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INDONESIA
Jurnal Pendidikan, Sains dan Teknologi
Published by CV. Information Technology Training Center - Indonesia
ISSN : -     EISSN : 29635373     DOI : https://doi.org/10.47233/jpst
Core Subject : Science, Education, Social, Engineering,
Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Jurnal Pendidikan, Sains dan Teknologi (E-ISSN : 2963-5373) Merupakan Jurnal Penelitian dan Kajian Ilmiah yang diterbitkan oleh CV.ITTC – INDONESIA. Redaksi menerima kiriman hasil kajian dan penelitian di bidang ilmu , Pengembangan dan implementasi model pembelajaran, Pengembangan bahan ajar, Teknologi Pembelajaran, Analisis Kebijakan Pendidikan, Pembelajaran Online, Media Pembelajaran, Strategi Pembelajaran, dan Model Pembelajaran, Matematika Terapan dalam Pendidikan dan Industri, Fisika Terapan dalam Pendidikan dan Industri, Biologi Terapan dalam Pendidikan dan Industri, Kimia Terapan dalam Pendidikan dan Industri, Teknik Elektronika, Big Data, Robotika, Teknologi Masa Depan, Kecerdasan Buatan, Teknik Elektro, Ilmu Komputer, Teknik Informatika, Teknik Telekomunikasi, Informasi, Teknologi Komunikasi, dan Teknologi Cerdas. Jurnal Pendidikan, Sains dan Teknologi terbit 2 kali dalam setahun yaitu bulan juni dan desember.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 440 Documents
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Analisis Manajemen Risiko Teknologi Informasi pada Dinas Kominfo Sumatera Selatan Berdasarkan Iso 31000:2018 Aloisius Egi Sanjaya; Muhammad Raka Nur Habibi; Sri Andayani
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.4873

Abstract

This study evaluates the potential risks of information systems and technology at the Office of Communication and Informatics (KOMINFO) of South Sumatra Province. The primary issues faced by the agency include power supply disruptions causing server downtime, unstable internet connections, high data loss risks due to system updates without adequate backups, and cybersecurity threats in the form of regional government (OPD) website defacement leading to online gambling content. This study aims to systematically map IS/IT risks, conduct risk assessments, and provide comprehensive mitigation recommendations tailored to the local government's operational conditions.The method used is a descriptive approach with a mixed-methods design, involving direct observation, in-depth interviews with IT staff, and questionnaires. The data analysis technique is fully based on the ISO 31000:2018 framework, which includes risk identification, risk analysis by measuring the likelihood and impact using a 1-5 Likert scale, and risk evaluation through a 5x5 risk matrix. The results identified 11 primary risks in the categories of physical environment, system infrastructure, cybersecurity, and human aspects. All risks were proven to be at the medium level, with the highest handling priorities on power outages (R01), internet disruptions (R03), and inconsistent changes in leadership requirements (R09). No high-level risks were found. Mitigation recommendations are focused on strengthening backup power (UPS/generators), optimizing redundant internet, implementing daily backup procedures, and standardizing the change control mechanism.
Makna dan Pengalaman Motivasi Belajar Siswa SMA di Era Digital: Studi Fenomenologis di Kota Depok Mhd. Fadhil Kurniawan; Rilla Sovitriana
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 2 (2026): April-Juni
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i2.4886

Abstract

The development of digital technology has changed the way students learn and access information. While digital technology offers various conveniences in the learning process, its presence also poses challenges in the form of social media distractions, decreased learning focus, and changes in students' learning motivation patterns. Therefore, a deeper understanding of how students interpret and experience learning motivation in the digital era is needed. This study aims to understand the meaning and experiences of high school students' learning motivation in the digital era. This study used a qualitative approach with a phenomenological method. Data were collected through in-depth interviews with eight high school students in Depok City who actively use digital technology in their learning activities. Data analysis was conducted using thematic analysis techniques based on Braun and Clarke's guidelines.The results show that students interpret learning motivation as an internal drive to achieve academic goals, which is strengthened by access to digital technology. Intrinsic motivation arises from interest in the material, curiosity, and personal satisfaction, while extrinsic motivation is influenced by parental demands, the school environment, and expectations of achievement. The digital era provides learning convenience, but also presents challenges in the form of social media distractions and decreased learning focus. In general, students who are able to manage the use of technology in a balanced manner show a more stable and positive level of learning motivation. This finding emphasizes the important role of self-awareness and self-regulation in maintaining learning motivation in the digital era. Keywords: learning motivation, digital era, phenomenology, intrinsic motivation, extrinsic motivation.
Hakikat Pendidikan Inklusi Anak Usia Dini (PAUD) Ayu Kurnia Wati; Mela Sintya; Sirly Afrilita; Surya Octa Fitriyani; Rendi Purnama Wulan; Fidhia Andani
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.4896

