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Articles 87 Documents
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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.
Integration of 21st Century Skills (4C) in Extracurricular Robotics Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Muhamad Abdul Roziq Asrori; Yessy Erma Kusuma Santi; Dian Septi Nur Afifah
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.i2.2027.9

Abstract

This study examines how 21st-century skills (4C) are internalized within a post-revitalization robotics extracurricular ecosystem at a public senior high school in East Java. Using a qualitative case study, data were obtained from eight purposively selected informants (one principal, one supervising teacher, and six students) through semi-structured interviews, participant observation, and document analysis. Data were analyzed iteratively through organizing, memoing, initial coding, category development, cross-source comparison, and thematic consolidation. Credibility was strengthened through method and source triangulation and member checking. The findings identify three interrelated processes. First, critical thinking and creativity developed through diagnosing technical failures, testing alternatives, revising designs, and producing context-responsive technologies such as ACF TEHNO and RATA OBAMA. Second, collaboration and communication developed through role specialization, peer tutoring, egalitarian discussion, and technology-literacy outreach. Third, institutional support sustained the program, while resource constraints prompted a resilience-related social-entrepreneurship initiative through the Simple Math Tool (ATM). Rather than merely showing that robotics supports 21st-century skills, this study explains how 4C competencies were progressively enacted and internalized through recurring technical, social, and reflective practices in a post-revitalization extracurricular setting.
The Impact of Future Thinking on Building Computerized Databases: A Strategic Foresight and Design-Science Research Framework Dunea Taleb Kazim; Dunea Taleb Kazim; Ruaa Kadhim Jabir
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

Abstract

Based on the aspects of strategic foresight, database design, data governance, data quality and information systems success literature, this study investigates the influence of future orientation on designing computerized databases. This paper introduces the Foresight-Driven Database Building Model (FDDBM), a design-science based model that seamlessly combines horizon scanning, scenario planning, anticipatory requirements engineering, governance mechanisms, metadata modeling, and environment monitoring within the database lifecycle. The paper includes theoretical figures, a quantitative model evaluation matrix, correlation and regression analyses, as well as comparisons of maturity and integrated debates of finding. It is shown that future-thinking ability is significantly correlated with database future readiness, data governance maturity, architecture flexibility, and data quality, and negatively correlated with rework effort and requirements volatility post-deployment. The paper presents a conceptual model, a practical framework, a database-design instantiation, a measurement instrument, and practice implications for the design of future-oriented electronic databases.
Measuring the Four Cognitive Strands of Mathematical Proficiency in Primary School: A Systematic Review of Measurement Properties Sovia Khotami; Gunawan Suryoputro; Sovia Khotami; Gunawan Suryoputro; Ai Fatimah Nur Fuad
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.i2.2027.11

Abstract

Mathematical proficiency in the primary years comprises four interwoven cognitive strands conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning yet how well existing instruments measure them is unclear. This systematic review examined how these strands are operationalised in primary-school students and appraised the psychometric quality of the instruments used. Following the PRISMA 2020 statement and COSMIN methodology, Scopus and Web of Science were searched for English-language articles published between 2010 and 2026, yielding 40 studies. Conceptual understanding and procedural fluency were assessed far more often than strategic competence and adaptive reasoning; only one study operationalised all four strands, and its factor analysis recovered just two. Structural validity dominated by the Rasch/item-response-theory family was the most frequently reported property, whereas inter-rater reliability, content validity, and measurement invariance were seldom examined, and responsiveness was not established in any study. The field is thus strong on internal structure but weak on score consistency, comparability, and sensitivity to change. We propose an evidence-based blueprint sufficient theory-aligned items per strand, rubric scoring with multiple raters, bifactor or many-facet modelling, and a full validity argument to guide the development of curriculum-aligned, psychometrically defensible instruments.
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.
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.
Engineering Design Process and Creative Thinking in Lower Secondary Students Efriana Arga Trian; Fenny Roshayanti; Nur Khoiri; Muhammad Syaipul Hayat; Dido Sujaya Perwinda; Muhamad Bariq Atsila; Efriana Arga Trian; Fenny Roshayanti; Nur Khoiri; Muhammad Syaipul Hayat; Dido Sujaya Perwinda; Muhamad Bariq Atsila
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.i2.2027.12

Abstract

The development of 21st-century competencies requires pupils to master technical skills and creative thinking in an integrated manner. However, science teaching in lower secondary schools has yet to develop Engineering Design Process (EDP) skills and creative thinking. This study aims to identify the profile of EDP skills and creative thinking amongst pupils as a basis for developing STEAM-based science teaching. The method used in this study is quantitative descriptive. EDP skills were measured using essay questions and a performance assessment rubric, whilst creative thinking was assessed through essay questions and an observation sheet. The research participants were Year 8 pupils from a lower secondary school in Central Java. The findings indicate that over 80% of pupils were categorised as having low to very low EDP skills. The highest average performance was observed during the brainstorming stage (68%), whilst the lowest was found during the iteration and refinement stage (33%). Regarding creative thinking, 52% of pupils were classified as less creative, with elaboration showing the strongest performance (59%). The main weaknesses were identified in flexibility and originality. These findings indicate a gap between students’ confidence in generating design ideas and their technological proficiency, evaluation skills, and capacity to refine solutions. The study concludes that learning should emphasise prototyping, iteration, evaluation and cognitive flexibility.
An Interactive E-Module for Expository Writing Skills and Motivation in Elementary Students Nabila Indana; Aliem Bahri; Nabila Indana; Aliem Bahri; Tarman A. Arif
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.i3.2027.11

Abstract

This research and development study aimed to design an interactive e-module based on Flipping Book Publisher to improve expository writing skills and learning motivation among fifth-grade elementary school students. A preliminary needs analysis conducted at an elementary school in Makassar City revealed that most Grade V students struggled with expository writing and perceived conventional, teacher-centered instruction as unmotivating, indicating both a skills deficit and an unaddressed motivational gap. The study employed the Four-D model (Define, Design, Develop, Disseminate) with a one-group pretest-posttest design, without a control group, to design, validate, and preliminarily evaluate the e-module. The module integrates six multimedia components grounded in the Cognitive Theory of Multimedia Learning, constructivism, and self-determination theory. Data were collected from three expert validators, 38 Grade V students, and 15 teachers using validation sheets, student and teacher response questionnaires, a writing skills test, and a motivation questionnaire. Data were analyzed using percentage scoring, normalized N-gain, and exploratory structural equation modeling (SEM) with AMOS 24.0. Results indicated that the e-module was categorized as very valid (87.5%) and very practical (90.5%). Writing skills improved with a moderate mean N-gain of 0.56 across five writing aspects, and 86.9% of students achieved high or very high motivation after the intervention. Exploratory SEM showed positive associations between e-module use and both writing skills (β = 0.72) and motivation (β = 0.68), as well as between writing skill gains and subsequent motivation (β = 0.41). Given the single-group design and limited sample size relative to model complexity, these path estimates remain preliminary and should not be interpreted as causal evidence. Overall, the e-module shows promising early evidence of validity, practicality, and effectiveness, warranting further studies with larger samples and comparison groups before broader adoption.  

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