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INDONESIA
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran
Published by Universitas Negeri Yogyakarta
ISSN : 25805525     EISSN : 25805533     DOI : -
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
The journal publishes articles about the research results in the field of education both in the broad sense (general education) or specific (refers to certain fields of study).
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol. 10 No. 1 (2026)" : 15 Documents clear
Analysis of the 2024 accreditation assessment instrument on school performance based on national education standards Tangi, Hironimus; Timan, Agus; Ubaidillah, Aan Fardani
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.85671

Abstract

This study evaluates the alignment of the 2024 accreditation instrument by the National Accreditation Board for Primary and Secondary Education (BAN-PDM) with the National Education Standards mandated in Government Regulation No. 4 of 2022. Utilising a qualitative library research methodology, data were systematically gathered through comprehensive literature reviews of relevant electronic media, academic publications, and official documents. The analysis assessed ten fundamental indicators derived from the National Education Standards against the new accreditation framework. The findings reveal a significant disparity in standard fulfilment. Specifically, only two of the evaluated aspects—the Learning Process Standards and the Facilities and Infrastructure Standards—are adequately met by the 2024 BAN-PDM instrument. Conversely, the remaining eight critical areas are not fully met. These inadequately addressed areas encompass Graduate Competency, Content, Educational Assessment, Educators and Education Personnel, Management, and Financing Standards. Furthermore, the essential mandate for a comprehensive school-based quality assurance process, which involves continuous development, monitoring, and reporting by education units, remains unfulfilled in the current instrument. In conclusion, the 2024 accreditation instrument is predominantly out of alignment with the broader National Education Standards, underscoring a critical need for structural revisions to ensure holistic educational quality improvement across primary and secondary education levels.
Exploration of pedagogic competence of teacher professional education students towards the culturally responsive teaching Nurbaya, Siti; Kumalasari, Mei Anjar; Pratiwi, Khairanisa Hening
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.86658

Abstract

This study seeks to systematically evaluate the cognitive academic competence of pre-service teachers within professional education programmes concerning the Culturally Responsive Teaching (CRT) framework. Employing a quantitative survey methodology, the research involved a cohort of 140 students enrolled in the Indonesian Language and Literature teacher professional education programme across four higher education institutions (Yogyakarta State University, Ahmad Dahlan University, Sarjanawiyata Tamansiswa University, and Sanata Dharma University) during the 2023–2024 academic year. Data were gathered utilising a structured four-option multiple-choice instrument. The findings reveal a disparate spectrum of cognitive comprehension amongst the participants regarding the CRT approach. Specifically, the pre-service teachers demonstrated commendable proficiency in understanding the definition, benefits, and underlying principles of CRT. Furthermore, their understanding of the framework's purpose, core components, and distinct characteristics was deemed adequate. However, a significant deficiency was identified in their foundational knowledge; their understanding of both the philosophical underpinnings and the historical background of the CRT approach was categorised as poor. Ultimately, these results delineate specific areas requiring pedagogical intervention to ensure comprehensive mastery of CRT amongst future educators.
Integration of multicultural values in Civic Education learning through research-based learning Wardani, Ella Kusuma; Wati, Unik Ambar; Firdaus, Fery Muhammad; Retnasari, Lisa; Lailelleru, David
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.86746

Abstract

The complex dynamics of Indonesia's pluralistic society necessitate innovative approaches to reconstruct Civic Education paradigms, specifically through the integration of multicultural values. This study investigates the implementation of Research-Based Learning (RBL)—operationalised through a systematic cycle of observation, data collection, analysis, conclusion, and application—as an innovative pedagogical model at Sanggar Anak Alam (SALAM). Employing a qualitative case study design, the research engaged 35 participants, comprising facilitators, students, and parents. Data were systematically gathered via in-depth interviews, participant observations, and document analysis, followed by thematic analysis and triangulation facilitated by ATLAS.ti software. The analysis yielded two primary findings: firstly, the embedding of multicultural values significantly enhances appreciation for diversity and cultivates an inclusive character amongst students; secondly, RBL effectively fosters civic competencies by actively engaging students in resolving contextualised social issues. These findings demonstrate that this model not only fortifies the internalisation of multicultural values but concurrently refines students' critical cognitive abilities, empathy, and collaborative skills. Ultimately, this framework exhibits substantial potential for adaptation within formal educational settings, thereby enriching the Civic Education curriculum to become more culturally responsive. This innovation posits a novel paradigm wherein inclusive pedagogy ensures equitable educational access, the RBL cycle refines instructional methodologies, and insights derived from non-formal education serve as a viable catalyst for fortifying institutional Civic Education.
Exploration of the use of PBL and interactive videos in developing thinking student criticism Putra, Irwan; Maimun, Maimun; Madani, Izza
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.88429

