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Articles 87 Documents
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Associations Between Perceived SIM-PAK Implementation Quality and Lecturer-Reported Administrative Outcomes Joko Yoeliyanto; Bambang Yulianto; Syunu Trihantoyo; Sujarwanto Sujarwanto; Ratna Suhartini; Lena Citra Manggalasari; Warju Warju; Joko Yoeliyanto; Bambang Yulianto; Syunu Trihantoyo; Sujarwanto; Ratna Suhartini; Lena Citra Manggalasari; Warju; Mohamad Sulton Arifin
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.i4.2027.15

Abstract

Achieving SDG 4 (Quality Education) in higher education depends on the sustainability and efficiency of institutional governance supporting academic staff. This study evaluates the implementation of the Academic Credit Assessment Information System (SIM-PAK) at Universitas Negeri Surabaya, describing the application, analysing lecturers' responses to its strengths and weaknesses, and testing the effect of implementation quality on administrative effectiveness, process efficiency, and user satisfaction. Grounded in the DeLone and McLean model, a quantitative explanatory design was complemented by descriptive analysis of open responses. Data from 550 active SIM-PAK users were collected via an online five-point Likert questionnaire; all constructs showed Cronbach's alpha above 0.90, analysed using descriptive statistics, Pearson correlation, and simple linear regression. Implementation quality had a positive, significant effect on all three outcomes (p < 0.001), strongest on satisfaction, supporting more sustainable, higher-quality governance aligned with SDG 4.
Digitalization Without Disembodiment in Early Childhood Dance Education Through Teacher-Mediated Digital Support Chen Peng; Juju Masunah; Trianti Nugraheni; Chen Peng; Juju Masunah; Trianti Nugraheni; Ayo Sunaryo
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.i5.2027.4

Abstract

Digital resources are increasingly used in early childhood education, but in embodied arts their value depends on whether they extend rather than displace bodily, social, and teacher-mediated learning. This study examined descriptive learning changes and implementation processes in a 12-session Dai Peacock Dance curriculum for 30 children aged 5-6 years in one Chinese kindergarten. The study used Design-Based Research-informed curriculum development followed by a descriptive mixed-evidence implementation study of one fixed classroom cycle. Three researcher-developed, curriculum-specific observational instruments underwent pre-implementation expert content review. T0-T3 ratings were higher in movement expressiveness, learning interest and classroom participation, and cultural understanding and initial identification; child-level variability is reported using standard deviations and change ranges. Process records documented a recurrent sequence of digital cue, teacher interpretation and demonstration, bodily or peer action, immediate feedback, and renewed attempt. Increasing task complexity continued to require teacher and organizational support. The study does not establish causal effects. It proposes digitalization without disembodiment as a provisional pedagogical heuristic and derives six design propositions for further testing.
From Heritage Knowledge to Audible Choice: Designing a Culture-to-Sound PIC Pedagogy for Anhui Folk-Song Learning in Chinese Higher Education Zheng Yongling; Rita Milyartini; Diah Latifah; Julia Julia; Zheng Yongling; Rita Milyartini; Diah Latifah; Julia
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.i5.2027.1

Abstract

Formal inclusion of traditional repertoire does not necessarily change what students are taught to notice, explain, or decide when they perform it. This study therefore examined a narrower educational problem: how can cultural knowledge become an audible and defensible performance choice in university vocal instruction? A Design-Based Research-informed pilot was conducted in one undergraduate university in Anhui Province with three vocal lecturers and nine students. Evidence included eight curriculum documents, lecturer interviews, classroom observation and process records, baseline and post-implementation interpretation statements, performance assessments, student reflections, and multidisciplinary expert review. The intervention was iteratively organized as PIC: diagnostic Presentation, scaffolded Interaction, and culturally bounded Creation. Before implementation, Anhui folk songs were present mainly as repertoire; dialect resources, native-version comparison, regional style criteria, and an explicit pathway from cultural understanding to singing decisions were weak. Across the pilot, all nine students moved from general descriptions of region and emotion toward more specific reasoning about dialect, social function, melodic-rhythmic behavior, timbre, ornamentation, character, and performance context. The most consequential change was not a large alteration in basic vocal control, but a change in how students justified and individualized artistic decisions. On this basis, the article proposes culture-to-sound pedagogical translation as the central mechanism of the PIC model: cultural evidence is converted into audible choices through comparison, embodied experimentation, explanation, re-performance, reflection, and progressive withdrawal of teacher scaffolding. The model reframes living-heritage education from repertoire exposure toward accountable interpretive agency. Because the study is a small single-site pilot, the findings support theoretical and design propositions rather than population-level causal claims
Differences in Numeracy Skills of Children Aged 5-6 Years Between Mathventure Games and Conventional Learning Siti Zainab; Siti Zainab; Nur Ika Sari Rakhmawati
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.i5.2027.10

Abstract

This study aims to examine the influence of the Mathventure game on the numeracy skills of children aged 5-6 years in the domains of numbers, patterns, and spaces. This quantitative research used a quasi-experimental Nonequivalent Control Group Design with 40 children from two kindergartens in East Surabaya. Data were collected through structured observation using an observation instrument with a rating scale and analyzed descriptively and inferentially (Independent Sample T-Test/Mann-Whitney U). The posttest mean total score was 25.90 in the experimental group and 19.85 in the control group, with a very large effect size (Cohen’s d = 2.81 for the total score and 1.41-1.82 across the three domains). These findings show that the Mathventure game has a significant impact on the skills of recognizing numbers, patterns, and spaces. This improvement is supported by tiered challenges and instant feedback in the form of animation and sound in the game; however, the contribution of these mechanisms was not tested separately. The limitations of the study include a small sample drawn from only two kindergartens in one region, short-term measurement without a retention test, confounding variables that were not deeply controlled (familiarity with digital devices and parental support), and observer subjectivity on the rating scale. Practically, these results encourage PAUD teachers to use educational digital games as an alternative numeracy medium, accompanied by adult assistance.
Associations of Sleep Quality, Self-Reported Microsleep Tendencies, and Behavioral Factors with Academic Performance in Aviation Vocational Education Suyatmo Suyatmo; Gunawan Sakti; Muhammad Roil Bilad; Suyatmo; Gunawan Sakti; Muhammad Roil Bilad
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.i5.2027.11

