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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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Pleasure over pressure: Hedonic motivation, peer influence, ‎and gender in Generation Z teachers’ compulsive buying Sisriyenti; Efni Cerya
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 3 (2026): In Press
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i3.2656

Abstract

Compulsive buying is a growing concern among young Indonesian professionals as digital commerce expands. Peer influence, rumination, and hedonic motivation have been studied separately, but rarely together in one gender-moderated model for teachers. This cross-sectional survey examined their association with compulsive buying among Generation Z civil-servant teachers in Pesisir Selatan Regency, West Sumatra, drawing on conspicuous consumption theory and the I-PACE model. Of 731 eligible teachers holding PNS or PPPK status, 310 completed the questionnaire and were analysed with PLS-SEM in SmartPLS using a product-indicator interaction. Hedonic motivation showed the strongest association with compulsive buying (β = .775, 95% CI [.716, .834], p < .001), followed by peer influence (β = .218, 95% CI [.129, .307], p < .001). Rumination was not significantly associated (β = .034, 95% CI [-.053, .121]), nor was gender directly (β = .032, 95% CI [-.044, .108]) or as a moderator of any pathway. The model explained 75.5% of the variance in compulsive buying scores (adjusted R² = .749; Q² = .294). Because eligibility required at least three recent online purchases and the gender groups were unequal (243 women, 67 men), the estimates are conditional associations within a selected sample rather than causal effects, and the non-significant interactions are inconclusive rather than evidence of gender similarity. The findings suggest that pleasure-oriented and socially visible consumption warrants attention in teacher financial-wellbeing programmes.
ChatGPT-Supported Higher Education in Tanzania: A ‎Systematic Review of Evidence Informing a Proposed ‎Instructional Clarity–Social Presence Model James George Hatibu; Anang Sujoko
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.v6i1.2725

Abstract

This systematic literature review aimed to synthesize evidence on instructional clarity and attributed social presence in ChatGPT-supported higher education and to develop a conceptual serial-mediation model for future empirical testing in Tanzanian higher education. Following the PRISMA 2020 reporting guideline, records were retrieved from Scopus and ScienceDirect, yielding 301 records; after removing three duplicates and excluding 239 records during title or abstract and full-text screening, 59 studies were included in the narrative synthesis and appraised using the Mixed Methods Appraisal Tool (MMAT). The findings showed consistent evidence across multiple contexts that instructional clarity and social presence were independently associated with engagement, perceived usefulness, and participation. However, only a small number of studies examined social presence as a mediator of the effects of instructional clarity on learning-related outcomes, and none were conducted in Tanzania or jointly examined both constructs. A supplementary search of a broader 1,000-record corpus likewise identified no studies jointly indexing instructional clarity and social presence or combining either construct with a Tanzanian context. These findings indicate a contextual and pathway-specific evidence gap and support the development, rather than empirical validation, of a proposed serial pathway linking instructional clarity, social presence, engagement, perceived usefulness, and active participation. The review is limited by its reliance on two databases and ChatGPT-specific evidence. Future research should empirically test the proposed model in Tanzania and other Sub-Saharan African higher-education contexts.
A Blended Instructional Design for Self-Reported Historical ‎Literacy in South Asian History: Development and Initial ‎Evaluation Septina Alrianingrum; Fadiyah Salsabila; Sumarno
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.v6i2.2745

Abstract

South Asian History courses often rely on dispersed, predominantly foreign-language resources that provide limited scaffolding for interpreting contested narratives and constructing evidence based historical arguments. This study developed and initially evaluated a discipline specific blended instructional package aligning synchronous guidance and asynchronous inquiry with six historical literacy indicators. Using ADDIE and an uncontrolled one-group pretest–posttest field evaluation, the study involved a convenience sample of 76 undergraduate students in three intact classes in the History Education Study Program at Universitas Negeri Surabaya. The package was designed for 16 planned sessions; however, actual instructional dosage and implementation-fidelity indicators were not systematically documented. One subject-matter validator, one media validator, and one learning validator appraised different domains using non-equivalent instruments; their domain-specific ratings ranged from 85.20% to 88.00%, with a descriptive cross-domain mean of 86.93%. Student acceptability averaged 84.82%. Aggregate self-reported historical-literacy scores increased from 51.03 (SD=14.55) to 88.93 (SD=4.91), with a mean change of 37.91, 95% CI [34.53, 41.29], t(75)=22.34, sig < .005, and Cohen’s dz = 2.56. The group-level normalized gain was 0.77 (77.39%), which was descriptively classified as high. These findings indicate high acceptability responses and substantial short term within-group gains in self-reported historical literacy. However, these findings do not establish causal effectiveness or demonstrated historical literacy performance.
Family Environment, Local History Pedagogy, and Cultural ‎Value Internalization: Associations with Heritage ‎Preservation Attitudes in Parepare, Indonesia Jumaisa; Fawziah Zahrawati B; Besse Faradiba
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.v6i2.2774

Abstract

This study examined the associations of local history pedagogy (X1), cultural value internalization (X2), and family environment (M) with senior high school students’ heritage preservation attitudes (Y), and tested whether the family environment moderated the two school-related associations. A cross-sectional quantitative design employed partial least squares structural equation modeling (PLS-SEM) in SmartPLS 4. Participants were 101 Grade XII students (75.4% response rate) purposively recruited from five public senior high schools in Parepare City, South Sulawesi, Indonesia. The measurement model showed acceptable indicator reliability, convergent validity, and internal consistency; however, discriminant validity was weak, particularly between X1 and X2, and the interaction terms exhibited severe collinearity. The structural model explained 54.4% of the variance in heritage preservation attitudes (R² = 0.544). Family environment showed the strongest direct association (β = 0.433, p < .001), followed by cultural value internalization (β = 0.357, p = .013), whereas local history pedagogy was not significant (β = 0.030, p = .839). Both interaction effects were non-significant. Given the cross-sectional design, modest sample, restricted variance, measurement overlap, and low power for interactions, the null effects should be regarded as inconclusive. The findings identify family environment as a salient correlate of heritage preservation attitudes but do not establish causal or generalizable relationships.
Depati Leadership Values from a Cultural Citizenship ‎Perspective: Evidence from Selected Kerinci Indigenous ‎Communities Puja Rahmanu Gusmer; Fatmariza; Susi Fitria Dewi; Isnarmi Moeis
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.v6i1.2805

