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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
 69   70   71   72   73 
Scientific Argumentation Based on the Toulmin Argumentation Pattern and Environmental Attitudes among Junior High School Students Nur Hidayati Puspita Sari; Muhammad Syaipul Hayat; Joko Siswanto; Arifah Nur Aini; Nur Hidayati Puspita Sari; Muhammad Syaipul Hayat; Joko Siswanto; Arifah Nur Aini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 9 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i9.2026.3

Abstract

Scientific argumentation skills are an important competency in 21st century learning because they help students critically evaluate environmental issues, make evidence-based decisions, and form an attitude of caring for the environment. This study aims to analyze scientific argumentation skills, environmental concerns, and the relationship between the two in junior high school students. The research uses a quantitative approach with a correlational descriptive design. The sample consisted of 32 grade VIII students who were selected using the purposive sampling technique. Data were collected through scientific argumentation ability tests based on the Toulmin Argumentation Pattern (TAP), environmental care attitudes questionnaire based on Ugulu indicators, and observation sheets. Data analysis was carried out using descriptive statistics and Pearson correlation test. The results showed that students' scientific argumentation skills were in the low category (M = 51.74). The claim component obtained the highest scores, while warrants, backing, rebuttals, and qualifiers were still low. Environmental care is also in the less category (M = 2.20). The correlation test showed a strong and significant positive relationship between scientific argumentation ability and environmental concern (r = 0.740; p < 0.001). These findings show that improving scientific argumentation skills has the potential to support the development of environmental care attitudes. Therefore, science learning needs to integrate the Socio-Scientific Issues (SSI) and Education for Sustainable Development (ESD) approaches.
Digital Financial Management and Financial Accountability in Community Learning Centers: The Mediating Role of BOS Fund Management Effectiveness Abubakar Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Eka Prihatin
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.i10.2026.14

Abstract

The increasing demand for transparent and accountable financial governance has encouraged educational institutions to adopt digital financial management systems. However, empirical evidence explaining how digital financial systems improve accountability through organizational management processes remains limited, particularly in Community Learning Centers (CLC). This study aimed to examine the effects of the ARKAS application system on the effectiveness and accountability of fund management of Bantuan Operasional Sekolah (BOS), as well as the mediating role of management effectiveness. A quantitative survey was conducted involving 62 members of BOS fund management teams from CLC in Bandung Regency, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, multiple regression, path analysis, and the Sobel test. The results revealed that the ARKAS application system significantly improved both the effectiveness and accountability of BOS fund management. Furthermore, management effectiveness significantly enhanced accountability and mediated the relationship between the ARKAS application system and accountability. These findings imply that CLC should integrate digital financial management with continuous managerial capacity development to strengthen financial governance. The study contributes to educational financial management literature by demonstrating that management effectiveness constitutes the organizational mechanism through which digital financial systems enhance accountability in non-formal education.
Beyond Functional Skills: A Systematic Review of Critical Digital Literacy in Vocational Teacher Education Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto; Miftahur Rizkiah; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto; Miftahur Rizkiah
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.i8.2026.1

Abstract

The convergence of artificial intelligence, digitalization, and social media has exposed the insufficiency of functional digital literacy as an educational outcome, intensifying attention to Critical Digital Literacy (CDL) as a construct concerned with the ideological and structural logics of digital platforms rather than mere operational use. CDL scholarship nonetheless remains fragmented and lacks a stable, shared taxonomy of its dimensions. This study reports a systematic literature review, following the PRISMA 2020 protocol, of CDL in educational contexts. A Scopus search yielded 130 records, narrowed to 73 after automated screening and to 49 after a stringent CDL-focus eligibility criterion. Qualitative designs dominate the corpus (~55%), followed by conceptual work (~31%), while validated quantitative measurement remains rare (four studies). Inductive synthesis identifies eight recurring CDL dimensions, spanning critical-analytical, socio-political, ethical, identity-based, productive, and civic concerns. None of the 49 included studies directly addresses vocational (VET) teacher education, despite vocational teachers' need to combine technical fluency with critical disposition. Five gaps are identified, concerning measurement instruments, the functional-versus-critical divide, affective dimensions, institutional barriers, and generative AI, with future directions proposed. The synthesis is a necessary step toward a dedicated CDL framework for pre-service vocational teachers.
Development of an Integrated PhET and Augmented Reality Package in a Flipped Classroom to Improve Conceptual Understanding of Renewable Energy Nada Dhenia Febriyanti; Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Nada Dhenia Febriyanti; Muhammad Nur Hudha; Riezky Maya Probosari; Annisa Nur Khasanah; Supurwoko Supurwoko
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.i12.2026.1

