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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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The Integration of Artificial Intelligence (AI) into the Development of Javanese Language Instructional Material: An Analysis of Teachers’ Strategies, Challenges, and Practices Nirbito Hanggoro Pribadi; Astiana Ajeng Rahadini; Favorita Kurwidaria; Kenfitria Diah Wijayanti; Dewi Pangestu Said; Nirbito Hanggoro Pribadi; Astiana Ajeng Rahadini; Favorita Kurwidaria; Kenfitria Diah Wijayanti; Dewi Pangestu Said; Prima Veronika
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.i3.2027.2

Abstract

The presence and rapid development of Artificial Intelligence (AI) has expanded its potential use in education and generated pedagogical and ethical challenges in education all at once, particularly in locality-based learning. Despite continuous development of studies on AI in education, the studies exploring how teacher utilizes AI to develop teaching material maintaining local language and culture characteristics are still limited. This research is intended to explore Javanese language teachers’ perspective on their strategies, challenges, and practices in utilizing AI to design instructional materials. Using qualitative method supporting with in-depth interview with seven Javanese language teachers experienced in using AI in instructional material design. Data analysis revealed three main findings. First, teachers utilized AI as a means of identifying students’ needs and materials, enhancing content, and drafting early instructional material. Second, AI implementation was still faced with various challenges, encompassing teachers’ limited digital competency, the need for time to carry out validation, AI’s limitation in representing linguistic and cultural characteristics of Javanese language contextually, and indecision over the validity of information source produced. Third, teachers formulated various adaptive strategies by positioning AI as supporting partner rather than as pedagogic decision maker, improves professional competency in AI use, and carries out critical evaluation, verification, and triangulation on all AI outputs before being implemented in the learning process. This finding expands literature on the integration of AI in education by demonstrating that AI potentially support locality-based instructional material design; moreover it is compensated with strong pedagogical supervision and teachers’ adequate professional competency. This research implication corroborates the importance of strengthening teachers’ AI literacy and developing AI system that is more sensitive to local language and cultural context to support more contextual, inclusive, and meaningful learning.
Usability and User Experience Evaluation of the SEHATI LMS for Triple Burden of Malnutrition Education among Adolescents Yulia Rahmawati; Cica Yulia; Yulia Rahmawati; Cica Yulia; M. Muktiarni
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.i3.2027.8

Abstract

Background of study: Indonesian adolescents face a triple burden of malnutrition (TBM), yet engaging digital media for TBM education remain limited. SEHATI is a learning management system (LMS) delivering TBM education through a flipped classroom approach using comics, games, videos, and posters. Aims and scope of paper: This study evaluated the usability, user experience (UX), specific features, and flipped classroom learning implementation of the SEHATI LMS among adolescents. Methods: A descriptive cross-sectional study involved 30 junior high school students (aged 13–14 years; 50% male) who completed a modified System Usability Scale (SUS), the User Experience Questionnaire (UEQ), a 32-item feature evaluation, a five-item flipped classroom evaluation, and five open-ended questions. Result: The mean SUS score was 73 ± 10.8 (Good), with 70% of participants rating the system Good or Excellent. All six UEQ dimensions were rated positively; Stimulation was highest (83.3% Excellent), and the overall mean scale score was 1.68. Feature evaluation averaged 3.78/5 (Good); content and material were strongest (90% Very Good) and responsiveness–performance weakest. Flipped classroom learning scored 77.6 ± 10.16 (Good). Comics (50%) and games (43.3%) were the most-liked features; all participants reported that SEHATI helped them understand TBM, while smartphone-related game and display problems were the main obstacles. Conclusion: SEHATI shows good usability, positive UX, and effective support for flipped nutrition learning; mobile optimization is the priority improvement.
Bibliometric Mapping of Vocational Teacher Adaptation in the Era of Industry 4.0: An Analysis of 315 Scopus Documents (2016–2026) Lukman Arhami; Isma Widiaty; Lukman Arhami; Isma Widiaty; 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.i3.2027.9

Abstract

Background of study: The advance of Industry 4.0, artificial intelligence (AI), and digital transformation has reshaped Technical and Vocational Education and Training (TVET) and requires vocational teachers to develop adaptive capacities aligned with twenty-first-century learning demands, yet the knowledge structure and research direction in this area have not been comprehensively mapped. Aims and scope of paper: This study analyzes the intellectual structure, developmental trends, and thematic clusters of research on vocational teacher adaptation. Methods: A total of 315 Scopus-indexed documents, exported in RIS format on 19 July 2026, were examined through performance analysis and science mapping using VOSviewer version 1.6.18. Result: Publication output increased sharply, with more than half of the documents (163 publications) issued in 2025–2026. China, Indonesia, and Malaysia were the most productive countries, although international collaboration remained relatively low at 18.4%. Co-occurrence analysis of 91 keywords identified six clusters within a densely connected network (1,506 links; total link strength = 4,908), covering skills transformation in the Industry 4.0 era, digital competence and literacy, machine learning in engineering education, employability and AI-supported training, adaptive learning and professional development, and digital learning delivery technologies. Research attention remains dominated by learners such as students and apprentices, whereas vocational teachers, the principal actors of technological adaptation, receive limited attention. Conclusion: The field is growing rapidly but remains thematically imbalanced; future research should prioritize the adaptive capacity of vocational teachers, particularly in the Indonesian context, and strengthen international collaboration to enrich scholarly development in TVET.
Mapping Methodological Approaches to Critical Digital Literacy Among TVET Instructors: A Scoping Review Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto
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.i1.2027.10

