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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 222 Documents
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Strengthening the Character Education of Nature School ‎Students Through the Learning with Nature Program Muhammad Sholeh; Syahrial; Supian; Muhammad Sofwan; Sahrizal Vahlepi; Alirmansyah
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.v6i2.2499

Abstract

Character education plays a central role in Indonesia's national education system, yet holistic approaches that integrate values through direct, nature-based experiences remain underexplored. This study aims to analyze how the Belajar Bersama Alam (Learning with Nature) program at two nature-based schools in Jambi Province strengthens character education holistically. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and document review involving 12 participants from Sekolah Alam Muaro Bungo and Madrasah Alam Insan Rabbani Sungai Penuh. Purposive sampling was applied to select school principals, classroom teachers, students, and parents. Data were analyzed using Miles, Huberman, and Saldaña's interactive model, with triangulation to ensure validity. Results indicate that the program effectively develops all four dimensions of Ki Hadjar Dewantara's character framework, Olah Hati, Olah Pikir, Olah Rasa, and Olah Raga, supported by teacher exemplary conduct, a character curriculum comprising 70% Akhlakul Karimah content, and active school-family-community partnerships. This study contributes an empirical model of contextual, nature-based character education in Indonesia, demonstrating that academic achievement and character development can be achieved synergistically.
Seeing the solution: video-assisted direct instruction, learning ‎engagement, and mathematics achievement in vocational ‎education Yulia Cresna; Abna Hidayati; Fetri Yeni J.; Hani Fannisa
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.v6i2.2543

Abstract

Low participation has long shadowed mathematics instruction in Indonesian vocational high schools, where teacher-led delivery leaves learners watching rather than thinking. This study tested whether delivering the demonstration phase of the Direct Instruction (DI) model through purpose-built videos raises learning engagement and mathematics achievement, and explored how the two outcomes are related. A quasi-experiment with a non-equivalent pre-test-post-test control-group design was conducted with 58 tenth-grade students at a vocational school in West Sumatra, allocated to video-assisted DI (n = 30) or conventional DI (n = 28). Videos followed a documented design specification, and implementation fidelity, viewing compliance, and instructional time were recorded in both classes. Because a non-significant baseline test is not evidence of equivalence, the primary analysis was an analysis of covariance on post-test achievement with the pre-test as covariate, with familywise error controlled across both confirmatory outcomes. Engagement was higher in the experimental class by 10.92 points, 95% CI [7.90, 13.94], t(56) = 7.25, Hedges' g = 1.88. Adjusted post-test achievement was higher by 13.16 points, 95% CI [9.66, 16.67], F(1, 55) = 56.73, partial η² = .51, and remained stable across separate-slopes, Welch, and rank-based analyses. Engagement and achievement were strongly associated, r = .74, 95% CI [.60, .84], though this fell to .43 and .62 within classes. An exploratory decomposition attributed roughly half the adjusted group difference to engagement; because engagement was measured once, concurrently with the post-test, this is a statistical partition rather than a causal mechanism. Findings from a single school require replication.
Inquiry in a virtual world: integrating the Zep Quiz game into inquiry-based learning to strengthen learning activeness and critical thinking among vocational students Richa Witavia S.; Fetri Yeni J.; Alwen Bentri; Mutiara Felicita Amsal
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.v6i2.2553

Abstract

Vocational students in Indonesia are expected to reason scientifically and participate actively, yet many struggle once a task moves beyond recall. This study tested whether an inquiry-based learning (IBL) sequence built around Zep Quiz, a virtual-world quiz game, could raise learning activeness and critical thinking. A quasi-experimental non-equivalent control group design used two intact Grade 10 classes at SMK Negeri 1 Painan (n = 30 each). The experimental class learned through six IBL stages mediated by Zep Quiz; the control class followed an activity-based routine. Activeness was measured with a Likert questionnaire and critical thinking with a higher-order thinking test. After confirming normality, homogeneity, and baseline equivalence, paired- and independent-samples t-tests and normalized gain were computed. Both groups improved, but the experimental group improved far more. Normalized gains reached the medium-to-high band for the experimental class (activeness ⟨g⟩ = .67; critical thinking ⟨g⟩ = .66) against low gains for the control class (.25 and .31). Post-test differences were large and significant for both activeness (t(58) = 10.67, d = 2.76) and critical thinking (t(58) = 7.19, d = 1.86), both p < .001. Embedding a virtual-world game inside a disciplined inquiry cycle appears a workable route to deeper engagement and higher-order reasoning in vocational science.
Representing Islamic Values: Contemporary Indonesian ‎Children’s Literature as a Resource for Religious Literacy Yenni Hayati; Ridha Hasnul Ulya; Abdurahman; Nofrahadi; Rafdisyam
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.v6i2.2562

