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INDONESIA
Jurnal Kajian Pendidikan dan Psikologi
Published by PT Altin Riset Publishing
ISSN : -     EISSN : 29887526     DOI : https://doi.org/10.61397/jkpp.v1i
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The content of articles JKPP published relates to multidisciplinary education, psychology and branches of psychology such as clinical, educational, social, industrial and organizational, or other themes such as positive and indigenous psychology.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 102 Documents
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REEXAMINING THE ROLES OF PARENTS AND TEACHERS IN ISLAMIC EDUCATION Nur Said Mutakhir; Syarifuddin Ondeng; Munawir Kamaluddin
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.546

Abstract

The transformation of social environments and the rapid development of digital technology have significantly influenced children’s character formation and Islamic educational development. These changes require stronger collaboration between parents and teachers because the responsibility for children’s education cannot be effectively fulfilled by either family or school independently. This study aims to analyze the roles of parents and teachers in Islamic education and examine how collaborative practices between both parties contribute to the formation of students’ religious character, moral values, and adaptive competencies. This study employed a qualitative approach with a descriptive interpretive design. Data were obtained through interviews, observations, and relevant documentation concerning parental involvement, teacher roles, communication patterns, and collaborative educational practices. The findings indicate that effective collaboration between parents and teachers is manifested through four interconnected dimensions: value reinforcement at home, continuity of Islamic character education at school, reciprocal communication, and joint monitoring of students’ social and digital behavior. The findings further demonstrate that collaboration becomes increasingly important in responding to changes in children’s social environments, particularly the influence of digital media and virtual interaction. Parents primarily provide foundational religious values and emotional support, while teachers strengthen, systematize, and develop these values through educational processes. Therefore, sustainable collaboration between families and schools represents a strategic mechanism for maintaining the continuity of Islamic education and strengthening students’ moral and spiritual development.
A PROFILE OF ACADEMIC BURNOUT AMONG 11TH-GRADE VOCATIONAL HIGH SCHOOL STUDENTS AT THE KADIPATEN STATE VOCATIONAL HIGH SCHOOL IN TASIKMALAYA Indriyani Wardhatul; Cucu Arumsari; Feida Noorlaila Isti'adah
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.550

Abstract

Academic burnout is a psychological issue that can arise when students face constant academic demands. This condition is particularly relevant for students at Vocational High Schools (SMK) because they must juggle theoretical coursework, vocational training, assignments, and preparation for entering the workforce. This study aims to provide an overview of academic burnout among 11th-grade students at SMKN Kadipaten Tasikmalaya based on three aspects: exhaustion, cynicism, and reduced professional efficacy. The study employs a quantitative approach using a descriptive method. The study population consisted of 519 11th-grade students from seven vocational programs. The sample comprised 218 students selected using proportionate stratified random sampling. Data were collected using an academic burnout scale adapted from the Maslach Burnout Inventory–Student Survey (MBI-SS) with 23 valid items and analyzed using descriptive statistics with IBM SPSS Statistics 25. The results showed that academic burnout was generally in the moderate category, with 185 students (84.9%) in the moderate category and 33 students (15.1%) in the high category. No students were in the low category. By dimension, exhaustion was in the moderate category at 91.3%, cynicism at 91.7%, and reduced professional efficacy at 89.4%. These findings indicate that academic burnout has not yet reached an alarming level but requires preventive attention through guidance and counseling services to help students manage academic stress, maintain their motivation to learn, and boost their confidence in their academic abilities.
DIGITAL ASSESSMENT MANAGEMENT IN QUALITY ASSURANCE OF ISLAMIC EDUCATION LEARNING OUTCOMES AT MAN 18 JAKARTA Masitoh Masitoh
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.556

