cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Nilma Zola
Contact Email
zola@konselor.org
Phone
+62 811-6678-060
Journal Mail Official
jurnal@iicet.org
Editorial Address
Jl. Bunda I No. 19 Padang - West Sumatera - Indonesia 25131
Location
Kota padang,
Sumatera barat
INDONESIA
Jurnal Penelitian Pendidikan Indonesia
Published by Universitas Negeri Padang
ISSN : 24778524     EISSN : 25028103     DOI : http://dx.doi.org/10.29210/020233270
Core Subject : Education,
Other
Authors who intend to submit a manuscript for publication in JPPI obliged to understand correctly the instructions and the ins and outs of the provisions on this journal. For authors who have never published the article on this journal, we recommend reading all of the term and conditions are listed in the journal. Authors are requested to prepare a manuscript in accordance with the Instructions for preparation of manuscript and then to follow the Author Guidelines for submission. Before the manuscript is submitted to the editorial team, please make sure that your paper is prepared using the journal paper template. The authors must refer to JPPI for writing format and style (Please download and use as a template for the initial manuscript submission). This will ensure fast processing and publication. Any papers not fulfilling the requirements based on the guidelines to authors or focus and scope, with great regret will not be processed and automatically rejected. The author who will submit the manuscript after deadline of submission as long as meet the requirement for publication in this journal will be process for next issue. The paper submission and reviewing procedures in JPPI will be processed with the web-based system via the Open Journal System (OJS) by Public Knowledge Project (PKP). We strongly prefer to receive manuscripts via our online submission system. With using our OJS system, authors can upload manuscript files (text, figures, and supplementary information) directly to our office and check on the status of Reviews their manuscripts during the review process.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,698 Documents
 165   166   167   168   169 
Evaluation of the practical office advance (POA) training program using the kirkpatrick model Muhammad Nurul; Rahmiati Rahmiati; Waskito Waskito; Yasdinul Huda
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256864

Abstract

This study aims to evaluate the effectiveness of the Practical Office Advance (POA) training program at BLK Pasaman Barat using the Kirkpatrick Model, with a focus on the gap between competency improvement and employment outcomes. A quantitative evaluation research design was applied involving 16 trainees selected through total sampling. Data were collected using validated questionnaires, pre-test and post-test, performance checklists, supervisor interviews, and documentation, and analyzed using descriptive statistics, paired comparison, and N-Gain. The results showed significant improvements in knowledge (33.54 to 74.38) and skills (30.62 to 85.43), with most participants achieving moderate to high N-Gain. However, behavioral transfer was moderate, and only 31% of participants obtained relevant employment. In conclusion, the POA training effectively improves technical competencies but has limited impact on employment outcomes, indicating the need to strengthen industry linkages and align training with labor market demands.
Motor skills and parental support that affect physical education learning outcomes in elementary school students Rizkal Rizkal; Ahmad Chaeroni; Wilda Welis; Zulbahri Zulbahri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256877

Abstract

This study aims to analyze the influence of motor ability and parental support on Physical Education learning outcomes, mediated by the adversity quotient of fifth and sixth-grade students at SDN 007 Sagulung, Batam. A quantitative approach with path analysis was employed. The sample consisted of 103 students selected through specific sampling techniques. Data collection instruments included a motor ability test (straight-line walking, shuttle run, sprinting, push-ups, and jumping), questionnaires for parental support and adversity quotient, and academic reports for learning outcomes. Data were processed using SPSS 26 through descriptive and inferential analysis. The results indicate that: (1) motor ability significantly affects learning outcomes (p<0.05); (2) parental support significantly affects learning outcomes (p<0.05); (3) adversity quotient significantly affects learning outcomes (p<0.05); (4) motor ability indirectly influences learning outcomes through adversity quotient by 12.85%; (5) parental support indirectly influences learning outcomes through adversity quotient by 9.59%; and (6) all variables simultaneously affect learning outcomes (Fcount 14.21>Ftable 3.14). In conclusion, adversity quotient serves as a crucial mediating variable that strengthens the impact of physical and environmental factors on students' academic achievement in.
Effects of arm explosive power, hand–eye coordination, and concentration on students’ badminton skills Wahari Abas; Gusril Gusril; Ahmad Chaeroni; Muhammad Arnando
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256879

Abstract

This study aims to examine the influence of arm muscle explosive power, hand–eye coordination, and training concentration on badminton playing skills among elementary school students. A quantitative approach with path analysis was employed to analyze both direct and simultaneous relationships among variables. The sample consisted of 30 male students aged 10–12 years selected through purposive sampling. Data were collected using performance-based tests and standardized instruments, including a medicine ball throw test, shuttlecock wall toss test, grid concentration test, and badminton skill tests (service, lob, and smash). The results showed that arm muscle explosive power (β = 0.664; p < 0.001), hand–eye coordination (β = 0.234; p = 0.045), and training concentration (β = 0.269; p = 0.023) had significant positive effects on badminton skills. Simultaneously, these variables explained 70.6% of performance variance (R² = 0.706). In conclusion, badminton performance is influenced by integrated physical, coordinative, and psychological factors, with explosive power as the dominant predictor.
Development of an integrated case-based digital accounting skills learning model to shape 21st century accountants Marwan Marwan; Nelvirita Nelvirita; Rahmayuni Alfajri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266886

