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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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Mapping the Interconnection of Social Emotional Competence, Self-Efficacy, and Self-Agency in the Digital EFL Environment: A Mixed Method Study Alfian; Meiyanti Nurchaerani; Deny Surya Saputra
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p157-166

Abstract

This study investigated the interconnection among social-emotional competence, self-efficacy, and self-agency in the digital English as a Foreign Language (EFL) environment. Using a convergent mixed methods design, the study examined the relationships among these constructs and explored their relevance to students’ experiences in technology-mediated language learning. The participants were undergraduate students from two private universities in Jakarta, Indonesia, with prior experience in online or blended EFL learning. Quantitative data were collected through three Likert-scale questionnaires, while qualitative data were planned through semi-structured interviews to enrich the interpretation. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression. The findings showed that social-emotional competence, self-efficacy, and self-agency were positively related, with self-efficacy emerging as the strongest predictor of self-agency. These results highlight the central role of self-efficacy in fostering learner agency and suggest that emotionally supportive and confidence-building digital EFL environments are
Enhancing KALK Simulator-Based Learning: The Mediating Role of Competency and Strategic Human Resource Management Implications for Cadet Performance Retno Sawitri Wulandari; Avid Setiagung; Vidya Selasdini; B. B Harianto
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p128-144

Abstract

Maritime vocational education must ensure that graduates possess competencies aligned with dynamic industry standards, safety protocols, and operational readiness. The use of simulator-based platforms such as KALK has emerged as a strategic approach to enhance applied learning by replicating real-world maritime scenarios. However, the optimal use of KALK simulators and institutional resources remains underexplored, particularly regarding how these elements contribute to competence development. Empirical gaps persist in understanding whether competence emerges directly from simulator-based inputs or through mediating learning outcomes. Additionally, the role of human resource (HR) management in sustaining simulation effectiveness has received limited attention. This study employed a quantitative explanatory design involving 87 maritime cadets, analysed through Partial Least Squares Structural Equation Modelling (PLS-SEM). Findings show that the simulator KALK significantly enhances both learning outcomes and competence, while supporting infrastructure improves learning outcomes but has no direct impact on competence. Learning outcomes partially mediate the relationship between simulator use and competence, and fully mediate the relationship between infrastructure and competence. These results highlight the need for structured simulator integration, robust HR capacity building, and competency-driven curriculum design. Optimizing KALK-based learning requires aligning simulator use and infrastructure with measurable outcomes and targeted HR strategies. This alignment ensures that simulator investments translate into sustainable competence development and workforce readiness in maritime education.
Problems Face Fourth Class Secondary Students in Speaking English Ammar Abdul Fattah Habeeb
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p10-18

Abstract

This study aims to investigate the challenges faced by EFL students in Tikrit city, Salahdin Governorate, Iraq, with a particular focus on speaking difficulties across linguistic elements such as pronunciation, grammar, vocabulary, and fluency. To achieve this, an interview instrument consisting of four targeted questions was developed and validated by experts in methodology and linguistics to ensure reliability. The data were analyzed using statistical tools including percentages, Pearson correlation coefficient, mean, and standard deviation, which provided a clear picture of the consistency of the interview questions and the distribution of student responses. Findings revealed that fourth-grade students struggle significantly with speaking English, with difficulties most pronounced in pronunciation (37.50%) and fluency (37.50%), followed by vocabulary (16.67%) and grammar (12.50%). These results highlight the multifaceted nature of speaking challenges, suggesting that phonological accuracy and speech flow are the most critical barriers to effective communication. Based on these insights, the study recommends that curriculum designers, educators, and EFL teachers place greater emphasis on oral practice, integrate pronunciation and fluency-focused activities, and adopt innovative teaching strategies to enhance communicative competence. Such measures are expected to improve the quality of English-language education and empower students to gain greater confidence and proficiency in spoken English.
Enhancing Digital Literacy Skills through Gamified Digital Storytelling: Assessment in Early Childhood English Education Wahono Wahono; Ratno Abidin; R Panji Hermoyo; Christian Emeka Ofakor
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p167-175

