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INDONESIA
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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IMPLEMENTING JOYFUL LEARNING IN ECONOMICS EDUCATION: A QUALITATIVE STUDY OF STUDENT ENGAGEMENT AND LEARNING OUTCOMES Ilham Farizi; Denok Mugi Hidayanti; Neviyani
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.v13i3.7224

Abstract

Meaningful and enjoyable learning experiences are important for fostering student engagement and learning outcomes, particularly in Economics learning, where students need to understand concepts and relate them to everyday economic phenomena. This study examined the implementation of Joyful Learning and its contribution to student engagement and learning outcomes in Economics learning. A qualitative descriptive approach was employed with an Economics teacher and Grade XI students at SMK Raudlatul Ulum Ledokombo Jember. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing, with triangulation used to strengthen data credibility. The findings show that Joyful Learning created a more active, interactive, and student-centered learning process through educational games, question-and-answer activities, discussions, and other enjoyable learning activities. Students demonstrated greater enthusiasm, motivation, participation, confidence in expressing ideas, learning comfort, and ability to recall and understand Economics materials. These changes were also associated with improved learning outcomes as reflected in students’ engagement, understanding, and learning behavior. The findings suggest that Joyful Learning can support Economics learning by integrating cognitive, affective, and social dimensions within meaningful classroom experiences. The study highlights its relevance as an alternative approach for creating engaging and student-centered Economics learning in secondary vocational education.
EXPERIMENTAL SCIENCE LEARNING AS AN INQUIRY-BASED PEDAGOGICAL FRAMEWORK FOR FOSTERING COGNITIVE DEVELOPMENT IN EARLY CHILDHOOD EDUCATION Ana Umimah; Pascalian Hadi Pradana; 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.v13i3.7358

Abstract

This study examines how experimental science learning fosters the cognitive development of children aged 5–6 years in early childhood education. Although previous studies have established the effectiveness of science experiments in improving science process skills and learning engagement, limited attention has been given to how inquiry experiences shape children's causal reasoning through contextual learning. This study addresses that gap by proposing experimental science learning as an integrated pedagogical framework linking contextual planning, inquiry-based implementation, and authentic assessment to children's cognitive development. The findings identify six interconnected inquiry stages that progressively support logical thinking and conceptual construction. This research employed a qualitative descriptive case study at KB Raudlatul Ulum, Jember City. The participants comprised 20 Group B children, while the school principal, one classroom teacher, and one assistant teacher served as key informants. Data were collected through participant observation, semi-structured interviews, documentation, and supporting questionnaires, then analyzed using an interactive qualitative approach involving data reduction, data display, and conclusion drawing. Credibility was strengthened through method and source triangulation. The findings indicate that contextual lesson planning, inquiry-oriented classroom interaction, and continuous authentic assessment collectively promoted children's observation, prediction, evidence verification, and reflective reasoning. Rather than merely introducing scientific concepts, experimental science learning facilitated the progressive construction of causal understanding, logical reasoning, and scientific habits of mind, highlighting inquiry as a comprehensive pedagogical process for strengthening early childhood cognitive development.

Page 49 of 49 | Total Record : 482

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