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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 811 Documents
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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.
Development of a project assessment instrument to measure skills using historical sources for history study program students at the University of Riau Asyrul Fikri; Aman Aman; Suarman Suarman; Isjoni Isjoni; Sumarno Sumarno
Jurnal Ilmu Pendidikan Vol. 29 No. 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i12023p48-57

Abstract

The goal of this study is to create a project evaluation tool that can be used to evaluate students' knowledge of how to use historical sources at the University of Riau's History Study Program. The three steps of the employed instrument development approach are: (i) problem analysis and instrument development needs; (ii) development of a framework for project evaluation instruments; and (iii) validation tests, instrument trials, and instrument changes by experts. 54 randomly chosen students from the history education study program at Riau University made up the research subjects. Research data was gathered through surveys and literature reviews. The SPSS version 25.0 application is used to do statistical analysis as part of the data analysis approach. 4.416. This demonstrates the instrument's excellent design and alignment with the intended use of the measurement. With an average score of 4.24, the test results further demonstrate this instrument's capacity to deliver reliable assessments. The instrument's validity and reliability scored highly. Based on these results, it can be said that the project evaluation tool created in this study has strong validity and reliability in assessing students in the University of Riau's History Study Program's capacity to use historical materials. This test is a useful tool for determining how well students can examine and comprehend historical sources. In the subject of historical education, this study has a significant impact on the creation of project assessment tools and can serve as the foundation for future advancements.
Development Of Assessment Instrument Based on Higher Order Thinking (Hot) Using Quizizz Application on The Subject of Reaction Rate for XI Grade High School Students Radjawali Usman Rery; Anisa Wulan Sangputri; Sri Wilda Albeta
Jurnal Ilmu Pendidikan Vol. 29 No. 1 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v29i12023p16-24

Abstract

This study aims to produce an assessment instrument based on HOT using Quizizz application about a valid reaction rate by the validator, as well as to determine the validity, reliability, level of difficulty, discriminatory power, and user response. This study uses research and development (R&D) design with the Plomp model. The subjects in this study were 2 chemistry teachers and 20 class XII students at SMAN 8 Pekanbaru and SMAN 2 Pekanbaru. Data collection techniques were carried out by interviews, literature studies and field studies. For data analysis techniques used validation by experts, as well as user trials. The validation results for the material validator obtained an average based on material aspects of 99.33 percent, construction aspects of 94.61 percent and language aspects of 95.16 percent. According to the media validator based on the substance aspect of the content is 97.77 percent, learning design is 91.25 percent, display (visual communication) is 96.67 percent and software utilization is 100 percent. The results of the purification of the item analysis data obtained that 15-item multiple choice HOT questions the valid criteria, had very high reliability criteria, 10 items were obtained in the "moderate" category and 5 items were obtained in the "difficult" category which had good discriminating power overall matter accepted. The user response score was 81.90 percent for teachers and 87.93 percent for students with good criteria. Therefore, the HOT-based assessment instrument helps the Quizizz application about class XI SMA/MA equivalent reaction rates which are developed to be valid according to validator material and media and get responses from both teachers and students.
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.
Exploring Student Engagement in Online Learning Hafizah P Pratiwi; Joko Priyana
Jurnal Ilmu Pendidikan Vol. 28 No. 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v28i22022p66-82

Abstract

This survey study aimed to capture the actual student engagement in online learning, including the intensity of engagement, the barriers that prevent the students from engaging, and the efforts to stay engaged during online learning. It determined the students’ and English teachers’ perspectives to identify the differences in engagement variables among them. There were 424 participants consisting of students and English teachers from 2 Senior High Schools, 1 Vocational High School, and 2 Junior High Schools in South Sumatera, Indonesia. The online questionnaire was distributed through Google Forms and divided into three parts. The questionnaire items were adopted from Online Student Engagement Scale (OSE) to measure the intensity of engagement and Microsystem Factors Influence Student Engagement Scale to investigate the students’ barriers and efforts in engaging in online learning. Further, all the garnered data were computed through SPSS 25.0, facilitating an easier data presentation. The results of this study unveil the moderate intensity of student engagement in online learning, low barriers, and high efforts to stay engaged during online learning from both students and English teachers' perspectives. Addition-ally, these results are expected to be used as the basis of reflection and evaluation of the online learning program in Indonesia

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