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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 759 Documents
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Adaptation of the Self-Compassion Scale for Youth (SCS-Y) in Indonesian Schools: Analysis with the Rasch Model Dian Munawarah; Nandang Rusmana; Setiawati Setiawati; Sudaryat Nurdin Akhmad; Rahmat Siala; Akhmad Harum; Dian Munawarah; Nandang Rusmana; Setiawati; Sudaryat Nurdin Akhmad; Rahmat Siala; Akhmad Harum
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.1

Abstract

Self-compassion is one of the variables that is crucial for teenagers in responding to failure and psychological stress in a way that is adaptive. The instrument's appropriate measurement with context language and Indonesian teenagers' culture is still limited. Research: This aim tests the psychometric properties of the Self-Compassion Scale for Youth (SCS-Y) version Indonesian through the approach of Rasch modeling, including item fit, unidimensionality, and item and person reliability. Research involving 360 selected junior high school and senior high school students from the West Java and Sulawesi regions through purposive sampling. The research process consists of two phases, namely adaptation across cultures and testing psychometrics using the Rating Scale Model with the help of the software Winsteps. Research results show that structure category scale response functioning optimally without disordered threshold, all 17 items instrument declared fit with the Rasch model without There is necessary items dropped, instrument show adequate unidimensionality ( raw variance explained by measures = 34.2%; unexplained variance in 1st contrast = 11.3%), as well as excellent item reliability (0.99) and adequate person reliability (0.76–0.80) with good internal consistency (Cronbach's Alpha = 0.78). Findings: This proves that the SCS-Y version in Indonesian is a valid and reliable instrument for measuring self-compassion of Indonesian adolescents, so that it can be used as a tool for assessment in service guidance and counseling in schools, especially for needs screening of psychologically needy students and designing intervention programs based on empirical data.  
Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

Abstract

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.  
Effectiveness of Guided Inquiry Student Worksheet Supplemented with Chemistry Mystery Box Improving Students’ Problem-Solving Skills Regarding Reaction Rate Factors Material Devi Marta Hasnanda; Devi Marta Hasnanda; Utiya Azizah
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.6

Abstract

Problem-solving skills are one of the key competencies that need to be developed in chemistry education. However, students’ proficiency in this area remains relatively low, particularly regarding the factors that influence reaction rates. Therefore, this study aims to analyze the effectiveness of guided inquiry-based learning activities supplemented with the Chemistry Mystery Box media in improving students’ problem-solving skills. This study employed a One-Group Pretest-Posttest design involving 31 11th-grade students at a senior high school in Sidoarjo Regency. The research instrument consisted of a problem-solving skills test administered before and after instruction. The data obtained were analyzed using descriptive statistics, the N-Gain test, the normality test, and the Wilcoxon test. The results showed that students’ average scores increased from the pretest to the posttest, with an average N-Gain score of 0.7207 which falls into the high category and N-Gain scores for each indicator of 0.661, 0.703, 0.768, 0.721, and 0.757, respectively, falling into the moderate and high categories. The results of the Wilcoxon test also showed a significant difference, indicating that the use of guided inquiry-based student worksheet supplemented with the Chemistry Mystery Box media proved effective in improving students’ problem-solving skills, particularly regarding the factors affecting reaction rates.
Evaluating Computer-Based Testing System Success Using the DeLone and McLean Model among Cadets at an Indonesian Aviation Higher Education Institution Faoyan Agus Furyanto; Lady Silk Moonlight; Maulana Anifa Silvia; Anton Budiarto; Ahmad Musadek; Faoyan Agus Furyanto; Lady Silk Moonlight; Maulana Anifa Silvia; Anton Budiarto; Ahmad Musadek; Abdul Mu’ti Sazali
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.4

