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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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Deep Learning Models for Measuring Affective Outcomes in Islamic Religious Education Maemunah Maemunah; Siti Maryam; Muhyiddin Tohir Tamimi; Saepudin Mashuri; Afandi Afandi
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.v6i2.2441

Abstract

This study aims to develop and validate a deep learning-based framework for measuring affective outcomes in Islamic Religious Education (IRE) through the integration of multimodal learning data, qualitative validation, and ethical governance grounded in Islamic values. Employing a mixed-methods sequential explanatory design, the research was conducted at SMAN 24 Kabupaten Tangerang, SMAN 19 Kabupaten Tangerang, and SMA Islamic Village. The quantitative phase involved the development of Convolutional Neural Networks (CNN), Recurrent Neural Networks (RNN), and transformer-based models to analyze students’ reflective texts, behavioral logs, and digital interaction patterns. The qualitative phase consisted of teacher and student interviews, classroom observations, and document analysis to contextualize and validate computational findings. The results demonstrate that deep learning models effectively measure religiosity, empathy, moral awareness, ethical disposition, and spiritual engagement in a more objective, adaptive, and sustainable manner than conventional affective assessment approaches. Multimodal models exhibited the highest predictive performance by integrating cognitive, behavioral, and affective indicators into a unified analytical framework. The study further highlights the necessity of embedding principles of adl (justice), amanah (trustworthiness), data privacy, and informed consent into AI-based educational assessment systems. Overall, the proposed framework contributes to the advancement of human-centered, ethically grounded, and data-driven affective assessment in the digital transformation of Islamic education.
Transformative Social Studies Education Under the ‎Merdeka Belajar Framework: Activity Theory and the ‎Negotiation of Local Wisdom Knowledge in ‎Multicultural Classrooms Edi Susrianto Indra Putra; A. Muthalib
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.v6i2.2467

Abstract

This study examines how Activity Theory (AT) provides an analytical framework for understanding the transformative role of Social Studies education under Indonesia's Merdeka Belajar curriculum, specifically in negotiating local wisdom knowledge within multicultural classrooms. Drawing on a qualitative case study design involving twelve Social Studies teachers across three junior high schools in Riau Province, data were gathered through semi-structured interviews, classroom observations, and document analysis. Thematic analysis reveals that the six components of Engeström's expanded Activity System; subject, tools, object, rules, community, and division of labour,operate as dynamic mediators through which local wisdom (kearifan lokal) is contested, validated, and repositioned within diverse epistemic communities. The Merdeka Belajar framework's emphasis on student autonomy, the Profil Pelajar Pancasila, and Project-Based Learning created enabling conditions for culturally sustaining pedagogies, yet systemic tensions persisted between standardized national assessment and the fluid nature of indigenous knowledge. The study contributes a theoretically grounded, empirically situated model for integrating local wisdom into Social Studies under Merdeka Belajar, with implications for multicultural curriculum design, teacher professional development, and education policy in pluralistic societies.
Cooperative Learning and Social Capital Formation in ‎Multicultural Social Studies Classrooms: Putnam’s Framework ‎for Trust, Reciprocity, and Adolescent Democratic ‎Participation Ilham Syah; Indah Ainun Mutiara; Romdah Romansyah; Sangputri Sidik
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.v6i2.2498

