cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Miftach Fakhri
Contact Email
fakhri@diginus.id
Phone
+6285656227888
Journal Mail Official
irwansyah@gmail.com
Editorial Address
Antang, Jl. Biola Raya J148, Blok 10, Antang, Makassar
Location
Kota makassar,
Sulawesi selatan
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 180 Documents
 14   15   16   17   18 
Effects of TPACK-Based Problem-Based Learning Integrated with Kenduri Blang Ethnoscience on Elementary Students' Critical Thinking and Collaboration Skills Yasir Rizqa; Irdalisa Irdalisa; Nadia Aldyza
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.v4i3.1487

Abstract

This study examined the effects of TPACK-based Problem-Based Learning (PBL) integrated with the Kenduri Blang ethnoscience on the critical thinking and collaboration skills of fifth-grade elementary school students in ecosystem learning. A quasi-experimental study using a non-equivalent control group design was conducted with 30 students, including 15 in the experimental group and 15 in the control group. Data were collected using a validated critical thinking test and a collaboration observation sheet and analyzed using descriptive statistics and independent-samples t-tests. The results showed that the experimental group outperformed the control group in both critical thinking and collaboration. The mean post-test critical thinking score was 85.40 in the experimental group and 52.53 in the control group (t = 12.843, p < 0.001). Similarly, the mean collaboration score was 16.40 in the experimental group and 12.93 in the control group (t = 6.566, p < 0.001). These findings indicate that integrating TPACK, PBL, and the Kenduri Blang ethnoscience effectively promotes higher-order thinking and collaborative learning through technology-supported and culturally relevant instruction. The findings provide practical guidance for teachers and curriculum developers seeking to integrate local ethnoscience into science learning. However, the relatively small sample, single-school setting, and short intervention period may limit the generalizability of the findings. This study contributes to the literature by demonstrating the value of combining TPACK, Problem-Based Learning, and local ethnoscience within a single instructional framework for elementary science education.
Analysis of a Deep Learning Approach Based on Cultural Values in Pancasila Education at Elementary Schools in Simpang Mamplam District Insanil Qadri; Najmuddin Najmuddin; Sari Rizki; Machfud Machfud
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.v4i3.1488

Abstract

This study was motivated by the continued dominance of teacher-centered learning and the limited integration of local cultural values into Pancasila Education in elementary schools. It aimed to examine teachers' understanding of a deep learning approach based on local cultural values, analyze its implementation, and identify the supporting and inhibiting factors in elementary schools in Simpang Mamplam District. This study employed a descriptive qualitative approach involving five elementary schools. Data were collected through classroom observations, semi-structured interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings showed that teachers had a good understanding of the deep learning approach and successfully integrated Acehnese traditions, gotong royong, religious values, folklore, and community activities into Pancasila Education, creating more contextual, meaningful, and student-centered learning. Classroom observations indicated an average implementation score of 97.2%, categorized as excellent. The main supporting factors were the strong local cultural environment, support from school principals, parents, and school committees, and students' enthusiasm. Meanwhile, limited digital learning media, time constraints, and differences in students' learning abilities became the primary challenges. Overall, integrating local cultural values into a deep learning approach enhances the quality of Pancasila Education by promoting meaningful learning and strengthening students' character. This study contributes to the literature by proposing a contextual learning model that integrates deep learning with local cultural values and provides practical guidance for implementing culturally responsive learning within the Independent Curriculum.
Trends of Deep Learning Approaches in Elementary School: VosViewer-Assisted Bibliometric Analysis Riza Ahmad Ghozali; Elih Sudiapermana; Sofyan Iskandar Sofyan
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.v4i3.1492

Abstract

Objective: This study aims to analyze the trends, developments, and characteristics of global scientific publications regarding the deep learning approach in elementary schools over an eleven-year period (2015–2025) in order to overcome the limitations of systematic scientific mapping using computational bibliometric approaches in this field. Methods: This study used a quantitative bibliometric design, collecting metadata from 985 deep learning articles in elementary schools indexed through Harzing's Publish or Perish application. Statistical data processing was carried out using Microsoft Excel, followed by computational mapping and analysis of network visualization, density, and overlays using the VOSviewer application to test the relationship between keyword co-occurrence. Findings: The analysis revealed that there are 985 publications with fluctuating trends that tend to increase, peaking at 149 articles in 2025 with an average annual growth of 89.5 publications. The VOSviewer mapping identifies 5 interconnected keyword clusters where the terms "deep learning", "elementary schools", "machine learning", and "implementation" form the core with the highest density. Meanwhile, topics that emerged as cutting-edge trends include Project-Based Learning (PBL) and learning outcomes (outcomes). Research Implications:  These findings provide a comprehensive reference for researchers to determine future research directions, in particular highlighting pedagogical applied issues driven by digital technology change, and offer a foundation for stakeholders to integrate Artificial Intelligence technology in the active learning ecosystem in primary schools. Originality: This research contributes to presenting a unique eleven-year computational mapping of deep learning publications in elementary schools, as well as successfully uncovering research gaps that are still rarely touched, such as aspects of cognitive transfer ability and students' creativity in this discipline.
Teaching Industry Model for Improving Students' Critical Thinking Skills in Vocational Higher Education Ana Rahmi; Dina Ampera; Nikmat Akmal; Mawaddah Azizah Sari W
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.v4i3.1511

