Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
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.
Articles
729 Documents
<![CDATA[Decentralizing Civic Learning: The Pedagogical Potential of the Civic Kolaborasik Community as a Third Space for University Students ]]>
<![CDATA[Tity Kusrina]]>;
<![CDATA[Ibnu Sulaiman]]>;
<![CDATA[Zindan Baynal Hubi]]>;
<![CDATA[Kireida Rona Islam]]>;
<![CDATA[Hilman Gufron]]>; Tity Kusrina; Ibnu Sulaiman; Zindan Baynal Hubi; Kireida Rona Islam;
<![CDATA[Hilman Gufron]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.7
<![CDATA[The background of this research is the conflict between the idealism of the Pancasila and Civic Education curriculum and the reality of economic pragmatism in industrial areas, which triggers student apathy and academic burnout due to rigid, one-way learning models. To analyze the role of the Civic Kolaborasik community as a "third place" in activating critical awareness and students' political self-efficacy in the Tegal coastal area, this research employs a qualitative approach with a longitudinal case study design. Data were gathered through in-depth interviews with 18 cross-disciplinary informants, participatory observation, and documentation, then analyzed thematically using NVivo software. The validity and credibility of the findings were ensured through data triangulation techniques to cross-verify various information sources and member checking to verify the consistency of data interpretation with the informants' experiences. The results indicate that Civic Kolaborasik effectively mitigates academic burnout by deconstructing campus hierarchies into an egalitarian learning ecosystem through the implementation of "creative pedagogy" based on local public issues. The synergy between alumni mentoring and cross-disciplinary collaboration has proven capable of transforming the student paradigm from symbolic-reactive nationalism to tangible active-substantive nationalism. Consequently, the internalization of national values through civic inclusivity successfully enhances students' political self-efficacy, allowing them to transform into adaptive agents of change in the face of contemporary disruption challenges.]]>
<![CDATA[Assessment of Accommodation and Space Requirements in Private University Libraries in South East Nigeria in Alignment with Librarians' Registration Council of Nigeria Minimum Standards and Guideline ]]>
<![CDATA[Ngozi Njideka Okechukwu]]>; Ngozi Njideka Okechukwu;
<![CDATA[Anthonia Ukamaka Echedom]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.1
<![CDATA[The research was conducted using descriptive survey design to determine the accommodation and space needs in the private universities libraries in South East Nigeria. It was carried out in all the fourteen universities in the area using an observation checklist and structured interviews using Librarians Registration Council of Nigeria (LRCN) criteria. Instruments were checked with the experts and reliability tested, being very consistent. The information was gathered based on on-site visits that allowed observing and communicating with librarians directly. It was analyzed in percentages with a set of 70 as the benchmark of compliance. The methodology was a systematic way of assessing the effectiveness of the libraries in terms of facilities and services against LRCN standards. Findings indicated that the private university libraries in South East Nigeria conformed to LRCN standards of accommodation and space moderately. The number of assessed items, 23, aligns with most libraries (15/23) giving a partial correlation. The most essential facilities like staff offices, reading, ICT rooms, parking and the internet were mostly provided. But there were severe weaknesses in such aspects as accessibility to the special needs individuals, continuous power supply, noise requirements, exhibition facilities, and disaster management policies. Other facilities like common rooms of the staff and reading areas of the children were more or less absent. According to the study, despite the partial adherence to LRCN standards in South East Nigeria by the private university libraries, there is still need to work on the libraries to comply with the standards completely. The management of the university was advised to focus on improving the infrastructural development, inclusion in design, and compliance with the regulatory requirements to improve the effectiveness of the library.]]>
<![CDATA[Technology-Embedded Local Wisdom as a Digital Rubric for Reflective Mathematics Assessment in Vocational Education ]]>
<![CDATA[Gusti Ayu Dessy Sugiharni]]>;
<![CDATA[Putu Sabda Jayendra]]>; Gusti Ayu Dessy Sugiharni; Putu Sabda Jayendra;
<![CDATA[Anak Agung Istri Putera Widiastiti]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.5
<![CDATA[Vocational training gives students the hands-on skills and thinking abilities they need to enter the job market. In math, reflective thinking is essential for keeping up with changing workplaces. Still, people have not yet fully developed assessment tools that combine local cultural elements with digital technology. The purpose of this study was to develop and validate a Digital Reflective Mathematics Assessment Rubric (DRMAR) that integrated technology-embedded local wisdom for students of vocational education. This study uses a Research and Development (R&D) design based on the ADDIE model involving 156 vocational school students in Indonesia. Systematic needs analysis, design, expert validation, and field testing developed the rubric. Seven experts (in mathematics education, vocational education, and assessment) conducted the validation and used inter-rater agreement to assess the reliability. The results of the validity analysis based on Aiken’s V coefficient obtained a score of 0.82 to 0.94 for all criteria in the rubric, so the results of the validity analysis are very valid. The analysis showed excellent inter-rater reliability (ICC = 0.87, p < 0.001). The field test results showed that 89.6% of students improved their reflective thinking skills, as assessed against the rubric criteria. 78.2% of students reached the “reflective practitioner” level on several assessment sessions. The DRMAR provides a valid and reliable measure of mathematical reflective thinking through technology-enhanced, culturally grounded tasks. This study offers a new integration of local wisdom in the form of digital rubric technology to fill the gaps in reflective assessment in vocational mathematics education.]]>
