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Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 27973174     DOI : 10.17977
Core Subject : Education,
Education
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan menerbitkan naskah terkait pendidikan mencakup pembelajaran anak usia dini, sekolah dasar, bimbingan dan konseling, teknologi pendidikan, manajemen, pendidikan luar sekolah, serta pendidikan anak berkebutuhan khusus
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 454 Documents
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Corrigendum to: Mapping the Progress of Technological Pedagogical and Content Knowledge Research: Bibliometric Analysis Prihantini Prihantini; Ai Rukmini; Ardhana Januar Mahardhani; Ratna Rintaningrum; Prihantini Prihantini; Ai Rukmini; Ardhana Januar Mahardhani; Ratna Rintaningrum
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 3 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The authors regret that there was a change in the authorship of the original article. The correct list of authors should read as follows: Prihantini, Ai Rukmini, Ardhana Januar Mahardhani, and Ratna Rintaningrum. Amalia Mustika has been removed from the author list at the request and with the agreement of all authors, including Amalia Mustika. This correction has been approved by the journal editor. The authors apologize for any inconvenience caused.
AI Integration in Entrepreneurship Education: A Systematic Review of the Mediating Role of Self-Efficacy Jejen Jaenal Aripin; Suryana Suryana; Heny Hendrayati; Raya Sulistyowati; Amirul Afif Muhamat; Farizki Maulana Rafliansyah; Jejen Jaenal Aripin; Suryana Suryana; Heny Hendrayati; Raya Sulistyowati; Amirul Afif Muhamat; Farizki Maulana Rafliansyah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.4

Abstract

The integration of artificial intelligence (AI) in entrepreneurship education has expanded rapidly following the launch of ChatGPT however, empirical evidence regarding its effectiveness and implementation challenges remains fragmented. This study synthesizes empirical evidence on AI integration in entrepreneurship education through a systematic literature review following PRISMA 2020 guidelines. A Scopus database search yielded 186 articles, with 25 empirical studies meeting inclusion criteria. Findings reveal neural networks and generative AI as dominant technologies, with neural networks applied in nearly half of the studies and generative AI in more than a quarter. Experiential learning emerged as the most effective pedagogical approach. Entrepreneurial self-efficacy was confirmed as a key mediator between AI and entrepreneurial intention, with consistently strong path coefficients and large effect sizes across studies. AI integration consistently enhanced entrepreneurial intention, self-efficacy, and knowledge acquisition. However, a notable decline in self-perceived creativity indicates potential deskilling risk. Primary challenges include limited technical infrastructure, faculty readiness, and ethical concerns. The concentration of studies in China constrains cross-cultural generalizability. This study proposes the Integrated AI-Entrepreneurship Education Model (IAEEM) as a conceptual framework and provides practical recommendations for higher education institutions to optimize AI integration while mitigating potential risks in developing students' entrepreneurial competencies effectively.
Transformational Leadership of Kiai in Character Building: Exploring Teachers' Lived Experience in Islamic Institutions Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.2

Abstract

This research explores the lived experience of teachers implementing Islamic leadership values in educational institutions through an interpretative phenomenological analysis approach. Involving one teacher participant from an Islamic secondary school undergoing management reform, this study identifies significant gaps between ideal Islamic leadership and practical implementation. Three major themes emerged: an Islamic value-practice gap, in which Islamic principles were formally invoked in institutional discourse yet incompletely operationalized in relational and decision-making structures; a capacity-readiness deficit, in which structural reform was introduced ahead of human resource preparation, producing implementation failure that was rational rather than attitudinal in character; and professional development formalism, in which institutional learning programs were experienced as certification-oriented compliance exercises rather than substantive supports for teacher professional identity. Together, these themes converge on a central finding: theological commitment at the leadership level does not, by itself, produce Islamic value enactment at the organizational level. The study contributes theoretical insights for contextualizing Islamic leadership in modern educational organizations and provides practical recommendations for improving institutional management through participatory governance mechanisms, sequenced capacity building, and professionally relevant learning programs.
The Effect of Hard Skill and Soft Skill on Student Entrepreneur Readiness: Evidence from Garut, Indonesia Inten Noor Imania; Hari Mulyadi; Disman Disman; Inten Noor Imania; Hari Mulyadi; Disman Disman; Heni Mulyani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.6

