Jurnal Pendidik Indonesia
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.
Articles
87 Documents
<![CDATA[Strategi dan tantangan pengembangan karir profesional berkelanjutan guru di era digital ]]>
<![CDATA[Ainiyah, Nuhzatul]]>;
<![CDATA[Nizammudin, Muhammad Rafly Syahlan]]>;
<![CDATA[Wicaksono, Rio Danu]]>;
<![CDATA[Trihantoyo, Syunu]]>;
<![CDATA[Sholeh, Muhammad]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/10.61291/jpi.v6i2.119
<![CDATA[Teacher career development is a strategic aspect in improving the quality of education, especially in today's dynamic digital era. However, career development for teachers faces various challenges, such as the need to adapt to technological advancements, changes in educational policies, and increasingly complex professional competency demands. This study aims to analyze the strategies and challenges of continuous professional development (CPD) for teachers in the digital age. The method used in this research is a literature review with a qualitative descriptive approach. Data were obtained from various sources, including scientific journals, books, research reports, and academic publications. The literature was analyzed based on thematic relevance, research methodology, key findings, and provided recommendations. The results show that teacher career development through the CPD approach is crucial for enhancing teachers’ competencies in a sustainable manner. Supporting factors include training, motivation, education, digital technology, and regulatory support such as the Teacher and Lecturer Law. The challenges encountered include inefficiencies in the career development documentation system and the still low level of professionalism among some teachers. Nevertheless, the digital era also presents significant opportunities through online learning platforms, digital certification, and professional networking collaborations that can accelerate the teacher career development process.]]>
<![CDATA[Identifikasi kesalahan pembuktian matematis siswa pada materi aplikasi trigonometri ]]>
<![CDATA[Herizal]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.74
<![CDATA[Mathematical proof ability is a critical skill that fosters higher-order thinking in students. Due to the importance of this skill, a qualitative study was conducted to identify students' errors in solving mathematical proof problems related to trigonometric applications. The study involved 30 tenth-grade high school students from a school in Bandung, who were given four validated mathematical proof problems. In addition to written tests, several students were interviewed to further investigate the types of errors and their underlying causes. The findings revealed several categories of student errors: (1) incorrect application of the sine rule, cosine rule, and triangle area formulas; (2) failure to construct conjectures based on given patterns; (3) attempting to prove statements using examples; and (4) errors in algebraic manipulation processes. These errors were largely attributed to a lack of conceptual understanding and limited experience with mathematical proof. Therefore, the study recommends the development of instructional designs that emphasize mathematical proof activities to support students’ conceptual understanding and enhance their deductive reasoning skills.]]>
<![CDATA[Instrumen tes kemampuan representasi matematis materi relasi dan fungsi ]]>
<![CDATA[Fradinata, Zulkifli]]>;
<![CDATA[Kartini]]>;
<![CDATA[Maimunah]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.98
<![CDATA[Mathematical representation skills are essential for students, as they serve as the foundational ability to develop mathematical thinking and are key to deep conceptual understanding and effective problem solving. However, these skills are often underdeveloped due to the lack of test instruments specifically designed to measure aspects of representation within a particular material context. This study aims to develop test instruments that are valid, reliable, and have appropriate levels of difficulty and discrimination, in order to assess students' mathematical representation skills in relational and functional topics. The research employs a development approach with preliminary and formative evaluation stages adapted from the Tessmer model. The instruments were systematically developed through expert validation, student responses, and field trials involving 31 respondents. The validation process resulted in 14 valid items, with a reliability coefficient of 0.68. The final instrument consists of 3 easy and 11 medium-difficulty questions, with discrimination indices ranging from adequate to very good. These results indicate that the instrument meets the criteria for validity, reliability, appropriate difficulty level, and discrimination power.]]>
<![CDATA[Konflik batin pada tokoh utama dalam novel lost in Ningxia karya Asma Nadia ]]>
<![CDATA[Nathaniela, Audrey Olga Dzakiyya]]>;
