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JPPG (Jurnal Pendidikan Profesi Guru)
Published by Universitas Muhammadiyah Malang
ISSN : 2723006     EISSN : 2746245     DOI : https://doi.org/10.22219/jppg
Core Subject : Education,
Education Other
JPPG (Jurnal Pendidikan Profesi Guru) is a means to communicate the results of various research activities and scientific studies carried out individually or in groups by lecturers, teachers, students, educational observer institutions, state institutions, and the like. Various research results and scientific studies that have been carried out are expected to contribute to the development of science, technology, and art in the field of education which aims to create professional educators. Thus, every published article must be associated with these goals and targets (which are stated in the contribution statement).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 99 Documents
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Peningkatan hasil belajar IPAS dengan media pembelajaran pop-up pada materi perkembangbiakan secara genaratif bunga di kelas IV SD Muhammadiyah 8 Kota Malang Khusnul Hotimah
Jurnal Pendidikan Profesi Guru Vol. 6 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i1.28632

Abstract

Pembelajaran adalah proses interaksi antara guru dan peserta didik yang bertujuan mengubah tingkah laku peserta didik ke arah yang lebih baik. Penelitian ini bertujuan membantu guru mengembangkan media pembelajaran Pop-Up untuk meningkatkan keaktifan belajar peserta didik dalam pembelajaran IPAS materi Perkembangbiakan Secara Genaratif. Media Pop-Up dipilih karena menarik dan mudah dibuat serta dapat meningkatkan semangat dan interaksi peserta didik. Metode penelitian tindakan kelas ini menggunakan Model Kemmis dan Mc. Taggart dengan tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian dilakukan melalui pra-siklus, siklus 1, dan siklus 2 pada kelas IV SD Muhammadiyah 8 Kota Malang. Hasil menunjukkan ketuntasan belajar meningkat dari 25% pada pra-siklus, 50% pada siklus 1, menjadi 100% pada siklus 2.
Penerapan pendekatan culturally responsive teaching untuk meningkatkan keaktifan dalam pembelajaran matematika berbantuan quizizz paper mode Nur Leni Lailatulisca; Z. Zukhrufurrohmah
Jurnal Pendidikan Profesi Guru Vol. 6 No. 2 (2025): Agustus
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i2.34848

Abstract

Penelitian ini bertujuan untuk meningkatkan keaktifan belajar peserta didik melalui penerapan pendekatan Culturally Responsive Teaching (CRT) berbantuan media Quizizz Paper Mode dalam pembelajaran matematika. Keaktifan belajar didefinisikan sebagai keterlibatan peserta didik dalam proses pembelajaran melalui perhatian, respons, dan partisipasi aktif terhadap materi dan guru. Pendekatan CRT mengintegrasikan unsur budaya lokal dengan teknologi untuk menciptakan lingkungan belajar yang inklusif dan kontekstual. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus pada peserta didik kelas IX berjumlah 32 orang. Hasil penelitian menunjukkan adanya peningkatan keaktifan belajar dari siklus I ke siklus II. Data observasi menunjukkan peningkatan tertinggi pada indikator kerja sama dan hubungan sosial sebesar 28%. Data angket juga menunjukkan peningkatan pada indikator perhatian serta kerja sama dan hubungan sosial sebesar 26%. Indikator pemecahan masalah meningkat sebesar 23%. Hasil ini menunjukkan bahwa penerapan pendekatan CRT berbantuan Quizizz Paper Mode efektif dalam meningkatkan keaktifan belajar peserta didik dalam pembelajaran matematika.
Mitigating teacher professionalism problem in Indonesia: What Scopus AI tell us? H. Husamah; Jazilah Azizah; Tutut Indria Permana; Yanur Setyaningrum; Iin Hindun
Jurnal Pendidikan Profesi Guru Vol. 6 No. 2 (2025): Agustus
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i2.37934

