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INDONESIA
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi
Published by Universitas Negeri Yogyakarta
ISSN : 23026383     EISSN : 25021648     DOI : -
Core Subject : Education,
Education
Jurnal Pembangunan Pendidikan: Fondasi & Aplikasi (JPPFA) is interested in comparative studies that lead to new insights and challenge of orthodox theories; that have potential for policy impact; and that apply to broad range of settings, including industrial democracies as well as low and middle income countries, countries in political transition and countries recovering from armed conflict and social unrest. JPPFA also considers papers that look at education and development through the policies and practices of official development assistance and commercial education trade. JPPFA engages these approaches to deepen the understanding of the relationship between education policy and development.
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol. 12 No. 2 (2024): December" : 9 Documents clear
Validity and reliability analysis of a higher education decision-making instrument in Central Kalimantan Guntoro, Dibyo Waskito; Munandar, Haris; Ziaurrahman, Muhammad
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyze the validity and reliability of an instrument developed to measure the factors influencing students’ decision-making in pursuing higher education in Central Kalimantan. Employing a quantitative descriptive design with a survey method, the instrument was constructed based on eight components: Individual Factors, Family Background, Training Activities, Social Factors, Cultural Influences, Achievement, Attitudes toward Institutional Factors, and Price Sensitivity. The questionnaire consisted of 48 Likert-scale items administered to 98 senior high school students from various districts in Central Kalimantan. Item validity was examined using the Pearson Product-Moment correlation, while reliability was assessed using Cronbach’s Alpha with the aid of SPSS. The analysis identified 30 items as valid and reliable indicators, meeting the statistical criteria for inclusion. The final instrument demonstrated strong internal consistency, with a Cronbach’s Alpha coefficient of 0.880. These findings confirm that the instrument is psychometrically sound and suitable for use in further research related to higher education decision-making. The validated scale provides a comprehensive framework for understanding the diverse individual, social, cultural, and institutional factors influencing students’ choices, particularly within the Central Kalimantan context.
Development of an ethnoscience-based teaching module on states of matter and their changes to enhance elementary students’ scientific literacy Samsiah, Samsiah; Sudarmin, Sudarmin; Widiarti, Nuni
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.67265

Abstract

This study aims to develop an ethnoscience-based science teaching module on the forms of matter and their changes to improve elementary school students’ scientific literacy, as well as to determine its characteristics, feasibility, effectiveness, and practicality. The research employed a Research and Development (R&D) design using the 4D model proposed by Thiagarajan, Semmel, and Semmel, consisting of the Define, Design, Develop, and Disseminate stages. The module integrates local cultural knowledge from Bangka—such as traditional foods including martabak, jongkong cake, and es jeruk kunci—to contextualize scientific concepts for young learners. The results show that the developed module meets high validity standards, with Aiken’s V values of 0.88 for material experts, 0.86 for language experts, and 0.85 for media experts, all categorized as “very valid.” Effectiveness testing revealed an N-gain score of 0.80 (80%), indicating an effective improvement in students’ scientific literacy. Practicality assessments also demonstrated excellent results, with teacher responses averaging 95.31% and student responses 97.50%, both categorized as “very practical.” These findings indicate that the ethnoscience-based teaching module is valid, effective, and practical for enhancing scientific literacy in elementary school science learning.
Managing distance learning workloads during the MBKM internship program: Challenges and student coping strategies Syahdan, Syahdan; Firda, Arlian; Herdi, Herdi; Malau, Helmi Lidya
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.67280

Abstract

The MBKM Internship Program allows students to gain professional experience while simultaneously completing university courses, often requiring them to participate in distance learning. This study investigates the challenges encountered by English Education students at Universitas Lancang Kuning in managing online coursework during their internship activities and explores the strategies they employed to handle academic workloads. Using a qualitative design with thematic analysis, eight students participating in the Certified Internship Program were selected purposively. Data were collected through semi-structured interviews and document analysis. The findings reveal three major challenges in attending distance learning: information gaps caused by limited instructional explanation, communication barriers due to restricted device use during working hours, and schedule conflicts between internship responsibilities and university courses. To address these challenges, students adopted three primary strategies: maintaining peer interaction for academic support, enhancing student–teacher communication through polite and purposeful contact, and maximizing online resources to complete assignments efficiently. The study concludes that although managing both internship duties and online coursework is demanding, students can successfully navigate these dual responsibilities through adaptive communication practices and strategic use of digital resources. These findings highlight the importance of institutional support in synchronizing academic schedules and improving the quality of distance learning for MBKM participants.
Teachers in the perspective of idealistic philosophy: A systematic literature review Mutiatunnisa, Dina; Masrifah, Khusnul; Mahliatussikah, Hanik
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.68664

