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Jurnal Ilmiah Pendidikan Citra Bakti
Published by STKIP Citra Bakti
ISSN : 23555106     EISSN : 26206641     DOI : https://doi.org/10.38048/jipcb
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The aim dan scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concerns the significance of the contribution to the area of learning and instruction. Instruction and learning Educational Management Curriculum development Special education Teacher education Educational technology Educational development
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 482 Documents
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TEACHER INTERPERSONAL COMMUNICATION AND STUDENT LEARNING MOTIVATION: A QUALITATIVE STUDY THROUGH THE LENS OF SELF-DETERMINATION THEORY Raahil Aysha Fawwaz; Nuraeni
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.6960

Abstract

This study aims to outline the forms of teachers' interpersonal communication during the learning process in secondary school, investigate students' perceptions of such communication, and understand its impact on student learning motivation. The study employs a qualitative methodology with a descriptive-exploratory approach. It was conducted at MAN 21 Jakarta, involving 12 eleventh-grade students as subjects. Data collection was carried out through in-depth interviews using a semi-structured interview guide. The results indicate that teachers' interpersonal communication plays a central role in student learning motivation. Based on Self-Determination Theory, student learning motivation is influenced by the fulfillment of three basic psychological needs autonomy, competence, and relatedness which are reflected in the quality of teacher-student interactions during the learning process. The findings reveal that open, supportive, and responsive communication from teachers can foster student learning engagement in ways that vary across different student groups (passive, moderately active, and active). For passive students, establishing relatedness is a crucial initial step; this is achieved through sympathetic and non-intimidating communication, allowing students to feel secure in their learning engagement.
IMPROVING LETTER RECOGNITION SKILLS THROUGH THE IMLA METHOD ASSISTED BY SNACK PACKAGING MEDIA IN CHILDREN AGED 5–6 YEARS Ummi Sayyidatul Farikoh; Ratnasari Dwi Ade Chandra; Rizki Sevi Triana
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.6963

Abstract

This study aimed to improve letter recognition skills in children aged 5–6 years through the implementation of the imla method assisted by snack packaging media. The study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model consisting of planning, action, observation, and reflection stages. The research subjects were 15 children in Group B at RA Nur Sholih. Data were collected through observation, documentation, and performance assessment and analyzed using descriptive quantitative techniques. The results showed a gradual improvement in children’s letter recognition skills. Learning mastery increased from 33% in the pre-cycle stage to 67% in Cycle I and reached 87% in Cycle II. Children showed better ability in identifying letter symbols, mentioning letters, and writing letters according to instructions. The findings indicate that the imla method assisted by snack packaging media provides contextual and multisensory learning experiences
INTEGRATING TAOIST AND TRI HITA KARANA VALUES AS CROSS-CULTURAL LOCAL WISDOM TO DEVELOP ENVIRONMENTAL AWARENESS AMONG ELEMENTARY SCHOOL STUDENTS Xu Rui Cong; Nyoman Ayu Putri Lestari; Made Padmarani Sudewiputri
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7009

Abstract

This study aimed to explore the integration of Taoist values and Tri Hita Karana as cross-cultural local wisdom for fostering environmental awareness among elementary school students. The study employed an Integrative Literature Review approach guided by the PRISMA 2020 framework and Torraco's integrative review model. Relevant literature was collected from academic databases and peer-reviewed publications. Following the PRISMA 2020 selection process, 20 articles (n = 20) met the inclusion criteria and were analyzed through content analysis, thematic coding, comparative analysis, and conceptual synthesis. The findings revealed that Taoist philosophy and Tri Hita Karana share common ecological principles, including harmony, balance, interconnectedness, and responsibility toward nature. Four major themes emerged from the literature: Taoist ecological values and environmental harmony, Tri Hita Karana and human–nature relationships, environmental education and environmental awareness, and cross-cultural integration in science education. The synthesis of these themes resulted in a cross-cultural local wisdom framework that integrates Taoist and Tri Hita Karana values within elementary environmental education. The study concludes that integrating these values can strengthen environmental awareness by linking scientific understanding with ethical, cultural, and spiritual dimensions of learning. The proposed framework provides a conceptual foundation for culturally responsive and sustainability-oriented environmental education in elementary schools.
THE EFFECT OF LOCAL WISDOM-BASED BATIK STAMPING ACTIVITIES USING BANANA STEMS ON FINE MOTOR SKILLS OF EARLY CHILDHOOD LEARNERS Nur Uli Wikoyah; Ratnasari Dwi Ade Chandra; Rizki Sevi Triana
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7011

