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Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 27973174     DOI : https://doi.org/10.17977/um065
Core Subject : Education,
Education
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan literally means “Journal of Learning, Guidance, and Educational Management”. The use of the Indonesian language in the title reflects the journal’s strong contextual grounding in Indonesian education while also emphasizing its broader commitment to addressing educational issues across diverse cultural, institutional, and system-level settings. The title represents three interconnected domains: learning as the core process of education, guidance as the support system for learner development and well-being, and educational management as the foundation for effective leadership, governance, and sustainable institutional improvement. Although rooted in the Indonesian educational context, the journal has a multidisciplinary and internationally relevant scope, welcoming empirical, theoretical, and practice-oriented studies in education, guidance and counseling, educational psychology, curriculum and instruction, assessment, educational leadership, policy, educational technology, inclusive education, and human development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 729 Documents
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Integration of Local Wisdom Character Values and Creative Processes through Jumputan Batik Making in Fine Arts Learning at Elementary Schools Indri Apriyani; Sriyanto Sriyanto; Anang Widhi Nirwansyah; Indri Apriyani; Sriyanto Sriyanto; Anang Widhi Nirwansyah; Ana Andriani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.2

Abstract

Art learning in elementary schools is important in fostering creativity and character, but it still tends to be oriented towards the end result and has not integrated the creative process and local wisdom values. The purpose of this study was to analyze the integration of local wisdom character values and the creative process in making jumputan batik in art learning in elementary schools. The research method was qualitative with a case study design in 5 elementary schools in the Cilacap area. The research subjects consisted of 5 teachers and 15 sixth-grade students. Data were collected through interviews, observations, and document analysis. Data were analyzed using an interactive model through data condensation, presentation, and drawing conclusions. Data were validated by triangulation of techniques and sources. The results of the study indicate that the integration of local wisdom values and the creative process through jumputan batik making in elementary schools takes place contextually and diversely. The local wisdom-based character values that emerged include creativity that develops from various sources of ideas; precision in the binding and coloring process; cooperation through the division of tasks in groups; responsibility in completing tasks independently; and discipline in following each stage of the activity. The students' creative process also progresses in stages, from exploring ideas, using guided and independent techniques, and selecting colors influenced by discussions and cultural meanings. It was concluded that the process of making jumputan batik fosters students’ creativity while simultaneously instilling local wisdom-based character values through meaningful and contextual creative experiences. Collaboration from all parties is essential in art project-based learning to optimally develop students' character values and creativity.
Digital Anxiety and Learning Focus Among Senior High School Students: A Mixed-Methods Study from Buddhist Psychology Perspective in Wonogiri, Indonesian Indi Darma Oktavia; Hesti Sadtyadi; Indi Darma Oktavia; Hesti Sadtyadi; Novianti Novianti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.1

Abstract

This study investigated digital anxiety and its relationship with learning focus among senior high school students in Wonogiri, Indonesia, employing an explanatory sequential mixed-methods design integrated with Buddhist psychological perspectives. The quantitative phase collected data from 40 students using a validated 48-item questionnaire measuring social media use, digital literacy, and digital anxiety, while the qualitative phase conducted in-depth interviews with six purposively selected participants. Quantitative analysis revealed that 95% of students experienced moderate-to-high levels of digital anxiety, with a strong positive correlation between social media use and digital anxiety. Qualitative thematic analysis identified four interconnected themes forming a cyclical pattern: digital distraction patterns, academic guilt and regret, concentration difficulties, and reflective awareness with coping efforts. The integration of quantitative and qualitative findings through joint display analysis demonstrated convergence between statistical relationships and lived experiences, with high social media users reporting more intense distraction patterns and guilt. Cross-tabulation analysis revealed no significant gender differences in anxiety levels, suggesting the phenomenon affects students regardless of gender. The cyclical pattern identified parallels the Buddhist psychological concept of restlessness-worry, providing a culturally relevant framework for understanding digital anxiety among Indonesian adolescents. These findings suggest that comprehensive interventions should address multiple points in the anxiety cycle, combining mindfulness-based approaches with digital literacy education.
Digital Marketing, Social media, and Public Trust: A Mediation Model of Prospective Cadet Enrollment Intention in Maritime Higher Education Retno Sawitri Wulandari; Isra Ferdinand; Natanael Suranta; B. B. Harianto; Retno Sawitri Wulandari; Isra Ferdinand; Natanael Suranta; B. B. Harianto
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 11 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i11.2026.8

