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INDONESIA
Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
Core Subject : Education,
Education
Jurnal Ilmu Pendidikan (JIP) is a scientific journal that contains and disseminate the results of research, in-depth study, and the ideas or innovative work in the field of science education. The innovative work of the post graduate students, teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal.
Arjuna Subject : Umum - Umum
Articles 120 Documents
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How Do I Rate Myself?” Self-Efficacy from the Teachers’ Point of View in Aviation Vocational School Sylvia, Tiara; Rochmawati, Laila; Diriyanti, Susi
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study investigates the factors influencing aviation vocational school instructors' self-efficacy and its effects on student engagement, classroom management, and instructional strategies. A sample of 100 participants was used to analyze the correlation between teacher self-efficacy and variables such as age, gender, position, additional assignments, highest degree of education, and institution. The impact of self-efficacy on supporting factors, specifically: a. the effectiveness of student engagement (ESE) and teacher self-efficacy: there is a substantial correlation between ESE and teacher self-efficacy, with ESE having a 98% influence on teacher self-efficacy; b. the effectiveness of classroom management (ECM) and teacher self-efficacy: a significant relationship is also observed between ECM and teacher self-efficacy, with ECM having a 98 percent impact on teacher self-efficacy; c. the effectiveness of instructional strategies (EIS) and teacher self-efficacy: a significant correlation exists between EIS and teacher self-efficacy, with EIS having a 98 percent influence on teacher self-efficacy. The findings demonstrate that the variables of age, position, education, and agency origin exert a substantial impact on the self-efficacy of teachers at aviation schools. Furthermore, elements such as student involvement, classroom management, and learning strategies are significant contributors to the enhancement of teacher self-efficacy within the context of an aviation vocational school
Embedding Social Emotional Learning into School Routines: Daily Practices Based on Whole School Approach and Trikon Values to Strengthen 21st-Century Communication Skills Romadhianti, Rona; Fuad, Muhammad; Rusminto, Nurlaksana Eko; Nurwahidin, Muhammad
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study aims to develop and embed Social Emotional Learning (SEL) into daily school routines as a strategy to foster 21st-century communication skills among senior high school students in Indonesia. Grounded in the Whole School Approach (WSA) and Trikon values from Ki Hadjar Dewantara’s philosophy, this research emphasizes the role of daily practices—such as morning greetings, emotional check-ins, reflective sharing, and optimistic closure as integral instruments to cultivate students’ communication competence. Unlike temporary or subject-based instructional strategies, embedding SEL into school routines offers a sustainable and systemic cultural transformation within the school environment. The study employed the Research and Development (R&D) method using the Four-D Model (Define, Design, Develop, Disseminate). Participants were Grade XI students from three senior high schools representing diverse geographical and socio-cultural contexts. Data were collected through observations, interviews, journals, and authentic communication assessments, analyzed using a qualitative-dominant mixed methods design to capture both behavioral narratives and measurable indicators. Findings reveal that integrating SEL into school routines enhances students’ ability to express themselves clearly, listen actively, collaborate empathetically, and engage in constructive dialogue. Teachers reported that the routines created a more supportive and inclusive learning atmosphere, while students demonstrated improved confidence and resilience in academic and social interactions. In conclusion, embedding SEL into daily routines not only strengthens communication skills but also institutionalizes character education through culturally rooted practices. This model provides a replicable framework for Indonesian schools to advance holistic education, aligning with the vision of the Kurikulum Merdeka and the Profile of Pancasila Students.
The effect of Library-Assisted Instruction (LAI) on reading ability and reading attitude of elementary school students in Indonesia Na, Hee Jeong; Degeng, I Nyoman Sudana; Setyosari, Punaji; Kuswandi, Dedi; Joo Han, Hyouk
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

