cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Siti Ainul Kholifah
Contact Email
japendipublikasiindonesia@gmail.com
Phone
+6285795165886
Journal Mail Official
japendi.publikasiindonesia@gmail.com
Editorial Address
Green land sendang blok H1, Sendang-Cirebon
Location
Kab. cirebon,
Jawa barat
INDONESIA
Jurnal Pendidikan Indonesia (Japendi)
Published by CV. Publikasi Indonesia
ISSN : 27457141     EISSN : 27461920     DOI : 10.36418
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice
Jurnal Pendidikan Indonesia (Japendi) is a peer-reviewed and open-access academic journal with a focus on education. This journal is published bi-monthly by CV. Publikasi Indonesia. Jurnal Pendidikan Indonesia (Japendi) provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal which can be examined empirically. This journal publishes research and study on education management, curriculum, education assessment, education policy, education technology, learning and teaching, and culture.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1,640 Documents
 160   161   162   163   164 
Implementasi Manajemen Berbasis Sekolah dalam Meningkatkan Mutu Pendidikan Khoriah, Aah; Saebah, Nur; Asyifah, Alifiatun; Zein, Khumaedi Nurfatsyah
Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i2.9643

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Manajemen Berbasis Sekolah (MBS) dalam upaya meningkatkan mutu pendidikan di satuan pendidikan. MBS merupakan pendekatan manajemen yang memberikan otonomi lebih besar kepada sekolah untuk mengelola sumber daya dan pengambilan keputusan secara mandiri, dengan tetap mengacu pada kebijakan nasional. Penelitian ini menggunakan pendekatan deskriptif kualitatif, dengan metode studi kasus pada beberapa sekolah yang telah menerapkan MBS. Data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi MBS memberikan dampak positif pada mutu pendidikan, khususnya dalam peningkatan kinerja guru, pengelolaan sumber daya sekolah, dan partisipasi masyarakat. Faktor utama yang mendukung keberhasilan MBS adalah kepemimpinan kepala sekolah yang efektif, kolaborasi dengan pemangku kepentingan, dan penggunaan teknologi dalam pengelolaan pendidikan. Namun, penelitian juga mengidentifikasi sejumlah tantangan, seperti keterbatasan sumber daya finansial, kurangnya pelatihan bagi guru dan staf, serta resistensi terhadap perubahan. Kesimpulan dari penelitian ini adalah bahwa MBS memiliki potensi besar untuk meningkatkan mutu pendidikan jika diimplementasikan secara efektif dengan dukungan yang memadai dari semua pihak terkait. Untuk memaksimalkan hasil, perlu dilakukan penguatan kapasitas kepala sekolah, penyediaan pelatihan berkelanjutan bagi guru, serta peningkatan partisipasi masyarakat dan pemangku kepentingan lainnya dalam pengelolaan sekolah. Penelitian ini memberikan kontribusi bagi pengembangan strategi implementasi MBS yang lebih efektif di masa mendatang.
The Role of Learning Motivation in Students' Academic Achievement Shobichah, Shobichah
Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i3.9642

Abstract

Education plays a crucial role in developing human resources and improving the quality of life in society. In higher education, academic achievement is often used as an important indicator to evaluate students’ learning outcomes and institutional effectiveness. One of the key psychological factors influencing academic achievement is learning motivation, which drives students to actively engage in learning activities and persist in completing academic tasks. Therefore, this study aims to examine the relationship between learning motivation and students' academic achievement. This study employed a quantitative approach using a correlational research design. The research sample consisted of 120 undergraduate students selected using purposive sampling techniques. Data were collected through a structured questionnaire measuring students’ learning motivation using a five-point Likert scale, while academic achievement was measured using students’ Grade Point Average (GPA). Data analysis was conducted using descriptive statistics, Pearson correlation analysis, and simple linear regression. The results revealed that learning motivation has a positive and statistically significant relationship with students’ academic achievement (r = 0.621, p < 0.01). Regression analysis further indicated that learning motivation significantly predicts academic achievement (β = 0.54, p < 0.001), explaining 38.6% of the variance in students’ academic performance. In conclusion, learning motivation plays a crucial role in enhancing students’ academic achievement. Strengthening students’ motivation through supportive learning environments and effective teaching strategies may contribute to improved academic outcomes in higher education.
Islamic Education and Community Development: Building Social Cohesion in Diverse Societies Lutfia, Lubna
Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i3.9644