Abstract

The rapid expansion of digital marketing and social media has transformed student recruitment strategies in higher education, particularly in competitive and specialized institutions. However, the mechanisms through which digital strategies translate into actual enrollment intention remain theoretically and empirically contested. This study examines how Digital Marketing and Social media influence Prospective Cadet Interest through the mediating role of Public Trust in a maritime higher education institution. Using a quantitative explanatory design, data were collected from 97 respondents drawn proportionally from a population of 2,836 applicants (2020–2023). The model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate both direct and indirect relationships among constructs. Results indicate that Digital Marketing and social media significantly enhance Public Trust and directly influence Prospective Cadet Interest. Public Trust also exerts a significant positive effect on enrollment intention and partially mediates the relation between digital strategies and interest. Measurement and structural models satisfied reliability and validity criteria, confirming the robustness of the proposed mediation framework. These findings highlight the strategic importance of trust-based digital communication, demonstrating that credible signaling and engagement quality are essential for converting digital visibility into enrollment growth in specialized higher education contexts.  
Validity of Speaking Skills Teaching Materials for Persuasive Speech Texts Based on the Deep Learning Approach Assisted by Mobile Learning Ning Imas Ati Zuhrotul Afifah; Ning Imas Ati Zuhrotul Afifah; Rahayu Pristiwati
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.12

Abstract

Digital transformation in education demands an interactive, flexible learning system focused on developing competencies in the era of Society 5.0. However, preliminary research indicates that current teaching materials do not yet accommodate students' needs in learning to speak. The speech text material contained in the teaching materials has not integrated the Deep Learning approach and the use of technology is still very limited, resulting in minimal participation and boring learning. This results in the material being presented textually and underutilizing visual aspects, resulting in a lack of in-depth understanding of the material and students' speaking competence not being achieved. This study aims to test the validity of teaching materials for persuasive speech text speaking skills based on the Deep Learning approach assisted by Mobile Learning. This study uses the Sugiyono development model with seven research stages. The validation process was carried out by media experts, material experts, and teachers using a validation sheet as an instrument. The results showed that the media expert's validation obtained a score of 89.58%, the material expert obtained a score of 100%, and the teacher obtained a score of 97.92%, so that the overall average score was 95.83% with a very valid category. Thus, this teaching material is declared very valid for use in teaching speaking skills on persuasive speech text material in class VIII of junior high school and can be continued to the implementation stage to test its effectiveness and impact on student learning outcomes.
Evaluating Generative AI in Indonesian Education: Pragmatist and Social Reconstructionist Perspectives on Pedagogical and Structural Implications Isa Ansori; Andi Kristanto; Mochamad Nursalim; Anastasia Danya Raini Banase; Isa Ansori; Andi Kristanto; Mochamad Nursalim; Anastasia Danya Raini Banase
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.10

Abstract

Despite the rapid integration of Generative Artificial Intelligence (GenAI) in education, existing scholarship remains predominantly focused on technical performance, with limited attention to its normative and philosophical implications, particularly in non-Western contexts. This study addresses this gap by applying a dual philosophical framework grounded in Deweyan pragmatism and Countsian social reconstructionism to evaluate GenAI-mediated pedagogy. Using a qualitative conceptual design, this study employs a systematic thematic synthesis of peer-reviewed literature to examine Generative Artificial Intelligence (GenAI) through the philosophical lenses of pragmatism and social reconstructionism. The findings reveal three key insights. First, GenAI demonstrates educational value only when pedagogically designed to augment, rather than replace, active student inquiry. Second, without deliberate policy intervention, its implementation risks amplifying existing digital inequalities in Indonesia. Third, the absence of a coherent national AI governance framework exposes educational systems to risks related to algorithmic bias and data injustice. Based on these findings, this study proposes a three-dimensional evaluative model integrating pedagogical quality, equity, and governance, offering a structured framework for guiding responsible GenAI adoption in developing educational systems.
Development of AI-Based Algorithm Learning Media with a Personalized Learning and Mediated Learning Experience Framework Eki Nugraha; Eki Nugraha; Salman Haykal Ramadhan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.5

Abstract

Algorithm learning in Informatics at Phase E requires media that can adapt to the individual needs of students. However, most conventional media remain static and one-directional. This study develops an AI-based algorithm learning medium that integrates the principles of personalized learning and Mediated Learning Experience (MLE) using the ADDIE model. It also evaluates usability through the System Usability Scale (SUS) and thematic analysis involving 22 tenth-grade high school students. The MLE principles intentionality, meaning, transcendence, and competence are translated into system features through a Socratic AI dialogue architecture. The average SUS score is 77.39 (SD = 12.87; 95% CI [71.68, 83.10]), which falls within the Acceptable range (Grade B–C). Thematic analysis identifies five main themes, with appreciation for content personalization (41%) and technical constraints (36%) emerging as the most prominent findings. The main contribution of this study is conceptual and design-oriented. It proposes a framework that maps personalized learning and MLE principles into concrete features within AI-based educational media.
A Systematic Literature Review on the Development of Technology-Based Interactive Learning Modules for Students with Physical Disabilities Desniar Desniar; Nurhastuti Nurhastuti; Ahman Fauzan; Desniar Desniar; Nurhastuti Nurhastuti; Ahman Fauzan; Antoni Tsaputra
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.10

