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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 98 Documents
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The influence of self-efficacy on the learning outcomes of critical thinking skills and understanding of concepts in a school-based management course Hartana, Albertus; Degeng, I Nyoman Sudana; Kuswandi, Dedi; Ulfa, Saida; Mayasari, Elizabeth
Jurnal Ilmu Pendidikan Vol 30, No 2 (2024): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i2p91-100

Abstract

This study investigates the impacts of self-efficacy on self-regulated learning, critical thinking, and the outcomes of comprehending School-Based Management lectures. Additionally, it explores the influence of self-regulated learning on critical thinking and learning outcomes. To test the hypotheses, the SmartPLS 3 analytic method was employed. Findings indicate a significant positive effect of self-regulated learning on learning outcomes, establishing self-efficacy as a crucial factor for enhancing learning strategies and self-monitoring capabilities. The research confirms the beneficial effect of self-efficacy on critical thinking, highlighting its role in fostering key student competencies such as creativity, independence, and scientific inquiry. Furthermore, while self-regulated learning positively impacts critical thinking, self-efficacy was not found to directly affect learning outcomes. The study underscores the importance of self-regulated learning in advancing critical thinking skills, contributing valuable insights into the dynamics between self-efficacy, self-regulated learning, and educational achievement.
Analysis and Design of Responsive Web-Based Learning Media Equipped with Pomodoro Feature in the Course of Software Engineering Patmanthara, Syaad; Perdana Putra, Muhammad Ricky; Soraya, Dila Umnia
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p7-18

Abstract

The development of information and communication technology has brought about changes in the field of education, one of which is the emergence of web-based learning. Based on preliminary observation data collected through questionnaires, students still expressed uncertainty about their understanding of software engineering (SE) materials. The current learning media for SE include PowerPoint (PPT), e-modules, and instructional videos, which students find less engaging and challenging to comprehend. Additionally, students face distractions like games and social media, leading to difficulty maintaining focus while studying. The objectives of this research are (1) to analyze user and system needs and (2) to design web-based responsive learning media for the software engineering course, equipped with a Pomodoro feature. The research method used is research and development (R and D) with the 4D Thiagarajan development model, consisting of four stages: define, design, develop, and disseminate. However, only the definition and design stages were carried out due to research limitations. The presentation of data analysis results involves (1) needs analysis, which includes frontend analysis, learner analysis, task analysis, concept analysis, and specifying instructional objectives; (2) system design, which includes context diagrams and data flow diagrams; (3) database design, which includes Entity Relationship Diagram (ERD) and database file structure; (4) initial design in the form of a prototype; (5) technology design for development and implementation; and (6) instructional media testing design
Fostering Effective Problem Solving Skills: The Role of QR Scanner-Integrated Mobile Ecosystem and Material Modules Afidah, Umi; Priyatno, Baskoro Adi; Sutarno, Sutarno
Jurnal Ilmu Pendidikan Vol 29, No 2 (2023): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i2p76-84

Abstract

This study intends to assess how well the integrated teaching module for the QR Scanner in ecological material improves students' problem-solving abilities. In this study, the experimental technique was used with a pretest-posttest control group design. The study's 60 participants were split into two groups: the experimental group and the control group, each of which included 30 participants. The control group did not get any special intervention, whereas the experimental group received it in the form of a QR scanner and HP Integrated Ecosystem-Based Material Modules. Data from the pre- and post-tests of both groups were gathered in order to assess how the intervention affected the groups' problem-solving abilities. Utilizing exams and questionnaires, data was gathered. Paired t tests were used to compare each group's pretest and posttest results in the analysis of the study data. The findings revealed that the experimental group's problem-solving abilities significantly improved (p 0.001), but the control group exhibited no significant difference (p > 0.05). As a result, the integrated teaching module for the QR Scanner in the ecosystem materials was successful in enhancing students' ability to solve problems. The findings of this study have significant ramifications for the design of technology-based learning strategies that will enhance student learning and help them apply concepts in real-world situations.
Warm Teachers Make Enthusiastic Students: How Teachers Build Positive Relationships With Students Rosyidah, Fairuz Syifa; Rifameutia, Tjut; Djoumoi, Ahmed
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p59-67

