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[Penerapan model pembelajaran quick on the draw untuk meningkatkan minat dan hasil belajar siswa ]]>
<![CDATA[Sari, Merita]]>;
<![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.v6i3.216
<![CDATA[Teacher-centered instruction often results in low student interest and learning outcomes. This study aims to enhance students’ learning interest and achievement through the implementation of the Quick on the Draw (QOTD) learning model in mathematics lessons for eighth-grade students at SMP Integrasi As-Sunniyah. The study employed a collaborative classroom action research design conducted in two cycles, each consisting of two learning sessions and one achievement test. Data were collected through observation, learning interest questionnaires, and learning achievement tests. The findings revealed significant improvements in all observed aspects. Teacher activity increased from 64.28% to 92.85%, while student activity rose from 50% to 92.85%. Students’ learning interest improved from 72.20% in the first cycle to 87.36% in the second, and learning achievement increased from 41.17% to 88.23%. The implementation of the Quick on the Draw model effectively fostered an active, collaborative, and enjoyable learning atmosphere, enhancing both conceptual understanding and students’ motivation in mathematics.]]>
<![CDATA[Analisis kesulitan belajar berdasarkan gaya berpikir siswa pada materi program linear ]]>
<![CDATA[Maslinda]]>;
<![CDATA[Izzati, Nur]]>;
<![CDATA[Rosmery, Linda]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/
<![CDATA[This study aims to analyze students’ learning difficulties in solving linear programming problems based on their thinking styles. Learning difficulties often arise from differences in the way students think and process information. This research employed a descriptive qualitative approach involving eight eleventh-grade students at SMK Negeri 2 Tanjungpinang, selected purposively according to four thinking-style categories: sequential concrete, sequential abstract, random concrete, and random abstract. Data were collected through written tests and semi-structured interviews, then analyzed using Miles and Huberman’s model, which includes data reduction, data display, and conclusion drawing. The results indicate that students with sequential concrete and sequential abstract thinking styles tend to perform better in solving problems systematically, although they still struggle with algorithmic procedures and inequality notation. Meanwhile, students with random concrete and random abstract thinking styles experienced greater difficulties in understanding problem information, translating it into mathematical models, and identifying extreme points on graphs. These findings suggest that thinking style differences significantly affect students’ mathematical learning difficulties, highlighting the need for teachers to apply adaptive learning strategies that align with students’ cognitive characteristics to improve their understanding of linear programming concepts.]]>
<![CDATA[Pengembangan E-LKPD menggunakan model problem-based learning pada materi statistika ]]>
<![CDATA[Sumandya, Esa Aulia]]>;
<![CDATA[Elvi, Mariyanti]]>;
<![CDATA[Rosmery, Linda]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i3.235
<![CDATA[This study was motivated by the low level of student engagement in mathematics learning and the limited use of textbooks in fostering problem-solving skills. Based on classroom observations and interviews with teachers and students of Grade VIII at SMP Negeri 12 Tanjungpinang, mathematics learning remained conventional and teacher-centered. Therefore, an electronic student worksheet (E-LKPD) based on the Problem Based Learning (PBL) model was developed for the Statistics topic. The aim of this research was to produce a PBL-based E-LKPD that is both valid and practical for classroom use. This research employed a Research and Development (R&D) approach using the ADDIE model, focusing on the analysis, design, and development stages. The research subjects consisted of one mathematics teacher and 33 students. The validation results showed that the material aspect achieved 86.60% (valid), while the media aspect reached 90.00% (highly valid). The practicality tests conducted with teachers and students yielded 90.00% and 90.91%, respectively, categorized as highly practical. Thus, the E-LKPD based on the Problem Based Learning model for the Statistics topic is considered valid, attractive, and effective to support learning activities.]]>
<![CDATA[Pemaksimalan pembelajaran berdiferensiasi berbasis kelompok gaya belajar siswa dalam mata pelajaran matematika ]]>
<![CDATA[Putri, Destalia]]>;
<![CDATA[Mubarok, Muhammad Shofi]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291/jpi.v6i3.226