Abstract

Digital transformation in education requires madrasahs to develop an assessment system that is not only effective in measuring learning outcomes but also capable of supporting the continuous quality assurance of learning outcomes. This study aims to analyze the management of digital-based learning assessments in the subject of Islamic Religious Education (PAI) and its contribution to the Internal Quality Assurance System (SPMI) at MAN 18 Jakarta. The study employs a qualitative approach using a descriptive-analytical method. Informants were selected through purposive sampling, including the madrasah principal, the vice principal for curriculum, the Madrasah Education Quality Assurance Team (TPMPS), PAI teachers, and students. Data were collected through in-depth interviews, participatory observation, and analysis of documentation such as teaching modules, assessment instruments, rubrics, and digital learning outcome data. Data validity was strengthened through triangulation of sources and methods, while data analysis utilized the interactive model proposed by Miles, Huberman, and Saldaña. The research findings indicate that digital assessment management occurs through four main processes: planning assessment instruments aligned with learning outcomes; conducting assessments via digital platforms; utilizing analytical data on learning outcomes; and quality control and improvement through the PPEPP cycle. Assessment data is used to identify learning mastery, design remedial and enrichment programs, evaluate the quality of assessment instruments, and recalibrate teachers’ instructional strategies. Challenges such as varying levels of digital literacy, connectivity issues, and infrastructure limitations are addressed through ongoing training and contingency procedures. The study concludes that digital assessment management can serve as a strategic tool for fostering data-driven decision-making and sustainably improving the quality of Islamic Religious Education (IRE) learning outcomes.
ENHANCING THE EFFECTIVENESS OF SCHOOL COUNSELING SERVICES THROUGH COUNSELING MEDIA: AN ACTION RESEARCH STUDY AMONG SCHOOL COUNSELORS AT SMAN 13 GARUT, INDONESIA Herdiani Siti Aisyah; Agung Nugraha; Taofik Muhammad
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.557

Abstract

This study examined the effectiveness of counseling media in improving school guidance and counseling services at SMAN 13 Garut, Indonesia. A school-based action research design was employed involving 20 students and two school counselors across a baseline assessment and two intervention cycles. The intervention integrated interactive presentations, short counseling videos, digital counseling information materials, electronic feedback forms, and interactive worksheets into counselor-led services. Data were collected using the Counseling Service Effectiveness Scale, observation sheets, student reflections, and counselor reflective journals. Quantitative data were analyzed using descriptive statistics, the Friedman test, repeated-measures analysis of variance, and effect-size estimation, while qualitative data were analyzed thematically and integrated with quantitative findings. The mean effectiveness score increased from 59.50 at baseline to 70.10 after Cycle I and 83.10 after Cycle II. The Friedman test indicated a significant difference across the three measurement points, χ²(2) = 40.00, p < .001. The repeated-measures ANOVA similarly demonstrated a significant change over time, F(2, 38) = 8,472.38, p < .001. Improvements were observed across accessibility, engagement, relevance, communication, service utilization, satisfaction, and perceived benefits, with student engagement showing the largest gain. The findings suggest that counseling media can strengthen school counseling services when systematically integrated with reflective, interactive, and counselor-led practices.
IMPROVING GAIT REGULARITY AND LOCOMOTOR BALANCE USING FOOTPRINT MARKERS IN STUDENTS WITH PHYSICAL DISABILITIES Akmal Rizki Hamjah; Hermanto Hermanto; Cepi Safruddin Abdul Jabar; Pujaningsih Pujaningsih; Edi Purwanta
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.564

Abstract

Locomotor skills are fundamental components of motor development among elementary school students, particularly for students with motor impairments who often experience difficulties in coordination, step regularity, and movement balance. This study aimed to improve step regularity and locomotor movement balance through the implementation of footprint marker media based on the Direct Instruction model among fourth-grade elementary school students with motor impairments. This study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The research participants were two fourth-grade students with motor impairments at SDN 009 Rantau Pulung. Data were collected through observation, documentation, and field notes, and were analyzed using descriptive quantitative and qualitative approaches. The results showed a gradual improvement in students’ locomotor abilities from the pre-cycle stage to Cycle II. The use of footprint marker media provided visual stimuli that helped students understand stepping patterns and movement directions, while the Direct Instruction model supported learning through demonstration, guided practice, immediate feedback, and gradual reduction of assistance. The findings indicate that the integration of footprint marker media and Direct Instruction effectively improved step regularity, movement balance, and independence among students with motor impairments. This study provides practical implications for the development of adaptive physical education learning that is more concrete, systematic, and inclusive.
IMPROVING MULTIPLICATION SKILLS THROUGH NUMBER CARDS BASED ON DIFFERENTIATED CONTENT FOR CHILDREN WITH LEARNING DIFFICULTIES Luther Duma; Cepi Safiruddin; Lis Prasetyo; Fery Muhammad Firdaus; Rendy Roos Handoyo
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.565