Abstract

Renewable energy is an abstract topic in junior high school science: its systems and energy conversions are difficult to visualize, and teacher-centered instruction often leaves students with fragile, fragmented conceptual understanding. This study developed and evaluated a learning package that integrates PhET virtual-laboratory simulations with augmented reality (AR) 3D visualizations, delivered through a flipped-classroom approach, and examined its feasibility, practicality, and effectiveness for Grade IX students' conceptual understanding of renewable energy. Following the ADDIE Research and Development model, PhET simulations and AR scenes (authored in Assemblr Edu) were integrated into a flipped lesson in which first exposure occurred before class and class time was used for manipulation and discussion. Feasibility was assessed by media, content, and language experts using the Gregory index; practicality by teacher and student response questionnaires; and effectiveness by a 25-item conceptual-understanding test (pretest–posttest, n = 34) analyzed with the Hake normalized gain (N-gain) after confirming item construct validity. The package was very valid (media Gregory index 0.89; content and language 1.00), highly practical (student 91% and 81%; teacher 93%), and, in a single-group pretest–posttest design, associated with a medium gain (mean N-gain 0.50; scores rose from 81.18 to 91.53). Pairing manipulable simulation and spatial AR within a flipped structure was designed to shift learning toward a student-centered, inquiry-oriented process. The package offers a feasible, smartphone-deliverable route to visualizing abstract renewable-energy concepts.
Development and Psychometric Properties of a Flourishing Scale for University Students: A Rasch Model Analysis Tiara Anggun Mauladi; Anne Hafina; Eka Sakti Yudha; Tiara Anggun Mauladi; Anne Hafina; Eka Sakti Yudha; Reza Hadiwijaya Dynasti
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.i12.2026.3

Abstract

Flourishing is an important indicator of students' psychological well-being, especially in facing academic demands and developmental transitions in early adulthood. However, the measurement of flourishing in Indonesian students still requires a valid, reliable, and more precisely calibrated instrument. This study aims to develop and evaluate the psychometric properties of the Flourishing Scale based on the PERMA model for students using Rasch analysis. This study uses a quantitative approach with instrument development design. Participants consisted of 236 active students of the Indonesian Education University aged 18–22 years. The instrument consists of 50 items arranged based on the five dimensions of PERMA, namely Positive Emotion, Engagement, Relationship, Meaning, and Accomplishment. The data was analyzed using the Rasch Rating Scale Model through the Winsteps program. The results of the analysis showed that the instrument met the assumption of unidimensionality with raw variance explained by measures of 45.3% and unexplained variance in first contrast of 4.3%. The reliability of the person is 0.89 with a separation of 2.91, while the reliability of the item is 0.99 with a separation of 10.78. Item fit analysis showed three items, namely P7, P16, and P34, did not meet the model's suitability criteria and needed to be revised or considered for issue. The Wright map shows that the distribution of items is generally according to the level of flourishing of the respondents, although the instrument is more optimal for measuring students with medium to high flourishing levels. The PERMA-based Flourishing Scale shows good psychometric quality and can be used as an initial assessment tool to map student flourishing, noting that some items still need further refinement.
Development of Jenga Collaboration with Combo Cards Learning Media on Ecosystem Material for Grade VII Students Bayu Antrakusuma; Sri Ayu Finanda; Kadek Dwi Hendratma Gunawan; Budi Utami; Bayu Antrakusuma; Sri Ayu Finanda; Kadek Dwi Hendratma Gunawan; Budi Utami; Suciati Suciati
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.i12.2026.9

Abstract

The low level of student engagement and collaboration in group-based science learning, particularly on the abstract topic of ecosystems, underlies this study. Preliminary observations at three junior high schools in Majenang District, Indonesia revealed limited use of interactive learning media that supports collaboration among students, consistent with data showing that 75% of students had not reached the Minimum Mastery Criteria (MMC) on ecosystem material. This study aims to develop the Jenga Collaboration with Combo Cards learning media and to examine its feasibility and effectiveness. The study employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, Disseminate), limited to the Develop stage. Data were collected through expert validation sheets, user-trial questionnaires, and pretest-posttest instruments, then analyzed through product validation, reliability testing, item difficulty and discriminating power analysis, statistical testing, and N-Gain analysis. The results show that the learning media was rated Highly Feasible based on Expert Judgement, with feasibility percentages of 84.44% (media expert), 85.45% (content expert), and 85.83% (instructional design expert). The Paired Samples T-Test yielded t = -9.377 with Sig. (2-tailed) = 0.000 < 0.05, indicating a significant effect between students' pretest (mean 44.29) and posttest (mean 70.00) scores. The mean N-Gain obtained was 0.47, categorized as Medium. These findings demonstrate that the Jenga Collaboration with Combo Cards learning media is feasible and effective for improving students' learning outcomes on ecosystem material in Grade VII.
Collaboration Between School Counselors and Early Childhood Teachers in Strengthening the Character Values of the Indonesian Children’s Great Habits Program Martin Martin; Riki Maulana; Martin Martin; Riki Maulana; Ema Sukmawati
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.10