Abstract

This study aims to develop and test the effectiveness of the Integrated Case-Based Digital Accounting Skills (ICDAS) learning model in equipping accounting students with 21st-century digital skills. This model was designed in response to the increasing industry demand for graduates with digital competencies, which until now has not been fully met by higher education. The study used a quasi-experimental design with a pretest-posttest approach in the experimental group (n=34) and the control group (n=34). The ICDAS model integrates case-based learning, the use of digital accounting tools, and artificial intelligence (AI), combined with the Joyce, Weil, and Calhoun approach and the Outcome-Based Education (OBE) principle. The results of expert validation showed a very high level of validity (4.60–4.70), and an excellent level of practicality (4.50–4.70). Empirically, this model has been proven effective in improving students' digital skills. The average posttest score of the experimental group (M=4.00) was significantly higher than the control group (M=3.45), with the t-test results showing significance (t(66)=5.86, p<0.001). The effect size analysis (Cohen's d = 1.77) showed a very large influence, while the N-Gain value (g = 0.41) was in the moderate category. In addition, the SEM-PLS analysis confirmed that the ICDAS model was a strong predictor of digital skills development (β = 0.72, p<0.001). These findings confirm that the ICDAS model is not only valid and practical, but also effective in improving the digital skills of accounting students.
Hela keta and educational leadership in East Nusa Tenggara: an analysis of cultural practices Heryon Bernard Mbuik; Hingrida Margarita Anastasia Hendrik
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266888

Abstract

Educational leadership in many schools in East Nusa Tenggara, Indonesia, is often dominated by bureaucratic and hierarchical decision-making that limits teacher participation and school community collaboration. This study aims to analyze the core values of Hela Keta and develop a culturally based educational leadership model in the Timor context. A qualitative descriptive approach with a simple ethnographic design was employed. Data were collected through participatory observation, in-depth interviews with traditional leaders, principals, and teachers, and document analysis in Timor Tengah Selatan and Kupang. Participants were selected purposively to represent key stakeholders in school leadership and local cultural practices. Data were analyzed thematically through coding, categorization, and triangulation. Findings reveal that Hela Keta embodies values of reciprocity, solidarity, deliberation, and collective responsibility, shaping both symbolic and practical leadership. These values manifest in participatory decision-making, school community collaboration, and a value-based school culture. Based on these findings, a Hela Keta-based educational leadership model is proposed, offering a culturally responsive and values-oriented framework for school leadership. The model provides guidance for principals and policymakers in implementing leadership practices that respect local cultural norms while strengthening school governance. Future research can explore the application of this model in other culturally diverse educational settings to enhance its relevance and adaptability.
Student roles in Islamic anti-corruption education: a case study at a Muhammadiyah elementary school Ilmiatus Soleha; Suyitno
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266727

Abstract

Anti-corruption education is widely promoted to foster integrity; however, it is often framed as a normative transmission of values, overlooking how students actively participate in shaping ethical practices. This study addresses this gap by examining student roles in Islamic anti-corruption education within a primary school. This qualitative case study was conducted at Muhammadiyah Kayen Condong catur Elementary School, Yogyakarta, involving 28 students, the principal, and two ISMUBA teachers. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using the Miles and Huberman interactive model to identify patterns of student engagement. The findings show that anti-corruption values are enacted through daily religious practices and school routines rather than formal instruction alone. Students demonstrate a clear distinction between responsibility as procedural compliance and amanah as a spiritually grounded obligation. Importantly, students act as peer monitors who actively regulate dishonest behavior, supported by habituation mechanisms such as the honesty canteen and structured worship activities. This study conceptualizes anti-corruption education as a participatory and practice-based process, highlighting student agency in sustaining school integrity culture and offering insights for designing context-sensitive character education in faith-based schools.
Self-regulated learning as a predictor of learning outcomes in physical education: a systematic literature review Noviani Noviani; Nuridin Widya; Hendri Neldi; Atradinal Atradinal
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256831

Abstract

This study aims to systematically examine the role of self-regulated learning (SRL) as a predictor of learning outcomes in physical education, focusing on the strength and consistency of its influence across different educational contexts. A systematic literature review was conducted following PRISMA 2020 guidelines, using Scopus, Web of Science, and Google Scholar databases with a defined search period from 2020 to 2025. Empirical studies employing quantitative or mixed-method designs were included, and data were extracted and synthesized using a thematic approach to identify patterns, relationships, and variations in findings. The results indicate that SRL components such as goal setting, self-monitoring, and self-reflection consistently show positive associations with learning outcomes, including skill performance, motivation, and physical literacy, although the strength of relationships varies across studies. Some inconsistencies and methodological differences were also identified. These findings suggest that SRL plays a significant role in physical education learning, while highlighting the need for more robust and longitudinal research to strengthen causal interpretations.
Effects of physical activity, motivation, and snacking on elementary students’ physical fitness Ifra Manto Fani; Wilda Welis; Nuridin Widya Pranoto; Ahmad Chaeroni
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266874

