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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 602 Documents
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The effectiveness of SAPE: A technology-based interactive learning media for enhancing solfeggio ability of senior high school students Ronald Elisa; Yohanes Bahari; Dede Suratman; Martono Martono; Muhammad Basri
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.v10i1.95053

Abstract

This study addresses the challenge of deficient solfeggio proficiency amongst Year 11 students at SMAN 01 Jagoi Babang, a limitation that invariably leads to suboptimal musical performance, particularly for individuals with diminished pitch perception. The primary objective was to rigorously evaluate the efficacy of the SAPE (Senang Aktif Piano Efektif / Happy Active Piano Effective) interactive media in enhancing solfeggio capabilities within the music curriculum. Employing a quantitative approach, the research utilised a quasi-experimental, non-equivalent control-group design within a two-cycle Classroom Action Research framework. This methodology facilitated the precise measurement of proficiency trajectories through comparative analysis. The participant cohort comprised 36 students identified with pitch-perception difficulties via a diagnostic assessment, who were subsequently allocated to homogeneous experimental and control groups through purposive sampling. Data were systematically gathered via a pretest-posttest practical examination targeting sight-reading, ear training, and sight-singing, along with a Likert-scale questionnaire to capture affective responses. The findings demonstrate that the experimental group, utilising the SAPE intervention, achieved consistently superior improvements in solfeggio proficiency compared to the control group subjected to conventional pedagogical methods. Furthermore, SAPE functions as a highly efficacious multimodal instructional tool, fostering active engagement, augmenting self-confidence, and enabling independent, offline practice. Ultimately, this study substantiates that innovative interactive media, particularly when integrating local wisdom, serve as a critical determinant in the successful delivery of secondary school music education.
Deep learning as a catalyst for competency-based educational transformation in the Merdeka Belajar curriculum Koko Adya Winata; Edi Sofyan; Afeefa Binti Aminuddin; Hisny Fajrussalam
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.95585

Abstract

This study examines deep learning—understood here as a pedagogical approach oriented towards meaningful understanding rather than as an artificial-intelligence technique—as a catalyst for competency-based educational transformation within Indonesia's Merdeka Belajar curriculum. Although the curriculum has been implemented progressively since 2021, classroom practice often remains procedural and examination-oriented, and Indonesian students' PISA 2022 performance remains below the OECD average. Using a qualitative systematic literature review guided by PRISMA 2020, we retrieved peer-reviewed articles, policy documents, and official reports published between 2020 and 2025 from Scopus, ERIC, DOAJ, Google Scholar, and SINTA-indexed journals; screened them against explicit inclusion and exclusion criteria; and analysed them through directed content analysis. The synthesis identifies three interrelated findings: (1) educational transformation stalls when learner-centred policy is not translated into metacognitive and assessment practices at classroom level; (2) the Merdeka Belajar curriculum provides structural affordances for deep learning—essential content, differentiated instruction and project-based learning—but these remain under-exploited; and (3) six principles of deep learning are associated with cognitive, affective and socio-psychomotor competence development. The study proposes an integrative conceptual model linking deep-learning principles with the philosophical and structural dimensions of the Merdeka Belajar curriculum, positioning metacognitive reflection, interdisciplinary integration and authentic assessment as the mechanisms through which curricular flexibility becomes substantive transformation. The model offers a basis for teacher professional development and for future empirical testing.
Development of E-LKPD Based on Problem Based Learning in PPKn Subjects at SMP Jihadiyah Palembang Fera Reza Utami; Alfiandra Alfiandra; Sani Safitri
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.73559

Abstract

This study aims to develop a problem-based learning E-LKPD for Pancasila and Civic Education (PPKn) that is valid, practical, and has a potential effect on students’ critical thinking. This research and development (R&D) study adopted the Hannafin and Peck development model with Tessmer’s formative evaluation. The participants were ninth-grade junior high school students. Data were collected through interviews, walkthroughs, questionnaires, observations, and tests. Expert validation yielded scores of 94% for design and 93% for material, both in the very valid category, and 75% for language, in the valid category. The practicality tests showed 85% in the one-to-one stage and 91% in the small-group stage, both in the very practical category. In the field test, observations reached 72.3%, in the good category, and the test results produced an N-Gain of 0.6, in the medium category. These findings indicate that the problem-based learning E-LKPD is valid, practical, and has a potential effect on students’ critical thinking.
Outcome-Based Education (OBE)-based digital financial learning through the Problem-Based Learning (PBL) model Muhammad Roestam Afandi; Ani Widayati; Sharifah Faigah Syed Alwi
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.91918

