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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 180 Documents
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Development of a Web and Mobile Rule-Based Expert System for Vocational School Academic Supervision Yudi Yansyah Al Basri; Bibin Rubini; Rais Hidayat
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1365

Abstract

Purpose: This study develops a hybrid digital solution named BASRI (Best Academic Supervision with Recommendation using Intelligence) to resolve administrative inefficiencies and delayed feedback in the conventional academic supervision framework at SMK PGRI 1 Kota Bogor. Methods: Methodologically, an algorithmic Research and Development (R&D) pathway framed within the ADDIE framework was executed based on a preliminary needs assessment of 34 educators. Findings: Product validation confirmed the application is highly feasible, scoring 90.0% for material substance and 93.8% for media engineering. Subsequent field testing demonstrated exceptional operational practicality, achieving satisfaction ratings of 95.0% from the principal and 95.6% from 20 participating teachers. Furthermore, a Paired Sample T-Test revealed significant structural improvements in teaching outputs, with Learning Effectiveness increasing from 4.30 to 4.65, and Management Efficiency advancing from 4.32 to 4.73 (Sig. 2-tailed = 0.000 < 0.05).  Research Implications: In conclusion, integrating an automated expert logic matrix within the supervisory workflow successfully shifts institutional administrative culture from passive, retrospective reporting to a responsive, real-time mentorship dynamic. Originality: Unlike conventional digital forms that merely digitize paperwork, BASRI introduces a novel Rule-Based AI expert system that automatically analyzes observation scores to diagnose pedagogical weaknesses and instantly delivers personalized professional development video recommendations to teachers. This system provides vocational institutions with an adaptable architectural blueprint to sustain micro-level continuous professional development and high-scientific advancement.
Developing a Local Socio Scientific Issues-Based Biology Module Using the RQA Approach for Environmental Change A Aida Ariya; Muhiddin Palennari; Nurhayati B; Firdaus Daud; Alimuddin Ali
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1368

Abstract

Purpose: This study was conducted to design a Biology module grounded in local Socio Scientific Issues (SSI) and integrated with (RQA) approach for environmental change topics. It also aimed to evaluate the module’s validity, practicality, and effectiveness in facilitating Biology learning at the senior high school level. Methods: This research employed a Research and Development (R&D) design adapted from the Borg and Gall development model. The study was conducted at UPT SMA Negeri 2 Sinjai with 59 tenth-grade students and two Biology teachers. Data collection was carried out using expert validation instruments, practicality questionnaires completed by teachers and students, and learning achievement tests administered through pretest and posttest. The collected data were then analyzed using Gregory’s content validity coefficient to determine validity, percentage analysis to assess practicality, and N-Gain analysis to measure the increase in students’ learning outcomes. Findings: The developed module achieved a Content Validity coefficient of 1.00, which reflects a very high level of validity. This result was supported by the strong ratings given by both validators across all 35 assessed indicators. In terms of practicality, the module received an average score of 94% from teachers and 89% from students, placing both results in the highly practical category. Furthermore, the effectiveness evaluation produced an average N-Gain score of 0.77, which falls within the high category, with 73% of students demonstrating a high level of learning improvement. Research Implications: The module can be used as an alternative contextual teaching material that supports active learning and improves students’ understanding of environmental change. Originality: This study offers a locally contextualized Biology module that uniquely integrates SSI with the RQA approach to connect biological concepts with real environmental issues.
Digital Leadership Paradox in Primary Education: Bridging the Instructional Gap through Collaborative Teacher Networks Edo Agustian; Enung Hasanah; Achadi Budi Santosa
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1170

