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 113 Documents
 5   6   7   8   9 
Optimizing Students' Language Skills Through a Multimodal Learning Model in Indonesian Language Learning in Elementary Schools: A Systematic Literature Review Budi Febriyanto Febriyanto; Dadang Sunendar; Bachrudin Musthafa; Yuliawati Yuliawati; Agus Rofi'i
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.873

Abstract

Background: Multimodal learning has gained increasing attention in language education because it enables learners to construct meaning through text, visuals, audio, gesture, space, and social interaction. However, the literature remains fragmented, and no integrated model has been clearly established for Indonesian language learning in elementary schools. Purpose: This study analyses the conceptual and pedagogical characteristics and design components of multimodal learning, its influence on students' language-skill development, and the conceptual, methodological, and assessment gaps in the literature. Methods: This study used a Systematic Literature Review (SLR) design. Articles indexed in Scopus were selected through the PRISMA flow. The search identified 277 records, and 44 reports were included in the final analysis. Findings: The integration of text, visuals, audio, gestures, social interaction, and meaning-making activities within structured instructional designs characterises multimodal learning. Across the reviewed studies, it tends to support reading, writing, speaking, listening, vocabulary development, and communicative competence. However, its effectiveness varies depending on instructional design, teacher readiness, student characteristics, and classroom context. The literature also remains conceptually, methodologically, and contextually fragmented, especially regarding Indonesian language learning in elementary schools. Research implications: The findings provide a conceptual foundation for developing Indonesian language instruction that is more contextual, participatory, and supportive of integrated language-skill development. They also offer guidance for designing more coherent instructional models, implementation strategies, and assessment systems for elementary school settings. Conclusion: Multimodal learning should be understood not merely as media variation, but as a design of meaning and learning experience. Future research needs to test integrated multimodal models directly in Indonesian elementary school language classrooms. Originality: This study systematically maps the conceptual foundations, pedagogical patterns, empirical trends, and research gaps in multimodal learning as a basis for developing Indonesian language-learning models in elementary schools. The review highlights that the existing literature remains fragmented and has yet to produce many fully integrated models for this context.
The Influence of Instructional Leadership and Teacher Digital Literacy on the Quality of In-Depth Learning in Public Elementary Schools Novia Indriyani; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.874

Abstract

Purpose: The purpose of this study is to: determine the magnitude of the influence of instructional leadership and teachers' digital literacy together on the quality of in-depth learning. Methods:  The research approach used is quantitative. This type of research uses correlation research. The population of this study was 244 teachers and the research sample was 152 teachers. Data collection was carried out using a questionnaire. The data analysis techniques used in this study were descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. Findings: The results of the study showed that: (1) the correlation of instructional leadership on the quality of in-depth learning was 0.824. The influence of instructional leadership had a significant effect on the variable of the quality of in-depth learning by 78.0%. (2) The correlation of teachers' digital literacy on the quality of in-depth learning was 0.960. The influence of teacher digital literacy has a significant effect on the variable of in-depth learning quality by 92.1%. (3) Then the correlation coefficient value r is 0.963. The result of the coefficient of determination of the influence of variables X1 and X2 on Y is 92.7%. Research implications: This study suggests that optimizing principals’ instructional leadership and enhancing teachers’ digital literacy can improve the quality of in-depth learning. Originality: This research uniquely examines the combined role of instructional leadership and teachers’ digital literacy in influencing in-depth learning quality at the elementary school level, a topic rarely explored.
The Impact of Social and Academic Counseling Guidance on Student Learning Outcomes: The Moderating Role of Interpersonal Skills in Indonesian Islamic Senior High Schools Dudy Imanuddin Effendi; Lilis Lela Sandy; Ikram Riski; Sitti Saleha binti Samsuddin; Dg Fauziah Binti Datu Ibrahim; Wannadwah Binte Ja'afar
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.875

