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Articles 33 Documents
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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.  
Development of ISLE-Based Science E-Modules in Improving Disaster Mitigation Literacy of High School Students in Tectonic Prone Areas Dian Rafika; Muslimatul Walidah; Rajibussalim Rajibussalim; Nilataria Nilataria; Yayu Risna Andani; Dian Rafika; Muslimatul Walidah; Rajibussalim; Nilataria Nilataria; Yayu Risna Andani
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.i1.2027.11

Abstract

Aceh Province is geologically flanked by two active tectonic systems: the Sunda Megathrust subduction zone and the Sumatra Fault, making disaster mitigation literacy a crucial survival skill for high school students. However, conventional science learning is still dominated by textual memorization and lacks relevance to the context of local disasters, which has an impact on students' weak practical mitigation skills. This research aims to design, develop, and test the effectiveness of science e-modules based on the Investigative Science Learning Environment (ISLE) model through an interactive application called Si-AGAM (Aceh Earthquake & Mitigation Investigative Science) to improve students' disaster mitigation literacy. Using a Research and Development (R&D) approach with the ADDIE framework, this research was carried out at SMAN 1 Banda Aceh. The data collection instruments included expert validation sheets, teacher and student practicality questionnaires, and 15 multiple-choice questions to measure mitigation literacy. The data were analyzed using descriptive statistics and the Normalized Gain (N-gain) test. The results of the expert assessment showed that the e-module achieved high validity, with a score of 95.00% from learning media experts and 98.00% from material/disaster experts (average V = 4.83, "Very Valid"). Field trials showed an outstanding level of practicality with an accumulated score of 90.37% ("Very Practical") from teachers and students. Furthermore, the implementation of Si-AGAM has proven to be very effective in boosting student learning outcomes with a classical N-gain score of 0.83 ("High"). The most massive surge in ability was detected in the natural sign pattern analysis cluster and scientific reconstruction of Smong's local wisdom. In conclusion, the Si-AGAM application successfully transforms formal science inquiry into a self-sustaining, practical mitigation measure, changing the paradigm of students from passive readers to resilient and responsive "young scientists" in making autonomous decisions in situations of tectonic emergency.
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 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.
Mapping Methodological Approaches to Critical Digital Literacy Among TVET Instructors: A Scoping Review Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Aditya Ramadhan Islami; Ade Gaffar Abdullah; Dadang Lukman Hakim; Isma Widiaty; Edy Purwanto
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.i1.2027.10

Abstract

Digital competence frameworks for teachers have proliferated, but whether their critical, reflective dimension has been examined among technical and vocational education and training (TVET) instructors remains uncharacterized. This scoping review characterized the methodological approaches, conceptual operationalizations, and evidence gaps in peer-reviewed research on critical digital literacy (CDL) among TVET instructors. Following Joanna Briggs Institute guidance and reported per PRISMA-ScR, Scopus was searched on 3 July 2026 using a Population-Concept-Context strategy, restricted to English-language, peer-reviewed literature from 2013–2026. Eligible sources were charted against a framework combining bibliographic, PCC, and methodological data items. Eighty sources met the eligibility criteria. Results included sources concentrated in Western, Northern, and Southern Europe (30.0%) and Southeast Asia (27.5%, including Indonesia at 22.5%), with smaller shares from East Asia, Eastern Europe/Central Asia, and other regions. Quantitative survey designs accounted for roughly half of charted approaches, while qualitative, configurational, and computational designs were comparatively rare. Nine concept-operationalization categories emerged, with an explicit critical-reflective or ethical dimension reported in only 11.2% of sources. An evidence gap map identified 22 of 54 (40.7%) concept-by-context combinations with no charted source, most notably critical-reflective framing paired with Southeast Asian settings. Research on CDL among TVET instructors relies heavily on a single methodological mode and has not yet reconciled structured competence frameworks with the construct’s critical-reflective dimension, particularly outside Europe. Priority directions include region-specific research on critical-reflective CDL in Southeast Asia, a dedicated CDL-specific instrument, and continued tracking of the emerging artificial-intelligence-related sub-theme.
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.

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