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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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Mindfulness Interventions for Emotion Regulation and Anxiety in Deaf and Hard-of-Hearing Students Putri Indah Septiani; Elsa Efrina; Marlina Marlina; Putri Indah Septiani; Elsa Efrina; Marlina Marlina; Antoni Tsaputra
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.i8.2026.4

Abstract

The purpose of this study is to investigate the features, efficacy, and adaptations of mindfulness-based interventions to enhance regulation of emotion and reduce anxiety in students with Deaf and Hard-of-Hearing conditions. We performed a systematic literature review with bibliometric analysis which was based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Through the Scopus database and relevant articles, 563 results were generated. Quality synthesis of data 10 studies were selected following removal of duplicates and application of inclusion criteria. Results suggest that mindfulness-based interventions contribute to improved emotion regulation, specifically increases in emotional awareness, self-control and adaptive coping strategies among Deaf and Hard-of-Hearing students. These interventions may also indirectly reduce anxiety by strengthening internal psychological qualities. Nevertheless, most of the interventions are not carried out using just mindfulness but through wider approaches such as psycho-education and emotional intelligence. Additionally, the accessibility adaptations, such as visual supports and sign language (SL) use, seem to have a great impact on the efficacy of mindfulness interventions across different disabilities or conditions. While these results are promising, the literature reflects an absence of experimental studies and treatment protocols tailored to this population. Future research should seek to create effective, low resource counselling protocols suited to the specific needs of students with Deaf and Hard-of-Hearing conditions.
The Improvement of Mathematical Creative Thinking Abilities Based on Self-Confidence Category in Senior High School Students Hayati Ramadhani Putri; Kusnandi Kusnandi; Hayati Ramadhani Putri; Kusnandi Kusnandi; Al Jupri
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.i7.2026.6

Abstract

The development of mathematical creative thinking abilities has become an essential focus in 21st-century education, yet students’ performance in this area remains relatively low, particularly when influenced by affective factors such as self-confidence. This study aims to examine the effectiveness of the Treffinger learning model, assisted by GeoGebra, in improving students’ mathematical creative thinking abilities, and to analyze differences in improvement across self-confidence categories (high, medium, and low). The research employed a quantitative quasi-experimental design with a pretest–posttest non-equivalent control group design. The study was conducted with senior high school students, where the experimental class received Treffinger learning assisted by GeoGebra, while the control class received conventional instruction. Data were collected through tests of mathematical creative thinking ability and a self-confidence questionnaire and analyzed using normalized gain and inferential statistical tests. The results revealed that the improvement in students’ mathematical creative thinking abilities in the experimental class was significantly greater than in the control class across all self-confidence categories. These findings indicate that the Treffinger model, assisted by GeoGebra, is effective in enhancing both the cognitive and affective aspects of learning. Therefore, integrating innovative learning models and technology is recommended to foster students’ creative thinking and support their self-confidence in learning mathematics.
Mapping the Knowledge Evolution of Character Education in Islamic Religious Studies: A Bibliometric Analysis Farida Asy'ari; Al-Amin Al-Amin; Ade Putra Hayat; Abdul Rozak; Siti Fatimatus Zahro; Marsuni Marsuni; Muttaqin Muttaqin; Farida Asy'ari; Al-Amin; Ade Putra Hayat; Abdul Rozak; Siti Fatimatus Zahro; Marsuni; Muttaqin
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.i8.2026.9

