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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 64 Documents
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Optimizing Students' Language Skills Through a Multimodal Learning Model in Indonesian Language Learning in Elementary Schools: A Systematic Literature Review Febriyanto, Budi Febriyanto; Sunendar, Dadang; Musthafa, Bachrudin; Yuliawati, Yuliawati; Rofi'i, Agus
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 Indriyani, Novia; Kusumaningsih, Widya; Ayu Nyoman M , Ngurah
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 Imanuddin Effendi, Dudy; Lela Sandy, Lilis; Riski, Ikram; Saleha binti Samsuddin, Sitti; Fauziah Binti Datu Ibrahim, Dg; Binte Ja'afar, Wannadwah
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; Putri, Regita Riani
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.

Page 7 of 7 | Total Record : 64

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