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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 241 Documents
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Evaluation of the impact vocational high school center of excellence program on hospitality skills Dwi Ratnasari; Edy Supriyadi; Fitri Alfarisa
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 Servasius Sai; Ali Muhson; Ignasius Suswakara
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 Tri Yudha Silalahi; Nirmala Adhi Yoga Pambayun; Rina Safitri
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.
Enhancing elementary students’ reading interest through the spin the wheel digital game Juniman; Dewi Silvi Listia; Alfi Syahrin
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.v13i2.95710

Abstract

This study aims to examine the planning, implementation, and challenges of using the Spin the Wheel digital game to enhance elementary school students’ interest in reading Indonesian language textbooks. A descriptive qualitative approach was employed involving fourth-grade students, a classroom teacher, and a school principal at an elementary school in Bireuen Regency, Indonesia. Data were collected through observations, in-depth interviews, and documentation, and were analyzed using qualitative descriptive techniques with source and method triangulation to ensure trustworthiness. The findings reveal that the Spin the Wheel digital game was systematically integrated into Indonesian language instruction and  supported created an interactive, enjoyable, and participatory learning environment. The implementation of the game increased students’ reading interest, concentration, reading comprehension, and self-confidence while fostering positive attitudes toward reading activities. Several challenges were identified, including limited instructional time, inadequate supporting facilities, and differences in students’ reading abilities. However, these challenges were effectively addressed through adaptive teaching strategies and institutional support. The study concludes that the Spin the Wheel digital game is an effective gamification-based learning medium for promoting reading interest among elementary school students. This study contributes to the growing literature on gamification in elementary education by providing empirical evidence of how digital game-based learning can support literacy development and create more engaging reading experiences in primary school classrooms.
Development and evaluation of an AppSheet-Based Administrative System (SARANA) for youth organization management Renza Agastha Merdeka; Andi Basuki; Madziatul Churiyah; Lulu Nurul Istanti; Yayuk Syahfitri
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.77216

Abstract

The use of technology in administrative management plays an important role in shaping organizational policies and ensuring effective organizational sustainability. This study aims to develop the AppSheet-assisted Youth Organization Administration System (SARANA), validated by subject matter and system experts, and to examine its effectiveness in managing secretarial administration. This study employed a Research and Development (R&D) approach using the ADDIE model. The participants involved in the product testing consisted of subject matter experts, system experts, and youth organization administrators. The Youth Organization Administration System (SARANA) was developed using the AppSheet platform, which provides data processing, automation, and Google Drive integration features. The study generated both qualitative and quantitative data, which were analyzed using descriptive percentages and Cohen’s kappa coefficient. The validation results from subject matter and system experts indicated that SARANA was highly valid, with an average score of 92.09%. The small-group trial also demonstrated that SARANA was highly valid and feasible, with an average score of 97.72%. The implementation of SARANA at Karang Taruna Bina Mandiri demonstrated its effectiveness in managing secretarial administration, with a kappa coefficient of 0.84, substantially higher than the pre-implementation value of 0.29. SARANA met the criteria of service quality, efficiency, and accountability by facilitating integrated, systematic, well-organized, efficient, and accurate administrative management. Therefore, SARANA provides a valid, feasible, and effective alternative solution for improving the effectiveness of secretarial administration within youth organizations.
Conceptual understanding and science process skills of first-year biology teacher candidates in practical activities assisted by realia media Dita Purwinda Anggrella; Ahmad Kamal Sudrajat; Ahmad Iskak Nugroho; Wafiq Nashiroh; Shendy Amalia
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.78092

Abstract

This study examined changes in pre-service biology teachers’ conceptual understanding and science process skills following practicum activities assisted by realia media. A mixed-method explanatory design was employed, with a pre-experimental one-group pretest–posttest design for the quantitative component and qualitative data used to contextualize the quantitative findings. The participants were second-semester biology education students enrolled in a plant development structure course involving practicum activities assisted by realia media. Data were collected using a conceptual understanding test and a science process skills observation sheet. Quantitative data were analyzed using a paired-samples t-test for normally distributed paired data and the Wilcoxon signed-rank test for non-normally distributed paired data, while qualitative data were used to support the interpretation of the quantitative findings. The results showed significant improvements in students’ conceptual understanding following the practicum activities, with the largest increases observed in explaining (40.00 points), drawing inferences (38.33 points), and comparing (35.00 points). Science process skills also improved, particularly in identifying variables (1.43 points), communicating (1.30 points), and predicting (1.20 points). Overall, significant differences were found between the pretest and posttest scores for conceptual understanding and science process skills (p < .05). These findings indicate that practicum activities assisted by realia media are associated with improvements in conceptual understanding and science process skills and may provide a more contextual and interactive learning experience for pre-service biology teachers.
Students’ perceptions of DIONTANA project-based learning in supporting creativity in elementary school science education Laila Diah Ayu Pratiwi; Nuni Widiarti; Agus Yuwono
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.85751