Abstract

Background: Religious, ethnic, and cultural diversity presents a serious challenge in building social cohesion in an increasingly pluralistic global society. Islamic education, with a Muslim population of more than 1.8 billion people worldwide, has a strategic position as an agent of social transformation that has great potential in shaping an inclusive and harmonious character. Objective: This study aims to analyze the role of Islamic education in building social cohesion in diverse societies, identify effective institutional models, and develop conceptual models that can be operationalized by practitioners and policymakers. Methods: The study used the Systematic Literature Review (SLR) method with an integrative design referring to the PRISMA 2020 protocol, analyzing 47 selected scientific articles from the Scopus, Web of Science, Google Scholar, and DOAJ databases published between 2020–2025. Results: The study identified six mechanisms of Islamic education's contribution to social cohesion, including the transmission of inclusive values based on wasathiyyah and ukhuwwah, community social capital development, facilitation of dialogue and conflict resolution, economic empowerment, cultivation of moderate identity, and formation of intercultural competence. This research produces an integrative model of ICCD (Islamic Education–Community Cohesion Development) that systematically connects the foundations of Islamic education, supporting institutional factors, community development outcomes, and social cohesion indicators. Implications: These findings imply the need for multicultural value-based curriculum reforms, strengthening educators' intercultural competencies, and educational policies that explicitly integrate the goals of social cohesion in the development of Islamic educational institutions.
Pemahaman Konsep Luas Permukaan Bangun Ruang Pada Siswa Sekolah Dasar Sinaga, Dea Jufani; Napitupul, Safrida; Ramadhani, Ramadhani; Nurjannah, Nurjannah
Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i2.9651

Abstract

Pemahaman konsep merupakan aspek fundamental dalam pembelajaran matematika di sekolah dasar, khususnya pada materi bangun ruang yang menuntut kemampuan visualisasi dan penalaran spasial. Namun, berbagai studi menunjukkan bahwa siswa masih mengalami kesulitan dalam memahami konsep secara mendalam akibat pembelajaran yang cenderung abstrak. Penelitian ini bertujuan untuk menganalisis tingkat pemahaman konsep bangun ruang pada siswa sekolah dasar serta faktor-faktor yang memengaruhinya melalui pendekatan studi literatur. Metode yang digunakan adalah literature review dengan menganalisis artikel ilmiah relevan yang dipublikasikan dalam rentang tahun 2021–2025. Teknik analisis data menggunakan pendekatan deskriptif kualitatif melalui sintesis tematik. Hasil kajian menunjukkan bahwa pemahaman konsep siswa berada pada kategori sedang, di mana siswa umumnya mampu mengidentifikasi bentuk bangun ruang namun mengalami kesulitan dalam memahami hubungan antar unsur serta penerapan konsep pada penyelesaian masalah. Faktor utama yang memengaruhi meliputi metode pembelajaran, penggunaan media konkret, dan keterlibatan aktif siswa. Implikasi penelitian menunjukkan pentingnya penerapan strategi pembelajaran inovatif berbasis visual dan manipulatif untuk meningkatkan pemahaman konsep secara optimal.
Efek Ekor Jas Sang Proklamator: Mengukur Korelasi Figur Historis Soekarno Terhadap Loyalitas Pemilih Desa Sumberjo Blitar Alfin Fahmi Firmansyah; Dwi Rahma Pratiwi; Achmad Syaroful Abid Kusnadi; Irvansyah Afanda Hermanto; Muhammad Farhan Dwirangga
Jurnal Pendidikan Indonesia Vol. 7 No. 3 (2026): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i3.9654

