Nusantara: Jurnal Pendidikan Indonesia
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.
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284 Documents
<![CDATA[Analisis Konseptual Kurikulum Cinta: Pendekatan Humanistik dan Implikasinya terhadap Pendidikan Islam ]]>
<![CDATA[Qamariah, Zaitun]]>;
<![CDATA[Anwar, Khairil]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i2-13
<![CDATA[Purpose – This research examines the conceptual integration of a love-based curriculum and humanistic approaches within Islamic education frameworks, analyzing their potential implications for learning management systems in Indonesian religious educational institutions.Method – The study employs a systematic library research methodology, analyzing relevant literature published primarily from 2020 onward. Data collection involved comprehensive examination of official policy documents from the Ministry of Religious Affairs of Indonesia, academic journals, and scholarly publications through databases including Google Scholar, ERIC, JSTOR, and DOAJ. Analysis utilized thematic categorization to identify key conceptual elements. Findings – The research identifies three fundamental dimensions of the love-based curriculum: its philosophical foundations in Islamic rahmatan lil 'alamin concept, its pedagogical emphasis on emotional intelligence development, and its practical implementation challenges. The integration of humanistic values with Islamic educational principles creates a framework that enhances character formation while addressing contemporary educational challenges, including digital disruption and social fragmentation. Research Implications – This study contributes to educational theory by proposing a conceptual framework that bridges Islamic educational principles with contemporary humanistic pedagogy. The findings suggest practical applications for curriculum development in religious educational institutions facing modernization challenges. This research presents the first comprehensive conceptual analysis of the love-based curriculum initiative within the context of Indonesian Islamic education, offering insights that extend beyond religious boundaries toward broader educational reform considerations.]]>
<![CDATA[The Impact of Metacognitive Strategies and Self-Efficacy on Listening Comprehension Among Indonesian High School Students ]]>
<![CDATA[Hartati, Sri]]>;
<![CDATA[Nur'Aini, Siti]]>;
<![CDATA[Sukmaningrum, Rahmawati]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i2-3
<![CDATA[Purpose – This study investigates how metacognitive strategies and self-efficacy beliefs affect listening comprehension in eleventh-grade students, addressing the gap between theoretical recommendations and classroom practice.Method – A quantitative path-analysis design was applied to data from 200 students in Cepu, Central Java, Indonesia. Metacognitive strategy use (planning, monitoring, and evaluating) and self-efficacy beliefs were measured via validated questionnaires; listening comprehension was assessed with a standardized test. Findings – Metacognitive strategies significantly predicted listening comprehension (? = 0.38, R² = 0.41, p < 0.01). Self-efficacy had a stronger direct effect (? = 0.52, R² = 0.56, p < 0.001). Path analysis confirmed partial mediation: self-efficacy accounted for 39% of the strategies’ impact (indirect ? = 0.24, p = 0.003). Together, both constructs explained 63.7% of variance in listening scores (R² = 0.637). Research Implications – These results highlight the importance of integrated instruction that combines explicit metacognitive strategy training with confidence-building interventions. Educators should embed scaffolded strategy lessons and targeted feedback into listening curricula to boost both cognitive skills and learner self-belief.]]>
<![CDATA[Pengaruh Academic Grit dan Environmental Stressor terhadap Cognitive Functioning pada Pelajar Pengkaji Kitab Al-Jurumiyah di Indonesia ]]>
<![CDATA[Saputra, Aqmal Maulana]]>;
<![CDATA[Sultoni, Muhamad Ikbal]]>;
<![CDATA[Hakim, Danar Hadi Khoerul]]>;
<![CDATA[Fadhlillah, Muhammad Syauqi]]>;
<![CDATA[Hakim, Ilmi]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i2-20
<![CDATA[Purpose – This study aims to examine the effect of academic grit (AG) and environmental stressors (ES) on cognitive functioning (CF) in Indonesian students studying the Al-Jurumiyah book. This study is important because studying a classic book like Al-Jurumiyah requires high cognitive abilities, but there has been no study that analyzes the predictor factors that influence it simultaneously.Method – This research employs a quantitative approach with regression design using a sample of 17 students in Bandung Regency (accidental sampling). Data was collected through adapted questionnaires: Academic Grit Scale (9 items, ?=0.70), Perceived Stress Scale (25 items, ?=0.87), and Cognitive Functioning Self-Assessment Scale (18 items, ?