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INDONESIA
Jurnal Pustaka Indonesia
Published by Yayasan Darussalam Bengkulu
ISSN : -     EISSN : 27978915     DOI : https://doi.org/10.62159/jpi.vXXX
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Pustaka Indonesia published Three times a year (April, Agustus and December ) as a medium of distributing scientific research in the field of language, literature , and the Indonesian language and literature education. Jurnal Pustaka Indonesia is published in collaboration between the Yayasan Darussalam Bengkulu and the Association of Indonesian Language and Literature Lecturer (ADOBSI).
Arjuna Subject : Umum - Umum
Articles 168 Documents
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Transformational Leadership of School Principals in Enhancing Teacher ‎Professionalism: A Qualitative Review in the Context of Islamic Education Auni Luthfiah Nurfathina; Aanisah Agusnani Rizq; Achmad Zailani; Nirva Diana; Eti Hadiati
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 3 (2025): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i3.2181

Abstract

Teacher professionalism plays a crucial role in improving educational quality, ‎particularly in Islamic education, which emphasizes the integration of pedagogical ‎competence, professional ethics, and spiritual values. One of the strategic factors ‎influencing teacher professionalism is school principal leadership, especially ‎transformational leadership that focuses on human resource development. This study ‎aims to comprehensively analyze the strategies of transformational leadership ‎practiced by school principals in enhancing teacher professionalism within the ‎context of Islamic education. A qualitative approach with a Systematic Literature ‎Review (SLR) design was employed by reviewing reputable scholarly articles ‎published between 2015 - 2025. Literature searches were conducted using Google ‎Scholar, Scopus, DOAJ, and Web of Science, applying systematic inclusion and ‎exclusion criteria. Data were analyzed using thematic content analysis to identify ‎dominant patterns and themes. The findings reveal that transformational leadership ‎in Islamic education is strongly integrated with prophetic values, namely amanah ‎‎(integrity), fathanah (intellectual wisdom), and tawaddhu (humility). These values are ‎reflected in three main leadership strategies: moral and ethical role modeling, ‎intellectual stimulation through value-based instructional innovation, and ‎individualized consideration focusing on teachers’ well-being and professional ‎development. The study highlights that transformational leadership in Islamic ‎education extends beyond performance improvement to encompass character ‎building and the reinforcement of Islamic identity. This research contributes ‎conceptually to the development of a contextual and value-oriented framework for ‎Islamic educational leadership‎.
Evaluating the KENARA Program as a Cultural Identity Policy: A Case Study of Gayo Cultural Preservation at SMP IT Cendekia Takengon Ida Nusraini; Mesiono; Nurussakinah Daulay
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2198

Abstract

The KENARA Program was initiated as a school-based cultural identity policy to preserve Gayo cultural values among students amid the growing influence of globalization, digital media, and declining intergenerational cultural transmission. This study aims to evaluate the implementation of the KENARA Program at SMP IT Cendekia Takengon, Central Aceh, by examining its context, input, process, and product dimensions. This research employed a qualitative evaluative design guided by the CIPP evaluation model. Data were collected through semi-structured interviews, direct observation, and document analysis involving the principal and teachers who were directly engaged in the program. The data were analyzed through data condensation, data display, conclusion drawing, and verification, while credibility was strengthened through source and technique triangulation. The findings show that, in the context dimension, KENARA has a strong cultural rationale because it responds to the weakening transmission of Gayo language, values, arts, and identity among students. In the input dimension, the program is constrained by limited teacher competence, the absence of standardized modules, inadequate facilities, insufficient funding, and weak structured stakeholder support. In the process dimension, the program has been implemented through cultural habituation, traditional arts, language use, and school-based cultural activities, but its integration into classroom learning remains uneven and its evaluation instruments are not yet standardized. In the product dimension, KENARA has contributed to students’ cultural knowledge, confidence, pride, and participation, although their deeper understanding of Gayo cultural philosophy remains limited. The study implies that cultural identity policies in schools require standardized curriculum guidelines, teacher training, measurable evaluation indicators, and sustained collaboration among schools, families, customary institutions, and local government.
Tapak Raja Cave as a Contextual Social Studies Learning ‎Resource for Strengthening Students’ Environmental ‎Awareness and Ecotheological Values Suwarno Suwarno; Wisnu Wisnu; Jacky Jacky
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2204