Abstract

Teacher professionalism in Indonesia remains a central concern in educational reform, impacting the overall quality of education. Despite significant efforts through government initiatives, certification programs, and professional development schemes such as PPG and the Competence Test for Teachers, challenges persist. Limited access to training, inadequate workplace culture, and political resistance hinder effective reform. This study aims to analyze the current efforts, policy initiatives, contributing factors, and best practices addressing teacher professionalism in Indonesia. A comprehensive literature review, utilizing Scopus AI’s advanced search tools, was conducted to identify prevailing themes, challenges, and emerging trends. Key findings suggest that while initiatives like "kampus mengajar" and heutagogy-informed education models show promise, the success of these programs depends heavily on improved access to training, better school infrastructure, and overcoming bureaucratic barriers. The study concludes that a holistic approach integrating training, workplace culture reform, and technological tools is essential for enhancing teacher professionalism.
Strengthening teacher professional programs: Insights from Scopus AI H. Husamah; Jalilah Azizah; Tutut Indria Permana; Yanur Setyaningrum
Jurnal Pendidikan Profesi Guru Vol. 6 No. 1 (2025): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i1.40646

Abstract

The quality of education in Indonesia depends heavily on the competence and capabilities of educators. Although various initiatives have been implemented to enhance teacher professional development, significant challenges persist. This article aims to critically review the various initiatives implemented in Indonesia, assessing their strengths and weaknesses, and comparing them with best practices from other countries. Using data from Scopus AI, the study analyzes the effectiveness and potential of these programs. Through natural language and keyword searches, this article identifies key challenges faced by teacher professional programs, including the misalignment between policy and practice, low participation in online sessions, and limited technological infrastructure. Additionally, this article presents a concept map illustrating the key components of teacher professional development programs in Indonesia. In conclusion, strengthening policies, increasing teacher participation, and optimizing technology in training can strengthen professional development programs and improve the overall quality of education in Indonesia. Further research is needed to explore the long-term impacts of integrating technology into teacher professional development programs, especially in areas with limited digital infrastructure.
Teacher professionalism development in Indonesia about environmental literacy H. Husamah; Tutut Indria Permana; Yanur Setyaningrum; Abdulkadir Rahardjanto; Samsun Hadi
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43563

Abstract

The professionalism of teachers in Indonesia is being reshaped by two main agendas: strengthening Continuing Professional Development (CPD), and integrating environmental literacy to address ecological challenges. This article examines the operationalization of Teacher Professionalism Development (TPD) through certification, structured CPD, and the Guru Penggerak (Teacher Mobilizer) program, while analyzing why environmental literacy—despite being supported by policies such as the Adiwiyata Program and its successor, the School Environmental Care and Culture Movement (Gerakan Peduli dan Berbudaya Lingkungan Hidup di Sekolah/GPBLHS)—remains unevenly integrated into classroom practice. Based on a review, four critical points are synthesized: (1) the gap in translating policy into practice, (2) the need for pedagogical content knowledge on sustainability, (3) collaborative and self-directed learning models for teachers (e.g., Teacher Professional Development Tasks based on heutagogy or self-determined learning), and (4) the need for a coherent assessment and incentive system for environmental literacy outcomes. As a practical pathway, it is proposed to align CPD mechanisms with environmental literacy competencies, connect the "Sustainable Lifestyle" project in the Merdeka Curriculum with daily subject teaching, and strengthen the school ecosystem (leadership, community partnerships, resources). Thus, environmental literacy can become a routine part of teachers' professional practice, not merely an "add-on program."
Promoting environmental literacy for prospective teacher: How does Scopus AI illustrate valuable lessons from Indonesia? H. Husamah; Jalilah Azizah; Tutut Indria Permana; Yanur Setyaningrum; Iin Hindun; Roimil Latifa
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43569