Abstract

This study examines the leadership values embodied by the Depati through a cultural citizenship perspective in selected Kerinci indigenous communities. Using a qualitative case study design, fieldwork was conducted from March to May 2026 with nine purposively selected participants: six Depati, two community members, and one academic. Data were collected through in-depth interviews, nonparticipant observations, and document analysis. The data were analyzed through inductive thematic analysis by systematically coding, comparing, and grouping interview transcripts, field notes, and documentary evidence, while cultural citizenship served as the interpretive framework. The analysis identified eight interrelated leadership values that consistently emerged across participants’ accounts and customary practices: authority, moral integrity, justice, responsibility, trustworthiness, exemplary conduct, deliberation, and legitimacy. The findings indicate that Depati leadership functions as a culturally embedded system of governance that promotes collective responsibility, participatory decision-making, ethical leadership, and social cohesion within indigenous communities. This study contributes to citizenship scholarship by demonstrating how indigenous leadership values provide a culturally grounded understanding of cultural citizenship and extend discussions of citizenship beyond formal state institutions through customary governance practices.
Implementing the Think–Pair–Square (TPSq) Cooperative ‎‎Learning Model to Improve the Mathematics Learning ‎‎Outcomes at Islamic Junior High School, Pekanbaru Tuti Syafrianti; Windayani Windayani; Muhammad Zuhri; Hamdan Thahir; Rahma Aulia; Ayu Kenanga; Nada Sukmana
JPI: Jurnal Pustaka Indonesia Vol. 3 No. 3 (2023): December
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v3i3.2849

Abstract

This study aimed to examine whether the Think-Pair-Square (TPSq) cooperative learning technique could improve the learning process and mathematics achievement of Grade 8 students. Classroom action research was conducted with 32 students, comprising 12 boys and 20 girls, at SMP Islam YLPI Pekanbaru, Indonesia. The intervention was implemented in two cycles, each consisting of planning, action, observation, and reflection, with three instructional meetings and one achievement test per cycle. Students participated in eight heterogeneous groups through individual thinking, paired discussion, and four-member comparison and consolidation. Data were collected using open observation sheets and essay-based achievement tests and analyzed descriptively through activity patterns, individual development scores, group recognition, minimum mastery attainment, indicator-level mastery, mean scores, and score distributions. The results showed improved implementation fidelity and student participation across both cycles. Classical mastery increased from 62.50% at baseline to 68.75% after Cycle I and 81.25% after Cycle II, while mean achievement increased from 78.50 to 79.13 and 83.16, respectively. Five of eight groups achieved the highest recognition category in Cycle II, compared with none in Cycle I. Students demonstrated strong mastery of prism and pyramid concepts, surface area, and volume, although only 50.00% mastered proportional changes in volume following changes in edge length. These findings indicate that TPSq strengthens mathematics learning through individual accountability, peer explanation, and collaborative consolidation. However, the single-class design limits generalizability. Future studies should involve broader samples and examine targeted scaffolding for proportional reasoning.
Reconstructing Arabic Communicative Competence through a Communicative Approach: A Case Study of Listening and Speaking Instruction among Non-Native Learners in Southern Thailand Haris Chehna; Suparman Syukur; Suja'i Suja'i
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.v5i3.2867

Abstract

This study aims to analyze the reconstruction of Arabic communicative competence through the application of communicative approaches in learning listening and speaking skills in native non-speaking learners in Southern Thailand. This study uses a qualitative approach with a multi-case study design carried out in several Islamic educational institutions, with Assiroh Islamic School as the main case. Data was collected through in-depth interviews, participatory observations, and document analysis, then analyzed using thematic analysis iteratively to produce interpretations based on participants' experiences and institutional context. The results of the study show three main findings. First, the reconstruction of Arabic communicative competence takes place through the integration of four dimensions of communicative competence, namely linguistic, sociolinguistic, discourseal, and strategic competence, thereby shifting the orientation of Arabic language learning from mastering linguistic structures to using language meaningfully in the context of authentic communication. Second, learning interactions based on a communicative approach transform students' learning experiences by changing the role of teachers as facilitators and students as active language users through dialogue, role-playing, collaborative discussions, presentations, and the use of authentic learning resources that encourage negotiation of meaning, active participation, and increased confidence in communication. Third, the successful implementation of the communicative approach is supported by the pedagogical competence of teachers, the functional relevance of Arabic in the Islamic education environment, and the use of authentic learning media, while the limited opportunities to use Arabic outside the classroom, the heterogeneity of students' initial abilities, and the still dominant learning culture oriented to grammar and memorization are the main obstacles in the development of communicative competence. These findings confirm that the development of Arabic communicative competence is not only determined by the application of communicative learning techniques, but also by the dynamic interaction between pedagogical practices, institutional ecology, and the sociocultural context of learners. This research makes a conceptual contribution by offering a context-sensitive framework for the reconstruction of Arabic communicative competence, thereby expanding the theory of Communicative Language Teaching in a multilingual Islamic education environment and providing an alternative perspective for the development of Arabic language learning that goes beyond traditional structural paradigms.

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