Abstract

This study aims to examine the potential of contemporary Indonesian children's literature as a catalytic medium in the teaching of religious values, religious literacy, and character formation among students in Islamic elementary schools (madrasah ibtidaiyah). Employing a qualitative approach and content analysis, the research explores the representation of values related to aqidah (faith), akhlaq (ethics), and ibadah (worship) within ten selected novels from the Kecil-Kecil Punya Karya (KKPK) series published by Mizan. The findings reveal that children’s literature is capable of conveying Islamic teachings in a contextualized manner, using narratives that resonate with the world of young readers. Values such as birrul walidain (respecting parents), prayer, Qur’an recitation, and wearing the hijab are portrayed through the behavior of main characters, dialogues, and storylines that are simple yet profoundly meaningful. Furthermore, children’s literature contributes to enhancing empathy, moral awareness, and the religious identity of young readers. The study also finds that integrating children’s literature into the madrasah curriculum can serve as an effective strategy for strengthening character education rooted in Islamic values. Through a non-dogmatic approach, children's literature facilitates the natural and enjoyable internalization of religious values. As an implication, teachers and policymakers are encouraged to utilize children’s literature as an integral component of thematic learning in Islamic schools.
Development of Critical Literacy among Junior High School ‎Students in Language Learning: A Systematic Literature ‎Review Switia Dewi Quraisyin; Eva Leiliyanti; Siti Gomo Attas
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.v6i2.2582

Abstract

The development of the digital era requires junior high school students to evaluate information, identify bias, and interpret texts critically, yet language learning often remains focused on basic comprehension. This systematic literature review synthesizes evidence on the concepts, pedagogical strategies, implementation contexts, and assessment approaches used to develop critical literacy among junior high school students in language learning. Studies published from 2020 to 2026 were searched across Scopus, Web of Science, ERIC, ScienceDirect, Taylor & Francis Online, and Google Scholar using predefined Boolean terms. Study selection followed PRISMA 2020 procedures, with independent screening by two reviewers and thematic synthesis of the 12 studies reported in the final review set; methodological quality was appraised using CASP for qualitative studies and JBI tools for quantitative studies. The synthesis indicates that critical literacy is most consistently supported by contextual and active-learning approaches, including problem- or project-based and collaborative learning, critical reading, digital and multimodal texts, and higher-order-thinking-oriented assessment. However, evidence is heterogeneous across language settings, study designs, samples, and assessment tools, limiting direct comparison and transferability. Teacher competence and contextual adaptation emerged as recurrent implementation conditions. The review concludes that critical literacy should be integrated through evidence-based, context-sensitive language pedagogy, while future studies should strengthen methodological consistency, longitudinal evidence, and standardized assessment.
Effects of the Flipped Classroom on Conceptual ‎Understanding and Learning Readiness in Vocational ‎Mathematics: A Quasi-Experimental Study Rahmi Mulia Yanti; Ulfia Rahmi; Alwen Bentri; Hani Fannisa
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.v6i2.2588

Abstract

Mathematics teaching in Indonesian vocational secondary schools (SMK) remains dominated by teacher-centred routines that leave many students with shallow conceptual understanding and weak learning readiness. This study compared a flipped-classroom package with conventional instruction in a quasi-experimental pre-test-post-test control-group design: two intact Grade XI classes at SMK Negeri 1 Painan were allocated to flipped (n = 30) or conventional (n = 31) conditions during a unit on circles and transformations. Because allocation was at class level and not random, class-specific influences are confounded with condition, and estimates are adjusted group differences, not causal effects. Conceptual understanding was measured with a double-marked rubric-scored essay test and learning readiness with a Likert questionnaire covering physical, psychological, cognitive, and environmental dimensions. A MANCOVA with both pre-tests as covariates returned a significant multivariate difference, Wilks' Λ = .49, F(2, 56) = 29.13, p < .001, partial η² = .51. Follow-up ANCOVAs showed adjusted differences of 9.75 points on conceptual understanding, 95% CI [6.09, 13.40], partial η² = .33, and 8.24 points on learning readiness, 95% CI [5.32, 11.16], partial η² = .36, both surviving Holm correction. Normalized gains were medium in the flipped class and low in the conventional class, and estimates held under Welch and rank-based tests. With one class per condition, one teacher, and one school, these results describe a difference in this setting and cannot separate the model from novelty, access, and compliance.
From Family to Digital Space: Reconstructing Parental ‎Authority in Islamic Character Education among Millennial ‎Families Aang Kunaepi; Akhmad Yusuf Isnan Setiawan
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.v6i2.2597

