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Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
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Jurnal Ilmu Pendidikan (JIP) is an international peer-reviewed journal dedicated to advancing knowledge, theory, policy, and practice in science and education. The journal publishes high-quality empirical studies, systematic reviews, meta-analyses, conceptual papers, and innovative educational practices that contribute significantly to the transformation of education at local, national, and global levels.
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Articles 8 Documents
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Search results for , issue "vol. 29 no. 2 (2023)" : 8 Documents clear
Development of Digital Flipbook-based History Learning Media to Overcome High School Students' Learning Loss Hafnita Sari Dewi Lubis; Yushar Tanjung; M Ihsan Syahaf Nasution; Ahmad Arif Budiman Nasution; Amayra Tannoubi
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p128-139

Abstract

This research aims to develop interactive learning media, especially digital flipbooks, to overcome learning loss in history learning. The research method involves the stages of needs analysis, design creation, media development, media testing, and evaluating its impact on student understanding. The research subjects in this study consisted of 12 expert validators with 3 experts each for each aspect. Expert validators are selected based on their expertise in the fields of learning, historical materials, media and language. Apart from that, this research also involved 50 Pertiwi Medan Private High School students who were randomly selected to assess the media produced. Data was collected by interviews and distributing questionnaires. Data analysis involves comparing test results using paired t-tests. The research results show that the digital flipbook media developed is valid for use in overcoming learning loss. The t test results show a significance value of 0.000, which means there is a difference in scores before and after using digital flipbook media. The conclusion of this research shows that the development of digital flipbook learning media has great potential in overcoming learning loss in history learning and has a significant positive impact on student learning outcomes.
Reviewing China’s Unequal Education System Based on Ecological System Theory Xining Wang; Conor McGuckin; Chengming Zhang
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p65-75

Abstract

This review examines China’s educational system the “two-track system” and rural education challenges through the lens of Bronfenbrenner's Ecology System Theory. Using a theoretical framework to review related literature can support readers in understanding the intricate interplay between societal factors, cultural influences, policy decisions, and specific issues. Therefore, this aims to understand how the ecological environment shapes rural education’s development until today, and the Ecological System Theory is used as a theoretical guidance. To find the potential answer to proposed research questions (RQ): RQ 1. What is the background of rural China and the "two-track system" of education? RQ 2. What is the difference between China's urban education and rural education? RQ 3. How does the related environment influence China's educational system? By addressing this fundamental issue, a comprehensive review is provided by following the ecology system theory from the macro-system level to the micro-system
Language practices in multilingual writing processes – Supporting reflection in a complex modern world Sabine Dengscherz
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p85-94

Abstract

This article presents and discusses a model for the reflection of language practices in (academic) writing processes: The Resources Interrelations Model (RIM) aims at a deeper understanding of the functional application of language resources in (demanding) text production. It addresses influence factors that interfere with individual language practices and locates them on four layers: First, the writing process and its situational demands, second, individual attitudes, goals, and motivation, third, individual language and writing biographies and fourth, societal background (including the ongoing technology development and AI tools). The RIM is a theoretical model; however, it is inspired by empirical research in the PROSIMS project. In my article, I present and describe the RIM and its four layers, sketch its points of departure, and locate the model in its interdisciplinary discursive context, in particular referring to process-oriented writing research and research on multilingualism (including poststructuralist criticism of language categories). Additionally, I outline the relevance of such a model as a starting point for further research and a base for the (self-) reflection of writing processes. As the model focuses on the interrelation of influence factors (instead of specific writing strategies), it is open for individual and situational variation and for the dynamic changes in a complex modern world, while at the same time providing a framework for systematic analysis.
The Effectiveness of QR Scanner Smartphone Integrated Ecosystem-Based Material Modules in Fostering Problem-Solving Skills Umi Afidah; Baskoro Adi Priyatno; Sutarno Sutarno
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p76-84

Abstract

This study aims to evaluate the effectiveness of using the QR Scanner integrated teaching module in ecosystem material in improving students' problem-solving skills. The experimental method was involved in this study with a pretest-posttest control group design. The research subjects consisted of 60 students divided into two groups, namely the experimental group and the control group, each consisting of 30 respondents. The experimental group received a QR scanner smartphone integrated ecosystem-based material modules, while the control group did not receive specific intervention. Pretest and posttest data were collected from both groups to evaluate changes in problem-solving skills after the intervention. Data collection was carried out through tests and questionnaires. Research data was analyzed through paired t-tests to compare pretest and posttest values in each group. The results showed that the experimental group experienced a significant increase in problem-solving skills (p less than 0.001). In contrast, the control group did not show a significant difference (p better than 0.05). Thus, the QR Scanner integrated teaching module in ecosystem materials improved students' problem-solving skills. This research provides important implications for developing technology-based learning approaches to improve the quality of learning and the application of concepts in students' daily
A Contextual Teaching and Learning Method to Enhance the Critical Thinking Abilities of Children with Special Needs Wanda Kharisma Sari; Ranti Novianti; Dimas Arif Dewantoro
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p121-127

