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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 304 Documents
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Penerapan Think Pair Square Berbantuan Infografis untuk Meningkatkan Hasil Belajar Siswa XI 8 SMAN 6 Mataram Arimbawa, I Ketut; Suryanti, Ni Made Novi; Utomo, Jepri; Husnayain, Husnayain
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-14

Abstract

Purpose – This research addresses the low Sociology learning outcomes of class XI 8 students at SMAN 6 Mataram, where initially only 63% (21 out of 33) achieved the Learning Objectives Achievement Criteria (KKTP) score of 78 due to learning process dominated by the lecture method causing students to be passive and struggle with applying theoretical concepts. This study aimed to improve student outcomes by implementing the infographic-assisted Think Pair Square (TPS) cooperative learning model.Methods – This Classroom Action Research (CAR) involved 33 students across two cycles, each consisting of planning, acting, observing, and reflecting stages. Data was collected through model implementation observation sheets and essay tests. Success indicators were set at 100% for model implementation and 75% for classical learning completeness.Findings – The findings reveal a critical link between syntax fidelity and results. Cycle I failed with only 43% model implementation and 66% learning completeness because the 'Pair' stage was omitted. Following corrective actions, Cycle II achieved 100% implementation, propelling classical completeness to 96% (26 out of 27 students). This confirms that infographic-assisted TPS significantly enhances learning outcomes when implemented correctly. Research Implications – This research emphasizes the importance of teachers adhering closely to the Think Pair Square syntax, especially the 'Pair' stage, which provides pupils with a crucial cognitive bridge. To enhance student engagement and learning performance, teachers must become active facilitators rather than passive spectators.
Strategic Leadership Practices in Fostering Innovation Culture in Vocational Education: A Case Study Sari, Indah Permata; Yasmin, Wifa Rasuna; Triyoga, Rihadini; Indri, Indri; Mulawarman, Widyatmike Gede; Akhmad, Akhmad
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-4

Abstract

Purpose – This study explores how principals’ strategic leadership practices foster an innovation culture in vocational education and contribute to school competitiveness, using SMK 14 Samarinda as a case study. Previous studies have discussed strategic leadership and school innovation separately, yet limited research explains how leadership visions are translated into operational practices within vocational school contexts.Methods – This research employed a qualitative case study design. Data were collected through in-depth semi-structured interviews with the school principal, supported by document analysis. Thematic analysis following the Miles and Huberman interactive model was applied, involving data reduction, coding, categorization, and conclusion drawing. Credibility was strengthened through source triangulation and member checking. Findings – The findings indicate that strategic leadership at SMK 14 Samarinda promotes an innovation culture through consistent vision communication, data-driven decision-making, collaborative teacher engagement, implementation of project-based learning, and continuous academic supervision. These leadership practices function as micro-mechanisms linking strategic policies with innovative classroom practices, contributing to improved learning quality and strengthening the school’s competitiveness in vocational education. Research Implications – This study provides practical implications for vocational school leaders in implementing data-driven, adaptive, and collaborative strategic leadership to foster sustainable innovation cultures. As this study focuses on a single case school and a limited set of informants, the findings are context-specific and cannot be broadly generalized. Future research should involve comparative multi-school designs and multi-informant data sources to strengthen external validity.
Examining the Relationship between Socio-Emotional Competence and Speaking Skills in EFL Learners Nurpratiwi, Fheby Indriyanti; Afiyattena, Nurul; Nurhaliza, Siti
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-6

