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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 197 Documents
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Social Exchange Among Effeminate Male Students in Senior High Schools in Padang City Angga Dayu Satria; Erianjoni; Delmira Syafrini; Fatmariza
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2382

Abstract

This study examines the dynamics of social exchange among male students with feminine gender expression in senior high schools in Padang City, West Sumatra, within a socio-cultural context strongly influenced by Minangkabau values. In this study, the term male students with feminine gender expression refers to participants who identify themselves as male while expressing behaviors, communication styles, or aesthetic preferences commonly associated with femininity. The study focuses on gender expression rather than gender identity or sexual orientation, recognizing these as distinct concepts. Grounded in Social Exchange Theory, this research aims to analyze the forms, influencing factors, and impacts of social exchange within school environments. A descriptive qualitative approach was employed, with data collected through in-depth interviews, participant observation, and documentation across five selected schools. Informants included male students with feminine gender expression, peers, and teachers selected through purposive and snowball sampling. Data were analyzed using the Miles and Huberman interactive model. The findings reveal three forms of social exchange: symbolic, emotional, and instrumental. Symbolic exchange involves communication styles, identity recognition, and expressive language; emotional exchange includes empathy, trust, and peer support; while instrumental exchange is reflected in the use of skills and talents to gain acceptance and social recognition. Internal factors, including self-concept, confidence, competencies, and impression management, together with external factors such as peer acceptance, school climate, cultural norms, and social media influence, shape these interactions. The findings indicate that participants actively negotiate their gender expression and build reciprocal social relationships, contributing to their academic engagement, psychological well-being, and social integration within the school community.
Issue-Based Citizenship Learning through Indonesian Argumentative Texts: Its Impact on Students' Civic Reasoning and Writing Skills A. Rizal; Andi Hamsiah; Andi Agusniati
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2470

Abstract

This study examines the impact of citizenship issue-based learning through Indonesian argumentative texts on students' civic reasoning and writing skills at senior secondary schools in Bone Regency. Employing a convergent mixed-methods design, the study involved 210 Grade 11 students from three schools (SMAN 9 Bone, SMAN 6 Bone, and SMAN 11 Bone) and 12 Pancasila and Civic Education (PPKn) and Indonesian language teachers selected through purposive sampling. Quantitative data were gathered via a Civic Reasoning Test and an Argumentative Writing Assessment Rubric, while qualitative data were obtained through semi-structured interviews and classroom observations. Descriptive analysis revealed significant improvements in students' civic reasoning scores (mean increased from 61.3 to 78.6) and argumentative writing skills (mean increased from 63.8 to 80.2) following the issue-based learning intervention. Qualitative findings disclosed that the integration of contextually relevant citizenship issues into argumentative text production fostered critical thinking, evidence analysis, and responsible civic expression. Teachers identified time constraints and curriculum alignment as primary challenges while acknowledging marked increases in lesson relevance and student motivation. This study recommends the systematic integration of issue-based learning into PPKn and Indonesian language curricula as a contextual and literacy-grounded civic education strategy.
Deconstructing English Language Learning Facilitation ‎Through A Competency-Based Human Resource Management ‎Perspective In Private Higher Education Institutions Azmy Muhammad Habiby; Owin Jamasy Jamaluddin; Arham Muhammad Robbani; Andi Suhandi; Wiranta Wiranta
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2554

