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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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Development of Augmented Reality Teaching Materials ‎Integrating Local Wisdom to Improve Junior High School ‎Students’ Cultural Literacy Ike Betria; Ilham Rahmawati; Mirajul Rifqi; Ridwan Sinurat; Okvita Isnawati; Siti Saroha
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.v6i2.2535

Abstract

Limited access to interactive and context-sensitive learning resources constrains junior high school students’ engagement with local culture. This study developed and evaluated augmented reality (AR)-enhanced digital teaching materials integrating Rokan Hulu Malay local wisdom to support students’ cultural literacy. The study followed the ADDIE model and involved three expert validators, a small-group trial (n = 10), and a large-group trial (n = 30) at SMP Negeri 1 Rambah, Indonesia. The large-group participants completed four 90-minute instructional sessions over two weeks and undertook cultural literacy pretests and posttests. Data were collected through validation sheets, student response questionnaires, and cultural literacy tests. Product validity was examined using Aiken’s V, practicality through descriptive statistics, and score improvement through the Shapiro–Wilk test, a paired-samples t-test, and normalized gain analysis. The materials obtained a mean Aiken’s V of 0.75. Practicality scores were 82.50% in the small-group trial and 82.03% in the large-group trial. Mean cultural literacy scores increased from 61.27 ± 8.15 to 83.43 ± 7.28, t(29) = −13.542, p < .001, with a moderate N-gain of 0.57. The findings indicate that the materials were valid and practical and were associated with improved cultural literacy; however, the one-group design limits causal interpretation.
Development of a Problem Based Learning Science E-Module Integrating Ledre Local Wisdom to Foster Junior High School Students' Critical Thinking Skills Nofal Binti Ali Mahfud; Sifak Indana; Isnawati
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.v6i2.2586

Abstract

This study aimed to develop and evaluate a Problem-Based Learning (PBL)-based science e-module integrating the local wisdom of Ledre to foster junior high school students' critical thinking skills on the topic of food additives. The study employed a Research and Development (R&D) approach using the 4D model consisting of the Define, Design, Develop, and Disseminate stages. The developed product was evaluated in terms of its validity, practicality, and effectiveness. Product validity was assessed by subject-matter experts, instructional media experts, and science education practitioners using Aiken's V. Practicality was evaluated through learning implementation observations, teacher and student response questionnaires, and readability analysis. Effectiveness was determined using a one-group pretest-posttest design involving 64 eighth-grade students from two classes receiving the same instructional treatment. Students' critical thinking skills were analyzed using the Normalized Gain (N-Gain) and the Wilcoxon Signed-Rank Test. The developed science e-module achieved an average Aiken's V coefficient of 0.93, indicating high validity, while the assessment instrument demonstrated good reliability (Cronbach's Alpha = 0.815). Practicality evaluation showed highly positive implementation and user responses, indicating that the e-module was feasible for classroom application. Students' critical thinking skills improved from a mean pretest score of 43.55 to a mean posttest score of 83.73, with an average N-Gain score of 0.6965 (moderate category). The Wilcoxon Signed-Rank Test confirmed a statistically significant improvement (p < 0.001), accompanied by a very large effect size (r = 0.87). These findings demonstrate that integrating Ledre local wisdom into the Problem-Based Learning framework provides an effective digital learning resource for fostering contextual science learning and enhancing junior high school students' critical thinking skills.
Development of Truth or Dare Card-Based Learning Media for Teaching Reaction Rates in Senior High School Fanisah Ismi Hidayah‎; Fitriani‎; Hamdil‎ Mukhlishin
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.v6i2.2592