Abstract

In addition to their teaching responsibilities, teachers must possess social competence, particularly in interacting effectively with their students. Previous research highlights a significant correlation between the quality of teacher-student relationships and the level of conflict within the classroom. Therefore, teacher competence in fostering positive relationships with students is essential for creating an environment of positive discipline. This research aims to enhance teachers' understanding of the fundamental principles of positive relationships through a training program titled "Warm Teachers Make Enthusiastic Students." The findings demonstrate an improvement in teachers' knowledge concerning the foundational principles of positive relationships, including encouragement, a focus on solutions, and a balanced approach of kindness and firmness. However, there was no observed increase in knowledge about the importance of caring among the teachers. The study also includes a qualitative analysis of teacher behaviors during the training sessions. It provides insights into how teachers applied the principles discussed and their overall engagement with the training material. This analysis underscores the significance of continuous professional development in the social competence of teachers, which is vital for fostering a supportive and productive classroom environment
A Contextual Teaching and Learning Method to Enhance the Critical Thinking Abilities of Children with Special Needs Sari, Wanda Kharisma; Novianti, Ranti; Dewantoro, Dimas Arif
Jurnal Ilmu Pendidikan Vol 29, No 2 (2023): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i2p121-127

Abstract

Critical thinking ability is a crucial cognitive skill that needs to be developed for students with special needs. Critical thinking involves the capacity to analyze, evaluate, and solve problems in a logical and rational manner. Among students with special needs who have diversity in physical, motor, cognitive, and socio-emotional aspects, particular attention is required, especially in critical thinking abilities. The critical thinking abilities of visually impaired, hearing impaired, and physically disabled students lie in providing simple explanations and offering more advanced explanations with the assistance of teachers. The aim of this study is to determine the improvement in critical thinking abilities of children with special needs (visually impaired, hearing impaired, and physically disabled) in the subject of science before and after using the Contextual Teaching and Learning (CTL) method. This research employs a quantitative approach with a quasi-experimental design called interrupted time series. The interrupted time series design is utilized to measure the dependent variable at multiple time points. The study involves four measurements: an initial observation and three post-intervention observations. The instrument employed is observation, which contains critical thinking indicators. The hypothesis is tested using the Wilcoxon sign rank test. The research results indicate an enhancement in critical thinking abilities among students with special needs after being subjected to the Contextual Teaching and Learning (CTL) intervention. The score difference between the first observation and the fourth observation is 63.125, and the fourth observation is 80.375. For visually impaired students, critical thinking abilities in terms of explaining a condition or concept and constructing arguments improved. Hearing-impaired students experienced improvements in sub-indicators such as identifying terms, considering source credibility, and building arguments. Physically disabled students demonstrated improvement in aspects like formulating alternative solutions, answering “why” questions, interpreting statements, and providing reasons.
Assessment of Critical Reading Ability Using Indonesian Language Textbooks for the 2013 Curriculum and the Merdeka Curriculum Akbariski, Habib Safillah; Harsiati, Titik; Basuki, Imam Agus
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p19-28

Abstract

Critical reading ability is a type of reading skill that involves critical thinking. There is a positive correlation between critical reading urgency and critical reading tests. In this regard, it is necessary to study the evaluations of the curriculums currently being implemented in Indonesia, specifically the 2013 and Merdeka curricula. This study is a type of qualitative descriptive research. The data of this study includes the level, stimulation level, and format of reading comprehension questions in the Indonesian textbook for the 10th grade 2017 version of the 2013 curriculum and the Indonesian textbook for the 10th grade 2021 version of the Merdeka curriculum. The data collection technique implemented in this study is the documentation or note-reading technique. Research results show that (1) there are six levels of awareness of critical reading skills in Indonesian textbooks for the 2013 class X and Merdeka programs. The six cognitive levels are interpretation, analysis, inference, evaluation, explanation, and self-regulation. The Indonesian Textbook 10th Grade, 2013 syllabus found 64 questions containing important reading content. Meanwhile, the Indonesian Textbook for the 10th grade of Merdeka Curriculum has 76 questions containing important reading content. Significant differences exist in the number of items measuring critical reading skills; (2) the question stimuli used included text, images-texts, and infographics; and (3) variations in question format including multiple-choice, true-false, brief, and descriptive answers.
Language practices in multilingual writing processes – Supporting reflection in a complex modern world Dengscherz, Sabine
Jurnal Ilmu Pendidikan Vol 29, No 2 (2023): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i2p85-94

