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INDONESIA
JURNAL PENELITIAN ILMU PENDIDIKAN
Published by Universitas Negeri Yogyakarta
ISSN : 19799594     EISSN : 25415492     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Arjuna Subject : -
Articles 13 Documents
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Search results for , issue "Vol. 18 No. 2 (2025): September-November" : 13 Documents clear
Examining mental health needs of open and distance learning students: A case study of Universitas Terbuka, Indonesia Elysia, Vita; Rokhiyah, Isti; Setiani, Made Yudhi; Priatna, Arip; Chandrawati, Titi
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.87105

Abstract

The growing demand for open and distance education calls for a stronger focus on student well-being, particularly mental health. This study explores the mental health landscape at Universitas Terbuka (UT), Indonesia’s national open university, which serves a geographically dispersed and diverse student population. Employing qualitative methods, including in-depth interviews and focus group discussions (FGDs), this research aims to assess mental health needs, identify contributing stressors, and develop policy recommendations to strengthen mental health support in a distance learning context. The findings indicate that students experience anxiety, stress, and burnout, exacerbated by academic pressure, social isolation, and the absence of structured counselling services. To address these challenges, the study proposes a phased strategy: short-term awareness programs, medium-term pilot e-counselling initiatives, and long-term institutional development through a centralized mental health center. This study contributes to the field of education by offering a practical framework for integrating mental health support into distance learning environments at UT, with potential implications for similar institutions across the ASEAN region and beyond. Keywords: mental health, counselling, student, UT
Beyond content delivery: Integrating Microsoft teams and Reflect for affective feedback and enhanced learning readiness Defiana, Aris; Setiawan, Bagus; Agustriyono, Dedy; Puspitasari, Ratih; Ariani, Dian
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.84677

Abstract

This study explores the integration of Microsoft Teams and its Reflect feature as an innovative learning medium in informatics education, focusing on how real-time emotion visualization can enhance understanding of students' learning readiness. While digital platforms are widely used for content delivery and collaboration, there remains a significant gap in leveraging real-time affective data to adaptively respond to students' emotional states during online learning. Using a qualitative descriptive approach, this research employed participant observation, in-depth interviews, and documentation with 30 Year 11 students and an informatics teacher at SMA Negeri 1 Boyolangu. Findings indicate that emotion visualization via Reflect enables teachers to dynamically adjust instructional strategies based on students' expressed emotional states, thereby increasing engagement, motivation, and perceived learning readiness. This study contributes to the emerging field of affective-aware digital learning environments and underscores the pedagogical value of integrating emotional feedback into technology-enhanced instruction. For future implementation, we recommend broader adoption, teacher training in affective pedagogy, and the exploration of automated emotion-detection technologies to further personalize and responsive learning experiences.
The effectiveness of the SAVI method in improving poetry reading skills of elementary students Latif, Abdul; Sugiarsih, Septia; Novianto, Anwar
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.91473

Abstract

This study examines the effectiveness of the Somatic, Auditory, Visual, Intellectual (SAVI) learning method in enhancing the poetry reading skills of fifth-grade elementary school students. Employing a quantitative approach with a one-group pretest-posttest design, the research involved 36 fifth-grade students from Muhammadiyah Condongcatur Elementary School. Data were collected through structured observation sheets and analyzed using a paired sample t-test. The results indicate a statistically significant improvement in students' poetry reading skills following the intervention, with a significance value of 0.001 (< 0.05). The mean score increased by 30.72 points from pretest to posttest, demonstrating a substantial gain in performance. These findings lead to the conclusion that the SAVI method is an effective instructional strategy for significantly improving poetry reading proficiency in the target student population.
Development of Mathflip-Pad E-modules based on PBL and Muhammadiyah values to facilitate student engagement and mathematical communication Harsono, Tiara Friaesa; Wati, Unik Ambar
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.91610

Abstract

Student engagement and mathematical communication are essential 21st-century competencies; however, many students still struggle to actively participate and express mathematical ideas in conventional classrooms. This study aimed to develop a MathFlip-Pad electronic module (e-module) based on Problem-Based Learning (PBL) and Muhammadiyah values and to examine its validity, practicality, and effectiveness in enhancing student engagement and mathematical communication skills. This study employed a Research and Development (R&D) method using the ADDIE model. The e-module was designed as a flipbook-style interactive learning media integrating PBL stages and Islamic values. Validation involved subject matter, media, and pedagogy experts, followed by a limited trial with eighth-grade students at a Muhammadiyah junior high school. Data was collected through expert validation, response questionnaires, and classroom observation. Expert validation scores for the material and media were 90.63% and 92.2% (highly valid), while student and teacher responses were 89.5% and 90.6% (very good). Observations showed that 92% of students actively participated in discussions, 95% engaged in Polypad exploration, and 87% used appropriate mathematical language. The study concludes that the MathFlip Pad e-module is feasible and effective in enhancing engagement and mathematical communication.
Problem-based learning worksheet integrating Islamic values to facilitate elementary students’ critical thinking in natural and social sciences Agustang, Agustang; Wati, Unik Ambar; Kartika, Lia Nur
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92019