Abstract

Purpose: Guidance and counseling (GC), especially in its social and academic forms, has been widely acknowledged as a key approach to fostering holistic student development. This study aimed to examine differences in student learning outcomes following the implementation of social and academic counselling at different levels of interpersonal competence: high, medium, and low. Methods: This research utilised a quantitative method, namely a quasi-experimental design. This design incorporated the non-equivalent control group method with a two-way factorial design (2 x 3 ANOVA). The study comprised a sample of 200 students. This research encompassed a cohort of 500 students from a State Islamic Senior High School in Serang Regency, Indonesia. The sample design employed cluster random sampling. The intervention consisted of eight sessions (four academic and four social counseling sessions), each lasting 45–60 minutes, conducted twice a week over a four-week period. Findings: The research findings yield three key results: 1) Variations exist in student learning outcomes following Counseling Guidance (Social and Academic) F=18.654 and Sig.=000 . 2) Variations in student learning outcomes exist based on high, medium, and low interpersonal skills, F=80.655 and Sig.=000. 3) The interaction exists between Counseling Guidance (Social and Academic) and the varying levels of students' interpersonal skills high, medium, and low on student learning outcomes, F=6.451 and Sig.=005. Research implications: This study emphasizes the need for differentiated counseling based on students’ interpersonal skill levels and supports the development of integrated, evidence-based counseling practices in schools. Originality: The primary novelty of this study lies in examining the interaction effect between counseling guidance and students’ interpersonal skill levels on learning outcomes. Unlike prior research that treats these variables independently, this study demonstrates that the effectiveness of counseling guidance varies across students with high, medium, and low interpersonal skills, offering a more nuanced and differentiated of learning.
Beyond Screen Time: Content-Based Parental Decision Making in Early Childhood Digital Engagement- a Qualitative Study in Indonesia Saharudin Saharudin; Regita Riani Putri
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.876

Abstract

Purpose: Research on children’s digital media use has traditionally focused on screen time duration, overlooking the importance of content quality and parental decision-making. This study examines how parents make content-based decisions regarding children’s digital media use, moving beyond traditional screen time perspectives. Methods: Using a qualitative approach, data were collected through semi-structured interviews with six parents of early childhood children aged 2-6 years in a private kindergarten in Jambi and analyzed using thematic analysis. Findings: The findings reveal two main themes: content selection by parents and educational purposes of access. Parents actively curate children’s digital environments by selecting age-appropriate, safe, and educational content, rather than focusing solely on limiting screen time. In addition, digital media are increasingly utilized as learning tools to support literacy, language development, and school-related learning. These findings indicate a shift in parental mediation practices toward a more intentional and content-oriented approach to digital parenting. Research Implications: The study contributes to the growing discourse on “beyond screen time” by emphasizing that the quality and purpose of digital media use are more significant than duration alone. It also highlights the critical role of parents as active facilitators of children’s digital engagement. Originality: This study contributes by proposing a process-oriented understanding of content-based parental decision-making, highlighting how parents evaluate, filter, and guide children’s digital media use beyond simple time regulation. The findings suggest that digital parenting is increasingly shaped by content quality and educational intent, emphasizing the role of parents as active facilitators in children’s digital engagement.
Enhancing Cardiovascular Disease Literacy Through Healthy Lifestyle-Based Biology Learning: A Quasi-Experimental Study of High School Students in North Sumatra, Indonesia Robert Harianja; Sariayu Sibarani
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.850

Abstract

Purpose: This study examines the effectiveness of healthy lifestyle-based biology learning in improving cardiovascular disease literacy among high school students in North Sumatra, Indonesia. Methods: A quasi-experimental pretest posttest control group design was employed involving 120 Grade XI students. The experimental group received biology learning integrated with experiential health activities (body mass index measurement, heart rate monitoring, dietary analysis, and cardiovascular simulations), while the control group received conventional instruction. Data were collected using a validated cardiovascular disease literacy test covering functional, interactive, and critical dimensions (α = 0.82). Data were analyzed using independent samples t-tests, ANCOVA, and normalized gain (N-gain). Findings: The results showed that the experimental group achieved significantly higher posttest scores than the control group (p < 0.001), with a large effect size (Cohen’s d = 0.92). Literacy improvements were observed across functional, interactive, and critical dimensions, all within the moderate N-gain category. In addition, students demonstrated positive behavioral changes, including reduced sedentary time and increased daily physical activity. Conclusion: Healthy lifestyle-based biology learning is effective in enhancing adolescents’ cardiovascular disease literacy and promoting healthier lifestyle behaviors. Integrating experiential health activities into biology instruction provides a practical approach to strengthening preventive health education in schools. Implications: The study highlights the potential of curriculum-integrated health education to address early risk factors of non-communicable diseases among adolescents. Ethical approval was obtained, and informed consent was secured from all participants and their guardians.
Digital Curriculum Integration and Learning Quality in Higher Education: Evidence from a Cross Sectional Survey in West Java, Indonesia Purwadhi Purwadhi; Ade Mubarok
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.859