Abstract

The rapid adoption of Computer-Based Testing (CBT) in higher education requires an evaluation framework to determine whether the implemented system successfully provides benefits for users. This study aims to evaluate the success of CBT implementation among cadets of a higher education institution in Indonesia using the DeLone and McLean Information Systems Success Model. A quantitative explanatory approach was employed involving 108 cadets who had experience using the CBT system. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3.2.9. The evaluation consisted of measurement model assessment and structural model testing using bootstrapping with 5,000 resamples. The results indicate that information quality significantly influences user satisfaction (β = 0.399, p = 0.001), and service quality significantly influences user satisfaction (β = 0.298, p = 0.011). However, system quality does not significantly influence user satisfaction (β = 0.225, p = 0.055). Furthermore, user satisfaction has a strong positive influence on implementation impact (β = 0.846, p < 0.001). These findings indicate that successful CBT implementation is determined not only by technical system performance but also by the quality of information and service support provided to users. This study contributes practical implications for higher education institutions in improving digital assessment systems by prioritizing information clarity, technical assistance, and user satisfaction.
Development of a Citizen Science Project-Based Teaching Module to Improve Creative Thinking and Collaboration Skills on Ecology and Biodiversity Materials Ahmad Rasyid Ridho Agus; Lufri Lufri; Fitri Arsih; Ahmad Rasyid Ridho Agus; Lufri; Fitri Arsih; Muhyiatul Fadilah
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.i12.2026.5

Abstract

Creative thinking and collaboration skills are important 21st-century competencies that need to be developed through science learning. However, observations in junior high schools in West Pasaman, Indonesia show that students' creative thinking skills are still low with an average of 47.875%, while collaboration skills have not developed optimally because there are still passive students in discussion and group work activities. This study aims to produce a valid, practical, and effective Citizen Science Project-based teaching module to improve students' creative thinking and collaboration skills in Ecology and Biodiversity material. This study is a research and development (R&D) using the Plomp model with research subjects of grade VII junior high school students. Data were collected through validation sheets, teacher and student practicality questionnaires, creative thinking skills tests, collaboration skills questionnaires, and observation sheets. Data analysis was carried out descriptively using percentages and inferential analysis through normality tests, homogeneity tests, Normalized Gain (N-Gain), and Independent Samples t-tests. The results of the study showed that the Citizen Science Project-based teaching module had a validity level of 92.88% with a very valid category, teacher practicality of 99% and student practicality of 92.25% with a very practical category. The module was also quite effective in improving creative thinking skills with an N-Gain value of 64.24% and had a positive influence on collaboration skills with a score difference of 12.56 on the questionnaire and 12.17 on the observation sheet between the experimental class and the control class. Thus, the Citizen Science Project-based teaching module is worthy of being used as an alternative science teaching material to improve students' creative thinking and collaboration skills.
Digital Maestros: Dissecting the Seven Crucial Dimensions of Digital Literacy Competencies for Vocational Teachers' Digital Creativity Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.1

Abstract

Digital transformation in vocational education requires a reconceptualization of teacher competencies, but a comprehensive understanding of digital creativity literacy competencies is still limited. This study aims to analyze the conceptualization of digital creativity literacy competencies in the context of vocational education, identify the main dimensions that shape them, and explore effective development models to improve these competencies in vocational teachers. A systematic literature review (SLR) was conducted on 12 recent publications (2023-2025) from the Scopus database using the PRISMA approach with strict inclusion and exclusion criteria. The results of the analysis reveal the evolution of the concept from a technocentric understanding to a multidimensional construct that integrates technical, creative, and pedagogical aspects. Seven competency dimensions were identified, including technical/operational (92%), creative/production (100%), pedagogical (100%), critical/evaluative (83%), social/collaborative (75%), ethical/responsibility (67%), and cultural/contextual (58%), which vary significantly between vocational fields (engineering, business, health). Four competency development models were identified (Spiral, Ecosystem, Modular, Project-based), with practice-based and contextual approaches proving to be the most effective. The study contributes by providing a comprehensive framework to inform education policy, the development of vocational teacher education curricula, and differential professional improvement programs according to the specific context of the vocational field.
From Technology-Driven Engagement to Learning Effectiveness: A Systematic Literature Review of Mobile Learning in Higher Education Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.14

Abstract

This study aims to explore student interest, satisfaction, effectiveness, and the supporting factors and challenges of mobile learning in higher education. Using the Systematic Literature Review (SLR) method with the PRISMA strategy, it analyzes articles published between 2015-2025 from Scopus, Science Direct, Taylor and Francis, and Eric. The keywords included “mobile learning”, “m-learning”, “android-based”, and “higher education”. Out of 1,919 articles found, 42 met the inclusion and exclusion criteria for analysis. Findings reveal that student interest in mobile learning grows with technological advancements. Students are generally satisfied with the user-friendly interface, and most find m-learning effective for education. Key success factors include engaging and relevant content design. However, challenges such as data security, privacy, and integration into formal curricula persist. Further research is needed to examine the availability of supportive technology in educational institutions to enhance mobile learning experiences.  
Development of ISLE-Based Science E-Modules in Improving Disaster Mitigation Literacy of High School Students in Tectonic Prone Areas Dian Rafika; Muslimatul Walidah; Rajibussalim Rajibussalim; Nilataria Nilataria; Yayu Risna Andani; Dian Rafika; Muslimatul Walidah; Rajibussalim; Nilataria Nilataria; Yayu Risna Andani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.11

