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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 233 Documents
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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.
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.
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.
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.

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