Abstract

Purpose: The development of digital technology in primary education presents a paradox in instructional leadership. Although schools are increasingly providing learning technologies, the transformation of instructional practices has not yet fully occurred. This study aims to analyze how teacher learning communities construct collective digital instructional leadership through reflection, collaboration, and the distribution of agency among teachers. Methods: This study employed a qualitative approach with a case study design focusing on the Kombel Ganesha teacher learning community in Yogyakarta. The participants consisted of one head of the learning community, two community administrators, and one school supervisor, who were selected purposively. Data were collected through in-depth interviews and document analysis, and were analyzed using Braun and Clarke’s thematic analysis with the assistance of ATLAS.ti. Findings: The findings revealed five major themes: agency and instructional leadership, data-based planning and assessment, technology integration and innovation, collaboration within teacher learning communities, and quality assurance and teacher role modeling. The findings indicate that teacher learning communities function as collaborative spaces for professional reflection, shared problem-solving, and instructional improvement. Collective digital instructional leadership develops through collaboration, technology integration, and institutional support, enabling teachers to address the gap between digital learning demands and pedagogical readiness. Research Implications: Teacher learning communities can serve as strategic platforms for strengthening collective digital instructional leadership and supporting sustainable pedagogical transformation in primary education. Originality: This study proposes collective digital instructional leadership as a collaborative approach to bridging the gap between digital learning demands and pedagogical readiness through teacher learning communities.
Project-Based Learning and Vocational Self-Concept as Predictors of Employability Skills among Grade XII Vocational High School Students in Gorontalo Sunardi Sunardi; Lanto Mohamad Kamil Amali; Buyung R. Machmoed; Jumiati Ilham; Hasmah Hasmah
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1214

Abstract

Purpose: This study examined project-based learning and vocational self-concept as predictors of employability skills among Grade XII vocational high school students in Gorontalo, Indonesia. Methods: A quantitative correlational design was used with 215 students selected through proportional random sampling. Data were collected using questionnaires measuring project-based learning, vocational self-concept, and employability skills, and analysed using descriptive statistics, assumption tests, simple regression, and multiple regression. Findings: The descriptive results indicated that students’ responses were predominantly distributed in the high category for project-based learning experience, vocational self-concept, and employability skills. Project-based learning significantly predicted employability skills, R² = 0.471, F (1, 213) = 189.746, p < .001. Vocational self-concept also significantly predicted employability skills, R² = 0.519, F (1, 213) = 229.476, p < .001. Together, both predictors explained 62.3% of the variance in employability skills, R² = 0.623, adjusted R² = 0.620, F (2, 212) = 175.467, p < .001. Vocational self-concept showed a slightly stronger standardized contribution than project-based learning in the simultaneous model. Research implications: Vocational high schools should integrate authentic project-based learning with career-oriented reflection, mentoring, and vocational identity development. Originality: This study integrates a pedagogical predictor and an identity-based predictor in a single employability model within a regional Indonesian vocational education context.
Retractive Thinking Characteristics of Mathematics Education Students in Solving Differential Equation Problems: Evidence from a Qualitative Case Study Ardiana Ardiana; Hasriani Ishak; Ida Kurnia Waliyanti
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1266

Abstract

Purpose: This study aims to identify and describe the characteristics of students’ retractive thinking in solving differential equation problems. The research focuses on how students recognize errors, evaluate solution procedures, and revise their mathematical reasoning during the problem-solving process. Methods: This qualitative study employed a case study design involving eight mathematics education students who had completed a Differential Equations course. Participants were selected through purposive sampling. Data were collected using think-aloud protocols, semi-structured interviews, and documentation of students’ written work. Data were analyzed through data condensation, data display, and conclusion drawing, supported by triangulation and member checking to ensure credibility. Findings: The findings reveal three main characteristics of retractive thinking. First, students demonstrate error recognition, shown by their ability to identify inconsistencies in their solution steps during or after problem solving. Second, students exhibit procedural re-examination, where they return to earlier steps to verify formulas and computational processes. Third, students apply solution revision strategies, ranging from correcting algebraic errors to restructuring entire solution procedures. However, retractive thinking is not consistently supported by conceptual understanding, as many revisions remain procedural rather than conceptual. This indicates a gap between procedural fluency and conceptual awareness in differential equation problem solving. Research Implications: The findings suggest the importance of integrating metacognitive strategies in teaching differential equations, particularly activities that promote self-monitoring, error analysis, and reflective revision. These strategies can strengthen students’ retractive thinking abilities. However, this study is limited by its small sample size and case study design, which restrict generalization. The findings are therefore context-bound and intended to provide analytical insight rather than statistical generalization. Originality: This study contributes to the literature by specifically identifying and describing retractive thinking characteristics in the context of differential equation problem solving, offering a process-oriented perspective beyond procedural error analysis
Development of a QR Code-Based Digital Attendance System to Improve the Efficiency of Student Attendance Management and Principal Decision-Making Dewi Murni; Nurkolis Nurkolis; Muhtarom Muhtarom
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1285

