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Jurnal Kajian Ilmu Pendidikan (JKIP)
Published by Lembaga Riset dan Inovasi Al-Matani
ISSN : 27745074     EISSN : 27750531     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
JKIP : Jurnal Kajian Ilmu Pendidikan is published by Lembaga Riset dan Inovasi Al-Matani as an information and communication media for practitioners, researchers and academics who are interested in the field of Business Management and Accounting Studies. First publish in November 2020. The Editorial Team invites scientists, scholars, professionals, and researchers to publish the results of their research after the selection of manuscripts, with the peer review and the editing process. JKIP : Jurnal Kajian Ilmu Pendidikan with registered number ISSN 2774-5074 (Print) and ISSN 2775-0531 (Online) is a peer-reviewed journal published two times a year (Mei and November). KIP : Jurnal Kajian Ilmu Pendidikan publishes any research-based articles on and about education i.e. articles which contribute to the understanding, theoretical development, theoretical concept and implementation of theories of education at any level.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 958 Documents
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Analisis Deep Learning Pada Proses Pembelajaran Manicure Spa Di SMK Negeri 7 Tangerang Selatan Marsyandha Inayah Putri; Jenny Sista Siregar; Nurul Hidayah
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2730

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan Deep Learning pada proses pembelajaran Manicure SPA di SMK Negeri 7 Tangerang Selatan. Latar belakang penelitian didasarkan pada perlunya penerapan pembelajaran yang berpusat pada peserta didik untuk meningkatkan pemahaman konsep, keterampilan praktik, kemampuan berpikir kritis, serta kesiapan peserta didik dalam menghadapi dunia kerja. Penelitian menggunakan metode deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan melalui wawancara, dokumentasi, dan triangulasi data. Subjek penelitian terdiri atas satu orang guru mata pelajaran Manicure SPA dan sembilan peserta didik kelas XI Program Keahlian Kecantikan Kulit dan Rambut. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, serta penarikan kesimpulan sesuai model Miles dan Huberman. Hasil penelitian menunjukkan bahwa penerapan Deep Learning pada pembelajaran Manicure SPA telah terlaksana dengan baik melalui kegiatan briefing, demonstrasi, diskusi, praktik langsung, tutor sebaya, refleksi, dan evaluasi. Guru berperan sebagai fasilitator yang mendorong peserta didik aktif membangun pengetahuan, memahami fungsi alat dan bahan, menganalisis prosedur kerja, serta menerapkan keterampilan Manicure SPA secara tepat. Faktor pendukung penerapan Deep Learning meliputi kompetensi guru, penggunaan jobsheet, demonstrasi, tutor sebaya, fasilitas laboratorium, dan pengalaman belajar dari industri. Adapun faktor penghambat meliputi keterbatasan beberapa alat praktik, waktu menunggu giliran praktik, serta perbedaan kemampuan peserta didik dalam memahami materi. Dengan demikian, penerapan Deep Learning terbukti mampu meningkatkan pemahaman konsep, keterampilan praktik, dan keterlibatan aktif peserta didik dalam pembelajaran Manicure SPA sehingga pembelajaran menjadi lebih bermakna dan relevan dengan kebutuhan dunia kerja.
The Impact of Vlog-Mediated Speaking on University Students’ Speaking Skill Mohammad Ikbal; Misdi Misdi; Apandi Apandi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2738

Abstract

Speaking ability is a crucial component of English language learning as it allows students to express ideas and exchange information effectively. However, many EFL learners continue to face speaking difficulties due to limited vocabulary, pronunciation challenges, low confidence, and insufficient opportunities for oral practice. This study investigates the impact of vlog-mediated speaking activities on university students’ speaking skills and explores their learning experiences during vlog project implementation. A mixed-method approach with a quantitative-dominant design was employed involving 16 students from the English Education Study Program at Universitas Swadaya Gunung Jati (UGJ). Quantitative data were collected from students’ speaking performances across four vlog activities through pre-test and post-test assessments, while qualitative data were obtained from students’ reflective responses. The quantitative data were analyzed using descriptive statistics and paired-sample t-tests, while qualitative data were examined through thematic analysis. The findings showed a consistent improvement in students’ speaking performance, with mean scores increasing from 55.47 in Vlog 1 to 70.31 in Vlog 4. The paired-sample t-test revealed a significant difference between pre-test and post-test scores (t(15) = 5.69, p < .001), with a large effect size (Cohen’s d = 1.42). Qualitative analysis identified three themes: enhanced confidence, improved speaking skills, and positive learning experiences. These results suggest that vlog-mediated speaking activities effectively promote repeated practice, self-reflection, and active engagement in English speaking development.
Peningkatan Kinerja Guru: Peran Kepemimpinan Transformasional, Kompetensi Pedagogik, Dan Budaya Organisasi Pada SMP Swasta Di Kecamatan Bojongsari, Kota Depok Nuryadi Nuryadi; Yulita Pujilestari; Dede Siswandi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/pm7dh972

