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Jurnal Penelitian Pendidikan Indonesia
Published by Universitas Negeri Padang
ISSN : 24778524     EISSN : 25028103     DOI : http://dx.doi.org/10.29210/020233270
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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
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Visionary leadership and teacher learning innovation: a literature review on the mediating roles of teacher welfare, professional collaboration, and work motivation Six Meredo; Rambat Nur Sasongko; Muhammad Kristiawan
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: 10.29210/020266855

Abstract

This study aims to synthesize empirical evidence on how visionary leadership of school principals contributes to teacher learning innovation, with a specific focus on the mediating roles of teacher welfare, professional collaboration, and work motivation. This study employed a systematic literature review approach by analyzing relevant studies indexed in Scopus, ERIC, Google Scholar, and Indonesian national journals published between 2013 and 2025. The keywords used included “visionary leadership,” “teacher welfare,” “professional collaboration,” “work motivation,” and “learning innovation.” A total of 48 selected articles were analyzed using thematic synthesis techniques. The findings indicate that visionary leadership has a positive but predominantly indirect effect on teacher learning innovation. Three key mediating mechanisms were identified teacher welfare, encompassing financial and psychological well-being, which enhances teachers’ creative capacity; professional collaboration, such as learning communities and lesson study, which promotes knowledge sharing; and work motivation, both intrinsic and extrinsic, which sustains innovative practices. These three aspects operate synergistically in an integrated model. This study highlights that visionary leadership fosters innovation not through direct control but by creating supportive conditions. Its novelty lies in integrating teacher welfare, collaboration, and motivation as mediators. The findings contribute theoretically and practically by emphasizing a systemic approach to strengthening teacher learning innovation.
Equipment modification to enhance physical education learning in under-resourced elementary schools: a school action research study Supri Yadi; Rambat Nur Sasongko; Bayu Insanistyo
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: 10.29210/020266871

Abstract

Limited physical education (PE) facilities hinder active learning in many elementary schools, particularly in developing regions. This study aimed to improve the availability and utilization of physical education facilities through equipment modification in an elementary school in Seluma, Indonesia. A qualitative school action research design was employed over two cycles consisting of planning, action, observation, and reflection. The participants included one physical education teacher and 28 elementary school students selected purposively. The intervention involved modifying learning equipment using simple materials such as stones, PVC pipes, cardboard, and sand. Data were collected through observation, interviews, and documentation, and analyzed using thematic analysis. The results showed that equipment modification significantly increased the availability of facilities from low to good levels. Student participation improved from low to high, and learning motivation also increased from low to high across the research cycles. These findings indicate that equipment modification is a feasible, low-cost strategy that can improve the effectiveness of physical education learning in resource-limited schools. This study contributes to the development of innovative and sustainable teaching practices. Future research should examine the long-term impact and broader applicability of this approach.
Transformational leadership, innovative climate, and self-efficacy on teacher innovativeness: the mediating roles of digital literacy and achievement motivation Vera Sri Wahyuni; Sri Setyaningsih; Lina Novita
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: 10.29210/020266890

Abstract

Teacher innovativeness is critical for 21st-century education, yet the mechanisms linking organizational and psychological factors to innovative behavior remain underexplored, particularly the mediating roles of digital literacy and achievement motivation. This study examines the direct and indirect effects of transformational leadership, innovative climate, and self-efficacy on teacher innovativeness, mediated by digital literacy and achievement motivation. A quantitative survey was conducted with 232 public primary school teachers in Depok City, Indonesia, selected via multistage proportional random sampling (population N=3,664). Data were analyzed using path analysis and SITOREM (Scientific Identification Theory to Conduct Operation Research in Education Management). All five predictors had positive direct effects on teacher innovativeness (p<0.05). Achievement motivation was the strongest direct predictor (β = 0.385), followed by digital literacy (β= 0.297). Innovative climate was the strongest predictor of both digital literacy (β= 0.557) and achievement motivation (β= 0.451). Digital literacy and achievement motivation significantly mediated all indirect paths (Sobel test, p < 0.05). SITOREM identified priority indicators for improvement (e.g., implementation of innovation, risk tolerance, digital ethics). Teacher innovativeness is enhanced through a systemic approach addressing leadership, climate, self-efficacy, digital literacy, and motivation with achievement motivation and digital literacy serving as key mediating mechanisms. Schools should prioritize fostering innovative climate and strengthening achievement motivation through targeted professional development and recognition systems.
Digital teacher performance management in a border area school : implementation of the ruang GTK platform and its impact on work effectiveness Yulia Septemi; Sudarwan Danim; Azizatul Khairi
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: 10.29210/020266891