Abstract

This study explores elementary school students’ perceptions of Project-Based Learning (PjBL) through DIONTANA (Food Chain Diorama) in supporting creativity in science learning. A qualitative approach with a case study design was employed at SD Negeri 5 Metro Selatan, involving fifth-grade students selected through purposive sampling. Data were collected through observation, interviews, and documentation during the implementation of the DIONTANA project and analyzed using the Miles and Huberman interactive analysis model. The findings revealed that students perceived DIONTANA positively as an engaging and participatory learning experience. The learning activities provided opportunities for students to demonstrate four dimensions of creativity: fluency, flexibility, originality, and elaboration. Students also perceived the three-dimensional representation of the food chain as helpful in making abstract science concepts more concrete and understandable. Furthermore, collaborative project activities encouraged students to exchange ideas, discuss different perspectives, and resolve disagreements within their groups. Despite these positive experiences, several challenges emerged, particularly limited project completion time, availability of materials, and differences in students’ need for instructional support. These findings suggest that DIONTANA has the potential to provide a contextual, hands-on, and collaborative learning environment that supports students’ creative experiences in elementary science education. The study highlights the importance of designing project-based learning that balances opportunities for creative exploration with appropriate instructional support and accessible learning resources.
Parents' social capital in supporting student psychological well-being within elite SPK boarding schools Eko Andi Hartono; Siti Irene Astuti Dwiningrum; Fais Afrianto
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.91646

Abstract

This study aims to analyze the role of collective social capital in the "Parents Club" forum as a strategy to strengthen resilience and Psychological Well-being of students at Satuan Pendidikan Kerjasama boarding school. Given the high academic pressure of the international curriculum and the challenges of adapting to boarding environment, this study employed a descriptive qualitative design to explore the dynamics of parental support in depth. Data were collected through Focus Group Discussion with students for problem mapping and an online qualitative survey with parents selected through the purposive sampling technique. Data validity was ensured through source triangulation, while data analysis was conducted using Braun and Clarke's six-step thematic analysis. The research findings indicate that the "Parents Club" has a vital dual function: as a bonding social capital, which provides an emotional safety net and stress normalization for parents, as well as bridging social capital that facilitates advocacy for school policies that are more oriented towards student well-being. This study concludes that transforming parental participation from an individualistic approach to collaboration is a key strategy in creating an elite educational ecosystem that supports student mental health sustainably. Unlike past research focusing on isolated parental involvement or public schools, this study examines collective, institutionalized social capital within elite boarding environments. Theoretically, it extends social capital literature by revealing its dual-function mechanism in mitigating burnout, filling a gap regarding parental involvement and student well-being in international boarding contexts. Practically, it provides school administrators with a transferable model for structured parental engagement programs.
Development and validation of the AJI LESTARI training module for fine motor stimulation in early childhood education Sefina Triastuti; Ahmad Nasrulloh; Karsono Wibowo; Siska Perangin Angin
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.92973

Abstract

This study aimed to develop and validate a needs-based teacher training framework, operationalised through the AJI LESTARI Module, to strengthen teachers' competence in stimulating fine motor development in early childhood education (ECE). The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The module was evaluated by three expert validators, followed by a limited trial involving 15 ECE teachers and a large-scale field trial involving 25 ECE teachers. An in-depth classroom implementation was subsequently conducted over 16 sessions involving 11 children. Data were collected through needs-analysis questionnaires, expert validation sheets, teacher response questionnaires, classroom observations, interviews, and documentation, and were analysed using descriptive quantitative and qualitative techniques. The findings provided empirical support for the feasibility and practicality of the AJI LESTARI Module. Expert validation confirmed that the module was suitable for field testing after incorporating revisions to terminology, instructional clarity, assessment tools, and activity examples. In the large-scale trial, the instrument demonstrated high internal consistency (Cronbach's α = 0.88), while the module achieved an overall feasibility score of 3.84 on a four-point scale. Practicality indicators were also high, including presentation attractiveness (M = 3.88), communicative language (M = 3.76), and ease of classroom implementation (M = 3.72). Preliminary implementation evidence was reflected in high ratings for children's active participation (M = 3.92) and perceived improvement in fine motor skills (M = 3.88). Across the 16-session classroom implementation, children's performance shifted from predominantly basic levels toward intermediate and advanced levels. These findings indicate that the AJI LESTARI Module is feasible and practical as a needs-based professional development framework and provides preliminary evidence supporting its use for more systematic fine motor stimulation in ECE classrooms.
The integration of teaching factoty in vocational education: A bibliometric analysis Muhammad Zaenal Abidin; Yudanto Yudanto; Septian Rahman Hakim; Júlio Alves dos Santos; Gatot Trendi Marolan
Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol. 14 No. 1 (2026)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jppfa.v14i1.99256

Abstract

The development of teaching factories has opened up many new opportunities in the field of education, particularly in vocational education. The integration of teaching factories has sparked scientific interest in creating a vocational learning ecosystem that is relevant to the needs of modern industry. This study focuses on a bibliometric analysis of the integration of teaching factories in vocational education between 2020 and 2025. From an initial identification of 92 articles, the application of strict search criteria yielded 15 articles for in-depth analysis. The screening of articles in this bibliometric analysis was based on inclusive and exclusive criteria. A systematic literature review analysis was conducted using the Scopus database via the PRISMA method. Data were analyzed through a creative bibliometric analysis approach using the tools Biblioshiny (version 4.2.2), Microsoft Excel (Microsoft 365), and VOSViewer (version 1.6.20). The results of the bibliometric analysis reveal key themes related to the teaching factory, presenting a comprehensive overview through tables, graphs, and maps. Additionally, this study examines key indicators regarding the implications of the teaching factory for vocational education, article production, and citation rates. As evidenced by the findings of this study, the implementation of the teaching factory and guidelines for the teaching factory model can serve as practical solutions in vocational education. This study provides significant methodological insights for researchers to advance studies on the integration of teaching factories in vocational education, as well as to support further research.

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