=0.84. The analysis included classical assumption tests and multiple regression with JASP 0.18. Findings – Multiple regression analysis showed that academic grit (AG) and environmental stressors (ES) explained 48.6% of the variance in cognitive functioning (CF) (adjusted R² = 0.486). The model was significant (F = 0.004) simultaneously. Partially, only AG had a significant positive effect on CF (? = 1.649; p = 0.009), while ES had a negative but insignificant effect (? = -0.050; p = 0.789). Research Implications – Practical implications of this study suggest the importance of strengthening non-cognitive aspects such as grit and motivation, especially in memorization-based and syntactic analysis-based curricula. Interventions such as self-regulation training and effective learning strategies may enhance cognitive functioning. Although the effects of environmental stressors (ES) were not significant, the negative trend suggests the need for supportive and low-pressure learning environments. The limitations of correlational and cross-sectional designs limit causal inference and temporal analysis.]]>
<![CDATA[Pengaruh Model Project Based Learning Terhadap Hasil Belajar Pendidikan Pancasila Siswa Kelas IV Sekolah Dasar ]]>
<![CDATA[Christiananda, FR.]]>;
<![CDATA[Suwartini, Sri]]>;
<![CDATA[Rahmawati, Isna]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-19
<![CDATA[Purpose – This study aims to examine the influence of the Project-Based Learning (PjBL) model on the learning outcomes of fourth-grade students at SDN Karang Wedi in the subject of Pancasila Education, particularly on the topic of socio-cultural differences.Method – The research method used a quasi-experimental design with a quantitative approach was employed. The sample in this study was class fourth-grade students. Data were collected through observation, pre-tests and post-tests, as well as documentation. The data were analyzed using normality tests, homogeneity tests, and t-tests. Findings – The results showed a significant improvement in students’ learning outcomes after the implementation of the PjBL model. The t-test shows a significance value of 0.0001 < 0.05. As indicated by a t-value of 3.967, which exceeds the t-table value of 2.010. In the pretest and posttest activities, there was a significant improvement. Research Implications – The practical implication of this research shows that the PjBL model is effective in enhancing students’ understanding of Pancasila Education and is recommended for broader application in the learning process.]]>
<![CDATA[Pengaruh Dukungan Keluarga dan Dukungan Sosial terhadap Kreativitas Siswa: Peran Mediasi Motivasi Intrinsik ]]>
<![CDATA[Aini, Nabila Nida Nur]]>;
<![CDATA[Aeni, Ida Nur]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-15
<![CDATA[Purpose – This study aims to analyze the effect of family support and social support on students’ creativity with intrinsic motivation as a mediating variable.Method – This study uses a quantitative approach by distributing questionnaires containing research instruments developed based on each variable. The participants in this study consisted of 215 grade X students at MAN 02 Semarang City. The data analysis used is path analysis and sobel test. Data analysis was conducted to determine the direct and indirect effects between variables in the research model, and to test the significance of the role of the mediating variables involved. Findings – The results showed that family support has no effect on student's creativity (Asymp. Sig. value 0.126 > 0.05), which states that the higher or lower the family support felt by students does not affect the creativity of these students. There is a significant influence between social support and intrinsic motivation on student creativity with an Asymp. Sig. < 0.05. In addition, this study shows that the intrinsic motivation variable can fully mediate the effect of family support on student creativity and partially mediate the effect of social support on student creativity with the value of sig. < 0.05. Research Implications – The findings from this study indicate the importance of social support to enhance students' creativity, as well as the need for an environment that builds self-confidence. Intrinsic motivation is the link between family support and creativity, so families still play an important role in fostering student motivation, although it does not have a direct effect on creativity.]]>
<![CDATA[The Effectiveness of the Problem-Based Learning Model on the Critical Thinking Skills of Buddhist Education Students ]]>
<![CDATA[Setiawan, Panya Dama]]>;
<![CDATA[Partono, Partono]]>;
<![CDATA[Utami, Sri]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-7