Abstract

Aceh Province is geologically flanked by two active tectonic systems: the Sunda Megathrust subduction zone and the Sumatra Fault, making disaster mitigation literacy a crucial survival skill for high school students. However, conventional science learning is still dominated by textual memorization and lacks relevance to the context of local disasters, which has an impact on students' weak practical mitigation skills. This research aims to design, develop, and test the effectiveness of science e-modules based on the Investigative Science Learning Environment (ISLE) model through an interactive application called Si-AGAM (Aceh Earthquake & Mitigation Investigative Science) to improve students' disaster mitigation literacy. Using a Research and Development (R&D) approach with the ADDIE framework, this research was carried out at SMAN 1 Banda Aceh. The data collection instruments included expert validation sheets, teacher and student practicality questionnaires, and 15 multiple-choice questions to measure mitigation literacy. The data were analyzed using descriptive statistics and the Normalized Gain (N-gain) test. The results of the expert assessment showed that the e-module achieved high validity, with a score of 95.00% from learning media experts and 98.00% from material/disaster experts (average V = 4.83, "Very Valid"). Field trials showed an outstanding level of practicality with an accumulated score of 90.37% ("Very Practical") from teachers and students. Furthermore, the implementation of Si-AGAM has proven to be very effective in boosting student learning outcomes with a classical N-gain score of 0.83 ("High"). The most massive surge in ability was detected in the natural sign pattern analysis cluster and scientific reconstruction of Smong's local wisdom. In conclusion, the Si-AGAM application successfully transforms formal science inquiry into a self-sustaining, practical mitigation measure, changing the paradigm of students from passive readers to resilient and responsive "young scientists" in making autonomous decisions in situations of tectonic emergency.
Implementation of The Critical Thinking Skills Measurement Instrument Integrated with the Critical and Creative Thinking in Research-Based Learning Model Mawardi Mawardi; Yohana Setiawan; Mawardi; Yohana Setiawan; Suhandi Astuti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.2

Abstract

This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.  
Rethinking Cybersecurity Literacy for Non-IT Teachers: Frameworks, Pedagogical Challenges, and Future Directions Yudi Setiawan; Ade Gafar Abdullah; Yudi Setiawan; Ade Gafar Abdullah; Haipan Salam
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.1

Abstract

Digital threats in schools have grown faster than most non-IT teachers' capacity to respond, yet cybersecurity literacy frameworks remain built around technical proficiency rather than classroom practice. This systematic literature review and narrative analysis (SLNA) examines how cybersecurity competency models for non-IT teachers have evolved between 2015 and 2025, and why implementation continues to lag behind framework design. Guided by the PICOS and PRISMA 2020 protocols, the review screened 313 records from Scopus and Consensus AI, retaining 39 studies after full-text eligibility assessment. Bibliometric and thematic analysis traced three research phases (foundation, expansion, consolidation), five dominant thematic clusters, and clear geographic asymmetries, with Europe and North America producing 74.3% of the literature. Findings show that resource-constrained contexts, despite fewer studies, generated a higher innovation index (95%) than well-resourced settings (70%), driven by culturally grounded, low-tech, and community-based solutions. Conventional delivery methods persisted not because of technological limitations but because they fit teachers' existing pedagogical routines and institutional support structures, while governance frameworks struggled to translate policy into classroom practice across decentralized education systems. These findings inform a proposed Pedagogical Cybersecurity Competence (PCC) framework that repositions non-IT teachers as facilitators of cybersecurity literacy rather than technical trainees, integrating content, pedagogical, contextual, and practical knowledge. The review concludes that cybersecurity literacy capacity for general educators depends less on technological sophistication than on pedagogical fit, cultural responsiveness, and collaborative governance.

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