Abstract

This study aims to deconstruct the dynamics of English language learning facilitation through a Competency-Based Human Resource Management (HRM) lens at two private higher education institutions in Bekasi, Indonesia: STEBIS YPII Bekasi and Pelita Bangsa University Bekasi. The study responds to the persistence of grammar-dominated English instruction in Indonesian private universities, where classroom practices often prioritize credit-hour completion and administrative compliance over communicative competence development. A qualitative comparative multi-locus case study design was employed. Data were collected through participant observation of classroom facilitation, documentary analysis of Semester Learning Plans (RPS), and in-depth interviews with lecturers as key instructional actors and students as representatives of human capital. Data were analyzed using the interactive thematic analysis model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings show that both institutions experienced functional instructional stagnation caused by activity-based performance practices that neglected instructional needs assessment, student readiness, and sustainable exit strategies. The transition from teacher-centered instruction to dialogic, learner-centered facilitation helped reduce students’ mental blocks and communication anxiety while strengthening their willingness to participate in English communication activities. From a Competency-Based HRM perspective, dialogic facilitation functions not only as a pedagogical technique but also as a strategic change-management mechanism for transforming lecturer work behavior and improving graduate capacity. However, the study is limited to two private institutions; future research should involve broader institutional contexts and examine the long-term impact of facilitation-based HRM interventions on students’ communicative performance.
Development of Project-Based Learning E-Module Integrated with Local Wisdom of Kupang Sidoarjo to Improve Students Creative Thinking Skills Asnani; Fida Rachmadiarti; Rinie Pratiwi
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2590

Abstract

This study aimed to develop and evaluate a Project-Based Learning (PjBL) e-module integrating the local wisdom of Kupang Sidoarjo to support Grade X students’ creative thinking in biodiversity learning. The study employed a Research and Development approach using the 4D model—Define, Design, Develop, and Disseminate—and a one-group pretest–posttest design at MAN Sidoarjo, East Java. Participants included two biology teachers and 36 students in the needs assessment, three expert validators, and 70 students in classroom implementation. Data were collected through interviews, questionnaires, validation and readability sheets, implementation observations, student responses, and four essay items assessing fluency, flexibility, originality, and elaboration. Data were analysed using descriptive statistics, the Fry Readability Formula, the Shapiro–Wilk test, the Wilcoxon Signed-Rank Test, effect size, and normalized gain. The e-module obtained a mean validation score of 3.56, indicating very high validity; its average readability corresponded to Grade 11, while classroom usability remained appropriate for Grade X students. Implementation fidelity reached 3.73, and all student-response dimensions exceeded 90%. Creative-thinking scores increased from 49.29 to 88.53, with a high N-gain of 0.76 and a significant pretest–posttest difference (Z = −7.213, p < .001, r = .86). These findings indicate that contextual PjBL activities grounded in documented local wisdom can facilitate authentic problem-solving and creative engagement, consistent with previous research on project-based and contextual learning. However, the single-school, one-group design and single-rater scoring limit causal inference and generalizability; future studies should employ controlled multisite designs, larger samples, and multiple raters.
Work Motivation, Career Prospects, and Employment Decisions among Alfa Class Graduates: Intention and Digital Readiness Diva Azahra; M. Fathur Rahman
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2604

Abstract

This study examined the influence of work motivation and perceived career prospects on employment decisions among Alfa Class graduates at SMK Negeri 9 Semarang, with employment intention as a mediating variable and digital readiness as a moderating variable. A quantitative explanatory design was employed using a survey method. The respondents consisted of 107 Alfa Class graduates from the 2023–2025 cohorts, selected through a census sampling technique. The research instrument was pilot-tested on 39 Alfa Class graduates at SMK Negeri 1 Kendal, and the main data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings showed that work motivation did not have a significant effect on either employment intention or employment decision. In contrast, perceived career prospects had a strong and significant effect on employment intention (β = 0.589; p < 0.001), while employment intention significantly influenced employment decision (β = 0.584; p < 0.001). Employment intention fully mediated the relationship between perceived career prospects and employment decision, indicating that graduates’s perceptions of career opportunities are translated into employment decisions primarily through the formation of work intention. Digital readiness also had a significant direct effect on employment decision (β = 0.205; p = 0.024), but it did not significantly moderate the relationships among the proposed variables. These findings imply that industry-based vocational programs should not only provide recruitment pathways, but also strengthen students’ perceptions of career prospects, employment intention, and digital readiness to support more effective school-to-work transitions.
Implementing Adaptive Applied Behavior Analysis to Improve Functional Communication in Inclusive Early Childhood Education Nuligar Hatiningsih; Childa Kumala Azzahri; Wening Rahayu
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.v6i1.2615

