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Jurnal Pendidik Indonesia
Published by Karoteh Utama Publisher
ISSN : -     EISSN : 27229254     DOI : https://doi.org/10.61291/jpi.v4i1
Core Subject : Science, Education, Social,
Chemistry Education Mathematics Physics Social Sciences
Jurnal Pendidik Indonesia (JPI) adalah jurnal ilmiah yang mempublikasikan karya penelitian dan artikel ilmiah terkait dengan bidang pendidikan. Jurnal ini bertujuan untuk menyediakan wadah bagi para akademisi, peneliti, praktisi, dan pemerhati pendidikan untuk berbagi pengetahuan, pengalaman, serta hasil penelitian terkini. Fokus utama dari Jurnal Pendidik Indonesia mencakup, tetapi tidak terbatas pada, berbagai aspek pendidikan, termasuk: Pendidikan Dasar dan Menengah: Meliputi penelitian dan artikel tentang kurikulum, metode mengajar, evaluasi pembelajaran, pendekatan inovatif dalam pembelajaran, pendidikan karakter, pengembangan kepribadian siswa, dan isu-isu terkini dalam pendidikan dasar dan menengah. Pendidikan Tinggi: Membahas berbagai topik terkait pendidikan tinggi, seperti kebijakan pendidikan tinggi, manajemen perguruan tinggi, pengajaran dan pembelajaran di perguruan tinggi, penilaian kualitas pendidikan tinggi, pendidikan vokasi, dan inovasi dalam pendidikan tinggi. Pendidikan Inklusif: Menyajikan penelitian dan artikel tentang pendidikan inklusif, pendidikan bagi anak berkebutuhan khusus, pendidikan inklusif di sekolah umum, dan strategi pendidikan untuk memastikan kesetaraan kesempatan bagi semua siswa. Teknologi Pendidikan: Meliputi penelitian tentang pemanfaatan teknologi dalam pembelajaran, penggunaan media pembelajaran, e-learning, blended learning, pengembangan aplikasi dan platform pendidikan, serta analisis dampak teknologi dalam proses pendidikan. Pengembangan Profesi Guru: Menyajikan penelitian dan artikel terkait dengan pengembangan profesionalisme guru, pelatihan dan pengembangan kompetensi guru, penilaian kinerja guru, dan isu-isu terkini dalam pengembangan profesi guru. Kebijakan Pendidikan: Membahas kebijakan pendidikan, evaluasi kebijakan, analisis dampak kebijakan pendidikan, serta isu-isu kebijakan pendidikan di tingkat nasional dan lokal. Jurnal Pendidik Indonesia mengundang kontribusi artikel ilmiah berbasis penelitian empiris, tinjauan literatur, artikel konseptual, dan ulasan buku yang relevan dengan fokus dan lingkup di atas. Semua artikel yang dikirimkan akan melalui proses review oleh para pakar dalam bidang pendidikan guna memastikan kualitas dan keakuratan konten yang dipublikasikan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 95 Documents
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Pengaruh model problem-based learning berbantuan video pembelajaran berbasis Canva terhadap kemampuan berpikir kritis siswa Cinta Dwi Anjani; Muh. Luqman Arifin
Jurnal Pendidik Indonesia Vol. 7 No. 3 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291//jpi.v7i3.166

Abstract

Students' critical thinking skills were still low because the learning models used were conventional and not interactive. This study aimed to determine the effect of the Problem-Based Learning model assisted by Canva-based learning videos on students' critical thinking skills and to determine the improvement in students' critical thinking skills after the model's implementation. This study used a quantitative approach with a pre-experimental one-group pretest–posttest design. The sample consisted of 20 fifth-grade students at SD Negeri Waru 01, selected using a saturated sampling technique. Data collection techniques included interviews, tests, observation, and documentation. The data were analyzed using simple linear regression and a paired-samples t-test with SPSS 25. The results showed that the PBL model assisted by Canva-based learning videos had a significant effect on students' critical thinking skills. This was evidenced by a significance value of 0.000 < 0.05 and an F-value of 59.657. The coefficient of determination (R²) of 0.768 indicated that the model contributed 76.8% to students' critical thinking skills, while 23.2% was influenced by other factors. The paired-samples t-test also produced a significance value of 0.000 < 0.05, indicating an increase in students' critical thinking skills after the treatment. Thus, the Problem-Based Learning model assisted by Canva-based learning videos had a positive and significant effect on improving students' critical thinking skills in IPAS.
Efektivitas model missouri mathematics project (MMP) terhadap kemampuan berpikir reflektif matematis siswa berdasarkan n-gain dan ketuntasan proporsional Rahmatul Falah; Sri Hastuti Noer; Wayan Rumite
Jurnal Pendidik Indonesia Vol. 7 No. 1 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v7i1.29