Abstract

This study aims to examine the direct and indirect effects of physical activity and snack consumption patterns on physical fitness, with exercise motivation as a mediating variable among elementary school students. A quantitative design with path analysis was applied to a sample of 65 fifth-grade students selected through random sampling. Data were collected using the Physical Activity Questionnaire for Older Children (PAQ-C), a Likert-scale motivation questionnaire, a Food Frequency Questionnaire (FFQ), and the Indonesian Physical Fitness Test (TKSI). The results showed that all independent variables significantly influenced physical fitness (p < 0.001), with exercise motivation emerging as the strongest predictor (β = 0.581; 33.75%). Physical activity (β = 0.281) and snack consumption (β = 0.311) also had significant direct effects. Moreover, both variables demonstrated indirect effects through motivation, confirmed by Sobel test results (p < 0.001). The model explained 95.2% of the variance in physical fitness. In conclusion, exercise motivation plays a critical mediating role, highlighting the importance of integrating behavioral and psychological approaches to improve students’ physical fitness
Model of teacher work discipline development based on self-awareness in public junior high school Milatul Rahmawati; Hanif Al Kadri; Rusdinal Rusdinal; Ahmad Sabandi
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266898

Abstract

This study aims to develop and evaluate a self-awareness-based coaching model to improve teacher work discipline in junior high schools. A Research and Development (R&D) approach adapted from Borg and Gall was used, involving needs analysis, model design, validation, and field testing. The study was conducted in three public junior high schools in Pasaman Barat Regency, Indonesia, involving 39 teachers and 3 principals. Data were collected through observation, interviews, validation sheets, and questionnaires. The results showed that initial teacher attendance ranged from 88%–90%, below the ≥95% standard, while timely submission of teaching modules ranged from 58%–64%. The developed model achieved a validity score of 4.56 (very valid) and a practicality score of 4.50 (very practical). After implementation, teacher work discipline significantly increased from a pre-test mean of 3.12 (SD = 0.42) to a post-test mean of 4.26 (SD = 0.38), t(38) = 14.82, p < .001, with a large effect size (Cohen’s d = 2.37). Similarly, self-awareness increased from 3.05 (SD = 0.45) to 4.40 (SD = 0.36), t(38) = 16.25, p < .001, with a large effect size (Cohen’s d = 2.60).. In conclusion, the developed model is valid, practical, and effective in improving teacher work discipline through strengthening self-awareness.
Improvement of performance through learning motivation on accuracy of forehand service in badminton among students Siti Nurhaliza; Ridho Bahtra; Tjung Hauw Sin; Ahmad Chaeroni
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020256901

Abstract

This study aims to examine the direct and indirect effects of arm muscle strength, eye-hand coordination, and learning motivation on forehand service accuracy in badminton among junior high school students. A quantitative approach with path analysis was used. The sample consisted of 49 male students selected through random sampling. Data were collected using a push-up test for arm muscle strength, a tennis ball throw-and-catch test for eye-hand coordination, a 50-item Likert-scale questionnaire for learning motivation, and a modified forehand service accuracy test. The findings revealed that arm muscle strength (0.393), eye-hand coordination (0.337), and learning motivation (0.278) had significant direct effects on forehand service accuracy. Additionally, arm muscle strength and eye-hand coordination showed indirect effects through learning motivation, contributing 5.2% and 3.7%, respectively. Both physical and psychological factors significantly influence forehand service accuracy. Integrating physical training and motivational strategies is essential to enhance badminton performance.

Page 167 of 170 | Total Record : 1698

 165   166   167   168   169 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 4 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 3 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 11, No 2 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 2 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 11 No. 1 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 11, No 1 (2025): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 4 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 4 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 1 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 1 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 9 No. 4 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 9, No 4 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 9 No. 3 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 9, No 3 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 9, No 2 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 9, No 1 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 9 No. 1 (2023): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 8 No. 4 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 4 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 3 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 8 No. 3 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 2 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 8, No 1 (2022): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 4 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 3 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 7 No. 3 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 2 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 7, No 1 (2021): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 6, No 2 (2020): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 6 No. 2 (2020): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 6, No 1 (2020): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 5, No 2 (2019): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 5, No 1 (2019): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 4, No 2 (2018): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 4, No 1 (2018): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 3, No 2 (2017): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 3, No 1 (2017): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 2, No 2 (2016): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 2, No 1 (2016): JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 1, No 1 (2015): JPPI (Jurnal Penelitian Pendidikan Indonesia) More Issue