<![CDATA[Implementing Snack Food Composition Label Analysis for Numeracy Learning in Elementary School: A Study in Teacher Professional Education ]]>
<![CDATA[Siti Maryam Rohimah]]>;
<![CDATA[Dadang Iskandar]]>;
<![CDATA[Eggie Nugraha]]>;
<![CDATA[Taufiqulloh Dahlan]]>; Siti Maryam Rohimah; Dadang Iskandar; Eggie Nugraha; Taufiqulloh Dahlan;
<![CDATA[Yuni Indriyani]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.8
<![CDATA[The use of authentic contexts in numeracy learning is important to help prospective elementary school teachers design meaningful and contextual mathematics instruction. However, a gap remains in the literature regarding how prospective teachers perceive the feasibility and potential of authentic context-based numeracy activities. This study aimed to explore how elementary student teachers in a Teacher Professional Education (TPE) program perceive the feasibility and potential of implementing the activity "Analysis of Composition Labels of Snack Foods" as a vehicle for promoting numeracy learning. A descriptive qualitative method was employed, involving 57 TPE students who completed a perception questionnaire following the learning activity. Data triangulation was conducted through semi-structured interviews and classroom observations. Quantitative data were analyzed using descriptive statistics, while open-ended responses were analyzed through content analysis using NVivo 12. Findings revealed that 92.98% of participants regarded the activity as feasible and relevant for initial numeracy assessment, recognizing its contextual nature, engaging quality, and ease of implementation. The activity was found to support the development of cognitive and practical skills, including proportional reasoning, unit conversion, critical thinking, and data interpretation. Furthermore, the activity demonstrated applicability across multiple elementary school subjects, reflecting its potential as a cross-curricular instructional approach. These findings suggest that snack food composition label analysis is a feasible and beneficial learning activity that can be meaningfully integrated into core elementary mathematics topics, including fractions, measurement, and data presentation.]]>
<![CDATA[Bibliometric Analysis: Trends in Futuristic Pedagogy, Ecopedagogy, and Deep Learning in 21st-Century Education ]]>
<![CDATA[Yusuf Tri Herlambang]]>;
<![CDATA[Yoga Prima Putra]]>; Yusuf Tri Herlambang; Yoga Prima Putra;
<![CDATA[Iim Siti Karimah]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.9
<![CDATA[Twenty-first century education faces complex challenges characterized by rapid technological advancement, globalization, and increasingly urgent environmental crises. These conditions have stimulated the emergence of innovative approaches, such as futuristic pedagogy, ecopedagogy, and deep learning, as responses to the need for more adaptive, sustainable, and meaningful learning. This study aims to analyze trends, developments, and the scientific collaboration landscape related to these three approaches using a bibliometric method. The research data were obtained from reputable scientific databases within the period 2021–2026 and analyzed using bibliometric software to identify publication patterns, dominant keywords, author collaboration networks, and the contributions of countries and institutions. The results reveal a significant increase in the number of publications addressing futuristic pedagogy, ecopedagogy, and deep learning. Furthermore, the findings indicate that developing countries are beginning to show substantial contributions to ecopedagogy studies, while developed countries remain more dominant in technology-based futuristic pedagogy. The collaboration network analysis also demonstrates a growing trend of international cooperation in the field of innovative education. This study provides a comprehensive overview of the direction of contemporary educational research and its implications for future learning practices. The findings are expected to serve as a foundation for the development of educational policies, curriculum innovation, and further research oriented toward inclusive, sustainable, and adaptive education in response to global changes.]]>
<![CDATA[Developing Digital Comics to Enhance Landslide Disaster Literacy among Elementary School Students ]]>
<![CDATA[Candra Dewi]]>;
<![CDATA[Muh. Waskito Ardhi]]>;
<![CDATA[Mohd. Hanafi bin Mohd Yasin]]>; Candra Dewi; Muh. Waskito Ardhi;
<![CDATA[Mohd. Hanafi bin Mohd Yasin]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.13
<![CDATA[This study’s core research objective is to develop a digital comic themed on landslide disaster mitigation. The comic is targeted at fifth-grade primary school students in East Java, Indonesia, meets three preset criteria (learning validity, practicality, and effectiveness), and deeply integrates literacy related to landslide disaster risk reduction. This study adopts the research and development (R&D) method and advances all work in full compliance with the ADDIE five-phase research framework throughout the implementation process. Research data is collected through observation, interviews, questionnaires, and academic achievement tests. Core research tools include supporting instruments: expert validation forms, teacher-student response questionnaires, and pre-test and post-test assessment questions. All data processing is completed using descriptive quantitative analysis and N-Gain analysis. The final core outcomes show that the developed product received a score of 83% from media experts, 87% from teaching material experts, and 95% from frontline practitioners, which meets the requirements for high effectiveness. The 89% student response rate reaches the standard for high practicality. The average N-Gain value of 0.6 represents a moderate learning gain, which can improve students’ academic performance, while also cultivating their learning motivation, active participation, and early-stage disaster prevention awareness.]]>