<![CDATA[This study aims to describe the implementation of differentiated learning based on students’ learning styles (visual, auditory, and kinesthetic) in improving engagement and mathematics learning outcomes among fifth-grade students at SD Negeri Paguyangan 02. A descriptive qualitative approach was employed, using observation, interviews, and documentation for data collection. The results reveal that systematic implementation of differentiated learning significantly enhanced student engagement. The activity indicator achievement increased from 37.5% to over 80% after instruction was adjusted to match students’ learning styles. Furthermore, the average mathematics score rose from 50.71 to 85.64, with 89.7% of students achieving scores ≥80. The kinesthetic group demonstrated the highest improvement, followed by visual and auditory learners. These findings indicate that differentiated learning based on learning styles is effective in fostering active, adaptive, and student-centered instruction.]]>
<![CDATA[Pengembangan instrumen penilaian literasi matematika mahasiswa calon guru matematika ]]>
<![CDATA[Afri, Lusi Eka]]>;
<![CDATA[Nurrahmawati, Nurrahmawati]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291//jpi.v6i4.264
<![CDATA[Twenty-first-century learning requires teachers, particularly prospective mathematics teachers, to possess strong mathematical literacy in order to guide students in understanding, applying, and interpreting mathematics in various real-life contexts. This study aimed to develop a valid and reliable mathematical literacy assessment instrument for prospective mathematics teachers by adopting the 4-D development model. The instrument focused on counting techniques and probability concepts, aligned with the AKM/IEA mathematical literacy cognitive levels of knowing, applying, and reasoning. The trial participants consisted of 64 undergraduate students enrolled in the mathematics education program at the second, third, and fourth-year levels. Content validity analysis using Aiken’s index indicated that all items were valid, with coefficients ranging from 0.80 to 0.95. Furthermore, construct validity testing through Confirmatory Factor Analysis (CFA) demonstrated adequate convergent validity, as indicated by an Average Variance Extracted (AVE) value of 0.581 and a composite reliability (ρc) value of 0.815. These findings indicate that the developed mathematical literacy assessment instrument meets validity and reliability criteria and is therefore suitable for use as an item bank in basic statistics courses or related subjects.]]>
<![CDATA[Pengembangan E-Modul Berbasis Pendekatan Contextual Teaching and Learning (CTL) pada Materi SPLDV ]]>
<![CDATA[Rosmery, Linda]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291//jpi.v6i4.287
<![CDATA[This study employed a Research and Development (R&D) approach aimed at developing an e-module based on the Contextual Teaching and Learning (CTL) approach for the topic of Systems of Linear Equations in Two Variables (SLETV) for eighth-grade junior high school students. The development process followed the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The trial participants involved 38 students and one mathematics teacher at SMP Negeri 5 Tanjungpinang. Data were collected using expert validation questionnaires and user practicality questionnaires. The validation results indicated that the e-module achieved a validity level of 88.00% from the subject-matter expert, categorized as valid, and 90.00% from the media expert, categorized as very valid. Furthermore, the practicality test showed that the teacher and student responses reached 89.33% and 90.91%, respectively, both classified as very practical. Based on these findings, the developed CTL-based e-module is considered valid and practical for supporting the teaching and learning of systems of linear equations in two variables at the junior high school level.]]>
<![CDATA[Peranan kreativitas dalam memperkuat pendekatan deep learning pada pembelajaran sekolah dasar ]]>
<![CDATA[Nasution, Nurhamidah]]>;
<![CDATA[Neviyarni]]>
<![CDATA[ Jurnal Pendidik Indonesia Vol. 6 No. 4 (2025): Jurnal Pendidik Indonesia ]]>
Publisher : <![CDATA[Karoteh Utama ]]>
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DOI: 10.61291//jpi.v6i4.278
<![CDATA[This study aims to examine the role of creativity in strengthening the deep learning approach in elementary school learning through a systematic review of national and international literature. The method employed was a Systematic Literature Review (SLR) guided by the PRISMA framework, encompassing the stages of literature search, selection, and synthesis of findings from 25 relevant articles. The results indicate that creativity plays a significant role in fostering deep conceptual understanding, enhancing critical thinking skills, and encouraging students to connect, explore, and reflect on concepts in a meaningful way. Various instructional strategies, including project-based learning, the STEAM approach, inquiry-based learning, science experiments, art-based activities, and open-ended tasks, have been shown to effectively promote creativity while simultaneously strengthening deep learning processes. However, the implementation of these approaches remains challenged by several factors, such as limited teacher competence, curriculum pressures, inadequate learning facilities, and a lack of professional development in creative pedagogy. Overall, the integration of creativity and deep learning is considered a relevant and strategic approach to improving the quality of elementary education and preparing students to meet the demands of 21st-century skills.]]>