Abstract

Multiplication skills are one of the fundamental mathematical abilities that play an important role in supporting the mastery of advanced mathematical concepts. However, slow learners often experience difficulties in understanding multiplication concepts due to limitations in processing abstract information, memorizing numerical facts, and requiring longer learning time compared to their peers. This study aimed to improve multiplication computation skills through the implementation of number card media based on content-differentiated instruction for slow learners in Grade VII at SMP Negeri 2 Muara Ancalong. The study employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, which was conducted in two cycles consisting of planning, action implementation, observation, and reflection stages. The research participants were slow learners in Grade VII who experienced difficulties in understanding and solving multiplication problems. Data were collected through observation, mathematical ability tests, documentation, and field notes, and were analyzed using quantitative and qualitative descriptive approaches. The results showed a gradual improvement in students’ multiplication computation skills from the pre-cycle stage to Cycle II. The use of number card media assisted students in understanding multiplication concepts through visual representations and manipulative learning activities, while content differentiation enabled teachers to adjust learning materials according to students’ ability levels and individual learning needs. The findings indicate that the integration of concrete media and differentiated content instruction effectively improved calculation accuracy, conceptual understanding, and mathematics learning independence among slow learners. This study provides practical implications for developing more adaptive, concrete, and student-centered inclusive mathematics instruction that accommodates individual learning characteristics.
EXPLORING OBSTACLE COURSE GAMES IN PHYSICAL EDUCATION TO IMPROVE GROSS MOTOR SKILLS AND SELF-CONFIDENCE Bunyamin Bunyamin; Erwin Setyo Kriswanto
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.566

Abstract

This study aimed to explore the implementation of Obstacle Course games in Physical Education, Sports, and Health (PJOK) instruction and to identify their contributions to the development of elementary school students’ gross motor skills and self-confidence. The study employed a qualitative approach with a case study design conducted among fourth-grade students at SD Negeri 002 Rantau Pulung. The research informants consisted of a PJOK teacher, students purposively selected based on variations in motor skills and self-confidence, and peers as supporting informants. Data were collected through participant observation, semi-structured interviews, documentation, and field notes. Data trustworthiness was strengthened through source, technique, and time triangulation, member checking, peer debriefing, and an audit trail. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification. The findings indicate that the implementation of the Obstacle Course provided students with active, progressive, and adaptive learning experiences. Improvements in gross motor skills were reflected in enhanced coordination, balance, agility, directional changes, body control, and independence in completing obstacle sequences. Meanwhile, self-confidence developed through increased willingness to try, persistence in facing failure, active participation, and readiness to complete challenges independently. Scaffolding, demonstrations, teacher feedback, difficulty-level modifications, and peer support emerged as important mechanisms facilitating these changes. This study confirms that Obstacle Course activities can serve as a pedagogical strategy that integrates the development of motor competencies and psychosocial skills in elementary school PJOK instruction.
IMPROVING MOTIVATION AND UNDERSTANDING OF FLOOR EXERCISES THROUGH CONTEXTUAL INSTRUCTIONAL VIDEOS FOR STUDENTS WITH LEARNING DIFFICULTIES Eliyansyah Eliyansyah; Erwin Setyo Kriswanto; Lantip Diat Prasojo; Eka Sapti Cahya Ningrum; Shely Cathrin
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.567