The purpose of this study is to verify the effect of Library-Assisted Instruction on reading ability and reading attitude. The study was conducted on Indoneia’s elementary school second grade. The Library-Assisted Instruction program was developed as a textbook for second grade of the integrated curriculum and was implemented eight times. The reading ability and reading attitude evaluation tool developed in Korea was modified and used for the Indonesian situation. As a result of analyzing the data collected during the pre- and post-test of reading ability and reading attitude using SPSS Statistics 26, the experimental group in which the teacher librarian and the teacher collaborated to participate in the Library-Assisted Instruction to which subject-related reading was applied showed a statistically significant difference in reading ability and reading attitude compared to the control group. Through these research results, it was verified that Library-Assisted Instruction effective for reading ability and reading attitude.
Synergy of Sekura Local Wisdom in History Learning at Universitas Lampung Muhammad, Ulul Azmi; Haenilah, Een Yayah; Margaretha, Risma; Fuad, Muhammad
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study aims to examine the role of the Sekura tradition as a form of local wisdom of the Lampung community in supporting history learning in higher education, particularly at Universitas Lampung. Sekura, which is a cultural tradition with social, moral, and historical values, is seen as having potential as a contextual learning resource and is relevant to a local wisdom-based learning approach. The research method uses a qualitative approach with data collection techniques through literature studies, interviews with lecturers and students, and observations of Sekura cultural practices. The results show that the integration of Sekura in history learning can improve students' understanding of local cultural dynamics, strengthen regional identity, and encourage an appreciative attitude towards the plurality of Indonesian cultures. In addition, the application of this local wisdom supports the achievement of learning outcomes that emphasize critical, reflective, and contextual thinking skills. Thus, the synergy between Sekura and history learning not only preserves Lampung's cultural heritage but also enriches pedagogical strategies in history education at the university level.
Virtual Reality (VR) Literacy in Human Digestive System Learning on Learning Passion: A Project Based Learning (PjBL) Scenario Untari, Rahmania Sri; Wiguna, Akbar; Astuti, Cindy Cahyaning; Nur Hasanah, Fitria; Wulandari, Fitria Eka; Sabirov, Bobur
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

The urgency of this research arises from the challenges of teaching abstract concepts in science, such as the human digestive system, which often results in shallow understanding and low student motivation due to conventional 2D representations. This study investigates the effectiveness of integrating Virtual Reality (VR) literacy in Project-Based Learning (PjBL) scenarios to significantly improve students' learning enthusiasm compared to conventional e-module-based PjBL. This study uses a Quasi-Experimental Design with a Pre-Test-Post-Test Control Group Design and is framed within the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The dependent variable, learning enthusiasm, is measured using a validated scale based on the Vallerand Dualistic Model. Data are analyzed using a Two-Way Factorial Analysis of Variance (ANOVA), including assumption testing and Effect Size calculation. The final results show a significant mean difference in learning enthusiasm between the experimental group (VR-PjBL) and the control group (E-module-PjBL). These findings clearly demonstrate that VR literacy, when combined with PjBL, provides an immersive, personalized, and experience-based environment that acts as a powerful catalyst for intrinsic motivation and sustained enthusiasm for science learning.
Empowering Students: How Teachers’ Autonomy Support Shapes Self-Efficacy for Self-Regulated Learning Hartanti, Jahju; Marfu’i, Lucky Nindi Riandika; Musdalifah, Ana; Charamba, Erasmos
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