Abstract

This Systematic Literature Review (SLR) aims to examine the essence of inclusive early childhood education (PAUD) as a foundation for holistic child development encompassing physical, cognitive, social, emotional, and moral dimensions. Using the PRISMA 2020 protocol, this study systematically analyzed 25 peer-reviewed journal articles with DOI published between 2021-2026 from Scopus-indexed databases. The findings indicate that inclusive PAUD significantly contributes to children's holistic development through differentiated learning strategies, adaptive curriculum, and collaborative approaches involving teachers, parents, and specialists. The study reveals that inclusive PAUD positively impacts physical-motor development (88.7%), social-emotional development (82.8%), and cognitive development (64.0%). However, challenges remain, including limited teacher competency, inadequate facilities, and insufficient government support. This study recommends strengthening teacher professional development, improving inclusive infrastructure, and developing contextually relevant inclusive education policies. Inclusive education in Early Childhood Education (PAUD) is an educational approach that provides equal opportunities for all children, including those with special needs, to receive educational services without discrimination. This concept is based on respect for diversity and the recognition that each child has different characteristics, abilities, and needs. The goal of inclusive education is to realize equal rights in education, optimally develop children's potential, foster tolerance and empathy, and create a welcoming and inclusive learning environment. The implementation of inclusive education in PAUD is characterized by child-centered learning, a flexible curriculum, the active participation of all students, and collaboration between teachers, parents, and the community. The presence of inclusive education benefits children's social, emotional, and academic development, while also fostering a culture that values differences from an early age. Thus, the essence of inclusive education in PAUD focuses not only on educational access for all children but also on efforts to create a fair and equitable learning environment that supports the development of each individual according to their potential.
Implementasi Peran Guru Honorer dalam Meningkatkan Kualitas Pembelajaran di Sekolah Dasar Gracia Putri Natalia; Mella Tia Tristanti; Maharani Dwi Wahyu Nindiasari; Bayu Purbha Sakti
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.4902

Abstract

Honorary teachers play an important role in supporting the implementation of education in elementary schools. Their presence helps schools meet the need for teaching staff and ensures that learning activities can be carried out effectively. However, honorary teachers still face various challenges, including limited welfare, uncertain employment status, and restricted opportunities for professional development. These conditions may affect their performance and the quality of learning provided to students. This article aims to describe the implementation of honorary teachers’ roles in improving the quality of learning in elementary schools. The study employed a library research method with a qualitative descriptive approach. Data were obtained from scientific journals, research articles, and other relevant references related to honorary teachers, teacher competencies, and learning quality in elementary schools published between 2020 and 2026. Data collection was conducted through documentation techniques, while data analysis used content analysis involving data collection, reduction, classification, presentation, and interpretation. The findings indicate that honorary teachers perform multiple roles as educators, facilitators, motivators, mentors, and evaluators in the learning process. These roles are implemented through lesson planning, the use of varied teaching methods and learning media, the provision of learning motivation, and continuous learning evaluation. Furthermore, pedagogical, professional, social, and personal competencies contribute significantly to improving learning quality. Despite facing various limitations, honorary teachers make positive contributions to increasing student participation, learning motivation, classroom interaction, and students’ understanding of learning materials in elementary schools.
Peran Guru Terhadap Perkembangan Bahasa Anak Melalui Metode Bercerita Di KB Tunas Harapan Yulia Marizal; Khairalfi Jumanisa Amril
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.4946