Abstract

Critical thinking skills are among the essential competencies required by students to face the challenges of the 21st century and the demands of the industrial world. However, the critical thinking skills of students in the Cake Decoration course at the Culinary Education Study Program still need improvement through learning approaches that are relevant to industrial practices. This study aimed to analyze the implementation of the Teaching Industry model and its role in improving students’ critical thinking skills in the Cake Decoration course. The study employed a quantitative approach involving 67 students of the Culinary Education Study Program at Universitas Negeri Medan. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive statistics, correlation, and regression analysis. The findings revealed that the implementation of the Teaching Industry model was categorized as high and contributed positively to the learning process. Students’ critical thinking skills increased from 8.4% at the needs analysis stage to 92.3% at the field implementation stage. The results also indicated that the Teaching Industry model provided authentic learning experiences that encouraged students to analyze problems, make decisions, evaluate information, and develop solutions based on industrial contexts. These findings imply that the Teaching Industry model can serve as an effective learning strategy for enhancing critical thinking skills and strengthening the relevance of vocational higher education to industry needs. The novelty of this study lies in the integration of industrial-based learning practices into the Cake Decoration course to foster students’ critical thinking skills in vocational education.
Article Development and Evaluation of BrunerFrame: An EIS-Based Ten-Frame for Improving First-Grade Students' Conceptual Understanding of Subtraction Sri Utoyo; Bagus Ardi Saputro; Achmad Buchori
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.v4i3.1526

Abstract

Objective: Many first-grade students struggle to develop conceptual understanding of subtraction because mathematics instruction predominantly emphasizes symbolic procedures while providing limited opportunities to connect concrete, visual, and symbolic representations. Although Ten-Frame media are widely used in early mathematics education, few instructional media systematically integrate Bruner's Enactive–Iconic–Symbolic (EIS) representations to facilitate meaningful conceptual learning. Purpose: This study aimed to develop and evaluate the effectiveness of BrunerFrame, an EIS-based Ten-Frame learning media, in enhancing first-grade students' conceptual understanding of subtraction. Methods: This study employed a Research and Development (R&D) approach using the ADDIE model, followed by a quasi-experimental pretest-posttest control group design involving 34 first-grade students from two elementary schools. Data were collected through expert validation, teacher and student response questionnaires, classroom observations, and conceptual understanding tests, then analyzed using descriptive and inferential statistics to examine the validity, practicality, and effectiveness of the developed media. Results: BrunerFrame demonstrated high validity, with material and media validation scores of 88.75% and 90.40%, respectively. Teacher and student practicality scores reached 87.00% and 86.00%, indicating that the media was highly practical for classroom implementation. Students who learned using BrunerFrame achieved significantly higher conceptual understanding than those receiving conventional instruction (p < .001), with a high normalized gain (N-Gain = 0.71) and a very large effect size (Cohen's d = 2.64), demonstrating substantial educational effectiveness. Conclusion: BrunerFrame is a valid, practical, and effective instructional medium that facilitates students' progression from concrete manipulation to visual representation and symbolic reasoning, thereby strengthening conceptual understanding of subtraction. Research Implications: These findings provide empirical evidence supporting the integration of Bruner's EIS theory into elementary mathematics media and offer a practical instructional model for promoting meaningful conceptual learning in primary classrooms. Originality: This study introduces BrunerFrame, a validated instructional medium that systematically integrates Bruner's Enactive, Iconic, and Symbolic representations within a Ten-Frame framework, extending the practical application of EIS theory to early subtraction learning.
Effects of EduCube Inquiry-Based Learning on Elementary Students' Cube Spatial Visualization, Learning Interest, and Mathematics Achievement: A Quasi-Experimental Study Dwi Cahyanti Alfiah; Achmad Buchori; Lina Putriyanti
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.v4i3.1534

