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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. 2 (2025): December" : 9 Documents clear
Development of the ADILUHUNG PADUKA training module to enhance drivers’ technical skills, service ethics, and legal awareness at Universitas Negeri Yogyakarta Wibowo, Karsono; Siswantoyo, Siswantoyo; Triastuti, Sefina
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.89069

Abstract

This study aims to develop the ADILUHUNG PADUKA training module to enhance the technical skills, service ethics, and legal awareness of official drivers at Universitas Negeri Yogyakarta (UNY). Drivers, as frontline representatives of the institution, play a strategic role in shaping the university’s public image and ensuring safe and efficient transportation services. Using a Research and Development (R&D) approach, this study employed a modified Borg and Gall model consisting of needs analysis, design, initial product development, expert validation, limited field testing, product revision, effectiveness evaluation, and dissemination. A total of 48 active drivers and one vehicle coordinator participated in the study. Data were gathered through surveys, interviews, observations, and expert and user validation instruments. Quantitative and qualitative analyses were conducted to evaluate module feasibility. The results demonstrate that the ADILUHUNG PADUKA module meets high standards of content validity, instructional design quality, and practical usability. Expert validation across sessions—driving safety, service ethics, and legal awareness—rated the module as “Very Effective,” while driver responses positioned all practicality indicators in the “Very Good” category. The module significantly improved drivers’ technical competence, professional behavior, and understanding of legal responsibilities. The findings indicate that the training module is feasible for institutional implementation and has the potential for adaptation by other higher education institutions seeking to standardize driver professionalism and strengthen transportation service quality.
Implementing dual system vocational education in industrial polytechnic: A case study of Banten Petrochemical Polytechnic Astuti, Ismaya Indri
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.73662

Abstract

Human resources development plays a crucial role in supporting the implementation of the Making Indonesia 4.0 roadmap. Vocational education is expected to produce graduates who possess competencies aligned with industrial needs. This study aims to analyze the implementation of the Dual System vocational education curriculum at Banten Petrochemical Industry Polytechnic, one of the industrial polytechnics under the Ministry of Industry of Indonesia. This research employed a qualitative approach using observations, interviews, documentation, and document analysis. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings show that the implementation of the Dual System curriculum is supported by several key strategies, including strong industry partnerships, curriculum alignment with industrial needs, block-based learning systems combining theory and practice, the involvement of industry practitioners in teaching, and continuous capacity development for lecturers. These strategies contribute to strengthening students’ practical competencies and improving their readiness for industrial work environments. The study highlights the importance of institutional collaboration between vocational education institutions and industries in developing industry-relevant human resources in the era of Industry 4.0.
Undergraduate students’ perceptions and preferences toward online learning in the post-pandemic era Lestariyanti, Elina; Tauhidah, Dian
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.77947

Abstract

The transition to post-pandemic education has encouraged higher education institutions to reconsider the role of online learning in teaching and learning processes. This study aims to examine undergraduate students’ perceptions and preferences regarding the implementation of online learning in the post-pandemic era. A quantitative descriptive approach was employed involving 72 biology education students at UIN Walisongo Semarang who had experienced online learning during the COVID-19 pandemic. Data were collected using a Likert-scale questionnaire measuring students’ perceptions and preferences toward online learning. The data were analyzed using descriptive statistics and t-test analysis. The findings indicate that students’ perceptions of online learning are influenced by several factors, including internet connectivity, learning environment, instructional techniques, and teaching methods. Although students generally prefer offline learning, they still consider online learning as a complementary or alternative learning mode. These findings suggest that hybrid or flexible learning models may be more appropriate for post-pandemic higher education to accommodate students’ learning preferences and technological readiness.
The influence of the 5E learning cycle model assisted by the solar system scope application on student learning outcomes Syarif, St. Humaerah; Rahman, Evi Puspitasari
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.78098

Abstract

It is a chance for students to build their knowledge and experience through meaningfully engaging with the material. The goals of the study are (1) to assess the impact of the 5E learning cycle model supported by the solar system scope application on student learning results and (2) to assess the impact of the 5E learning cycle model supported by the solar system scope application on student learning results. The research type is a pseudo-experiment. The research design follows a nonequivalent control group framework, and the sample selection is conducted through purposive sampling. The study occurred at MTsN Pinrang, involving class VII students from 8 classes totaling 147 students, with class VII.1 having 20 individuals as the control group and class VII.2 having 20 individuals as the experimental group. The data collection methods include assessments for learning outcomes and non-test methods in the form of observation sheets for student activity and learning execution. Data analysis techniques involve both descriptive and inferential statistical assessments. The findings of this study indicate that (1) the 5E learning cycle model supported by the solar system scope application affects students' learning outcomes. This conclusion is drawn from hypothesis testing using an independent sample t-test, which reveals a p-value (2-tailed) of 0.000 < 0.05 and (2) the effect of the 5E learning cycle model supported by the solar system scope application on student learning outcomes, as demonstrated by Cohen's d effect size test, is 1.64, indicating a relatively high effect with a percentage of 94.5%.
Leveraging social entrepreneurship for sustainable community development: A case study of community-based waste management in Indonesia Nurhayati, Sri; Tini, Wulan
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.78908