Abstract

Chemistry learning on reaction rate material often faces challenges due to its abstract and complex nature, which can hinder students’ conceptual understanding and reduce their engagement in the learning process. These challenges are compounded by the predominance of lecture-based instruction and the limited use of interactive learning media. This study aimed to develop a Truth or Dare card-based learning media for reaction rate material and evaluate its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach using a modified 4-D model consisting of three stages: define, design, and develop. The participants were 36 eleventh-grade students of SMAN 2 Sungai Raya, including 9 students in a small-scale trial and 27 students in a large-scale trial. Data were collected through observations, interviews, documentation, questionnaires, and tests. The instruments included material and media expert validation sheets, student response questionnaires, and pretest–posttest assessments. The results indicated that the Truth or Dare card media achieved a validity score of 96.66% from both material and media experts, categorized as very valid. The practicality scores reached 86.67% in the small-scale trial and 89.26% in the large-scale trial, indicating a very practical category. The effectiveness test showed N-gain scores of 0.84 and 0.91 in the small- and large-scale trials, respectively, both classified as high. These findings demonstrate that the developed media is valid, practical, and effective for enhancing student engagement and learning outcomes in reaction rate learning at the senior high school level.
Information Exposure and Career Understanding on ‎Marketing Interest: Mediation of Career Perception and Self-‎Efficacy Moderation Happy Cantika Putri; 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.v6i2.2603

Abstract

This study examined associations between information exposure, career prospect understanding, career prospect perception, self-efficacy, and students’ present interest in their chosen Marketing program at SMK Negeri 9 Semarang. Given the cross-sectional, self-report design, temporal ordering and causal inference cannot be established. A total of 107 tenth-grade Marketing students were recruited through total population sampling for the 2025/2026 academic year. Questionnaire data were analyzed using PLS-SEM in SmartPLS 4.1.1.8, with hypothesis testing via bootstrapping with 5,000 subsamples. Information exposure was positively associated with both career prospect perception and departmental interest. Career prospect understanding was strongly associated with career prospect perception but showed no significant direct association with interest. Career prospect perception and career decision-making self-efficacy each independently and positively predicted students’ interest. Career prospect perception partially mediated the information exposure interest association (indirect effect: β = 0.081, 95% CI [0.005, 0.157]) and fully mediated the career prospect understanding interest association (β = 0.177, 95% CI [0.066, 0.288]). The self-efficacy moderation was not supported (β = −0.060, 95% CI [−0.136, 0.016]). These findings suggest that students’ interpretations of career prospects, rather than factual understanding alone, are central to translating career information into academic interest, consistent with Social Cognitive Career Theory’s emphasis on self-efficacy and outcome expectations. However, the single-school sample, cross-sectional design, and self-reported measures limit causal interpretation and generalizability. Future longitudinal and multisite studies should test the temporal pathways, incorporate objective measures, and examine additional contextual moderators.
The Main Pathways For Improving Educational Quality In ‎State Islamic Senior High Schools in Deli Serdang Regency: An ‎Analysis of Principals' Policies, Personality Traits, and ‎Professional Development Habibi Habibi; Mesiono; Masganti Sitorus
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.v6i1.2721

Abstract

This study aimed to examine the direct effects of principal policy practices, teachers’ Big Five personality traits, and teacher professional development on perceived educational quality and to assess the potential mediating role of professional development in state Islamic senior high schools. A quantitative cross-sectional census survey was conducted involving 97 teachers from two State Islamic Senior High Schools in Deli Serdang Regency, Indonesia, between December 2025 and March 2026. Data were collected using five-point Likert-scale questionnaires and analyzed through two-equation path analysis using IBM SPSS. The diagnostic tests indicated acceptable residual normality, tolerance values ranging from .237 to .780, variance inflation factors ranging from 1.282 to 4.220, and no systematic heteroscedasticity. Principal policy practices (β = .612, t = 4.283), Big Five personality traits (β = .694, t = 3.936), and teacher professional development (β = .785, t = 4.449) were positively associated with perceived educational quality (all p < .001). Principal policy practices (β = .514, t = 3.535) and Big Five personality traits (β = .530, t = 4.158) were also positively associated with professional development (both p < .001). The estimated indirect effects were .403 and .416, although their statistical significance could not be established without bootstrap confidence intervals. The findings indicate that educational quality improvement requires the integration of transparent, instructionally focused school policies and continuous, collaborative, and differentiated professional development. However, the cross-sectional design, limited institutional setting, and absence of bootstrapped mediation tests restrict causal interpretation and generalizability. Future studies should employ longitudinal, multisite designs and bootstrap-based mediation analysis.
Organisational Learning and Adaptation in Non-formal ‎Vocational Education: A Phenomenological Inquiry into ‎Institutional Resilience Under VUCA Conditions Alim Harun Pamungkas; Rizki Putri Ramadhani; Sherlyane Hendri; Anggi Firmanjaya Saputra; Putra Ramadani; Handriva Fauzi
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.v6i1.2761

