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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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How Young Learners Learn English: Developmental Differences in Experience, Interaction, and Engagement Inda Indrawati; Andi Mohammad Abrar; Diyenti Rusdin; Hidayati; Sri Sudaryati; Marzuki
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.v4i3.1555

Abstract

Purpose: This study examined observable patterns of English learning in two primary school classrooms by investigating learners' cognitive behaviours, classroom involvement, interactions, and task responses across two grade levels. Methods: A qualitative multiple-case study was conducted in two Indonesian public elementary schools involving 50 learners (27 Grade 1 and 23 Grade 4 students). Data were collected through structured non-participant classroom observations supported by video recordings and field notes. The data were analysed in two stages. First, each classroom was analysed independently to identify patterns of learners' observable cognitive behaviours, classroom involvement, interactions, and task responses. Second, a cross-case thematic analysis was conducted to identify recurring patterns of observable English learning across the two classrooms. Findings: The classroom observations identified differences in learners' cognitive behaviours and classroom involvement across the two grade-level classrooms. In the observed Grade 1 classroom, learners relied more frequently on teacher modelling, concrete experiences, repetition, and structured guidance, whereas learners in the Grade 4 classroom more often drew on prior knowledge, collaborated with peers, and responded to classroom tasks with greater independence. Across both classrooms, three recurring patterns of observable English learning activities were identified: learning through experience, learning through interaction, and learning through engagement. Research Implications: The findings suggest that instructional practices responsive to learners' observable cognitive behaviours, classroom involvement, and interaction patterns may better support English learning in primary school classrooms. Originality: This study contributes context-specific evidence on observable classroom behaviours associated with English learning, extending understanding of how learners participated in English lessons across two primary school classrooms.
Implementation of Deep Learning through Cross-Subject Collaboration in the Crop Agribusiness Expertise Program: A Qualitative Study in Barru Regency Besse Sri Muliani; Jamaluddin Jamaluddin; Muhammad Rais
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.v4i3.1576

Abstract

Learning in Vocational High Schools (SMK) still faces challenges in integrating general and productive subjects, resulting in partial learning and not fully providing meaningful learning experiences. This study aims to explore the implementation of in-depth learning through cross-subject collaboration in the Plant Agribusiness Expertise Program at SMK Negeri 4 Barru and SMKS Islam Pesantren Alam Indonesia, Barru Regency. The study used an exploratory qualitative approach and was conducted from October 2025 to March 2026. Twenty-eight informants, consisting of two principals, 12 teachers, and 14 students, were selected purposively. Data were collected through participant observation, in-depth interviews, and documentation studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data presentation, and drawing and verifying conclusions. The results of the study show four main findings. First, in-depth learning is implemented through collaboration between productive subjects with Mathematics, Indonesian, and English in project-based learning. Second, students are actively involved in every stage of learning, from project planning to presentation of results. Third, teacher competence and collaboration, principal support, student motivation, and the utilization of the learning environment are supporting factors, while limited facilities and infrastructure, time allocation, and the preparedness of some teachers are inhibiting factors. Fourth, the implementation of immersive learning results in a conscious, meaningful, and enjoyable learning experience and develops students' critical thinking, communication, collaboration, creativity, and independence skills. These findings provide an empirical contribution to the development of immersive learning in vocational education.
A CIPP Evaluation of Project- Based Learning Implementation in Fashion Design Programs at Vocational High Schools in Majene Regency, Indonesia Hamriyani Hamriyani; Hamidah Suryani; Anas Arfandi
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.v4i3.1577