Abstract

This study aimed to improve learning motivation and understanding of floor-gymnastics material through the implementation of contextual video-based instructional media among seventh-grade slow-learning students at SMP Negeri 1 Sandaran. The study employed a quantitative approach using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, comprising planning, action, observation, and reflection stages. The research was conducted in two cycles, with each cycle consisting of two instructional meetings. The participants were three purposively selected slow-learning students. Data were collected through learning motivation observations, floor-gymnastics performance assessments, and documentation. The data were analyzed descriptively by comparing students’ achievement across the pre-intervention stage, Cycle I, and Cycle II. The results demonstrated consistent improvements in both learning motivation and understanding of floor-gymnastics material. The mean learning motivation score increased from 50.00% at the pre-intervention stage to 67.50% in Cycle I and 85.00% in Cycle II. Meanwhile, the mean understanding score increased from 54.00 at baseline to 70.00 in Cycle I and 86.00 in Cycle II. Learning mastery increased from 0% at baseline to 66.67% in Cycle I and reached 100% in Cycle II. These improvements indicate that contextual video-based instructional media can support students in understanding movement sequences through visual, repetitive, concrete, and experience-based learning. Therefore, contextual video-based instruction has potential as an adaptive instructional strategy for improving learning motivation and understanding among slow-learning students in physical education, particularly in floor gymnastics.
INTERACTIVE CONTEXTUAL MULTIMEDIA EFFECTS ON EARLY READING SKILLS AMONG SLOW-LEARNER-RISK ELEMENTARY STUDENTS Reni Anjarwati; Bayu Pamungkas
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.568

Abstract

This study aims to analyze the effect of using contextual interactive multimedia on the beginning reading skills of third-grade elementary school students at risk of being slow learners. The study employed a quantitative approach with a pre-experimental design using a one-group pretest-posttest model. The participants were four students identified as having difficulties in beginning reading based on an initial assessment. Reading skills were assessed across five indicators: letter recognition, syllable decoding, word-reading accuracy, reading fluency, and comprehension of simple texts. The data were analyzed using descriptive statistics, gain scores, the Wilcoxon signed-rank test, and effect size estimation. The findings showed improvements in reading performance among all participants following the intervention. The mean score increased from 51.25 at the pretest to 73.75 at the posttest, representing a mean improvement of 22.50 points, with all participants achieving positive gain scores. These findings indicate that contextual interactive multimedia has the potential to support the development of beginning reading skills through the integration of visual and auditory representations, contextual learning experiences, teacher scaffolding, and feedback. However, the findings should be interpreted cautiously because of the very small sample size and the absence of a control group. Further research involving larger samples and stronger experimental designs is needed to examine the effectiveness and generalizability of the intervention.
OPTIMIZING INCLUSIVE PHYSICAL EDUCATION THROUGH PEER TUTORS TO IMPROVE STUDENTS’ NON-LOCOMOTOR SKILLS AND SELF-CONFIDENCE Almiansyah Almiansyah; Erwin Setyo Kriswanto; Lantip Diat Prasojo; Eka Sapti Cahya Ningrum; Shely Cathrin
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.569

Abstract

This study aims to analyze the application of the peer-tutoring method in inclusive Physical Education, Sports, and Health (PJOK) instruction to improve the basic non-locomotor motor skills and self-confidence of slow learners. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, which includes the stages of planning, action, observation, and reflection. The study was conducted in two cycles during the even semester of the 2025/2026 academic year at SD Negeri 002 Sangkulirang, East Kutai Regency. The research subject was a fourth-grade student with the initials AL who was identified as a slow learner. Data were collected through observation, semi-structured interviews, field notes, and documentation, then analyzed descriptively by integrating quantitative and qualitative data. The results showed an increase in non-locomotor basic motor skills from 46% in the pre-cycle to 71% in Cycle I and 83–85% in Cycle II. Self-confidence also increased from 35% in the pre-cycle to 75% in Cycle I and 85% in Cycle II. These improvements were accompanied by behavioral changes, including the courage to try, the ability to follow instructions, the courage to ask questions, a willingness to perform in front of the class, group participation, and independence in performing movements. The findings indicate that peer tutoring has the potential to serve as an inclusive pedagogical strategy that integrates scaffolding, social support, experiences of success, and repeated practice to strengthen both the motor skills and psychosocial aspects of students with learning difficulties. Although the results are limited to a single subject, the study offers practical implications for the development of adaptive and participatory Physical Education (PJOK) programs.

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