Abstract

Kinerja guru merupakan faktor penting dalam menentukan mutu pendidikan. Namun, masih ditemukan berbagai permasalahan yang berkaitan dengan rendahnya kualitas kinerja guru, sehingga diperlukan upaya peningkatan melalui penguatan kepemimpinan transformasional kepala sekolah, kompetensi pedagogik guru, dan budaya organisasi sekolah. Penelitian ini bertujuan untuk menganalisis hubungan kepemimpinan transformasional, kompetensi pedagogik guru, dan budaya organisasi sekolah terhadap kinerja guru, baik secara parsial maupun simultan, pada SMP Swasta di Kecamatan Bojongsari, Kota Depok. Sedangkan sampel ditentukan menggunakan teknik simple random sampling. Pengumpulan data dilakukan melalui angket, kemudian dianalisis menggunakan statistik deskriptif, korelasi parsial, korelasi berganda, dan analisis regresi. Hasil penelitian menunjukkan bahwa kepemimpinan transformasional memiliki hubungan positif dan signifikan terhadap kinerja guru (r = 0,893; p < 0,001), kompetensi pedagogik guru juga berhubungan positif dan signifikan (r = 0,742; p < 0,001), serta budaya organisasi sekolah memiliki hubungan positif dan signifikan (r = 0,846; p < 0,001). Secara simultan, ketiga variabel memiliki hubungan yang sangat kuat terhadap kinerja guru dengan koefisien korelasi ganda sebesar R = 0,824 dan koefisien determinasi sebesar 61,5%. Temuan ini menunjukkan bahwa peningkatan kinerja guru perlu dilakukan secara terpadu melalui penguatan kepemimpinan transformasional kepala sekolah, peningkatan kompetensi pedagogik guru, serta pengembangan budaya organisasi sekolah yang positif dan kondusif.
Digital Media Integration In English Language Teaching: Its Impact On Young Learners' Speaking Confidence And Engagement Rini Artika; Wahyuni Fitria; Eliza Trimadona
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2748

Abstract

This study examines the integration of digital media in English language teaching and its impact on young learners’ speaking confidence and classroom engagement at the primary school level. Conducted at Excellent Mandiri School, Kota Jambi, Indonesia, this qualitative study employed structured classroom observations across twelve English lessons involving fourth- to sixth-grade elementary students. A systematic observation protocol was used to identify indicators of speaking confidence, including voluntary oral participation, spontaneous English production, and avoidance behaviors, as well as student engagement across various learning activities. The findings demonstrate a clear difference between digital media-supported and non-digital learning phases. Digital media activities generated substantially higher levels of speaking confidence, with positive speaking behaviors occurring more than twice as often as those observed during conventional instruction. Students also showed high engagement rates across digital activities, ranging from 74% to 95%, compared with 48% during teacher-centered explanations. Animated educational videos and digital songs encouraged sustained participation, while interactive quiz applications stimulated the highest level of active involvement. Differences among learner responses and the gradual increase in confidence indicators suggest that digital media integration serves not only as a motivational tool but also as a mechanism for developing communicative confidence over time. These findings highlight the importance of purposeful digital media integration in primary EFL classrooms and provide implications for teacher development, curriculum innovation, and educational policy in Indonesia.
Planning for Effective English Learning: The Role of Teacher’s Lesson Plans in Junior High Schools ST Marhana Rullu; Marni Bawawa
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/9px36x76

Abstract

Lesson plans play an important role in guiding teachers during the teaching and learning process. A well-prepared lesson plan helps teachers organize learning objectives, classroom procedures, and student activities effectively. This study aims to explore the role of a teacher’s lesson plan in supporting English learning activities at Junior High School of Masama sub-district in Banggai Regency. This study employed a qualitative descriptive approach. The subject of this research was an English teacher, and the data were collected through interviews, classroom observations, and documentation of the teacher’s lesson plan. The findings indicate that the teacher’s lesson plan contains structured components that guide classroom activities, including learning objectives, learning materials, classroom procedures, and student activities aligned with the instructional goals. The lesson plan also helps the teacher manage classroom time and organize learning activities more effectively. Furthermore, the lesson plan functions as a guideline that assists teachers in implementing learning strategies and evaluating the learning process through reflection. The results also show that student activities in the classroom are carried out in accordance with the learning objectives and learning materials prepared in the lesson plan. Therefore, the study concludes that the teacher’s lesson plan plays an essential role in supporting English learning activities and facilitating the teaching and learning process in the classroom. These findings suggest that teachers should design well-structured lesson plans to improve the effectiveness of English learning activities in junior high school classrooms.
  Model Mental Mahasiswa Tahun Pertama Jurusan Kimia Terkait Pokok Bahasan Reaksi Redoks Putu Dinda Kusuma Ariyesi; I Wayan Suja; Ketut Sudiana
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/dq3gbc23

