feasible by media experts with a score of 92% and by material experts at 84%. The results of student responses on small-scale and large-scale trials amounted to 86.58% and from teacher responses of 95% which were in the very feasible category. The level of effectiveness of educational Scratch game media based on learning styles is considered quite effective with the results of the N-Gain percent test of 63% and the N-Gain value of 0.63 which shows the difference in learning outcomes at a moderate level. Research Implications – The results of the research conducted have implications for the development of educational Scratch game media based on learning styles that can be used as a reference for developing media according to student characteristics.
Pengembangan Media Pembelajaran Augmented Reality Berbasis Assemblr Edu untuk Meningkatkan Hasil Belajar IPAS Siswa Sekolah Dasar Sholicha, Asrilia Putri; Ratnaningrum, Ika
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-13

Abstract

Purpose – The aim of this research is to develop innovative learning media based on Augmented Reality (AR) using smartphones through the Assemblr Edu application for science instruction.Method – This study is categorized as research and development (R&D), with the goal of producing a product and testing its effectiveness. The development model employed is ADDIE, which includes five stages: analysis, design, development, implementation, and evaluation. Findings – The results indicate that validation by material experts yielded a score of 90.27%, while validation by media experts scored 87.5%. The combined average score from both expert assessments is 89.1%, suggesting that the Assemblr Edu-based learning media is highly feasible for classroom use. In terms of effectiveness, the average pre-test score was 55.65 and the post-test score was 81.74, with an N-gain value of 0.59, which falls within the medium effectiveness category. Research Implications – The findings of this study suggest that Assemblr Edu-based learning media is a valid and effective tool for enhancing elementary students’ understanding of science concepts, particularly in the topic of food chains. Its integration of Augmented Reality provides an interactive and engaging learning experience, making abstract content more accessible. The positive results from expert validations and learning outcomes indicate that this media can be confidently implemented in classroom settings as a supplementary instructional resource. Moreover, its use supports the development of digital literacy among students by leveraging mobile technology in education. Future applications may extend its use to other science topics or interdisciplinary learning contexts.
Where is Vocational Education Heading? Unpacking Two Decades of Global Knowledge Dynamics and Policy Relevance Wulaningrum, Tri; Afnia, Pangestika Nur; Setiawan, Risky
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-2

Abstract

Purpose – As digital disruption and global inequalities reshape the future of work, vocational education is increasingly recognized as essential for skills development and social mobility. However, the field remains marked by thematic fragmentation—between traditional foci such as curriculum and pedagogy and emerging priorities like digitalization, equity, and learner well-being—and significant geographical imbalance, with research output dominated by a few high-income countries. This study maps the intellectual and policy landscape of vocational education research (2000–2024) to clarify its alignment with urgent global challenges.Method – A total of 11,781 Scopus-indexed articles was analyzed using bibliometric tools in R, including keyword co-occurrence, thematic mapping, and international collaboration network analysis to reveal dominant clusters and neglected themes. Findings – Research in vocational education is anchored in curriculum and employability, yet digital skills, gender inclusion, and mental health remain underexplored. Publication is concentrated in Australia, the US, Germany, and China, reinforcing North–South disparities and limiting global integration. While interest in innovation is rising, persistent conceptual fragmentation still hinders policy impact. Research Implications – Policymakers should move beyond rhetoric to embed digital skills, equity, and well-being in policy and curricula. Future research needs to address underrepresented issues and regions, foster cross-country collaboration, and better translate evidence into practice. The focus on English-language, Scopus-indexed articles may exclude some regional scholarship.
Peran Kepercayaan Guru-Siswa dalam Optimalisasi Strategi Pendampingan Anak dengan Gangguan Spektrum Autisme di PAUD Inklusi Tittandi, Nindya Alifia; Hapsari, Sinta Maulida; Tanto, Octavian Dwi
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-20

Abstract

Purpose – Although inclusive education is increasingly implemented, practical insights into effective teaching strategies for supporting children with autism spectrum disorder (ASD) remain limited. This study explores the lived experience of a shadow teacher in applying concrete strategies to support a child with ASD in an inclusive early childhood education setting.Method – A qualitative research design with a phenomenological approach was employed. Data were collected through a semi-structured, in-depth interview with a teacher who had over one year of experience assisting a child with ASD. The data were analyzed using descriptive phenomenological methods to capture essential themes of the teacher’s experience. Findings – The study identified key strategies such as individualized instruction, modified learning objectives, use of reward systems, and ongoing communication with parents, therapists, and school personnel. Consistency across home and school environments, supported by collaborative systems, was found to be essential. Importantly, the development of interpersonal trust between the teacher and the child emerged as a critical factor in the success of individualized strategies—a dimension often underrepresented in current literature. Research Implications – This study provides practical implications for inclusive early childhood education by highlighting the importance of relational, trust-based teaching strategies. While the focus on a single participant limits generalizability, the findings contribute valuable perspectives to teacher training and educational policy development, particularly in relation to supporting children with ASD in inclusive settings.
The Role of Humanistic Academic Supervision in Improving the Quality of Teaching and Learning in SLB At-Turmudzi 1 Malangbong Rosa, Ade Tuti; Nurdiana, Irfan Intan; Purnamasari, Feny Afifah; Saniputri, Regina Maheswari; Rahayu, Diah Daniswara
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-9

Abstract

Purpose – This study examines the role of humanistic academic supervision in improving the quality of learning at SLB At-Turmudzi 1 Malangbong, Garut. Although inclusive education is widely discussed, most supervision models are still procedural and evaluative in nature, ignoring the reflective and emotional needs of teachers. This study aims to fill this gap by exploring how humanistic supervision supports professional growth and inclusive practices.Method – Using a descriptive qualitative approach, data were collected through in-depth observations, semi-structured interviews with the principal and ten special education teachers, and document analysis. Data were analyzed using the Miles and Huberman interactive model with triangulation to ensure validity. Findings – The study found that humanistic supervision transformed teachers' attitudes from passive and anxious to open and reflective. Teachers designed differentiated lesson plans responsive to students’ cognitive and sensory needs, utilized multisensory media (such as braille cards, tactile props, and interactive audio), and conducted functional assessments. A collaborative professional culture emerged, shown through regular reflective forums and peer learning. Student engagement also improved, marked by greater participation and communication confidence, especially among students with disabilities. Research Implications – The study highlights the importance of adopting humanistic, reflective supervision models that position teachers as learning partners. Such approaches can strengthen inclusive practices and improve learning quality in special education contexts, offering a transformative alternative to conventional evaluative models.

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