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INDONESIA
Jurnal Penelitian Pendidikan
Published by Universitas Negeri Semarang
ISSN : 25031260     EISSN : 25804154     DOI : -
Core Subject : Education,
Education
This journal publishes original articles on the latest issues and trends occurring internationally in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 104 Documents
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Speaking Anxiety in Oral Presentation-based Assessment: Factors and Strategies Kustyandari, Febryantika; Sulistyani, Ummi Nur Laila
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.28968

Abstract

This study aims to investigates factors contributing to speaking anxiety in oral presentation-based assessments among English Language Teaching (ELT) students and their strategies to overcome it. Speaking is a crucial skill, yet it is often the most challenging for ELT students. While previous research has identified causes of general speaking anxiety, there is a gap in understanding how students specifically manage this anxiety in the context of oral presentation-based assessments, particularly for students learning to be future English teachers. To address this, descriptive qualitative research was conducted with thirty-one fourth-semester ELT undergraduate students at a state university in Indonesia. Data were gathered through a questionnaire adapted from the Public Speaking Class Anxiety Scale (PSCAS) and semi-structured interviews. The findings revealed three main domains of speaking anxiety: discomfort in speaking English, communication anxiety, and test anxiety. Discomfort in speaking English was primarily attributed to the fear of spontaneous speaking and lack of self-confidence due to peer comparison. Communication anxiety was mainly caused by nervousness while waiting to present and the fear of being judged for mistakes. Test anxiety was influenced by the awareness of presentations being graded and the pressure to meet teacher expectations. To manage these anxieties, students employed strategies such as practicing the presentation multiple times, using breathing or relaxation techniques, preparing cue cards, thinking positively, and practicing in front of a mirror or recording themselves. These results provide practical insights for educators to create supportive learning environments and provide students with effective coping mechanisms. 
Evaluation of the Structural Model of Madrasah Teacher Training Transfer in Online Training Siswanto, Yudi; Shofwan, Imam; Prilianti, Ratna
Jurnal Penelitian Pendidikan Vol. 42 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29302

Abstract

This study aims to evaluate the structural model of madrasah teacher training transfer in online training, focusing on the influence of self-efficacy, training design, and work environment on teaching skill transfer. This study uses a quantitative approach through a survey of 171 madrasah teachers in Central Java and D.I. Yogyakarta who participated in e-training from the Semarang Religious Education and Training Center (BDK). The instruments used were questionnaires based on self-efficacy scales, training design, work climate, and training transfer, and data were analyzed using Structural Equation Modeling (SEM) with the help of AMOS 24. The results of the analysis showed that the three variables (β = 0.33, p < 0.001), training design (β = 0.36, p < 0.001), and work environment (β = 0.24, p < 0.001) had a positive and significant effect on training transfer. The model explains the 55% variance in teaching skill transfer. The transfer of teaching skills in online training is significantly influenced by the individual characteristics of the teacher, the quality of the training design, and the support of the work environment. These three factors need to be considered in an integrated manner to increase the effectiveness of teacher training. The results of the study provide important recommendations for training organizers to pay more attention to the internal aspects of participants (self-efficacy), design applicable and relevant training, and create a work environment that supports the implementation of training results. The study contributes an up-to-date empirical understanding of the key factors influencing the transfer of madrasah teacher training in the digital age and highlights the importance of integration between personal, design, and work context factors in teacher professional development through online training.
Digital Literacy on Increasing the Pedagogical Competence for Teachers in Primary School Susilowati, Nola; Haryono, Haryono
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29451

Abstract

Increasing teacher pedagogical competence is one of the key factors in improving the quality of education in primary schools. In the current digital era, digital literacy is an important aspect that teachers must master to support a more effective and efficient learning process. This research aims to analyze the role of digital literacy in improving the pedagogical competence of teachers in elementary schools. This study uses a literature review method by analyzing various relevant literature sources. The findings of this study indicate that digital literacy has a significant impact on the improvement of pedagogical competence of elementary school teachers. Digital literacy can enhance teaching skills, curriculum development skills, classroom management skills, collaboration with other educators, and creativity and innovation of elementary school teachers. Therefore, this study can contribute to the development of digital literacy skills of elementary school teachers and improve the quality of education in Indonesia. 
Overprotective Parenting and Its Implications for Independent Character Development in University Students Septiani, Salma Selly; Nurmasitah, Sita
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29698

