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Articles 14 Documents
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Search results for , issue "vol. 7 no. 3 (2027)" : 14 Documents clear
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.  
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.
Effectiveness of Guided Inquiry Student Worksheet Supplemented with Chemistry Mystery Box Improving Students’ Problem-Solving Skills Regarding Reaction Rate Factors Material Devi Marta Hasnanda; Devi Marta Hasnanda; Utiya Azizah
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.i3.2027.6

Abstract

Problem-solving skills are one of the key competencies that need to be developed in chemistry education. However, students’ proficiency in this area remains relatively low, particularly regarding the factors that influence reaction rates. Therefore, this study aims to analyze the effectiveness of guided inquiry-based learning activities supplemented with the Chemistry Mystery Box media in improving students’ problem-solving skills. This study employed a One-Group Pretest-Posttest design involving 31 11th-grade students at a senior high school in Sidoarjo Regency. The research instrument consisted of a problem-solving skills test administered before and after instruction. The data obtained were analyzed using descriptive statistics, the N-Gain test, the normality test, and the Wilcoxon test. The results showed that students’ average scores increased from the pretest to the posttest, with an average N-Gain score of 0.7207 which falls into the high category and N-Gain scores for each indicator of 0.661, 0.703, 0.768, 0.721, and 0.757, respectively, falling into the moderate and high categories. The results of the Wilcoxon test also showed a significant difference, indicating that the use of guided inquiry-based student worksheet supplemented with the Chemistry Mystery Box media proved effective in improving students’ problem-solving skills, particularly regarding the factors affecting reaction rates.
Digital Maestros: Dissecting the Seven Crucial Dimensions of Digital Literacy Competencies for Vocational Teachers' Digital Creativity Toni Kurrokhmat; Dedi Rohendi; Toni Kurrokhmat; Dedi Rohendi; Mumu Komaro
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.i3.2027.1

Abstract

Digital transformation in vocational education requires a reconceptualization of teacher competencies, but a comprehensive understanding of digital creativity literacy competencies is still limited. This study aims to analyze the conceptualization of digital creativity literacy competencies in the context of vocational education, identify the main dimensions that shape them, and explore effective development models to improve these competencies in vocational teachers. A systematic literature review (SLR) was conducted on 12 recent publications (2023-2025) from the Scopus database using the PRISMA approach with strict inclusion and exclusion criteria. The results of the analysis reveal the evolution of the concept from a technocentric understanding to a multidimensional construct that integrates technical, creative, and pedagogical aspects. Seven competency dimensions were identified, including technical/operational (92%), creative/production (100%), pedagogical (100%), critical/evaluative (83%), social/collaborative (75%), ethical/responsibility (67%), and cultural/contextual (58%), which vary significantly between vocational fields (engineering, business, health). Four competency development models were identified (Spiral, Ecosystem, Modular, Project-based), with practice-based and contextual approaches proving to be the most effective. The study contributes by providing a comprehensive framework to inform education policy, the development of vocational teacher education curricula, and differential professional improvement programs according to the specific context of the vocational field.
The Integration of Artificial Intelligence (AI) into the Development of Javanese Language Instructional Material: An Analysis of Teachers’ Strategies, Challenges, and Practices Nirbito Hanggoro Pribadi; Astiana Ajeng Rahadini; Favorita Kurwidaria; Kenfitria Diah Wijayanti; Dewi Pangestu Said; Nirbito Hanggoro Pribadi; Astiana Ajeng Rahadini; Favorita Kurwidaria; Kenfitria Diah Wijayanti; Dewi Pangestu Said; Prima Veronika
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.i3.2027.2