Abstract

This article presents and discusses a model for the reflection of language practices in (academic) writing processes: The Resources Interrelations Model (RIM) aims at a deeper understanding of the functional application of language resources in (demanding) text production. It addresses influence factors that interfere with individual language practices and locates them on four layers: First, the writing process and its situational demands, second, individual attitudes, goals, and motivation, third, individual language and writing biographies and fourth, societal background (including the ongoing technology development and AI tools). The RIM is a theoretical model; however, it is inspired by empirical research in the PROSIMS project. In my article, I present and describe the RIM and its four layers, sketch its points of departure, and locate the model in its interdisciplinary discursive context, in particular referring to process-oriented writing research and research on multilingualism (including poststructuralist criticism of language categories). Additionally, I outline the relevance of such a model as a starting point for further research and a base for the (self-) reflection of writing processes. As the model focuses on the interrelation of influence factors (instead of specific writing strategies), it is open for individual and situational variation and for the dynamic changes in a complex modern world, while at the same time providing a framework for systematic analysis.
Participatory Learning for Rural Community Empowerment Sucipto, Sucipto; Fatihin, Muhammad
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p68-78

Abstract

Non-formal education is crucial in delivering education programs based on local wisdom. Community Learning Centers (CLCs) help combat illiteracy in Indonesia with flexibility, equality, and independence principles. Before implementing the independent learning policy, non-formal education institutions had already organized programs to liberate people from limitations. The Dial Foundation assists local communities in improving their quality of life through the Sustainable Livelihood Approach (SLA), categorizing non-formal learning programs into three types: informational, institutional, and developmental. Community involvement in asset identification and valuation is beneficial for understanding the actual conditions of their area, which are then categorized into five capitals: human capital, natural capital, financial capital, physical capital, and social capital. This allows the community to develop short-, medium-, and long-term sustainable development strategy plans. Community learning resources come from natural resources, traditions, culture, and external sources. The learning practices implemented by the Dial Foundation support sustainable development goals, particularly in providing quality education, enhancing health literacy, protecting mountainous regions, promoting effective housing governance, ensuring local food security, improving the quality of micro-scale business production, and advancing sustainable agriculture
Development of Digital Flipbook-based History Learning Media to Overcome High School Students' Learning Loss Lubis, Hafnita Sari Dewi; Tanjung, Yushar; Nasution, M. Ihsan Syahaf; Nasution, Ahmad Arif Budiman; Tannoubi, Amayra
Jurnal Ilmu Pendidikan Vol 29, No 2 (2023): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i2p128-139

Abstract

This research aims to develop interactive learning media, especially digital flipbooks, to overcome learning loss in history learning. The research method involves the stages of needs analysis, design creation, media development, media testing, and evaluating its impact on student understanding. The research subjects in this study consisted of 12 expert validators with 3 experts each for each aspect. Expert validators are selected based on their expertise in the fields of learning, historical materials, media and language. Apart from that, this research also involved 50 Pertiwi Medan Private High School students who were randomly selected to assess the media produced. Data was collected by interviews and distributing questionnaires. Data analysis involves comparing test results using paired t-tests. The research results show that the digital flipbook media developed is valid for use in overcoming learning loss. The t test results show a significance value of 0.000, which means there is a difference in scores before and after using digital flipbook media. The conclusion of this research shows that the development of digital flipbook learning media has great potential in overcoming learning loss in history learning and has a significant positive impact on student learning outcomes.Keywords: Digital flipbook, Learning Loss, History Learning.
Animated Mathematics Learning Media on guru.tesonlineku.com using Plotagon Story and Lectora Inspire Sagala, Prihatin Ningsih; Septiana, Dian; Widyastuti, Eri
Jurnal Ilmu Pendidikan Vol 30, No 1 (2024): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i1p29-39

Abstract

This research aims to develop animated story-learning media that helps students improve their understanding of mathematical concepts. This research uses the ADDIE development (R and D) method, which consists of analysis, design, development, implementation, and evaluation stages. The sample research subjects consisted of 6 experts, two material, media, and language validator experts each, one teacher, 5 and 147 class VII students who assessed the practicality and effectiveness of the product being developed. Data was collected through expert validation, interviews with teachers, teacher and student response tests, and tests on students. At the same time, the N-Gain test was used to evaluate media effectiveness. Expert validation results show that the criteria are very valid, with an average score of 89 percent. The teacher and student response test showed an average score of 86 percent, which shows that the animated story media is practically used for mathematics learning. The N-Gain test of 67 percent shows that students' ability to understand mathematical concepts is increasing. Therefore, using animated stories to develop skills in understanding mathematical concepts is feasible, practical, and effective

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