Abstract

Language development is one of the fundamental aspects of early childhood growth because it supports children's cognitive, social, and emotional development. However, many early childhood education institutions still encounter children who experience limitations in listening, speaking, expressing ideas, and communicating confidently. Therefore, teachers are required to implement appropriate learning strategies that can optimize children's language development. This study aimed to describe and analyze the role of teachers in improving children's language development through the storytelling method at KB Tunas Harapan Rimbo Kalam. This research employed a qualitative approach using a descriptive field research design. The participants consisted of two teachers and thirty-two children. Data were collected through classroom observations, in-depth interviews, documentation, and literature review. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, conclusion drawing, and data verification. Data validity was ensured through source and technique triangulation. The findings revealed that teachers played important roles as educators, facilitators, motivators, guides, evaluators, and language models during storytelling activities. The storytelling method significantly enhanced children's listening skills, enriched their vocabulary, increased their confidence in speaking, and improved their ability to retell stories using their own words. Interactive communication between teachers and children created meaningful learning experiences that supported optimal language development. It can be concluded that storytelling is an effective learning strategy for
Analisis Perbedaan Implementasi Buku Pembelajaran dalam Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar Luki Eka Ferdian; Hafidz Pradita; Avivvah Sulistyowati; Gressia Fani Ekawati; Bayu Purbha Sakti
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The shift in curriculum policy from the 2013 Curriculum (K-13) to the Merdeka Curriculum (KM) demands comprehensive adjustments to learning materials, particularly textbooks, which serve as primary pedagogical guides. However, a systematic comparative study of textbooks from both curricula at the elementary school (SD) level remains limited. This study aims to analyze the differences in textbook implementation between the 2013 Curriculum and the Merdeka Curriculum at the elementary school level. This study employed a library research method with a descriptive qualitative approach. Data were collected through systematic document analysis of official curriculum documents, textbooks for grades I–VI, and related ministerial regulations, supplemented by peer-reviewed journal articles (2013–2024). Content analysis and comparative analysis techniques were applied following the Miles, Huberman, and Saldaña (2014) framework, with source triangulation ensuring data validity. The findings reveal significant differences in textbook structure, pedagogical approach, competency orientation, and flexibility of use. K-13 textbooks adopt a thematic integrative structure with a structured scientific approach, while Merdeka Curriculum books prioritize essential content, project-based learning, differentiated instruction, and reinforcement of the Pancasila Student Profile (Profil Pelajar Pancasila). The Merdeka Curriculum promotes greater pedagogical autonomy for teachers and deeper conceptual understanding for students. These findings contribute insights for educators, curriculum developers, and policymakers in designing effective curriculum transition strategies.
Pengembangan Media Pembelajaran Interaktif Digital untuk Meningkatkan Keterampilan Proses Sains Siswa Kelas V dalam Pembelajaran IPAS di SDN Resongo 1 Muhammat Mubin; Ludfi Arya Wardana; Didit Yulian Kasdriyanto; Ryzca Siti Qomariah
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.5001

Abstract

    This study aims to develop valid, practical, and effective Canva-based interactive digital learning media to improve the science process skills of fifth-grade students in the Natural and Social Sciences (IPAS) course at SDN Resongo I. The development of this learning material was undertaken in response to the low level of students’ science process skills—which are still largely shaped by conventional teaching methods—as well as the limited use of interactive digital media that aligns with the characteristics of the Merdeka Curriculum. The study employed the Research and Development (R&D) method using the ADDIE model, which comprises the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of one subject matter expert, one media expert, one fifth-grade teacher, and 31 fifth-grade students at SDN Resongo I. Data were collected through observation, interviews, validation sheets, teacher and student response questionnaires, as well as pretest and posttest assessments. The results showed that the media received a feasibility rating of 97% from the media expert and 95% from the subject matter expert, both falling into the “highly valid” category. The teacher response rate reached 100%, while the student response rate was 90%, both falling into the “highly practical” category. The effectiveness test results showed an N-Gain value of 0.63, which falls into the “moderate” category, indicating that the media was able to significantly improve students’ science process skills. Thus, the Canva-based interactive learning media is suitable for use as a
Tingkat Literasi Informasi Guru Sekolah Menengah Kejuruan Negeri (SMKN) Se-Kabupaten Lebong Julia Salsabila; Nurhizrah Gistituati; Hanif Alkadri; Enceria Damanik
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.5084

