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Articles 14 Documents
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Search results for , issue "vol. 7 no. 2 (2027)" : 14 Documents clear
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.
Improving Phase C Students’ Persuasive Text Comprehension through DRTA Assisted by Advertisement Card Media Annisa Safa Nur Aini; Heny Kusuma Widyaningrum; Nur Samsiyah; Nico Irawan; Annisa Safa Nur Aini; Heny Kusuma Widyaningrum; Nur Samsiyah; Nico Irawan
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.i2.2027.7

Abstract

This study was conducted to examine the effectiveness of the Directed Reading Thinking Activity (DRTA) model supported by advertisement card media in improving persuasive text reading comprehension skills among Phase C elementary school students. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 15 fifth-grade elementary school students. Data were collected through multiple-choice reading comprehension tests administered before and after the treatment. The results indicated a statistically significant improvement in students’ reading comprehension skills following the implementation of the DRTA model assisted by advertisement card media. This finding was supported by the results of the t-test, which yielded a p-value of 0.03 (p < 0.05). Prior to the treatment, the students’ mean score was 70, which increased to 80.66 after the treatment. Data analysis was conducted using a normality test followed by a t-test at a 5% significance level. Therefore, the DRTA model integrated with advertisement card media is effective in improving persuasive text reading comprehension skills among Phase C students.
Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
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.i2.2027.3

Abstract

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.  
Evaluating Computer-Based Testing System Success Using the DeLone and McLean Model among Cadets at an Indonesian Aviation Higher Education Institution Faoyan Agus Furyanto; Lady Silk Moonlight; Maulana Anifa Silvia; Anton Budiarto; Ahmad Musadek; Faoyan Agus Furyanto; Lady Silk Moonlight; Maulana Anifa Silvia; Anton Budiarto; Ahmad Musadek; Abdul Mu’ti Sazali
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.i2.2027.4

Abstract

The rapid adoption of Computer-Based Testing (CBT) in higher education requires an evaluation framework to determine whether the implemented system successfully provides benefits for users. This study aims to evaluate the success of CBT implementation among cadets of a higher education institution in Indonesia using the DeLone and McLean Information Systems Success Model. A quantitative explanatory approach was employed involving 108 cadets who had experience using the CBT system. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 3.2.9. The evaluation consisted of measurement model assessment and structural model testing using bootstrapping with 5,000 resamples. The results indicate that information quality significantly influences user satisfaction (β = 0.399, p = 0.001), and service quality significantly influences user satisfaction (β = 0.298, p = 0.011). However, system quality does not significantly influence user satisfaction (β = 0.225, p = 0.055). Furthermore, user satisfaction has a strong positive influence on implementation impact (β = 0.846, p < 0.001). These findings indicate that successful CBT implementation is determined not only by technical system performance but also by the quality of information and service support provided to users. This study contributes practical implications for higher education institutions in improving digital assessment systems by prioritizing information clarity, technical assistance, and user satisfaction.
From Technology-Driven Engagement to Learning Effectiveness: A Systematic Literature Review of Mobile Learning in Higher Education Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
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.i2.2027.14

Abstract

This study aims to explore student interest, satisfaction, effectiveness, and the supporting factors and challenges of mobile learning in higher education. Using the Systematic Literature Review (SLR) method with the PRISMA strategy, it analyzes articles published between 2015-2025 from Scopus, Science Direct, Taylor and Francis, and Eric. The keywords included “mobile learning”, “m-learning”, “android-based”, and “higher education”. Out of 1,919 articles found, 42 met the inclusion and exclusion criteria for analysis. Findings reveal that student interest in mobile learning grows with technological advancements. Students are generally satisfied with the user-friendly interface, and most find m-learning effective for education. Key success factors include engaging and relevant content design. However, challenges such as data security, privacy, and integration into formal curricula persist. Further research is needed to examine the availability of supportive technology in educational institutions to enhance mobile learning experiences.  
Implementation of The Critical Thinking Skills Measurement Instrument Integrated with the Critical and Creative Thinking in Research-Based Learning Model Mawardi Mawardi; Yohana Setiawan; Mawardi; Yohana Setiawan; Suhandi Astuti
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.i2.2027.2

Abstract

This study addresses the limited availability of critical thinking assessment instruments that comprehensively measure university students' competencies in higher education. Existing FRISCO-based instruments are constrained by suboptimal internal consistency, a predominant focus on cognitive dimensions, limited assessment of critical thinking dispositions, and potential subjectivity arising from inconsistent interpretation of assessment criteria. To overcome these limitations, the Critical Thinking Skills Measurement Instrument (CTSMI) integrated with the Critical and Creative Thinking Research-based Learning (CCTRbL) model was developed. This study aimed to examine the validity, effectiveness, implementation fidelity, and user acceptability of the integrated CTSMI. A mixed-methods approach combining a pre-experimental design and Collaborative Action Research (CAR) was employed, involving four lecturers and a hundred undergraduate students. Expert validation by specialists in psychology, linguistics, and educational evaluation produced mean scores of 77.0, 77.8, and 72.0, respectively, confirming the instrument's validity. Empirical testing yielded a Cronbach's alpha coefficient of 0.734, while Corrected Item–Total Correlation values demonstrated that all items met the validity criterion (r ≥ 0.30). Implementation of the CTSMI integrated with the CCTRbL model resulted in a mean critical thinking score of 68, indicating a high level of performance. The findings demonstrate that the CTSMI is a valid and reliable instrument for assessing and promoting university students' critical thinking skills. Furthermore, the instrument exhibited strong user acceptability and was implemented effectively, supporting its applicability as a comprehensive assessment tool for higher education learning environments.  
Rethinking Cybersecurity Literacy for Non-IT Teachers: Frameworks, Pedagogical Challenges, and Future Directions Yudi Setiawan; Ade Gafar Abdullah; Yudi Setiawan; Ade Gafar Abdullah; Haipan Salam
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.i2.2027.1

