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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 193 Documents
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Gastrolinguistic and Ethnomathematical Analysis of Pecel Madiun as a Contextual Resource for Culture-Based Mathematics Learning Addy Septyawan; Anis Umi Khoirotunnisa; Swasti Maharani; Rahmi Hidayati; Ardhi Sanwidi; Fatriya Adamura
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1190

Abstract

Purpose: This study aims to analyze the gastrolinguistic and ethnomathematical elements embedded in Pecel Madiun and explore their potential integration as a contextual resource for culture-based mathematics learning. The study addresses the limited use of local culinary culture as a learning resource despite its rich linguistic, cultural, and mathematical values. Methods: This study employed a descriptive qualitative approach using linguistic and mathematical ethnographic perspectives. Data were collected through observations, in-depth interviews, and documentation involving approximately 15 participants, consisting of Pecel Madiun sellers, spice makers, cultural practitioners, mathematics teachers, and junior high school students in Madiun, East Java, Indonesia. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. Findings: The analysis identified various gastrolinguistic elements reflected in culinary terminology, symbolic meanings, and procedural language associated with Pecel Madiun. In addition, ethnomathematical elements were found in traditional measurement practices, proportional reasoning, geometric arrangements, and procedural patterns used in the preparation and presentation of the dish. The findings reveal the potential of integrating gastrolinguistic and ethnomathematical perspectives to provide meaningful cultural contexts for mathematics learning and to support the development of students’ cultural literacy. Research implications: The findings suggest that local culinary traditions can be utilized as contextual resources in designing culture-based mathematics learning materials and curriculum enrichment programs. However, this study is limited to the descriptive identification of gastrolinguistic and ethnomathematical elements within the context of Pecel Madiun and does not evaluate their effectiveness in classroom implementation. Future studies are recommended to develop and empirically test learning models derived from these findings in broader educational settings. Originality: This study contributes to the literature by integrating gastrolinguistic and ethnomathematical perspectives in the analysis of a traditional culinary practice, offering a novel interdisciplinary framework for culture-based mathematics education.
Pedagogical Agents in Mathematics Education (1999–2025): A Bibliometric Analysis of a Field Shifting Toward Large Language Models Fadhil Zil Ikram; Kusnandi
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1200

Abstract

Purpose: This study maps the scientific landscape of pedagogical agents in mathematics education (1999–2025) to characterize its developmental trajectory, key actors and intellectual foundations, and thematic structure, and to locate mathematics learning within the broader pedagogical-agents paradigm. Methods: A corpus of 133 Scopus-indexed documents was analyzed with Biblioshiny and VOSviewer, combining performance analysis (production, citation impact, sources, authors, affiliations, countries) and science mapping (keyword co-occurrence at a minimum threshold of three, thematic mapping, and overlay visualization). Findings: The field shows an annual growth rate of 11.25%, far above the global-science baseline of 4%. Knowledge production concentrates in three institutional clusters (Lund University, Carnegie Mellon, UMass Amherst), with international co-authorship at 19.55%, below the cross-disciplinary average. Pedagogical agents anchor the field, with an intellectual base in cognitive principles of learning-by-teaching, while Large Language Models emerged as a converging keyword after 2022. Author-keyword co-occurrence resolved eight clusters dominated by general instructional-technology and AI motor themes, with mathematics learning fragmented across three clusters in a marginal, basic-theme position an application context rather than an epistemic core. Research Implications: Findings highlight open positioning opportunities for new entrants, guide developers integrating LLMs into established pedagogical-agent architectures, and signal to policymakers the need for broader institutional participation. Originality: This is the first bibliometric mapping specifically targeting the pedagogical-agents and mathematics-education intersection, documenting continuity in the paradigm shift from classical to LLM-based agents. As the corpus is drawn from a single database, it should be read as a Scopus-bounded, English-leaning view rather than an exhaustive census.
Enhancing Students' Creativity and Social Studies Learning Outcomes through Discovery Learning Nur Dwi Sukaruniawati; Muhammad Hanif; Yudi Hartono
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.v4i3.1231

