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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. 13 No. 1 (2025): June" : 9 Documents clear
Development of AI-based interactive digital modules to enhance innovation in economics learning Herlindawati, Dwi; Sholekhah, Irmadatus; Kantun, Sri; Kartini, Titin; Tiara, Tiara
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.67329

Abstract

Rapid technological advancements in the digital era require teachers to continuously innovate in selecting effective learning media. Artificial intelligence (AI) offers new opportunities to enhance instructional quality through more adaptive, interactive, and personalized digital learning resources. This study aims to develop and evaluate an AI-based interactive digital module for senior high school economics instruction. Employing a research and development (R&D) approach with the ADDIE model — Analysis, Design, Development, Implementation, and Evaluation — the study conducted expert validations and large-scale trials involving five economics teachers and 158 Grade XI students across five public senior high schools in Jember Regency. The module was assessed using five core criteria of e-module quality. Results show that the module achieved excellent ratings across all categories: self-instruction (96.36%), self-contained (96%), stand-alone (94.10%), adaptive (99.66%), and user-friendly (97.36%), with an overall average score of 96.70%. These findings indicate that the AI-based interactive module is highly feasible and effective for supporting economics learning, addressing the limitations of conventional instructional materials, and aligning with the demands of digital learning in the Industrial Revolution 4.0 era. The study concludes that the developed module can serve as a valuable instructional innovation for economics teachers, enhancing both learning engagement and the quality of technology-integrated education.
Dynamics of organizational behavior in the adoption of digital technology: A case study at SMA Negeri 3 Pontianak Putranti, Noviah Dwi; Waruwu, Marinu; Wicaksono, Luhur
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.79521

Abstract

The growing integration of digital technology in education has increasingly influenced organizational behavior, legal considerations, and ethical responsibilities within schools. This study examines the dynamics of organizational behavior in the implementation of digital technology at SMA Negeri 3 Pontianak, focusing on the challenges, adaptation processes, and implications for decision-making and institutional strategy. Using a descriptive qualitative method with an inductive approach, data were collected from 154 participants—129 students, 20 teachers, and 5 education personnel—selected through purposive sampling. Data collection techniques included interviews, questionnaires, observations, and document analysis, followed by thematic categorization and triangulation to validate findings. The results reveal significant behavioral changes among school members, characterized by increased collaboration, creativity, flexibility, and efficiency in learning and administrative processes. Digital technology has strengthened communication patterns and facilitated blended learning practices. However, challenges persist in terms of infrastructure limitations, uneven digital literacy, and resistance to technological change. The study highlights the importance of continuous training, supportive leadership, and adaptive management strategies to sustain digital transformation. Overall, the findings underscore that digital technology adoption not only reshapes organizational structure and culture but also enhances the school’s capacity to respond to the demands of the digital era.
EFL students’ perceptions of ProWritingAid as an AI-powered writing support tool: A mixed-methods case study Aulia, Nada; Muarniati, Muarniati; Ro'izki, Fahul; Ariawan, Soni
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.80668

Abstract

This research examines the utilisation of ProWritingAid, an AI-driven writing instrument, by English as a Foreign Language (EFL) students at Universitas Islam Negeri Mataram. The research employs a mixed-methods approach, with 104 participants from several institutions in Lombok, to assess the efficacy of ProWritingAid in enhancing writing skills, specifically in rectifying grammatical errors, improving sentence structure, and advancing vocabulary growth. The results indicate that 53.9% of students had significant vocabulary enhancement, whereas 39.4% noted increased writing confidence. Notwithstanding these favourable results, over 47% of participants expressed uncertainty regarding the tool's overall effect on their writing proficiency, indicating a need for additional investigation. Qualitative data obtained from interviews highlighted the tool's accessibility and user-friendliness, with students often comparing ProWritingAid to a personal writing instructor.Nevertheless, the report also underscores difficulties. Several students indicated challenges with the interface and articulated the necessity for enhanced training to effectively leverage the tool's functionalities. The findings indicate that ProWritingAid has considerable potential as an auxiliary educational tool within Technology-Enhanced Language Learning (TELL) frameworks, although its efficacy relies on user assistance and interface refinement.This research underscores the significance of incorporating technology-based tools into language instruction while tackling user problems. ProWritingAid can improve both academic and personal writing; nevertheless, maximising its advantages necessitates focused training and ongoing enhancements to the platform's usability. Such developments would reinforce its position as a transformative instrument for EFL learners in their pursuit of writing proficiency.
Implementation of an OBE-based multicultural curriculum in higher education: A case study at UIN Sunan Kalijaga Silfiani, Humaira; Sukiman, Sukiman
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.91222