Abstract

Penelitian ini bertujuan untuk mendeskripsikan profil model mental mahasiswa tahun pertama di Jurusan Kimia pada pokok bahasan reaksi reduksi-oksidasi (redoks) serta mengidentifikasi faktor-faktor penyebab munculnya model mental tersebut. Penelitian ini menggunakan metode campuran (mixed method) dengan desain eksplanatori sekuensial. Subjek penelitian terdiri atas 37 mahasiswa yang tersebar di Program Studi S1 Pendidikan Kimia, S1 Kimia, dan D4 Kimia Terapan. Data dikumpulkan dengan tes model mental dua tingkat (two-tier test) dan diperdalam melalui wawancara. Hasil penelitian menunjukkan bahwa profil model mental mahasiswa didominasi oleh model mental alternatif sebesar 88%, yang terdiri atas kategori benar sebagian (partially correct) sebanyak 59% dan miskonsepsi khusus (specific misconceptions) sebanyak 29%; hanya 12% tergolong model mental ilmiah (scientifically correct). Faktor internal penyebab munculnya model mental ilmiah adalah mahasiswa memiliki penalaran yang benar berkaitan dengan tiga level kimia dan interkoneksinya. Faktor eksternalnya adalah pembelajaran kimia yang diterimanya ketika SMA sudah mencakup level makroskopis, submikroskopis, dan simbolik secara utuh.  Faktor internal penyebab munculnya model mental alternatif meliputi mahasiswa kekurangan informasi terkait masalah yang dihadapi, ketidakmampuan menerapkan konsep untuk memecahkan masalah yang dihadapi, kesalahan penalaran, dan kurangnya perhatian terhadap proses pada level submikroskopis, sementara faktor eksternal berupa informasi yang didapatkan selama SMA tidak utuh.
Developing Value-Integrated Paragraph Writing Materials For Enhancing EFL Students’ Multicultural Awareness Tiara Emiarti; Nadrah Nadrah; Andriadi Andriadi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/59t4bs76

Abstract

This research aimed to identify students’ needs, design paragraph writing materials integrating religious moderation values, and examine the validity of the developed materials for promoting students’ multicultural awareness. This study employed a Research and Development (R&D) design adapted from Borg and Gall. The participants were second-semester students of the English Education Study Program (TBI) at UIN Fatmawati Sukarno Bengkulu. Data were collected through needs analysis questionnaires, semi-structured interviews, classroom observations, and expert validation sheets. The development process included needs analysis, instructional material design, expert validation, revision, and product finalization. The instructional materials were developed based on the process-based writing approach and integrated the values of religious moderation, including tawassuth (moderation), *tasamuh* (tolerance), and *i’tidal* (justice), to foster students’ multicultural awareness. The developed product consists of twelve instructional units covering paragraph organization, idea generation, paragraph development, mechanics, and various paragraph types enriched with contextual activities reflecting religious moderation values. The expert validation results indicated that the instructional materials met the criteria of validity in terms of content, language, instructional design, and the integration of religious moderation values, making them appropriate for use in paragraph writing instruction. The findings suggest that integrating religious moderation values into English writing materials provides contextual learning experiences that not only improve students’ paragraph writing skills but also promote tolerance, respect for diversity, and multicultural awareness. Therefore, the developed instructional materials can serve as an alternative resource for English language teaching, particularly in paragraph writing courses that emphasize both language competence and character development
From Extensive Reading to Critical Writing: Using Drama Plays to Develop University Students’ Critical Gender Literacy Huzaimah Mudrika; Nadrah Nadrah; Andriadi Andriadi
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/j2rsar70

Abstract

Critical gender literacy has become an essential competency for university students, enabling them to critically examine gender representation, stereotypes, and power relations presented in literary texts. However, many EFL students still experience difficulties in moving beyond literal comprehension to critically interpret gender issues and express informed perspectives in their writing. Extensive reading using drama plays offers meaningful opportunities for students to engage with authentic social issues while fostering critical reflection and literacy development. This study aimed to investigate how extensive reading through drama plays contributes to the development of university students’ critical gender literacy. A mixed-methods design was employed involving 75 undergraduate students from the English Language Teaching Study Program. Data were collected through classroom observations, semi-structured interviews, students’ reflective journals, and writing assessments. The findings revealed that sustained engagement with drama plays enabled students to identify gender stereotypes, analyze power relations, question traditional gender norms, and develop a deeper understanding of gender equality. Students also became more reflective readers by connecting literary texts with real-life social contexts and expressing their critical perspectives through evidence-based responses. These experiences demonstrate that extensive reading can effectively support students in transforming critical reading into critical writing while strengthening their awareness of gender issues. In conclusion, extensive reading using drama plays is an effective pedagogical approach to developing university students’ critical gender literacy by promoting critical reading, reflective thinking, and informed responses to gender issues in literary and social contexts.

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