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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 265 Documents
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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
Interpreting justice in the new student admission system: A Gadamerian hermeneutic analysis Diniati, Rita; Sayekti, Habib Rachman
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.87373

Abstract

This article examines how justice is articulated and negotiated in Indonesia’s the school admission selection system through a Gadamerian hermeneutic lens. Using qualitative hermeneutic analysis of policy documents and stakeholder perspectives, the study interprets how zoning, affirmative pathways, and merit-based selection shape understandings of distributive justice, recognition, and educational quality. The analysis shows that the school admission selection system reduces some overt forms of discrimination yet generates new grey zones, opportunities for document manipulation, and unequal school quality, so that formal equality of access does not ensure substantive justice. Justice in the school admission selection system emerges as a dynamic process in which meanings differ across social, economic, and cultural positions and must be continually renegotiated through dialogue. The article argues that policy makers and school communities need participatory, context sensitive implementation, combining equal access, recognition of diversity, and long-term improvement of school quality to realise more just admission practices. These insights inform future admission reforms.
The effect of discovery learning with Wamena local content on natural and social sciences learning outcomes and scientific attitudes Ledang, Herlince Beri; Margunayasa, I Gede; Wibawa, I Made Citra
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.88456

Abstract

This study examines the effect of the Discovery Learning model enriched with Wamena local wisdom on natural and social sciences learning outcomes and students’ scientific attitudes in Grade III elementary schools in Wamena. Conventional, non-contextual teaching that is weakly connected to local culture has contributed to low learning outcomes and scientific attitudes, motivating this research. A quantitative approach with a posttest-only quasi-experimental control group design was employed. The sample comprised 35 students in the experimental class, who learned through discovery learning with Wamena local wisdom, and 34 students in the control class, who received conventional instruction. Data was collected using a natural and social sciences achievement test and a scientific attitude questionnaire and analyzed using MANOVA. The results showed that discovery learning with Wamena local wisdom had a significant simultaneous effect on natural and social sciences learning outcomes and scientific attitudes (p < 0.05). The experimental group achieved higher mean scores in natural and social sciences (86.67) than the control group (66.67) and the experimental group students' scientific attitude reached a very high category (102) compared to the control group (92). These findings indicate that the model improves cognitive achievement and fosters critical, contextual scientific attitudes while positioning local culture as a core element of elementary school learning.
Inclusive learning strategies for students with intellectual disabilities in East Kalimantan: A case study in primary education Bahri, Saipul; Mumpuniarti, Mumpuniarti
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.88822

Abstract

This study investigates the implementation of inclusive learning strategies for students with intellectual disabilities at SD Negeri 009 Sangkulirang East Kalimantan, Indonesia, using a qualitative descriptive approach. Data collected through observations, interviews, and document analysis reveals that teachers' readiness for inclusive education is limited, necessitating further training and support. Key challenges include insufficient resources, professional development, and time for designing effective strategies. Multisensory and individualized instructional methods are found to be more effective compared to traditional approaches. Additionally, visual aids and educational technology enhance student participation. Although the school has made efforts to provide supportive facilities, these are not yet optimal. It is vital to strengthen parental and community involvement to create more inclusive environment. The study underscores the need for clear school policies supporting inclusive education, ongoing teacher training, and adequate resource allocation. The curriculum should be flexible to accommodate the needs of students with intellectual disabilities while upholding educational standards. Recommended strategic initiatives include developing teacher training modules, fostering collaboration with inclusive education experts, and optimizing the use of technology and adaptive learning tools.
Design of short-video-based microlearning for enhancing elementary students’ digital literacy Silvester, Silvester; Saputro, Totok Victor Didik; Purnasari, Pebria Dheni; Sadewo, Yosua Damas; Kusnanto, Kusnanto
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.91011

