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INDONESIA
ESENSI: Jurnal Riset Pendidikan
Published by Gema Cendekia Institute
ISSN : -     EISSN : 30893615     DOI : https://doi.org/10.71094/esensi
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
ESENSI: Jurnal Riset Pendidikan (EJRP) is a scientific journal in the field of education that published by Gema Cendekia Institute. The aim of this journal is to publish high quality research in education both using qualitative, quantitative, or mixed methods. This journal is designed and devoted to lectures, researchers, school teachers, and teacher educators, who want to publish their original works with valid and reliable empirical data. The journal welcomes and also invites contributors particularly from the field of education from Indonesia and other countries, at all times.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
 1   2 
Optimizing Science Learning through a Problem-Based Approach Akbar, Andri; Asmawati, Rina; Juanda, Herman
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.277

Abstract

Optimizing science learning requires instructional approaches that promote not only conceptual understanding but also higher-order cognitive skills and active learner engagement. This study examines the effectiveness of a structured Problem-Based Learning (PBL) approach in enhancing science learning outcomes, including conceptual understanding, problem-solving skills, critical thinking ability, and student engagement. A quasi-experimental design with a pretest–posttest non-equivalent control group was employed. Participants consisted of students enrolled in a science course, divided into an experimental group receiving PBL-based instruction and a control group receiving conventional teacher-centered instruction. Data were collected using validated instruments measuring conceptual understanding, problem-solving skills, and critical thinking, complemented by student engagement questionnaires and classroom observations. The results indicate that students in the PBL group achieved significantly higher posttest scores across all measured cognitive domains compared to the control group. Notable improvements were observed in students’ ability to apply scientific concepts, analyze complex problems, evaluate evidence, and construct reasoned solutions. In addition, students exposed to PBL demonstrated higher levels of behavioral, cognitive, and emotional engagement during the learning process. Classroom observations revealed that collaborative inquiry, reflection, and active discussion were more prominent in the PBL environment than in conventional instruction. These findings suggest that Problem-Based Learning is an effective pedagogical approach for optimizing science learning outcomes. By engaging students in authentic problem-solving contexts and promoting active knowledge construction, PBL supports deeper understanding and the development of essential scientific skills. The study provides empirical support for the integration of structured PBL models into science education to enhance both learning quality and student engagement.
Digital Project-Based Learning and Its Contribution to Students’ Critical Literacy Development under the Independent Curriculum Framework Hidayat, Anwar; Utina, Firman; Hanif, Sabda Ridwan
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.278

Abstract

The rapid expansion of digital technologies and curriculum reform initiatives has intensified the need for instructional approaches that foster students’ critical literacy in meaningful and authentic learning contexts. This study investigates the contribution of Digital Project-Based Learning (DPBL) to students’ critical literacy development within the Independent Curriculum Framework. Employing a mixed-methods research design, the study involved students participating in digitally mediated project-based learning activities that emphasized inquiry, collaboration, and the production of multimodal digital artifacts. Quantitative data were collected through pre-test and post-test measures of critical literacy, while qualitative data were obtained from student reflections and semi-structured interviews to capture learning experiences and perceptions. The quantitative findings reveal a statistically significant improvement in students’ overall critical literacy, with notable gains in analytical reading, evaluative judgment, and responsible engagement with digital texts. Qualitative analysis further indicates that DPBL enhanced student engagement, learner agency, and reflective awareness of information credibility and ethical digital practices. Students reported increased confidence in analyzing diverse information sources, negotiating meaning through collaboration, and communicating ideas critically using digital tools. The integration of digital technologies within project-based learning was found to support deeper cognitive processing and sustained engagement when accompanied by structured guidance and reflective assessment. Overall, the findings suggest that Digital Project-Based Learning is an effective pedagogical approach for strengthening critical literacy in alignment with the goals of the Independent Curriculum Framework. The study contributes empirical evidence to support the implementation of digitally oriented, project-based pedagogies as a means of promoting critical, reflective, and responsible learners in contemporary educational settings.
Implementing the Independent Curriculum to Develop Twenty-First Century Competencies in Indonesian Senior Secondary Schools Raya, Nova Alfatih; Hadi, Syamsul; Nur, Rika Afdalia
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.279

