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Articles 33 Documents
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Educational Media for Enhancing Sexual Awareness in Children with Intellectual Disabilities: A Systematic Literature Review and Bibliometric Analysis Afrina Devi Marti; Marlina Marlina; Mega Iswari Binah Asnah; Afrina Devi Marti; Marlina; Mega Iswari Binah Asnah; Elsa Efrina
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.6

Abstract

This study aims to analyze global publication trends and synthesize the mapping of design components, focus, and key findings from studies on the development of educational media based on sexual awareness for children with intellectual disabilities. The study was conducted through a systematic literature review from 2010–2026 using a qualitative descriptive approach with bibliometric and meta-aggregation analyses. The results indicate that only a few studies specifically address the development of educational media for children with intellectual disabilities and sexual awareness. Most studies focus on the use of innovative media such as Augmented Reality (AR), and empirically, learner-centered and play-based approaches have demonstrated higher effectiveness in children’s engagement and learning outcomes. The limitations identified in the reviewed literature indicate that the educational media currently developed generally still rely on broad validation instruments rather than those specifically designed according to children’s developmental stages and socio-cultural contexts. Furthermore, studies have not adequately integrated children’s social-emotional focus and interactive technologies such as immersive AR to support contextual and meaningful understanding. The practical implications of this study highlight the importance of developing educational media that are culturally adaptive, relevant to local contexts, and capable of integrating a learner-centered approach with a developmentally sensitive framework in designing focus components, syntax, and social systems for sexual education media that remain underexplored in previous literature.
Beyond Traditional Management: Transforming Islamic Boarding School Management through Orange Data Mining Mochamad Arif Faizin; Mochamad Arif Faizin; Muhammad Ainun Najib
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.8

Abstract

The management of Indonesian Islamic boarding schools (pesantren) generally remains rooted in traditional administrative practices with limited use of data-driven decision-making, which constrains strategic development and organizational effectiveness. Aims and scope of paper: This study aims to develop a transformative management model for a pesantren in Blitar by integrating data mining techniques with quantitative strategic planning to enhance institutional performance and responsiveness to stakeholder needs. Methods: The research involved multiple stakeholders, including administrators, students, parents, alumni, and community members. Data were collected through a structured questionnaire administered via an online platform and analyzed using data mining software. The analytical process included data cleaning, normalization, text preprocessing, and the application of clustering, classification, and association rule techniques to identify patterns, themes, and sentiments. Strategic alternatives were then prioritized using a quantitative strategic planning approach based on weighted internal and external factors. Result: The analysis produced twenty strategic recommendations across key domains such as learning systems, governance, communication, and financial management, with five priority strategies identified: strengthening data-driven learning, improving teachers’ technological competence, enhancing parent communication, implementing academic risk monitoring, and ensuring transparent financial governance. Conclusion: The integration of data mining and quantitative strategic planning provides an effective and systematic framework for transforming pesantren management, promoting accountability and supporting sustainable institutional development.
The Effectiveness and Implementation of Formative Assessment in Primary Education: A Systematic Literature Review Ima Nurwahidah; Ima Nurwahidah; M. Solehuddin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.10

Abstract

Although formative assessment stands as a pillar of high-quality pedagogy, its integration into Indonesian primary education remains hamstrung by persistent systemic hurdles. This systematic literature review (SLR), anchored in the PRISMA protocol, scrutinised 32 high-impact studies published from 2019 to 2024. The study’s core objectives were threefold: (1) to evaluate how specific formative strategies drive student achievement; (2) to map the variables that either facilitate or obstruct successful implementation; and (3) to propose evidence-based benchmarks tailored to the Indonesian context. Findings indicate that well-calibrated formative practices yield a substantial effect size (d = 0.38–0.78) on pupil outcomes, particularly when the feedback loop is immediate, specific, and actionable. Eight standout strategies emerged: exit tickets, Socratic questioning, peer and self-assessment, gamified digital tools, structured observations, mathematical journals, and mini-whiteboards. Despite these advantages, the transition is often stalled by a trifecta of barriers: gaps in teacher competence, heavy administrative overhead, and infrastructure deficits. Ultimately, this review offers a roadmap for embedding contextualised, research-backed assessment frameworks into Indonesian primary classrooms
Discourse on Development and Marginalization of Local Communities: A Critical Discourse Analysis of National Strategic Projects in Indonesia Asisda Wahyu Asri Putradi
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.5