Abstract

This study analyzes the design of short-video-based microlearning developed by elementary school teachers to strengthen students’ digital literacy in Bengkayang Regency, West Kalimantan. Qualitative case study design was employed in four elementary schools, with data collected through interviews, observations, and documentation and analyzed using Miles and Huberman’s interactive models. The findings show that teachers were able to design microlearning creatively despite limitations in infrastructure and digital devices. The instructional designs focused on a single core concept within a duration of 1–5 minutes and integrated visual, audio, and text elements to support students’ conceptual understanding. Teachers used accessible applications such as Canva, CapCut, and KineMaster and implemented videos through various strategies, including flipped classrooms, introductory activities, and contextual documentation of school activities. The implementation of microlearning proved effective in enhancing students’ focus, engagement, and digital literacy skills, particularly in critically and responsibly interpreting digital information. However, teachers still faced challenges related to unstable electricity and internet access, limited devices, and constraints in video-editing skills. Overall, short-video-based microlearning is an effective and adaptive strategy to support the implementation of the Kurikulum Merdeka in border-area schools and offers an innovative solution for strengthening digital learning in elementary education.
The impact of the Jigsaw cooperative learning model on creative thinking and collaboration in fifth-grade natural and social sciences Tara, Leri; Firdaus, Fery Muhamad
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.91257

Abstract

This classroom action research (CAR) aimed to investigate the impact of the Jigsaw cooperative learning model on fifth-grade students' creative thinking and collaboration skills in Natural and Social Sciences. Conducted over two cycles at SD Negeri Baturetno in the 2024/2025 academic year, the study involved 12 fifth-grade students. Data were collected through a creative thinking test and a validated collaboration observation sheet. The findings demonstrated significant improvements in both domains. Students' active collaboration increased from 66.7% in the first cycle to 91.7% in the second, while lesson implementation completeness reached 100%. The average score on the creative thinking test rose from 72.5 to 81.25, and the percentage of students achieving mastery increased from 75% to 91.7%. Improvements were observed across all indicators: fluency, flexibility, originality, and elaboration in creative thinking, as well as effective communication, respect for others' opinions, and conflict resolution in collaboration. The study concludes that the Jigsaw model is an effective and innovative pedagogical strategy for enhancing meaningful and collaborative learning in elementary school settings.
Moodle-based arabic sentence writing materials: A Hannafin & Peck development study Safiratuljannah, Anjani Prameswari; Asrori, Imam; Ahsanuddin, Mohammad
Jurnal Penelitian Ilmu Pendidikan Vol. 18 No. 1 (2025): March-May
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v18i1.92663

Abstract

This study aims to develop Arabic sentence-writing learning materials (kitabah al-jumal) based on the Moodle Learning Management System for beginner-level students, particularly graduates of non-Islamic senior high schools who have limited foundational competence in Arabic. This research employed a Research and Development (R&D) design using the Hannafin and Peck model, which consists of analysis, design, and development and implementation stages, with the study limited to the product validation phase. The analysis stage involved observations, interviews with lecturers, and diagnostic tests to identify learners’ needs. The design stage produced five core instructional units, PDF modules, learning videos, and their integration into Moodle. The development and implementation stage comprised product construction and expert validation, while product feasibility was assessed using questionnaires and analyzed using percentage calculations. The material expert provided a score of 77% (good/feasible) with several revision notes related to linguistic accuracy, whereas media expert validation scored 90.67% (very feasible) with no required revisions. Limited implementation with 32 students indicated that the product was easy to use and supported comprehension of basic sentence structures, suggesting that the developed materials are feasible and appropriate for beginner learners and may serve as a foundation for further Moodle-based Arabic instruction in higher education.
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.
Competitiveness versus demotivation in online learning: A phenomenological study among Indonesian University students Rahmatilla, Tsania
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.86377

Abstract

The COVID-19 pandemic forced universities worldwide to adopt Learning Management Systems (LMS) for remote instruction, raising concerns about student motivation and engagement in online environments. This qualitative phenomenological study explores university students' lived experiences using LMS and how this environment influenced their learning motivation. Seven undergraduate students from a public university in Indonesia were purposively selected. Data were collected through in-depth interviews, focus group discussions (FGD), and document review (LMS screenshots), then analyzed thematically. Two major themes emerged. Theme 1, Demotivation versus Competitiveness: Some students reported decreased responsibility and motivation, experiencing procrastination and boredom. Conversely, other students experienced increased competitive drive, setting personal task targets and enjoying the privacy of task completion. Theme 2, Flexibility: Students universally valued the temporal and spatial flexibility of LMS, although this required greater self-regulation. LMS-based online learning elicited contrasting student responses. While it enhanced competitiveness for some students, it reduced motivation for others. Active instructor engagement in fostering learner autonomy and providing support is essential to maximize LMS advantages without compromising student engagement. These findings highlight the need for balanced instructional design that combines technology affordances with meaningful human interaction.
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.

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