Abstract

This study examines the implementation of a multicultural curriculum integrated within an Outcome-Based Education (OBE) framework in higher education. While previous studies have explored OBE and multicultural education separately, limited research has addressed their integration in Islamic higher education contexts. This study aims to analyze the implementation, benefits, and challenges of an OBE-based multicultural curriculum at UIN Sunan Kalijaga, Indonesia. A qualitative approach was employed using semi-structured interviews, observations, and document analysis. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings indicate that the integration of multicultural values into the OBE framework enhances graduate competencies by aligning academic, social, and spiritual dimensions. The curriculum is characterized by the integration of unity of sciences, Islamic moderation, and green campus principles. However, the implementation faces challenges such as limited resources, lecturer readiness, and the complexity of outcome-based assessment. This study contributes to the literature by providing empirical insights into how multicultural education can be systematically integrated within an OBE framework to support the development of adaptive, value-based graduates in higher education.
Evaluation of a school-based digital literacy corridor program using the CIPP Model Ardi, Arditama; Siswantoyo, Siswantoyo; Setiawan, Risky; Septiana, Yolandaru; Safitri, Rina
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95820

Abstract

This study aims to evaluate the effectiveness of the Digital Literacy Corridor Program at SMP Negeri 1 Simpang Renggiang by applying the CIPP (Context, Input, Process, Product) evaluation model. The approach used in this study is descriptive quantitative. The research subjects consisted of 144 students at SMP Negeri 1 Simpang Renggiang. Data were collected through a Likert scale questionnaire and direct observation, then analyzed descriptively using average value calculations and the Respondent Achievement Level (TPR). The results showed that in the context dimension, the suitability of the program's objectives with the students' digital literacy needs was effective, with an average value of 3.57 and a TPR of 89.17%. In the input dimension, the availability and utilization of supporting resources were categorized as quite effective with an average score of 3.17 and an RAT of 79.17%, where there were still obstacles in terms of internet network stability and digital content variation.  In terms of input, the availability and utilization of supporting resources were categorized as quite effective, with an average score of 3.17 and a TPR of 79.17%, although there were still obstacles in terms of internet network stability and digital content variation. In terms of process, the implementation of the Digital Literacy Corridor Program is categorized as quite effective, although teacher involvement in providing guidance and motivation to students has not yet reached an optimal level. Furthermore, in terms of product, the program has had a positive impact on increasing student learning independence and digital literacy competencies, with an average score of 3.37 and a TPR of 84.17%, which is categorized as effective. Based on these findings, it can be concluded that the Digital Literacy Corridor Program at SMP Negeri 1 Simpang Renggiang has been implemented effectively and has made a positive contribution to the development of students' digital literacy. However, improvements in the quality of supporting resources and strengthening the role of teachers are needed to ensure that the program can be implemented optimally and sustainably.
The relationship between stress management skills and student resilience in collaborative project-based assessment Uli, Uli; Istiyono, Edi; Setiawati, Farida Agus; Laksita, Ghany Desty
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95858

Abstract

This study aims to examine the relationship between stress management skills and students’ resilience in facing collaborative project-based assessment. The participants were 117 junior high school students from two private schools in Bandung who were involved in collaborative project-based assessments. This study employed a quantitative correlational research design. Data were collected using questionnaires measuring students’ stress management skills and resilience, which were validated through expert judgment and tested for reliability using Cronbach’s Alpha. The data were analyzed using descriptive statistics and Spearman’s correlation test. The results show that most students demonstrate high levels of stress management and resilience, indicating the use of adaptive coping strategies and strong learning perseverance. However, the correlation between stress management and resilience was very weak and not statistically significant. These findings indicate that students’ academic resilience may be influenced more by external factors such as social support, learning environment, and academic context rather than individual stress management skills. This study highlights the importance of supportive learning environments in strengthening students’ resilience when facing collaborative project-based assessments.
Evaluation of the impact vocational high school center of excellence program on hospitality skills Ratnasari, Dwi; Supriyadi, Edy; Alfarisa, Fitri
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95880