Abstract

This study maps the development, intellectual structure, and thematic evolution of research on character education within Islamic Religious Studies using a bibliometric approach. A total of 157 Scopus-indexed documents published between 2015 and 2025 were analyzed. The dataset was processed using Bibliometrix/Biblioshiny in R and VOSviewer v.1.6.20 to examine publication growth, source distribution, influential documents, keyword co-occurrence, thematic mapping, and collaboration patterns. The findings show that research on Islamic education and character education has grown rapidly, with an annual growth rate of 40.51% and publications distributed across 88 sources. The field is strongly shaped by Southeast Asian scholarship, particularly Indonesia, while international collaboration remains relatively limited at 15.29%. The most frequent keywords include Islamic education, character education, Islamic religious education, Indonesia, higher education, religious moderation, and Islamic boarding school, indicating a concentration on value formation, institutional contexts, and moral-religious education. The thematic map suggests that education, character, and Indonesia function as central motor themes, whereas Islamic values, curriculum, and educational technology appear as more specialized or emerging areas. However, the absence of cited-reference metadata in the exported dataset limits the extent to which co-citation-based intellectual structures can be inferred. This study contributes a data-driven overview of the research landscape and identifies future directions for strengthening comparative, interdisciplinary, and internationally collaborative studies on character education in Islamic Religious Studies.
A Systematic Literature Review on Developing a Parenting Toolkit to Enhance Motivation among Parents of Children with Autism Spectrum Disorder Murniwati Laia; Marlina Marlina; Rahmahtrisilvia Rahmahtrisilvia; Murniwati Laia; Marlina; Rahmahtrisilvia Rahmahtrisilvia; Mega Iswari Binah Asnah
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.i11.2026.4

Abstract

This study aims to review scientific literature on parenting toolkit development as a strategy to enhance motivation among parents of children with Autism Spectrum Disorder (ASD). This study employs a Systematic Literature Review (SLR) approach following the PRISMA protocol, complemented by bibliometric analysis using Biblioshiny. Data were retrieved from Scopus and Google Scholar databases within the publication range of 2016–2025. Out of 835 identified articles, 31 met the inclusion criteria and were analyzed further. Analysis shows accelerated global publication trends in ASD parenting interventions during 2024–2025. Four thematic clusters revealed that parenting stress directly diminishes parental self-efficacy and motivation. Most existing interventions are rigid, time-intensive, and clinically face-to-face, leaving caregivers highly vulnerable to burnout. Although limited to Scopus and Google Scholar, this study theoretically underscores the critical need to shift from child-centered behavioral mechanics toward parent-mediated interventions that reinforce the caregiver's internal psychological constructs. Practically, it provides empirical guidance for practitioners to design flexible, self-mediated family support tools by simplifying instructions and incorporating accessible delivery methods like telehealth. Socially, sustaining parental motivation enhances the quality of life and emotional resilience of families raising children with ASD, reducing the risks of diagnosis denial and therapy discontinuation. The originality lies in combining thematic bibliometric mapping with qualitative synthesis to provide a scientific justification for developing a "Parenting Toolkit," proving that tactical behavior management must be anchored by strengthening parental self-efficacy and intrinsic motivation.
The GASING Concrete-Abstract-Mental Computation Sequence: Learning Outcomes and Arithmetic Fluency in Elementary Mathematics Jonatan Hasudungan Sihombing; Mubiar Agustin; Jonatan Hasudungan Sihombing; Mubiar Agustin; Idat Muqodas
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.i8.2026.7

Abstract

Mastery of basic arithmetic operations is foundational to elementary mathematics education, yet many students continue to struggle with both conceptual understanding and computational fluency. This study examined the effectiveness of the GASING method (Gampang, Asyik, dan Menyenangkan or Easy, Fun, and Enjoyable) in improving learning outcomes and arithmetic fluency among fourth-grade students in South Minahasa Regency, North Sulawesi, Indonesia. GASING employs a concrete-to-abstract-to-mental computation sequence built around critical points, integrating songs and games to promote engagement and automatization. A one-group pretest-posttest design was used, involving 64 students from 32 elementary schools who participated in a 15-day instructional program (November 25 to December 11, 2025) covering addition, multiplication, subtraction, and division. Overall mean scores improved significantly from 16.25 to 80.55 (N-Gain = 0.77, high category), with the Wilcoxon Signed-Rank Test confirming statistical significance (Z = −6.964, p < 0.001); all 64 students demonstrated improvement without exception. Division recorded the largest absolute gain (+66.87%) despite having the lowest baseline score, while computation speed converged to 1.12–1.29 minutes per item across all four operations, indicating a transition from procedural computation toward direct fact retrieval. These findings suggest that the GASING method was associated with substantial improvement in both conceptual mastery and arithmetic fluency simultaneously across all four basic arithmetic operations, supporting its potential as an evidence-based instructional approach for early mathematics education.
Assessing the Development of Self-Confidence in Socially Deprived Students: A Rasch Model Analysis Tri Lestari; Nandang Rusmana; Ipah Saripah; Nahadi Nahadi; Tri Zahra Ningsih; Tri Lestari; Nandang Rusmana; Ipah Saripah; Nahadi; Tri Zahra Ningsih
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.i7.2026.12

