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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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Reorienting Teacher and Lecturer Competencies in the Era of Deep Learning and Generative Artificial Intelligence in the Transformation of 21st-Century Learning Desi Mardianti; Intan Kusimawati; Bustanul Arifin
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.v6i1.2257

Abstract

This study explores the reorientation of teacher and lecturer competencies in the era of deep learning and generative AI as a response to 21st-century learning transformations. Rapid AI advancements are reshaping educational practices, learning environments, and educator roles, requiring competency frameworks beyond traditional pedagogy. Using a Systematic Literature Review (SLR) of 32 Q1-Q4 international journal articles (2019-2024), the study examines AI-based learning trends, digital pedagogy, learning analytics, and ethical challenges. Findings indicate that educator competencies must be reoriented across four dimensions: pedagogical, professional, social, and ethical. Pedagogical competence focuses on higher-order thinking, adaptive digital teaching, and authentic assessment. Professional competence emphasizes AI literacy, data-driven instruction, and continuous development. Social competence highlights digital communication, collaboration, and emotional engagement. Ethical competence ensures academic integrity, data privacy, and responsible AI use. The study proposes a conceptual model for AI-oriented educator competency and offers policy recommendations for sustainable professional development. It contributes theoretically by advancing discourse on AI-driven educational transformation and practically by guiding policymakers, institutions, and teacher education programs in adapting to the digital learning era.
The Influence of Servant Leadership, Self-Efficacy, and Work Values on Teacher Engagement in Modern Education Fitriyani Fitriyani; Didik Notosudjono; Widodo Sunaryo
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.v6i1.2284

Abstract

This study aims to analyze the influence of servant leadership, self-efficacy, and values on teacher engagement among public senior high school teachers with civil servant (ASN) status and private senior high school teachers with permanent foundation teacher (GTY) status in Bogor Regency. This research employed a quantitative approach using an ex-post facto and causal comparative design. The sample consisted of 255 teachers selected through multistage random sampling. Data were collected using questionnaires and analyzed using descriptive statistics, regression analysis, comparative analysis, and SITOREM analysis. The results showed that servant leadership, self-efficacy, and values had positive and significant effects on teacher engagement in both groups. Values emerged as the strongest predictor among ASN teachers, while self-efficacy was the dominant variable among GTY teachers. The findings also revealed differences in engagement characteristics between public and private school teachers, indicating that institutional context and employment status influence teachers’ psychological attachment and professional commitment. This study concludes that strengthening leadership practices, teachers’ self-efficacy, and organizational values is essential for improving teacher engagement and educational effectiveness.
Enhancing Vocational Graduate Employability: The Roles of ‎Teachers' Pedagogical Competence and School–Industry ‎Partnerships in Kendal Regency Santi Larasati; Rosalina Br. Ginting; Lilik Ariyanto
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.v6i2.2292

Abstract

Vocational education plays a strategic role in preparing graduates to meet labor market demands. However, despite the industrial potential of Kendal Regency, the employability of vocational high school graduates remains a challenge due to job mismatch, limited entrepreneurial opportunities, and difficulties in aligning educational outcomes with industry needs. This study examines the influence of teachers' pedagogical competence and school–industry partnerships on vocational high school graduate employability. A quantitative ex post facto correlational design was employed involving 216 teachers from public vocational high schools in Kendal Regency, Indonesia, selected through purposive sampling. Data were collected using structured questionnaires and analyzed using simple and multiple linear regression with IBM SPSS Statistics version 27. Prior to hypothesis testing, normality, linearity, heteroscedasticity, and multicollinearity tests were conducted. The findings revealed that teachers' pedagogical competence had a positive and significant effect on graduate employability (R² = 0.363, p < 0.001), while school–industry partnerships also showed a positive and significant effect (R² = 0.169, p < 0.001). Simultaneously, both variables significantly influenced graduate employability (R = 0.617; R² = 0.381; F = 65.60; p < 0.001), indicating that 38.1% of the variance in graduate employability was explained by the combined contribution of the two predictors. Teachers' pedagogical competence emerged as the stronger predictor. These findings suggest that strengthening teachers' pedagogical competence and enhancing sustainable school–industry partnerships are essential strategies for improving vocational graduate employability and supporting better alignment between vocational education and labor market needs.
Fear of Missing Out, Online Social Comparison, and Self-Identity Formation among Early Adolescents: A Qualitative Case Study in Indonesian Junior Secondary Schools Yanny Kikis Arlint; Septina Alrianingrum; Kusnul Khotimah
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.v6i2.2296