Abstract

Twenty-first-century competency frameworks emphasize critical reasoning as a core skill, while integrating Islamic values into education is considered important for providing an ethical foundation in students’ decision-making. However, there are still limited digital worksheets that combine Problem-Based Learning (PBL) with Islamic values in elementary natural and social sciences. This study developed and evaluated the feasibility of a PBL-based digital worksheet integrating Islamic values for Grade 5 natural and social sciences learning. The research and development design followed the ADDIE model: analysis, design, development, implementation, and evaluation. The product (a digital presentation, a student worksheet guide, and interactive worksheets) was validated by experts and trialed with 19 Grade 5 students and 1 teacher in Yogyakarta. Instruments included expert validation questionnaires and user response questionnaires (5-point Likert scale); data were analyzed by calculating percentage scores and qualitatively assessing comments and observations. Expert validation indicated high feasibility (material expert 100%; media expert 84%). In a limited classroom trial, the worksheet’s practicality reached 76% (teacher) and 65.47% (students). Qualitative feedback identified technical constraints (e.g., connectivity issues), user behaviors (e.g., skipping tutorials, off-task web browsing), and the need to improve content clarity and simplify the presentation of Islamic values. Overall, the PBL worksheet integrating Islamic values was found to be valid and practical, but it requires technical refinements, enhanced digital scaffolding, and more concrete formulation of values to strengthen connections between environmental learning and Islamic principles. Practical implications include developing an offline or lighter version of the media, making tutorials non-skippable, and strengthening digital classroom management. Further research with a quasi-experimental design and a broader sample is recommended to test the worksheet’s effectiveness in improving students’ critical thinking.
Between policy and practice: Assessing implementation gaps in adaptive sex education for adolescents with intellectual disabilities Ardiyanti, Nanin; Sudiyatno, Sudiyatno; Pusporini, Widowati
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92214

Abstract

This study aimed to evaluate the implementation of the adaptive sex education program at SLB Negeri Manggar, the only special needs school in East Belitung Regency, Indonesia. Despite legal mandates and the recognized vulnerability of adolescents with intellectual disabilities to sexual violence and exploitation, a significant gap exists between the policy intent and the practical, standardized delivery of adaptive sex education in special schools. Challenges such as insufficient teacher training, limited parental support, and a lack of dedicated curriculum guidelines hinder effective program implementation. Using the CIPP (Context, Input, Process, Product) evaluation model, this research focused specifically on the input (educator quality, facilities, stakeholder support) and process (integration, teaching methods, material delivery) components. A mixed-methods sequential explanatory design was employed, collecting quantitative data via questionnaires from 20 students and 20 parents, and qualitative data through in-depth interviews with five teachers and one vice-principal. Results indicate that the program is well-implemented overall (process achievement score: 80%). Educator competence and facility availability were categorized as "good," and parental support scored 75.11%. However, the study identified persistent challenges, including worn teaching aids, parents' discomfort in modeling appropriate behaviors, and the need for more consistent habituation at home. The findings confirm that while the program's structure is sound, systemic gaps in training, resource renewal, and holistic stakeholder engagement remain. This evaluation provides evidence-based recommendations for enhancing program quality, ensuring it more effectively safeguards and empowers students with intellectual disabilities.
Principal’s transformational leadership as a catalyst for teacher performance improvement in an Indonesian elementary school Aditya, Sandi; Novianto, Anwar; Diat Prasojo, Lantip
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92327

Abstract

This study analyzes how a school principal’s transformational leadership improves teacher performance at an elementary school in the Special Region of Yogyakarta, Indonesia. The research is grounded in the premise that teacher performance is critical to educational quality and that principals play a strategic role in guiding teaching and learning. A qualitative case study design was employed, involving the principal and teachers as participants, to gain an in-depth understanding of leadership strategies. Data were collected through in-depth interviews, non-participant observations, and document analysis, with methodological triangulation enhancing data validity. The principal was found to consistently practice all four dimensions of transformational leadership (Idealized Influence, Inspirational Motivation, Intellectual Stimulation, and Individualized Consideration). Through these practices, the principal served as a disciplined role model, clearly articulated an inspiring vision, fostered innovation via professional development, and provided personalized support to teachers. As a result, teachers’ motivation, commitment, and performance showed significant improvement, leading to higher instructional quality and better student outcomes. These findings provide empirical evidence of the effectiveness of transformational leadership in the primary education context, underscoring the crucial role of principals in creating collaborative, innovative, and quality-oriented school environments.
Written mathematical communication skills in solving set theory problems: A descriptive study of preservice elementary teachers Mahadini, Najwa; Sayekti, Octavian Muning; Mardati, Asih
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.92422