Abstract

This study was prompted by the need for students to develop the digital competencies required to meet the challenges of Industry 4.0, particularly in managing finances through digital technology. Outcome-Based Education (OBE) emphasises achieving specified competencies as learning outcomes, whereas the Problem-Based Learning (PBL) model encourages students to strengthen their analytical and problem-solving skills and apply digital finance concepts through real-world case studies. Employing a descriptive qualitative design, the study drew on classroom observations, interviews with lecturers and students, and documentation of learning outcomes. The findings indicate that implementing PBL within an OBE framework effectively enhances students' practical skills in using digital finance applications, fosters critical and collaborative thinking, and deepens their understanding of financial concepts. Students demonstrated improved competencies in financial planning, risk analysis, and the use of digital tools for financial management. These results confirm that integrating OBE with PBL provides an effective learning framework for preparing graduates to meet the professional challenges of digital finance. The study recommends developing competency-based curricula that use active learning methods aligned with industry needs.
The strategy of quality assurance in traditional Islamic boarding schools in Yogyakarta Sulthon Abdul Aziz; Harun Harun; Puji Yanti Fauziah; Naser Ali Abdulghani; Velisca Helena Rizqi; Nordin bin Mamat
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.93989

Abstract

Traditional Islamic boarding schools (pesantren) differ from formal schools in leadership, organisational culture, and pedagogy, yet national quality assurance systems largely focus on formal schooling. Following the formal recognition of pesantren under Law No. 18 of 2019, how traditional pesantren assure educational quality on their own terms has become a pressing question. This study analyses the quality-assurance strategies of two traditional pesantren in the Special Region of Yogyakarta: Al-Munawwir Krapyak (Bantul) and GIPA Rohmatul Qur'an (Kulon Progo). The study employed a qualitative multiple-case study design. The study collected data through in-depth interviews, participant observation, and document analysis involving kiai, administrators, teachers (ustadz), the council of elders (masyayikh), and students, and analysed them using Miles, Huberman, and Saldaña's interactive model, followed by cross-case analysis. Quality assurance in both pesantren operates through four strategies: (1) quality planning centred on the kiai's leadership; (2) quality implementation through learning traditions, exemplary conduct and character formation; (3) quality control through direct evaluation and culturally embedded social oversight; and (4) institutional sustainability through leadership succession and the preservation of tradition. Quality is defined holistically, encompassing character, mastery of Islamic studies, discipline and readiness for community leadership alongside academic attainment. The study conceptualises quality assurance in traditional pesantren as culturally embedded and sustainability-oriented, and argues that national quality assurance policy should accommodate this model rather than impose formal-school instruments.
Policy evaluation of coaching-based clinical supervision in high schools and vocational schools in the disruption era Neneng Hendriyani; Iyan Rusyana; Entoh Tohani; Gumpanat Bariboon
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.96270

Abstract

Indonesia's Ministerial Regulation of Administrative and Bureaucratic Reform (Permen PAN-RB) No. 7 of 2026 integrates educator functional positions and redefines supervisors and principals as "growth partners" rather than administrative inspectors. This study evaluates the implementation of coaching-based clinical supervision in senior secondary and vocational schools (SMA/SMK) during this policy transition, focusing on teachers' digital self-efficacy and resilience. Using an explanatory sequential mixed-methods design guided by the CIPP evaluation model, data were collected through a Likert-scale questionnaire administered to 430 teachers and in-depth interviews with 20 principals in the Education Branch Office (KCD) Region I, West Java. Descriptive statistics and thematic analysis were integrated through methodological triangulation. Respondents endorsed the policy vision strongly (M = 4.30), yet reported a considerable administrative burden (M = 3.52) and only moderate alignment between central directives and school conditions (M = 2.67). Principals perceived multimodal coaching as strengthening teachers' digital self-efficacy and resilience in the face of technical disruption. The findings reveal a persistent policy–practice gap in which digital reporting obligations, rather than technological complexity, drive technostress. The study argues that clinical supervision should be reconceptualised as a supportive psychosocial intervention, and recommends streamlined reporting systems and administrative flexibility during the functional-position transition.
Sociology of Salafi educational institutions in national curriculum negotiations Ismawati Ismawati; Muh. Hanif; Tulnasiet Subyany
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.97722

Abstract

Research on pesantren has tended to explain curriculum integration administratively, without treating institutional ideology as the social logic that governs educational decisions. This article analyses how two Salafi pesantren—Ma'had Al Faruq Karanglewas and Pondok Pesantren Ibnu Taimiyyah Sumpiuh in Banyumas, Central Java—negotiate the national curriculum. Drawing on institutional theory (decoupling, strategic responses to institutional pressure and institutional logics) and the sociology of educational institutions, the study used a qualitative multiple-case design. The study collected data through interviews, observation, and documentation with leaders, curriculum managers, teachers (ustadz/ustadzah), and students, and analysed them through within-case and cross-case analysis. The findings show that adopting the national curriculum is not passive compliance but an institutional negotiation governed by the Salafi manhaj as the dominant institutional logic. The national curriculum is positioned as an instrument of legality, recognised certification and administrative connection with the state, while the core values of education remain grounded in tawhid, adab, sunnah and classical texts (turath). Negotiation is visible in a curriculum structure of roughly 70% religious and 30% general content, in the selection and pruning of material deemed doctrinally problematic and in the framing of general subjects within a faith perspective; the two pesantren differ in strategy while sharing the same core ideology. The study conceptualises Salafi pesantren as hybrid institutions that are administratively compliant, pedagogically selective and ideologically autonomous, and argues that curriculum policy should recognise institutional specificity rather than enforce uniformity.
The theory of resilience citizenship education Ranto Hamonangan; sunarso sunarso
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.98021