<![CDATA[Israhayu, Eko Sri]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.87
<![CDATA[This study aims to describe the forms of inner conflict and identify the most dominant type of conflict experienced by the main character in the novel Lost in Ningxia by Asma Nadia. The study employs a literary psychology approach based on Kurt Lewin's conflict theory, which classifies conflict into three main types: approach-approach, avoidance-avoidance, and approach-avoidance. The method used is descriptive qualitative, with library research as the data collection technique. The analysis reveals that the main character experiences all three types of inner conflict; however, the approach-avoidance conflict emerges as the most dominant. This type of conflict arises when the character feels drawn to make a decision due to its promising outcome, yet simultaneously feels fear or hesitation due to potential negative consequences. Psychological, social, and spiritual factors serve as the primary triggers of these conflicts, significantly influencing character development and the narrative's direction. This study reinforces the relevance of Lewin’s theory in analyzing the psychological dynamics of literary characters and contributes to literary psychology studies, particularly in exploring complex internal dilemmas related to identity and life transitions.]]>
<![CDATA[Pengembangan lembar kerja peserta didik dengan model problem-based learning pada materi koordinat kartesius ]]>
<![CDATA[Nisa, Khairun]]>;
<![CDATA[Sakur]]>;
<![CDATA[Yuanita, Putri]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.159
<![CDATA[This study is a development research aimed at producing a valid and practical Student Worksheet for the Cartesian coordinate material. The development model used in this study is the 4-D model (define, design, develop, and disseminate). The product developed is a learning worksheet based on the Problem Based Learning (PBL) model for eighth-grade students of junior high schools (SMP/MTs) on the Cartesian coordinate topic. This worksheet has undergone a validation process by three validators, a one-to-one trial with three students to assess readability, and a small group trial with 15 students, all of which indicated that the worksheet met the criteria for validity and practicality. The validation results showed an average percentage of 91.61%, categorized as very valid. Furthermore, the practicality results obtained from the small group trial showed an average percentage of 89%, categorized as very practical. Thus, it can be concluded that the development of the worksheet using the Problem Based Learning model for the Cartesian coordinate topic in eighth-grade SMP/MTs has met the criteria for being both valid and practical.]]>
<![CDATA[Teknik pelukisan tokoh utama dalam novel Alaska karya Nisa Fatma ]]>
<![CDATA[Amelia, Fara]]>;
<![CDATA[Israhayu, Eko Sri]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.150
<![CDATA[This study aims to describe the characterization techniques of the main characters and to identify the most dominant technique used in the novel Alaska by Nisa Fatma. There are two types of characterization techniques: direct and indirect. The research employs a qualitative descriptive method with a structuralist approach, using Nurgiyantoro's theory as the foundation for analyzing characterization techniques. Data were collected using reading and note-taking techniques. The results show that in Alaska, written by Nisa Fatma, there are two main characters: Alaska Tahta Wardana and Alana Juwanda. Nisa Fatma predominantly uses behavioral description as the main technique in portraying her characters. The analysis of characterization techniques in this novel is important to understand how the author builds strong and engaging characters. This research is expected to contribute to studies on main character portrayals in novels and broaden the understanding of how authors develop characters in ways that align with their perspectives and effectively evoke readers' empathy.]]>
<![CDATA[Penerapan model problem-based learning untuk meningkatkan hasil belajar matematika siswa ]]>
<![CDATA[Widyastuti, Putri]]>;
<![CDATA[Solfitri, Titi]]>;
<![CDATA[Armis]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.167
<![CDATA[This study aims to improve mathematics learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The subjects of this study were students of class VIII-C at SMP Negeri 1 Kerumutan in the even semester of the 2024/2025 academic year, consisting of 17 male and 14 female students. The research instruments included learning tools and data collection instruments. The learning tools comprised the Learning Objectives Flow and Teaching Modules, while the data collection instruments consisted of observation sheets and mathematics learning outcome tests. Based on the analysis of students' learning outcomes, there was a significant improvement from the baseline score (before the action) to cycle I and cycle II. At the baseline, only 8 students (25.80%) achieved the minimum mastery criteria, which increased to 17 students (54.83%) in cycle I, and 19 students (61.29%) in cycle II. These findings indicate that the implementation of the Problem-Based Learning model effectively improves the learning process and enhances mathematics learning outcomes on statistics material in class VIII-C of SMP Negeri 1 Kerumutan during the 2024/2025 even semester.]]>