<![CDATA[Purpose – This study examines the impact of Problem-Based Learning (PBL) on students' critical thinking skills in Buddhist religious education at SMA Bhakti Karya Kaloran, addressing the significance of critical thinking as a core 21st-century competency and the scarcity of research applying PBL in spiritually and contemplatively oriented religious contexts like Buddhism.Method – This study employed a quantitative approach with a correlational design. The research sample consisted of 25 Buddhist students, selected using a saturated sampling technique. Data was collected through a Likert-scale questionnaire that had been tested for validity and reliability and were analyzed using simple linear regression with the assistance of SPSS version 21. Findings – The research findings indicate that the Problem-Based Learning (PBL) model has a significant influence on students' critical thinking skills, with a coefficient of determination (R²) of 0,535. This suggests that 53,5% of the variation in critical thinking ability can be explained by the implementation of the PBL model. The most prominent aspects of the PBL model were social engagement and psychomotor involvement, while the highest dimension of critical thinking was in the interpretative aspect. The significance value (0.000 < 0.05) and the t-value (5.141 > t-table) confirm a significant relationship between the two variables. Research Implications – This study makes an important contribution to enriching the literature on Buddhist education through a participatory and contextual learning approach. However, its limitations lie in the small sample size and the restricted scope to a single school, which prevents the results from being widely generalized. Further research is recommended to employ a larger sample and a more robust experimental design to explore causal relationships and other mediating factors such as learning motivation and the internalization of religious values.]]>
<![CDATA[The Influence of TPACK Mastery and Emotional Intelligence on Teachers’ Technology Awareness ]]>
<![CDATA[Budiningsif, Iffah]]>;
<![CDATA[Yasin, Moh. Fahri]]>;
<![CDATA[Khasanah, Khasanah]]>;
<![CDATA[Khadijah, Khadijah]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-6
<![CDATA[Purpose – Technology plays an essential role in the learning process; therefore, technological awareness is a necessary competence for teachers. This study aims to examine the influence of mastery of Technological Pedagogical and Content Knowledge (TPACK) and emotional intelligence on teachers' technological awareness.Method – This study employed a survey method involving teachers from the East Jakarta area who graduated from the Master of Educational Technology program at As-Syafi'iyah Islamic University Jakarta in 2024 (within UIA’s East Jakarta working area). A total of 84 participants were included in the sample. Data were collected using a questionnaire and analyzed through descriptive statistics, correlation analysis, and simple regression. Findings – The results show that teachers' levels of technological awareness, TPACK mastery, and emotional intelligence are within the moderate range, with mean scores between 3.60 and 3.90. There is a positive and moderately strong correlation (R = 0.489) between TPACK mastery and emotional intelligence with technological awareness. Together, TPACK and emotional intelligence explain 23.90% of the variance in technological awareness, indicating that these factors contribute meaningfully to teachers’ awareness of technology use. Among the two variables, emotional intelligence demonstrates a stronger predictive influence on technological awareness compared to TPACK mastery. The regression model Y = 1.587 + 0.215X? + 0.389X? is statistically significant and can be used to predict the level of technological awareness among teachers. Research Implications – Teachers are encouraged to enhance their technological awareness by integrating TPACK more actively in the learning process, supported by emotional resilience such as perseverance and patience when guiding students.]]>
<![CDATA[The Effectiveness of Claymation Movie on Students’ Vocabulary Mastery for Indonesian Vocational High School Students ]]>
<![CDATA[Hanifah, Annisa]]>;
<![CDATA[Madjdi, Achmad Hilal]]>;
<![CDATA[Syafei, Muh]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-3
<![CDATA[Purpose – Vocabulary is an important aspect of learning English, especially in Indonesia, where English is a foreign language. However, monotonous methods often make students bored and have difficulty communicating. Claymation can be an interesting solution and make understanding easier. This study is important to find out whether Claymation media can really help students master vocabulary better.Method – This study uses quantitative methods with the research design used is a pre-experimental one-group pre-test and post-test design that focuses on one class without a control class and changes in learning outcomes cannot be fully attributed to Claymation, so researchers design valid and reliable instruments and conduct trials before being applied to the treatment class. The sample consisted of 36 tenth-grade Animation 1 students in the treatment class. Findings – The results of this study show significant differences. The mean pre-test of 76.22 to the post-test with a mean of 86.33, showing an increase of 10.11 it’s means that many students got a positive rank, which means that the post-test score is higher than the pre-test score, and students have improved. The results of the Wilcoxon test showed sig. value (2 tailed) 0.001 < 0.05. Thus, Ha is accepted, and Ho is rejected. So, the use of Claymation is proven effective in improving students' vocabulary mastery. Research Implications – This study highlights the effectiveness of using Claymation movie which helps in overcoming students' difficulties in vocabulary mastery. The use of Claymation proves that it can increase students' vocabulary, make the classroom atmosphere feel fun, and increase students' learning motivation. In the future, Claymation can be one of the alternative media and solutions for teachers in teaching English to students.]]>