Abstract

This study investigates the influence of overprotective parenting on independent character development among out-of-town university students enrolled in a Home Economics Education Program. Independence in emerging adulthood encompasses emotional, behavioral, and value-based autonomy, essential for functioning as responsible adults. Using a quantitative approach with simple linear regression analysis, data were collected from 103 students selected through purposive sampling. The results show a negative relationship between overprotective parenting and student independence; however, the effect was not statistically significant (p = 0.744). These findings suggest that while overprotective parenting may inhibit autonomy to some extent, student independence is more significantly shaped by broader contextual factors such as peer interaction, campus engagement, and experiential learning. Peer interaction can provide opportunities for students to practice independence in a supportive environment, while campus engagement and experiential learning can foster autonomy by encouraging students to take initiative and make decisions. The study highlights the need for holistic strategies within higher education to foster independence beyond family influences alone. Implications of this study indicate that universities should create structured programs that support student autonomy and self-regulation. At the same time, future research is encouraged to explore mediating variables that may better explain the development of independence during emerging adulthood.
Enhancing High School Students' Critical Thinking and Collaboration Skills on the Topic of Viruses Through the Service-Learning Model Ramadhan, Ahmad Naharuddin; Antasari, Galuh Ajeng; Fitarahmawati; Antony, Muhammad Khoirul; Pradana, Sendy Putra
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29768

Abstract

Strengthening critical thinking and collaboration skills has become an urgent need in 21st-century education; however, these skills remain relatively low among students. In fact, both are essential for navigating complex information, solving real-world problems, and working effectively in diverse teams. This study aims to examine the effectiveness of the service-learning model in enhancing the critical thinking and collaboration skills of tenth-grade students, as well as to investigate the correlation between these two skills in the context of a virus-related biology topic. A quasi-experimental design with a non-equivalent pretest-posttest control group was employed. The sample consisted of two classes (30 students each), selected using cluster sampling. Critical thinking skills were assessed through tests, while collaboration skills were measured using observation sheets. Data were analyzed using independent sample t-tests and Pearson correlation. The results showed that the service-learning model was effective in improving both critical thinking and collaboration skills, and there was a significant positive correlation between the two. The novelty of this study lies in the integration of the service-learning model into biology instruction on the topic of viruses, aiming to foster 21st-century skills through meaningful, experience-based learning approaches.
An Analysis of Strategic Competence in WIUI's Podcast: NATIONALISM: Can You Love Your Country but Not Feel Proud of it? Kirana, Dhea Aisha Chandra; Areni, Galuh Kirana Dwi
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29915

Abstract

English speaking skill is considered an important skill as it can help people to communicate with other people around the world. However, this skill cannot be mastered by students at ease. There are many students who have encountered a lot of speaking problems, which actually can be resolved with strategic competence implementation as one of the solutions. The objectives of this study are (1) to analyze the strategic competence used in a podcast and (2) to find out the reasons for the implementation of those strategic competences by the speakers in the podcast. This research applied a descriptive qualitative approach with a content analysis method to investigate the strategic competence used in the podcast. By employing Celce-Murcia’s theory, in total, there are 253 utterances of strategic competence found in the podcast. This result revealed that there are 11 subcategories of strategic competence implemented in it, with stalling/time gaining as the most used strategy. Therefore, this research is expected to provide an understanding to the readers about the implementation of strategic competence in communication.
Transformation of Assessment Practices: Evaluation of the Implementation of Differentiated Assessment in the Garment Preparation Phase at Vocational High Schools Prasetyaningtyas, Wulansari; Nurmasitah, Sita; Widihastuti, Widihastuti; Ghufron, Anik
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.29989