Abstract

Purpose: This study examines why digital curriculum integration has become essential for improving learning quality in higher education, particularly in the context of rapid educational digitalization in West Java, Indonesia. It argues that the effectiveness of digital transformation depends not only on technology adoption, but on the strategic integration of digital tools into curriculum design, instructional delivery, learning activities, and assessment. Methods: The study employed a quantitative cross-sectional survey design involving 356 lecturers and undergraduate students from selected public and private higher education institutions in West Java. Data were collected through a structured questionnaire and analyzed using descriptive statistics, validity and reliability testing, Pearson correlation, and structural model analysis to test the relationships among digital curriculum integration strategy, lecturers’ digital competence, institutional support and digital infrastructure, and learning quality. Findings: The results show that digital curriculum integration strategy had a positive and significant effect on learning quality (β = 0.421, p < 0.001). Lecturers’ digital competence significantly influenced digital curriculum integration (β = 0.368, p < 0.001), while institutional support and digital infrastructure significantly strengthened the relationship between digital curriculum integration and learning quality (β = 0.187, p = 0.001). The model explained 54.8% of the variance in learning quality. Research implications: The cross-sectional design and self-reported data limit causal inference and may affect generalizability beyond West Java. Originality: This study contributes by positioning digital curriculum integration as a strategic pedagogical and institutional approach to improving higher education learning quality in a regional Indonesian context.
Inquiry-Based Learning in History Teacher Education: A Local History Approach to Prospective Teachers’ Understanding Arif Saefudin; Johan Wahyudhi; Yusran Ilyas; Loso Judijanto; Akhlaqur Rahman
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.868

Abstract

Purpose: Traditional history teaching methods in the social sciences often overlook constructivist and inquiry-based approaches, meaning that trainee history teachers are under-exposed to such approaches. This study aims to evaluate how trainee history teachers understand and apply inquiry-based methods when local history is integrated into teaching materials, as well as to assess the pedagogical effectiveness of local history in enhancing teacher education. Methods: This study employed an exploratory qualitative approach involving history teacher trainees enrolled in a teacher training programme at UIN Syarif Hidayatullah Jakarta. Data were collected through focus group discussions, interviews, and classroom-based inquiry activities. Data were analysed using thematic analysis to identify patterns in participants’ understanding and perceptions of inquiry-based learning utilising local history. Findings: The findings indicate that integrating local history into the curriculum significantly enhances participants’ engagement and interest. Students demonstrated a deeper understanding of inquiry-based learning, particularly in formulating questions, analysing sources, and drawing evidence-based conclusions. Participants also reported increased confidence in applying inquiry-oriented teaching methods, although concerns regarding classroom implementation remain. Research implications: This study is limited to specific groups and contexts, which may affect generalisability. However, it highlights the pedagogical value of contextual and inquiry-based approaches in teacher education. Challenges such as time constraints and institutional readiness need to be considered for wider implementation. Originality: This research contributes by demonstrating the effectiveness of local history as a pedagogical medium to support inquiry-based learning. It offers a contextual approach to bridging theory and practice in teacher education and suggests directions for future longitudinal research on sustained pedagogical impacts.
Understanding the Concept of Fractions through the Integration of the Realistic Mathematics Education Approach and Metacognition: A Descriptive Study of Second-Grade Elementary School Students in Indonesia Rina Setiana; Karlimah Karlimah; Ika Fitri Apriani
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.866

