cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
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
 23   24   25   26   27 
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.
Psychometric development of an independence scale for students with mild intellectual disabilities Prabowo, Andi; Istiyono, Edi; Setiawati, Farida Agus
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.v17i2.91832

Abstract

Measuring the independence of students with mild intellectual disabilities requires a well-validated and culturally appropriate instrument as a foundation for designing effective educational interventions. However, in Indonesia, such tools remain limited. This study aimed to develop a non-cognitive Independence Scale for students with mild intellectual disabilities and to evaluate its psychometric properties, including validity, reliability, item difficulty, and discrimination. A 30-item Likert-scale instrument, rated by teachers, was constructed to measure three domains: Personal, Social, and Academic Independence. The scale was pilot tested on 100 students with mild intellectual disabilities at SLB Negeri Manggar. Quantitative analyses using R Studio included tests of item validity (corrected item–total correlations), internal consistency (Cronbach’s α), item discrimination (upper–lower group method), item difficulty indices, and normality of total scores (Shapiro–Wilk and Kolmogorov–Smirnov tests). All 30 items demonstrated acceptable validity (r ≥ 0.39) and high internal consistency (Cronbach’s α = 0.919). Item discrimination indices were satisfactory (D ≥ 0.30). Seventeen items (57%) were categorized as “Easy” (p > 0.70), while the rest showed moderate difficulty levels, and no items were too difficult (p < 0.30). The total scores were normally distributed (p > 0.05). Overall, the Independence Scale exhibited strong psychometric properties, indicating its suitability for assessing the independence of students. Future revisions are recommended to refine items that were identified as Easy to enhance discrimination among higher-performing students.
Designing a Culture-Based Learning Model: A Qualitative Exploration for Strengthening Local Identity in Primary Education Sri Sugiyarti; Mukminan, Mukminan; Sujarwo, Sujarwo
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.v17i2.91847

Abstract

In an era of globalization, the erosion of local cultural identity among young learners presents a critical challenge for educational systems. This study addresses this gap by designing a comprehensive culture-based learning model aimed at strengthening the local identity of primary school students. Employing a qualitative exploratory case study design, data were collected from five elementary schools in Sleman, Yogyakarta, through in-depth interviews with principals, teachers, students, and community stakeholders, complemented by classroom observations and document analysis. The findings culminate in a three-pillar Culture-Based Learning Model: (1) Curricular Integration, embedding local wisdom (e.g., Javanese folklore, language) and experiential arts (e.g., batik, gamelan) into core subjects; (2) Structured Extracurricular Programs for deeper cultural immersion; and (3) the creation of a Culturally Responsive School Environment. The model is operationalized through implementation strategies emphasizing community collaboration and digital technology, alongside a robust tripartite evaluation mechanism assessing cognitive understanding, attitudinal pride, and practical skills. The study demonstrates that systematic cultural integration fosters early internalization of local values, builds resilience against global homogenization, and strengthens community-school ties. This research provides educators and policymakers with a theoretically grounded and actionable framework for designing learning ecosystems that effectively preserve cultural heritage while nurturing culturally confident students.
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.
Effects of index card match and card sort on reading comprehension and collaboration Mulyani, Fatma Atik; Supartinah, Supartinah
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.v17i2.92279

Abstract

This study investigated the effects of Index Card Match (ICM) and Card Sort (CS) learning models on fourth-grade students’ reading comprehension and collaboration skills. Using a quasi-experimental pretest–posttest non-equivalent group design, the study involved 54 students from SDN 1 Depok, assigned to ICM (n = 27) and CS (n = 27) groups. Data were collected through reading comprehension tests, collaboration questionnaires, observations, and interviews, and validated using expert judgment, Pearson product–moment correlation, and Cronbach’s Alpha. Data analysis employed descriptive statistics, paired t-tests, independent t-tests, and MANOVA. Results showed that both models significantly improved students’ reading comprehension and collaboration. ICM produced greater gains in comprehension, while CS more effectively enhanced collaboration. These findings highlight the value of cooperative learning in supporting literacy and social skills within the Merdeka Curriculum, and position ICM and CS as effective instructional strategies for strengthening primary students’ academic and collaborative competencies.
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.
The influence of principals’ digital leadership and teacher empowerment training on elementary school teachers’ self-efficacy Hidayatul Hikmah; Mada Sutapa
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.v17i2.92810