Abstract

This study aims to analyze the utilization of Tapak Raja Cave as a contextual Social Studies learning resource for strengthening students’ environmental awareness and ecotheological values at MTs Negeri 3 Penajam Paser Utara. The study employed a descriptive qualitative design supported by descriptive quantitative summaries involving 20 seventh-grade students. Data were collected through observation, student reflection sheets, semi-structured interviews, and documentation during a field-based learning activity at Tapak Raja Cave. The findings showed that cave-based Social Studies learning generated high positive affective responses among students, ranging from 90% to 100%. Students’ cognitive understanding reached 100%, internalization of ecotheological and character values reached 96.25%, evaluation of the learning process reached 91.9%, and open-ended reflection reached 94%. These findings indicate that Tapak Raja Cave can function as a contextual learning site that connects Social Studies concepts with environmental conservation, local community livelihoods, and religious ecological awareness. The study contributes to the development of local-potential-based Social Studies learning by demonstrating how a cave ecosystem can be pedagogically used to integrate environmental awareness and ecotheological value formation in madrasah education.
Coastal Children’s Literacy within the Social Ecology of ‎Fishing Communities: A Social Capital-Based Mixed-Method ‎Analysis Rivai Mana; M. Darwis Nur Tinri
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2208

Abstract

This study examines coastal children’s literacy within the social ecology of fishing communities through a social capital-based mixed-method approach. Literacy in coastal areas is shaped not only by classroom instruction, but also by family relationships, livelihood routines, school-community interaction, access to reading materials, and institutional support. Using an explanatory sequential mixed-method design, the quantitative phase involved 120 upper-grade elementary students living in coastal settlements, while the qualitative phase involved interviews with 15 parents or guardians from fishing-community households. Quantitative data were collected through a coastal children’s literacy test and a social capital questionnaire measuring bonding, bridging, and linking social capital. Qualitative data were obtained through semi-structured interviews and analyzed thematically. The findings show that most children were at a moderate literacy level. Bonding social capital emerged as the strongest predictor of literacy, followed by bridging and linking social capital. Children with better access to reading materials at home demonstrated higher literacy scores. Interview data revealed that parents had strong educational aspirations, yet their support was constrained by fishing work schedules, fatigue, limited academic confidence, and scarce reading resources. Schools functioned as key literacy bridges, whereas institutional support remained weak due to limited village reading programs and community literacy infrastructure. The study concludes that strengthening coastal children’s literacy requires integrated family, school, community, and institutional collaboration.
Aligning English Instruction with Workplace Communication: ‎A Needs Analysis of Vocational High School Students Nurhidaya; Badeni; Kasmaini
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.2248

Abstract

This study investigates the English learning needs of vocational high school students to inform workplace-relevant English instruction. A descriptive needs analysis design was employed, involving 75 Grade X students from the Office Management and Business Services (MPLB) program at an Indonesian vocational high school. Data were collected using a 25-item structured questionnaire measuring five dimensions: the importance of English skills, needs for improvement, workplace communication competencies, preferred learning activities, and learning expectations, supplemented by semi-structured interviews. Descriptive statistics and qualitative thematic analysis were applied. The findings reveal strong student agreement (mean > 4.0 on a 5-point scale) on the importance of English for future careers, with speaking and listening identified as the most critical workplace skills. Students strongly prefer interactive activities such as role plays, simulations, group discussions, and project-based learning over traditional grammar exercises. The novelty lies in the comprehensive 25-item needs analysis instrument specifically designed for the MPLB program, offering fresh empirical insights beyond general English curricula. Practically, English teachers and curriculum developers should integrate vocationally relevant, interactive tasks into instruction to bridge classroom learning and workplace demands. The study contributes to the English for Vocational Purposes (EVP) literature by providing a validated needs-analysis framework that demonstrates how learner-centered data can directly guide instructional design aligned with real-world communication requirements.
Contrastive Analysis of Action Verb Phrases in Japanese and ‎Minangkabau: A Syntactic and Semantic Review Electra Septarani; Dasim Budimansyah‎; Encep Syarief Nurdin‎; Warlim‎; Yelvia Septi Mayenti‎
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2253

