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Articles 7 Documents
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Search results for , issue "vol. 7 no. 4 (2027)" : 7 Documents clear
Examination of Climate Change Attitude Among Junior High School Students: A Gender Gap Analysis and Scale Evaluation using Rasch Model Putri Ramadhanti Aisyah Fitri; Nur Khoiri; Fenny Roshayanti; Muhammad Syaipul Hayat; Lyra Halimatun Sa’diyah; Nafila Amalia Syahida; Putri Ramadhanti Aisyah Fitri; Nur Khoiri; Fenny Roshayanti; Muhammad Syaipul Hayat; Lyra Halimatun Sa’diyah; Nafila Amalia Syahida
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.6

Abstract

Climate change has become one of the most critical environmental issues affecting human life and environmental sustainability. Students’ climate change attitudes play an important role in developing environmental awareness and responsible behavior from an early age. However, studies investigating students’ climate change attitudes using the Rasch model are still limited, particularly among junior high school students in Indonesia. Therefore, this study aimed to analyze junior high school students’ climate change attitudes using Rasch analysis and to identify gender-based differences in students’ responses. This study employed a descriptive quantitative design involving 25 ninth-grade students consisting of 11 male and 14 female students from a junior high school in Blora Regency, Central Java, Indonesia. The instrument used was the Climate Change Attitude Survey (CCAS) consisting of 33 Likert-scale items. The data were examined using the Rasch model utilizing Winsteps 4.4.5 software. The findings revealed that students’ climate change attitudes were still at a moderate level. In the beliefs indicator, only 20% of students were categorized as good, while in the intentions indicator, 36% were categorized as good. The Rasch analysis showed that person reliability was 0.90 and item reliability was 0.88, representing that the instrument had good consistency and reliability. Differential Item Functioning (DIF) analysis showed that most items did not exhibit gender bias, except item C19. Overall, the CCAS instrument was considered suitable for measuring junior high school students’ climate change attitudes.
Strengthening Collaborative Educational Leadership for School Improvement through Problem-Driven Iterative Adaptation (PDIA): A Systematic Literature Review Heri Hadi Saputra; Mohammad Mustari; Muhammad Makki; Abdul Kadir Jaelani; Dayang Raf'idah Syariff M. Fuad; Heri Hadi Saputra; Mohammad Mustari; Muhammad Makki; Abdul Kadir Jaelani; Dayang Raf'idah Binti Syariff M. Fuad; Jumadil Awal
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.2

Abstract

Educational reform increasingly requires leadership approaches capable of addressing complex challenges through collaboration, adaptation, and stakeholder engagement. However, the conceptual relationship between Problem-Driven Iterative Adaptation (PDIA) and collaborative educational leadership remains insufficiently examined. This study aims to examine their conceptual relationship and identify how PDIA principles can strengthen collaborative leadership in educational reform. A Systematic Literature Review (SLR) combined with conceptual synthesis was conducted on 78 studies published between 2010 and 2025, comprising 16 studies on PDIA and 62 on collaborative educational leadership. Following the PRISMA 2020 guidelines, the review involved systematic searching, screening, coding, thematic analysis, cross-synthesis, and conceptual integration. The synthesis identified four integrative mechanisms connecting PDIA with collaborative educational leadership: Shared Problem Solving, Distributed Leadership Structure, Adaptive Learning and Change, and Stakeholder and Network Mobilization. These mechanisms demonstrate that adaptive reform and collaborative leadership are interconnected through collective problem diagnosis, distributed responsibility, iterative learning, experimentation, and stakeholder engagement. Based on these findings, a conceptual framework was developed positioning PDIA as an adaptive process that strengthens collaborative educational leadership in complex reform contexts. The framework extends existing educational leadership perspectives by integrating collaborative leadership structures with iterative, context-sensitive problem-solving processes. The study contributes theoretically by bridging two scholarly traditions and providing a process-oriented explanation of how collaboration and adaptation can operate together in educational reform. Practically, the framework offers a basis for strengthening collective problem-solving, organizational learning, adaptive capacity, and stakeholder mobilization for sustainable educational improvement.
Visionary Leadership, Digital Literacy, and Classroom Management in Early Childhood Education: A Qualitative Study Windy Pekerti Mendrofa; Petra Kristi Mulyani; Windy Pekerti Mendrofa; Petra Kristi Mulyani; Edi Waluyo
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.5