Abstract

Purpose: This study aims to enhance students' creativity and social studies learning outcomes through the implementation of the Discovery Learning model in Grade VII students. Methods: This study employed Classroom Action Research (CAR) conducted in two cycles at SMPN 14 Madiun during the 2025/2026 academic year. The participants consisted of 30 Grade VII students. Each cycle included the stages of planning, action, observation, and reflection. Data were collected through observation sheets to assess students' creativity and achievement tests to measure social studies learning outcomes. The data were analyzed using descriptive quantitative techniques based on percentage achievement and learning mastery. Findings: The results showed a significant improvement in students' creativity and social studies learning outcomes after the implementation of Discovery Learning. The percentage of students achieving good and very good creativity levels increased from the pre-cycle stage to Cycle II. Similarly, social studies learning mastery improved substantially, reaching complete learning mastery by the end of Cycle II. The findings indicate that Discovery Learning encourages students to actively construct knowledge, explore concepts, and engage in meaningful learning experiences. Research Implications: The findings imply that Discovery Learning can be effectively implemented as an instructional model to enhance students' creativity and social studies learning outcomes. The study provides practical guidance for social studies teachers in creating student-centered learning environments that promote active participation, creative thinking, and academic achievement. Originality: This study contributes to the existing literature by providing empirical evidence on the simultaneous improvement of students' creativity and social studies learning outcomes through the implementation of Discovery Learning within a Classroom Action Research framework. The study highlights the dual impact of Discovery Learning on both creativity and academic achievement in social studies learning.
Generative AI Use, Self-Regulated Learning, and Critical Thinking in EFL Writing: A Correlational Survey of Indonesian University Students Siti Nur Diana; Syaiful Islam
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1479

Abstract

Purpose: This study aims to examine Indonesian university students’ patterns of generative artificial intelligence (GenAI) use, critical thinking practices, self-regulated learning (SRL) behaviours, perceived benefits and challenges, and the relationships between GenAI use, SRL, and critical thinking in EFL writing. Methods: This study employed a quantitative descriptive-correlational survey design with a cross-sectional approach. Data were collected through an online questionnaire completed by 208 students enrolled in EFL-related programs at several Indonesian universities. The data were analysed using frequency distributions, percentages, means, standard deviations, the Shapiro-Wilk normality test, and Spearman’s correlation to describe patterns of GenAI use and examine relationships among the variables. Findings: Nearly all respondents 99.0% of respondents had used GenAI for EFL writing assignments. ChatGPT was the most frequently used tool (75.0%), and planning was the writing stage in which GenAI was most commonly used (46.6%). Students reported high levels of critical thinking practices (M = 4.30, SD = 0.34) and SRL behaviours (M = 4.22, SD = 0.34). They also reported a high perceived risk of over-reliance on GenAI (M = 3.90, SD = 0.73). The frequency of GenAI use was not significantly associated with critical thinking practices (ρ = 0.033; p = 0.638). By contrast, SRL behaviours in GenAI use were positively and significantly associated with critical thinking practices (ρ = 0.449; p < 0.001). Research Implications: These findings indicate that EFL writing instruction should not focus solely on whether to allow or restrict the use of GenAI. Lecturers need to guide students in planning their use of AI, formulating purposeful prompts, verifying AI-generated information, revising outputs through their own reasoning, and maintaining academic integrity. Process-based writing instruction and reflective assessment are therefore needed to support responsible, meaningful, and self-regulated use of GenAI. Originality: This study integrates patterns of GenAI use, critical thinking, SRL, and perceived benefits and hazards into a single analytical model in the context of Indonesian EFL higher education. Also, the results demonstrate that the quality of self-regulated use is more important than the intensity of use with respect to critical thinking.
Implementation of STEAM-Based Educational Games and Changes in Elementary School Students’ Learning Interest in South Central Timor Beti Istanti Suwandayani; Rr. Eko Susetyorini; Yus Mohammad Cholily; Baiduri Baiduri; Arina Restian; Kuncahyono Kuncahyono; Roimil Latifah
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1490