Abstract

This study examines the role of social entrepreneurship in promoting sustainable community development through community-based waste management initiatives. Despite growing interest in social enterprises, limited empirical evidence exists on how technology-driven approaches contribute to environmental, economic, and social outcomes at the community level. Using a qualitative case study design, this research investigates Bank Sampah Bersinar Baleendah in Indonesia. Data were collected through semi-structured interviews, participant observation, and analysis of organizational documents, and analyzed using thematic analysis. The findings indicate that social entrepreneurial practices have contributed to transforming waste management into an economically viable and socially inclusive activity. The integration of hydrothermal technology has enhanced local employment opportunities, strengthened social cohesion, and increased environmental awareness. These findings highlight the role of technology-driven social enterprises as catalysts for sustainable development at the community level. This study contributes to the literature by providing empirical insights into how social entrepreneurship can integrate environmental sustainability with socio-economic development in emerging contexts.
Analysing creativity, teamwork, and concept understanding on improving learning outcomes in project based learning methods Muhendra, Rifki
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.82153

Abstract

Higher education faces challenges in improving student learning outcomes, especially in complex concept-based courses such as physics. This study aims to analyse the effect of Project-Based Learning (PBL) method on students' creativity, teamwork, and concept understanding in Basic Physics course. The research method used was an explanatory quantitative design, involving 120 students who were divided into groups to develop a scientific magazine. Data were collected through assessment of the magazines produced and questionnaires measuring the main variables. The results showed that PBL significantly improved students' concept understanding and creativity, although the direct effect of creativity on learning outcomes was not significant. This research contributes to the understanding of the importance of integrating creativity and concept understanding in physics education. The practical implications of this study suggest that the implementation of PBL can enrich students' learning experiences, prepare them for future professional challenges, and encourage the development of important skills such as critical thinking and collaboration. Therefore, it is recommended that higher education institutions adopt PBL as an effective teaching method.
Teachers training in design digital-based authentic assessments to support differentiated learning in transformative school Nursaadah, Euis; Ruyani, Aceng; Karyadi, Bhakti; Fitri, Elsi Adelia
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.83552

Abstract

Training digital-based authentic assessments is essential due to decontextualization challenges and technological advancements in learning assessment. Transformative schools require teachers to design innovative assessments supporting differentiated learning in the independent curriculum implementation, yet many face difficulties in creating assessments aligned with new learning paradigms. This study implemented the ICARE framework (Introduction, Connection, Application, Reflection, and Extend) to enhance teachers' competencies in designing digital-based authentic assessments at SMPN 02 Tebat Karai and SMPN 02 Kepahiang. Thirty teachers from various subjects with 1-20+ years of teaching experience participated in this professional development program. Data were collected through Socrative application reflection and semi-structured interviews, analyzed descriptively across three experience groups. Results showed that most teachers successfully implemented the independent curriculum and demonstrated proficiency in diagnostic, formative, and summative assessments. Observation and project assessments were most widely used during learning processes. Teachers exhibited competence with digital tools including Google Forms, Quizizz, and Socrative. Assessment preferences varied across experience groups, with performance and portfolio assessments predominating. The ICARE framework effectively developed teachers' competencies in designing digital-based authentic assessments aligned with learning objectives and differentiated learning principles. This study contributes practical frameworks for teacher professional development in authentic assessment within Indonesian transformative school contexts, providing evidence-based guidelines for enhancing assessment literacy. Future research should investigate long-term impacts on student learning outcomes and explore scalability across diverse educational settings.
Curriculum reform and language pedagogy: Rethinking policy and practice in Indonesia Pambudi, Haryo Aji; Fajrin, Hilma Oktaviana
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.91132

Abstract

This study aims to investigate how Indonesia’s Merdeka Curriculum reform influences English language pedagogy, focusing on the alignment between policy expectations and classroom practices. Grounded in the framework of curriculum and instructional development, the research employs a qualitative descriptive design involving document analysis, teacher interviews, and classroom observations in selected junior and senior high schools. Data were analyzed thematically to identify recurring patterns in pedagogical adaptation and implementation challenges. Validation of the instruments and data interpretation were ensured through expert judgment, triangulation, and member checking to maintain credibility and dependability. The findings reveal that while the Merdeka Curriculum encourages a significant pedagogical shift toward learner-centered, contextual, and genre-based English teaching, teachers still struggle with interpreting curriculum guidelines, designing authentic learning activities, and assessing students’ communicative competence. The analysis indicates that limited professional training and institutional support have constrained the effectiveness of the reform at the classroom level. This study concludes that successful curriculum transformation requires stronger teacher capacity-building programs, clearer instructional frameworks, and sustained policy communication between stakeholders. The research contributes to the broader discourse on curriculum reform and educational development by highlighting the interaction between national education policy and pedagogical practice in the context of a developing country.
Acceptance and Commitment Counseling (ACC) model to improve student self-compassion and self-regulated learning Zalfa, Khulaimata; Purwanta, Edi; Ghufron, Anik
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 13 No. 2 (2025): December
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v13i2.91857

Abstract

This research was conducted with the aim of finding a feasible and practical Acceptance and Commitment Counseling (ACC) model to improve student self-compassion and self-regulated learning. A research and development design was used to achieve the stated objectives. In accordance with the chosen design, the research procedures included: a preliminary study to determine the need for the model; model planning; product draft development; product validation; product revision based on validation results; limited trials; revisions based on limited trial results; large-scale trials; final product revision; and dissemination of the final results. Data collection used a feasibility and practicality questionnaire completed by experts and product users. The feasibility test used the Aiken's V formula, and the practicality test used a practicality analysis based on the scores of each indicator in the practicality questionnaire. All procedures were implemented and resulted in: 1) a feasible ACC model, which was concluded based on the feasibility of each product tested. A score of 0.82 was obtained for the ACC model book, a score of 0.93 for the practice’s guide book for counselors and a score of 0.86 for the practice’s guide book for students; 2) the practical ACC model, this was concluded based on the practicality test of the practice’s guide product on counselors and students.

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