Abstract

Fine motor skills are essential for early childhood development and require appropriate learning activities that provide meaningful and contextual experiences. However, limited variation in learning media often reduces opportunities for children to develop these skills optimally. This study aimed to investigate the effect of local wisdom-based batik stamping activities using banana stems on the fine motor skills of early childhood learners at TK Al-Barokah 1. A quantitative pre-experimental approach with a One Group Pretest–Posttest Design was employed. The participants consisted of 20 children selected through total sampling. Data were collected using structured observation based on fine motor skill indicators, including eye–hand coordination, hand control, stamping accuracy, object manipulation, and independence. The data were analyzed using the Wilcoxon Signed Rank Test. The findings showed that the mean fine motor skill score increased from 11.3 in the pretest to 18.8 in the posttest. Statistical analysis revealed a significance value of 0.000 (p < 0.05), indicating that the intervention had a significant positive effect on children’s fine motor development. The improvement was associated with repetitive hand movements, visual–motor coordination, and sensory-rich learning experiences provided by banana stem stamping activities. Therefore, local wisdom-based batik stamping using banana stems is an effective and contextual learning strategy for enhancing fine motor skills in early childhood education.
TEACHER EVALUATION STRATEGIES FOR STUDENTS’ NEWS TEXT WRITING SKILLS Sumayyah Azzahra; Asih Riyanti; Gita Minarti; Nurjihan Fadhilah; PutriAmalia; Noranisa
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7053

Abstract

Appropriate evaluation strategies are essential in teaching news text writing because not all students have the same ability to organize ideas, structure, and linguistic rules. This study aims to describe the evaluation strategies implemented by teachers on the news text writing skills of seventh-grade students at SMPIT Ulul Albab Tarakan. This research employed a descriptive qualitative approach with seventh-grade students and Indonesian language teachers as the subjects. Data were collected through observation, interviews, and questionnaires. The results showed that the teacher implemented process-based evaluation strategies using contextual approaches, authentic assessment, rubrics, peer assessment, and portfolios. The majority of students (82.8%–100%) reported understanding the teacher's explanations, had received assignments to write news texts, and received feedback for improvement. However, 65.5% of students stated that the assessment methods lacked variety, and another 65.5% reported that the writing results were never discussed together in class. The main difficulties faced by students were finding ideas, developing topics, structuring the news text, and using appropriate language. In conclusion, the evaluation strategies applied by the teacher have helped improve students' understanding and writing skills, but there is a need for greater variety in assessment techniques, more classroom discussion of writing results, and more equitable distribution of motivation.
POLICY AND POLITICAL DYNAMICS OF ICT GOVERNANCE AS AN ENTREPRENEURIAL UNIVERSITY TRANSFORMATION: A SYSTEMATIC LITERATURE REVIEW Viktory N. J. Rotty; Fridolin Kukus; Fendy Aring; Baginda Al Azhar; Erric Kondoy; Tomi Itje
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7059

Abstract

This paper aims to analyze the policy and political dynamics of ICT governance in encouraging entrepreneurial university transformation through the Systematic Literature Review (SLR) approach. The research method was carried out by examining various reputable scientific articles published in the range of 2015–2025 and obtained from the Scopus database, Web of Science, ScienceDirect, SpringerLink, and Google Scholar. The literature selection process follows the stages of identification, screening, eligibility, and inclusion based on the PRISMA guidelines. The results show that effective ICT governance is determined by the integration of digital policies, strategic leadership, regulatory support, infrastructure investment, and the involvement of various stakeholders in the decision-making process. In addition, institutional political dynamics have a significant impact on the successful implementation of digital transformation through resource distribution, policy priorities, and strengthening the culture of innovation. The research findings also identify various challenges, such as digital capacity gaps, organizational resistance to change, and mis synchronization between national policies and institutional needs. This study concludes that the synergy between adaptive ICT policies, participatory governance, and transformational leadership is a key factor in accelerating the transformation of universities towards an innovative, competitive, and sustainable entrepreneurial university model.
THE EFFECT OF THE LOCAL WISDOM-BASED LASKAR CILIK DANCE ON PATTERN RECOGNITION SKILLS OF CHILDREN AGED 5–6 YEARS Titik Hariyati Ningsih; Ratnasari Dwi Ade Chandra; Rizki Sevi Triana Chandra
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7098

Abstract

This study aimed to determine the effect of the local wisdom-based Laskar Cilik Dance on pattern recognition skills among children aged 5–6 years at Sunan Ampel Kindergarten. The research employed a quantitative approach using a pre-experimental design with a One-Group Pretest–Posttest Design. The participants consisted of 20 children aged 5–6 years from Group B, selected through purposive sampling. Data were collected through structured observation using a pattern recognition skills observation sheet that assessed children's ability to identify repetitive movement patterns, follow movement sequences, synchronize movements with rhythm, and understand movement formations. Data were analyzed using descriptive statistics, normality tests, homogeneity tests, and a paired-sample t-test. The results showed that the mean score of children's pattern recognition skills increased from 7.1 in the pretest to 12.2 in the posttest. The hypothesis testing results indicated a calculated t-value of 15.67 with a significance value of 0.000 (< 0.05), demonstrating a statistically significant difference between children's pattern recognition skills before and after the intervention. Therefore, the local wisdom-based Laskar Cilik Dance had a significant positive effect on improving pattern recognition skills among children aged 5–6 years at Sunan Ampel Kindergarten.
IMPLEMENTING THE NUMBERED HEADS TOGETHER MODEL TO ENHANCE STUDENT PARTICIPATION AND COLLABORATIVE LEARNING IN SECONDARY ECONOMICS EDUCATION Kafab Ihsan; Noviana Mariatul Ulfa; Arie Eko Cahyono
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7103