Abstract

This study aims to analyze elementary school students’ understanding of fractional numbers through the application of a metacognitive-based Realistic Mathematics Education (RME) approach. The study employed a qualitative, descriptive approach and was conducted with second-grade students at SDN Banjarwangi. Research subjects were selected using purposive sampling. Data were collected through concept comprehension tests, observations, interviews, and documentation. Data analysis was performed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and drawing conclusions, and its validity was tested through triangulation of techniques and sources. The research results indicate that students’ understanding of fraction concepts falls into the “good” category, with an average score of 79.4%, an increase from the pre-test score of 61.2%. Most students were able to restate the concepts, classify, and represent fractions, but still had difficulty explaining the solution procedures systematically. Results from interviews and observations indicate that the use of real-world contexts in the RME approach helped students understand the concepts more concretely, while metacognitive strategies encouraged students to plan, monitor, and evaluate their thinking processes. Thus, RME- and metacognition-based mathematics learning is effective in improving students’ understanding of fraction concepts, although reinforcement is needed in the area of mathematical communication. This study recommends the integration of real-world contexts and reflective activities in learning to enhance the quality of students’ conceptual understanding.
Short-Video Addiction and Academic Dishonesty Among University Students: The Mediating Role of Fear of Failure and Self-Regulation Factors Ahmad Khairul Shiddiq; Mustari S. Lamada; Dwi Rezky Anandari Sulaiman
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.872

Abstract

Purpose: Academic dishonesty is a critical concern in higher education, increasingly exacerbated by digital distractions like short-video platforms. Recent evidence indicates 77% of students report fear of failure as a primary reason for cheating. Yet, the interplay between digital addiction, psychological self-regulation, and integrity remains underexplored in contemporary environments. Purpose: This study investigates relationships between short-video addiction, emotion regulation difficulties, time management, fear of failure, and academic dishonesty among university students. Methods: A quantitative cross-sectional approach involved 336 undergraduates from Universitas Negeri Makassar. Data were collected via online survey using validated scales and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS) with SmartPLS 4 software. Findings: Short-video addiction significantly predicted academic dishonesty, with emotion regulation difficulties emerging as a significant indirect predictor. Fear of failure mediated these relationships, transforming psychological distress into unethical behavior. Unexpectedly, time management skills indirectly positively predicted dishonesty, contrary to hypotheses, suggesting an overcommitment trap among high-achievers facing performance pressure rather than protection against misconduct. Research Implications: Universities should prioritize reducing psychological stigma around failure and promoting digital wellbeing over punitive measures. Interventions targeting emotion coping may reduce misconduct. Educators should emphasize mastery learning over competitive grading. Additionally, policy reviews regarding student overcommitment are necessary. Conclusion: Short-video addiction directly drives unethical behavior, while emotion dysregulation operates indirectly through failure anxiety. Uniquely, time management skills indirectly correlate with increased dishonesty, indicating organization may serve grade preservation rather than learning integrity. Interventions must address psychological distress and digital wellbeing to foster honesty. Originality: This study uniquely integrates short-video addiction with self-regulation factors through fear of failure, uncovering a paradoxical time management role in Indonesian higher education contexts.
Joyful Learning in Elementary Mathematics: A Multi-Site Case Study of Teacher Strategies and Student Engagement in Tomohon City Deysti Trivena Tarusu; Junita C. Makawawa; Navel Oktaviandy Mangelep
Jurnal Pendidikan Terapan Vol 4, No 2 May (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i2.895

Abstract

Purpose: This study examines the challenges of implementing Joyful Learning in primary school mathematics instruction across four public schools in Tomohon City, North Sulawesi, addressing the gap between national curriculum policy endorsement of student-centered pedagogy and its actual classroom practice. Methods: A qualitative multi-site case study design was employed involving 12 mathematics teachers and 60 students across urban and peripheral schools. Data were collected through 48 classroom observations, semi-structured interviews, lesson plan (RPP) analysis, school assessment reports, and a student engagement questionnaire, analyzed using Miles and Huberman's (2014) interactive model. Findings: Only 25% of observed lessons incorporated joyful elements (40% urban vs. 10% peripheral schools). Student engagement averaged 2.3 out of 5.0, with 65% reporting persistent confusion and average achievement scores of 65/100. Research Implications: Effective Joyful Learning requires sustained mathematics-specific teacher professional development, equitable resource allocation, and structured community engagement programs. Policymakers should develop ready-to-use joyful mathematics modules aligned with Kurikulum Merdeka objectives and establish dedicated infrastructure funding for peripheral schools. Originality: This study provides the first multi-site empirical evidence of Joyful Learning implementation in a mid-sized Indonesian city, revealing how urban-peripheral resource disparities systematically determine pedagogical innovation outcomes at the primary school level.

Page 7 of 12 | Total Record : 113

 5   6   7   8   9 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue 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