Abstract

Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.
The Effect of Employment Prospects, Parental Socioeconomic Status, and Career Motivation on Students’ Higher Education Intentions Imelda Intan Ariezona; Imelda Intan Ariezona; Amirul Arif
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.i2.2027.13

Abstract

Higher education intentions play a crucial role in preparing students to navigate the digital transformation and the demands of 21st-century industry. This quantitative explanatory study was employed to examine the effects of employment prospects, parental socioeconomic status, and career motivation on the higher education intentions of students at the Indonesian Embassy School in Riyadh. A saturated sampling technique was applied, involving all 53 regular and distance learning senior high school students enrolled during the second semester of the 2025/2026 academic year. Primary data were collected through a five-point Likert-scale questionnaire administered via Google Forms. The data were analyzed using inferential statistical techniques with SPSS version 23. The findings indicate that employment prospects, parental socioeconomic status, and career motivation simultaneously exert a significant effect on students' higher education intentions. Partially, employment prospects emerged as the most influential predictor, followed by career motivation, in fostering students' intentions to pursue higher education, whereas parental socioeconomic status did not have a significant effect on such intentions. These findings imply that scholarship programs should be sustained, while schools should strengthen career guidance services and implement systematic career interest mapping. Parents are encouraged to focus on providing psychological support regarding their children's future educational and career plans without allowing financial concerns to become the primary consideration. Future research is recommended to investigate additional variables beyond those examined in the present study using larger and more diverse samples, thereby contributing to the advancement of knowledge in this area.
Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
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.i2.2027.8

Abstract

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.
Mapping Madurese Cultural Heritage for Secondary Science Education: An Ethnopedagogical Study in Sumenep, Indonesia Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Imam Mudakir
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.i2.2027.6

Abstract

Science education increasingly requires contextual approaches that connect scientific concepts with students’ cultural experiences. However, local cultural knowledge is often underutilized as an educational resource, particularly in regions with rich cultural diversity such as Sumenep, Indonesia. Madurese cultural traditions contain various forms of ecological, technological, and social knowledge that remain insufficiently explored within science education. This study aims to identify Madurese cultural traditions in Sumenep and analyze their potential contribution to secondary science education through an ethnopedagogical perspective. The study focuses on mapping cultural practices, educational values, science-related knowledge, and potential learning approaches without claiming classroom effectiveness. A qualitative descriptive design was employed involving cultural exploration through semi-structured interviews, observations, and document analysis. Ten cultural informants were selected using purposive and snowball sampling techniques. Data were analyzed through thematic analysis to identify cultural themes, science-related phenomena, and preliminary ethnopedagogical connections. The findings identified thirteen Madurese cultural traditions categorized into five domains: ritual and belief systems, environmental and animal-related practices, traditional technology, performing arts, and social-cultural practices. These traditions contain educational values related to responsibility, cooperation, environmental awareness, and technological knowledge. The analysis revealed connections with secondary science concepts, including ecosystems, weather systems, biomechanics, materials science, heat transfer, and sound phenomena. A preliminary ethnopedagogical mapping framework was developed by connecting cultural traditions with potential inquiry-based, project-based, STEAM, and contextual learning approaches. This study demonstrates that Madurese cultural heritage can function as a valuable knowledge resource for culturally responsive science education. The proposed ethnopedagogical mapping provides an initial foundation for curriculum development and future classroom validation.
Integration of 21st Century Skills (4C) in Extracurricular Robotics Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Dian Septi Nur Afifah
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.i2.2027.9

Abstract

This study examines how 21st-century skills (4C) are internalized within a post-revitalization robotics extracurricular ecosystem at a public senior high school in East Java. Using a qualitative case study, data were obtained from eight purposively selected informants (one principal, one supervising teacher, and six students) through semi-structured interviews, participant observation, and document analysis. Data were analyzed iteratively through organizing, memoing, initial coding, category development, cross-source comparison, and thematic consolidation. Credibility was strengthened through method and source triangulation and member checking. The findings identify three interrelated processes. First, critical thinking and creativity developed through diagnosing technical failures, testing alternatives, revising designs, and producing context-responsive technologies such as ACF TEHNO and RATA OBAMA. Second, collaboration and communication developed through role specialization, peer tutoring, egalitarian discussion, and technology-literacy outreach. Third, institutional support sustained the program, while resource constraints prompted a resilience-related social-entrepreneurship initiative through the Simple Math Tool (ATM). Rather than merely showing that robotics supports 21st-century skills, this study explains how 4C competencies were progressively enacted and internalized through recurring technical, social, and reflective practices in a post-revitalization extracurricular setting.
The Impact of Future Thinking on Building Computerized Databases: A Strategic Foresight and Design-Science Research Framework Dunea Taleb Kazim; Dunea Taleb Kazim; Ruaa Kadhim Jabir
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

Abstract

Based on the aspects of strategic foresight, database design, data governance, data quality and information systems success literature, this study investigates the influence of future orientation on designing computerized databases. This paper introduces the Foresight-Driven Database Building Model (FDDBM), a design-science based model that seamlessly combines horizon scanning, scenario planning, anticipatory requirements engineering, governance mechanisms, metadata modeling, and environment monitoring within the database lifecycle. The paper includes theoretical figures, a quantitative model evaluation matrix, correlation and regression analyses, as well as comparisons of maturity and integrated debates of finding. It is shown that future-thinking ability is significantly correlated with database future readiness, data governance maturity, architecture flexibility, and data quality, and negatively correlated with rework effort and requirements volatility post-deployment. The paper presents a conceptual model, a practical framework, a database-design instantiation, a measurement instrument, and practice implications for the design of future-oriented electronic databases.

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