Abstract

Idealistic philosophy positions reason, morality, and the human mind as the highest forms of reality. Within this philosophical framework, teachers hold a central role as ethical exemplars and intellectual guides who shape students’ character and behavior. This systematic literature review aims to synthesize scholarly perspectives on the roles, responsibilities, and expected characteristics of teachers according to idealistic philosophy. Using a Systematic Literature Review (SLR) method, this study examined 16 relevant national and international articles published within the last decade. The analysis followed qualitative procedures involving data reduction, organization, and thematic interpretation. The findings reveal that teachers, from the viewpoint of idealistic philosophy, embody three essential dimensions: (1) Teacher obligations, which include moral superiority, mastery of knowledge, and the ability to foster active and meaningful learning; (2) Teacher responsibilities, involving guiding students’ intellectual growth, instilling ethical values, and ensuring that knowledge is translated into action; and (3) Teacher personality, encompassing integrity, intellectual excellence, communicative competence, and continuous self-development. Overall, this review highlights that idealistic philosophy emphasizes teachers as role models whose moral and intellectual authority significantly influences educational practice and student development.
Development of HOTS- and TPACK-Based Learning Devices for Teaching Parabola: A 4-D Model Approach Pamungkas, Sugeng Adi; Panggabean, Ellis Mardiana; Irvan, Irvan
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.68691

Abstract

This research aims to develop HOTS- and TPACK-based learning devices for parabola material and to evaluate their validity, effectiveness, and student responses. Using a development research design, the study adopted the Thiagarajan 4-D model, which includes the stages of define, design, develop, and disseminate. The products developed consisted of a lesson plan (RPP), student worksheets (LKPD), and a HOTS-based assessment instrument. Validation by experts indicated that the learning devices met the criteria for validity, with average scores of 4.34 for the lesson plan, 4.24 for the student worksheet, and 4.17 for the HOTS assessment. The effectiveness of the learning devices was examined through two implementation trials with Grade XI students at SMK YPT Pangkalan Brandan. Results showed that 90.4% of students achieved mastery in Trial II, with learning objectives met for each item (84.76% and 84.29%). Student responses were highly positive, reaching 94%, and the learning time did not exceed the school’s standard duration. Improvement in HOTS abilities was also evident, increasing from 52.4% mastery in Trial I to 90.4% in Trial II. Overall, the findings demonstrate that the developed HOTS- and TPACK-based learning devices are valid, effective, and well-received by students. These learning tools can be used to enhance mathematical reasoning, problem-solving skills, and higher-order thinking in parabola instruction.
Effective management of educational facilities and infrastructure to ensure safe and supportive learning environments Iqlima, Zsazsa Ghania; Nurjanah, Fitri; Rustini, Tin
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.70123

Abstract

Effective management of educational facilities and infrastructure is essential for creating safe, supportive, and high-quality learning environments. This article aims to identify key strategies, stages, and best practices in the management of educational infrastructure to enhance the effectiveness of the teaching–learning process. Using a library research approach, this study synthesizes findings from books, academic journals, and other relevant literature to examine the stages, challenges, and solutions associated with facility and infrastructure management in educational institutions. The review reveals that facility management encompasses several systematic stages, including planning, needs analysis, procurement, inventory administration, utilization, storage management, maintenance, disposal, and accountability reporting. Adequate facilities—such as classrooms, laboratories, libraries, and learning media—play a crucial role in improving student motivation, supporting innovative teaching methods, and enabling effective curriculum implementation. However, various challenges hinder optimal management, including limited budgets, policy inconsistencies, inadequate stakeholder participation, and unequal distribution of infrastructure across regions. Proposed solutions include strategic financial planning, investment in sustainable technology, strengthening collaboration with government and community stakeholders, and developing regulatory policies that support efficient infrastructure management. Overall, the study highlights that effective facility and infrastructure management significantly contributes to improving the quality of education by ensuring that students learn in safe, comfortable, and well-supported environments. Strengthening management practices will help educational institutions meet future demands and achieve long-term educational goals.
Enhancing learning activity and learning outcomes through virtual reality–based learning media in office management education Rahmawati, Vera Eka; Churiyah, Madziatul; Arief, Mohammad; Kusdiyanti, Heny
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.72279