Abstract

This study examines the combined and individual influence of principals’ digital leadership and teacher empowerment training on the self-efficacy of elementary school teachers in Central Lombok Regency, Indonesia. Employing a quantitative ex post facto design, the research involved a purposive sample of 100 teachers who had participated in empowerment training. Data were collected through validated questionnaires and analyzed using multiple linear regression. The results indicate that: (1) principals’ digital leadership has a significant positive effect on teacher self-efficacy (p = 0.020, t = 2.359); (2) teacher empowerment training also exerts a significant positive effect (p = 0.000, t = 4.554); and (3) collectively, these two factors significantly contribute to teacher self-efficacy (p = 0.000, F = 22.066), explaining 31.3% (R² = 0.313) of its variance. These findings underscore the importance of developing school principals’ digital leadership competencies and implementing structured teacher empowerment programs as effective strategies to bolster teachers' belief in their professional capabilities. The study provides empirical evidence for educational policymakers and school administrators aiming to enhance teacher quality and instructional effectiveness in the digital era.
Managing the emancipated curriculum in transformational senior high schools: A phenomenological study in West Lombok Muliati, Baiq Sri Herlina; Slamet Lestari
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.v17i2.92980

Abstract

Character-based education is increasingly important in the Society 5.0 era as globalization and digitalization challenge traditional values. Indonesia introduced the Emancipated Curriculum to address learning loss and strengthen the Pancasila Student Profile Project (P5), which emphasizes both intellectual and moral development. However, gaps remain between curriculum ideals and school-level implementation, particularly due to heavy teacher administrative burdens and limited supervision. This study examines how two Teacher Empowerment public senior high schools in West Lombok manage the Emancipated Curriculum through four management functions: planning, organizing, implementing, and supervising. A qualitative phenomenological approach was conducted at Senior High School 1 Gerung. Data were collected through in-depth interviews with school leaders, teachers, and supervisors, non-participant observations, and analysis of curriculum documents. Data validity was ensured using the Miles and Huberman interactive analysis model, along with triangulation and member checking. The findings show that curriculum planning was systematic and collaborative, producing context-based plans aligned with student needs. Curriculum organization was adaptive and participatory, supported by functional teams and regular coordination. Learning implementation shifted toward student-centered, differentiated, and project-based instruction that integrated character education and local community contexts. Supervision became more reflective through academic supervision, peer review, and digital reporting, although consistent follow-up remains a challenge. Effective curriculum management was marked by collaborative leadership, community involvement, and continuous teacher development.

Page 26 of 27 | Total Record : 265

 23   24   25   26   27 

Filter by Year

2009 2025


Reset
Filter By Issues
All Issue Vol. 18 No. 2 (2025): September-November Vol. 18 No. 1 (2025): March-May Vol. 17 No. 2 (2024): September-November Vol. 17 No. 1 (2024): March-May Vol. 16 No. 2 (2023): September-November Vol. 16 No. 1 (2023): March-May Vol. 15 No. 2 (2022): September-November Vol. 15 No. 1 (2022): March-May Vol. 14 No. 2 (2021): September-November Vol. 14 No. 1 (2021): March-May Vol. 13 No. 2 (2020): September-November Vol. 13 No. 1 (2020): March-May Vol. 12 No. 2 (2019): September-November Vol. 12 No. 1 (2019): March-May Vol. 11 No. 2 (2018): September-November Vol. 11 No. 1 (2018): March-May Vol. 10 No. 2 (2017): September-November Vol. 10 No. 1 (2017): March-May Vol. 9 No. 2 (2016): September-November Vol. 9 No. 1 (2016): March-May Vol. 8 No. 2 (2015): September-November Vol. 8 No. 1 (2015): March-May Vol. 7 No. 2 (2014): September-November Vol. 7 No. 1 (2014): March-May Vol. 6 No. 2 (2013): September-November Vol. 6 No. 1 (2013): Maret-Mei Vol. 5 No. 2 (2012): September-November Vol. 3 No. 2 (2010): September-November Vol. 3 No. 1 (2010): March-May Vol. 2 No. 2 (2009): September-November Vol. 2 No. 1 (2009): March-May More Issue