Abstract

This study investigates the syntactic and semantic similarities and differences between Japanese and Minangkabau action verb phrases, with particular attention to how both languages encode action, agency, aspect, modality, and pragmatic meaning. Employing a qualitative descriptive design, the study analyses action verb phrase data drawn from Chūjōkyū no Nihongo Kyōshitsu kara Tobidasō! and selected Minangkabau texts from jurnalminang.id. The data were examined using a translation-based analytical method, supported by determining-element identification and comparative linking techniques to identify structural correspondences, semantic equivalences, and potential areas of crosslinguistic interference. The findings reveal that Japanese and Minangkabau differ significantly in their typological organisation. Japanese action verb phrases generally follow a head-final and agglutinative pattern, in which grammatical meanings such as progressivity, potentiality, passivity, causation, and unintended consequence are encoded through particles and verbal inflection. In contrast, Minangkabau tends to employ a head-initial and analytic structure, relying on independent lexical markers, aspectual elements, and contextual interpretation to express comparable semantic functions. Despite these structural differences, both languages demonstrate functional equivalence in representing core action-related meanings, including volition, prohibition, politeness, and causality. The study contributes to contrastive linguistics by showing that semantic similarity does not necessarily imply syntactic or morphological equivalence. Pedagogically, the findings provide a foundation for developing Japanese teaching materials that are more responsive to the linguistic background of Minangkabau-speaking learners and may help reduce structural interference in Japanese language acquisition.
The Role of Pancasila Education in Promoting Democratic Citizenship and Social Cohesion in Indonesia Andhika Lungguh Perceka; Tomi Apra Santosa; Tardi Kurniawan; Ilwandri
JPI: Jurnal Pustaka Indonesia Vol. 5 No. 2 (2025): August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v5i2.2265

Abstract

This study aims to analyze the role of Pancasila Education in fostering democratic citizenship and strengthening social cohesion in Indonesia. The background to this research stems from increasing socio-political challenges, such as polarization, intolerance, low civic participation, and weakening national solidarity in a pluralistic society. This study uses a qualitative approach with a library study method, through a critical review of academic literature, educational policies, and key concepts regarding democracy, citizenship, and Pancasila values. The results of the study indicate that Pancasila Education has a strategic function in instilling the values of divinity, humanity, unity, deliberation, and social justice as an ethical foundation for democratic life. Pancasila Education plays a role not only in the transfer of ideological knowledge, but also in the formation of critical, tolerant, participatory, and responsible attitudes as citizens. In addition, the internalization of Pancasila values can strengthen social cohesion through respect for diversity, deliberative conflict resolution, and the strengthening of an inclusive national identity. However, the effectiveness of Pancasila Education depends heavily on a contextual, dialogical, and participatory learning approach, not simply normative memorization. This study concludes that Pancasila Education is a crucial instrument in building substantive democracy and maintaining social integration in Indonesia. Therefore, strengthening the curriculum, educator competencies, and experiential civic learning practices are urgently needed in the development of Pancasila Education.
Strengthening Parental Participation through School-Community-Parents Partnership in the G7KAIH Habituation Journal Masayu Rindang Bayu Kencana; Erny Roesminingsih; Nuphanudin Nuphanudin
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 1 (2026): January-April
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i1.2045

