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Jurnal Profesi Keguruan
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25287214     DOI : https://doi.org/10.15294/jpk
Core Subject : Education,
Education
Jurnal profesi keguruan this is a scientific publication that contains about the works in the world of education by teachers, lecturers, and society. Scientific work in this published journal is an article of research or innovative and progressive ideas in the field of formal education. Articles of research are scientific publications containing reports of research conducted on the field of education that has been implemented teachers, lecturers and the community in educational units according tupoksinya. Innovative and progressive ideas are progressive ideas in the effort to address the various problems of formal education and learning that exist in the unit of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 49 Documents
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The Effectiveness of Malay Ethnomathematics-Based PMRI on the Numeracy Literacy of Junior High School Students Syahriani Sirait
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.51777

Abstract

This study analysed the effectiveness of Malay ethnomathematics-based mathematics learning using the Indonesian Realistic Mathematics Education (PMRI) approach on the numeracy literacy of seventh-grade students at SMP Negeri 7 Kisaran. A quasi-experimental method with a nonequivalent control group design was employed. The participants were 64 students, consisting of an experimental class (n = 32) and a control class (n = 32). The experimental class learned through PMRI activities using Malay-Asahan cultural contexts, including traditional market transactions, songket motifs, local measurements, and daily community practices, whereas the control class received conventional instruction. Data were collected using essay-based numeracy literacy tests validated by experts and tried out before implementation. The results showed that the two classes had comparable initial ability (pretest means of 52.3 and 51.8; Sig. = .803). After the treatment, the experimental class achieved a higher posttest mean score (81.4) than the control class (70.2). The independent samples t-test indicated a significant difference (t = 5.42; df = 62; Sig. < .001) with a large effect size (Cohen’s d = 1.36). The experimental class N-gain (0.61) was also higher than the control class N-gain (0.38). These findings indicate that Malay ethnomathematics-based PMRI effectively improves students’ numeracy literacy.
A Systematic Literature Review of the Development of Technology-Based History Learning (2022–2026) Wafa Kamila; Indah Ramadani; Irfan Swanto Yusni; Syarifuddin Syarifuddin; Rani Oktapiani
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.51841

Abstract

This study aims to analyze the development of research on technology-based history learning through a Systematic Literature Review (SLR) approach. The study was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by reviewing 93 articles indexed in the Scopus database published between 2022 and 2026. The data were analyzed using VOSviewer software to map research trends, country distribution, institutional affiliations, journals, authors, and keyword occurrences in the field of history learning. The findings indicate that publications on technology-based history learning have increased significantly, reaching their peak in 2025, with Indonesia emerging as the leading contributor. The most frequently occurring keywords include history learning, history education, historical thinking, and e-learning. Furthermore, the study reveals that the integration of technology into history learning has a positive impact on enhancing student engagement, critical thinking skills, and instructional innovation. These findings are expected to serve as a valuable reference for future research and the development of technology-based history learning practices. In conclusion, technology-based history learning has demonstrated increasingly strong development as a relevant field of study in contemporary education. The integration of technology not only enriches history teaching strategies but also has the potential to improve learning quality by strengthening students' engagement in historical thinking and fostering pedagogical innovation. Therefore, further research is needed to expand investigations into diverse contexts, methodologies, and technological applications in history learning.
The Effect of Guided Inquiry Learning Model Assisted by PhET Simulations on Students' Physics Learning Outcomes Rizki Ramadhan; Hikmawati Hikmawati; Kosim Kosim
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.51908