Abstract

Student participation remains a persistent challenge in economics learning, particularly in classrooms where teacher-centered instruction limits interaction and collaborative engagement. Although the Numbered Heads Together (NHT) cooperative learning model has been widely implemented across educational settings, qualitative evidence explaining how the model is enacted throughout the planning, implementation, and evaluation stages in secondary economics education remains limited. This study aims to examine the implementation of the NHT model in economics learning for Grade X students at MA Raudlatus Syabab Sukowono Jember. Employing a descriptive qualitative design, data were collected through classroom observations, semi-structured interviews with one economics teacher and twenty-four students, and document analysis. The data were analyzed using data reduction, data display, and conclusion drawing to identify patterns in the implementation process. The findings reveal that the successful implementation of the NHT model depends on systematic lesson planning, structured cooperative learning procedures, and comprehensive evaluation of both cognitive achievement and collaborative participation. The model promoted more active classroom discussions, increased students' confidence in expressing ideas, strengthened collaborative learning, and shifted classroom interaction toward a more student-centered learning environment despite challenges related to instructional time and unequal participation. These findings demonstrate that the NHT model represents an effective pedagogical strategy for promoting active participation and collaborative learning in secondary economics education while providing practical guidance for teachers implementing student-centered instructional practices.
TEACHER ROLES AND LEARNING MOTIVATION IN ECONOMICS EDUCATION: EXPLORING PEDAGOGICAL PRACTICES IN AN ISLAMIC SECONDARY SCHOOL Lukmanul Hakim; Denok Mugi Hidayanti; Neviyani Neviyani
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7137

Abstract

Learning motivation is a key determinant of students’ engagement and achievement in economics education. However, maintaining students’ motivation remains a challenge, particularly in Islamic senior high schools. This study examines the role of economics teachers in enhancing students’ learning motivation, identifies supporting and inhibiting factors, and explores the outcomes of these efforts at MA Raudlatus Syabab Sukowono Jember. A qualitative case study approach was employed. Data were collected through observations, interviews, and documentation, and analyzed using data condensation, data display, and conclusion drawing. The findings indicate that economics teachers enhance learning motivation through integrated roles as educators, facilitators, motivators, and mentors. Supporting factors include pedagogical competence, diverse learning resources, instructional media, and positive teacher–student relationships. Inhibiting factors include differences in students’ academic abilities, low learning interest among some students, limited instructional time, and varying psychological conditions. These efforts contributed to improvements in six indicators of learning motivation: desire for achievement, learning drive, future aspirations, appreciation of learning, interest in learning activities, and a supportive learning environment. Students’ learning motivation is strengthened through the integration of teachers’ pedagogical roles and supportive learning conditions. This study highlights the strategic role of economics teachers in fostering learning motivation within the context of Islamic senior secondary education.
EXAMINING THE RELATIONSHIP BETWEEN SOCIAL MEDIA ADDICTION AND MULTIPLE DIMENSIONS OF STUDENT ENGAGEMENT AMONG UNDERGRADUATE STUDENTS Alexander Indrakusuma Linggi; Ria Sakinah Waji; Diah Sastaviana; Askari Hasanuddin
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 13 No. 3 (2026): Jurnal Ilmiah Pendidikan Citra Bakti
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v13i3.7141

Abstract

Social media addiction has become an increasingly prevalent phenomenon among university students and has been associated with various academic, emotional, and social outcomes. However, previous studies have primarily focused on academic performance and psychological distress, while limited attention has been given to different dimensions of student engagement, particularly peer and teacher engagement. Therefore, this study aimed to examine the relationship between social media addiction and academic engagement, affective engagement, peer engagement, and teacher engagement among undergraduate students from private universities in Makassar, Indonesia. This study employed a quantitative cross-sectional design involving 129 students selected through simple random sampling. Data were collected using adapted versions of the Smartphone Application-Based Addiction Scale (SABAS) and the Higher Education Student Engagement Scale (HESES). The instruments were translated and adapted into Indonesian, and data were collected through an online questionnaire. Structural Equation Modeling–Partial Least Squares (SEM-PLS) using SmartPLS 4 was employed to analyze the relationships among variables. The results indicated that social media addiction was significantly associated with academic engagement. In contrast, no significant relationships were found between social media addiction and affective engagement, peer engagement, or teacher engagement. These findings suggest that the influence of social media addiction may vary across different dimensions of student engagement and is not uniformly detrimental. The study contributes to the literature by integrating multiple engagement dimensions within a single model and highlights the importance of considering the educational context when examining the consequences of social media addiction. Practical implications include the need for universities to promote digital literacy and responsible social media use while supporting broader aspects of student engagement.

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