Abstract

Digital transformation in early childhood education (ECE) requires leadership that links institutional direction with developmentally appropriate classroom practice. This qualitative descriptive study examined how visionary leadership, digital literacy, and classroom management were interconnected across four kindergartens affiliated with one educational foundation in Central Java, Indonesia. The institutional setting comprised 33 teachers and 409 children; interviewees were purposively selected from principals, ECE teachers, and supporting stakeholders with direct experience of the focal practices. Data were generated through classroom observations, in-depth interviews, and analysis of school policies, lesson plans, professional-development records, meeting documents, media logs, and digital-literacy materials. Iterative analysis involved data condensation, display, comparison across sources and sites, conclusion drawing, and verification. Four qualitative patterns were identified: principals translated a literacy-oriented vision into instructional direction, resource support, mentoring, and shared routines; digital storytelling, interactive visual media, and visual literacy cues supported attention, participation, and predictable transitions when used for clear pedagogical purposes; reflective meetings and teacher collaboration strengthened instructional confidence and consistency; and unequal digital competence, limited resources, and restricted collaboration time constrained implementation. These findings do not establish a direct causal effect of leadership or technology on classroom management. Rather, they indicate an interpretive pathway in which leadership created organizational and pedagogical conditions that teachers used to integrate developmentally appropriate digital literacy into classroom routines. The findings are bounded to four schools within one foundation and should be tested with more completely documented samples and observation protocols in cross-institutional research.
Children’s Voice in AI-Mediated STEAM Learning: A Qualitative Study in Early Childhood Education Arnandiza Amirul Khafida; Arnandiza Amirul Khafida; Ali Formen
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.1

Abstract

Children’s voice is central to participatory early childhood education, yet little is known about how conversational artificial intelligence (AI) may mediate children’s expression and participation within STEAM learning. This qualitative descriptive study examined how ChatGPT Voice mediated children’s voice during AI-supported STEAM activities in an early childhood education setting in Central Java, Indonesia. Participants were 20 children aged 5–6 years and two classroom teachers. Data were generated from May to July 2026 through eight classroom observation sessions lasting approximately 45–60 minutes each across six AI-mediated STEAM activities, semi-structured interviews with the two teachers, and documentation, and were analyzed thematically. Five qualitative patterns were identified: AI opened an additional space for expression; functioned as a responsive interactional audience; accompanied task-level agency; provided shared prompts for collaborative voice; and exposed developmental and communicative barriers requiring teacher mediation. These findings represent context-bound qualitative patterns rather than evidence that ChatGPT Voice directly increased children’s participation. Conversational AI may therefore complement, rather than replace, teacher-led participatory pedagogy when interaction is developmentally appropriate, critically mediated, and embedded in hands-on and peer-collaborative activity.
Differentiated Instruction as Proactive Classroom Management in Early Childhood Science Learning: A Multi-Site Qualitative Case Study Nurnaningsih Nurnaningsih; Edi Waluyo; Nurnaningsih; Edi Waluyo; Deni Setiawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.3