Abstract

Purpose – Although students’ speaking skills have been has been widely discussed from cognitive and instructional perspectives, empirical evidence on its relationship with socio-emotional competence in EFL junior high school contexts remains limited. This study aims to examine the relationship between students’ socio-emotional competence and their speaking skills in an EFL classroom.Methods – This study employed a quantitative correlational design involving 30 seventh-grade EFL students at rural private junior high school. Data were collected using a socio-emotional competence questionnaire and a speaking skill test and were analyzed using Pearson Product–Moment correlation. Findings – The analysis revealed a moderate and statistically significant positive relationship between socio-emotional competence and speaking skill (r = 0.452, p < .05). It signifies that socio-emotional competence functions as a meaningful psychosocial resource that supports speaking performance rather than as a direct determinant. The statistically significant association reinforces the view that speaking skill is not merely a cognitive-linguistic outcome but is co-constructed through emotional regulation, social interaction skills, and self-awareness. However, the results do not imply a causal relationship between the variables. Research Implications – The findings suggest that socio-emotional competence is meaningfully associated with students’ speaking skill and therefore deserves attention in the design of speaking instruction. Teachers may integrate collaborative tasks, confidence-building activities, and emotional awareness strategies to support students’ oral participation. However, this study with a small sample size and the focus on a single junior high school context limit the generalizability of the finding. Future studies with larger samples and experimental designs are recommended to explore potential causal mechanisms across different educational settings.
Pengaruh Pendekatan Problem-Driven Iterative Adaptation (PDIA) dan Kepemimpinan Kepala Jurusan terhadap Budaya Disiplin Siswa SMK Wahono, Agung; Suhartini, Ratna; Nurlaela, Luthfiyah; Ramdhani, Rommy Mochamad; Buditjahjanto, I Gusti Putu Asto
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-8

Abstract

Purpose – The purpose of this study is to analyze the influence of the Problem-Driven Iterative Adaptation (PDIA) approach and department head leadership on students’ discipline culture in Vocational High Schools, both partially and simultaneously, as perceived by the department heads.Methods – This study employed a quantitative research approach using multiple linear regression analysis. The sample consisted of 30 vocational high school department heads selected through purposive sampling. Data were collected using a structured questionnaire that measured the PDIA approach, leadership style, and observations of student discipline. The instrument was validated for content and construct, with reliability established using Cronbach’s Alpha to ensure measurement consistency. Findings – The results indicate that the PDIA approach has a positive and significant effect on students’ discipline culture. Department head leadership also shows a positive and significant influence. Simultaneously, both variables significantly contribute to discipline culture, with an R-squared value of 0.9729. While this high value suggests a strong predictive model within the sample, it is interpreted with caution regarding potential construct overlap or common method bias due to the single-source perceptual data. Research Implications – These findings imply that strengthening the implementation of the PDIA approach and enhancing adaptive academic leadership are essential strategies for improving discipline culture. However, future studies are recommended to use multi-source data (e.g., combining student and teacher reports) to validate these findings and reduce potential measurement bias.
Peningkatan Hasil Belajar Siswa Melalui Penerapan model pembelajaran Think Talk Write Berbantuan Media Pop Up Book dilengkapi Crossword Puzzle Loya, Nopri Podu; Ina, Anita Tamu; Huda, Marleni Rosalia Ndapa
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-15

Abstract

Purpose – The purpose of this study was to improve student learning outcomes using the Think Talk Write (TTW) learning model, supported by pop-up books and crossword puzzle worksheets.Methods – The research was conducted in three cycles in the eighth grade at SMP Negeri 4 Umbu Ratu Nggay. The material used in this study was Introduction to Cells. Therefore, each cycle was implemented three times. The stages in each cycle were planning, implementation, observation, and reflection. A post-test was administered at the end of each session to assess student learning outcomes.Findings – The student learning completion rate at the beginning of the pre-cycle was still very low, reaching only 11% (2 students), with 89% (16 students) considered incomplete. Following the first cycle, 44 students (8 students) achieved completeness, with the remaining 56% (10 students) still categorized as incomplete. After that, in the second cycle, the student learning completion rate reached 72% (13 students), with 28% (5 students) remaining incomplete. The average pre-cycle test score was 47.22, the average test score in the first cycle was 51.11, and the average score in the second cycle was 64.44. Research Implications – This study, categorized as Classroom Action Research (CAR), applies the Think Talk Write learning model, supported by pop-up books and crossword puzzles, which are highly effective in improving learning outcomes.
Developing Critical Thinking in Digital Learning Environments: Challenges and Opportunities Rokhmah, Trias Istina; Darsono, Darsono; Sucipto, Sucipto; Restian, Arina; AM, Ichsan Anshory
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-5

