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Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
Core Subject :
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 811 Documents
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How Do I Rate Myself?” Self-Efficacy from the Teachers’ Point of View in Aviation Vocational School Tiara Sylvia; Laila Rochmawati; Susi Diriyanti
Jurnal Ilmu Pendidikan Vol. 31 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i22025p430-445

Abstract

This study investigates the factors influencing aviation vocational school instructors' self-efficacy and its effects on student engagement, classroom management, and instructional strategies. A sample of 100 participants was used to analyze the correlation between teacher self-efficacy and variables such as age, gender, position, additional assignments, highest degree of education, and institution. The impact of self-efficacy on supporting factors, specifically: a. the effectiveness of student engagement (ESE) and teacher self-efficacy: there is a substantial correlation between ESE and teacher self-efficacy, with ESE having a 98% influence on teacher self-efficacy; b. the effectiveness of classroom management (ECM) and teacher self-efficacy: a significant relationship is also observed between ECM and teacher self-efficacy, with ECM having a 98 percent impact on teacher self-efficacy; c. the effectiveness of instructional strategies (EIS) and teacher self-efficacy: a significant correlation exists between EIS and teacher self-efficacy, with EIS having a 98 percent influence on teacher self-efficacy. The findings demonstrate that the variables of age, position, education, and agency origin exert a substantial impact on the self-efficacy of teachers at aviation schools. Furthermore, elements such as student involvement, classroom management, and learning strategies are significant contributors to the enhancement of teacher self-efficacy within the context of an aviation vocational school.
Empowering Students: How Teachers’ Autonomy Support Shapes Self-Efficacy for Self-Regulated Learning Jahju Hartanti; Lucky Nindi Riandika Marfu’i; Ana Musdalifah; Erasmos Charamba
Jurnal Ilmu Pendidikan Vol. 31 No. 2 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i22025p446-455

Abstract

Teacher autonomy support plays a crucial role in fostering students’ motivation and learning behaviours. Grounded in Self-Determination Theory (SDT), this study examines the effect of teacher autonomy on students’ self-regulated learning, with self-efficacy serving as a mediating variable. A quantitative cross-sectional survey design was employed, involving 409 teachers from elementary, junior high, and senior high schools in East Java, Indonesia. Data were analysed using Structural Equation Modelling (SEM). The findings reveal that teacher autonomy has a significant positive effect on students’ self-regulated learning and self-efficacy. Furthermore, self-efficacy significantly predicts students’ self-regulated learning and partially mediates the relationship between teacher autonomy and self-regulated learning. These results indicate that autonomy-supportive teaching practices enhance students’ confidence in their learning abilities, which in turn strengthens their capacity to regulate learning processes independently. The study underscores the importance of empowering teachers with professional autonomy to cultivate autonomy-supportive learning environments that promote student motivation, self-efficacy, and effective self-regulated learning. The findings offer important implications for educational policy, teacher professional development, and instructional practice aimed at improving student learning outcomes.
Development of a Noble Moral Assessment Instrument for Human Moral Dimensions for High School Students Rahayu Retnaningsih; Anton Sri Budaya; Saryanto Saryanto; Anesito L Cutillas; Froilan D Mobo
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p168-175

Abstract

The purpose of this study was to obtain the instrument construction, determine the validity and reliability of the instrument, obtain the instrument results, determine the effectiveness of the noble moral assessment instrument of the human moral dimension that has been developed for high school students in Klaten Regency. This study is a development research. The subjects in this study were class X students of SMA Negeri 1 Klaten, SMA Negeri 1 Karanganom, SMA Negeri 1 Wedi. With a total of 818 students. Data analysis used includes Exploratory Factor Analysis, reliability analysis using Cronbach's Alpha and descriptive analysis. The results of the study showed (1) The assessment of human noble morals carried out by teachers has not used valid and reliable instruments. (2) The construction of the noble moral assessment instrument in humans consists of: prioritizing similarities with others, respecting differences, cognitive empathy, emotional empathy, social empathy, therapeutic empathy, moral empathy, virtual empathy, cultural empathy, with the self-assessment (SA) model. (3). The indicators formed for the development of noble moral assessments in humans are 7 in number with a total of 36 items. (4). The validity of the assessment instrument content from expert validation by 9 experts, and continued with the calculation of the Aiken index.
Implementation Of Student Management In Improving The Quality Of Graduates At Sigli Uggul Education Foundation Foundation (YPPU) Nadhifah Nadhifah; Murniati AR; Nurhijrah Binti Zakaria
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p176-183