Abstract

This paper develops a conceptual framework for how cooperative learning in ‎multicultural Social Studies (IPS) classrooms might foster Putnamian social ‎capital intergroup trust, civic reciprocity, and democratic participation among ‎adolescent students in heterogeneous schools. Rather than reporting findings ‎from an original survey or focus-group study, the analysis synthesizes Robert ‎Putnam's (1993, 2000) social capital framework with the cooperative-learning ‎literature (Johnson & Johnson, 2009) to derive a set of theoretically grounded ‎propositions linking specific dimensions of cooperative learning quality to specific ‎dimensions of social capital formation, and to the moderating role of classroom ‎heterogeneity. The framework proposes that cooperative learning quality is ‎associated with social capital formation, with intergroup trust expected, on ‎contact-theory grounds, to be the most foundational dimension, followed by civic ‎reciprocity and democratic participation. Classroom heterogeneity is proposed to ‎moderate the cooperative-learning-to-trust pathway, such that the trust-building ‎function of cooperative structures is amplified when diversity is structurally ‎embedded in task design. Three candidate mechanisms role rotation, accountable ‎interdependence, and deliberative dialogue are proposed as the processes ‎through which cooperative structures might translate into Putnamian social ‎capital. The paper offers this model as a heuristic for future empirical research, ‎together with a set of testable propositions rather than confirmed findings, with ‎implications for IPS curriculum development and teacher training in pluralistic ‎educational contexts‎.‎
From Professional Development to Educational ‎Transformation: Evaluating the Mobilizer Teacher Program ‎through Kirkpatrick’s Four-Level Model Yusuf Pratama; Baso Intang Sappaile; Syahrul Syahrul; Hasriana Hasriana
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.v5i3.2508

Abstract

Indonesia’s Teacher Mobilizer Education Program (Program Pendidikan Guru Penggerak/PPGP) was designed to strengthen instructional leadership and accelerate school transformation, yet evidence of its outcomes across Kirkpatrick’s Four-Level Evaluation Model remains limited in Eastern Indonesia. This study evaluated reaction, learning, behavior, and results among PPGP participants in four public senior high schools in Makassar City. A qualitative evaluation design involved 16 purposively selected informants: Teacher Mobilizers, principals, peer teachers, and students. Data were generated through semi-structured interviews and document analysis of learning portfolios, mentoring reports, reflective journals, and school development documents. Data were analyzed using the Miles and Huberman interactive model and thematic coding based on the four Kirkpatrick levels. Credibility was supported through triangulation, member checking, and documentary verification. Participants reported positive reactions to the relevance of program content, facilitator support, mentoring, and collaborative learning. The program strengthened pedagogical knowledge, differentiated instruction, coaching, reflective practice, and instructional leadership. Behavioral outcomes included more student-centered teaching, restorative classroom management, peer collaboration, and active participation in school-improvement initiatives. At the organizational level, the program supported stronger professional learning communities, improved teacher collaboration, and greater student engagement. These findings indicate that PPGP can facilitate the transfer of professional learning into classroom and school-level practice. However, the qualitative design and limited number of schools constrain generalizability. Longitudinal mixed-method research is needed to assess sustained effects on teacher performance and student learning outcomes.
Paper’s Entrepreneurship Education and Field Work Practice: ‎Motivational Pathways to Vocational Students’ Interest Marsha Ovia Permatasari; Ahmad Sehabuddin
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.v6i2.2513

Abstract

This study examines the effect of entrepreneurship education and field work practice (Praktik Kerja Lapangan/PKL) on vocational students’ entrepreneurial interest, with entrepreneurial motivation positioned as an intervening variable. Using a quantitative explanatory design, data were collected from 181 students of SMK Negeri 10 Semarang who had received entrepreneurship learning and participated in, or were preparing for, field work practice. The research instrument used a five-point Likert scale measuring entrepreneurship education, field work practice, entrepreneurial motivation, and entrepreneurial interest. Data were analyzed through descriptive statistics and partial least squares structural equation modeling (PLS-SEM). The findings show that all constructs were in the high category, with average index scores above 91%. The measurement model met convergent validity and reliability criteria, with AVE values ranging from 0.538 to 0.582 and composite reliability values from 0.880 to 0.906. The structural model indicated strong explanatory power for entrepreneurial motivation (R² = 0.789) and entrepreneurial interest (R² = 0.717). Entrepreneurship education, field work practice, and entrepreneurial motivation significantly influenced entrepreneurial interest, while entrepreneurial motivation also mediated the effects of entrepreneurship education and field work practice. These results imply that vocational schools should not treat entrepreneurship learning and PKL as separate programs, but should integrate them through practice-based, motivationally supportive learning experiences that strengthen students’ confidence, opportunity recognition, and readiness to create new ventures.
Strategic Management in the Context of Public Policy of Education at the North Aceh Regency Education and Culture Office Jamaluddin; Mesiono; Abdurahman
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.v6i2.2515

