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Articles 87 Documents
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PEMANFAATAN MEDIA PEMBELAJARAN PADA PEMBELAJARAN TEMATIK DI KELAS III SDN SAWOJAJAR 5 Rahma Zulvyanti; Rahma Zulvyanti; Siti Mas’ula
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 4 No. 10 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v4.i10.2024.13

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas pemanfaatan media pembelajaran pada pembelajaran tematik di kelas III SDN Sawojajar 5 dalam meningkatkan hasil belajar siswa. Tiga penelitian terdahulu tentang penggunaan media pembelajaran, yaitu menggunakan Canva, Video Animasi (VIDAM), dan Powtoon, memberikan wawasan tentang berbagai pendekatan yang dapat diterapkan. Hasil penelitian menunjukkan bahwa penggunaan Canva, VIDAM, dan Powtoon secara signifikan meningkatkan motivasi, minat belajar, dan hasil belajar siswa. Penelitian ini menggunakan metode studi literatur dengan pendekatan kualitatif untuk menganalisis berbagai sumber literatur yang relevan. Implikasi penelitian ini adalah pentingnya pemilihan media pembelajaran yang tepat sesuai dengan konteks pembelajaran dan karakteristik siswa untuk meningkatkan efektivitas pembelajaran tematik di sekolah dasar.
Construct Validity and Dimensionality Analysis of the TOEIC Listening and Reading Test in English for Aviation Using the Rasch Model Fatmawati Fatmawati; Laila Rochmawati; Meita Maharani Sukma; Ahmad Rossydi; Dewi Ratna Sari; Fatmawati; Laila Rochmawati; Meita Maharani Sukma; Ahmad Rossydi; Dewi Ratna Sari; Lady Silk Moonlight
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.3

Abstract

English proficiency is an essential competence for aviation cadets because it supports academic learning, technical training, and communication in aviation-related contexts. This study aims to analyze the construct validity and dimensional structure of the TOEIC Listening and Reading test in the context of English for Aviation using the Rasch Model. This study employed a quantitative psychometric validation design involving 100 cadets of one of the Polytechnic at Surabaya, Indonesia. The instrument consisted of 200 dichotomous TOEIC Listening and Reading items, with 100 items representing the Listening section and 100 items representing the Reading section. Data were analyzed using the Rasch Model through the R programming language with the TAM package. The analysis included data cleaning, extreme item detection, item difficulty estimation, person ability estimation, item fit analysis, WLE reliability, and dimensionality analysis by comparing one-dimensional and two-dimensional Rasch models. The results showed that the final dataset consisted of 100 respondents and 200 items, with no extreme items detected. The WLE reliability value was 0.971, indicating highly consistent estimation of cadets’ English ability. The dimensionality analysis showed that the one-dimensional model had lower AIC and BIC values than the two-dimensional model, suggesting that TOEIC Listening and Reading in this sample is better represented as one general English proficiency construct rather than two fully separate Listening and Reading dimensions. These findings provide empirical evidence that TOEIC Listening and Reading can support meaningful score interpretation as a general indicator of English proficiency for aviation cadets, although aviation-specific language assessment tasks are recommended to complement TOEIC scores when operational communication ability needs to be assessed more directly.
Effectiveness of Positive Reinforcement in Increasing On-Task Behavior Duration in Students with ADHD: A Single-Subject Study Siti Jaleha; Mirnawati Mirnawati; Wahyu Ahmad; Siti Jaleha; Mirnawati; Wahyu Ahmad
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.i4.2027.10