Abstract

The presence and rapid development of Artificial Intelligence (AI) has expanded its potential use in education and generated pedagogical and ethical challenges in education all at once, particularly in locality-based learning. Despite continuous development of studies on AI in education, the studies exploring how teacher utilizes AI to develop teaching material maintaining local language and culture characteristics are still limited. This research is intended to explore Javanese language teachers’ perspective on their strategies, challenges, and practices in utilizing AI to design instructional materials. Using qualitative method supporting with in-depth interview with seven Javanese language teachers experienced in using AI in instructional material design. Data analysis revealed three main findings. First, teachers utilized AI as a means of identifying students’ needs and materials, enhancing content, and drafting early instructional material. Second, AI implementation was still faced with various challenges, encompassing teachers’ limited digital competency, the need for time to carry out validation, AI’s limitation in representing linguistic and cultural characteristics of Javanese language contextually, and indecision over the validity of information source produced. Third, teachers formulated various adaptive strategies by positioning AI as supporting partner rather than as pedagogic decision maker, improves professional competency in AI use, and carries out critical evaluation, verification, and triangulation on all AI outputs before being implemented in the learning process. This finding expands literature on the integration of AI in education by demonstrating that AI potentially support locality-based instructional material design; moreover it is compensated with strong pedagogical supervision and teachers’ adequate professional competency. This research implication corroborates the importance of strengthening teachers’ AI literacy and developing AI system that is more sensitive to local language and cultural context to support more contextual, inclusive, and meaningful learning.
Usability and User Experience Evaluation of the SEHATI LMS for Triple Burden of Malnutrition Education among Adolescents Yulia Rahmawati; Cica Yulia; Yulia Rahmawati; Cica Yulia; M. Muktiarni
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.i3.2027.8

Abstract

Background of study: Indonesian adolescents face a triple burden of malnutrition (TBM), yet engaging digital media for TBM education remain limited. SEHATI is a learning management system (LMS) delivering TBM education through a flipped classroom approach using comics, games, videos, and posters. Aims and scope of paper: This study evaluated the usability, user experience (UX), specific features, and flipped classroom learning implementation of the SEHATI LMS among adolescents. Methods: A descriptive cross-sectional study involved 30 junior high school students (aged 13–14 years; 50% male) who completed a modified System Usability Scale (SUS), the User Experience Questionnaire (UEQ), a 32-item feature evaluation, a five-item flipped classroom evaluation, and five open-ended questions. Result: The mean SUS score was 73 ± 10.8 (Good), with 70% of participants rating the system Good or Excellent. All six UEQ dimensions were rated positively; Stimulation was highest (83.3% Excellent), and the overall mean scale score was 1.68. Feature evaluation averaged 3.78/5 (Good); content and material were strongest (90% Very Good) and responsiveness–performance weakest. Flipped classroom learning scored 77.6 ± 10.16 (Good). Comics (50%) and games (43.3%) were the most-liked features; all participants reported that SEHATI helped them understand TBM, while smartphone-related game and display problems were the main obstacles. Conclusion: SEHATI shows good usability, positive UX, and effective support for flipped nutrition learning; mobile optimization is the priority improvement.
Bibliometric Mapping of Vocational Teacher Adaptation in the Era of Industry 4.0: An Analysis of 315 Scopus Documents (2016–2026) Lukman Arhami; Isma Widiaty; Lukman Arhami; Isma Widiaty; Mumu Komaro
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.i3.2027.9

Abstract

Background of study: The advance of Industry 4.0, artificial intelligence (AI), and digital transformation has reshaped Technical and Vocational Education and Training (TVET) and requires vocational teachers to develop adaptive capacities aligned with twenty-first-century learning demands, yet the knowledge structure and research direction in this area have not been comprehensively mapped. Aims and scope of paper: This study analyzes the intellectual structure, developmental trends, and thematic clusters of research on vocational teacher adaptation. Methods: A total of 315 Scopus-indexed documents, exported in RIS format on 19 July 2026, were examined through performance analysis and science mapping using VOSviewer version 1.6.18. Result: Publication output increased sharply, with more than half of the documents (163 publications) issued in 2025–2026. China, Indonesia, and Malaysia were the most productive countries, although international collaboration remained relatively low at 18.4%. Co-occurrence analysis of 91 keywords identified six clusters within a densely connected network (1,506 links; total link strength = 4,908), covering skills transformation in the Industry 4.0 era, digital competence and literacy, machine learning in engineering education, employability and AI-supported training, adaptive learning and professional development, and digital learning delivery technologies. Research attention remains dominated by learners such as students and apprentices, whereas vocational teachers, the principal actors of technological adaptation, receive limited attention. Conclusion: The field is growing rapidly but remains thematically imbalanced; future research should prioritize the adaptive capacity of vocational teachers, particularly in the Indonesian context, and strengthen international collaboration to enrich scholarly development in TVET.
The Effect of The Intensity of Book Deliberation on Students' Learning Motivation in Diniyah Learning Fitri Ayu Kurnia; Fitri Ayu Kurnia; Zulfan Syahansyah
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.i3.2027.7