Abstract

Citizenship education is often reduced to transmitting knowledge about citizens' rights and obligations, an approach that seems increasingly inadequate in a world marked by disasters, conflict, political instability, and economic crises. This article develops a theory of resilience citizenship education that focuses on preparing citizens and communities to anticipate, adapt to, and recover from such disruptions. Using a qualitative integrative literature review, the study analysed books, journal articles and academic documents on resilience, citizenship and civic education, and synthesised them thematically. The review is organised around four themes: (1) the terminology of resilience and the shift from classical and contemporary citizenship towards resilience citizenship; (2) resilience citizenship education as a set of dynamic, collective and narrative capacities; (3) the classification of resilience indicators—ecological, social, economic, institutional, infrastructural and community-competence; and (4) critical responses to resilience, including security-driven resilience and the critique of resilience as a neoliberal or depoliticising discourse. The synthesis shows that resilience citizenship education extends the aims of civic education from compliance and participation to preparedness, adaptive capacity, solidarity, and collective action, while requiring critical safeguards so resilience does not normalise inequality or shift responsibility from the state to citizens. The article proposes a conceptual framework linking individual, community, and institutional resilience with the personally responsible, participatory, and justice-oriented dimensions of citizenship, and outlines implications for civic education curricula in Indonesia.
Development and validation of a CIPP-based evaluation instrument for the Reading Log Programme in elementary schools Citra Anggraini; Edi Istiyono; Yolandaru Septiana; Risky Setiawan; Riana Nurhayati; Tafakur Tafakur; Begimbetova Guldana Atymtaevna
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.99147

Abstract

School literacy programmes are often evaluated by counting books read, overlooking programme goals, resources, implementation, and impact. This study aimed to develop a valid, reliable instrument to evaluate the Reading Log Programme in elementary schools using the Context, Input, Process, and Product (CIPP) model. The study employed a research and development design adapted from Borg and Gall. Five experts in educational evaluation, school administration, and literacy reviewed an initial pool of 50 items, and we field-tested the refined instrument with 50 fifth-grade students at SD Khalifa IMS Primary Bintaro. We examined content validity using the Content Validity Ratio (CVR), the Item Content Validity Index (I-CVI), and the Scale Content Validity Index (S-CVI/Ave); we examined empirical validity using corrected item–total correlations (CITC); and we estimated reliability with Cronbach's alpha. Content validity was high (S-CVI/Ave = 0.94). After screening based on CVR values, expert recommendations, students' reading levels, and balanced dimensional coverage, we reduced the instrument to 20 items. In the field test, 18 items met the empirical validity criterion (CITC = 0.352–0.724), and internal consistency was high (α > 0.90). The study contributes a practical, process-oriented CIPP-based instrument for evaluating reading-habit programmes in primary education, enabling schools to monitor programme context, resources, implementation and outcomes in an integrated manner.
Content validation of instruments for evaluating school principal academic supervision programmes and teachers’ well-being in the implementation of the Cambridge Curriculum Yulia Helwana; Edi Istiyono; Yolandaru Septiana; Riana Nurhayati; Tafakur Tafakur; Edy Supriyadi; Oscar Ndayizeye; Asriadi Asriadi
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 2 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i2.99163

Abstract

This study aimed to develop and evaluate instruments to assess principals’ academic supervision programmes and teacher well-being in implementing the Cambridge Curriculum. The study used a research and development (R&D) approach, including indicator formulation, item development, expert validation, and field testing. The academic supervision instrument had 20 items, while the teacher well-being instrument had 24 items. Content validity was assessed by five expert validators using Aiken’s V index. The field trial involved 19 elementary school teachers implementing the Cambridge Curriculum. Data were analysed using Aiken’s V, Corrected Item-Total Correlation, and Cronbach’s Alpha. The findings indicated that all items achieved very high content validity. Empirical validity testing showed that 18 items of the academic supervision instrument and 23 items of the teacher well-being instrument met the validity criteria. Reliability analysis yielded Cronbach’s Alpha coefficients of .925 and .928, respectively. These findings indicate that both instruments have satisfactory validity and reliability and are suitable for future studies on Cambridge Curriculum implementation.

Page 60 of 61 | Total Record : 602

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