Abstract

This study explores the implementation of gamified digital storytelling as an innovative to enhance digital literacy skills among early childhood learners in English education. This study addresses the challenge of integrating effective assessment practices within this innovative educational approach while considering the developmental needs of young learners. Existing literature highlights gaps in understanding how gamification can impact early literacy acquisition and the effectiveness of digital storytelling in assessing language skills. The study aims to fill these gaps by employing a mixed-methods approach, involving qualitative observations and interviews with 6 educators and quantitative assessments with 60 preschoolers aged 4-6 years at TK Aisyiyah Bebekan Sepanjang, East Java, Indonesia. Findings from the study show that implementing gamified digital storytelling activities notably increases student engagement and motivation. This engagement not only fosters a deeper understanding of language concepts but also cultivates essential digital literacy skills, such as interactive learning and navigation of digital content, among early childhood learners. However, challenges include varying levels of technological access and digital proficiency among educators and students, which can hinder effective implementation. Implications suggest that gamified digital storytelling could transform early childhood education by fostering interactive learning environments. Recommendations include tailored professional development for educators on integrating digital tools effectively and ensuring equitable access to technology-enhanced learning resources to maximize learning outcomes
Linguistic Ambivalence in Contemporary Indonesian Language Education Christina Purwanti; Nyimas Kayla Nadja Eisha
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p117-127

Abstract

This study examines the manifestations and impacts of linguistic ambivalence in contemporary Indonesian language education. Linguistic ambivalence refers to the tension between the ideal use of standard Indonesian and the reality of non standard language practices, such as slang, foreign language influence, and code mixing in educational settings. This research uses a descriptive method with a case study approach in several schools and universities. Data were collected through classroom observations, interviews with teachers and students, and curriculum document analysis. The findings indicate that linguistic ambivalence creates pedagogical challenges for teachers and language identity confusion for students. Its impacts include inconsistencies in language assessment, shifts in teaching priorities, and reducated motivation to learn standard language rules. These findings underline the importance of adaptive and contextual teaching strategies that can bridge normative linguistic standards with current sociolinguistic realities
Interactive Video-Supported Worksheet to Enhance Conceptual Understanding and Practical Skills in Aircraft Composite Engineering Rusman Rusman; Moch. Rifai; Hendri Louis Latif; Lady Silk Moonlight; Hadi Prayitno; Nyoman Artadarma
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p145-156

Abstract

Composite engineering is an important component in aviation vocational education, requiring both strong conceptual knowledge and precise practical skills. However, practical training in this field often faces challenges, including limited access to materials, expensive equipment, and high safety requirements. This study aims to design and evaluate the effectiveness of an Interactive Video-Supported Worksheet (IVSW) as a low-fidelity simulation-based learning medium to enhance cadets' conceptual understanding and practical competence in composite engineering, using the ADDIE model and a quasi-experimental one-group pretest–posttest design. Participants consisted of cadets enrolled in the Aircraft Composite Engineering course at Makassar Aviation Polytechnic. IVSW provides structured guidance through worksheets accompanied by instructional videos that demonstrate the procedures for fabrication and repair. Data were collected through pretest–posttest conceptual tests, observation rubrics for practical performance, and student perception questionnaires. Quantitative data were analyzed using paired sample t-tests and descriptive statistics. The results of this study indicate that combining structured worksheets with embedded instructional videos can serve as a low-impact yet highly effective simulation-based learning approach. This approach provides cognitive support and procedural modeling, enabling cadets to better integrate theory with practice. The findings show that cadets who used IVSW demonstrated improvements in theoretical knowledge (sig (2-tailed) = 0.012), as well as procedural accuracy, time efficiency, and the quality of composite fabrication and repair. However, alternative learning models are needed to enhance conceptual understanding, such as quizzes within videos, structured discussions, and clear learning instructions to improve a more significant understanding of concepts.
A Comparative Study of the Grade 10 Geography Curriculum (Kurikulum Merdeka) in Indonesia and KSSM Form 4 in Malaysia Indri Lestari; Dedi Hermon; Saiful Adli bin Suhadak; Ravinesh Rohit Prasad
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p75-84