Abstract

Early adolescence is a critical period for self-identity formation, yet this developmental task is increasingly negotiated within social media environments that intensify Fear of Missing Out (FoMO), online social comparison, and external validation. This study examines how FoMO and online social comparison shape identity exploration and commitment among early adolescents in Indonesian junior secondary schools. Using a qualitative case study design, data were collected in three public schools in South Surabaya. A screening questionnaire was administered to 270 Grade VIII students, followed by purposive selection of 27 adolescents aged 12-15 years for semi-structured interviews, classroom observations, field notes, and ethically guided digital content analysis. Data were analyzed through interactive qualitative analysis supported by source triangulation, member checking, and peer debriefing. The findings show that FoMO manifested as disconnection anxiety, compulsive checking of engagement metrics, trend-based conformity, and dependence on peer validation. Online social comparison widened the discrepancy between actual and ideal selves, producing fluctuating self-esteem and self-concept incongruence. Within Marcia's identity status framework, participants predominantly displayed anxious identity moratorium and premature identity foreclosure. The study contributes to adolescent identity theory by contextualizing FoMO within a collectivist Indonesian school setting and highlights the need for critical digital literacy and school-based counseling interventions.
Implementing Islamic School Culture Policy to Strengthen ‎Teacher Professionalism: A Multi-Case Study in North Aceh, ‎Indonesia Zulkarnen; Amiruddin Siahaan; Abd. Mukti
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.v6i1.2392

Abstract

Islamic school culture policy has become a strategic issue in Aceh’s education system because schools are expected to integrate Islamic values, local cultural identity, teacher professionalism, and educational quality improvement into daily institutional practices. This study aims to analyze the formulation, implementation, and evaluation of Islamic school culture policy in strengthening teacher professionalism in North Aceh, Indonesia. A qualitative approach with a multi-case study design was employed at SMA Negeri 1 Lhoksukon and MAS Al Muslimun Lhoksukon. Data were collected through in-depth interviews, observation, and document analysis, and were analyzed using within-case and cross-case analysis to identify institutional patterns, similarities, and differences between the two schools. The findings show that both schools formulate Islamic school culture policy through value-based and contextual processes grounded in Islamic values, Aceh educational regulations, school vision, institutional rules, and stakeholder participation. Policy implementation is reflected in religious habituation, Qur’anic programs, Islamic discipline, teacher role modelling, community involvement, and the development of an Islamic professional work culture. However, the two schools differ in governance patterns: SMA Negeri 1 Lhoksukon is characterized by principal-driven leadership and program-based innovation, whereas MAS Al Muslimun Lhoksukon is more strongly guided by foundation statutes, institutional rules, and boarding-based Islamic culture. Policy evaluation is conducted through internal monitoring and external accountability, although both schools still require more measurable indicators to assess the direct contribution of Islamic school culture to teacher professional performance. This study implies that Islamic school culture policy should not be limited to symbolic religious activities, but should be designed as an integrated organizational mechanism that strengthens teacher professionalism, school leadership, institutional identity, and sustainable quality improvement in Islamic-oriented educational institutions.
Development of a Case Method-Based Interactive E-Module on Acid–Base Materials for Grade XI Senior High School Students Sepsusilawati; Jasrial
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.v6i1.2393