<![CDATA[Pengembangan Komik Digital Interaktif Berbasis Canva untuk Peningkatan Hasil Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Safitri, Yuliana]]>;
<![CDATA[Widodo, Susilo Tri]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-10
<![CDATA[Purpose – Student learning outcomes are still low in the material of Indonesian Cultural Diversity. Therefore, interactive learning media is needed, namely digital comics. The purpose of this research is to develop learning media in the form of digital comics and test their feasibility and effectiveness to improve learning outcomes.Method – This research used a development approach (Research and Development), based on the Borg & Gall model. Data collection techniques used test techniques (one group pretest-post test) and non-test techniques (observation, interviews, documentation, and questionnaires). Findings – Digital comics were developed into interactive media with hyperlink innovation. This media is very feasible and obtained a percentage of 95.31% from material experts and media expert validators. Positive responses from teachers and students obtained a percentage of 90.38% and 80.95%. The effectiveness of the media was carried out with one group pretest posttest with an N-Gain value of 0.6663 which means moderate with a percentage of 66% quite effective. Canva-based digital comic media is very feasible to be tested and can improve student learning outcomes about Indonesian Cultural Diversity material. Research Implications – These findings reinforce the constructivist approach, which emphasizes that students actively construct knowledge through meaningful learning experiences. The use of hyperlinked digital comics creates a context-rich learning environment aligned with the principles of multimedia learning and problem-based learning, suggesting their potential as effective tools to enhance engagement and critical thinking in educational settings.]]>
<![CDATA[Efektivitas Model Pembelajaran Project Based Learning terhadap Keterampilan Menulis Kreatif Siswa Sekolah Dasar ]]>
<![CDATA[Khabibah, Novia Putri Nurul]]>;
<![CDATA[Munir, Muhammad Misbahul]]>
<![CDATA[ Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Lembaga Sosial Rumah Indonesia ]]>
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DOI: 10.62491/njpi.2025.v5i3-17
<![CDATA[Purpose – This study examines how Project Based Learning (PjBL) affects the creative writing ability of grade V students at SDN 1 Krasak Bangsri Jepara. Creating a more engaging learning environment can encourage creativity and improve students' writing skills.Method – Experimental quantitative research was used in this study. The research design was pre-experimental with one group, namely pretest-posttest. This study involved 29 5th grade students of SDN 1 Krasak Bangsri. Tests, observations, interviews, and documentation were used to collect data, with assessment of creative writing skills at the beginning and end of the project. Findings – This study shows that the application of the Project Based Learning (PjBL) model significantly improves the creative writing ability of grade V students of SDN I Krasak Bangsri Jepara, with the pretest average score increasing from 62.1 to 84.5 on the posttest, resulting in an average difference of 22.4. The analysis showed a significant difference between pretest and posttest scores, indicating the effectiveness of PjBL. Effect Size analysis using Cohen's d confirmed the high effectiveness of this model, which opens up opportunities for learning innovation in elementary schools. PjBL can be adapted by teachers to create an interactive learning environment and stimulate students' creativity. Research Implications – These findings suggest that PjBL encourages active participation, creativity, and the development of structured writing. However, the generalizability of this study is limited due to the absence of a control group and the relatively short intervention period. In addition, individual characteristics such as students' motivation and previous writing experience may have influenced the results of the study. Therefore, further research with a larger sample size and diverse measurement techniques is needed to gain a more comprehensive understanding of the effectiveness of PjBL in different educational contexts.]]>