Abstract

Student management is organizing and managing students from the moment they are accepted until they graduate. The quality of graduates is an indicator of a school's success. The aim of this research is to find out in depth about the Implementation of Student Management in Improving the Quality of Graduates at Unggul SMP Unggul Community Development Education Foundation (YPPU) Sigli, Sigli Regency. This research uses a qualitative approach with descriptive research type. Data collection techniques use observation, interviews and documentation. The data analysis technique used is qualitative descriptive analysis with data reduction techniques, data presentation and drawing conclusions. Based on research findings, it was found that: (1) Student management planning is carried out through needs analysis withhow to measure student capacity, form a committee for accepting new students and disseminating information through brochures, banners and socialization, selecting students through administrative selection, academic selection, Al-Qur'an reading selection, interview selection, and orientation through mass activities Introduction to the School Environment (MPLS); (2) Implementation of student management, namely placement of students using a heterogeneous system, guidance and development of students in academic and non-academic aspects through extracurricular activities and additional study guidance; (3) Evaluation of student management is carried out by means of discussion, supervision and monitoring of student learning. Recording and reporting student assessments; (4) Constraints in student management include cheating in the recruitment process, obstacles in dealing with different levels of ability, interest and motivation of students, and limited involvement of alumni.
Supporting Transformation of Indonesian Higher Education Quality Assurance: The Advanced Socialization of Merdeka Belajar Policy 26th Chapter Mochammad Devi Cahya Ruihmat; Yayah Rahasih; Richard Lionel Gorni; Rifan Shodikin
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p127-139

Abstract

The regulation of the Minister of Education and Culture, Research, Technology, and Higher Education (Permendikbud) Number 53 of 2023 concerning higher education quality assurance standards as the 26th Chapter of the Merdeka Belajar policy, which was officially socialised on August 2023. The Policy is being promoted to encourage quality transformation in Indonesian higher education, which contains several complex reforms and still needs to be better understood by Indonesian higher education stakeholders. Policymakers and implementers in higher education have the potential to make mistakes in following up on this policy. This research aims to formulate a model for advanced socialisation of this Policy, implement it, and report the results. A qualitative, descriptive case study model was used in this research. Selected literature sources from the Scopus database were used to formulate a model of advanced socialisation. The socialisation model as a Webinar was implemented on 6th November 2023 for 838 participants consisting of higher education policymakers, lecturers, students, school principals, and teachers. The evaluation results show that the Webinar's objectives were achieved well, marked by increased participants' understanding. This research recommends continuing dissemination activities to expand and improve knowledge of these transformative policies. As the theoretical implication, this research promotes a new model of socialisation in educational Policy, namely collaborative academic socialisation in higher educational policy.
Balancing Act: Managing Disruptive Behaviors in Elementary Classrooms through Qualitative Research Putri Wulanjari; Teguh Supriyanto; Tri Murtini
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p140-148

Abstract

Disruptive behavior of students in elementary schools should get serious attention because it will have an impact on the effectiveness of learning. This study aims to describe students' disruptive behavior in the learning process and teachers' strategies for overcoming students' disruptive behavior. The supporting informants of this research are teachers and students of class VI SD Negeri Wates 02. This type of research uses qualitative research with a descriptive qualitative approach. This research data was collected through observation, interviews, documentation, and questionnaires. Analysis of research data begins with the stages of data collection, data reduction, data presentation, and conclusions. Data validity is checked using the trust test and objectivity test. Indicators to be examined on student disruptive behavior include forms, factors, differences, and teacher strategies. The results of research from observations and interviews show that there are still students who carry out disruptive behavior. The causative factors are school environmental factors, genetic or biological factors, community environmental factors, and family factors, in various ways, the teacher carries out strategies to overcome the behavior carried out by students with several methods, namely classroom management methods, behavior management methods and finally social skills methods with this deterrent students and disruptive behavior carried out by students is reduced.
History Education and the Young Generation: Exploring National Values in the Indonesian Education Curriculum Burhanuddin Burhanuddin; Bruce VanSledright
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p184-192