Abstract

This study aims to evaluate the implementation of differentiated assessment in the garment preparation phase of the Fashion Design and Production subject in vocational high schools (SMK). Differentiated assessment is a strategic approach that aligns evaluation with students’ readiness, interests, and learning profiles, and is strongly promoted by the Merdeka Curriculum. Using a mixed-methods approach and the CIPP (Context, Input, Process, Product) evaluation model, this study involved 10 teachers, 160 students, 3 school principals, and 2 program heads from selected SMKs in Semarang. Data were collected through document analysis, classroom observations, questionnaires, interviews, and focus group discussions. The results show that differentiated assessment is only partially implemented. Most teachers adapt task difficulty but rarely differentiate based on students’ learning styles or interests. Major obstacles include limited professional development, lack of contextualized assessment tools, and time constraints. Despite these challenges, the study finds that students exhibit higher engagement and improved performance when provided with flexible and personalized assessment options. The findings emphasize the need for structured teacher training, development of project-based differentiated assessment tools, and school policies that support inclusive evaluation practices. This study contributes to both local and global discourse by highlighting the practical implications of differentiated assessment in vocational education and strengthening its relevance within the context of Indonesia’s education reform.
Development of the MyLathe Application Based on Discovery Learning to Improve Student Learning Outcomes in Lathe Machining at Vocational High Schools Kresnadi, Muh. Elvio Putra; Hadromi, Hadromi; Widjanarko, Dwi
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.30117

Abstract

This study aims to develop a learning application called MyLathe for eleventh-grade students in the Mechanical Engineering program at vocational high schools (SMK). The application is designed to support the discovery learning model and can be accessed via smartphones, laptops, and web platforms, enabling flexible and user-friendly learning experiences. The research employs the ADDIE development model, consisting of five phases: Analysis, Design, Development, Implementation, and Evaluation. The feasibility of MyLathe was evaluated through expert validation. Media expert validation yielded an Aiken’s V value of 0.93, while content validation scored 0.96, both indicating high validity. The reliability coefficients for both media and content exceeded 0.40, meeting acceptable standards. The effectiveness of the application was measured using an independent sample t-test, which yielded a t-value of 11.561, exceeding the critical t-table value of 1.999. This indicates a statistically significant improvement in student learning outcomes. Additionally, the N-Gain analysis showed an increase in the average pre-test score from 46.06 to a post-test score of 62.67 in the experimental class, with a comparable pre-test average of 46.84 in the control class. Practicality testing involving both teachers and students yielded a score of 92%, classified as “highly practical.” These findings suggest that the MyLathe application is a valid, reliable, effective, and practical digital learning tool for enhancing learning in machining subjects at vocational high schools.
Implementation of Contextual Learning to Increase Learning Motivation at PKBM Dewanti, Lintang Kirana Putri; Shofwan, Imam
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.30435

Abstract

The problem of low motivation and involvement of learning community in learning at PKBM is the background of this research, due to the learning approach that is still conventional and less contextualized. This study aims to describe the implementation of contextual learning in English subjects and analyze its impact on the learning motivation of PKBM residents. This research uses a descriptive qualitative approach with data collection techniques through observation, interviews and documentation of six respondents. The results show that CTL is implemented through planning based on the social context of the learning community, implementation that utilizes discussion methods, hands-on practice, digital media, and evaluation that is participatory and authentic. This approach is proven to encourage increased learning motivation in the six main aspects. The implication of this research shows the importance of integrating experiential learning in non-formal education. The novelty of this research lies in the application of CTL in the context of equivalency education, which has not been widely studied, especially in English subjects. This research not only makes a practical contribution in strengthening pedagogical practices, but also expands the theoretical understanding of the application of CTL in equality education that is inclusive and oriented towards empowering learning citizens.
Integration of Coding and Artificial Intelligence (AI) Subjects in Primary School Curriculum as an Effort to Improve 21st Century Skills Farchan, Achmad
Jurnal Penelitian Pendidikan Vol. 42 No. 2 (2025): October 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v42i2.30457

Abstract

The integration of coding and atificial intelligence (AI) subjects into the primary school curriculum is a strategic innovation to prepare the younger generation to face the challenges of the 21st century in the digital era and society 5.0. Through coding and AI learning, students are not only taught how to use technology, but also trained to think critically, creatively, collaboratively, and communicatively. This literature review aims to examine the urgency, challenges, and opportunities of integrating coding and AI in primary schools an effort to improve 21st century skills. The results of the study indicate that this integration can strengthen digital literacy, computational thinking skills, and encourage personalised learning that is relevant to future needs. However, the success of implementation depends heavily on infrastructure readiness, teacher competence, and adequate policy support. Multi-stakeholder collaboration is key to overcoming obstacles and ensuring equitable access to quality education. With the right strategies, the integration of coding and AI in primary schools can be a long-term investment in building a generation that is outstanding, adaptive, and ready to compete globally. 

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