Abstract

Minimum Service Standards (SPM) are intended to guarantee equitable basic education services; however, their implementation in decentralized regions often remains uneven. This study examined how strategic management shaped the acceleration of education SPM achievement at the North Aceh Regency Education and Culture Office. A qualitative case-study design was employed. Data were collected in 2026 through semi-structured interviews with five purposively selected informant groups: service leadership, facilities and infrastructure managers, planning and cross-sector actors, school supervisors, and school principals. Non-participant observations and document reviews of planning, budgeting, performance, SPM, Dapodik/EMIS, and coordination records complemented the interviews. Data were analyzed using the Miles, Huberman, and Saldaña interactive model and validated through source and technique triangulation, member checking, and audit trails. The findings showed that SPM had been incorporated into formal planning and reporting but had not been fully operationalized as an outcome-based performance target. The overall case-based analytic reach score was 61.30%, while planning, budgeting, and data utilization showed the lowest achievement at 56.00%. Infrastructure management remained reactive, teacher and facility provision was uneven, and cross-sector coordination was not yet institutionalized. Geographical remoteness also continued to constrain access, supervision, and service equity. These findings indicate that regulatory commitment alone cannot ensure SPM achievement without integrated leadership, spatially responsive planning, targeted budgeting, systematic data use, and formal interagency coordination. The study is limited to one institutional case and purposively selected informants; therefore, its findings are not statistically generalizable. Future studies should compare districts and apply longitudinal monitoring to assess the sustainability of strategic interventions.
Educational Financing Management in Public Junior High ‎Schools in Deli Serdang Regency Yenita Anggraini Barus; Amiruddin Siahaan; Abdurahman
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.v6i2.2568

Abstract

Educational financing management is central to school governance because it determines how financial resources are planned, implemented, evaluated, and communicated to support educational quality. This study aimed to analyze educational financing management at SMP Negeri 3 Pantai Labu and SMP Negeri 4 Percut Sei Tuan, Deli Serdang Regency, Indonesia, focusing on planning, implementation, evaluation, and transparency. Using a qualitative multi-site case study design, data were collected through in-depth interviews, field observations, and document analysis involving principals, vice principals, treasurers, administrative staff, school committee representatives, and teachers. Data were analyzed through condensation, coding, categorization, within-site analysis, cross-site comparison, and interpretive synthesis, with trustworthiness ensured through triangulation, member checking, peer debriefing, persistent observation, and audit trail documentation. The findings show that both schools used RKAS/ARKAS as the main instrument for aligning school needs, budget priorities, expenditure realization, accountability documents, and stakeholder communication. However, SMP Negeri 3 Pantai Labu adopted a conservative-stability model, while SMP Negeri 4 Percut Sei Tuan demonstrated a programmatic-adaptive model. This study implies that strengthening SOPs, treasurer competence, ARKAS literacy, program-based evaluation, and stakeholder communication is essential for improving accountable and quality-oriented school financing governance.
Evidence-Based and Stakeholder-Oriented Decision-Making in ‎Organizations: A Conceptual Study on Organizational ‎Effectiveness, Legitimacy, and Sustainability Saripuddin Daulay
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.v6i2.2598

Abstract

This study aims to examine the conceptual foundations, processes, determinants, and stakeholder implications of organizational decision-making. A qualitative conceptual literature review was employed by synthesizing relevant scholarly literature on management, leadership, organizational behavior, and stakeholder management. The findings indicate that organizational decision-making is not limited to selecting an alternative but involves identifying problems, gathering relevant information, developing and evaluating alternatives, implementing decisions, and assessing outcomes. Decision quality is influenced by information accuracy, leadership competence, organizational culture and structure, resource availability, technological developments, and internal and external environmental conditions. The review also shows that stakeholder-oriented decision-making is essential for strengthening organizational legitimacy, public trust, and support for policy implementation. Conversely, decisions made without adequate information, contextual analysis, and stakeholder consideration may lead to resistance, conflict, inefficiency, and reputational risks. This study concludes that systematic, evidence-informed, participatory, and ethically grounded decision-making is essential for improving organizational effectiveness, responding to uncertainty, and supporting long-term sustainability.

Page 17 of 17 | Total Record : 168

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