Abstract

The 21st century is characterised by rapid technological advancements that necessitate a transformation in pedagogical approaches, particularly concerning the cultivation of students' critical thinking skills. Within the context of Citizenship Education, critical thinking serves as a fundamental competency for the reflective and rational examination of socio-civic issues. However, the persistent dominance of conventional didactic methods frequently results in student disengagement and diminished academic participation. Consequently, this descriptive qualitative study aims to explore the integration of the Problem-Based Learning (PBL) model with interactive video technology to enhance students' critical thinking capabilities. Data were gathered via in-depth interviews with ten students and subsequently analysed through systematic stages of data reduction, data display, and conclusion verification. The findings indicate that the synergistic application of PBL and interactive video fosters a more active, contextualised, and reflective learning environment. Students demonstrated discernible improvements across four dimensions of critical thinking: analysing issues using visual scaffolding, formulating collaborative solutions, deducing logical conclusions grounded in theoretical frameworks and social realities, and evaluating arguments ethically and contextually. Ultimately, these results suggest that integrating PBL with interactive video significantly facilitates the comprehensive development of students' critical cognitive patterns.
Civic engagement in the perspective of citizenship towards civil society Buldani, Asep Anggi; Dewi, Dinie Anggraeni; Sutanto, Zulkifli Alamsah; Bety, Cici Fitri; Utami, Nissa Aulia Belistiana
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.89638

Abstract

Civic engagement—encompassing social awareness, volunteerism, political participation, activism, and communal solidarity—is an indispensable pillar of modern nationhood. Such proactive involvement is non-negotiable for the preservation of democratic institutions and the construction of an equitable, robust civil society. Employing a rigorous literature review methodology, this study critically analyses peer-reviewed journals, academic monographs, and institutional documents to synthesise existing theoretical frameworks and empirical evidence. This approach forcefully addresses prevailing methodological gaps to establish a solid conceptual foundation for subsequent analysis. Citizen engagement, whether manifested through grassroots activism or formal political avenues, explicitly frames specific socio-political issues within the juridical parameters of citizenship—specifically, the reciprocal rights and obligations binding the individual to the state. Furthermore, the collective mobilisation of communities demonstrates a clear capacity to shape public policy and secure equitable jurisprudential outcomes. Ultimately, this study asserts a comprehensive paradigm of civic engagement within the citizenship continuum, unequivocally elucidating the critical mechanisms required to achieve absolute participatory parity.
Strengthening global competence through sister school programs Fadila, Arista Khusnul; Hidayah, Yayuk; Trihastuti, Meiwatizal
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.91399

Abstract

Civic education is fundamentally mandated to cultivate the requisite skills, character, and knowledge necessary to forge exemplary citizens. Amidst the relentless progression of globalisation, it is an absolute imperative for educators to construct pedagogical strategies strictly aligned with 21st-century demands. Globalisation unequivocally dictates that citizens possess a robust global perspective; therefore, foundational education must definitively foster global citizenship from an early age. Schools serve as indispensable institutions in expanding the cognitive frameworks and international roles of young citizens. Consequently, this study purposefully examines the implementation of the sister school programme as a critical mechanism for developing students' global perspectives. Employing a qualitative Systematic Literature Review methodology, this research rigorously analyses existing empirical evidence. The findings conclusively demonstrate that the sister school programme provides essential platforms for direct, transnational student interaction, thereby playing a paramount role in augmenting global perspectives. Through collaborative pedagogical activities, cross-border communication, and cultural exchange, students systematically broaden their comprehension of cultural diversity. This proactive engagement forcefully cultivates the tolerance and intellectual openness indispensable in the modern era, while definitively fortifying practical competencies in foreign language acquisition and digital communication.
Thriving school climate and growth mindset leadership for sustainable well-being in elementary education Dismawan, Muhamad Fajar; Yulistia, Annisa; Putra, Septian Dwi; Handoko, Handoko
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.91417

Abstract

The pursuit of sustainable school well-being constitutes an indispensable imperative in contemporary educational transformation, particularly within primary education, which must rigorously balance academic excellence with holistic development. Growth mindset leadership and a thriving school climate function as non-negotiable catalysts for institutional resilience, collaborative efficacy, and long-term academic flourishing. This study systematically examines the empirical literature to determine the structural relationships among growth-mindset leadership, a thriving school climate, and overarching school well-being in primary educational settings. Strictly adhering to the PRISMA 2020 guidelines, a rigorous Systematic Literature Review was executed across premier international and national academic databases. Thematic analysis dictates four definitive trends: a critical escalation of scholarly focus on post-pandemic school well-being; the decisive role of growth mindset leadership in driving educator motivation and an adaptive institutional culture; the empirical positive influence of a thriving climate on sustainable well-being; and the establishment of an integrated framework linking leadership, climate, and well-being as the absolute foundation of a robust school ecosystem. The findings unequivocally assert that sustainable school well-being is attainable exclusively through leadership paradigms that systematically cultivate intellectual growth, inclusivity, and a collective institutional purpose. Ultimately, this review establishes critical theoretical insights and authoritative policy implications, directing future research trajectories to align with national curricula and the Sustainable Development Goals (SDGs) for quality education.
The effect of civic sustainability-based civic education learning models on students' awareness of green citizenship Sopianingsih, Pitria; Insani, Nisrina Nurul; Noor Anggraini, Diana; Sabrina Malika, Aura; Vincent P Evangelista, Kim
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.91653