Abstract

This research is motivated by the low confidence of students which can hinder academic, social, and emotional success. One of the factors that contribute to low self-confidence in adolescents is social deprivation, which refers to a lack of social interaction or a feeling of isolation in the surrounding environment. This study aims to develop an instrument to measure the confidence of students with social deprivation using the Rasch Model to obtain a valid and reliable measuring tool. A quantitative approach with a survey method through an online questionnaire was used in this study, with participants as many as 396 high school students in Pangandaran Regency who experienced social deprivation, selected through purposive sampling techniques. The instrument was developed based on Lindenfield's theory, covering aspects of inner confidence and innate confidence, and analyzed using the Rasch Model through Winsteps software version 3.73. The results of the study show that this instrument is valid and reliable, with a unidimensionality confirmed through raw variance explained of 48.1%. In addition, response categories 0 and 1 are well understood, supporting validity, while high reliability with Alpha Cronbach 0.89 and Person Reliability 0.87, as well as person-fit analysis show consistent responses. Thus, this instrument can be used to measure the self-confidence of students who experience social deprivation more accurately. The recommendations of this study include the implementation of instruments in guidance and counseling services in schools as well as follow-up research to test the effectiveness of psycho-cybernetics-based interventions in improving students' self-confidence with social deprivation.
Board Game Development to Improve College Students' Conflict Management Caraka Putra Bhakti; Difa Ardiyanti; Caraka Putra Bhakti; Difa Ardiyanti; Tasya Amin Zakiyah
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.i11.2026.9

Abstract

The low conflict management skills of students impact psychological aspects and interpersonal relationships. This study aims to develop a learning medium in the form of a board game as a means to improve students' conflict management skills. The method used is Research and Development (R&D) with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, data were obtained from 316 students, which showed that most were in the category of medium and low conflict management skills. The design stage was carried out by referring to the Thomas-Kilmann model, which includes five conflict management styles. The developed product was then validated by material, media, and service experts using the Aiken index. Next, the board game was implemented in guidance activities with a pretest and posttest design to measure its effectiveness. The results of the study indicate that the developed board game is suitable for use as a learning medium and has the potential to improve students' communication, negotiation, and conflict resolution skills. Thus, board games can be an innovative alternative in guidance and counselling services in higher education.
Elementary School Teachers’ Pedagogical Practices in Deep Learning Oriented Toward Critical and Creative Thinking Juriana Juriana; Agung Hartoyo; Juriana; Agung Hartoyo; Asriah Nurdini Mardiyyaningsih
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.9

Abstract

The rapid transformation of twenty-first-century education requires learning processes that foster students’ higher-order thinking skills, particularly critical and creative thinking. However, mathematics instruction in elementary schools often remains focused on procedural knowledge and answer-oriented learning. This study aims to explore teachers’ pedagogical practices in implementing deep learning-oriented instruction in place value learning and to examine their contribution to the development of students’ critical and creative thinking skills. A qualitative case study design was conducted in an elementary school involving a Grade V teacher, students, and school stakeholders. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were analyzed using an interactive qualitative approach consisting of coding, categorization, and interpretation. The findings reveal that deep learning principles were partially integrated into classroom practice through contextual learning activities, collaborative tasks, the use of concrete learning media, questioning strategies, and reflective activities. Students demonstrated emerging abilities to explain their reasoning, compare numerical values, and connect mathematical concepts to real-life situations. Nevertheless, the development of critical and creative thinking skills remained uneven and at an early stage. Furthermore, assessment practices were still predominantly focused on procedural accuracy, which limited opportunities for students to engage in deeper reasoning and problem-solving processes. In conclusion, deep learning-oriented instruction shows considerable potential for enhancing students’ higher-order thinking skills in mathematics learning. However, its effectiveness depends on stronger alignment among lesson planning, instructional implementation, and assessment practices to support meaningful and sustained learning outcomes.
Development of Comic-Based Media for Financial Mathematics Content to Support High School Students’ Mathematical Problem-Solving Skills Dita Susi Evrihatin; A’yunnisa Tsani; Sunismi Sunismi; Any Herawati; Retno Trisniwati; Dita Susi Evrihatin; A’yunnisa Tsani; Sunismi; Any Herawati; Retno Trisniwati
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.7