Abstract

Students' limited conceptual understanding of acid-base material remains a challenge in chemistry learning due to the material's abstract and complex nature. On the other hand, the demands of 21st-century education require students to develop critical thinking, problem-solving, and independent learning skills. This study aims to develop an interactive e-module based on the case method on acid and base material and test its validity, practicality, and effectiveness. The study used the Research and Development (R&D) method with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were obtained through expert validation sheets, practicality questionnaires, and learning outcome tests, which were analyzed descriptively and quantitatively. The results showed that the developed e-module met the criteria for being very suitable for learning. The practicality test by students yielded a percentage range of 90.85% to 94.14%, with the attractiveness aspect achieving the highest score of 94.14%. From an effectiveness perspective, there was a significant increase in learning outcomes, as indicated by a rise in students' average score from 42.33 in the pretest to 89.17 in the posttest during the small-group stage. Furthermore, the average posttest score during the implementation phase was 81.34, with a classical completion rate of 85.71%. These findings demonstrate that integrating the case method with interactive multimedia can help students connect the concepts of acids and bases to contextual problems, thereby enhancing conceptual understanding and engagement. Therefore, the interactive e-module based on the case method has the potential to be an effective digital teaching material innovation to support chemistry learning that is more contextual, meaningful, and oriented towards developing 21st-century competencies.
The Relationship between Reading Interest and Students' ‎Scientific Literacy in Social Studies subjects Nimas Puspitasari; Ario Adi Prakoso
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.v6i1.2400

Abstract

Reading interest is a theoretically relevant factor in students' capacity to access, interpret, and use information for evidence-based reasoning. However, elementary students' scientific literacy remains a persistent concern, particularly in Social Studies learning, where students are expected to connect human-environment issues, social phenomena, and everyday decision-making with empirical evidence. This study aimed to examine the relationship between reading interest and students' scientific literacy in Social Studies learning. A quantitative correlational design was employed involving all 28 fifth-grade students at SD Negeri Genuk 01, West Ungaran District, Semarang Regency, in the 2024/2025 academic year. Data were collected using a reading interest questionnaire and a scientific literacy essay test. The data were analyzed using descriptive statistics, assumption testing, Pearson Product Moment correlation, and coefficient of determination with SPSS. The results showed that students' reading interest was in the good category (M = 73.71), and their scientific literacy was also in the good category (M = 74.52). The correlation analysis indicated a significant positive relationship between reading interest and scientific literacy, r(26) = .724, p < .001, with reading interest explaining 52.4% of the variance in scientific literacy scores. These findings suggest that reading interest is strongly associated with students' scientific literacy in elementary Social Studies, although the correlational design does not permit causal inference. Strengthening school literacy culture, access to meaningful reading materials, and inquiry-oriented reading activities may support students' evidence-based reasoning.
Future Pathways in Malay Philological Inquiry Mardiah Mawar Kembaren; M. Husnan Lubis
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.v5i3.2425

Abstract

This article examines future directions for Malay philological inquiry by addressing the gap between manuscript digitisation and the production of linguistically meaningful knowledge. It aims to propose a critical digital Malay philology model that moves beyond preservation toward corpus-based, Jawi-sensitive, and ethically grounded interpretation. Using a multilayered mixed-method design, the study synthesises philological interpretation, quantitative corpus mapping, and triangulation of recent manuscript digitisation data, Jawi literacy research, and Malay linguistic scholarship. The findings show that DREAMSEA’s 2024 documentation of more than 571,584 manuscript images from over 8,570 manuscripts across 168 owners and 57 regions provides a substantial empirical foundation for corpus-oriented philology. The 2025 inclusion of eighteen manuscripts, including eleven Malay manuscripts, in the Royal Asiatic Society Digital Library further confirms the transnational circulation of Malay textual heritage. However, digitised images generate philological knowledge only when transformed through transliteration, orthographic annotation, genre classification, semantic tagging, and discourse interpretation. The study also finds that Jawi spelling variation affects readability, searchability, and historical interpretation. The proposed model contributes by integrating classical philology, corpus linguistics, historical semantics, sociolinguistics, digital humanities, and community collaboration to reframe Malay manuscripts as living archives of language, law, religion, diplomacy, and civilisation.
English in The BRICS Eclipse: Learning Beyond Empire Iskandarsyah Siregar; Awang Azman Awang Pawi
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.v5i3.2433