Abstract

Digital threats in schools have grown faster than most non-IT teachers' capacity to respond, yet cybersecurity literacy frameworks remain built around technical proficiency rather than classroom practice. This systematic literature review and narrative analysis (SLNA) examines how cybersecurity competency models for non-IT teachers have evolved between 2015 and 2025, and why implementation continues to lag behind framework design. Guided by the PICOS and PRISMA 2020 protocols, the review screened 313 records from Scopus and Consensus AI, retaining 39 studies after full-text eligibility assessment. Bibliometric and thematic analysis traced three research phases (foundation, expansion, consolidation), five dominant thematic clusters, and clear geographic asymmetries, with Europe and North America producing 74.3% of the literature. Findings show that resource-constrained contexts, despite fewer studies, generated a higher innovation index (95%) than well-resourced settings (70%), driven by culturally grounded, low-tech, and community-based solutions. Conventional delivery methods persisted not because of technological limitations but because they fit teachers' existing pedagogical routines and institutional support structures, while governance frameworks struggled to translate policy into classroom practice across decentralized education systems. These findings inform a proposed Pedagogical Cybersecurity Competence (PCC) framework that repositions non-IT teachers as facilitators of cybersecurity literacy rather than technical trainees, integrating content, pedagogical, contextual, and practical knowledge. The review concludes that cybersecurity literacy capacity for general educators depends less on technological sophistication than on pedagogical fit, cultural responsiveness, and collaborative governance.
The Effect of Employment Prospects, Parental Socioeconomic Status, and Career Motivation on Students’ Higher Education Intentions Imelda Intan Ariezona; Imelda Intan Ariezona; Amirul Arif
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.i2.2027.13

Abstract

Higher education intentions play a crucial role in preparing students to navigate the digital transformation and the demands of 21st-century industry. This quantitative explanatory study was employed to examine the effects of employment prospects, parental socioeconomic status, and career motivation on the higher education intentions of students at the Indonesian Embassy School in Riyadh. A saturated sampling technique was applied, involving all 53 regular and distance learning senior high school students enrolled during the second semester of the 2025/2026 academic year. Primary data were collected through a five-point Likert-scale questionnaire administered via Google Forms. The data were analyzed using inferential statistical techniques with SPSS version 23. The findings indicate that employment prospects, parental socioeconomic status, and career motivation simultaneously exert a significant effect on students' higher education intentions. Partially, employment prospects emerged as the most influential predictor, followed by career motivation, in fostering students' intentions to pursue higher education, whereas parental socioeconomic status did not have a significant effect on such intentions. These findings imply that scholarship programs should be sustained, while schools should strengthen career guidance services and implement systematic career interest mapping. Parents are encouraged to focus on providing psychological support regarding their children's future educational and career plans without allowing financial concerns to become the primary consideration. Future research is recommended to investigate additional variables beyond those examined in the present study using larger and more diverse samples, thereby contributing to the advancement of knowledge in this area.
Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
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.i2.2027.8

Abstract

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.
Mapping Madurese Cultural Heritage for Secondary Science Education: An Ethnopedagogical Study in Sumenep, Indonesia Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Dwi Swastanti Ridianingsih; Iis Nur Asyiah; Bevo Wahono; Sri Astutik; Imam Mudakir
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.i2.2027.6

Abstract

Science education increasingly requires contextual approaches that connect scientific concepts with students’ cultural experiences. However, local cultural knowledge is often underutilized as an educational resource, particularly in regions with rich cultural diversity such as Sumenep, Indonesia. Madurese cultural traditions contain various forms of ecological, technological, and social knowledge that remain insufficiently explored within science education. This study aims to identify Madurese cultural traditions in Sumenep and analyze their potential contribution to secondary science education through an ethnopedagogical perspective. The study focuses on mapping cultural practices, educational values, science-related knowledge, and potential learning approaches without claiming classroom effectiveness. A qualitative descriptive design was employed involving cultural exploration through semi-structured interviews, observations, and document analysis. Ten cultural informants were selected using purposive and snowball sampling techniques. Data were analyzed through thematic analysis to identify cultural themes, science-related phenomena, and preliminary ethnopedagogical connections. The findings identified thirteen Madurese cultural traditions categorized into five domains: ritual and belief systems, environmental and animal-related practices, traditional technology, performing arts, and social-cultural practices. These traditions contain educational values related to responsibility, cooperation, environmental awareness, and technological knowledge. The analysis revealed connections with secondary science concepts, including ecosystems, weather systems, biomechanics, materials science, heat transfer, and sound phenomena. A preliminary ethnopedagogical mapping framework was developed by connecting cultural traditions with potential inquiry-based, project-based, STEAM, and contextual learning approaches. This study demonstrates that Madurese cultural heritage can function as a valuable knowledge resource for culturally responsive science education. The proposed ethnopedagogical mapping provides an initial foundation for curriculum development and future classroom validation.

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