Abstract

This study aims to develop a mathematics comic as a teaching medium for financial mathematics to support high school students’ mathematical problem-solving skills. This study was motivated by students’ still-low ability to understand the concept of compound interest and solve contextual mathematical problems related to daily life. This study employed the Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The research subjects included 36 11th-grade high school students, two subject matter experts, two media experts, and one mathematics teacher. The product developed was a context-based mathematical comic that presents the concept of compound interest through visual storytelling, engaging illustrations, and real-life financial scenarios, thereby helping students understand the concept in a more concrete and communicative way. Data collection techniques included observation, interviews, expert validation sheets, a practicality questionnaire, and pretest and posttest instruments. The validation results showed that the developed media met the criteria for high validity, with an average percentage of 81.7%. The results of the teacher practicality test yielded a percentage of 71.9%, and the student response rate was 86%, thus confirming that the media is practical and suitable for use in learning. Based on the pretest and posttest results, it can be concluded that the use of digital comic learning media has a positive impact on students’ problem-solving skills. This is evidenced by an increase in the average score from 56.05 on the pretest to 90.83 on the posttest, accompanied by an increase in the lowest score from 11 to 85 and the highest score from 85 to 100. These results indicate that comic-based learning media can help improve students’ understanding of the material being studied and are suitable for use as learning media in the classroom learning process.
A Bibliometric Analysis on Mathematics Learning Interest in Primary Education: A Scopus-Based Review (1982–2025) Aprina S. P. Hutagalung; Lutfi Nur; Aprina S. P. Hutagalung; Lutfi Nur; Ghullam Hamdu
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.2

Abstract

Research on mathematics learning interest in primary education has grown rapidly over the past two decades, yet no bibliometric study has systematically mapped its intellectual structure and thematic evolution. This study aimed to map the research landscape of mathematics learning interest in primary education by identifying publication trends, research productivity, and dominant research themes. A bibliometric analysis was conducted on 92 articles indexed in Scopus from 1982 to 2025 using Bibliometrix and VOSviewer. Findings reveal an annual growth rate of 6.66% with a significant surge after 2018, with China, the United States, and Turkey dominating research output. Nine thematic clusters were identified, with dominant themes including mathematics achievement and anxiety, motivation and learning interest, and self-concept and self-efficacy. The fragmented co-authorship network indicates limited international collaboration in this field. These findings provide a comprehensive intellectual map for researchers and education practitioners to identify research gaps and build a more structured collaborative agenda for future inquiry. Research on mathematics learning interest in primary education has grown rapidly over the past two decades, yet no bibliometric study has systematically mapped its intellectual structure and thematic evolution. This study aimed to map the research landscape of mathematics learning interest in primary education by identifying publication trends, research productivity, and dominant research themes. A bibliometric analysis was conducted on 92 articles indexed in Scopus from 1982 to 2025 using Bibliometrix and VOSviewer. Findings reveal an annual growth rate of 6.66% with a significant surge after 2018, with China, the United States, and Turkey dominating research output. Nine thematic clusters were identified, with dominant themes including mathematics achievement and anxiety, motivation and learning interest, and self-concept and self-efficacy. The fragmented co-authorship network indicates limited international collaboration in this field. These findings provide a comprehensive intellectual map for researchers and education practitioners to identify research gaps and build a more structured collaborative agenda for future inquiry.

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