Abstract

The research is grounded in the pressing concern of rising educated unemployment and the growing expectation that entrepreneurship can serve as a strategic pathway for students to transition from job seekers to job creators, this study aims to examine the influence of hard skills and soft skills on students’ entrepreneurial readiness. Adopting a quantitative approach with a descriptive method, this study involved 156 student respondents selected through proportionate stratified random sampling. Data were collected using a closed-ended Likert-scale questionnaire. Structural Equation Modelling–Partial Least Square (SEM-PLS), supported by Smart PLS 4, was employed as the data analysis technique. The findings: (1) hard skills exert a positive and significant effect on students’ entrepreneurial readiness; (2) soft skills also have a positive and significant effect on entrepreneurial readiness; and (3) hard skills and soft skills simultaneously exert a significant influence on students’ readiness to engage in entrepreneurship. These findings are particularly valuable as they offer an affirmative and evidence-based framework for cultivating the entrepreneurs urgently needed in Indonesia. The practical implications call for a strategic transformation of entrepreneurship curricula and pedagogical approaches by educational policymakers and lecturers. Specifically, greater emphasis should be placed on the integrated, intensive, and sustained development of both hard skills and soft skills, closely aligned with the needs of the local economic ecosystem. Finally, further research employing quasi-experimental or longitudinal designs is recommended to rigorously test and refine the proposed model.  
Blended Learning and Learning Outcomes: The Mediating Role of Student Engagement in Indonesian Secondary Education Rufi'i Rufi'i; Dani Chandra Yudho Pranoto; Budi Nur Rahman; Sabrina Aulia Rizki; Nurudeen Olalekan Orunbon; B. B. Harianto; Rufi'i Rufi'i; Dani Chandra Yudho Pranoto; Budi Nur Rahman; Sabrina Aulia Rizki; Nurudeen Olalekan Orunbon; B. B. Harianto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.12

Abstract

Blended learning has increasingly been adopted in secondary education as a strategic response to the demand for more effective and contemporary instructional practices; however, the mechanisms through which it influences academic achievement remain insufficiently explained. This study examines student engagement as a mediating process linking blended learning to learning outcomes, shifting the focus from technological integration toward learner-centered mechanisms. A cross-sectional quantitative design was employed using survey data from 300 secondary school students. Data were analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4, involving assessment of measurement reliability and validity, followed by structural model and mediation analysis with 5,000 bootstrap resamples. The results demonstrate that blended learning has a significant positive effect on student engagement and learning outcomes, while student engagement also exerts a strong positive influence on learning outcomes. Mediation analysis confirms that student engagement partially mediates the relationship between blended learning and academic performance. These findings indicate that blended learning enhances learning outcomes both directly and indirectly by fostering students’ cognitive and behavioral involvement. Overall, the study highlights student engagement as a key mechanism through which blended learning environments translate instructional design into meaningful educational gains in secondary education contexts.
Academic Supervision in Improving Teachers' Potential Abilities as Educators Giantoro Giantoro; Bahrun Bahrun; Giantoro Giantoro; Bahrun Bahrun; Niswanto Niswanto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.13

Abstract

The demands for increasing teacher professionalism place the principal's academic supervision as an important strategy in optimizing the potential abilities of teachers as educators. This study aims to analyze the implementation of academic supervision by school principals in improving the potential abilities of teachers as educators at three schools in Banda Aceh, Indonesia. The research employed a qualitative case study design. Data were collected through observation, in-depth interviews, and documentation studies involving principals and teachers as key informants. Data analysis was conducted inductively through the stages of data reduction, data presentation, and conclusion drawing. Its validity was tested through triangulation of sources and techniques. The research results show that academic supervision is implemented through three main stages: planning, implementation, and follow-up. Supervision planning is systematically developed based on an analysis of teacher needs. Supervision implementation utilizes directive, non-directive, and collaborative approaches, with the collaborative approach being the dominant approach due to its ability to build professional partnerships and reflect on learning. Supervision follow-up is carried out through individual and group coaching, internal training, and ongoing reflection, which help improve teachers' pedagogical and professional competence. This study concludes that planned, collaborative, and continuous academic supervision plays a significant role in improving teachers' potential abilities and strengthening the quality of learning in schools.
Enhancing Creative Agency in Poetry Translation: Integrating Project-Based Learning and Digital Mediation Elissa Evawani Tambunan; Yusra Fadillah; Elissa Evawani Tambunan; Yusra Fadillah; Yulia Rizki Ramadhani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.3

Abstract

Translation courses in EFL higher education often prioritize linguistic accuracy over creative expression, limiting students' agency and digital skills in poetry translation. This study aims to develop and evaluate a Project-Based Learning (PjBL) model integrated with digital media to enhance creativity among sixth-semester English Education students. Using a quasi-experimental mixed-methods design with 22 participants, pre- and post-intervention performance-based creativity tests assessed fluency, originality, flexibility, and elaboration; observation checklists tracked collaboration and engagement; and semi-structured interviews captured student perceptions. Quantitative data underwent paired-sample t-test analysis, while qualitative data received thematic analysis. Results revealed significant creativity gains (mean score rising from 60.9 to 79.2, p < 0.05), with originality improving most prominently; observations confirmed high digital tool use and teamwork; interviews highlighted boosted motivation and confidence. Integrating PjBL and digital media proves effective for fostering creative agency, digital literacy, and higher-order thinking in EFL translation pedagogy.
Cultural Tourism Development at Chin Swee Caves Temple, Genting Highlands: A GIS and SWOT-Based Learning Resource Ratu Insani Ramadona; Dedi Hermon; Rosmadi Bin Fauzi; Daniel Friess; Ratu Insani Ramadona; Dedi Hermon; Rosmadi Bin Fauzi; Daniel Friess
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 3 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i3.2026.13