Abstract

The purpose of this study was to determine the effect of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes. This study used an experimental research design with a pretest-posttest control group. The sampling technique used the Cluster Random Sampling method, and 27 students from class XI MIPA 2 served as the experimental class and 27 students from class XI MIPA 3 served as the control class. The experimental class was given the guided inquiry learning model assisted by PhET Simulations, while the control class used conventional learning. The instrument used to measure student learning outcomes was an objective test consisting of 25 multiple-choice questions. The learning outcome test instrument used has been tested for validity, reliability, difficulty level, and discrimination power. The data analysis technique was carried out using the polled variance t-test. Based on the results of the t-test, it was obtained that the average value for the experimental class was 79.704 and the control class was 75.111. If  is greater than  or 2.172 > 1.676 at a significance level of 5%, then  is rejected and  is accepted. Thus, it can be concluded that there is an influence of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes. The purpose of this study was to determine the effect of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes. This study used an experimental research design with a pretest-posttest control group. The sampling technique used the Cluster Random Sampling method, and 27 students from class XI MIPA 2 served as the experimental class and 27 students from class XI MIPA 3 served as the control class. The experimental class was given the guided inquiry learning model assisted by PhET Simulations, while the control class used conventional learning. The instrument used to measure student learning outcomes was an objective test consisting of 25 multiple-choice questions. The learning outcome test instrument used has been tested for validity, reliability, difficulty level, and discrimination power. The data analysis technique was carried out using the polled variance t-test. Based on the results of the t-test, it was obtained that the average value for the experimental class was 79.704 and the control class was 75.111. If  is greater than  or 2.172 > 1.676 at a significance level of 5%, then  is rejected and  is accepted. Thus, it can be concluded that there is an influence of the guided inquiry learning model assisted by PhET Simulations on students' physics learning outcomes
Analysis of Elementary School Students' Computational Thinking in Learning with Artificial Intelligence-Assisted Mathematical Activities Salisa Rizky Candra; Rina Dyah Rahmawati
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.51947

Abstract

This study aims to analyze elementary school students' computational thinking abilities in mathematics activities assisted by artificial intelligence. This research is motivated by the low level of students' numeracy literacy and the limited use of AI in mathematics learning that requires analytical skills from students. This interpretive qualitative research was conducted on sixth-grade students at an elementary school in Bantul, focusing on the surface area of composite geometric shapes. Data were collected through observations, tests, and interviews to describe students' thinking processes. Data validity was tested using triangulation. The results showed differences in students' computational thinking (CT) abilities in the high, medium, and low categories in meeting the indicators of decomposition, abstraction, algorithms, debugging, and generalization. AI-assisted mathematics activities helped students understand concepts and develop CT, especially in identifying and correcting AI errors. Therefore, AI needs to be used as a learning support medium to optimize students' CT abilities. These errors encourage the development of computational thinking abilities in students so that students are able to think critically to correct errors made by AI. Overall, this study confirms that AI-assisted mathematics activities are a strategic tool in developing elementary school students' computational thinking skills, as long as AI is positioned as a learning support medium and not as a substitute for students' thinking processes.
AI-BASED LEARNING TOOLS AND EFL STUDENTS’ ENGAGEMENT, MOTIVATION, ENJOYMENT Lina Ardi
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.52049

Abstract

An emerging concern in higher education for second language learning of English is the considerable inadequacy of traditional teaching practices in supporting students’ motivation, enjoyment, and engagement. This study aims to examine whether learning with artificial intelligence (AI) can enhance students’ motivation, enjoyment, and engagement compared to traditional learning methods. A total of forty-nine college students participated in the experiment, divided into two groups: twenty-four students in the experimental group (EG) and twenty-five students in the control group (CG). During a ten-week intervention, all participants were assessed using three affective scales at both the beginning and the end of the study period. To control for initial score differences between groups, multiple analytical techniques were applied, including response matching, outlier identification, aggregation analysis, and ANCOVA. The results revealed significant improvements in all three affective variables in the experimental group. Motivation increased significantly (F = 10.574, p = 0.002, ηp² = 0.186), enjoyment showed a strong increase (F = 35.366, p < 0.001, ηp² = 0.435), and engagement also improved significantly (F = 29.451, p < 0.001, ηp² = 0.390). These findings suggest a consistent positive effect of AI-based learning tools, indicating that AI may be more effective than traditional teaching methods in enhancing learners’ affective outcomes in language learning
Development of Hybrid Learning Media Integrating Android and Web Platforms with an Adaptive Learning Approach Renny Permata Saputri; Monica Fransisca
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.52243