Abstract

Purpose – This study aims to map existing research on critical thinking in digital learning environments by identifying reported challenges, opportunities, and pedagogical strategies.Methods – A scoping review was conducted following the framework of Arksey and O’Malley (2005). A systematic search of the Scopus database was performed using the keywords critical thinking, digital learning, online learning, and blended learning. After automated filtering, title screening, abstract screening, and full-text review, 20 peer-reviewed open-access journal articles published between 2020 and 2025 were included. Data were extracted and synthesized in relation to three research questions addressing challenges, opportunities, and pedagogical strategies. Findings – The review identified recurring challenges, including superficial integration of higher-order thinking, limited learner self-regulation, technological and institutional constraints, and assessment limitations. At the same time, digital learning environments offer opportunities through flexible access, authentic learning tasks, collaborative interaction, and metacognitive support. Pedagogical strategies such as inquiry-based, project-based, case-based, and flipped learning were consistently associated with positive critical thinking outcomes when supported by instructional alignment and scaffolding. Research Implications – The findings emphasize the central role of pedagogical design in fostering critical thinking through digital learning. As a scoping review, this study maps trends rather than evaluating intervention effectiveness and is limited to open-access Scopus-indexed articles.
Korelasi antara Pembelajaran Berbasis Gamifikasi dengan Keaktifan Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam di SMP Izzati, Nadiya Dzil; Hijriyah, IqbalUmi; Safari, Safari
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-16

Abstract

Purpose – This study aims to examine the relationship between gamification-based learning and students’ learning activeness in the Islamic Religious Education (PAI) subject at SMP Negeri 26 Bandar Lampung.Methods – This study employed a quantitative approach with a correlational ex-post facto design. The sample consisted of 70 seventh-grade students selected through simple random sampling. Data were collected using gamification and learning activeness questionnaires developed based on measurable indicators and confirmed to be valid and reliable. Data analysis included prerequisite tests, Pearson correlation analysis, and simple linear regression.Findings – The results show a significant positive relationship between gamification-based learning and students’ learning activeness, with a correlation coefficient of r = 0.501 (moderate category), p < 0.001, R² = 0.251, and n = 70. This indicates that higher implementation of gamification elements is associated with higher levels of students’ learning activeness, including participation, attention, motivation, and interaction during PAI learning. Research Implications – This study contributes by operationalizing gamification into measurable instructional indicators and empirically examining their relationship with dimensions of learning activeness in PAI at the junior secondary level. Practically, the findings suggest that integrating gamification elements into PAI instruction may support more engaging and student-centered learning environments. However, as this study used a correlational design, causal conclusions cannot be drawn, and further experimental research is recommended.
Perubahan Hasil Belajar Pendidikan Agama dan Budi Pekerti melalui Penerapan Teknik Pomodoro pada Siswa Kelas IX Qomariyah, Nurul; Maghfiroh, Muliatul
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-18