Abstract

This research aims to develop and systematically evaluate a Civic Sustainability-integrated Civic Education learning model designed to cultivate students' Green Citizenship awareness within the digital era. The proposed pedagogical framework synthesises core civic concepts with contemporary sustainability imperatives, employing gamified project-based learning, interactive digital media, and comprehensive, authentic assessments to rigorously evaluate student processes, academic outcomes, and deliverables. Employing a quantitative correlational design, empirical data were gathered via a structured questionnaire administered to a cohort of 65 students at the Indonesia University of Education. Statistical analyses, including simple linear regression and Pearson's correlation coefficient, were conducted to assess the relationship between the model's implementation and increased environmental consciousness. The results yielded a statistically significant positive correlation (r = 0.580, p < 0.01) and a coefficient of determination (R² = 0.336), indicating that 33.6% of the variance in Green Citizenship awareness is directly attributable to the instructional model. These findings substantiate the efficacy of the Civic Sustainability-based paradigm in fostering ecological awareness, pro-environmental attitudes, and the capacity for active, responsible digital citizenship. Ultimately, this framework presents a strategic educational innovation within higher education, significantly contributing to the realisation of the Sustainable Development Goals (SDGs) and cultivating a generation profoundly committed to sustainability.
RAISE model: Teaching expressive, critical, and polite speaking skills in elementary school students Fauyan, Muchamad; Efendi, Anwar; Wahyono, Sugeng Bayu
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.91873

Abstract

This study seeks to develop and rigorously evaluate the effectiveness of the RAISE (Recognising, Analysing, Integrating, Speaking, and Evaluating) model in enhancing expressive, critical, and respectful speaking skills amongst fifth-grade primary school students. Employing a Research and Development (R&D) methodology grounded in the Dick and Carey instructional design framework, the research involved a cohort of 202 students across five schools in Pekalongan City. Data were systematically gathered utilising questionnaires, observations, interviews, rating scales, and speaking tests. Subsequently, these data were analysed employing a mixed-methods approach, comprising quantitative measures (paired t-tests, ANCOVA, N-gain, and effect size calculations) alongside qualitative descriptive analysis. The empirical trials demonstrated the model’s robust feasibility and practicality, revealing statistically significant improvements in both linguistic (pronunciation, vocabulary, and syntactic structure) and non-linguistic domains (fluency, confidence, content mastery, and ethical communication). Ultimately, this research presents a novel, evidence-based pedagogical framework that integrates jurisprudential inquiry, multimodal literacy, and ethical communication, thereby addressing critical deficiencies in primary speaking education. The RAISE model provides a highly transferable approach to cultivating 21st-century competencies and holistic communication proficiency within diverse educational contexts.
Rebooting education: Leadership and professionalism of vocational school teachers in the era of socio-cultural transformation Kusumardi , Adi; Hanum, Farida; Septiarti, Serafin Wisni; Hanafi, Dirman
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.92423

Abstract

The proliferation of digital technology is precipitating profound shifts in socio-cultural values, fundamentally altering paradigms of learning, working, and social interaction. Consequently, the pedagogical framework within vocational education necessitates comprehensive restructuring. This study investigates how vocational school teachers adapt their roles, pedagogical practices, and educational leadership strategies in response to curricular reforms, technological integration, and the emergent digital culture. Employing a qualitative phenomenological approach, this research engaged vocational school teachers as primary participants. Data were systematically gathered through direct observation, in-depth interviews, and document analysis, followed by thematic categorisation, data reduction, and triangulation across multiple sources. The findings reveal that socio-cultural transformations compel teachers to cultivate heightened creativity, reflexivity, and flexibility in their instructional leadership. Contemporary teacher professionalism transcends fundamental didactic proficiency; it now critically demands social sensitivity, digital literacy, and the capacity to synthesise industry-based learning with local wisdom. Ultimately, the results demonstrate that educational restructuring extends beyond the mere adoption of novel technologies; it necessitates a paradigmatic and cultural shift fostering a more humane, contextualised, and sustainable vocational education system, with teachers serving as primary catalysts in reconciling digital advancement with local values.

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