Abstract

The implementation of the Independent Curriculum (Kurikulum Merdeka) represents a major shift in Indonesian education toward competency-based and student-centered learning aimed at addressing the demands of the twenty-first century. This study investigates how the Independent Curriculum is implemented in Indonesian senior secondary schools and examines its role in developing students’ twenty-first century competencies, including critical thinking, creativity, collaboration, communication, information literacy, and character development aligned with the Pancasila Student Profile. Employing a mixed-methods explanatory design, the study integrates quantitative data from student and teacher questionnaires with qualitative data obtained through interviews and document analysis. The findings reveal that the Independent Curriculum has been partially but progressively implemented, with notable variation across schools and subjects. When effectively enacted through deep learning and project-based learning approaches, the curriculum contributes positively to students’ cognitive, social, and creative competencies. Project-Based Learning emerges as a key pedagogical strategy supporting collaborative learning and authentic problem-solving, while P5 projects strengthen the integration of national values within competency development. However, the study also identifies persistent challenges related to teacher readiness, assessment literacy, curriculum interpretation, and institutional support. These factors significantly influence the consistency and quality of curriculum implementation. Overall, the results indicate that the Independent Curriculum holds substantial potential to enhance twenty-first century competencies in senior secondary education, provided it is supported by sustained professional development, clear implementation guidance, and strong school leadership. The study contributes empirical evidence to curriculum reform discourse and offers insights for policymakers and educators seeking to strengthen competency-oriented learning in Indonesian secondary schools.
Integrating Authentic Assessment and Reflective Learning to Enhance Learner Autonomy in Secondary Education Saopi, Muhammad; Wahyudi, Dedi; Maulana, Ahmad
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.282

Abstract

Learner autonomy has become a central goal in contemporary secondary education as schools seek to prepare students for lifelong learning and active participation in complex academic and social environments. However, the development of learner autonomy remains constrained by traditional assessment practices that emphasize summative outcomes and teacher-directed learning. This study investigates the effectiveness of integrating authentic assessment and reflective learning in enhancing learner autonomy among secondary school students. Employing a mixed-methods, quasi-experimental design, the study was conducted in a secondary education context over one academic term. Quantitative data were collected through a learner autonomy questionnaire administered before and after the instructional intervention, while qualitative data were obtained from students’ reflective journals, open-ended survey responses, and classroom observations. The instructional intervention involved the systematic use of authentic assessment tasks, such as project-based and performance-oriented activities, combined with structured reflective learning practices, including self-assessment, peer feedback, and guided reflective journals. The findings indicate a significant improvement in students’ learner autonomy, particularly in the areas of self-monitoring, decision-making, and learning responsibility. Qualitative analyses further reveal that reflective learning played a crucial role in deepening students’ awareness of learning processes and fostering a sense of ownership over assessment tasks. Students reported increased engagement and perceived learning as more meaningful and relevant when assessment was connected to real-world contexts. Overall, the study demonstrates that the integration of authentic assessment and reflective learning provides a viable pedagogical approach for promoting learner autonomy in secondary education. The findings offer practical implications for teachers and educational policymakers seeking to implement autonomy-supportive assessment practices.
Strengthening Student Character Education through Interdisciplinary Project-Based Learning Approaches Helvina, Annisa; Alfiana, Alfiana; Mizan, Haerul
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.284

Abstract

Character education has become an essential focus in contemporary educational systems, as schools are increasingly expected to develop students’ moral, social, and civic competencies alongside academic achievement. This study investigates the effectiveness of interdisciplinary Project-Based Learning (PBL) as an instructional approach for strengthening student character education in formal school settings. Employing a mixed-methods, quasi-experimental design, the research involved an experimental group receiving interdisciplinary PBL instruction and a control group taught using conventional methods. Quantitative data were collected through character education questionnaires, learning outcome assessments, and 21st-century skills scales administered before and after the intervention, while qualitative data were obtained through classroom observations, student reflection journals, and semi-structured interviews. The findings indicate that students who participated in interdisciplinary PBL demonstrated significant improvements in key character dimensions, including responsibility, collaboration, creativity, independence, and civic awareness, compared to students in the control group. Additionally, interdisciplinary PBL was found to support academic learning and the development of critical thinking, communication, and problem-solving skills. Qualitative findings further revealed that students perceived interdisciplinary projects as meaningful and engaging learning experiences that encouraged ethical behavior, teamwork, and reflective thinking. The study concludes that interdisciplinary Project-Based Learning is an effective pedagogical strategy for integrating character education within academic instruction. By aligning character development with interdisciplinary learning objectives, educators can foster holistic student development and better prepare learners for the social and ethical challenges of the 21st century.

Page 2 of 2 | Total Record : 15

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