Abstract

This research aims to analyze the partnership communication strategy between the school and parents in supporting the G7KAIH Habituation Journal program at KB TK Cita Mandiri. The main objective is to create an adaptive communication strategy model to shift the role of parents from mere information recipients to active partners in their children's education. This study employs a qualitative design with a case study approach. Informant selection was conducted purposively, involving the school principal, teachers, school committee, parents, and external partners. Data collection was carried out through in-depth interviews and participatory observation, then analyzed using an interactive model (data condensation, data display, and drawing conclusions) along with triangulation and member checking to ensure data validity. The results indicate that low parental participation is often caused by time constraints and unclear instructions (roles). To overcome this, implementing two-way communication through digital platforms such as WhatsApp becomes an effective solution, provided it is supported by instructional communication that is clear, easy to understand, has detailed directions, and provides room for questions and answers. In conclusion, the planned and responsive utilization of communication technology serves not only as a means of delivering information but also as a measuring tool for learning continuity capable of bridging the gap in parental participation and forming a sustainable partnership ecosystem at the early childhood education (PAUD) level.
Mapping Intercultural Dialogue Networks In Multicultural Schools: A Social Network Analysis Of Teachers, Students, And Community Actors Agustina Tri Wijayanti; Taryatman Taryatman; Zaenal Abidin; Husni Thamrin; Rizal Bakti
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August (In Press)
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2122

Abstract

Intercultural dialogue in multicultural schools is sustained by relational ties among teachers, students, school leaders, and community actors, yet its structural configuration remains insufficiently mapped in Indonesian school contexts. This study addresses this gap by applying a hybrid Systematic Literature Review and Social Network Analysis (SLR-SNA) approach to identify central actors, brokers, communities, and structural vulnerabilities in intercultural dialogue networks. Literature was retrieved from Scopus and Google Scholar using database-specific search strings on intercultural dialogue, multicultural schooling, school actors, and network relations. Following PRISMA-compliant screening of publications from 2020 to 2025, 32 articles were retained. Actor-programme relationships were extracted through a predefined codebook and transformed into a two-mode matrix comprising 55 nodes and 161 undirected, unweighted edges. The network was analysed in Gephi 0.10.1 using degree, betweenness, closeness, bridging coefficient, and Louvain modularity. Results: Four communities emerged: Teacher Actors (C0), Student Actors (C1), Community Actors (C2), and School Leadership (C3). School Leadership occupied the most dominant brokerage position, with the School Principal recording the highest degree (17) and betweenness centrality (102.40). Student actors showed the strongest intercommunity connectivity, whereas community actors had high bridging coefficients but low integration, indicating unrealised bridging potential. The network density was 0.109 and modularity reached Q = 0.524, indicating a sparse and fragmented dialogue ecosystem. These findings reveal a leadership-dominated, student-intermediated, and community-marginalised network architecture. Strengthening intercultural dialogue therefore requires institutionalising community participation, distributing student bridging roles, and reducing excessive dependence on school leadership.
Constructing Adolescent Sexual Education in Algorithmic ‎Social Media Ecosystems: Family as a Socializing Agent Rafi Maulana Ramadhan; Bintarsih Sekarningrum; Nunung Nurwati
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August (In Press)
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2249

Abstract

This study aims to analyze the social construction of adolescent sexual education within algorithmic social media ecosystems and to examine the role of the family as a primary socialization agent in the context of a digital society. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA framework to identify, screen, and analyze reputable scholarly articles indexed in Scopus, Web of Science, ERIC, and SINTA published between 2019 and 2026. The study develops a comprehensive search strategy using combinations of keywords related to adolescent sexual education, algorithmic social media, and family socialization, and applies rigorous inclusion and exclusion criteria to ensure the relevance and quality of the selected studies. The findings indicate that adolescents predominantly obtain sexual information through algorithm-driven social media platforms such as Instagram, TikTok, and YouTube, which provide rapid, interactive, and personalized access to information. Algorithmic social media function not only as channels of information but also as emerging socialization agents that shape adolescents’ understanding, attitudes, and sexual behaviors. The study also reveals that the family continues to serve as a primary socialization agent by transmitting values, norms, and moral orientations through interpersonal communication, supervision, and the internalization of cultural and religious values. However, the findings highlight a dynamic contestation between parental authority and the power of algorithmic structures, which expand adolescents’ digital autonomy while constraining the effectiveness of parental control. The study concludes that the construction of adolescent sexual education is shaped through the interaction between algorithmic structures and family mediation. Therefore, families need to adopt dialogical, participatory, and digital literacy-based approaches to strengthen adolescents’ resilience in navigating sexual information within algorithmic social media environments.

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