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INDONESIA
Jurnal Pendidikan Terapan
Published by Sakura Digital Nusantara
ISSN : 29853214     EISSN : 29643171     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences Other
Jurnal Pendidikan Terapan (JUPITER) is an open scientific forum for educational researchers,scholars and practitioners. This open access journal publishes articles related to the research results in the field of education. The journal seeks to digest innovations, issues and trends in educational practice theory and policy. It also encourages a wide range of methodological approaches to understand the field of education from different perspective. Jurnal Pendidikan Terapan (JUPITER) is published by Sakura Digital Nusantara, in January, May and September. All submissions are double-blind and reviewed by peer reviewers. All papers can be submitted in BAHASA INDONESIA or ENGLISH. JUPITER has P-ISSN : 2985-3214 and E-ISSN : 2964-3171.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 113 Documents
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Exploration of a Contextual Approach Using Areca Nut Media to Optimize Students' Understanding of Mixed Arithmetic Operations in Elementary Schools Makhali Makhali; Beti Istanti Suwandayani; Agus Tinus
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.1122

Abstract

Purpose: This study explored the implementation of a Contextual Teaching and Learning (CTL) approach assisted by areca nut media to improve fourth-grade students’ understanding of mixed arithmetic operations at SD Negeri 2 Waisai during the 2025 academic year in a coastal 3T area where local cultural traditions remain preserved. Methods: This study employed an exploratory qualitative approach involving 28 fourth-grade students, one classroom teacher, and one school principal. Data were collected through classroom observations, interviews, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, and conclusion drawing. Findings: The findings revealed that areca nut media improved students’ conceptual and procedural understanding of mixed arithmetic operations, particularly in identifying operational sequences and explaining calculation processes. Students became more active in discussions, collaboration, and problem-solving activities, while their intrinsic motivation toward mathematics increased. The use of familiar local objects enabled students to connect abstract mathematical concepts with daily experiences, making learning more meaningful and engaging. School support through flexible policies and encouragement of local culture-based innovation strengthened the implementation of contextual learning. Research Implications:This study implies that local culture-based media can support meaningful and student-centered mathematics learning, particularly in remote elementary school contexts. However, the findings are limited to one school and one mathematical topic, requiring further studies in broader educational settings. Originality: This study highlights the integration of local wisdom through areca nut media within the CTL approach to support mathematics learning in coastal and remote 3T elementary school contexts.
Female Representation in Vocational School Leadership in West Java, Indonesia: A Quantitative Descriptive Study Rizki Satria Nugraha; Aan Komariah; Taufani Chusnul Kurniatun; Abubakar Abubakar; Sururi Sururi
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.1155

Abstract

Purpose: This study aims to describe female representation in vocational school leadership in West Java, Indonesia, particularly in male-dominated vocational fields, and to examine how female and male leaders differ in their perceptions of glass ceiling barriers and stereotype-based pressure. Methods: The study employed a quantitative descriptive design using a cross-sectional survey conducted from 1 to 5 April 2026. Data were collected through a structured questionnaire administered to 120 educational leaders from 40 public and private vocational high schools in West Java. The respondents consisted of headmasters, vice principals, and heads of vocational programs. The data were analyzed using frequencies, percentages, and percentage-point gaps to identify patterns of leadership representation and perceived gender-based barriers. Findings: The findings show that women remain substantially underrepresented in vocational school leadership, with only 23 female leaders or 19.2% of the total respondents, compared with 97 male leaders or 80.8%. Female representation was lowest in mechanics, automotive, industrial machinery, information technology, and construction. Female leaders also reported higher perceptions of glass ceiling barriers and stereotypical pressure than male leaders, indicating that gender inequality is reflected not only in leadership composition but also in organizational experiences. Research Implications: The study implies that vocational schools and education authorities need to strengthen gender-responsive leadership recruitment, promotion, mentoring, and succession systems. Periodic gender audits and professional development programs are also needed to reduce hidden barriers and challenge stereotypes related to technical competence, authority, and leadership suitability. Originality: This study contributes to the literature by providing a descriptive empirical mapping of female leadership representation within gender-associated vocational school environments in Indonesia. Its originality lies in connecting women’s leadership distribution with perceived glass ceiling barriers and stereotype-based pressure in male-dominated vocational fields, an area that remains underexplored in Indonesian vocational education research.
The Implementation of Smart Iron as Supporting Technology for Blind Junior High School Students in Ironing Activities at SLBN A Citeureup Tiara Salshabilla Rafa; Ia Salsabila; Indah Auliya Muchtar; Nadia Syifa Azzahra; Shafira Indah Koeswardianie; Budi Susetyo; Iding Tarsidi
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.1208

Abstract

Purpose: This study aims to examine the implementation of a smart iron as assistive technology to support visually impaired junior high school students in ironing activities at SLBN A Citeureup, particularly in improving independence, orientation and mobility, and daily living skills. Methods: This research employed a qualitative descriptive approach involving visually impaired junior high school students, skills teachers, and school staff at SLBN A Citeureup. Data were collected through observation, interviews, and documentation. The observations focused on students’ orientation and mobility development, social development, and independence during ironing activities using the smart iron. Data were analyzed through data reduction, data presentation, and conclusion drawing, while source and method triangulation were used to ensure data validity. Findings: The findings revealed that the implementation of the smart iron positively influenced students’ independence, confidence, and practical life skills. Students were able to recognize the parts and functions of the smart iron, follow audio instructions, distinguish temperatures through sound or vibration features, and iron clothes safely with minimal teacher assistance. In addition, the use of the smart iron improved students’ motor coordination, tactile abilities, social responsibility, and confidence in performing household activities independently. Teachers also confirmed that the voice guidance and automatic temperature features enhanced safety and reduced students’ dependence on assistance. Research Implications: The findings imply that assistive technology can play an important role in supporting inclusive education and daily living skills development for visually impaired students. The smart iron can be utilized as an adaptive learning medium to improve accessibility, safety, and independence in vocational and household activities. Originality: This study offers originality by specifically developing and implementing a smart iron with voice and sensor features as assistive technology for visually impaired students in ironing activities, an area that has received limited attention in previous studies.

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