Abstract

Rapid technological advancements have significantly transformed educational practices, particularly in the integration of digital learning media. This research and development study aims to produce and evaluate Virtual Reality (VR)–based learning media for the “Office Technology Equipment and Applications” component in Office Management and Business Services education. The study employs the ADDIE development model—analysis, design, development, implementation, and evaluation—and involves material experts, media experts, and Grade X students from SMK Negeri 1 Turen, East Java. Qualitative data were collected from expert feedback, while quantitative data were obtained through validation sheets, user trials, learning activity observations, and assessments of students’ cognitive and psychomotor learning outcomes. Validation results indicated that the VR-based learning media achieved an average feasibility score of 97% from both material and media experts, categorized as “highly valid.” Small-group trials also demonstrated very high practicality and positive student responses. Experimental implementation further revealed a substantial improvement in learning activity, particularly in emotional, visual, and mental engagement. Independent sample t-tests confirmed significant differences in cognitive and psychomotor learning outcomes between the experimental and control groups (p < 0.05), with the experimental group achieving higher scores. The findings demonstrate that VR-based learning media effectively enhance students’ engagement and mastery of learning materials by providing immersive and interactive virtual environments that simulate real-world office settings. This study highlights the potential of VR technology to support innovative learning strategies and recommends its broader implementation in vocational education to promote active learning and improved learning outcomes. 
Collaborative school leadership in integrating the Merdeka Curriculum with extracurricular activities: A case study of SMA Negeri 3 Jambi Muspawi, Mohamad; Restalillah, Rida Restu; Lunita, Pramodya Casqie; Safitri, Mayada
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.73238

Abstract

This study aims to analyze the role of collaborative leadership practiced by the principal in integrating the Merdeka Curriculum with extracurricular activities at SMA Negeri 3 Jambi City. Employing a qualitative phenomenological approach, data were collected through interviews, observations, and documentation, with participants selected using purposive sampling. The findings reveal that the principal plays a central role in ensuring the alignment between the Merdeka Curriculum and extracurricular programs by engaging teachers, students, and external partners through collaborative leadership practices. The principal motivates and involves teachers as extracurricular advisors, coordinates pedagogical and extracurricular units to maintain coherence, facilitates partnerships and resource allocation, and establishes supportive policies to enhance student participation. Furthermore, collaborative strategies—such as shared decision-making, open communication, and structured coordination—enable the school to create an environment that supports students’ talents, interests, and character development in accordance with the principles of the Merdeka Curriculum. This study highlights that collaborative leadership is essential for strengthening curriculum–extracurricular integration and for realizing comprehensive and student-centered learning within the framework of educational transformation in Indonesia.
EFL students’ perceptions of using the “Learn English with TV Series” YouTube channel as supplementary learning material Hasanah, Siti Noor Syifa; Rizal, Daviq
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 12 No. 2 (2024): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v12i2.73379

Abstract

Digital platforms have increasingly become essential tools for enhancing English as a Foreign Language (EFL) learning, particularly in contexts where exposure to authentic language use is limited. YouTube, as one of the most widely used platforms, provides accessible, engaging, and authentic learning resources for EFL learners. Among the available channels, “Learn English with TV Series” has gained popularity due to its use of authentic scenes from popular TV shows to teach vocabulary, pronunciation, grammar, and communication strategies. This study aims to examine EFL students’ perceptions of using this YouTube channel as supplementary learning material. Employing a quantitative descriptive design, data were collected through an online survey administered to 100 EFL students from various regions in Indonesia. The findings indicate overwhelmingly positive perceptions: students frequently engage with the channel, find the content interesting and easy to understand, and perceive it as beneficial for developing listening, speaking, vocabulary, and grammar skills. The channel also enhances students’ motivation to practice English and is widely recommended among peers. These results demonstrate the channel’s potential as an effective supplementary resource to support formal English instruction. The study highlights the importance of integrating digital learning tools into EFL pedagogy and offers insights for educators and content creators in designing engaging and pedagogically sound online learning materials.

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