Abstract

Penelitian ini dilatarbelakangi oleh munculnya “Efek Ekor Jas” (Coattail Effect) terhadap sosok historis Ir. Soekarno, yang ingatan kolektifnya masih kuat di Desa Sumberjo, Blitar. Tujuan utama kajian adalah menguji secara empiris pengaruh figur Soekarno sebagai variabel independen terhadap stabilitas loyalitas pemilih dalam konteks demokrasi. Metode yang dipakai berupa pendekatan kuantitatif dengan analisis non‑parametrik korelasi Spearman Rank karena data tidak berdistribusi normal. Instrumen penelitian berupa kuesioner yang dibagikan kepada responden dan telah terbukti valid serta reliabel. Hasilnya menunjukkan nilai signifikansi 0,425 dengan koefisien korelasi yang sangat lemah, yaitu 0,151. Temuan ini menegaskan bahwa secara statistik tidak ada korelasi signifikan antara figur historis Soekarno dengan loyalitas pemilih di Desa Sumberjo. Hal ini mengindikasikan perpindahan perilaku politik masyarakat dari loyalitas yang didasarkan pada historis penilaian yang lebih kritis terhadap kinerja nyata partai politik dan kandidat. Kekecewaan atas realisasi janji politik telah melemahkan dominasi narasi Soekarnoisme dalam menentukan pilihan masyarakat itu sendiri. Kesimpulan penelitian menyatakan bahwa sosok Soekarno kini lebih dipandang sebagai identitas nasional yang bersifat universal bagi semua kalangan, sehingga loyalitas pemilihan itu akan lebih dipengaruhi oleh efektivitas program kerja daripada sekadar visi dan misi belaka.
Merancang Kit Pemula IoT Berbiaya Rendah untuk Pendidikan Perikanan dan Akuakultur di SMK Pesisir Kabupaten Cirebon Nasir, Mohamad; Fatimah, Ade Fitria
Jurnal Pendidikan Indonesia Vol. 5 No. 1 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i1.9660

Abstract

Transformasi digital sektor perikanan dan akuakultur menuntut lulusan SMK yang melek teknologi IoT, namun SMK di kawasan pesisir Kabupaten Cirebon menghadapi dua hambatan kritis: ketiadaan kit pembelajaran yang kontekstual dan mahalnya kit komersial yang tersedia. Penelitian ini bertujuan merancang dan mengevaluasi efektivitas IoT starter kit berbiaya rendah berbasis konteks budidaya perikanan tambak untuk siswa kelas XI Agribisnis Perikanan SMK Negeri pesisir Kabupaten Cirebon. Penelitian menggunakan pendekatan Design and Development Research (DDR) dengan model ADDIE, melibatkan 60 siswa dari dua kelas, dengan instrumen pre-test/post-test, angket motivasi belajar, lembar observasi guru, dan wawancara semi-terstruktur. Analisis data menggunakan N-gain score, paired samples t-test, dan thematic analysis. Hasil menunjukkan peningkatan rata-rata nilai dari 54,3 (pre-test) menjadi 81,7 (post-test) dengan N-gain 0,67 (kategori sedang-tinggi), serta 83% siswa menyatakan sangat termotivasi karena relevansi konteks tambak lokal. Kit yang terdiri dari ESP8266 NodeMCU, sensor air, dan modul relay diproduksi seharga Rp178.000 per unit, jauh di bawah harga kit komersial sejenis. Guru menilai kit mudah diintegrasikan ke dalam RPP yang ada tanpa perombakan kurikulum besar. Penelitian ini menyimpulkan bahwa kit IoT berbiaya rendah yang dirancang secara kontekstual terbukti efektif secara pedagogis dan layak secara finansial bagi SMK pesisir, serta berpotensi menjadi model replikasi transformasi digital pendidikan vokasional perikanan di Indonesia.
The Effect of User Experience (UX) Design on Learning Management Systems on Student Motivation, Collaboration, and Learning Outcomes: A Quasi-Experimental Saona, Saona; Alifah, Nur; Zuhriyah, Nabilaa Faizatuz
Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i2.9661