Abstract

This study examines the changing ideological and pedagogical position of English in the context of BRICS expansion, particularly as the bloc increasingly represents a multilingual, multipolar, and Global South-oriented geopolitical formation. Rather than assuming that English is declining, this article argues that English is being re-semiotized from an imperial centre-language into a negotiated bridge-language for diplomacy, education, scientific circulation, trade, technological exchange, and intercultural communication. Employing a multidisciplinary mixed-methods approach, the study integrates sociolinguistics, World Englishes, English as a Lingua Franca, linguistic imperialism, linguistic capital theory, critical discourse analysis, and geopolitical interpretation. The data were drawn from institutional BRICS documents, global English proficiency indicators, and public geopolitical discourse from 2024–2026, including the period of Indonesia’s full membership in BRICS. The findings show that English remains a powerful form of linguistic capital, yet its symbolic authority is no longer exclusively anchored in Anglophone Western institutions. Institutional and economic data demonstrate the growing demographic and purchasing-power-parity weight of BRICS, while English proficiency data reveal uneven linguistic capital among member states. Qualitative discourse evidence further indicates that BRICS discourse foregrounds multilateralism, governance reform, development, sovereignty, cultural plurality, and South–South cooperation rather than Anglocentric imitation. This study concludes that English in the BRICS eclipse is not “less English” but “different English”: globally functional, strategically necessary, and ideologically repositioned. The implication is that English education in BRICS societies and partner countries should move beyond native-speaker dependency by integrating linguistic accuracy, intercultural intelligibility, discourse-critical awareness, geopolitical literacy, multilingual comparison, and epistemic sovereignty.
Development and Evaluation of an Android-Based Islamic ‎Wasathiyah E-Book for Enhancing Religious Moderation and ‎Learning Outcomes Students ‎ Suharmanto Suharmanto; Zakiyuddin Baidhawy; Supardi Supardi
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.v5i3.2435

Abstract

The limited integration of digital teaching materials in Islamic Religious Education (PAI) has created a gap between students’ digital learning habits and the predominantly conventional resources used in classrooms. This study aimed to develop and evaluate an Android-based Islamic wasathiyah e-book designed to strengthen religious moderation, tolerance, and students’ learning outcomes in junior high school PAI learning. This study employed a Research and Development (R&D) design adapted from the Borg and Gall model, covering needs analysis, product development, expert validation, product revision, and implementation. Data were collected through observations, interviews, questionnaires, documentation, expert validation sheets, practicality assessments, and learning outcome tests. The feasibility and practicality of the product were analyzed descriptively, while its effectiveness was examined through a pretest–posttest design supported by statistical testing and N-Gain analysis. The findings revealed that PAI learning resources in the observed schools were still dominated by printed textbooks, while teachers strongly needed technology-integrated materials relevant to students’ characteristics. The developed e-book systematically incorporated Islamic wasathiyah values into tolerance and respect-for-differences materials through an Android-based format. Expert validation showed that the product was feasible, with content feasibility reaching 90.8% and technological feasibility reaching 81.7%. Practicality assessments also indicated highly positive responses from teachers (90.83%) and students (94.7%). The effectiveness test demonstrated improved student learning outcomes, with N-Gain results showing that most students achieved moderate improvement. These findings indicate that the Android-based Islamic wasathiyah e-book is feasible, practical, and effective for supporting PAI learning. This study contributes an empirically validated model for integrating digital learning innovation with religious moderation education in secondary schools.

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