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International Journal on Educational Issues (IJEI)
Published by CV Kalimasada Group
ISSN : -     EISSN : 30904501     DOI : 10.59966
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The International Journal on Educational Issues (IJEI) is an international, double-blind peer-reviewed, open-access journal, published by the Kalimasada Group. It publishes original research, applied, and educational articles semiannually in all areas of education. IJEI is published regularly twice a year, in January and July. IJEI is striving to provide the best platform for researchers and scholars worldwide to exchange their latest findings. The scopes of the journal include, but are not limited to, the following fields: Educational Administration Language Education Teacher Education Educational Technology Business Education Medical Education Sociology of Education Social Context of Education Curriculum Studies Technology and Design Education Educational Change Theory of Education Physical Education Music Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Analysis of the Implementation of Project-Based Learning Integrated with Javanese Culture in Enhancing Teachers' Professional Competence for Quality Education Oktiana Handini; Sawitri; Taufik Nur M
International Journal on Education Issues Vol. 2 No. 2 (2026): JULY
Publisher : CV Kalimasada Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59966/ny6e0f23

Abstract

Purpose – This study investigates the implementation of Project-Based Learning (PjBL) integrated with Javanese cultural values and its impact on enhancing teachers' professional competence and achieving quality education. Design/Methodology/Approach – A descriptive qualitative approach was employed. Data were collected through classroom observations, in-depth semi-structured interviews with 12 teachers from three schools in Surakarta and Sukoharjo, and document analysis. Thematic analysis following Braun and Clarke’s (2006) framework was used, supported by triangulation and member checking. Findings – Integrating Javanese principles -Gotong Royong, Unggah-Unggah, and Tepa Selira- into PjBL significantly enhanced teachers’ pedagogical, professional, social, and personal competencies. Student cognitive scores improved from an average of 47 (pre-test) to 86 (post-test). The approach fostered higher engagement, motivation, and character development aligned with the Pancasila student profile. It was perceived as substantially more effective than traditional methods in creating meaningful, context-specific learning. Originality/Value – : This study provides novel insights into culturally responsive PjBL by embedding specific Javanese local wisdom into the Gold Standard PBL framework. It offers practical implications for teacher professional development and curriculum design rooted in indigenous values.

Page 4 of 4 | Total Record : 31

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