Abstract

Nonformal vocational education and training providers frequently operate under unstable funding, fragmented regulation, market uncertainty, and limited policy protection, yet little is known about how organisational learning enables their long-term adaptation. This study examined how LKP Oase Academy, a spa-therapy training institution established in Malang, Indonesia, learned and adapted across more than two decades of environmental adversity. A qualitative phenomenological design was employed to analyse the lived organisational experiences of six informants representing managerial, instructional, administrative, partnership, and alumni perspectives. Data were generated over fourteen months through in-depth semi-structured interviews, observation, and documentary analysis, and were analysed through data condensation, phenomenological meaning clustering, and iterative coding. The analysis reconstructed twenty organisational phases between 2002 and 2025 and identified three interconnected adaptive mechanisms: curriculum and pedagogical repositioning, strategic market and partnership reconfiguration, and financial and operational restructuring. These mechanisms emerged in response to market formation difficulties, occupational stigma, reputational contestation, regulatory fragmentation, curriculum displacement by formal vocational schools, the COVID-19 pandemic, and the founder's serious illness. The findings show that organisational adaptation was enabled by the cumulative conversion of adversity into regulatory knowledge, documentary safeguards, partnership routines, revised curricula, and operational procedures. The study introduces ketahanmalangan, or adversity-driven institutional resilience, to explain a historically accumulated form of resilience that is biographically mediated, organisationally institutionalised, and critically shaped by structural precarity. The findings imply that VET policy should strengthen inter-ministerial coordination and complementarity between formal and nonformal providers, while institutional leaders should distribute tacit knowledge, formalise learning, and strengthen succession and partnership governance.
Interactive Podcast-Based Learning Model to Enhance ‎Speaking Skills of University Students Rio Kurniawan; Azhar Aziz Lubis; Panut Setiono; Didi Yulistio
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.v6i2.2137

Abstract

University speaking courses require learning designs that provide repeated oral production, self-monitoring, and usable feedback. This study developed and preliminarily evaluated an interactive podcast-based learning model for third-semester students in the Indonesian Language Education Study Program at Universitas Bengkulu. A development-oriented mixed-methods design (QUAL → quan) was embedded in the ADDIE stages. Formal needs assessment involved three classroom observations, interviews with 15 students, two lecturers, and one educational technology specialist, and document analysis. One intact class of 30 students participated in five podcast cycles across ten meetings. Expert appraisal increased from 85.0% to 88.5% of the maximum possible score after revision, while students reported high practicality (M = 4.18, SD = 0.46); the two lecturers provided a combined descriptive mean of 4.38. The three-component speaking-performance score increased from 63.33 (SD = 8.10) to 81.00 (SD = 6.70), t(29) = 12.12, p < .001, dz = 2.21. Observable speaking assurance, reported separately from linguistic performance, also increased. Because the study used one intact class without a comparison group and did not systematically code feedback quality or individual change trajectories, the findings indicate feasibility and preliminary improvement rather than causal effectiveness. The study contributes a transferable practice–replay–feedback–revision sequence integrating culturally responsive task criteria and privacy-conscious implementation supports.
Students’ Perceptions of a Web-Based TOEIC Prediction ‎Platform for Autonomous English Learning Yusri; Peter Crosthwaite; Sulistya Ningrum; Ahmad Iman Mulyadi; Annisa Karya; M. Julio Alkindy; Putri Shara
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.v6i2.2436