Abstract

Children with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience difficulties in maintaining on-task behavior due to deficits in sustained attention, which can negatively affect academic task completion. Preliminary observation of a first-grade student with ADHD at SDN 3C, an inclusive elementary school, showed persistent difficulties in maintaining attention during classroom assignments. The student frequently demonstrated off-task behaviors and was able to maintain attention to a task for only approximately 1.5 minutes. Although verbal prompts had been provided by the classroom and special education teachers, the student's on-task behavior remained limited. Therefore, a systematic behavioral intervention was needed. This study aimed to determine the effectiveness of positive reinforcement in increasing the duration of on-task behavior in a first-grade student with ADHD. This study employed a Single-Subject Research (SSR) design using an A–B–A format, consisting of four Baseline 1 (A1) sessions, six Intervention (B) sessions, and three Baseline 2 (A2) sessions. Data were collected through direct observation using duration recording and analyzed using within-condition and between-condition analyses. The findings indicated a progressive increase in the student's duration of on-task behavior. The mean duration increased from 1.15 minutes during Baseline 1 (A1) to 2.04 minutes during the Intervention phase (B), and further to 3.28 minutes during Baseline 2 (A2). The overlap analysis showed 0% overlap between A1 and B and 0% overlap between B and A2. These findings suggest that positive reinforcement is effective in increasing the duration of on-task behavior in a child with ADHD.
Development and Rasch Validation of a Critical Thinking Scale for Adolescents in the Post-Truth Era Hanun Qurrata ‘Aynayya Firdausi; Wahyu Nanda Eka Saputra; Sri Tutur Martaningsih; Agus Ria Kumara; Hanun Qurrata ‘Aynayya Firdausi; Wahyu Nanda Eka Saputra; Sri Tutur Martaningsih; Agus Ria Kumara; Agus Supriyanto
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.i4.2027.13

Abstract

Critical thinking is an essential competency for adolescents in the post-truth era, particularly when responding to complex digital information. This study developed and evaluated a critical thinking instrument for adolescents using the Rasch Model, involving 758 students from senior high schools and vocational high schools in Yogyakarta. The instrument was constructed based on four indicators: interpretation, analysis, evaluation, and drawing conclusions. Data were analyzed using Winstep to assess item quality, reliability, difficulty, item fit, and unidimensionality. The results showed very high item reliability (0.99) with a 10-item fit, although participant reliability was low (0.40). Raw variance was explained by 24.9%, indicating acceptable unidimensionality. The implications of this study are that the developed instrument can be utilized by teachers and counselors as a tool to map students’ initial critical thinking abilities, thereby enabling the design of learning programs that are more targeted and data-driven.  
Primary School Teachers’ Perceptions and Readiness for Deep Learning Pedagogy: A Global Scoping Review Moch. Salim Somad; Ade Hikmat; Moch. Salim Somad; Ade Hikmat; Ihsana El Khuluqo
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.6

Abstract

Deep learning has been a major goal for basic education and curriculum reform. But its implementation in classrooms is highly dependent on teachers, and evidence about their views is still lacking. A scoping review is conducted to map the global literature on primary school teachers’ opinions of, readiness for, obstacles in, and supportive variables for applying deep learning as a pedagogical strategy. We looked for records published between 2014 and 2026 in Scopus using the JBI approach and PRISMA-ScR standards. Seventy-eight records were examined, 22 full-text publications were reviewed for eligibility, and 17 research studies from 11 nations were mapped and thematically synthesised according to the dimensions of Population, Concept and Context. Overall, teachers see deep learning positively; however, this favourable attitude is often not reflected in effective classroom practice. All the studies identify several obstacles and facilitating elements connected with deep learning, but the least researched facet is preparedness. When absent, general conditions like professional growth, collaboration, leadership, time and infrastructure operate as barriers, but when present, they act as enabling factors. In addition, vague definitions of deep learning and the constant gap between perception and practice are found in numerous situations. These findings suggest that the imposition of deep learning, as in the Indonesian Curriculum, necessitates aligned curriculum, evaluation, professional development, leadership, and resources, with particular attention to equality. Priorities are validated measures of readiness and longitudinal, observational and comparative research.
Needs Analysis for Developing an Experiential Field Learning Model Based on Collaborative Problem Solving in Higher Education Zakiyah Ulfah; Maulida Ulfa Hidayah; Intan Nur Aini; Hardiyanti Pratiwi; Aghnaita Aghnaita; Zakiyah Ulfah; Maulida Ulfa Hidayah; Intan Nur Aini; Hardiyanti Pratiwi; Aghnaita
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.i4.2027.9