Abstract

Online learning in higher education increasingly relies on Learning Management Systems (LMS), but the quality of the user experience (UX) often determines the level of student engagement and learning outcomes. This study aims to: (1) analyze the effect of improved LMS UX on student learning motivation, (2) evaluate the effect of improved LMS UX on the quality and intensity of student collaboration, and (3) examine the effect of improved LMS UX on learning outcomes by controlling for prior ability (pretest). The research method used a quasi-experimental design with a nonequivalent control group pretest–posttest. The sample consisted of two classes: the experimental group used an LMS with improved UX, while the control group used a standard LMS. Data were collected through motivation and collaboration questionnaires, learning outcome tests (pretest–posttest), and LMS activity logs, then analyzed using ANCOVA with the pretest as a covariate. The results showed that: (1) the learning motivation of the experimental group increased more than that of the control group, (2) student collaboration in the experimental group was more intense and of higher quality, and (3) the learning outcomes of the experimental group were higher after controlling for initial abilities. In conclusion, improving the UX of LMS contributes positively to student motivation, collaboration, and learning outcomes in online learning.
Pengaruh Problem Based Learning Pada Mata Pelajaran Informatika Terhadap Minat Dan Hasil Belajar Siswa Kelas Vii Smpn 1 Leuwimunding Ulfah, Maria
Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i4.9662

Abstract

Penelitian ini dilakukan guna mengkaji sejauh mana pengaruh model Problem Based Learning (PBL) terhadap minat dan hasil belajar siswa pada mata pelajaran Informatika di SMPN 1 Leuwimunding. Menggunakan metode Penelitian Tindakan Kelas (PTK) berlandaskan model Kemmis dan McTaggart. Data diperoleh melalui kegiatan observasi kemudian dianalisis menggunakan pendekatan kualitatif dan kuantitatif berbantuan perangkat lunak Microsoft Excel serta SPSS, yang dilaksanakan pada dua tahap yaitu siklus I sebagai kontrol dan siklus II sebagai eksperimen. Pada siklus I, hasil belajar didominasi kategori buruk, dengan minat belajar mayoritas tinggi. Setelah menerapkan PBL di siklus II, hasil belajar meningkat siginifikan ke kategori baik, tanpa siswa sangat buruk, minat belajar naik ke sangat tinggi. Uji SPSS menunjukkan perbedaan signifikan pada kedua variabel (signifikansi 0.000). Dengan demikian, PBL terbukti memberikan pengaruh terhadap minat dan hasil belajar siswa secara efektif.
The Application of Differentiated Learning to Accommodate Differences in Student Learning Styles and Speeds Saona, Saona
Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i4.9664

Abstract

Differentiated instruction is an important approach in responding to differences in learning styles and speeds among students in heterogeneous classrooms. Uniform teaching practices often lead to disparities in engagement and learning outcomes. This study aims to: (1) identify the forms of differentiation strategies used by teachers, (2) analyze the impact of differentiation on student learning engagement, (3) measure changes in learning outcomes between ability groups, and (4) describe students' perceptions of differentiated learning. The research used a qualitative approach with a case study design in the eighth grade of SMPIT Ibnu Khaldun with 40 students. Data were collected through observation, semi-structured interviews, and document analysis, then analyzed with an interactive model through data reduction, presentation, and verification. The results showed that: (1) differentiation strategies were implemented through variations in content, process, product, and learning time; (2) student engagement increased, especially in the low and medium ability groups; (3) there was an increase in learning outcomes in all groups, with the largest increase in the low group; (4) students had positive perceptions because the learning was considered more appropriate to their needs and increased their self-confidence. It was concluded that differentiated learning effectively accommodates differences in learning styles and speeds and strengthens student engagement and achievement.
Implementation of Authentic Assessment of Islamic Religious Education in the Merdeka Curriculum: Qualitative Studies in the Cognitive, Affective, and Psychomotor Domains in Vocational High Schools Aisyah Aisyah; Saona Saona; Sayed Habibullah Sadaat
Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i4.9663