Abstract

Cultural tourism development plays an important role in maintaining destination sustainability amid the dominance of modern entertainment tourism. Chin Swee Caves Temple in the Genting Highlands, Malaysia, represents a cultural and spiritual tourism destination characterized by distinctive architectural, historical, and religious values and has potential as a contextual learning resource. Previous studies on Genting Highlands have largely focused on entertainment tourism and economic development, while limited attention has been given to the integration of cultural tourism, spatial analysis, and educational functions. This study aims to analyze cultural tourism potential, identify GIS-based cultural tourism zoning, and formulate development strategies using SWOT analysis integrated with the educational role of the site. The research employed a mixed-method approach combining field observations, interviews, and documentation with spatial analysis using Geographic Information Systems (GIS). Internal and external factors influencing tourism development were evaluated using IFAS and EFAS matrices. The findings show that Chin Swee Caves Temple is positioned in Quadrant I, indicating a growth-oriented strategy supported by strong internal factors and favorable external opportunities. Key strengths include accessibility, environmental comfort, strategic location, and the aesthetic and spiritual value of traditional Chinese architecture, while the main challenges relate to limited cultural interpretation, visitor safety management, local community involvement, and competition with modern tourism attractions. The novelty of this study lies in integrating GIS-based spatial zoning with SWOT strategic analysis to support cultural tourism development while positioning the site as a contextual learning resource for geography and social studies education.
Student Delinquency at Prestigious Schools Agung Tri Prasetia; Ade Putra Hayat; Rhomiy Handican; Yan Guspriadi; Agung Tri Prasetia; Ade Putra Hayat; Rhomiy Handican; Yan Guspriadi; Syukron Saputra
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.11

Abstract

This study examines the phenomenon of student delinquency within elite boarding schools, challenging the dominant assumption that prestigious educational institutions inherently guarantee holistic student development. Using a qualitative exploratory case study design, research was conducted in three upper-class boarding schools in Indonesia. Data were collected over a three-month period through in-depth interviews, field observations, and document analysis, involving 29 participants consisting of students, teachers, dormitory supervisors, counselors, and parents. Thematic analysis was employed to identify recurring patterns and underlying meanings in participants’ lived experiences. The findings reveal four interconnected themes: symbolic pressure within dormitory environments, student resistance to institutional rules, cold and functional patterns of parental communication, and delinquency as a form of identity expression. Symbolic competition related to lifestyle, family background, and social status shapes peer interactions and generates psychosocial strain. Institutional discipline, while designed to foster excellence, may unintentionally restrict identity exploration, leading students to express autonomy through rule-breaking behaviors. Furthermore, achievement-oriented and emotionally distant parenting patterns contribute to feelings of alienation and limited affective support. The study integrates sociological, psychological, and Islamic educational perspectives to interpret delinquency as a relational and structural response rather than mere deviance. The findings suggest that elite educational settings require a balanced approach that integrates academic rigor, moral cultivation, and emotional well-being. This research contributes to broader discussions on educational quality by highlighting the need to reconsider how prestige, discipline, and family expectations shape adolescent development in competitive schooling environments.
Comparison of IB-NOSA and Discovery Learning Models on Students' Scientific Literacy and Scientific Argumentation Skills in High School Nur Rezki Octavia; Rachmawaty Rachmawaty; Oslan Jumadi; Firdaus Daud; Nur Rezki Octavia; Rachmawaty Rachmawaty; Oslan Jumadi; Firdaus Daud; Hartono Hartono
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.9

Abstract

This study aimed to describe and compare the effects of the IB-NOSA and Discovery Learning models on scientific literacy and scientific argumentation skills of tenth-grade high school students, as well as to examine the significant differences between the two models in the context of Biology learning. This study was quasi-experimental research with a pretest–posttest nonequivalent control group design. The study involved two classes, namely Experimental Class I which was taught using the IB-NOSA model and Experimental Class II which was taught using the Discovery Learning model. The research sample consisted of 72 students of grade 10, with 36 students in Experimental Class I and 36 students in Experimental Class II. Data were collected using a scientific literacy test based on contextual stimuli and a scientific argumentation test in the form of essay questions assessed using the Toulmin Argumentation Pattern rubric. Before hypothesis testing, the data were analyzed using normality and homogeneity tests as prerequisite tests. Hypothesis testing was conducted using Analysis of Covariance (ANCOVA). The results showed that the Sig. value was 0.131 (p > 0.05), indicating that H₀ was accepted for the scientific literacy test, and the Sig. value was 0.004 (p < 0.05), indicating that H₀ was rejected. Thus, it can be concluded that the IB-NOSA and Discovery Learning models have a relatively similar effect on scientific literacy, but the IB-NOSA model is more effective in improving students’ scientific argumentation skills.

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