Abstract

This study focused on the design and implementation of technology-based interactive learning modules for physically challenged students. It was based on the lack of organized and pedagogically meaningful digital learning modules in special education. The comparative analysis of citation data was performed in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses framework using bibliometric methodology. From a total of 142 records screened, we included 7 studies for qualitative synthesis. The results suggested that interactive learning technologies, such as assistive technology, web-based platforms, augmented reality, virtual reality, and motion-based systems, enhanced accessibility to learning material but also contributed positively with student engagement and skill development. These technologies contributed on cognitive and motor learning outcomes and created really inclusionary adaptive teaching environments. However, the findings also expose that most of studies have primarily focused on technology tools only rather than curriculum design according to structured instructional module. The authors suggested that ambitious interactive learning modules should be designed in a systematic and pedagogically integrated manner. Future research needs to focus on blending the unique aspects of instructional design with technological innovation in order to more readily promote effectiveness for practitioners working within special education.
Augmentative and Alternative Communication and Communication Skills in Deaf Students: A Systematic Review Ita Rodiawati; Elsa Efrina; Marlina Marlina; Ita Rodiawati; Elsa Efrina; Marlina Marlina; Antoni Tsaputra
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.8

Abstract

Limited access to auditory input can create significant barriers for Deaf and Hard-of-Hearing students, particularly in language acquisition and social communication. This study aims to systematically review empirical research on the use of AAC systems in enhancing the communication abilities of hearing-impaired students. Articles were retrieved from the Scopus database and by using Preferred Reporting Items for Systematic Reviews and Meta-Analyses procedures. A total of five empirical studies met the inclusion criteria and were analyzed through qualitative analysis. Results showed that Augmentative and Alternative Communication treatments led to gains in initiations, single-word spoken-language production, receptive and expressive vocabulary, single-word reading accuracy, social communication skills. Results found were positive with both low and high technology approaches, although benefited most when used in conjunction with speech-language therapy and early intervention programs. Implementation obstacles included insufficient support for training teachers and providing places to go online. In general, these results indicated that Augmentative and Alternative Communication systems contributed to the communication development process, enhancing language acquisition skills and serving social participation in students with hearing disabilities. It was suggested that additional larger-scaled empirical studies with experimental designs should be conducted to reinforce the existing evidence.
Teaching Strategies in Qur’anic Education for Deaf and Hard-of-Hearing Students: A Systematic Literature Review Hermon Susanto; Elsa Efrina; Antoni Tsaputra; Hermon Susanto; Elsa Efrina; Antoni Tsaputra; Zadrian Ardi
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.4

Abstract

Qur'anic education for deaf and hard-of-hearing (DHH) students is a critical dimension of inclusive Islamic education yet remains underserved due to the predominantly auditory nature of traditional instruction. This study systematically analyzes instructional strategies, pedagogical methods, effectiveness outcomes, implementation challenges, and future recommendations for Qur'anic learning among DHH students. A Systematic Literature Review (SLR) combined with bibliometric analysis was employed as the methodological framework. Data were retrieved from the Scopus database and screened in accordance with PRISMA guidelines, yielding five empirical articles that satisfied the predefined inclusion criteria. Analysis proceeded through bibliometric mapping and thematic synthesis. Findings reveal that Hijaiyah sign language and staged instructional approaches constitute the predominant strategies, with visual and multisensory methods demonstrating significant effectiveness in improving Qur'anic literacy encompassing reading, tajwid comprehension, and memorization. However, instructional effectiveness is conditioned by teacher competence, availability of appropriate learning media, and environmental support. Bibliometric analysis further indicates that technological integration remains nascent, representing a substantive gap and opportunity for future inquiry. This study contributes a structured scientific synthesis to the field of inclusive Islamic education and underscores the need for technology-driven pedagogical innovations, adaptive curricula, and systematic teacher preparation programs.
Peer-Mediated Interventions for Children with Intellectual and Developmental Disabilities: A Systematic Literature Review M. Zulhadi; Damri Damri; Nurhastuti Nurhastuti; M. Zulhadi; Damri Damri; Nurhastuti Nurhastuti; Rahmahtrisilvia Rahmahtrisilvia
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 7 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i7.2026.9

Abstract

Children with intellectual and developmental disabilities (IDD) frequently experience difficulties in social interaction and communication, highlighting the need for effective inclusive intervention strategies in educational settings. This study aims to systematically review the implementation and effectiveness of peer-mediated interventions for children with IDD in inclusive school contexts. A systematic literature review was conducted following the PRISMA 2020 guidelines, complemented by a bibliometric analysis using the Bibliometrix package. A total of 194 articles were identified, of which 13 studies met all inclusion criteria and were included in the final synthesis. The results indicate that peer-mediated interventions, such as peer tutoring, peer modeling, and peer support, significantly improve social interaction, communication skills, and behavioral engagement among children with IDD. The effectiveness of these interventions is influenced by key factors, including structured peer training, active teacher facilitation, and supportive learning environments. Additionally, the bibliometric findings reveal a growing research interest in this field, with dominant themes centered on social interaction, communication, and inclusive education. In conclusion, peer-mediated interventions represent an effective and practical approach to enhancing social and communicative outcomes while promoting inclusive learning environments for children with IDD. The findings suggest that educators should integrate structured peer-mediated strategies into classroom practices, while policymakers and researchers are encouraged to further develop and expand evidence-based inclusive interventions across diverse educational contexts.

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