Abstract

Sleep quality and microsleep are critical determinants of cognitive functioning and academic performance, yet their interaction with modifiable behavioral competencies remains underexplored in aviation vocational education. This quantitative cross-sectional study examined the effects of time management, adaptability, and learning motivation on sleep quality, microsleep, and academic performance among 289 students at Surabaya Aviation Polytechnic, Indonesia. A structured four-point Likert questionnaire measured the behavioral and sleep-related constructs, while academic performance was represented by the Semester Achievement Index. The model was analyzed using partial least squares structural equation modeling. Time management (β = 0.287), adaptability (β = 0.313), and learning motivation (β = 0.359) were positively associated with sleep quality. The same competencies were negatively associated with microsleep: time management (β = -0.177), adaptability (β = -0.279), and learning motivation (β = -0.200). Sleep quality positively predicted academic performance (β = 0.345), whereas microsleep negatively predicted academic performance (β = -0.299). Indirect effects through sleep quality were small and were supported only at the 90% confidence level. The findings identify learning motivation as the strongest predictor of sleep quality and adaptability as the strongest behavioral buffer against microsleep. The study extends sleep-performance research into a safety-sensitive aviation training context and supports integrated interventions combining fatigue awareness, time-management skills, adaptability development, motivational support, and sleep-hygiene education
Examining the 5E Learning Cycle via Market Place Activity on Students’ Scientific Reasoning in Grade VII Science Learning Syarifatun Nisa; Riezky Maya Probosari; Muhammad Nur Hudha; Annisa Nur Khasanah; Supurwoko Supurwoko; Syarifatun Nisa; Riezky Maya Probosari; Muhammad Nur Hudha; Annisa Nur Khasanah; Supurwoko
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.i5.2027.5

Abstract

cientific reasoning is a high-level thinking skill essential in science learning that needs to be developed through active, student-centered learning. This study aims to analyze the differences in scientific reasoning between students engaged in the 5E learning cycle integrated with market place activity and those taught using direct instruction on the topic of living organism classification. A quantitative approach with a quasi-experimental method and a pretest-posttest control group design was employed. The population comprised 255 seventh-grade students at State Junior High School X, Surakarta, in the 2025/2026 academic year. Using cluster random sampling, Class VII G was selected as the experimental group with 31 students and Class VII F as the control group with 32 students. The experimental group received 5E learning cycle instruction through market place activity, while the control group received direct instruction. Primary data were collected using 20 two-tier multiple-choice items measuring Lawson's six scientific reasoning indicators. Data were analyzed using ANCOVA with pretest scores as a covariate and N-Gain for improvement. ANCOVA showed a significant difference between groups, with a p-value below 0.001 and a partial eta squared of 0.354. The experimental group had an adjusted mean score of 75.414, with a 95 percent confidence interval from 71.407 to 79.420, compared with 59.287, with a 95 percent confidence interval from 55.343 to 63.230, in the control group. N-Gain was 0.60 for the experimental group and 0.33 for the control group, both categorized as medium. These findings indicate that the experimental group achieved higher scientific reasoning scores after controlling for pretest performance.
Adjective Adventure: Development of Canva-Based 2D Animation Media to Improve English Learning Outcomes Among Elementary School Students Muhammad Dimas Ardiyan Putra; Rusijono Rusijono; Hari Sugiharto Setyaedhi; Dhiajeng Putri Kumala; Muhammad Dimas Ardiyan Putra; Rusijono; Hari Sugiharto Setyaedhi; Dhiajeng Putri Kumala
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.i5.2027.7

Abstract

This study aimed to develop and evaluate Adjective Adventure, a Canva-based two-dimensional (2D) animation medium designed to improve English adjective learning outcomes among fifth-grade students at Elementary School. The study employed a research and development approach using Branch’s ADDIE model, consisting of Analyze, Design, Develop, Implement, and Evaluate. The development process included classroom observations, interviews, needs analysis, preparation of learning materials, and media design. Adjective Adventure integrates animated illustrations, vocabulary, audio, and contextual examples related to people, animals, and familiar objects. Product feasibility was assessed through expert validation, while learning outcomes were measured using pretest and posttest scores from 30 students. The media validation obtained 71 out of 75 points (94.67 percent), indicating a very valid category. Student achievement improved substantially, with the mean score increasing from 50.00 (standard deviation of 14.86) on the pretest to 80.00 (standard deviation of 10.83) on the posttest, representing a 30-point increase. The average normalized gain was 0.603, indicating a moderate improvement. As the paired difference scores did not meet the Shapiro–Wilk normality criterion, the Wilcoxon signed-rank test was applied and revealed a statistically significant difference between pretest and posttest scores, with a W statistic of 0 and a p-value below .001. These findings indicate that Adjective Adventure is highly feasible and supports improved English learning outcomes, making it a promising audiovisual medium for teaching adjectives in elementary school.

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