Abstract

This study aims to examine the implementation of adaptive Applied Behavior Analysis (ABA) in an inclusive Early Childhood Education (ECE) classroom and to analyze its contribution to improving functional communication skills of a child with special needs. The research employed a Single Subject Research (SSR) approach using an A–B design consisting of baseline and intervention phases. The participant was selected through purposive sampling based on identified functional communication difficulties and parental consent. Data were collected through systematic observation using a structured observation sheet to record the frequency of functional communication behaviors across sessions. The operational indicators included the child’s ability to express needs, respond to instructions, initiate interaction, and express acceptance or refusal. Field notes and classroom documentation were used as supporting qualitative data. Instrument validity was established through expert judgment to ensure content relevance to functional communication constructs. Data were analyzed using visual analysis procedures in SSR, focusing on changes in behavioral level, trend direction, and data stability across phases. In addition, Percentage of Non-Overlapping Data (PND) and Tau-U were calculated to estimate effect size. The findings revealed a significant increase in functional communication frequency during the intervention phase, reflected in an upward trend, improved stability, PND of 100%, and Tau-U of .95, indicating a strong intervention effect. The results suggest that adaptive ABA strategies, when integrated into natural classroom routines, effectively enhance functional communication and reduce maladaptive behaviors in inclusive early childhood settings. This study contributes theoretically by recontextualizing ABA principles within inclusive pedagogy and practically by offering a flexible, evidence-based intervention model for early childhood educators.
From Religious Authority to Character Formation: KH Nasori’s CommunityBased Islamic Education in Tegal Regency, Indonesia Abdul Fatah
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2640

Abstract

This study aims to analyze the role of KH Nasori as a local Islamic educational figure in shaping the religious, moral, social, and national character of the Muslim community in Tegal Regency, Indonesia. It responds to the limited scholarly attention given to local ulama as community-based agents of Islamic character education, particularly in regional Muslim societies undergoing socio-religious transformation. This study employed a qualitative figure-study design supported by historical-pedagogical analysis. The primary data were obtained from Abdul Fatah’s biography of KH Nasori, while secondary data were drawn from scholarly literature on Islamic education, character education, pesantren studies, kiai leadership, religious moderation, and community-based education. Data were collected through documentation and library research and analyzed using the interactive model of Miles and Huberman, consisting of data condensation, data display, conclusion drawing, and verification. The findings show that KH Nasori contributed to character formation through personal exemplarity, religious da’wah, classical Islamic text teaching, pesantren-based mentoring, mosque-centered community education, and active engagement in Nahdlatul Ulama. The main character values internalized through these practices include religiosity, sincerity, istiqamah, simplicity, social responsibility, moral courage, moderation, and national commitment. These findings indicate that Islamic character education is not confined to formal institutions or written curricula, but can be cultivated through living moral authority, community engagement, and socio-religious leadership. Since this study relies on biographical and documentary sources, future research should employ oral history, ethnography, or comparative case studies to examine the broader impact of local ulama on community-based Islamic education.
Living Law-Based Legal Through Harmonizing Customary ‎Justice and the Indonesian Criminal Code: Evidence ‎Education From Kasepekang Sanctions In Bali Briliyan Erna Wati
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.v5i3.2654