Abstract

Critical thinking ability is a crucial cognitive skill that needs to be developed for students with special needs. Critical thinking involves the capacity to analyze, evaluate, and solve problems in a logical and rational manner. Among students with special needs who have diversity in physical, motor, cognitive, and socio-emotional aspects, particular attention is required, especially in critical thinking abilities. The critical thinking abilities of visually impaired, hearing impaired, and physically disabled students lie in providing simple explanations and offering more advanced explanations with the assistance of teachers. The aim of this study is to determine the improvement in critical thinking abilities of children with special needs (visually impaired, hearing impaired, and physically disabled) in the subject of science before and after using the Contextual Teaching and Learning (CTL) method. This research employs a quantitative approach with a quasi-experimental design called interrupted time series. The interrupted time series design is utilized to measure the dependent variable at multiple time points. The study involves four measurements: an initial observation and three post-intervention observations. The instrument employed is observation, which contains critical thinking indicators. The hypothesis is tested using the Wilcoxon sign rank test. The research results indicate an enhancement in critical thinking abilities among students with special needs after being subjected to the Contextual Teaching and Learning (CTL) intervention. The score difference between the first observation and the fourth observation is 63.125, and the fourth observation is 80.375. For visually impaired students, critical thinking abilities in terms of explaining a condition or concept and constructing arguments improved. Hearing-impaired students experienced improvements in sub-indicators such as identifying terms, considering source credibility, and building arguments. Physically disabled students demonstrated improvement in aspects like formulating alternative solutions, answering “why” questions, interpreting statements, and providing reasons.
The Contribution From Social Media, Healthy Lifestyle, And Religion To Teacher Competence And Its Impact On Teacher Performance Alifah Diantebes Aindra; Aji Prasetya Wibawa; Didik Nurhadi; Anusua Ghosh
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p101-109

Abstract

This study examines the contribution of social media, healthy lifestyle and religion to teacher competence and performance. Testing and data analysis techniques used path analysis. Using the technique of Purposive Consecutive Sampling within one month, the respondents obtained 189 teachers. Data collection techniques using questionnaires. Based on the results of the research that has been done, it can be said that social media, lifestyle, and religion contribute to teacher competence and impact teacher performance. However, when viewed partially, other findings show that social media only contributes to teacher competence. A healthy lifestyle contributes to teacher competence and teacher performance. In contrast, religious variables do not contribute to teacher competence and teacher performance, and teacher competence contributes to teacher performance. Based on the proposed relationship scheme, it was found that teacher competence could not mediate the relationship between independent variables and teacher performance.
Application of Mandi Balimau Kasai Local Wisdom Values in History Learning to Improve Students' Religious Character Anggi Afrilianti; Miftahuddin Miftahuddin; Bunari Bunari; Suroyo Suroyo; Antonia Soriente
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p110-120

Abstract

This study aims to explore the impact of implementing Mandi Balimau Kasai local wisdom values in history education on the development of students' religious character. The research employs an experimental design with a pre-test and post-test one group design. The research subjects consist of 45 high school students in the Riau region. Data collection instruments in this study include questionnaires used to measure students' religious character. Data analysis methods involve both statistical analysis and descriptive analysis. Descriptive analysis is used to summarize students' religious character data before and after the treatment, providing a general overview of the changes in students' religious character. Statistical analysis includes paired t-tests and simple linear regression analysis. The results of the study indicate that students' religious character in the pre-test stage significantly influences their religious character in the post-test stage. A positive regression coefficient of 0.75 suggests that an increase in religious character in the pre-test stage is positively correlated with an increase in religious character in the post-test stage. Furthermore, an R-squared value of 0.74 indicates that approximately 74% of the variability in religious character in the post-test stage can be explained by students' religious character in the pre-test stage. This research provides valuable insights into the role of local wisdom values in enhancing students' religious character. However, there are limitations to the study, including the focus on Mandi Balimau Kasai as the sole local wisdom in Riau and the research subjects limited to high school students. Therefore, a recommendation for future research is to broaden the scope by examining the effectiveness of implementing other local wisdom values in a broader context. Additionally, other factors influencing students' religious character, such as the social environment, religious education, and family influences, need to be considered. The results of this study can be beneficial in developing more effective curriculum and teaching strategies to enhance students' holistic religious character development.
Enacting Single-Bite-Size Strategy for Learning Disabled as Graduation Requirement through Test of English Proficiency: An Indonesian Context Diah Retno Widiowati; Luluk Sri Agus Prasetyoningsih; Ika Hidayanti; I Kadek Purnawan; Lick Cheok Mei
Jurnal Ilmu Pendidikan Vol. 29 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i22023p95-100

Abstract

It has been for years that Indonesian education institutions rely on foreign language tests to assess students for their admission and graduation requirements. One of the instruments used is Test of English Proficiency (TEP) due to its validity, reliability, objectivity, and its unbiased characteristics to measure students’ ability in English competence. Although studies on the use of TEP have been extensively carried out, little is known about the use of such a test by students with disabilities. To fill the gap, the present study was conducted to investigate the experiences of students with disabilities in learning the TEP preparation using the Single-Bite-Size (SBS) strategy. Data were gathered through an in-depth interview with students with disabilities. The queries raised were about the participants’ problems in learning English, feeling after the implementation of SBS, the experience in taking TEP, and the experience in joining the TEP preparation program. The narrative analysis showcases that promoting SBS strategy in the TEP preparation teaching program could assist students improve their materials comprehension. The study also unpacks that their personalized learning much occurred in the classroom.

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