Abstract

The integration of formal and classical (salaf) education curricula in contemporary Islamic boarding schools often places excessive cognitive burden on students, leading to a decline in their intrinsic motivation to study the yellow books as the primary source of classical Islamic knowledge. Based on Self-Determination Theory, this study aims to empirically test the significance of the intensity of yellow book discussions on students' learning motivation at the diniyah education level at the Islamic Boarding School. This study uses a quantitative correlational design with an ex post facto approach. Data collection was conducted through a validated five-point Likert scale questionnaire distributed to 163 respondents consisting of Marhalah Ula (n = 85) and Marhalah Wustho (n = 78) students, selected using proportionate stratified random sampling technique to ensure sample representativeness at both levels. Data analysis was conducted through simple linear regression and Pearson correlation tests. The results of the study showed a significant positive effect between the intensity of book discussions on learning motivation (β = 0.846, t = 20.296, R² = 0.719, p < 0.001), which means that the book discussion variable is able to explain 71.9% of the variation in students' learning motivation. Further analysis on subgroups showed a stronger correlation in Marhalah Wustho students (r = 0.871) compared to Marhalah Ula students (r = 0.812). These findings confirm that book discussions are a strong and effective pedagogical mechanism for revitalizing learning engagement in Islamic boarding school education.
Item Analysis of Mathematical Critical Thinking Skills Using the Rasch Model in Elementary School Students Yogina Pratiwi; Prihantini Prihantini; Abubakar Abubakar; Yogina Pratiwi; Prihantini; Abubakar
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.i3.2027.4

Abstract

The validity and reliability of educational assessment instruments are fundamental prerequisites for accurate measurement of student competencies. This study evaluates the psychometric quality of a 12-item mathematical critical thinking test grounded in the Facione framework, encompassing Interpretation, Analysis, Inference, and Evaluation, administered to 49 Grade V elementary school students (n = 49) using the Rasch measurement model via Winsteps software. Four psychometric dimensions were assessed simultaneously: (1) construct validity through item fit statistics (Outfit MNSQ, Outfit ZSTD, Pt Measure Corr); (2) internal consistency and reliability (KR-20, Person and Item Reliability, Separation Indices); (3) item discrimination (Pt Measure Corr classification); and (4) item difficulty hierarchy (logit scale measures and Wright Person–Item Map). Results show that 10 of 12 items (83.3%) met Rasch fit criteria, yielding construct-valid measures for all four critical thinking indicators. KR-20 = 0.79 (Good), Person Reliability = 0.79–0.82 (Adequate–Good), and Item Reliability = 0.95 (Excellent). Person Separation (1.96–2.12) confirmed differentiation of ≥2 ability strata; Item Separation (4.37–4.61) confirmed a well-differentiated difficulty hierarchy. All retained items exhibited Moderate difficulty (logit range: −0.66 to +0.23), confirming optimal targeting of the respondent population. Two items failed due to low Point Measure Correlation (0.21–0.22) and were excluded. The final 10-item instrument meets international psychometric standards and is recommended for use in authentic mathematical critical thinking assessment.  
The Implications of School Culture Management for Fostering Students’ Moderate Attitudes Widia Darma; Widia Darma; Sri Marmoah
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.i3.2027.10

Abstract

This study aims to analyze and study the implications of the implementation of school culture management in strengthening the moderate attitudes of elementary school students. This study uses a qualitative method with a case study approach conducted at State Elementary School 03 Tanjung, Jepara Regency. Informants from this study consisted of the Principal, Class Teachers, Religion Teachers and students who were selected purposively according to the research data needs. Data collection techniques were carried out through interviews, observations, and documentation, while data analysis was carried out interactively through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of school culture management has significant implications in strengthening students' moderate attitudes. This is reflected in several main findings, namely: 1) strengthening attitudes of tolerance and respect for diversity in the school environment, 2) reducing the tendency for extreme attitudes in thinking and acting by students, 3) decreasing bullying in the school environment, and 4) strengthening social skills and empathy in daily interactions.

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