Abstract

Spatial visualization is fundamental for elementary geometry learning, yet many students struggle to interpret three-dimensional cube structures because instruction remains dominated by teacher-centered approaches and two-dimensional representations. Although inquiry-based learning, concrete manipulatives, and spatial reasoning have shown educational outcomes, limited empirical evidence has examined their integration while simultaneously investigating students' spatial visualization, learning interest, and mathematics achievement. Accordingly, this study investigated the effects of inquiry-based learning assisted by colorful cube manipulatives on sixth-grade students' learning interest, spatial visualization achievement, and learning responses. A quasi-experimental Matching Only Pretest–Posttest Control Group Design involved 58 sixth-grade students selected through purposive sampling, with 29 students in the experimental group and 29 in the control group. Data were collected using achievement tests, learning-interest and student-response questionnaires, observations, interviews, and documentation and analyzed using descriptive statistics, normality and homogeneity tests, paired- and independent-samples t-tests, normalized gain (N-Gain), and Cohen's d. Significantly higher learning-interest and posttest achievement scores were obtained by the experimental group than by the control group (p < .001). Moderate-to-high learning gains were achieved by 87.9% of students, while average student-response score reached 84.25%, indicating positive perceptions of the learning model. Inquiry-based learning supported by colorful cube manipulatives offers a promising approach for active, meaningful mathematics instruction. Findings should be interpreted considering intact classes from two schools, the absence of random assignment, and post-intervention measurement of learning interest. Results provide empirical evidence supporting the integration of structured inquiry and concrete manipulatives to enhance elementary students' spatial visualization, learning interest, and mathematics achievement.
CLIL-Based Learning Tools Mediated by Asynchronous Video for Multicultural Education in Bilingual Elementary Teacher Preparation Novi Setyasto; Zhao Xinzhe
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.v4i3.1537

Abstract

Purpose: This study developed, validated, and evaluated CLIL-based learning tools (a semester learning plan, eight thematic teaching modules, and assessment instruments) mediated by asynchronous video for a multicultural education course to address the gap between bilingual policy and instructional practice in Indonesian elementary teacher preparation. Methods: A mixed-methods design combined the Four-D development model with a 16-week quasi-experimental pretest–posttest control-group study in which two intact classes totalling 74 pre-service teachers (37 per group) were assigned to conditions without randomization. Data from expert validation questionnaires, a validated cognitive test, structured observations, response questionnaires, and interviews were analysed using ANCOVA, normalized gain, and thematic analysis. Findings: All components of the tools met the expert-validation criterion in the highest (“very valid”) category, with high inter-validator agreement. The experimental group achieved significantly higher covariate-adjusted post-test scores than the control group (adjusted mean difference = 12.14, 95% CI [7.23, 17.04], partial η² = .26), together with a higher class-average normalized gain (g = 0.50 vs. 0.29) and, descriptively, higher mastery attainment (76% vs. 54%). Observed engagement in the experimental group rose across the semester and most students (86.5%) responded positively; lower baseline English proficiency was descriptively associated with non-mastery. Research Implications: The validated tools offer an adaptable template for bilingual teacher education, provided implementation includes diagnostic assessment, differentiated scaffolding for lower-proficiency learners, and reliable technical support. Originality: This study provides rare controlled quasi-experimental evidence from Indonesian teacher education on integrating CLIL, asynchronous video-mediated communication, and multicultural content as one coherent instructional package.
Development and Evaluation of a Biology Learning Module Integrating Microlearning Videos for Teaching the Human Immune System Andi Tirta Angraeni; Ismail Ismail; Faisal Faisal; Firdaus Daud; Rachmawaty Rachmawaty
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.v4i3.1542

Abstract

Purpose: This study was done to create and check a Biology learning module that uses videos to teach people about the human immune system. The goal was to see if this module is really good if it is useful and if it actually works. The study looked at the Biology learning module and the immune system to find this out. Methods: This study employed the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with Grade XI students at SMA Negeri 4 Bulukumba, Indonesia. The module was validated by two experts and evaluated for practicality through questionnaires completed by two biology teachers and 23 students. Its effectiveness was assessed with 41 students (23 in the experimental class and 18 in the control class). Data were analyzed using Gregory’s validity coefficient, descriptive percentage analysis, and normalized gain (N-gain). The ADDIE model provided a systematic framework for developing a valid, practical, and effective biology learning module integrated with microlearning videos. Findings : T he developed module achieved a Gregory validity coefficient of 1.00, indicating very high validity. Teacher and student practicality scores reached 91.88% and 80%, respectively, indicating that the module is practical for classroom use. Furthermore, the experimental class achieved a higher N-gain score (0.72, high) than the control class (0.49, moderate), demonstrating that integrating microlearning videos into the Biology module effectively improved students' learning outcomes on the human immune system. Research Implications: The findings suggest that the developed module can serve as an effective instructional resource for teaching abstract Biology concepts while supporting independent and technology-enhanced learning in senior high schools. Originality: Unlike previous studies that primarily examined microlearning videos as standalone instructional media, this study integrates microlearning videos into a systematically developed Biology learning module and comprehensively evaluates its validity, practicality, and effectiveness, thereby contributing to the development of innovative Biology teaching materials for senior high school education.
Edumath: ADDIE-Based Interactive Media for Improving Fifth-Grade Students' Critical Thinking in Plane Geometry Devi Mahardika Damayanti; Achmad Buchori; Joko Sulianto
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.v4i3.1543