Abstract

Digital platforms are increasingly used for teacher performance management, yet evidence from under-resourced contexts, particularly border-area schools, remains limited. This study examines the implementation of teacher performance management using the Ruang Guru dan Tenaga Kependidikan (Ruang GTK) platform and its contribution to teacher work effectiveness in a public junior high school located in an Indonesian border area. A qualitative descriptive approach was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, six teachers, and one school operator. Data were analyzed using the interactive model of Miles and Huberman. The findings show that Ruang GTK was implemented across five performance management stages: planning, implementation, monitoring and feedback, evaluation and reflection, and professional development. The platform contributed to clearer work direction, improved task organization, increased discipline, and supported reflective practices. However, constraints included unstable internet access, varying teacher digital literacy, and inconsistent system use. One teacher stated, “I often struggle to upload evidence because the internet connection is unstable.” Ruang GTK has potential as a digital performance management tool in border-area schools, but its effectiveness depends on infrastructure readiness, digital competence, and leadership support. Schools should provide targeted training and ensure reliable internet access. Future research should examine implementation across multiple schools.
Speaking as both necessity and challenge: an ESP need analysis of performing art students Haris Danial; Noerja Fadhilla Hadjaratie
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: 10.29210/020266911

Abstract

This study identifies the English language needs of performing arts (Sendratasik) students at Universitas Negeri Gorontalo, Indonesia, within an English for Specific Purposes (ESP) framework. A mixed-methods design was employed, combining questionnaires (n=50) and semi-structured interviews (n=10) to analyze target needs (necessities, lacks, wants) and learning needs (strategies, assessment preferences, barriers). Findings reveal that speaking is the most essential skill (70.4% of students), yet paradoxically also the most difficult (55.6%). Students prefer interactive teaching methods (55.6%) and collaborative strategies such as group discussions (40.7%). However, an assessment paradox emerged: despite prioritizing speaking, 55.6% of students prefer written tests over oral assessments. Low self-confidence (55.6%) is identified as the primary psychological barrier to speaking performance. We conclude that a significant gap exists between perceived needs and actual abilities in speaking, mediated by affective factors. These findings challenge the assumption that needs awareness alone translates into competence. Pedagogically, we recommend Task-Based Language Teaching (TBLT) and Content and Language Integrated Learning (CLIL) to align instruction with students' communicative needs while reducing anxiety. This study contributes empirical evidence to the under-researched intersection of ESP and performing arts education in non-Western contexts.
Enhancing principals' decision-making through local wisdom and technology in Indonesian elementary schools Sujatmiko Baliarto; Soewarto Hardhienata; Sri Setyaningsih
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: 10.29210/020266919

Abstract

This study investigates strategies to enhance decision-making effectiveness among public elementary school principals in Bogor, Indonesia. A sequential exploratory mixed-methods design (POP-SDM approach) was employed. Preliminary surveys (n=30) revealed significant gaps in decision-making indicators (targeting accuracy: 58%; timeliness: 53%). Qualitative interviews with 15 principals identified five critical variables: visionary leadership, motekar (Sundanese creativity and initiative), empowerment, trust, and ICT literacy. Quantitative path analysis using PLS-SEM with 138 principals (proportionate random sampling from 209) confirmed that trust exerts the strongest direct effect (β = 0.246, p = 0.002), followed by visionary leadership (β = 0.224) and ICT literacy (β = 0.216). The model explained 51.6% of variance in decision-making effectiveness. SITOREM (Scientific Identification Theory for Operations Research in Educational Management) analysis identified priority indicators for improvement, including consistent development, communication and togetherness, and computer operational skills. This study contributes a novel framework integrating indigenous cultural values with technological competence, offering evidence-based strategies for principal development programs. Limitations include cross-sectional design and geographic specificity; future research should employ longitudinal designs across diverse Indonesian regions.
The effect of perceived organizational support and sense of belonging on teacher empowerment in elementary school teachers Desi Maria; Jasrial Jasrial; Rusdinal Rusdinal; Merika Setiawati
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: 10.29210/020266921