Abstract

Purpose: This study aimed to develop a QR Code-based digital attendance system to improve the efficiency of student attendance management and support data-driven decision-making by elementary school principals. Method: The study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model over six months. Participants included the principal, teachers, administrative staff, students, and parents. The system was developed by integrating Google Forms, Google Sheets, Google Apps Script, and Canva. Expert validation was conducted by specialists in educational technology, information systems, and school management. Findings: The study produced a valid and practical digital attendance system that enables QR Code-based attendance recording, automatic data recapitulation, and real-time reporting. The system significantly reduced attendance processing time, improved data accuracy to above 95%, minimized recording errors, and provided timely attendance information. The generated data also supported principals in identifying attendance patterns, monitoring student discipline, and making evidence-based management decisions. Research Implications: The findings demonstrate that affordable digital technologies can enhance administrative efficiency and strengthen data-driven school management. The system offers a practical model for supporting school digitalization initiatives. Originality: This study contributes a QR Code-based attendance system specifically designed not only to improve attendance management but also to function as a decision-support tool for principals through real-time student attendance analytics.
Community-Based Arts Education Management at U2 Java Dancer Studio: A Qualitative Case Study Sesaria Prima Yudhaningtyas; Warih Handayaningrum; Welly Suryandoko; Setyo Yanuartuti; Indar Sabri
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1317

Abstract

Purpose: This study examines the management of community-based arts education at U2 Java Dancer Studio, focusing on curriculum implementation, mechanisms of Javanese cultural transmission, character and emotional intelligence development, and contributions to Sustainable Development Goal 4 (SDG 4). Methods: A qualitative single-case study design was employed. Data were collected over six months through participant observation, in-depth interviews with nine informants (studio leader, instructors, students, and parents), and document analysis. Data were analyzed inductively through coding, categorization, and thematic interpretation. Findings: The study found that U2 Java Dancer Studio applies a structured thematic rotation curriculum with classical Javanese dance serving as a foundational learning framework. Cultural transmission occurs through four interconnected mechanisms: intergenerational learning, embodied learning, contextualization of cultural meanings, and community performances. Dance education also promotes character development and emotional intelligence, particularly confidence, respect, patience, empathy, and aesthetic sensitivity. The studio contributes to SDG 4 by expanding access to inclusive non-formal arts education, supporting lifelong learning, preserving local cultural knowledge, and strengthening community participation in education. Research Implications: The findings highlight the strategic role of community-based art studios as non-formal educational institutions that integrate cultural preservation, character formation, and sustainable education. The study provides practical insights for policymakers and educators seeking to strengthen arts-based educational initiatives. Originality: This study offers an integrated perspective on arts education management, cultural transmission, emotional intelligence development, and sustainable education within a community-based dance studio context, extending the discourse on non-formal education in Indonesia.
Principal Leadership in Developing Adaptive Educational Management Culture in Elementary Schools Agusalim; Isaac John Ibanga; Maria Ulfa; Muhammad Yusnan; Waode Riniati; Hijrawatil Aswat; Yeni Setiani
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1353