Abstract

Purpose: This study evaluated the implementation of Project-Based Learning (PjBL) in Fashion Design Programs at vocational high schools in Majene Regency, Indonesia, using the Context, Input, Process, and Product (CIPP) evaluation model. The study addressed the limited availability of comprehensive evaluations of PjBL implementation in vocational education, particularly those examining contextual conditions, resource readiness, implementation processes, and learning outcomes simultaneously. Methods: This program evaluation employed a descriptive quantitative approach at three vocational high schools offering Fashion Design Programs in Majene Regency. The participants comprised 126 respondents, including three principals, three vice principals for curriculum, 21 vocational teachers, and 99 students selected through purposive sampling. Data were collected using four-point Likert-scale questionnaires supported by observations, semi-structured interviews, and documentation. The questionnaire was developed based on the CIPP framework and validated through expert judgment to ensure content relevance and clarity. Quantitative data were analyzed using descriptive statistics and percentage-based categories, while qualitative data were used to support the interpretation of the findings through triangulation. Findings: The evaluation indicated that the implementation of PjBL was categorized as Very Good across all CIPP components. The Context component obtained the highest evaluation result (98.3%), followed by Process (90.1%), Input (88.4%), and Product (82.5%). The findings showed that PjBL implementation was supported by curriculum alignment, school policies, and institutional commitment. However, practical facilities, industry collaboration, and the quality of student products were identified as aspects requiring further improvement. Research Implications: The findings demonstrate the applicability of the CIPP model as a comprehensive framework for evaluating PjBL implementation in vocational education. The results also provide evidence-based recommendations for strengthening school–industry partnerships, improving practice facilities, and refining project implementation to support continuous quality improvement in vocational education. Originality: This study provides a comprehensive CIPP-based evaluation of PjBL implementation in Fashion Design Programs across three vocational high schools in Majene Regency, offering empirical evidence to support program evaluation and decision-making in vocational education
Development and Preliminary Evaluation of an Ice-Breaking-Integrated Archival Management Module in Two Vocational High Schools Yanti Malasari; Hendra Jaya; Anas Arfandi
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.v4i3.1578

Abstract

Purpose This study developed and evaluated an ice-breaking-integrated instructional module for Office Management, specifically within the Archival Management component in vocational high schools. The module was designed as an interactive learning resource to strengthen students’ learning motivation and improve their academic achievement. Methods This research employed a Research and Development (R&D) approach using the ADDIE model. The participants were 58 Grade XI Office Management and Business Services students from two public vocational high schools in Mamuju. Data were collected through classroom observations, interviews, expert validation, questionnaires, and pre- and post-tests. The data were then analyzed using descriptive techniques, paired-samples t-test, and N-Gain analysis. Findings The results indicated that the ice-breaking-integrated instructional module achieved a validity score of 97.0%, placing it in the highly valid category. The module was also considered highly practical based on teacher and student responses. In terms of effectiveness, its implementation enhanced students’ learning motivation and academic achievement, as reflected in a mastery learning rate of 96.55%, an increase in the mean score from 52.48 to 87.17, and an N-Gain score of 0.73, which falls within the high category. Research Implications These findings indicate that the ice-breaking-integrated instructional module provides an innovative alternative for Archival Management learning by promoting active, interactive, and student-centered engagement. Originality This study offers novelty by systematically integrating ice-breaking activities into an Archival Management module, providing an innovative vocational learning resource that enhances students’ motivation, participation, and learning outcomes.
Learning Motivation, Learning Facilities and Parental Support as Predictors of Agricultural Vocational Students Learning Outcomes in Takalar District Hijrahwati Hijrahwati; Jamaluddin Jamaluddin; Mustari Lamada
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.v4i3.1579

Abstract

Objective: This study examines the predictive contribution of learning motivation, learning facilities, and parental support to learning outcomes among agricultural vocational students in Takalar Regency. Method: Using a quantitative ex-post facto design, 135 students from agricultural programs (ATPH, APHP, ATP) at vocational schools in Takalar Regency were involved. Motivation, facilities, and parental support were measured via questionnaires; learning outcomes were obtained from documented average grades. After outlier screening removed 14 cases, the final analytic sample was 121 students. Data were analyzed using multiple linear regression, with 95% confidence intervals reported for all coefficients. Findings: The model was significant, F(3, 117) = 5,950, p < .001, explaining 13,2% of the variance in learning outcomes (R² = .132). Learning motivation (B = -0.052, β = -.095, p = .298, 95% CI [-.151, .047]) and Learning facilities (B = -0.079, β = -.113, p = .216, 95% CI [-.205, .047]) showed no significant relationship with learning outcomes. Parental support was a significant negative predictor (B = -0.114, β = -.358, p < .001, 95% CI [-.168, -.060]), a statistical association that should not be read as causal. Research Implications: Recommendations should focus on the proportionality and form of parental involvement rather than generalized integrated school-teacher-parent support, since motivation and facilities were non-significant and the model's explanatory power remains low. Conclusions are preliminary and require further study. Value: This study fills a gap in simultaneous empirical research on these three variables among agricultural vocational students in Takalar Regency, a context still rarely examined.
Development of a QR Code-Based Interactive Textbook for Basic Embroidery Techniques Armaini Rambe; Eka Rahma Dewi; Yudhistira Anggraini; Juliarti Juliarti
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.v4i3.1581