Education autonomous support of teaching can promote students learning. This study collected 409 teachers survey questionnaires and applied structural equation model to measure teacher autonomy support, student self-efficacy, and student self-regulated learning. This study adopted self-determination theory (SDT), systematically explored the relationship between teachers’ autonomy support, student self-efficacy and student self-regulated learning and examined the mediating effects of students’ self-efficacy. This study found that teacher autonomy support had a significant effect on student self-regulated learning, and was mediated by self-efficacy. Teacher-directed support had a significant effect on student self-efficacy. Therefore, this study gave a fresh perspective to improve learning engagement, that is to say, teachers were encourage to improve students’ autonomy in practical teaching on the basis of giving students autonomy support.
Evaluating Student Learning Outcomes in Virtual Reality Adaptive Chemistry Machfudin, Mohammad Farid; Setiawan, Esther Irawati; Halim, Kevin Jonathan; Santoso, Joan; Utama, Agung Bella Putra; Gunawan, Gunawan; Kusuma, Samuel Budi Wardana; Singh, Vrijraj; Tuan Vu, Tong Nam
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study evaluates the effectiveness of a Virtual Reality (VR)–based adaptive learning application in enhancing high school students’ understanding of chemical compounds. The primary objective was to quantitatively assess the impact of the VR intervention on student learning outcomes across two distinct cohorts (N = 78). A pretest–posttest control-group design was employed, with two parallel groups (Group A and Group B) to ensure internal validity and comparability of results. The findings consistently indicate a marked contrast between the experimental and control conditions. Students in the control groups showed declines in performance, with negative learning gains of −8.32 and −15.20, suggesting learning loss when conventional instructional methods were used. In contrast, students exposed to the VR-based adaptive learning application demonstrated positive learning gains of +2.90 and +9.70, reflecting meaningful improvements in conceptual understanding. Further analysis of the intervention’s impact revealed effect sizes ranging from medium (Cohen’s d = 0.722) to very large (d = 2.182). These results indicate not only statistical significance but also substantial practical significance. Overall, the findings provide strong empirical evidence that the VR-based adaptive learning application is effective in preventing learning loss and significantly enhancing students’ understanding of chemical compounds when compared to traditional instructional approaches.
Promoting an Adaptive Educational Planning Model In the Age of Sustainable Development Goals Hartini, Nani; Widaningsih, Widaningsih; Garnasih, Wulan; Prihatin, Eka; Kunmei, Li
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study aims to presents an adaptive education planning model integrating data-driven school mapping, vocational alignment with industry needs, and collaborative governance to enhance educational access and workforce alignment in Indonesia. Using a qualitative approach, we conducted in-depth interviews with 16 informants, including educational policymakers, consultants, and industry representatives. The findings indicate that strategic school placement, guided by demographic data, addresses educational equity by prioritizing underserved areas. Vocational programs aligned with local labor demands equip students with industry-relevant skills, enhancing job absorption and reducing workforce migration. Collaborative governance fosters stakeholder engagement, allowing educational institutions to adapt to socio-economic changes. Practical implications include better resource allocation in underserved regions, improved job market alignment through vocational education, and stronger local economies through talent retention. This model supports Sustainable Development Goal 4 (SDG 4) by creating a responsive, community-centered educational framework that promotes sustainable socio-economic development across Indonesia.
Digital Learning Transformation through AWBIT: A Case Study on the Department of Mathematics Education, State University of Medan Elfitra, Elfitra; Syahputra, Edi; Darari, Badzlan; Frisnoiry, Suci; Khairani, Nerli
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

This study aims to examine the effectiveness of Adaptive Web-Based Interactive Tutoring (AWBIT) in transforming digital learning and improving students' digital literacy in the Calculus course at the Department of Mathematics Education, State University of Medan. The study used a quasi-experimental method with a Nonequivalent Control Group Design, involving two classes as experimental and control groups. The experimental group used AWBIT, while the control group used conventional learning. The instruments used include pretest and posttest tests, student response questionnaires, and validation of material and media experts. The validation results showed that AWBIT was very feasible to use with an average score of 3.38 from material experts and 3.43 from media experts. Students responded positively to AWBIT with an average questionnaire score of 3.35 and an practicality of use at 3.75 high.Statistical tests show that the data is distributed normally and homogeneously. The results of the t-test showed a significant difference between the learning outcomes of the experimental and control groups, with a gain score of 0.61 in the experimental group and 0.34 in the control group. These findings show that AWBIT is effective in improving students' learning outcomes and digital literacy. This system provides adaptive, interactive, and personalized learning, according to the individual needs of students. This research supports the integration of technology in learning and is in line with the implementation of the Independent Curriculum and the Outcome-Based Education (OBE) approach in higher education.
Unlocking New Potential in Educational Technology: Using Edutren Application to Increasing the Effectiveness of Student Evaluation Nurdin, Nurdin; Ruhimat, Mochammad Devi Cahya; Shodikin, Rifan; Xinling, Song
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p299-308

Abstract

This study aims to describe the use of the Edutren application in more effective student evaluation activities, emphasizing the significant impact of information and communication technology (ICT) in education management. A qualitative approach of exploratory case study type was utilized, with data collection employing triangulation techniques. In the interviews, an in-depth interview model by Bingham (2023) was adopted, with five stages of data analysis. Purposive sampling was employed to select participants with 13 individuals including principals, teachers, dormitory guardians, education personnel, students, and student guardians, participating in the study. The result shows that: (1) the utilization of Edutren can be categorized into three distinct stages. The first stage involves data input, which is conducted by the owner of the Middle Account (MA). The second stage encompasses data processing, which is executed by Edutren's automation features and is subject to the contractual agreement between the school principal and the MA. The final stage pertains to the display of various data. (2) The findings indicated that Edutren has been effective in enhancing the efficacy of student evaluation activities. This is due to the fact that it provides an evaluation system that is accurate, and sustainable, fosters collaboration between schools and student guardians, is data-driven, and delivers real-time student progress reports on a daily basis. This facilitates the subsequent design of follow-up decisions by the school and guardians. This is a new key to the future of education technology. Three points to increasing the outcome for school management are recommended.

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