Abstract

Purpose: Edumath interactive media was developed to evaluate its validity, practicality, and effectiveness in improving fifth-grade students' critical thinking in plane geometry, addressing the limited empirical evidence on systematically developed and evaluated interactive media for elementary geometry learning. Methods: A Research and Development approach employed the ADDIE model and a quasi-experimental nonequivalent control group pretest–posttest design. Participants included 59 fifth-grade students (30 experimental and 29 control). Data were collected through expert validation sheets, teacher and student response questionnaires, and critical thinking tests. Subject-matter, media, and learning experts evaluated the product. Data were analyzed using descriptive statistics, reliability testing, t-tests, and normalized gain (N-gain). Findings: Edumath achieved an average validity score of 88.67%, based on evaluations from the subject-matter expert (89%), media expert (87%), and learning expert (90%), indicating high validity. Teacher and student responses reached 90% and 89%, respectively, demonstrating high practicality. The critical thinking instrument included eight valid essay items with a Cronbach's Alpha of 0.825. The experimental class improved from 18.17 to 26.67, significantly outperforming the control class (t(57) = −8.388, p < .001), and achieved a moderate N-gain (0.63) compared with 0.29 in the control class, confirming Edumath's effectiveness. Research Implications: Edumath provides a valid, practical, and effective digital resource for interactive geometry instruction that strengthens elementary students' critical thinking. Originality: Unlike previous studies examining digital mathematics media separately, ADDIE-based interactive media development was integrated with quasi-experimental evaluation while aligning instructional features with critical thinking indicators in fifth-grade plane geometry learning.
Development and Evaluation of SmartFraction: An Integrated Problem-Based Fraction Learning Media for Enhancing Elementary Students' Numeracy Skills Dahlia Ayu; Joko Sulianto; 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.v4i3.1544

Abstract

Purpose: Despite the widespread use of Problem-Based Learning (PBL), fraction manipulatives, and multiple mathematical representations, few learning media integrate these components to improve students' numeracy skills. Therefore, this study aimed to develop and evaluate SmartFraction, an integrated PBL-based fraction learning media by examining its validity, practicality, and effectiveness. Methods: This study employed a Research and Development approach using the ADDIE model, followed by a quasi-experimental pretest-posttest control group design. Participants comprised 23 fourth-grade students (12 experimental and 11 control). Data were collected through expert validation, response questionnaires, classroom observations, and numeracy tests. Data were analyzed using descriptive statistics, the Shapiro–Wilk test, Levene's test, an independent-samples t-test, normalized gain (N-Gain), and Hedges' g. Findings: SmartFraction demonstrated high validity (88.33%) and high practicality based on user responses. Students in the experimental group achieved significantly higher numeracy performance than those in the control group (p < 0.001). The experimental group achieved a moderate N-Gain (0.6487), whereas the control group achieved a low N-Gain (0.2387). Hedges' g (4.94) indicated a very large effect, although this result should be interpreted cautiously because of the relatively small sample. Overall, SmartFraction proved to be a valid, practical, and effective learning medium for improving students' numeracy skills. Research Implications: SmartFraction offers an effective alternative by integrating contextual problem solving, multiple fraction representations, and collaborative learning to strengthen numeracy. Originality: SmartFraction uniquely integrates PBL, multiple fraction representations, and numeracy-oriented tasks into a single learning medium, addressing a gap in previous fraction learning research.

Page 17 of 18 | Total Record : 180

 14   15   16   17   18 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol 4, No 3 July (2026) Vol 4, No 2 May (2026) Vol 4, No 1 March (2026) Vol 3, No 3 September (2025) Vol 3, No 2 May (2025) Vol 3, No 1 January (2025) Vol 2, No 3 September (2024) Vol 2, No 2 May (2024) Vol 2, No 1 January (2024) Vol 1, No 3, September (2023) Vol 1, No 2, May (2023) Vol 1, No 1 January (2023) More Issue