Abstract

The Government of the Republic of Indonesia, through its Indonesia Gold 2045 vision, emphasizes the strengthening of character-based human resources. One of the implementations is carried out through the Seven Habits of Great Indonesian Children program. This study aims to describe the collaboration between classroom teachers and school counselor in strengthening “Indonesian Children’s Great Habits” character values at the kindergarten. The study uses a descriptive qualitative approach with a descriptive study design. The results of the study show that the development of “Indonesian Children’s Great Habits” character values is in the category of Developing as Expected, covering religious values, discipline, responsibility, cooperation, social awareness, manners, self-control, empathy, and independence. The collaboration between classroom teachers and school counselors was carried out through the stages of planning, implementation, monitoring, and evaluation. Factors supporting collaboration included teachers' commitment to character education, open communication between school members and parents, school policies, and a conducive school culture. The obstacles encountered include limited time for collaboration, differences in understanding of roles, and variations in parental support. Efforts to overcome these obstacles are carried out through collaboration scheduling, strengthening understanding of roles, and improving communication and parental involvement in character building for children.  
Improving Students' Science Literacy and Collaboration Skills Through Culturally Responsive Transformative Teaching Model with Podcasts and E-Assessment Dhea Nur Magfiroh; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Dhea Nur Magfiroh; Sri Yamtinah; Antuni Wiyarsi; Hayuni Retno Widarti; Ari Syahidul Shidiq
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.2

Abstract

This study was motivated by the low level of science literacy and collaboration skills among students. One effort to overcome this problem is to apply the Culturally Responsive Transformative Teaching (CRTT) model, which emphasizes active student involvement through the integration of cultural backgrounds and social interactions, supported by podcasts as a learning medium and e-assessment as a more effective evaluation tool. This study aims to analyze the effect of the CRTT model with podcasts and e-assessment on students' science literacy and collaboration skills. This study uses a quantitative approach with a quasi-experimental method and uses a pretest-posttest control group design. The sample consisted of 72 high school 11th grade students selected through cluster random sampling. Data were collected using science literacy tests and collaboration skill observations. Data analysis was performed using parametric statistical tests with hypothesis testing through MANOVA. The results of this study indicate a significant difference between students taught using the CRTT model assisted by podcasts and e-assessment and students not taught using this model and media. Applying the CRTT model with podcasts and e-assessment has been proven to improve students' science literacy and collaboration skills. The implications of this study indicate that the CRTT learning model, supported by digital media and e-assessment, can be an alternative strategy for teaching chemistry especially for reaction rate material.
Optimizing High School Students' Interest and Motivation in Economics Learning Through the Development of Flashcard Based Augmented Reality Learning Media Muthmainnah Muthmainnah; Tiara Tiara; Muthmainnah Muthmainnah; Tiara Tiara; Nuriman Nuriman
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.3

Abstract

The research aims to develop flashcard learning media based Augmented Reality (AR) as an effort to encourage the realization of Sustainable Development Goals (SDGs) point 4 on quality education. The development of AR flashcard learning media is expected to optimize students' interest and motivation in learning economics in the classroom. The development model used in this study is the ADDIE Model. This model includes the stages of analysis, design, development, implementation, and evaluation. Data collection techniques used are qualitative and quantitative. Qualitative data comes from observations and interviews related to the analysis of the needs of learning media products to be developed. Quantitative data from questionnaires before and after media implementation. The effectiveness of AR Flashcard Media on student interest and motivation was measured using the Wilcoxon and Mann Whitney Tests because based on the results of the normality test it was known that the data were not normally distributed. The results of the study prove that AR Flashcard Media can optimizing student interest and motivation in economic lesson.
Transforming Javanese Culture-Based Character Values Through Language Literacy Practices in Elementary School Niken Larasati; Sriyanto Sriyanto; Anang Widhi Nirwansyah; Niken Larasati; Sriyanto Sriyanto; Anang Widhi Nirwansyah; Ana Andriani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i6.2026.4

Abstract

Regional culture-based character education is important for students but is weakening amidst the shifting currents of globalization. This study aims to analyze the process of transformation of Javanese cultural values through language literacy practices in elementary schools. The research method is qualitative with an ethnographic design. Participants consisted of four teachers (T1–T4) and six students (S1–S6), selected purposively who were involved in Javanese language literacy activities at an elementary school in Cilacap area. Data were collected through observation, interviews, and document analysis. Data analysis was carried out according to Spradley's ethnographic steps, namely domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. Data were validated through triangulation of techniques and sources. The results of the study show that Javanese language literacy practices in elementary schools can transform Javanese culture-based character values. Teachers use children's stories, habituation songs, counting with a variety of languages, discussions, drama, and experience-sharing activities to shape students' characters. As a result, Javanese culture-based character values can be understood cognitively and developed into concrete actions in everyday life, such as (1) an attitude of andhap asor (humility) in interactions; (2) guyup rukun(cooperation) emerges during literacy activities and other learning activities; (3) tepa selira (empathy) is manifested in caring for friends; (4) politeness in language becomes a consistent habit; (5) ewuh pakewuh(tolerance) develops into the ability to accept differences in a real way; and (6) grapyak semanak (social intimacy) is increasingly visible through more open and confident relationships. Literacy acts as an initial trigger, and the school social environment becomes a space for actualizing values. The role of teachers, schools, and all parties is needed to support character transformation through creative, holistic, and contextual literacy.

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