Abstract

This study explores the use of TOEIC Prediction Website as a digital learning platform in supporting students’ English proficiency development and TOEIC preparation. The objective of the study is to explore the role of the platform as a learning support system and its motivating role in the students’ involvement in a web-based learning environment. A descriptive quantitative was applied by using a questionnaire which was distributed to 72 students of the D-III English Study Program of Politeknik Negeri Sriwijaya. Descriptive analysis was performed on the data to explore students’ perceptions of the usefulness of the platform, the learning support features and the role it played in encouraging engagement. The results suggest that the TOEIC Prediction Website is successful in facilitating learning by providing structured practice resources, immediate feedback, and flexible accessibility, thereby helping students to understand TOEIC test formats and enhancing their learning experience. The platform also fosters behavioral, cognitive, and emotional engagement through active participation, independent learning, and continuous motivation. These results suggest that incorporating instructional support and engagement elements in digital learning settings may help prepare students for standardized English proficiency tests. The research indicates that the TOEIC Prediction Website has a promising potential as an alternative learning tool for TOEIC preparation in higher education contexts
School Transformation Through Learning-Driven Principal ‎Leadership: A Case Study in SD Negeri 1 Karangmulyo Kendal ‎Regency Zayyinul Firdaus; Nurkolis; Ngasbun Egar
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.v6i2.2569

Abstract

School transformation has become a strategic priority for improving educational quality; however, limited research has examined how transformation unfolds within Indonesian elementary schools led by Guru Penggerak principals. This study explored the process of school transformation at SD Negeri 1 Karangmulyo, Kendal Regency, using the Awareness–Exploration–Implementation–Sustainability (AEIS) framework as an analytical lens to examine how organisational change was experienced and interpreted by school stakeholders. A qualitative single-case study design was employed. Data were collected through semi-structured interviews with the principal, teachers, school committee members, parents, and students, complemented by observations and analysis of school documents. Interview interpretations were verified through member checking with participants, while triangulation across interviews, observations, and documentary evidence was used to strengthen the credibility and confirmability of the findings. Data were analysed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that participants described school transformation as an interconnected process in which shared awareness, collaborative exploration, implementation of agreed practices, and the institutionalisation of routine reflection supported organisational learning. Across all four stages, collaborative reflection and evidence-informed decision-making consistently connected planning, implementation, and evaluation. Rather than confirming the AEIS framework as originally conceptualised, the findings suggest that these collaborative mechanisms refine understanding of how transformation develops within the context of an Indonesian elementary school. The study proposes that collaborative reflection and evidence-informed leadership may support organisational learning in comparable school contexts, while recognising that the transferability of these propositions requires further investigation through longitudinal and multi-case research.
Persuasive Appeals Construction in Government Tourism ‎Instagram Posts Eka Dyah Puspita Sari; Mia Agustina; Dian Adiarti; Ririn Trisnawati; Rodey bin Hamzah
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.v6i2.2581

Abstract

Instagram serves as an excellent tool for tourism marketing. This applies for public institutions that try to brand tourism destinations through the multimodal elements that Instagram provides. This study analyzes the persuasive appeals in the first ten posts on Instagram's official Cilacap tourism account, @wisatabahari.clp. It is a qualitative case study that examines the rhetorical appeals of Aristotle as they are presented in both the text and the images. The data shows that the three rhetorical appeals are present jointly but may serve different roles in different posts. Ethos is achieved through the account's control, the government logos and representations, and the government tourism activities. Pathos, in contrast, is apparent in images of the sea in Cilacap, tourists and participants, cultural and ceremonial activities, and captions with evaluative descriptions of the activity that promote a sense of enjoyment and pride in Cilacap. Logos is present in the operational details provided, such as tickets, opening hours, contact details, and how to get there. Instead of showing the outcome of the appeals to actual audiences, the data shows the implications and presence of governmental/institutional ethos combined with persuasive and visual practical logic. The study shows that a government/institutional Instagram account used specifically to promote tourism has multiple persuasive rational elements and describes an Instagram account's posts in the digital tourism promotional marketing context.

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