Abstract

This study aims to evaluate the effectiveness of the Missouri Mathematics Project (MMP) model in improving students' mathematical reflective thinking ability. The study employed a quasi-experimental method with a pretest–posttest control group design. The sample consisted of two eighth-grade classes at a public junior high school in Bandar Lampung selected through cluster random sampling. The experimental class received instruction using the MMP model, whereas the control class received conventional instruction. Data were collected through a reflective-thinking test covering three indicators: reacting, comparing, and contemplating. Effectiveness was determined using two criteria: (1) more than 60% of students attained at least the medium ability category, and (2) the improvement measured by normalized gain (N-Gain) was significantly higher than that of the control class. The Z-test showed that 76.67% of students in the MMP class attained at least the medium category, significantly exceeding the 60% criterion. The mean N-Gain of the experimental class (0.59) was also significantly higher than that of the control class (0.31). Thus, the MMP model is effective in developing students' mathematical reflective thinking ability.
Pengembangan media pembelajaran berbasis Quizizz pada mata pelajaran matematika Sulistyorini; Rufi&#039;i; Reza Rachmadtullah
Jurnal Pendidik Indonesia Vol. 7 No. 1 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v7i1.42

Abstract

This study aimed to develop and assess the feasibility and attractiveness of Quizizz-based learning media for grade IV elementary mathematics, with a focus on whole-number multiplication. The study was motivated by teacher-centered instruction, less engaging PowerPoint presentations, limited variation in teaching materials, and students' difficulty in understanding multiplication concepts. The product, named “SIGAP” (Seru Interaktif Game Angka dan Perkalian), combines learning content designed with Canva and interactive activities delivered through Quizizz. The study used a research-and-development approach with the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The analysis stage identified learning needs, school conditions, and available technology; the design and development stages produced learning materials, exercises, videos, visual elements, navigation, and assessments, followed by expert review and product revision; and the implementation stage involved successive user trials. Participants included one subject-matter expert, one media expert, one instructional-design expert, one grade IV teacher, three students in an individual trial, six students in a small-group trial, and 23 students in a field trial. Data were collected through observation, interviews, validation sheets, and response questionnaires, then analyzed qualitatively and quantitatively. The feasibility scores were 97% from the subject-matter expert, 90% from the media expert, 89% from the instructional-design expert, and 93% from the teacher. Student trials yielded 89.3%, 87.2%, and 86.4%, respectively. These findings indicate that SIGAP is highly feasible and attractive as an interactive medium for teaching multiplication, although its use requires adequate devices, internet access, and teacher supervision.
Pengembangan LKPD berbantuan GeoGebra pada materi SPtLDV untuk memfasilitasi kemampuan representasi matematis siswa Rismaida Siagian; Nahor Nurani Hutapea; Yenita Roza
Jurnal Pendidik Indonesia Vol. 7 No. 1 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v7i1.50

Abstract

This study was motivated by the importance of mathematical representation ability in mathematics learning and the limited availability of learning media aligned with the Merdeka Curriculum. Interviews with a mathematics teacher at SMA Negeri 6 Mandau indicated that students had difficulty presenting data through images, graphs, or tables and using mathematical symbols and language to solve problems. This study aimed to develop GeoGebra-assisted student worksheets on systems of linear inequalities in two variables to facilitate the mathematical representation ability of Grade X senior high school students. The study employed a research-and-development approach using the 4-D model: define, design, develop, and disseminate. Data were collected using validation sheets completed by three expert validators and response questionnaires administered to 12 Grade X students with heterogeneous abilities. The validation produced a mean score of 3.68, categorized as highly valid, while the student-response questionnaire yielded a mean score of 3.50, categorized as highly practical. The final product was compiled as a student worksheet book. These findings indicate that GeoGebra-assisted worksheets can provide a technology-based alternative for supporting conceptual understanding and mathematical representation, although their effectiveness requires further testing with larger and more diverse samples.
Kemampuan penalaran matematis siswa dalam aktivitas problem posing Jendhiya Reviantri; Nurhanurawati; Nurain Suryadinata
Jurnal Pendidik Indonesia Vol. 7 No. 1 (2026): Jurnal Pendidik Indonesia
Publisher : Karoteh Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61291/jpi.v7i1.62

Abstract

Mathematical reasoning is essential for understanding concepts, constructing arguments, and solving mathematical problems, yet classroom observations indicate that many students remain passive and have difficulty expressing conjectures, performing mathematical manipulations, and drawing conclusions. Learning activities that require students to formulate and solve their own problems may provide more opportunities to develop these abilities. This study aimed to examine the effect of the problem-posing learning model on students' mathematical reasoning ability. The population comprised all 263 eighth-grade students of SMP Negeri 29 Bandar Lampung in the 2024/2025 academic year, distributed across nine classes (VIII.1–VIII.9). Two classes taught by the same teacher were selected through cluster random sampling. Class VIII.4, consisting of 28 students, served as the experimental group and received problem-posing instruction, whereas class VIII.2, consisting of 30 students, served as the control group and received conventional instruction. The study used a pretest–posttest control-group design. Data were collected through essay tests developed to measure four indicators of mathematical reasoning: presenting mathematical statements, proposing conjectures, performing mathematical manipulations, and drawing conclusions. Students' gain scores were analyzed using the Mann–Whitney U test. The results showed that the mean gain in mathematical reasoning scores of students taught through problem posing was higher than that of students taught conventionally. The experimental group also demonstrated stronger achievement across the measured reasoning indicators. These findings indicate that the problem-posing learning model affects students' mathematical reasoning ability. Requiring students to formulate questions, discuss possible strategies, solve the problems they create, and evaluate their solutions can promote active participation and provide meaningful practice in mathematical reasoning.

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