Abstract

Information literacy is an essential competency that teachers must possess to respond to rapid technological developments, the implementation of the Merdeka Curriculum, and the demands of 21st-century learning. However, the information literacy level of teachers, particularly those working in public vocational high schools (SMKN) in Lebong Regency, has not been empirically identified, making it necessary to provide an evidence-based description as a basis for teacher professional development. This study aimed to describe the information literacy level of teachers at public vocational high schools in Lebong Regency based on four indicators: identifying information needs, accessing information, evaluating information, and using information. This study employed a descriptive quantitative approach. The population consisted of 133 teachers from four public vocational high schools in Lebong Regency. The sample was determined using the Slovin formula with a 5% margin of error and distributed through proportional random sampling, resulting in 103 respondents. Data were collected using a 40-item Likert-scale questionnaire. The instrument met the validity requirements based on the Pearson Product Moment test and demonstrated high reliability with a Cronbach's Alpha coefficient of 0.974. Data were analyzed using descriptive statistics, including mean scores and the Respondent Achievement Level (TCR). The findings revealed that the overall information literacy level of teachers was in the moderate category, with a mean score of 3.87 and a TCR of 77.35%. The highest achievement was found in the information use indicator (80.36%), categorized as high, while the lowest achievement was in information access (74.26%), categorized as moderate. These findings indicate that although teachers have been able to utilize information effectively in teaching, their competencies in identifying information needs, accessing information, and evaluating information still require improvement through continuous professional development programs.
Implementasi Metode Scamper Berbantuan Media Audiovisual untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa dalam Pembelajaran Bahasa Indonesia Di Kelas V SDN Curahsawo Nabiylah Nuri Masruroh; Ludfi Arya Wardana; Ribut Prastiwi Sriwijayanti
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.5085

Abstract

This study was motivated by the low level of creative thinking skills among fifth-grade students at SDN Curahsawo in Indonesian language learning, as reflected in their limited ability to generate ideas, express opinions, and produce creative and original stories. This condition was influenced by the use of conventional teaching methods that provided limited opportunities for students to explore and develop their ideas actively. Therefore, this study aimed to describe the implementation of the Scamper method assisted by audiovisual media and to examine its effectiveness in improving students' creative thinking skills. The study employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The participants were 13 fifth-grade students of SDN Curahsawo. Data were collected through observation, tests, and documentation and were analyzed using descriptive qualitative and quantitative techniques. The findings revealed that the implementation of the Scamper method assisted by audiovisual media successfully improved students' creative thinking skills. Learning mastery increased from 23.08% in the pre-cycle to 38.46% in Cycle I and reached 100% in Cycle II. The students' mean score also improved from 55.85 in Cycle I to 92.38 in Cycle II. Furthermore, improvements were observed in the four dimensions of creative thinking, namely fluency, flexibility, originality, and elaboration, indicating students' enhanced ability to generate diverse, original, and well-developed ideas. These findings suggest that integrating the Scamper method with audiovisual media creates a more active, engaging, and meaningful learning environment and can serve as an effective instructional strategy for enhancing elementary school students' creative thinking skills in Indonesian language learning.
English Drug Information Comprehension Among Patients with Degenerative Diseases Ahmad Nurwanto; Muhammad Aisy Akbar Firdaus; Ika Pratiwi; Wendi .; Maulida Nabila
Jurnal Pendidikan, Sains Dan Teknologi Vol. 5 No. 3 (2026): Juli-September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpst.v5i3.5089

Abstract

Problem The increasing use of English in medication labels, package inserts, and pharmaceutical information resources presents challenges for patients with chronic diseases, particularly in primary healthcare settings where medication literacy is essential for safe and effective medicine use. This study aimed to assess the level of English drug information comprehension among patients with degenerative diseases attending Tirtajaya Primary Health Center. A descriptive cross-sectional study was conducted from April to June 2026 involving 135 patients selected through purposive sampling. Data were collected using a structured questionnaire assessing participants' understanding of English medication terminology, including generic drug names, dosage instructions, administration frequency, storage conditions, warning statements, and adverse effects. Descriptive statistics were used to summarize demographic characteristics and comprehension levels. Of the 135 participants, 55.6% were male and 44.4% were female, with most aged 26–35 years (39.3%). The majority had completed a bachelor's degree (44.4%) and worked as private employees (37.0%). Assessment of English drug information comprehension showed that 51.9% of participants demonstrated moderate comprehension, 37.8% achieved good comprehension, and 10.4% had poor comprehension. While most respondents understood basic medication instructions, many experienced difficulty interpreting specialized pharmaceutical terminology. Patients with degenerative diseases generally demonstrated moderate English drug information comprehension. Strengthening pharmacist-led counseling, improving medication literacy, and providing bilingual educational materials may enhance patients' understanding of medication information, promote the rational use of medicines, and improve patient safety in primary healthcare

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