Abstract

Purpose: This study examined changes in elementary school students’ interest in learning Mathematics and Science following the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based educational games in South Central Timor. Methods: This study employed a quantitative pre-experimental one-group pretest–posttest design. The participants comprised 90 students from grades I–VI at SD Inpres Besaloka, selected through total sampling. The intervention was implemented during two learning sessions. Data were collected using a five-point Likert-scale questionnaire measuring attention, interest, enjoyment, involvement, and willingness to participate in learning. Content validity was assessed through expert judgment, while instrument reliability was examined using Cronbach’s alpha. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test at a significance level of .05. Findings: Students’ mean learning-interest score increased from 65.42 (SD = 8.12) before the intervention to 84.78 (SD = 6.45) after the intervention, representing a mean difference of 19.36 points. The paired-samples t-test indicated a statistically significant difference between the pretest and posttest scores, t(89) = 18.74, p < .001. The magnitude of the difference was large, Cohen’s dz = 1.98. These findings indicate that students demonstrated higher learning-interest scores following the implementation of STEAM-based educational games. Research Implications: STEAM-based educational games may provide a relevant instructional alternative for supporting students’ interest in learning Mathematics and Science, particularly in resource-limited elementary school contexts. However, because this study employed a one-group pretest–posttest design without a control group, the observed changes cannot be attributed exclusively to the intervention. Further research should employ controlled experimental designs, longer intervention periods, and systematic observational measures. Originality: This study provides context-specific evidence regarding the implementation of STEAM-based educational games among elementary school students in a resource-limited region of Indonesia.
Development and Preliminary Validation of a Contextual Teaching and Learning-Based Indonesian Language Learning Model for Inclusive Primary Schools Herliana Sri Septina; Lukman Lukman; M. Aris Akbar
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1564

Abstract

Purpose: This study aimed to develop a Contextual Teaching and Learning (CTL)-based Indonesian language learning model for inclusive primary schools by addressing instructional challenges associated with teacher-centered practices and limited accommodation of diverse learner characteristics. Methods: The study employed a Research and Development (R&D) approach with a qualitative design. Data were collected through classroom observations, semi-structured interviews, document analysis, and expert validation. The model was developed through five stages: needs analysis, model design, expert validation, limited implementation, and model refinement. Data were analyzed using thematic analysis and methodological triangulation to enhance the credibility of the findings. Findings: The needs analysis indicated that conventional instructional practices were insufficient to address the diverse learning characteristics of students in inclusive classrooms. Based on these findings, a CTL-based instructional model was developed by integrating contextual learning principles, differentiated instruction, collaborative learning, reflection, and authentic assessment into a coherent instructional framework. The study resulted in a preliminary instructional model that was conceptually validated and designed to support inclusive Indonesian language learning. However, the effectiveness of the model in improving students' learning outcomes has not yet been empirically evaluated. Research Implications: The developed model provides a conceptual framework that may assist teachers in designing more adaptive and inclusive Indonesian language instruction. Further studies involving broader implementation and effectiveness testing are required before wider adoption. Originality: This study contributes to the development of a CTL-based instructional model specifically designed for Indonesian language learning in inclusive primary schools by integrating contextual learning principles with inclusive pedagogical practices into a single instructional framework.
Internalization of the Fourth Principle of Pancasila Values in Developing the Character among Civic Education Students at Muhammadiyah University of Bengkulu Amira Windu; Zulyan Zulyan; Amnah Qurniati
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1574

Abstract

This study aimed to describe the process of internalizing the values of the fourth principle of Pancasila in developing the character of students in Civic Education Study Program at Muhammadiyah University of Bengkulu. This study employed a qualitative approach using a descriptive method. The research involved 16 informants, comprising 8 lecturers and 8 students selected using purposive sampling. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, which encompasses data reduction, data display, and conclusion drawing. The research findings indicate that the internalization of the values ​​of the fourth principle of Pancasila is carried out through stages of value transformation, value transaction, and trans-internalization, all integrated into the learning process and academic interactions. This process contributes to the development of student character fostering democratic attitudes, a sense of responsibility, the ability to engage in deliberation, respect for differing opinions, wisdom in decision-making, and a commitment to the common good. Inhibiting factors include low self-confidence, a lack of readiness for learning activities, and the limited participation of some students in academic activities. These findings have implications for higher education institutions particularly lecturers in the Civic Education Study Program regarding the development of participatory learning strategies and the creation of an academic environment that supports the reinforcement of democratic values, the practice of deliberation, and character building based on the values ​​of the fourth principle of Pancasila.
Effects of an OBE-Based Semester Learning Plan on Student Competencies and Learning Outcomes: A Quasi Experimental Study in an Learning Strategies Course Listriyanti Palangda; Desy Suyono; Ardiansyah Ardiansyah
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1597