Abstract

Higher education should be able to connect academic knowledge with the real world and further enhance collaboration and problem-solving skills. This study was conducted to identify the need to develop an Experience Field Learning model based on Collaboration and Problem Solving at three State Islamic Universities in Kalimantan. This study employs a needs analysis design using a mixed-methods approach to examine existing learning practices and identify the need to develop an experience-based field learning model. This research was conducted in several education study program at these universities. Participants were students and faculty members involved in environmental and field-based learning, selected purposively based on their relevant academic experiences. Collecting data through questionnaires, interviews, observations, and a review of curriculum documents involving students and faculty. The data were described quantitatively and interpreted thematically using qualitative methods to reveal current learning conditions, the characteristics of the desired model, and implementation requirements. The research findings indicate that instruction within the studied programs at several State Islamic Universities in Kalimantan has incorporated discussions, assignments, and practical activities; however, field experiences have not yet been fully structured as an integral part of the learning process. Students need more contextual learning through direct experience, utilization of local environments and resources, identifying real problems, collaboration, reflection, and application of concepts in field contexts. These findings serve as the basis for developing an Experience-Based Field Learning model that integrates concrete experience, collaborative problem-solving, reflection, the use of local resources, and digital technology support.
Psychometric Validation of the Mental Toughness Questionnaire-18 Among High School Students Using the Rasch Model Analysis Akbar Gibran Yusri; Arbin Janu Setiyowati; Akbar Gibran Yusri; Arbin Janu Setiyowati; Diniy Hidayatur Rahman
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.2

Abstract

The increasing academic, social, and developmental demands faced by high school students make mental toughness an important psychological resource for adapting to various pressures. Therefore, measuring mental toughness is essential to support needs-based guidance and counseling services. This study aimed to examine the psychometric characteristics of the Mental Toughness Questionnaire-18 (MTQ-18) among general high school students using the Rasch Model. A quantitative approach with a cross-sectional survey design was employed. The participants consisted of 455 students in SIDRAP Regency who were selected using convenience sampling. The instrument used was the Indonesian version of the MTQ-18, which had been adapted to the characteristics of high school students. Data were analyzed using the Rasch Model with Winsteps software. The findings indicate that the MTQ-18 provides preliminary evidence of adequate psychometric quality for measuring mental toughness among high school students. The five-point Likert response categories functioned consistently in differentiating respondents’ choices. Most items demonstrated acceptable fit with the measurement model, although several item indicators require further evaluation. The instrument also met the unidimensionality assumption, with a raw variance explained by measures value of 47.2 percent. Item difficulty analysis showed variations in item characteristics across different levels of students’ mental toughness. Reliability analysis demonstrated good internal consistency (Cronbach’s Alpha equal to 0.72), very high item reliability (1.00), and adequate person reliability (0.68). These findings suggest that the MTQ-18 has potential as an initial assessment instrument (need assessment) to support guidance and counseling services for high school students.
Arabic Listening Media in Indonesian Boarding Schools: A Needs Analysis for an AI-Enhanced 3D-Audiovisual and Kahoot!-Supported Design Framework Ana Sabila Rizqia; Maman Abdurrahman; Mia Nurmala; Ana Sabila Rizqia; Maman Abdurrahman; Mia Nurmala; Sofyan Sauri
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.8