Abstract

This study examines how development discourse is constructed, disseminated, and embedded in relations of power and the marginalization of local communities within Indonesia’s National Strategic Projects. Using Norman Fairclough’s Critical Discourse Analysis (CDA), the study adopts a qualitative critical approach encompassing three dimensions: textual analysis, discursive practice, and social practice. The data consist of online news articles, government statements, policy documents, and related digital content concerning national strategic projects, collected through documentation and literature study and analyzed through textual, discursive-practice, and social-practice analysis. The findings reveal that, at the textual level, national strategic projects development is constructed through positive diction, progressive metaphors, technocratic terminology, and euphemistic expressions that legitimize development while obscuring social conflicts, land disputes, and the experiences of affected communities. At the level of discursive practice, government institutions occupy a dominant position in producing development narratives, while online and mass media facilitate their circulation and reproduction, contributing to the normalization of dominant development narratives and limiting the visibility of alternative perspectives. At the level of social practice, national strategic projects discourse is embedded in broader relations of state power, developmentalist ideology, privileged forms of knowledge, and social inequality, which contribute to the marginalization of local communities. Overall, the study demonstrates that national strategic projects development discourse functions not merely as a means of communicating development policies but also as a discursive mechanism through which meanings of progress are constructed, particular interests are legitimized, and unequal relations of power are reproduced.  
Teacher Readiness for Implementing the Deep Learning Approach in Elementary School Education in the Society 5.0 Era Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton Sulton; Istiro’ah Ida Kuliana; Ardhana Januar Mahardhani; Sulton
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.5

Abstract

This study aims to analyze the readiness of elementary school teachers to implement deep learning in the Digital 5.0 era. The study used a mixed methods approach with a sequential explanatory design. The study subjects consisted of 364 elementary school teachers in Ponorogo Regency, Indonesia. The sample was selected using simple random sampling. Data were collected through questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through source triangulation. The results showed that teacher readiness in implementing deep learning tended to be in the moderate category. Teachers' pedagogical and social competencies were in the moderate category, while their technological and professional competencies were in the high category. Supporting factors for deep learning implementation included support from school leaders, collaboration between teachers, teacher motivation to innovate, professional training, and the use of learning technology. Inhibiting factors included limited learning time, administrative burden, limited technological facilities, low digital literacy, and a lack of ongoing training. Triangulation results showed that teachers with high readiness were able to implement meaningful, mindful, and joyful learning through active learning methods and technology integration, while teachers with low readiness were still dominated by conventional learning. This study concludes that the implementation of deep learning in elementary schools requires systematic support through improving teacher competency, strengthening technological infrastructure, and educational policies that support 21st-century learning.
Critical Discourse Analysis of the Forms of Referential Power in Kike Wadatsumi no Koe's Diary Ismi Prihandari; Roslina Bt Mamat; Ismi Prihandari; Roslina Bt Mamat
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.9

Abstract

This research aims to describe the forms of power discourse through hegemony representations in diary Kike Wadatsumi no Koe . This research uses a critical qualitative approach. Data analysis techniques are done by reading the data source, documenting the research data, and taking notes the research data includes descriptions, interpretations, and explanations according to the CDA Fairclough model. Data validation is using an intense discussion with competent experts, in addition to figure a triangulation used on data sources and triangulation between researchers. Data are collected into 13 corpus data. The results has shown power discourse form relates to the dominance of military leadership through policies adopted and efforts to utilize human resources that are trusted and made role models of Japanese society in attractting sympathy and trust from soldiers. The soldiers were invited to understand, and remembered the norms and rules applied in military world life. Finally, the soldiers can accept it as a natural thing.
The Influence of MYOB Accounting Software Implementation, Learning Motivation, and Learning Interest on Vocational Students’ Competency Improvement in Computer Accounting Competency Sriyani Sriyani; Ulil Hartono; Sriyani; Ulil Hartono; Sri Setyo Iriani
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.5

Abstract

This study examined the influence of MYOB Accounting Software implementation, learning motivation, and learning interest on students’ competency improvement in Computer Accounting subjects at SMKN 1 Penajam Paser Utara. The study employed a quantitative approach using explanatory research design. Data were collected through questionnaires, tests, observations, and documentation involving 98 vocational students from the Accounting and Institutional Finance Department. Data analysis was conducted using multiple linear regression with the assistance of Stata MP 17 software. The findings revealed that partially MYOB Accounting Software implementation, learning motivation, and learning interest did not significantly influence students’ competency improvement, with significance values of 0.6148, 0.4867, and 0.5535 respectively (p > 0.05). Simultaneously, the three variables also did not significantly affect competency improvement (Prob > F = 0.6879). The coefficient of determination showed that the independent variables contributed only 1.55% to students’ competency improvement, while the remaining variance was influenced by other factors. This study highlights that competency improvement in vocational accounting education is influenced not only by technology-based learning implementation and psychological factors, but also by instructional quality, digital literacy, and learning environment. The study contributes to the development of vocational accounting education in the context of digital transformation.
Motivation and Self-Concept as Predictors of Creativity and Entrepreneurial Interest among Vocational High School Students Erly Mauvizar; Ani Darliani; Wirda Darliani; Teuku Muhammad Rifqi; Erly Mauvizar; Ani Darliani; Wirda Darliani; Hayati Hayati; Teuku Muhammad Rifqi
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.7