<![CDATA[Penerapan model problem-based learning untuk meningkatkan hasil belajar matematika peserta didik ]]>
<![CDATA[Saputro, Agus]]>;
<![CDATA[Murni, Atma]]>;
<![CDATA[Saragih, Sehatta]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 2 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i2.129
<![CDATA[This study aims to enhance the quality of the learning process and improve students' mathematics learning outcomes through the implementation of the Problem Based Learning (PBL) model. PBL is an instructional approach that encourages active student engagement in solving contextual problems to build a deeper conceptual understanding. The method used is classroom action research (CAR), with data collected through observation sheets of teacher and student activities, as well as mathematics learning outcome tests. The research subjects were students of class VIII-2 at MTs YPI Kuala Enok, Indragiri Hilir Regency. The results showed that before the implementation, only 20% of students achieved the Minimum Mastery Criteria (MMC). After the first cycle, this percentage increased to 56.66%, and in the second cycle, it rose to 86.66%. This improvement was also accompanied by enhancements in the learning process in each meeting. Thus, the implementation of the PBL model proved to be effective in improving the learning process and enhancing students’ mathematics learning outcomes.]]>
<![CDATA[Nilai-nilai pendidikan karakter dalam novel Cinta di Langit Qatar karya Defi Taslim ]]>
<![CDATA[Khasanah, Sefiani Uswatun]]>;
<![CDATA[Fauzan, Akhmad]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i3.251
<![CDATA[This study aims to analyze and describe the character education values contained in the novel Cinta di Langit Qatar by Defi Taslim. The novel was selected as the research source because it portrays the life journey of adolescents filled with moral lessons and character-building experiences. This study employed a descriptive qualitative approach with Zubaedi’s theory of character education as the analytical framework. The data consisted of words, phrases, sentences, and excerpts of narration and dialogue that reflect character education values. Data were collected through literature review and note-taking techniques, while data analysis involved data reduction, data display, and conclusion drawing. The findings reveal twelve character education values reflected in the novel: religiousness, honesty, discipline, hard work, independence, patriotism, friendliness or communicativeness, peace-loving, social care, love of reading, curiosity, and responsibility. Among these, religiosity emerges as the most dominant value, serving as the moral foundation that guides the characters’ actions and decision-making. These findings affirm that literary works can function as effective educational media for the internalization of character values, as moral messages are conveyed contextually through conflicts, dialogues, and the emotional experiences of the characters.]]>
<![CDATA[Kemampuan representasi matematis siswa dalam menyelesaikan soal barisan dan deret berorientasi hots ditinjau dari self-efficacy ]]>
<![CDATA[Parhusip, Christhoper]]>;
<![CDATA[Rahmatina, Desi]]>;
<![CDATA[Izzati, Nur]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i3.205
<![CDATA[Mathematical representation ability is a crucial aspect of mathematics learning as it reflects how students understand, process, and communicate mathematical concepts in various forms. This study aims to describe students’ mathematical representation ability in terms of their levels of self-efficacy. A descriptive qualitative approach was employed, involving six eleventh-grade students who were categorized into high, moderate, and low self-efficacy groups. The instruments used included a mathematical representation ability test and an interview guide. The findings indicate that students with high self-efficacy were able to fulfill all indicators of mathematical representation—verbal, symbolic, and visual. Students with moderate self-efficacy demonstrated mastery of the verbal and symbolic indicators but were not yet able to meet the visual indicator. Meanwhile, students with low self-efficacy were unable to meet the three indicators of representation optimally. These findings suggest that students’ self-efficacy levels influence the quality of their mathematical representation ability. The higher the self-efficacy, the greater the students’ tendency to think systematically, confidently, and flexibly in representing mathematical ideas.]]>