<![CDATA[Mapping Elementary Students’ Vocabulary Mastery, Learning Motivation, and Classroom Interaction in English Learning ]]>
<![CDATA[Ni Nyoman Ari Ratnadi]]>;
<![CDATA[Ni Made Rianita]]>; Ni Nyoman Ari Ratnadi;
<![CDATA[Ni Made Rianita]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.12
<![CDATA[English learning at the elementary school level plays an important role in supporting students’ language development and communication skills. This study aimed to map elementary students’ vocabulary mastery, learning motivation, and classroom interaction in English learning. A descriptive quantitative design was employed involving 150 students from Grades 4–6 in three elementary schools in Indonesia selected through purposive sampling. Data were collected using a vocabulary test, a learning motivation questionnaire, and a classroom interaction observation sheet. The data were analyzed using descriptive statistics, including means, percentages, frequencies, and visual mapping techniques. The findings revealed that students’ vocabulary mastery was generally at a moderate level, with meaning recognition obtaining the highest score and pronunciation showing the lowest performance. Students’ learning motivation was categorized as high, particularly in terms of participation and attention during English learning activities. Teacher encouragement and interactive learning activities were identified as the main factors supporting students’ motivation. Classroom interaction was also found to be relatively active, although teacher talk remained more dominant than student talk. Interactive classroom activities, such as games, group discussions, and collaborative tasks, encouraged greater student participation and communication. The results indicate that vocabulary mastery, learning motivation, and classroom interaction are interconnected dimensions that characterize students’ English learning experiences. These findings highlight the importance of creating supportive, interactive, and communicative learning environments to promote students’ vocabulary development, motivation, and active classroom engagement in English learning.]]>
<![CDATA[Analysis of Free Fall Motion Using the Double-Switch Laboratory Method with Iron Balls ]]>
<![CDATA[Mikael Namas]]>;
<![CDATA[Felisianus Efrem Jelahut]]>; Mikael Namas; Felisianus Efrem Jelahut;
<![CDATA[Mutiara Meldisari Mnahonim]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 6 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i6.2026.11
<![CDATA[The purpose of this research is to determine the magnitude of the acceleration of gravity on the free fall motion and in analyzing this research is to determine the magnitude of the acceleration of a free fall object which depends on the magnitude of the force that affects the object by varying the distance the object will be dropped. Data collection in this research uses an experimental method. The subject of this research is the magnitude of the acceleration of the free fall object, in the falling motion, variations in the height of the object's fall will be carried out, 75 cm and 90 cm with the mass of the object ignored, the data needed is the free fall object by analyzing the iron ball that will be dropped at different heights. To be able to find out the magnitude of the acceleration of an object in free fall motion, an analysis will be carried out using the formula in the theory, and the time required in this research is six months. Based on the analysis that has been used, the value of the acceleration of the object's motion for a large iron ball and for a small iron ball, the average value is (4.84 ms-2 ± 4.54) ms-2 and the magnitude of the object's velocity falling at a height of 75 cm for a large iron ball and for a small iron ball, the average value is (2.6544 ms-1 ± 2.8302) ms-1 and for a height of 90 cm, the average value of the velocity is (2.6544 ± 2.8302) ms-1.]]>
<![CDATA[Educational Media for Enhancing Sexual Awareness in Children with Intellectual Disabilities: A Systematic Literature Review and Bibliometric Analysis ]]>
<![CDATA[Afrina Devi Marti]]>;
<![CDATA[Marlina Marlina]]>;
<![CDATA[Mega Iswari Binah Asnah]]>;
<![CDATA[Afrina Devi Marti]]>;
<![CDATA[Marlina]]>;
<![CDATA[Mega Iswari Binah Asnah]]>;
<![CDATA[Elsa Efrina]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v7.i1.2027.6
<![CDATA[This study aims to analyze global publication trends and synthesize the mapping of design components, focus, and key findings from studies on the development of educational media based on sexual awareness for children with intellectual disabilities. The study was conducted through a systematic literature review from 2010–2026 using a qualitative descriptive approach with bibliometric and meta-aggregation analyses. The results indicate that only a few studies specifically address the development of educational media for children with intellectual disabilities and sexual awareness. Most studies focus on the use of innovative media such as Augmented Reality (AR), and empirically, learner-centered and play-based approaches have demonstrated higher effectiveness in children’s engagement and learning outcomes. The limitations identified in the reviewed literature indicate that the educational media currently developed generally still rely on broad validation instruments rather than those specifically designed according to children’s developmental stages and socio-cultural contexts. Furthermore, studies have not adequately integrated children’s social-emotional focus and interactive technologies such as immersive AR to support contextual and meaningful understanding. The practical implications of this study highlight the importance of developing educational media that are culturally adaptive, relevant to local contexts, and capable of integrating a learner-centered approach with a developmentally sensitive framework in designing focus components, syntax, and social systems for sexual education media that remain underexplored in previous literature.]]>