Abstract

The implementation of the Merdeka Curriculum requires an authentic Pendidikan Agama Islam (PAI) assessment that evaluates learning outcomes holistically while providing feedback for learning improvement. The objectives of this study are (1) to describe the implementation of authentic PAI assessments in the cognitive, affective, and psychomotor domains in vocational schools; (2) to analyze the role of the Merdeka Curriculum in improving PAI learning quality through feedback and measurement of learning objectives; and (3) to reveal the dynamics of test and non-test techniques across all three domains, including the challenges, strategies, and best practices of educators in implementing authentic assessments. This study employed qualitative research with a case study design. Data were collected through interviews, learning observations, and documentation of teaching materials and assessment artifacts, then analyzed through data reduction, presentation, and conclusion drawing, accompanied by triangulation of sources and techniques. Cognitive assessment was carried out through written and oral tests and assignments; the affective domain through observation, attitude journals, self-assessment, and peer assessment; and the psychomotor domain through worship practice demonstrations and performance rubrics. The Merdeka Curriculum strengthens formative assessment and constructive feedback as a basis for remedial and enrichment activities and the adjustment of teaching strategies, while summative assessment maps the achievement of learning objectives and informs planning for the next cycle. Authentic PAI assessment in the Merdeka Curriculum improves learning quality through the integration of the three domains, the use of rubrics, and continuous feedback that drives process improvement and the achievement of learning objectives.

Page 164 of 164 | Total Record : 1640

 160   161   162   163   164 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 3 (2026): Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia Vol. 7 No. 1 (2026): Jurnal Pendidikan Indonesia Vol. 6 No. 12 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 11 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 10 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 9 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 8 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 7 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 6 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 5 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2025): Jurnal Pendidikan Indonesia Vol. 5 No. 12 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 11 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 10 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 9 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 8 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 7 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 6 (2024): Jurnal Pendidikan Indonesia Vol. 5 No. 5 (2024): Jurnal Pendidikan Indonesia (Japendi) Vol. 5 No. 4 (2024): Jurnal Pendidikan Indonesia (Japendi) Vol. 5 No. 3 (2024): Jurnal Pendidikan Indonesia (Japendi) Vol. 5 No. 2 (2024): Jurnal Pendidikan Indonesia (Japendi) Vol. 5 No. 1 (2024): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 12 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 11 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 10 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 05 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 04 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 03 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 02 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 01 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 9 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 8 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 7 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 4 No. 6 (2023): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 12 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 11 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 10 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 09 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 08 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 07 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 06 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 05 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 04 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 03 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 02 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 3 No. 01 (2022): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 12 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 11 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 10 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 09 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 08 (2021): Jurnal Pendidikan Indonesia ( Japendi ) Vol. 2 No. 07 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 06 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 05 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 04 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 03 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 02 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 2 No. 01 (2021): Jurnal Pendidikan Indonesia (Japendi) Vol. 1 No. 04 (2020): Jurnal Pendidikan Indonesia (Japendi) Vol. 1 No. 03 (2020): Jurnal Pendidikan Indonesia (Japendi) Vol. 1 No. 02 (2020): Jurnal Pendidikan Indonesia (Japendi) Vol. 1 No. 01 (2020): Jurnal Pendidikan Indonesia (Japendi) More Issue