Abstract

This study aims to analyze the influence of Perceived Organizational Support and Sense of Belonging on Teacher Empowerment among private elementary school teachers in Padang Utara District, Padang City. A quantitative explanatory research design was employed. The population consisted of 206 teachers, with 135 respondents selected using proportional stratified random sampling. Data were collected through structured questionnaires and analyzed using multiple linear regression with SPSS 26. The findings indicate that Perceived Organizational Support has a positive but not statistically significant effect on Teacher Empowerment (r = 0.161; R² = 2.6%). In contrast, Sense of Belonging shows a positive and significant effect (r = 0.222; R² = 4.9%). Simultaneously, both variables significantly influence Teacher Empowerment (r = 0.270; R² = 7.3%), although their combined contribution remains relatively low. Sense of Belonging is a more dominant factor in enhancing Teacher Empowerment compared to Perceived Organizational Support. Strengthening teachers’ emotional attachment to the organization is essential for improving empowerment.
The influence of part-whole method and video analysis media on long jump learning outcomes Jaya Saputra; Sri Gusti Handayani; Aldo Naza Putra; 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: 10.29210/020256929

Abstract

This study aimed to examine the effect of the combination of the Part-Whole Method and Video Analysis Media on cognitive learning outcomes and psychomotor skills in long jump learning among junior high school students. This study employed a quasi-experimental design using a pre-test and post-test control group approach involving 56 seventh-grade students of SMP Negeri 02 Kabawetan who were divided equally into an experimental group (n = 28) and a control group (n = 28). The intervention was conducted over eight instructional meetings. Cognitive learning outcomes were measured using a written test based on revised Bloom’s Taxonomy, while psychomotor skills were assessed using a performance rubric and jump distance measurements. Data were analyzed using descriptive statistics, N-Gain analysis, paired sample t-tests, and independent sample t-tests. The results showed that the experimental group achieved significantly higher cognitive post-test scores (84.36 ± 5.18) and psychomotor post-test scores (87.25 ± 4.67) compared to the control group, with significant differences (p < 0.001) and very large effect sizes (d = 1.84; d = 1.97). The integration of both methods effectively improved students’ long jump learning outcomes.
Industrial work practice, discipline, and vocational interest on motorcycle engineering students’ work readiness Rian Mahesa; Hasan Maksum; Wagino Wagino; Heri Prabowo
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: 10.29210/020266965

Abstract

This study aimed to examine the influence of Industrial Work Practice, Discipline, and Vocational Interest on students’ work readiness in the Motorcycle Engineering Department at SMK Negeri 2 Palembang. This research employed a quantitative correlational design involving 72 twelfth-grade students selected using saturated sampling. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics, Pearson correlation, simple regression, and multiple linear regression with IBM SPSS 25. The results showed that Industrial Work Practice had a positive and significant effect on work readiness (R² = 0.171; p < 0.05), Discipline demonstrated the strongest influence (R² = 0.390; p < 0.05), and Vocational Interest also significantly affected work readiness (R² = 0.122; p < 0.05). Simultaneously, the three variables contributed 59.2% to students’ work readiness. These findings indicate that practical industrial experience, strong discipline, and vocational interest are important factors in improving vocational students’ readiness to enter the workforce.
Bibliometric portrait of stress coping research in higher education (2020–2025): global trends, thematic clusters, and research gaps Mufadhal Barseli; Ifdil Ifdil; Vera Sriwahyuni Nengsih; Nilma Zola; Lira Erwinda; Berru Amalianita; Linda Fitria; Rima Pratiwi Fadli
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: 10.29210/020266589

Abstract

This study aimed to map the development of international research on coping strategies for managing stress among college students by examining publication patterns, thematic structures, and emerging research directions. A bibliometric analysis was conducted using 130 journal articles indexed in Scopus and published between 2020 and 2025. Data were collected following the PRISMA framework and analyzed using VOSviewer and R Studio to visualize keyword networks, thematic clusters, and country contributions. The results revealed a substantial increase in publications since 2020, with the United States and India leading research productivity. Four major research themes were identified: coping and psychological adaptation, academic and psychosocial contexts, mental health consequences, and predictor factors with psychological assessment. Mindfulness, emotional regulation, problem-focused coping, social support, and digital interventions emerged as the most frequently investigated coping approaches. Indonesia showed increasing research activity, although international collaboration and experimental studies remain limited. These findings provide valuable insights into the evolution of research on student stress management and offer directions for developing evidence-based counseling interventions and mental health policies in higher education.

Page 169 of 170 | Total Record : 1698

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