Abstract

Purpose: This study aimed to develop and evaluate the feasibility of a QR Code-based interactive textbook for thread embroidery to support learning in the Basic Embroidery Techniques course of the Fashion Design Education Study Program at Universitas Negeri Medan. Methods: This research employed a Research and Development (R&D) approach using the Four-D (4D) model, consisting of the Define, Design, Develop, and Disseminate stages. The product was validated by two material experts and two media experts before being tested with students through three stages: a small-group trial (3 students), a medium-group trial (7 students), and a large-group trial (30 students). Student participants were selected using simple random sampling. Data were collected using expert validation sheets and user response questionnaires and analyzed descriptively using percentage-based feasibility criteria. Findings: The material expert validation yielded a feasibility score of 84.70%, while the media expert validation reached 83.57%, both classified as very feasible. Product trials also demonstrated high feasibility, with scores of 82% in the small-group trial, 88% in the medium-group trial, and 95% in the large-group trial. The overall findings indicate that the developed textbook met the established feasibility criteria and received positive acceptance from users. Research Implications: The developed textbook provides an alternative technology-integrated teaching resource for vocational education by combining printed instructional materials with QR Code-linked digital content. The product is considered feasible for use as a learning resource in basic embroidery instruction. Originality: The novelty of this study lies in the development of a QR Code-based interactive textbook that integrates conceptual explanations, visual illustrations, and digital learning resources into a single instructional medium specifically designed for thread embroidery learning in Fashion Design Education.
The Mediating Role of Soft Skills in the Effects of Perceived Campus Support and Industrial Internship Experience on Graduates’ Work Readiness: From the Department of Informatics and Computer Engineering, Universitas Negeri Makassar AriyaniZulkarnain; Faisal Syafar; Anas Arfandi
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.v4i3.1664

Abstract

The increasing demand for work-ready graduates in the digital era has encouraged higher education institutions to strengthen academic support and industrial internship programs. However, limited studies have examined the mediating role of soft skills in the effects of perceived campus support, industrial internship experience, and graduates' work readiness, particularly in the context of informatics and computer engineering higher education. This study aims to examine the effects of perceived campus support and industrial internship experience on graduates' work readiness, with soft skills serving as a mediating variable among graduates of the Department of Informatics and Computer Engineering, Universitas Negeri Makassar. This study employed a quantitative approach using an ex post facto research design. A total of 220 graduates were selected through proportional random sampling. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling Partial Least Squares (SEM-PLS) with SmartPLS 4. The results indicate that perceived campus support and industrial internship experience have positive and significant effects on soft skills. Industrial internship experience and soft skills also have positive and significant effects on graduates' work readiness, whereas perceived campus support has no direct effect on work readiness. Furthermore, soft skills significantly mediate the  effects perceived campus support, industrial internship experience, and graduates' work readiness. The novelty of this study lies in explaining the mediating role of soft skills in the effects of perceived campus support and industrial internship experience on graduates' work readiness within the context of informatics and computer engineering higher education. The findings imply that higher education institutions should strengthen campus support systems and improve the quality of industrial internship programs to foster graduates' soft skills and enhance their work readiness.
Principals' Transformational Leadership in Fostering Digital Technology-Based Innovation in History Learning: A Multiple-Case Study Wayan Satria Jaya; M. Yanuardi Zain
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.v4i3.1668

