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Pustaka Edukasi: Jurnal Pendidikan Indonesia
Published by PT Bukuloka Literasi Bangsa
ISSN : -     EISSN : 31233317     DOI : -
Core Subject : Education,
Education Other
Pustaka Edukasi: Jurnal Pendidikan Indonesia adalah jurnal ilmiah open access yang diterbitkan oleh PT Bukuloka Literasi Bangsa dan berafiliasi dengan Universitas Bima Internasional (Lihat MOU). Jurnal ini menjadi wadah bagi peneliti, akademisi, dosen, dan praktisi pendidikan untuk mempublikasikan karya ilmiah yang berkualitas dalam rangka mendukung perkembangan dan inovasi pendidikan di Indonesia. Seluruh artikel yang diterima akan melalui proses review sejawat (peer-review) untuk memastikan kualitas, keaslian, serta integritas ilmiah. Dengan dukungan standar editorial yang profesional, jurnal ini berkomitmen menyediakan referensi ilmiah yang terpercaya serta mendorong peningkatan mutu penelitian dan praktik pendidikan di Indonesia. Jurnal Pustaka Edukasi terbit 3 kali per tahun (September, Januari, Mei). Fokus dan Ruang Lingkup Pustaka Edukasi: Jurnal Pendidikan Indonesia berfokus pada publikasi karya ilmiah orisinal yang berkaitan dengan pengembangan ilmu pendidikan, teori, dan praktik pembelajaran. Jurnal ini mencakup berbagai topik, antara lain pengembangan kurikulum, metode pembelajaran inovatif, teknologi pendidikan, serta evaluasi dan asesmen pendidikan. Selain itu, jurnal ini juga membahas manajemen pendidikan, kebijakan pendidikan, pendidikan inklusif, dan pendidikan karakter. Kami menerima artikel yang relevan dengan berbagai jenjang pendidikan, mulai dari pendidikan dasar, menengah, hingga pendidikan tinggi, yang bertujuan untuk meningkatkan kualitas pendidikan dan praktik pembelajaran di Indonesia. Pustaka Edukasi menyediakan ruang bagi peneliti, akademisi, dan praktisi untuk berbagi temuan penelitian dan ide-ide yang berkontribusi terhadap kemajuan pendidikan di Indonesia.
Arjuna Subject : Umum - Umum
Articles 23 Documents
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Hubungan Indeks Prestasi Kumulatif dengan Keberhasilan Praktik Pengisian Partograf pada Mahasiswa Kebidanan Ratna Wati; Rizki Amelia; Syamsiah; Ita Kusumayanti
Pustaka Edukasi: Jurnal Pendidikan Indonesia Vol 2 No 1 (2026): Pustaka Edukasi: Jurnal Pendidikan Indonesia
Publisher : PT Bukuloka Literasi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65307/pe.v2i1.278

Abstract

Partograph documentation remains a challenge in midwifery clinical education, particularly in achieving accurate and complete recording of labor progress. Although Cumulative Grade Point Average (GPA) is often used as an indicator of students’ academic achievement and readiness, its association with specific clinical competencies remains inconsistent. This study examined the relationship between GPA and success in partograph-filling practice among midwifery students. Using a cross-sectional correlational design, data were pooled from three learning-method groups (control, demonstration, and demonstration+digital), yielding a total sample of 60 students. GPA was categorized as 3.25-3.75 and 3.76-4.00; partograph-filling success was assessed with a standardized competency checklist (successful/unsuccessful). Data were analyzed using the Chi-Square test, Fisher's Exact test as a cross-check, and the phi coefficient, followed by stratified analysis by group. No significant association was found between GPA and partograph-filling success (χ² = 0.022; df = 1; p = 0.881; Fisher's Exact p = 1.000; OR = 0.914; phi = 0.019), and the pattern was consistent across all three groups (p = 0.881, 0.648, and 0.653, respectively). Success rates were nearly identical between the 3.25-3.75 GPA group (25.9%) and the 3.76-4.00 GPA group (24.2%). GPA was not a predictor of success in partograph-filling practice; this specific psychomotor skill appears to be shaped more by teaching method and non-cognitive factors than by academic achievement alone. Keywords: cumulative grade point average, clinical competence, partograph, midwifery students, midwifery education
Peran Teknologi Dalam Penggunaan Media Pembelajaran bagi Siswa Di Sekolah Dasar Negeri 23 Kendari Aisyah ayu; Abubakar; Nur Ascici
Pustaka Edukasi: Jurnal Pendidikan Indonesia Vol 2 No 1 (2026): Pustaka Edukasi: Jurnal Pendidikan Indonesia
Publisher : PT Bukuloka Literasi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65307/pe.v2i1.279

Abstract

The use of technology in learning at State Elementary School 23 Kendari has begun to be implemented through the use of laptops, projectors, learning videos, PowerPoint presentations, and the internet, although its implementation is not yet fully optimal. This study aims to analyze the role of technology in the use of learning media for students at State Elementary School 23 Kendari. This study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The results showed that technology plays a role in supporting the delivery of learning materials in a more interesting, interactive, and understandable manner. The use of technology-based media also supports students’ interest, active participation, understanding of learning materials, more enjoyable learning experiences, and digital skills. However, its implementation still faces several challenges, including limited facilities, internet access, teachers’ digital competencies, and insufficient training. The effectiveness of technology use is influenced by teacher readiness, the availability of facilities and infrastructure, and the ability to integrate technology systematically into the learning process. Therefore, technology plays an important role in supporting the effectiveness of learning media, but its optimal use requires continuous improvement of facilities and teacher competencies. Keywords: educational technology, learning media, elementary school, digital competence, learning motivation
Pengaruh Edukasi Etika Komunikasi Digital terhadap Tingkat Pengetahuan Remaja dalam Bermedia Sosial secara Bijak di SMA Negeri 1 Sukoharjo Bangkit Ary Pratama
Pustaka Edukasi: Jurnal Pendidikan Indonesia Vol 2 No 1 (2026): Pustaka Edukasi: Jurnal Pendidikan Indonesia
Publisher : PT Bukuloka Literasi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65307/pe.v2i1.282

Abstract

High internet penetration among adolescents is frequently unaccompanied by adequate digital literacy, triggering vulnerability to misinformation, cyberbullying, and excessive personal data sharing. This study aims to evaluate the effect of digital communication ethics education on social media usage knowledge among students at State Senior High School 1 Sukoharjo. A quantitative approach utilizing a pre-experimental one-group pretest-posttest design was implemented involving 33 respondents selected through purposive sampling. Data collection utilized a closed questionnaire containing 15 items, while comparative hypothesis analysis was tested using the Wilcoxon Signed Ranks Test. Statistical analysis results demonstrated a significant increase in students' average knowledge scores following the intervention, with a significance value of less than 0.001. The effectiveness of this intervention was confirmed by the dominance of score improvements across the respondents. In conclusion, the digital literacy educational program proves effective in expanding adolescents' cognitive insights, serving as a crucial preventive instrument to establish a safe cyber communication ecosystem within the school environment. Keywords: digital communication ethics education, knowledge, social media, adolescents, digital literacy

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