Abstract

Early childhood classrooms are developmentally heterogeneous, making instruction and classroom management inseparable challenges. This study examined how differentiated instruction was enacted within science-based learning and how teachers perceived and managed the resulting classroom dynamics. A qualitative multi-site case study was conducted across four early childhood education institutions in Brebes Regency, Central Java, Indonesia. Participating teachers were purposively selected because they implemented differentiated instruction, used inquiry-oriented science activities, and had at least two years of early childhood teaching experience. Data were generated through non-participant classroom observations, semi-structured interviews, and analysis of daily lesson plans and instructional materials, then examined thematically. Three interconnected findings emerged. First, differentiation was enacted through adjusted task complexity, flexible grouping, varied hands-on activities, and responsive scaffolding. Second, these practices were associated with more sustained engagement, clearer routines and transitions, and less need for reactive behavior correction, suggesting that instructional design functioned as a form of proactive classroom management. Third, teacher competence and instructional flexibility supported implementation, whereas planning time and high teacher–child ratios constrained individualized support. The study proposes that differentiated science learning can support classroom management when differentiation, inquiry, routines, and responsive interaction are deliberately aligned. The findings offer implications for teacher professional learning, lesson planning, staffing, and inclusive early childhood practice.
Psychosocial Correlates of Psychological Well-Being among Non-Qualified Early Childhood Education Teachers Nabila Rizki Utami; Nabila Rizki Utami; Ali Formen
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.7

Abstract

Psychological Well-Being is an important aspect of teachers' professional and personal functioning, particularly for non-qualified Early Childhood Education (ECE) teachers who may face professional and academic qualification challenges. Social Support, Professional Self-Esteem, and Sense of Belonging are considered important psychological and interpersonal resources that may contribute to teachers' Psychological Well-Being. This study aimed to examine the role of Social Support, Professional Self-Esteem, and Sense of Belonging in predicting Psychological Well-Being among non-qualified ECE teachers. This study employed a quantitative explanatory research design involving 268 non-qualified ECE teachers in Temanggung Regency, Central Java, Indonesia. Participants were selected using proportionate stratified random sampling. Data were collected using structured questionnaires measuring Social Support, Professional Self-Esteem, Sense of Belonging, and Psychological Well-Being. The data were analyzed using descriptive statistics, Pearson's correlation analysis, and multiple linear regression. The findings showed that Social Support significantly and positively predicted Psychological Well-Being. Professional Self-Esteem also made a significant positive contribution to Psychological Well-Being. Sense of Belonging similarly demonstrated a significant positive contribution. Social Support showed the strongest contribution among the three predictors. The three variables also simultaneously contributed significantly to Psychological Well-Being, indicating that Psychological Well-Being among non-qualified ECE teachers is associated with both interpersonal and individual psychological resources. Social Support, Professional Self-Esteem, and Sense of Belonging are important predictors of Psychological Well-Being among non-qualified ECE teachers. Strengthening supportive relationships, professional confidence, and teachers' sense of acceptance and belonging within the educational environment may contribute to better Psychological Well-Being and support the professional functioning of non-qualified ECE teachers.
Digital Literacy as of Indonesian Language Proficiency in Primary School Students: A Cross-Sectional Correlational Study Marlina Eliyanti Simbolon; Ifah Hanifah; Iis Nurasiah; Yunita Sari; Marlina Eliyanti Simbolon; Ifah Hanifah; Iis Nurasiah; Yunita Sari
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 4 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i4.2027.4

Abstract

This study estimated the strength of the association between digital literacy and the Indonesian language proficiency of primary school students and the proportion of variance in proficiency that digital literacy accounts for. A quantitative, cross-sectional correlational-predictive design was employed: both variables were measured on a single occasion, no treatment was administered, and no causal effect was tested. The sample comprised 107 fourth, fifth, and sixth-grade students from four primary schools of diverse geographic and socio-economic character. Data were collected with a 24-item Likert-scale questionnaire measuring four dimensions of digital literacy (accessing, understanding, evaluating, and using digital information) and a proficiency test combining 20 reading comprehension items and two rubric-scored writing tasks. Analyses comprised assumption testing, Pearson correlation, and simple, hierarchical, and multiple linear regression. Digital literacy was strongly and positively associated with Indonesian language proficiency, r = .612, 95% CI [.478, .718], p < .001, and the model accounted for 37.5% of the variance in proficiency scores (R² = .375, adjusted R² = .369), leaving 62.5% unaccounted for. Because the design is cross-sectional, because background characteristics were only partially controlled, and because the credibility-evaluation and comprehension measures may share construct variance, the direction of the association cannot be established. The quality of digital competence, rather than mere exposure to devices, is associated with students' language attainment.

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