Abstract

Arabic listening instruction in Indonesian boarding schools remains limited by a mismatch between technology-oriented educational expectations and classroom practices that rely on textbooks, isolated audio recordings, and generic online videos. This study aimed to analyse the needs of Arabic listening instruction (mahārah al-istimā') as an empirical basis for designing AI-enhanced audiovisual media with contextual visualisation, clear oral input, segmented materials, and Kahoot!-based gamified evaluation. A qualitative-descriptive needs analysis design with simple quantitative data was used at SMA Daarut Tauhiid Boarding School Putra Bandung. Participants included tenth-grade students and an Arabic teacher involved in Arabic listening instruction. Data were collected through classroom observations, semi-structured interviews, student questionnaires, and document analysis of textbooks and supporting listening materials. The data were analysed thematically, while questionnaire responses were summarised using percentages. The results show that Arabic listening instruction was constrained by limited face-to-face learning time, heterogeneous prior proficiency, restricted access to personal devices, classroom acoustic disturbances, inaccessible textbook audio resources, limited contextual visualisation, and minimal interactive formative assessment. Questionnaire data showed student support for media that provides contextual visualisation (80.4%), 3D animation (82.3%), AI support (62.8%), Kahoot!-based evaluation (74.5%), and flexible access (80.4%). These results show that AI-enhanced audiovisual media for Arabic listening should be driven by field-based pedagogical needs rather than by technical innovation. The study recommends prioritising intelligible oral input, relevant visual context, material segmentation, accessible implementation pathways, and formative feedback procedures to support contextual and interactive istimā' learning.
Art Integration in Early Childhood: A Methodological Approach to Cultivating Creativity and Giftedness Titah Kinasih; Anies Listyowati; Andri Kurniawan; Shalom Ndhlovana; Titah Kinasih; Anies Listyowati; Andri Kurniawan; Shalom Ndhlovana
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.9

Abstract

Early childhood is a critical period for developing cognitive, social-emotional, and creative abilities. Art integration provides children with opportunities to express ideas and emotions, explore different perspectives, and develop imagination and problem-solving skills. This qualitative study examines teachers' and prospective teachers' perspectives on the role of art integration in fostering creativity and giftedness in early childhood and identifies activities that support these abilities. Data were collected through an open-ended questionnaire and analyzed using thematic analysis. The findings show that art integration supports imagination, emotional expression, cognitive flexibility, self-confidence, and creative problem-solving. Participants identified drawing, painting, storytelling, music and movement, drama and role-play, open-ended activities, and collaborative art projects as effective ways to promote creativity and recognize children's emerging abilities. The findings also indicate that effective art integration requires a flexible and supportive learning environment, adequate resources, teacher guidance, and family involvement. The study suggests that art should be integrated as an essential component of early childhood education rather than treated as a supplementary activity.
Development of Artificial Intelligence (AI)-Based Chatbots to Support Independent Learning in the Distance Education System Suryo Prabowo; Abd Ghofur; Andayani Andayani; Suryo Prabowo; Abd Ghofur; Andayani; Bramianto Setiawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 5 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i5.2027.12

Abstract

The increasing use of Artificial Intelligence (AI) in higher education creates new opportunities to provide flexible academic support for students in distance education. However, independent learners still face difficulties in obtaining immediate clarification, contextual explanations, step-by-step guidance, and responsive feedback when studying outside scheduled lecturer interactions. The novelty of this study lies in developing a course-oriented AI-based chatbot as structured pedagogical support for independent learning across geographically distributed distance learners. This study aimed to develop and evaluate the chatbot in terms of validity, practicality, usability, and perceived support for independent learning. Educational Design Research (EDR) was employed through three phases: Analysis and Exploration, Design and Construction, and Evaluation and Reflection. The study involved 100 undergraduate students from four regional learning centers—Bandung, Purwokerto, Bogor, and Yogyakarta—with 25 students from each location, as well as three expert validators. Data were collected using needs-analysis questionnaires, expert-validation instruments, practicality and usability questionnaires, and independent-learning support questionnaires. The needs analysis showed strong demand for flexible access, contextual examples, immediate feedback, and guided learning support. Expert validation yielded an overall Aiken’s V coefficient of 0.90, indicating high validity. The chatbot achieved an overall practicality and usability score of 89%, with learning flexibility receiving the highest rating. Student responses across the four regional centers were relatively consistent. The findings indicate that the developed AI-based chatbot is valid, practical, and usable as structured support for independent learning in distance

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