Abstract

Purpose: This study aims to analyze how principal leadership contributes to the development of an adaptive educational management culture in elementary schools, particularly in responding to policy changes, learning needs, and the dynamics of school governance. Methods: This study employed a qualitative case study design involving three elementary schools: SD Negeri 2 Baubau, SD Negeri 2 Palatiga, and SD Negeri Palatiga. This study employed a qualitative case study design involving three elementary schools. Fifteen informants, consisting of three principals, nine teachers, and three educational staff members, were selected purposively. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing/verification. Findings: The findings reveal that adaptive educational management culture is developed through five interconnected mechanisms: translating the school vision into daily work practices, strengthening participatory communication, involving teachers in decision-making and program implementation, promoting context-based program flexibility, and using reflective evaluation as a space for organizational learning. Research Implications: The study implies that principals need to strengthen collaborative governance, reflective supervision, teacher participation, and context-sensitive decision-making to build schools that are more responsive to institutional and pedagogical change. Originality: This study offers a contextual model of adaptive educational management culture by positioning principal leadership as a cultural and relational practice rather than merely an administrative function. lies in the placement of the principal's leadership as a cultural practice that constructs an adaptive management culture through social relations and organizational learning, not just an administrative function.
Evaluation of the Learning Quality of the Agricultural Industrial Technology Study Program Using Customer Satisfaction Index (CSI) And Importance-Performance Analysis (IPA) Andi Muhammad Akram Mukhlis; Syahrul Syahrul; Baso Intang Sappaile
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1441

Abstract

Purpose: This study analyzes the learning process quality in the Agricultural Industrial Technology Program at Universitas Negeri Makassar by evaluating satisfaction, analyzing gaps, and mapping priority attributes to provide data-driven management recommendations. Methods: This descriptive quantitative survey involved 121 active students, split into pilot and main groups. Content validity was verified using Aiken’s V with 5 experts. Construct validity was tested via Confirmatory Factor Analysis (CFA) in JASP, and reliability via Cronbach's Alpha. Data analysis integrated the Customer Satisfaction Index (CSI) and Importance-Performance Analysis (IPA). Findings: Aiken's V confirmed content validity (V ≥ 0.87). CFA eliminated 5 weak items, leaving 40 valid items with excellent reliability (alpha = 0.958). Indicator CSI scores reflected "Satisfied" and "Very Satisfied" categories (70.08%–84.40%). The grand mean of performance (X = 3.99) fell below importance (Y = 4.46), yielding a -0.47 gap. The IPA matrix identified two critical Quadrant I (Top Priority) attributes: lab staff responsiveness to technical glitches (Item 18) and flexible personal tutoring for struggling students (Item 34). Research Implications: These findings direct study program management to bypass high-cost overhauls, reallocating those resources to optimize laboratory staff responsiveness and more personalized student mentoring. Additionally, the CSI baseline indicates that student satisfaction remains anchored by strong pedagogy, proving that interventions must target specific technical and administrative bottlenecks. Originality: This study hybridizes the SERVQUAL framework with the latest National Higher Education Standards (Permendiktisaintek No. 39/2025), statistically reinforced by CFA to map academic dynamics in a developing engineering program.
Students' Perception of Video Posted on Social Networks to Improve English Speaking Skills in EFL Students Widia Wati; Iis Sujarwati
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.943

Abstract

The objective of this study is to investigate students’ perception towards the implementation of video posted on social networks in learning speaking and its experiences. This research used Mixed method. 30 students were used in the population. However, the sample of this research was thirty students of English Education Department, Muhammadiyah University of Bengkulu, Indonesia. Thus, total sampling was used by the sampling technique. To answer the research questions, the study employed a questionnaire and interviews. The questionnaire was administered to thirty students, while only five students participated in the interviews. The data were analyzed both quantitatively and qualitatively. For the quantitative analysis, simple calculations were used to determine percentages and mean scores. For the qualitative analysis, coding was applied to the interview data. The findings revealed that students responded positively to the implementation of videos shared on social media in the English speaking class. Interview results also indicated that social media videos provided engaging learning experiences and increased students’ willingness to practice speaking English. Therefore, videos posted on social media platforms can be considered an effective supplementary medium for improving English speaking skills among EFL students.

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