Abstract

This study investigated the effectiveness of implementing an Outcome-Based Education (OBE)-based Semester Learning Plan (RPS) compared to a conventional RPS on student learning process indicators, competencies, and learning outcomes in the Learning Strategies course. Utilizing a quantitative quasi-experimental pre-test–post-test control group design, the study involved a total of N=60 undergraduate students in the Department of Economics Education, divided equally into an experimental group (n=30) and a control group (n=30) taught by the same lecturer over a 16-week intervention. Data were collected using validated cognitive achievement tests (0–100 scale), multi-item 5-point Likert questionnaires, and structured observation rubrics. Scores for participation, competency development, and authentic assessment were quantified as standardized percentages representing the ratio of achieved raw scores to maximum possible scores. To control for baseline differences, Analysis of Covariance (ANCOVA) was performed. The results revealed that the experimental group achieved significantly higher adjusted post-test learning outcomes compared to the control group (F(1,57)=128.45,p<0.001,η_p^2=0.691). Furthermore, independent samples t-tests indicated statistically significant superiority in the experimental group across student participation (X ̅=95.83% vs. 67.24%, t(58)=-23.15,p<0.001,d=5.98), competency development (X ̅=93.20% vs. 71.90%, t(58)=-15.82,p<0.001,d=4.09), and authentic assessment (X ̅=88.90% vs. 61.15%, t(58)=-17.31,p<0.001,d=4.47). While the findings indicate that structured OBE-based instructional planning is associated with improved student engagement and skill mastery within the evaluated course, generalizability is limited by the sample size and quasi-experimental design.
Mapping Local Assets through Place-Based Education for Early Childhood Education Curriculum Planning in Agrarian Sorawolio Asma Kurniati; S. Hafidhawati Andarias; Linda Alfadillah; Wa Ode Dasriana
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1604

Abstract

Purpose: This study aims to explore the potential of Sorawolio District through a Place-Based Education approach to inform the development of an agroeducation-based early childhood education curriculum. Method: This study employed a qualitative approach with an exploratory case study design. Data were collected through environmental observation, semi-structured interviews with heads of early childhood education institutions, teachers, parents, farmers, community leaders, and local stakeholders, and document analysis of early childhood education curriculum materials. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Findings: The findings indicate that Sorawolio has strong agrarian characteristics, as reflected in its dominant proportion of agricultural land, the presence of biopharmaceutical plants, horticultural crops, ornamental plants, plantations, and children’s close interaction with gardens, home yards, soil, water, and community-based agricultural activities. These potentials reflect the principles of Learning in Place, Learning from Place, Learning with Community, Developing Sense of Place, Learning for Place, and Authentic and Integrated Learning. Research Implications: The findings suggest that early childhood education institutions in Sorawolio need to conduct systematic local asset mapping as a basis for developing semester programs, weekly learning plans, teaching modules, community partnerships, and authentic experience-based assessment. Originality: This study positions Sorawolio as a local learning ecosystem for developing a contextual, authentic, and sustainable agroeducation-based early childhood education curriculum.
Adapting Pelintau Pencak Silat Teaching in Non-Formal Education During Early Recovery After a Flash Flood Johaidah Mistar; Muhammad Sulfa; Myrza Akbari; Prista Cindi Navera; Madhan Anis
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1619

Abstract

Background: A late-2025 flash flood disrupted the physical, social, and psychological foundations of Pelintau Pencak Silat learning in Aceh Tamiang, Indonesia. Objective: This study examined disaster impacts, instructors’ adaptive teaching strategies, and a provisional framework for disaster-responsive Pencak Silat teaching. Method: An intrinsic qualitative case study was conducted from January to March 2026. Seven purposively selected participants two lead instructors, two junior coaches, and three athletes completed 45–90-minute interviews; four training sessions were observed; and photographs, attendance records, and community archives were reviewed. Results: Interview evidence described loss of the training venue and cultural materials, dispersal, interrupted participation, and anxiety. Curriculum changes were supported mainly by lead-instructor accounts; method changes by junior-coach and athlete accounts; and organizational changes by instructor, coach, and athlete accounts. Observation and documentary materials contextualized the case, but the available record did not preserve item-level links that independently confirm particular interview claims. Cross-theme synthesis produced an interpretive pathway from disruption, through curriculum, method, and organizational adaptation and the relational mechanisms of safety, reconnection, identity, and autonomy, to participant-perceived early-recovery contributions. Conclusion: Pelintau instruction functioned as a flexible cultural learning space during early recovery. The framework is provisional rather than causal and requires stronger data-source traceability, longitudinal follow-up, and cross-site validation.

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