Abstract

The recognition of living law under Article 2 of the Indonesian Criminal Code marks a significant shift toward legal pluralism in Indonesia's criminal justice system. This study aims to analyze the implications of recognizing living law for the development of legal education in Indonesia. Using a normative legal research approach with a literature-based design, the study examines primary, secondary, and tertiary legal materials collected through systematic database searches and analyzed using thematic analysis. The findings indicate that, first, Article 2 establishes a conditional framework that accommodates customary law within the national criminal law system while maintaining consistency with the principle of legality. Second, analysis of the Kasepekang customary sanction in Bali demonstrates that tensions between state law and customary law do not arise from an inherent incompatibility between the two systems, but rather from the absence of implementation mechanisms that ensure proportionality, due process, and human rights protection in accordance with Pancasila and the 1945 Constitution. Third, effective implementation of the new Criminal Code requires law enforcement officials to adopt intercultural competence, contextual legal reasoning, and restorative justice approaches to strengthen legal legitimacy and protect indigenous communities. Based on these findings, this study proposes the Practice-Oriented Living Law-Based Legal Education Model (PHBLL), which integrates legal pluralism, interdisciplinary learning, cultural competence, restorative justice, indigenous legal studies, and experiential learning into legal education. The study concludes that the successful implementation of Article 2 depends not only on regulatory reform but also on transforming legal education to prepare future legal professionals capable of reconciling state law and living law within Indonesia's plural legal system.
Outcome-Based Education in Primary Islamic School Teacher Education: Curriculum Practices and Influencing Factors Rizqiatin Rosa; Dzakiyah Ali Kusuma Pradani; Nur Hidayatus Sholihah; Alfarobi Ahmad Sulaiman; Wahid Murni; Samsul Susilawati
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2454

Abstract

Outcome-Based Education (OBE) requires higher education programs to align intended graduate competencies, teaching, and assessment, yet evidence from Islamic higher education remains limited on how established curricula are optimized after initial adoption. This study investigated OBE-based curriculum optimization in the Elementary Madrasah Teacher Education Study Program at Universitas Islam Negeri Maulana Malik Ibrahim Malang and identified the factors enabling and constraining this process. A qualitative single-case design involved five purposively selected informants: the head of the study program, the program secretary, and three lecturers. Data were generated over one month through in-depth interviews, observation, and analysis of Semester Learning Plans, syllabi, and related curriculum documents. The data were examined through iterative reduction, interpretation, and conclusion drawing, while source and technique triangulation supported credibility. The findings identified four optimization practices: aligning Graduate Learning Outcomes (CPL), Course Learning Outcomes (CPMK), and Sub-CPMK; incorporating alumni, graduate-user, and tracer-study input; strengthening lecturer commitment and integrity; and using authentic assessment. Supporting conditions included curriculum documentation, lecturer training and mentoring, stakeholder engagement, and national regulatory support. The principal constraints were the absence of a standardized instrument for measuring CPL attainment and uneven lecturer commitment. The study shows that optimization has progressed at the level of curriculum architecture and reported implementation, but its effects on graduate competence cannot yet be verified without validated attainment data. It therefore highlights the need to connect documentary OBE compliance with measurable classroom enactment and learning outcomes.
Effectiveness of Merdeka Curriculum Implementation in ‎Learning Practices at Madrasah Ibtidaiyah Milda 'Aisyah Furi; Syafrilian Akemza; Rofiq Sholeh; Nur Hidayatus Sholihah; Wahidmurni; Samsul Susilawati
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2495

Abstract

This study aims to analyze the effectiveness of the implementation of the Merdeka Curriculum in learning practices at MI Miftahul Ulum Kanigoro Pagelaran, Malang Regency. This study employed a qualitative approach with a case study design. The research subjects consisted of the madrasah principal, classroom teachers, curriculum development team, and administrative staff. Data were collected through observation, interviews, and documentation studies. The data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. The results showed that the implementation of the Merdeka Curriculum at MI Miftahul Ulum Kanigoro has been relatively effective. This effectiveness is reflected in the participatory curriculum planning process, the implementation of student-centered learning, and the structured implementation of the Projek Penguatan Profil Pelajar Pancasila (P5), which contributes to developing students’ character and competencies. Supporting factors for the implementation include proactive leadership of the madrasah principal, a collaborative culture among teachers, and continuous training programs. Meanwhile, the identified inhibiting factors include the limited competence of some teachers in developing teaching modules and assessments, limited learning technology facilities, high administrative workloads, and limited human resources. Therefore, the implementation of the Merdeka Curriculum at MI Miftahul Ulum Kanigoro Pagelaran, Malang Regency, has shown positive results, although further strengthening is still needed in teacher competence and infrastructure support to achieve more optimal effectiveness.

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