Abstract

This study examines how digital gaming reshapes parental authority in Islamic character education among millennial families. Using a qualitative case study design, the research was conducted in Wonodadi Village, Plantungan District, Kendal Regency, Central Java, Indonesia, with eleven millennial parents selected purposively. Data were generated through in-depth semi-structured interviews, participant observation, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings identify a gradual digital authority shift driven by limited parental accompaniment, insufficient supervision after providing digital devices, children’s intensive exposure to online games, and limited parental digital literacy. Parents’ accounts and field observations associated this shift with weaker discipline in religious practice, declining respectful communication with parents, and reduced self-control and responsibility. Parents responded through four adaptive strategies: negotiating rules for device duration and use, rebuilding parent–child emotional bonds, integrating Islamic values into everyday routines, and using digital media selectively as a character-education resource. The study proposes a digital authority shift model in which parental authority is reconstructed through relational presence, value-based mediation, and adaptive digital guidance rather than restriction alone.
Developing Canva-Based Interactive Worksheet Integrated ‎with Liveworksheets for Teaching Expository Text ‎ Galuh Dwi Ajeng; Futri Rahayu; Hajjah Zulianti; Aksendro Maximilian
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.v6i2.2619

Abstract

This study aimed to develop a Canva-based interactive worksheet integrated with Liveworksheets for teaching expository text to tenth-grade students of SMAN 14 Bandar Lampung, to determine its feasibility through expert validation, and to identify students’ responses to the developed product. This study employed the Research and Development (R&D) method using the ADDIE instructional design model, covering the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were the tenth-grade students. Data were collected through interviews, questionnaires, and expert validation sheets. The developed product combined Canva for designing instructional content and visual layout with Liveworksheets for creating interactive activities, including drag-and-drop, matching, multiple-choice, and short-answer exercises. Before implementation, the product was revised based on suggestions from material, media, and language experts. The validation results indicated that the product was highly feasible, with mean scores of 4.88, 4.71, and 5.00 from the material, media, and language experts, respectively, resulting in an overall mean score of 4.86 (“very good”). Students reported highly positive responses during the field trial (96.52%) and questionnaire (96.65%), indicating favorable perceptions of the developed worksheet. These findings indicate that the developed worksheet is feasible and perceived as practical for use in the participating class; however, its effectiveness in improving learning outcomes and its applicability to other educational contexts require further investigation.
Implementation of Child Device Supervision Through Google Family Link: A Study of Families Using Google Family Link in Sukarami District, Palembang Fella Mawaddah Sawalika; Fatmariza; Wirda Nengsih; Eka Asih Febriani
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.v6i2.2625

Abstract

This study aims to analyze the implementation of parental supervision through Google Family Link, examine children’s responses to technology-assisted digital parenting, and identify the supporting and inhibiting factors affecting its implementation among families in Sukarami District, Palembang. Responding to growing concerns about children’s smartphone use, excessive screen time, digital addiction, and exposure to inappropriate online content, this study employed a qualitative case study design. Data were collected through non-participant observation, semi-structured interviews with parents, children, and other family members, and documentation. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing and verification. The findings show that Google Family Link was implemented through screen-time management, application approval and restriction, activity monitoring, location tracking, and remote device control. Children’s responses varied from initial resistance to gradual acceptance as parents explained the purpose of digital supervision and involved them in establishing family digital rules. The study also found that parents’ digital literacy, family communication, consistency, and application usability supported effective implementation, whereas children’s resistance, technical limitations, unstable connectivity, and parents’ occupational demands constrained supervision. These findings indicate that Google Family Link functions not merely as a parental control application but as a social medium through which parents construct digital discipline, strengthen supervision, and foster responsible gadget use. However, the qualitative and context-specific design limits generalization; future studies should examine long-term outcomes across broader family, cultural, and socioeconomic settings.
Perceived Usefulness, Perceived Ease of Use, and Self-‎Reported Critical Thinking Among Indonesian Vocational ‎Students: The Indirect Role of Self-Regulated Learning Fani Okta Srinawati; Rose Rahmidani
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.v6i2.2634

Abstract

The spread of generative artificial intelligence (AI) in vocational classrooms has raised a concern that easy, on-demand answers may displace the reasoning vocational graduates are expected to master. This cross-sectional survey examined whether students' perceptions of AI are associated with their self-reported critical thinking, and whether self-regulated learning accounts for any such association. Drawing on social cognitive theory and the Technology Acceptance Model, questionnaire data were collected from 365 students in nine state vocational schools (SMK) in Pesisir Selatan Regency, West Sumatra, and analysed with PLS-SEM. All four constructs, including critical thinking, were measured by self-report rather than by performance tasks. Perceived usefulness and perceived ease of use were not associated with critical thinking directly (β = -.026, 95% CI [-.163, .111]; β = .064, 95% CI [-.072, .200]) but were weakly associated with self-regulated learning (β = .161; β = .158), which was in turn the strongest correlate of critical thinking (β = .383, 95% CI [.284, .482]). Both indirect paths were small and positive (β = .062 and .061), a configuration indicating indirect-only mediation. Explanatory power was weak, with R² = .085 for self-regulated learning and .157 for critical thinking, and f² values for all four technology paths below .02. A clustering sensitivity analysis showed that the technology paths lose significance at an intraclass correlation above about .01, so these associations are provisional. Because all constructs were measured on one occasion, the ordering is a theoretical assumption rather than an observed sequence.

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