Abstract

This study explores how principals' transformational leadership supports digital technology-based innovation in history learning in Indonesian senior high schools. A qualitative multiple-case study was conducted in three schools in Bandung, West Java, involving 21 participants: three principals, six history teachers, and twelve students. Data were generated from semi-structured interviews, six non-participant classroom observations, and school documents collected between January and May 2024. A hybrid thematic analysis combined deductive codes derived from transformational leadership and technology-integration literature with inductive codes emerging from the data. Two researchers independently coded 20% of the dataset; the reported 87% value represents simple percent agreement, with disagreements resolved through discussion. Triangulation, member checking, peer debriefing, and an audit trail were used to strengthen trustworthiness. Four themes were identified: visionary digital leadership, stimulation of teacher creativity, cultivation of collaborative culture, and mobilization of resources and technical support. Cross-case comparison showed that the depth of innovation varied with teachers' prior competence, school resources, external support, and infrastructure. The observations also indicated that technology use was not uniformly transformative: virtual visits, primary-source analysis, and digital storytelling supported inquiry and creation, whereas gamified quizzes often remained at recall or comprehension levels. The findings therefore suggest an association between context-sensitive leadership practices and teachers' willingness and capacity to experiment, rather than a causal effect. An interpretive model is proposed to explain how leadership practices may operate through shared purpose, teacher confidence, peer learning, and reduced practical barriers under specific contextual conditions. Implications are offered for principal development and school-level implementation of the Merdeka Curriculum, while limiting transfer claims to comparable settings.
Case-Based Digital Learning Media for Enhancing Troubleshooting Skills in Refrigeration and Air Conditioning Education Kasmira Kasmira; Syahrul Syahrul; Muhammad Yusuf Mappeasse
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.v4i3.1698

Abstract

Purpose: This study aimed to develop and evaluate case-based digital learning media designed to enhance students’ troubleshooting skills in refrigeration and air-conditioning education. Methods: The study employed a research and development approach using the ADDIE-ID model, comprising the Analyze, Design, Develop, Implement, Evaluate, and Integrate and Disseminate stages. The resulting web-based digital learning media, COOLTRACE (Case-Based Learning for Refrigeration Troubleshooting), was evaluated by two subject matter experts and two media experts. Practicality testing involved 20 undergraduate students, while effectiveness testing was conducted with 81 students using a one-group pretest–posttest design. The data were analyzed using descriptive statistics and normalized gain (N-Gain) analysis. Findings: COOLTRACE obtained validity scores of 97.50% from subject matter experts and 97.22% from media experts, indicating that the product met the required instructional and technical quality standards. The overall practicality score was 93.69%, demonstrating that students could access and use the media with minimal difficulty. Students’ mean scores increased from 71.46 on the pretest to 96.69 on the posttest, with a mean N-Gain of 0.84, classified as high. These findings indicate a substantial improvement in students’ troubleshooting knowledge and diagnostic decision-making following the intervention. Research Implications: COOLTRACE provides a practical digital learning resource for supporting systematic troubleshooting practice, particularly in learning contexts where opportunities for repeated fault-diagnosis activities using physical equipment are limited. Originality: This study contributes interactive web-based digital learning media that integrates authentic cases, guided diagnosis, corrective action sequencing, and immediate feedback within a systematic troubleshooting learning process.
A Gender-Based Comparative Analysis of Learning Adjustment in Elective Subjects: A Cross-Sectional Study in Indonesia Rina Nurlaili; Nurfarhanah; Zadrian Ardi; Dina Sukma
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.v4i3.1713

Abstract

Purpose: Learning adjustment among students is a crucial aspect in fostering strong academic achievement, particularly in elective courses. With effective learning adjustment, students become better able to set clear academic goals, focus on learning activities, and successfully meet all academic demands. Various factors influence students’ learning adjustment, one of which is gender. This study aims to conduct a comparative analysis of learning adjustment in elective subjects between male and female students. Methods: This study employed a quantitative approach using a comparative method. Sampling was conducted using total sampling, with a sample size of 194 Phase F students at SMA N 2 Pulau Punjung, comprising 117 female students (59.3%) and 77 male students (39.7%). The instrument used in this study was a student learning adjustment scale that had been developed and validated through expert judgment. Additionally, the instrument had undergone validity and reliability testing. The validity test results showed that all item-total correlation coefficients exceeded the r-table values. The reliability test yielded a Cronbach’s alpha score of 0.970. Data analysis was performed using the independent samples t-test. Findings: The results of the study indicate that, descriptively and overall, students’ learning adjustment at SMAN 2 Pulau Punjung falls into the high category. Next, based on hypothesis testing, it was found that women had higher scores than men, t (192) = −2.344, p = 0.020, mean difference = 7.01, 95% CI [1.11, 12.90], with an effect size based on the article’s statistical calculations of approximately Cohen’s d = 0.34, or small to moderate. Research Implications: This study provides empirical evidence that gender still influences students’ academic adjustment in specific subject area. Originality: This study offers an analysis of self-adjustment in learning, particularly in specialized subjects, which, in this context, are still very limited and have not yet been addressed.

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