Abstract

The increasing adoption of digital technology in education requires learning media that are flexible and capable of accommodating students’ diverse learning abilities. However, learning media used in vocational high schools often apply a uniform approach, limiting opportunities for personalized learning. This study aimed to develop hybrid learning media based on Android and web platforms using an adaptive learning approach for the Basic Programming course. The study employed a Research and Development (R&D) method with the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 36 eleventh-grade students from the Software Engineering and Informatics, Networking & Application Systems programs at a vocational high school in Padang, Indonesia. Data were collected through observations, interviews, expert validation questionnaires, and student response questionnaires. The results showed that the developed media achieved validity scores of 92.4% from media experts and 90.8% from subject matter experts, both categorized as highly valid. Student responses reached 89.7%, indicating a very positive acceptance level. The adaptive learning features enabled personalized delivery of learning materials and exercises based on students’ abilities. Therefore, the developed hybrid learning media is considered feasible and effective for supporting personalized learning in vocational education.
The Reconceptualizing Inclusive Pedagogy as an Alternative Learning Model in Schools: A Systematic Literature Review Muhammad Syawaludin; Didi pramono; Muhammad Ilyas Marzuqi
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.52582

Abstract

Classroom instructional practices in schools remain dominated by standardized approaches that are insufficiently responsive to student diversity. This study aims to identify, synthesize, and formulate an alternative conceptual framework for inclusive pedagogy that is more adaptive to diverse learners. A qualitative meta-synthesis design was employed by reviewing relevant scholarly articles published between 2016 and 2026. Data were collected from Google Scholar and Scopus and analyzed using domain analysis to identify and synthesize key themes in inclusive pedagogy. The findings indicate that inclusive pedagogy is a multidimensional approach encompassing differentiated instruction, collaborative learning, student-centered approaches, Universal Design for Learning (UDL), supportive social relationships, and active, contextual learning. Based on these findings, this study proposes the CARE framework (Connect, Adapt, Respond, and Expand) as an alternative conceptual model that emphasizes meaningful connections, flexibility, responsiveness, and continuous improvement throughout the learning process. The proposed framework contributes to the development of more operational, inclusive learning models and provides practical guidance for teachers and policymakers in strengthening equitable, inclusive education in schools.
The Effect of Learning Motivation and Self-Efficacy on the Learning Engagement of Upper-grade Elementary School Students Robbi Alfianisnaini Muslimin; Fauzatul Ma&#039;rufah Rohmanurmeta; Atik Puji Astuti
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.52639

Abstract

 This study aims to determine the influence of self-efficacy and learning motivation on the learning engagement of upper-grade elementary school students. This study employs a quantitative approach using a survey method. The sample consisted of 50 students selected using a saturation sampling technique. The research instruments included questionnaires on self-efficacy, learning motivation, and learning engagement, all of which had been tested for validity and reliability. Data analysis was conducted using multiple linear regression. The results indicate that self-efficacy has a positive and significant effect on learning engagement, with a p-value of 0.001 (<0.05). Learning motivation also has a positive and significant effect on learning engagement, with a p-value of 0.003 (<0.05). Furthermore, self-efficacy and learning motivation simultaneously had a significant effect on learning engagement with a significance value of <0.001. The coefficient of determination (R²) of 0.531 indicates that self-efficacy and learning motivation account for 53.1% of the variation in students’ learning engagement. The implications of this study suggest that teachers need to develop learning strategies capable of enhancing students’ self-efficacy and learning motivation to encourage their active engagement in the learning process. Thus, improving self-efficacy and learning motivation can serve as a means to enhance students’ learning engagement in the learning process.
Development of QuizWhizzer Learning Media for Elementary Schools feri hermawan; Diyas Age Larasati; Savitri Suryandari
Jurnal Profesi Keguruan Vol. 12 No. 1 (2026): Jurnal Profesi Keguruan
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v12i1.53080

Abstract

This study aimed to develop QuizWhizzer media on the topic of currency values and their functions and to determine its validity and effectiveness in elementary school IPAS learning. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted at SDN Pakis V Surabaya involving media experts, material experts, a third-grade teacher, and 24 third-grade students. Data were collected through observation, interviews, questionnaires, and tests. Data were analyzed using percentage techniques to determine the validity and practicality of the media, while learning improvement was analyzed using the N-Gain test assisted by SPSS version 31.0.2.0 (126). The results showed that QuizWhizzer obtained a media expert validation score of 91.25% and a material expert validation score of 81.25%, both categorized as highly valid. Student responses reached 88.125%, categorized as highly practical. The N-Gain analysis showed an average score of 0.9583 or 95.83%, which falls into the high category. Therefore, QuizWhizzer is considered highly valid, highly practical, and effective for IPAS learning on currency values and their functions in third-grade elementary school students

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