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Journal of Education Research
Published by Perkumpulan Pengelola Jurnal PAUD Indonesia
ISSN : -     EISSN : 27460738     DOI : https://doi.org/10.37985
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences
Journal of Education Research is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published for time per year at March, June, September and December by Perkumpulan Pengelola Jurnal PAUD Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the blind review process. This is to ensure the quality of the published manuscripts in the journal. Journal of Education Research is research and Community services related to education, include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution, development assessment, child development psychology, child empowerment, learning strategy, Educational tool play, instructional media, innovation in education and various fields related education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,645 Documents
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Model Evaluasi CIPP pada Implementasi Pembelajaran Mendalam: Transformasi Kompetensi Abad ke-21 di Sekolah Dasar Pedesaan Didit Riyandi; Cepi Safruddin Abdul Jabar; Isti Mulyani; Elfany Dwi Saputra
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4138

Abstract

Rendahnya kualitas pembelajaran di Indonesia mendorong kebutuhan pendekatan transformatif berbasis pemahaman konseptual. Pembelajaran Mendalam (deep learning) hadir sebagai respons terhadap tantangan tersebut, namun evaluasi implementasinya di sekolah dasar masih terbatas. Penelitian ini bertujuan mengevaluasi implementasi Program Pembelajaran Mendalam di SD Negeri Kalimenur menggunakan model Context, Input, Process, Product (CIPP). Pendekatan kualitatif dengan desain evaluasi CIPP diterapkan melalui wawancara mendalam terhadap lima informan (satu kepala sekolah, dua guru, dua peserta didik), observasi, dan dokumentasi, yang dianalisis menggunakan model interaktif Miles et al. (2014). Hasil menunjukkan program terlaksana efektif pada seluruh dimensi CIPP, dengan kepemimpinan sekolah dan penguatan kapasitas guru sebagai faktor paling berpengaruh, serta berdampak positif terhadap motivasi, berpikir kritis, kolaborasi, dan kemandirian peserta didik. Program direkomendasikan untuk diadopsi sekolah dasar lain dengan penguatan evaluasi berkelanjutan dan kolaborasi ekosistem sekolah.
Kepemimpinan Transformasional dan Budaya Inovasi Pembelajaran: Dimensi Relasional sebagai Pengungkit Utama zaenal abidin; Sofyan Anif; Anam Sutopo
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4142

Abstract

Implementasi Kurikulum Merdeka menuntut inovasi pembelajaran yang terlembaga, namun budaya inovasi kolektif di sekolah masih lemah. Kajian ini bertujuan menguji sumbangan parsial dan simultan empat dimensi kepemimpinan transformasional kepala sekolah—idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration—terhadap budaya inovasi pembelajaran. Survei eksplanatori melibatkan 43 guru SMP negeri di Surakarta melalui sampling jenuh, menggunakan kuesioner 44 butir (α = 0,910–0,952) yang dianalisis dengan regresi linear sederhana dan berganda. Hasil menunjukkan keempat dimensi berpengaruh positif dan signifikan secara parsial, dengan individualized consideration sebagai penyumbang terbesar (R² = 0,756); secara simultan keempat dimensi menjelaskan 81,1 persen varians (F = 46,059; p < 0,001). Interkorelasi antardimensi yang sangat tinggi (rerata r = 0,897) mengindikasikan guru mempersepsi kepemimpinan transformasional sebagai konstruk tunggal. Program pengembangan kepala sekolah perlu dirancang holistik dengan penekanan pada keterampilan pembinaan individual.
Mindfulness dan Self-Efficacy sebagai Prediktor Kesehatan Mental dalam Konteks Praktik Meditasi: Integrasi Perspektif Psikologi dan Buddhisme Vita Ayu Retna Adyanti; Julia Surya; Budi Utomo
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4143

Abstract

Penelitian ini bertujuan menganalisis pengaruh mindfulness dan self-efficacy terhadap kesehatan mental dalam konteks praktik meditasi pada remaja di Vihara Buddhayana Dharmawira Centre Surabaya. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto. Sampel berjumlah 50 responden yang dipilih melalui teknik sampling jenuh. Data dikumpulkan menggunakan kuesioner dan dianalisis dengan regresi linear berganda. Hasil penelitian menunjukkan bahwa mindfulness dan self-efficacy secara simultan berpengaruh signifikan terhadap kesehatan mental (F = 170,168; p &lt; 0,001) dengan koefisien determinasi (R²) sebesar 0,879, yang berarti kedua variabel menjelaskan 87,9% variasi kesehatan mental. Secara parsial, mindfulness (β = 0,434; p &lt; 0,001) dan self-efficacy (β = 0,545; p &lt; 0,001) berpengaruh positif dan signifikan terhadap kesehatan mental. Temuan ini menegaskan bahwa integrasi pengembangan mindfulness dan self-efficacy dalam praktik meditasi berpotensi menjadi strategi efektif dalam program pembinaan remaja untuk meningkatkan kesehatan mental, sekaligus memperkuat pendekatan integratif antara psikologi modern dan nilai-nilai Buddhis.
Beyond Structural Writing Instruction: A Multisite Study of Epistemic and AI Governance Needs in Indonesian Language Teacher Education Faradilla Intan Sari; Vismaia S. Damayanti; Andoyo Sastromiharjo
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.4170

Abstract

Scientific article writing demands evidence investigation, source synthesis, representational transformation, argumentation, and responsible AI regulation—extending beyond textual structure mastery. This study examined the mismatch among students' initial writing capability, instructional processes, representational practices, AI use, and instructional development priorities. A multisource descriptive design was employed during the analysis and exploration phase of Educational Design Research, involving 120 seventh-semester students and six lecturers from Indonesian Language Education programs at three universities in West Java. Data were collected through article assessments, questionnaires, classroom observations, interviews, and document analysis, then analyzed using descriptive statistics, needs indices, and thematic procedures. The mean initial writing score was 61.50, with 71.67% of students rated fair or below. Argumentation was the weakest dimension (2.59), and representational competence averaged 47.67 out of 100. Although 88.33% of students had used AI, verification and disclosure practices remained underdeveloped. The student needs index reached 89.47 and the lecturer needs index 94.44. Findings identify AI governance, argument mapping, literature synthesis, and formative feedback as primary development priorities.
Probalusan: Integrating Problem-Based Learning with the Susan Loucks-Horsley Model for Contextual Science Learning Rosaniya E. Rehiara
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.4179

Abstract

Contextual science learning requires a design that connects authentic problems, inquiry, evidence-based explanations, solutions, action, and reflection. This article formulates Probalusan as an integrative framework combining Problem-Based Learning with the Susan Loucks-Horsley model and explains its phases, mechanisms, assessment system, and validation agenda. An integrative narrative review synthesised literature on problem-based learning, inquiry, science process skills, formative assessment, socioscientific issues, and teacher professional development. Analysis involved pedagogical-function extraction, functional-equivalence mapping, consolidation of overlapping stages, and propositional synthesis. The resulting framework comprises five phases: Problem Orientation–Invitation, Learning Organisation–Exploration, Investigation–Explanation, Solution Development–Taking Action, and Presentation–Reflection–Evaluation. Probalusan establishes a coherent problem–evidence–action pathway, positions assessment as an evidence-and-decision system, and supports adaptation to local contexts. It provides a basis for instructional development and empirical research; however, construct validity, implementation fidelity, comparative effectiveness, and sustainability require multisite testing.

Page 265 of 265 | Total Record : 2645

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