Abstract

The Center of Excellence Vocational High School Program aims to strengthen vocational education through a work-based learning approach aligned with industry needs. However, empirical evidence regarding its impact on students’ technical competencies remains limited. This study analyzes the impact of the program on hospitality students at SMK Negeri 1 Sijuk using the CIPP evaluation model, focusing on the Input and Product components. Data were collected through interviews and questionnaires from 30 respondents, including the principal, vocational teachers, an industry representative, and students. Instrument validity was assessed using Aiken’s V, and reliability was estimated with Cronbach’s Alpha. The findings indicate that the program has achieved strong institutional readiness, with most Input indicators categorized as Very Good. The Product component also showed high satisfaction, particularly in graduate quality and competency certification, suggesting that graduates possess adequate hard and soft skills. However, implementation gaps were identified, particularly in teacher readiness, mindset transformation, and the suboptimal application of Project-Based Learning (PjBL). Industry feedback further highlighted concerns regarding students’ readiness before internships. Overall, the main challenge lies in strengthening instructional implementation and enhancing student preparedness prior to workplace training.
The effectiveness of peer assessment in enhancing cultural tolerance and multicultural competence among vocational high school students Sai, Servasius; Muhson, Ali; Suswakara, Ignasius
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95897

Abstract

The current global educational landscape faces the challenge of integrating cultural diversity in the classroom. The phenomena of “ethnicism” and intergroup prejudice often hinder the creation of a conducive learning climate, especially in vocational high schools (SMK), which place great emphasis on technical competency. This study aims to examine the effectiveness of using peer assessment methods in improving cultural tolerance among students at St. Vincentius Ndona Vocational High School. Cultural tolerance in this study is defined as a proactive attitude in appreciating ethnic, religious, and value differences as learning assets. The research method used is a quasi-experiment with a Control Group Pretest-Posttest design. The research subjects were divided into an experimental group that applied peer assessment in the evaluation process and a control group that used traditional evaluation. The research instrument was a cultural tolerance attitude scale that was measured before and after the treatment. The results of this study are expected to provide practical contributions for educators in implementing the Merdeka Curriculum, particularly in the dimension of the Pancasila Student Profile “Global Diversity,” as well as strengthening Catholic education spirituality that upholds human dignity amid diversity. This study aims to examine the effectiveness of peer assessment in improving students' cultural tolerance attitudes at St. Vincentius Ndona Catholic Vocational School. Amidst the challenges of “sukuisme” and intergroup prejudice, this study uses a quasi-experimental approach with a Control Group Pretest-Posttest design. The research sample consisted of 62 twelfth-grade students divided into an experimental class (n=31) and a control class (n=31). The research instrument was a cultural tolerance attitude questionnaire consisting of 16 valid and reliable statements (0.881). The results showed that the average N-gain of the experimental class was 44.12 (moderate category), which was significantly higher than that of the control class, which was 15.79 (low category). The independent t-test showed a significance value (2-tailed) of 0.043 (p < 0.05), proving that the application of peer assessment was significantly effective in increasing cultural tolerance.
The role of the principal in improving teacher performance through academic supervision Silalahi, Tri Yudha; Pambayun, Nirmala Adhi Yoga; Safitri, Rina
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 1 (2025): June
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i1.95985

Abstract

Teacher performance plays an important role in improving the quality of human resources, and academic supervision by the principal is one of the factors that supports this improvement. This study aims to describe the role of principals in improving teacher performance through academic supervision at SMA Negeri 1 Pangkalanbaru. This study uses a qualitative descriptive approach with the principal as the main informant and 29 teachers as supporting informants. Data were collected through questionnaires and classroom observations, then analyzed through data organization, interpretation, and verification. The results show that the academic supervision carried out by the principal received an average score of 87.37 in the “Very Good” category, indicating that the supervision was carried out in a planned and structured manner through scheduling, classroom observation, the use of standard instruments, and the provision of constructive feedback. Teacher performance also received an average score of 85.56 in the “Very Good” category, indicating that teachers were able to plan and implement learning, use varied methods and media, and evaluate learning well. However, some teachers still needed improvement in the areas of innovation, application of supervision results, and discipline. This study concludes that academic supervision contributes significantly to improving teacher professionalism and performance, and needs to be strengthened through reflective and continuous mentoring to ensure the sustainability of learning quality improvement.

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