Abstract

In the context of globalization, it is crucial to cultivate a sense of nationalism and historical awareness among learners. The inculcation of nationalistic values can serve as a means of fostering a national character that aligns with the nation's identity. Character education represents an initiative undertaken by educational institutions to influence, direct, and guide the conduct of students in alignment with the values espoused by specific norms, with the aim of mitigating the adverse effects of the globalizing era. One of the adverse effects is that the younger generation's interest in their own culture has begun to wane, leading to a shift in values in both personal and social life. It can be reasonably argued that there is a significant, positive influence of history education on the attitude of nationalism in students. Indeed, it could be proposed that the attitude of nationalism can be explained and influenced by history education, given that history learning provides material about the values of nationalism so that students are able to understand this value. This evidence suggests that history education plays an important role in shaping the attitude of nationalism among students.
Measuring the Cognitive Workload of Working Adult Students in Batam's Higher Education Institutions: A NASA-TLX Approach M Ansyar Bora; Ansarullah Lawi; Ririt Dwiputri Permatasari; Imam Mukhlis; Feberlian Elisabeth Gulo; Genadi Septiyansah
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p106-112

Abstract

This study addresses the cognitive workload challenges faced by working adult students in Batam's higher education institutions, utilizing the NASA Task Load Index (NASA-TLX) methodology. Through a cross-sectional design and convenience sampling, data were collected from 157 part-time students across 10 universities. Results indicate that time constraints and academic effort contribute significantly to mental workload, with an average Weighted Workload (WWL) score of 68, signifying a high level of cognitive burden. Strategies for workload reduction include enhanced academic support, effective time management, and prioritizing mental well-being. This research underscores the imperative of collaborative efforts among universities, instructors, and students to cultivate an environment conducive to academic success and well-being for working adult learners.
Inclusive Curriculum Management: Integrating Diverse Needs In Learning Izlan Sentryo; Sopian Kamil Muttaqin; Muhammad Rifaldi
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p193-202

Abstract

Inclusive education emphasizes the right of every learner to access quality education regardless of background, ability, or special needs. However, the implementation of inclusive practices in Indonesia remains inconsistent, particularly in the area of curriculum management the central component determining how inclusion is translated into classroom practice. This study examines the role of Inclusive Curriculum Management (ICM) in enhancing student participation and learning outcomes by focusing on the development, implementation, and evaluation of curricula that accommodate learner diversity. Employing a survey method with an experimental approach, the study involved 120 participants (30 teachers and 90 students) from three inclusive elementary schools in Kendari City. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, t-tests, ANOVA, and linear regression, while qualitative data from interviews were analyzed thematically and integrated through triangulation. The results reveal a significant improvement of 22% in student participation after implementing inclusive curriculum strategies. Teacher interviews highlight that professional training, collaboration, and administrative support are key enablers of successful inclusion. Conversely, limited resources and uneven teacher readiness remain major barriers. The findings confirm that well-managed inclusive curricula characterized by flexible planning, differentiated instruction, and fair evaluation are crucial for achieving equitable learning outcomes. This research contributes empirically and practically to inclusive education discourse, offering strategic insights for policymakers, educators, and administrators to strengthen inclusive curriculum implementation in Indonesia’s educational system.
Exploring Reasons for Doing Plagiarism among Indonesian EFL Undergraduate Students: A Confirmatory Factor Analysis Fauziah Khairani Lubis; Anna Riana Suryanti Tambunan; Widya Andayani Widya Andayani; Ada Marie Mascarinas; Shouket Ahmad Tilwani
Jurnal Ilmu Pendidikan Vol. 30 No. 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v30i22024p149-159

Abstract

The rapidly escalating plagiarism rate among students in higher education has become a global academic concern. This quantitative study investigated the factors that led to student plagiarism. Eighty EFL university students from Indonesia participated in this investigation. The online questionnaire consisted of two sections: demographic information and a plagiarism perception scale, which included perspectives on plagiarism, the perceived significance of plagiarism, and contributing factors to students' plagiarism. The results disclosed a superficial understanding of the various forms of plagiarism. Personal, academic, and institutional factors contributed to plagiarism in the research. To reduce the prevalence of plagiarism in later phases, the results highlighted the need for practical policies and a cohesive framework to increase students' awareness at the onset. Course instructors should take the development of solid writing and referencing skills seriously, and the common leniency towards instances of plagiarism by undergraduate students must be replaced with a more severe attitude that encourages innovative and authentic research practice. To reduce plagiarism effectively, it is essential to enhance students’ understanding of its seriousness, provide robust academic support, and ensure that institutional policies are clear, consistent, and enforced.

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