Abstract

Purpose – The purpose of this study was to examine changes in students’ learning outcomes in Islamic Education and Character Education after implementing the Pomodoro technique among ninth-grade students.Methods – This study employed a quantitative, pre-experimental approach using a one-group pretest–posttest design with 30 ninth-grade students (n = 30).Findings – Analyses of 30 students’ results indicated a significant improvement in learning outcomes following the implementation of the Pomodoro technique. The mean pre-test score was 47.67, whereas the mean post-test score increased to 80.67. A paired-samples t-test yielded t = -9.912 with p = 0.001 (< 0.05). The Cohen’s d<sub>z</sub> value was 1.81, indicating a very large effect size. Based on these findings, it can be concluded that the implementation of the Pomodoro technique led to a significant improvement in ninth-grade students’ learning outcomes in Islamic Education and Character Education at SMPN 2 Larangan. Research Implications – Based on the study results, the implementation of the Pomodoro technique was associated with a significant improvement in PABP learning outcomes. These findings suggest that the Pomodoro technique can serve as an alternative instructional strategy for Islamic Education and Character Education teachers to help students manage study time, maintain focus, and reduce boredom.
Peningkatan Numerasi dan Berpikir Kritis Anak Usia 4–5 Tahun: Studi Kuasi-Eksperimen di TK Al Fatah Sedan Melalui Media Permainan Lompat Angka Sari, Rani Puspita; Winarti, Winarti
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-13

Abstract

Purpose – This study examines whether the number jumping game media (LANGKA) is associated with improvements in numeracy literacy and critical thinking skills among children aged 4–5 years in a single kindergarten context.Methods – This quantitative quasi-experimental study employed a Non-Equivalent Control Group pretest–posttest design using two intact classes (n = 34) at TK Al Fatah Sedan, Yogyakarta. The experimental group received the LANGKA intervention, while the control group used worksheet-based activities. Primary outcome data were collected using structured observations with validated rubrics; interviews and documentation were used as supporting data to describe implementation and learning context. Data analysis included assumption tests and baseline (pretest) checks. Between-group differences were examined using gain scores (posttest–pretest) with an independent-samples t-test, complemented by effect size estimates (Cohen’s d).Findings – The experimental and control groups differed significantly on numeracy literacy and critical thinking outcomes (p < .001). The standardized differences were large (Cohen’s d = 2.85 for numeracy literacy; 2.24 for critical thinking). These results should be interpreted cautiously due to the non-randomized, single-site design. Research Implications – Practically, kinesthetic game-based media such as LANGKA can be considered as an alternative approach to integrate motor activity with early numeracy and critical thinking stimulation in classroom routines. Limitations include the non-randomized design and single-site context; further studies with larger samples, multi-site settings, and stronger baseline control (e.g., ANCOVA) are recommended.
Analisis Mekanisme Pembentukan Budaya Industri melalui Teaching Factory: Studi Kasus di SMKN 2 Surakarta Sutrisno, Valiant Lukad Perdana
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-9

Abstract

Purpose – Teaching Factory (TEFA) is widely promoted to align vocational schools with industry demands, yet many studies emphasize implementation factors rather than explaining how TEFA operationally institutionalizes industrial work culture in day-to-day school practices. This study examines the patterns and mechanisms through which industrial work culture is habituated in a TEFA-based vocational school.Methods – This qualitative case study (interpretive paradigm) was conducted at SMKN 2 Surakarta following Yin’s case study procedures. Data was generated through semi-structured in-depth interviews with six key informants (head of expertise program, workshop head, productive teachers, and students) and supported by relevant documents. Data were analyzed iteratively using open–axial–selective coding to construct categories and an integrative theme. Trustworthiness was strengthened through data and method triangulation, and participants’ consent and anonymization were ensured. Findings – The findings show that Teaching Factory (TEFA) functions as an institutional ecosystem for industrial culture formation, rather than merely a production-based learning model, as students internalize industrial values through authentic daily work practices. Industrial culture is formed through the integration of strategic orientation, including quality and market legitimacy, financial sustainability, policy alignment, and project-based production, and operational mechanisms, such as block scheduling, digital or fingerprint-based attendance, structured daily routines, and tiered task distribution. The study further indicates that TEFA’s effectiveness is context-dependent and relies on consistent implementation, as variations in resources, leadership, and operational discipline influence the strength of industrial culture habituation. Research Implications – The study offers conceptual insights into TEFA as a mechanism for institutionalizing industrial culture in vocational education.

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