Abstract

This study examined the written mathematical communication skills of preservice elementary teacher education students in solving problems related to set theory. A descriptive qualitative approach was employed with 28 first-semester students at a private university in Yogyakarta as subjects. Using a written essay test, with three set theory questions, data were gathered. These questions were designed to cover four aspects of mathematical communication: figuring out the problem, turning it into a mathematical model, working it out, and coming to a conclusion. The results showed clear variations in student performance. The majority of students were in the high-skill category (43%), followed by the moderate category (36%) and the low category (21%). Students in the high category fulfilled almost all indicators well, whereas those in the moderate category often made mistakes in mathematical modeling and conclusion writing. Meanwhile, students in the low category struggled from the initial problem comprehension stage through to formulating a conclusion. Overall, although a considerable number of students exhibited high-level skills, the findings suggest that written mathematical communication skills among preservice elementary teachers are not yet evenly developed. More than half of the students fell into the moderate and low categories, indicating a need for improvement, particularly in careful problem interpretation, accurate mathematical modeling, and the organization of solution steps into a clear and coherent written form.
Analysis of the profile of basic mathematical skills and misconceptions of prospective elementary school teachers Ekasari, Lintang Analisa; Firdaus, Fery Muhamad; Pawestri, Syarifah Anjani
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93196

Abstract

This study aims to analyze the profile of basic mathematical skills and misconceptions of prospective elementary school teachers (PGSD students) and to describe the relationship between these two constructs. Using a descriptive quantitative approach, data were collected from 282 PGSD students from five state universities through a basic mathematics ability test, an error analysis sheet, and a misconception classification rubric that had been validated by experts and tested for reliability. Descriptive statistics were applied to map students’ abilities across five domains (numbers and operations, algebra, geometry, measurement, and data analysis/probability), while qualitative error analysis was employed to identify conceptual, procedural, misinterpretation, and careless errors as indicators of misconceptions. The findings show that students’ basic mathematical skills are generally in the moderate category, with the highest mean score in geometry and the lowest in algebra, and that conceptual errors (44.1%) are the most dominant, especially in numbers and operations and algebra. The analysis further reveals a clear pattern that lower levels of basic mathematical skills are associated with higher levels of misconception, indicating that misconceptions are rooted in weak conceptual understanding rather than mere carelessness. This study contributes to the field of education by offering an integrated empirical profile of basic skills and misconceptions among prospective elementary school teachers as a basis for developing diagnostic assessments and strengthening PGSD curricula that emphasize conceptual understanding in basic mathematics learning.
Math trails in mathematics education: A systematic literature review on contextual learning, student engagement, and spatial reasoning (2013 – 2025) Niam, Muhammad Ainun; Musthofa, Musthofa
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 2 (2025): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i2.93486

Abstract

Mathematics education has faced persistent challenges in student engagement, spatial reasoning, and real-world relevance. Among innovative approaches, math trails have emerged in the last decade to integrate contextual, spatial, and technology-enhanced learning experiences. This study presents a systematic review (2013–2025) examining how math trails contribute to contextual learning, enhance student engagement, and develop spatial reasoning skills. Following PRISMA 2020 guidelines, 50 relevant peer-reviewed studies were identified via Boolean searches in major databases (Scopus, ERIC, SpringerLink, MDPI, etc.) and analyzed using thematic synthesis. Three major themes were identified. First, math trails situate mathematics in authentic contexts, linking mathematical ideas to real environments and encouraging students to model real-world situations. Second, math trails promote active, collaborative learning that increases student interest and participation. Third, math trails improve spatial reasoning through tasks involving navigation, measurement, and visual-spatial problem-solving in outdoor settings. The literature goes on to say that using mobile apps and tasks that are relevant to students' cultures can improve math trails when they are used with clear learning goals and reflection. Overall, the findings suggest that math trails are a multidimensional pedagogical approach that bridges theory and practice, yielding both cognitive and affective benefits. Future research should investigate long-term impacts, cross-context adaptations, and scalable models for broader classroom adoption.

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