Abstract

Motivation in entrepreneurship education fosters the generation of new ideas. This study aims to analyse the influence of motivation and self-concept on the creativity and entrepreneurial interest of students at a vocational high school located in Banda Aceh. Employing a quantitative correlational approach, data were collected via an online questionnaire designed to investigate entrepreneurial behavioral choices among students who had either started a business or intended to do so; the survey involved 40 Grade XII students who had completed entrepreneurship education and fieldwork practice. Analysis was conducted using multiple linear regression with RStudio software. The results indicate that motivation significantly influences creativity (β = 0.539; p < 0.05) and entrepreneurial interest (β = 0.500; p < 0.05). Similarly, self-concept has a significant influence on creativity (β = 0.408; p < 0.05) and entrepreneurial interest (β = 0.510; p < 0.05). R-square values of 0.859 for creativity and 0.880 for interest demonstrate that the variables of motivation and self-concept explain a substantial portion of the variation in both creativity and entrepreneurial interest. Findings from a Focus Group Discussion (FGD) conducted with five students from each department to explore entrepreneurial motivation in greater depth revealed that 70% of students were able to identify new market opportunities aligned with their skills, whereas 30% had not yet conceived a business idea. The study concludes that motivation and self-concept are crucial factors for fostering creativity and enhancing entrepreneurial interest among vocational high school students. The research implications highlight the importance of applying behaviourist learning theories in entrepreneurship education to strengthen creative mindsets, risk-taking courage, and student readiness for the business world.  
The Effect of the Problem Based Learning Model with Deep Learning Approach on Students’ Sustainability Literacy in Renewable Energy Materials Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Adelia Dwi Pratiwi; Riezky Maya Probosari; Lina Mahardiani; Nurma Yunita Indriyanti; Muhammad Nur Hudha; Kadek Dwi Hendratma Gunawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 3 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i3.2027.3

Abstract

Students’ sustainability literacy remains relatively low due to teacher-centered learning and the limited implementation of contextual and meaningful learning approaches. At the same time, the demands of 21st-century education require instructional models that can enhance students’ sustainability literacy. This study aimed to examine the effect of Problem Based Learning (PBL) integrated with a deep learning approach on students’ sustainability literacy. A quantitative method with a quasi-experimental design was employed. The sample consisted of 31 students in the experimental class and 32 students in the control class. Data were collected using a four-tier diagnostic test, observation sheets, and a sustainability literacy questionnaire. The data were analyzed using the Kolmogorov–Smirnov normality test, Levene’s homogeneity test, Independent Samples t-test, and N-gain analysis. The hypothesis test produced a Sig. (2-tailed) value of 0.000, which was below 0.05. This result indicates that the instructional intervention had a significant effect on students’ sustainability literacy. The improvement in sustainability literacy in the experimental class was higher than that in the control class, with an average N-gain score of 0.7635 categorized as high, while the control class obtained an average N-gain score of 0.5945 categorized as moderate. Therefore, the findings indicate that the PBL model integrated with a deep learning approach significantly improves students’ sustainability literacy on renewable energy materials.
The Integration of Ahmad Dahlan’s Teachings Through Psychoeducation-Based Virtual Reality to Enhance Students’ Peace Salsa Puspita Dwi Djajuli; Wahyu Nanda Eka Saputra; Hardi Santosa; Irvan Budhi Handaka; Salsa Puspita Dwi Djajuli; Wahyu Nanda Eka Saputra; Hardi Santosa; Irvan Budhi Handaka; Rohmatus Naini
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.3

Abstract

This study aims to test the effectiveness of virtual reality (VR)-based psychoeducation based on the teachings of K.H. Ahmad Dahlan in improving the calmness of vocational high school students. The study used a quantitative approach with a quasi-experimental method through a non-equivalent control group pretest-posttest design. The study participants consisted of 16 11th-grade students identified as having low levels of comfort and were divided into an experimental group and a control group. The experimental group received five sessions of VR-assisted psychoeducation that integrated the spiritual-humanistic values of K.H. Ahmad Dahlan, while the control group received treatment as usual. Data were collected using a validated Peace Scale consisting of 26 items covering aspects of self-harmony, social harmony, and environmental harmony. The instrument demonstrated good reliability with a Cronbach's Alpha coefficient of 0.849. Data analysis was performed using the Mann–Whitney U test to test for differences between groups. The results showed a significant increase in calmness in the experimental group, with the average score increasing from 70.0 to 81.6, while the control group only increased from 70.0 to 73.0. Statistical analysis showed a significant difference between the two groups (p < 0.05). These findings indicate that VR-based psychoeducation integrated with the spiritual-humanistic values of K.H. Ahmad Dahlan is effective in increasing students' calmness and has the potential to be an innovation in guidance and counseling services. However, this study has limitations in the relatively small sample size and short duration of the intervention.

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