Abstract

Environmental literacy is increasingly critical for prospective teachers, yet teacher-education initiatives remain fragmented. Using Scopus AI as an analytic lens, this study synthesizes Scopus-indexed evidence to identify how Indonesia promotes environmental literacy in pre-service teacher preparation. We conducted a natural-language search and a complementary keyword strategy covering environmental/eco literacy, sustainability education, teacher education, curriculum, pedagogy, and outcomes, and analyzed the retrieved summaries and visual outputs through qualitative thematic synthesis and critical policy analysis. Results highlight recurring strategies: integrating critical thinking and ecoliteracy, using validated instruments (e.g., spirituality-based environmental literacy measures), strengthening school programs such as Adiwiyata, applying EESD-oriented materials, and implementing guided inquiry, project-based/STEAM approaches, and STEM integrated with local wisdom. The derived concept map shows four reinforcing pathways—community engagement, curriculum integration, teacher development, and HEI-led educational strategies—linked by critical reflection toward responsible behavior. These insights support more coherent program design and scalable policy alignment in teacher education across contexts.
Improving elementary students’ HOTS and learning activeness through process skills–based problem-based learning Wildah Afniar Nabila; Iin Hindun
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43575

Abstract

Most learning processes in Indonesian elementary schools still do not sufficiently foster higher-order thinking skills (HOTS) and active student participation. This classroom action research aimed to improve fourth-grade students’ HOTS and learning activeness in the IPAS (Science and Social Studies) subject through Problem-Based Learning (PBL) integrated with process skills. The study was conducted at SDN Beji 01 Batu (East Java) and involved 25 Grade IV-A students. The intervention was implemented in two cycles (planning, action, observation, reflection), each consisting of two meetings. HOTS were measured using a HOTS-oriented test, while student activeness was assessed through structured observation of process-skill behaviors. From Cycle 1 to Cycle 2, HOTS indicators improved substantially: analyzing (C4) increased from 42% to 81%, evaluating (C5) from 32% to 84%, and psychomotor naturalization (P5) from 44% to 92%. Students’ activeness also increased, with the overall average rising from 42.8% to 72.7%. These findings indicate that integrating PBL with process skills can effectively enhance elementary students’ HOTS and engagement, supporting the implementation of student-centered learning aligned with the Merdeka Curriculum.
Implementing experiential learning-based problem-based learning to improve fifth-grade IPAS learning outcomes on sound sources Yulia Fitri Astutik; Belinda Dewi Regina
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43576

Abstract

This classroom action research examined whether experiential learning-based problem-based learning (PBL) improves fifth-grade students’ IPAS learning outcomes on the topic of sound sources at SDN Ngaglik 01, Batu City, Indonesia. Twenty-six students participated in two action cycles (planning, action, observation, reflection), each consisting of two meetings. Achievement was measured using end-of-cycle tests, and observations informed reflection and revision. Learning outcomes improved from Cycle 1 to Cycle 2: the class mean rose from 72 to 83, mastery increased from 38.5% (10/26) to 88.5% (23/26), the highest score improved from 88 to 100, and the lowest score increased from 68 to 77. Overall, embedding authentic hands-on experiences in PBL helped students engage with problems, construct concepts, and demonstrate better understanding in IPAS lessons in a supportive collaborative setting.
Increasing students’ learning activity and motivation in advanced mathematics through problem-based learning assisted by online learning media Faren Hasna Hafizha; Z. Zukhrufurrohmah
Jurnal Pendidikan Profesi Guru Vol. 6 No. 3 (2025): Desember
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v6i3.43579

Abstract

Low participation and weak learning motivation often hinder students’ progress in advanced mathematics. This classroom action research investigated whether Problem-Based Learning (PBL) supported by online learning media could enhance Grade XI students’ learning activity and motivation at SMA Negeri 1 Malang, Indonesia. Quizizz and Wordwall served as platforms. Thirty-five students in class XI-3 participated in two cycles (planning, action, observation, reflection), each comprising two meetings. Data were collected through structured observations of activity and motivation, a motivation questionnaire, and a learning-implementation checklist, and were analyzed descriptively using percentages. Results showed consistent gains from Cycle 1 to Cycle 2: activity increased from 72% to 86%, observed motivation from 70% to 85%, and questionnaire motivation from 74% to 89%. The overall average rose from 75% to 87%, exceeding the success criterion (≥76%).

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