Abstract

Geography as a secondary school subject plays an important role in developing students’ spatial literacy, environmental awareness, and regional analysis skills. Curriculum reforms in Indonesia through the Merdeka Curriculum and the implementation of the Kurikulum Standard Sekolah Menengah (KSSM) in Malaysia reflect different approaches to positioning Geography in the school curriculum. This study aims to compare the status of Geography within the secondary school curriculum structures of Indonesia and Malaysia and to analyze their strengths and weaknesses. A qualitative descriptive-comparative method was employed through analysis of official curriculum documents, literature review, interviews, and focus group discussions. Data were analyzed using SWOT analysis. The findings indicate that the Merdeka Curriculum positions Geography flexibly, emphasizing project-based learning, environmental and disaster issues, and geospatial technology. In contrast, KSSM places Geography as a compulsory subject with a consistent national structure, detailed learning standards, and strong emphasis on physical geography and fieldwork. The study implies that Geography curriculum development should integrate instructional flexibility with clear achievement standards to improve the quality of secondary education.
Integrating Artificial Intelligence in English Speaking Practice: Perceptions, Challenges, and Effectiveness in Vocational Higher Education Ahmad Rossydi; Peter John Wanner; Andi Adisaturrahimi; Andi Muhammad Yauri; Adhitya Octavianie
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p42-52

Abstract

The progress of computers that can think like humans has opened new chances for learning languages, especially for speaking, which has always been one of the hardest things for students to master. This research aims to examine what teachers and students think about using computer programs powered by AI, such as ChatGPT, Duolingo, Elsa Speak, and Google Gemini, to help them improve their speaking. The way it was done was by using a mix of methods that started with numbers and then moved to words. The part with numbers had surveys for students and teachers, and then the part with words looked closer at what the surveys showed. The data showed that most people thought AI was very useful for practicing speaking, mainly for learning how to say words, how smoothly they spoke, and which words they used, and for giving quick answers that made learning faster. AI is also seen as adaptable because it lets people practice on their own, whenever and wherever they want, and it can get students excited with fun activities and games. But the biggest problems found were not having enough good technology, some switch students not being ready to use technology well, and AI not being able to teach as well as people because it does not understand the situation and cannot fully replace talking to a real person. In conclusion, the research shows that AI could significantly improve the effectiveness of learning to speak. But this can only happen if AI is used alongside teachers who are involved and with the right technology to support it. The research stresses that AI should be seen as a resource that enhances language learning, not as a replacement for teachers. This highlights how important it is to come up with better ways to include AI that fit the situation, are fun, and can keep going in colleges, which should be what future research and putting into practice focus on.
The Petronas Twin Towers as a Symbol of Malaysian Geopolitics and a Learning Resource in Geography Education Novri Silfani; Syafri Anwar; Dedi Hermon; Rosmadi bin Fauzi; Gbenga Paul Awotayo
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p191-203

Abstract

This study examines the geopolitical role of the Petronas Twin Towers as a symbolic and strategic urban landmark in shaping Malaysia’s position within Southeast Asia and the global system. The research is motivated by the growing importance of non-military instruments, particularly iconic architecture, in contemporary geopolitics and international diplomacy. The objective of this study is to analyze how the Petronas Twin Towers function as a medium of geopolitical representation, economic diplomacy, and global partnership formation aligned with sustainable development agendas. A qualitative research approach is employed using geopolitical and spatial analysis, supported by document analysis, field observations in the Kuala Lumpur City Centre area, and interpretation of visual and spatial representations. The findings indicate that the Petronas Twin Towers operate as a form of geopolitical language that communicates state capacity, energy sovereignty, and diplomatic readiness through symbolic space and global visibility. Their integration with PETRONAS, international business networks, and multilateral forums strengthens Malaysia’s legitimacy, international trust, and role in regional cooperation, particularly within the framework of SDG 17 on global partnerships. The study concludes that iconic urban architecture can function as a strategic geopolitical asset by reinforcing national positioning, supporting economic diplomacy, and facilitating sustainable international collaboration beyond conventional statecraft mechanisms.
Does Digital Pedagogical Competence Strengthen Teachers' Professional Competence in Deep Learning? Evidence from SEM Analysis Maria Ulfah
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i12026p19-28

Abstract

Digital transformation in education requires teachers to combine professional competence with digital pedagogical competence to support meaningful learning. Deep learning, characterized by conceptual understanding, critical thinking, and knowledge transfer, has become a key goal of contemporary education, yet empirical evidence on the relationship among these competencies remains limited. This study examines the influence of digital pedagogical competence on teachers' professional competence, the effect of professional competence on students' deep learning, and the moderating role of digital pedagogical competence in this relationship. A quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) was applied. Data were collected through questionnaires from 30 teachers in two senior high schools in Sintang Regency, Indonesia, selected through purposive sampling. Data analysis included measurement model evaluation (validity and reliability) and structural model testing using path coefficients, coefficient of determination (R²), and bootstrapping. Digital pedagogical competence which nce significantly influences teachers' professional competence (β = 0.58, p < 0.001). Professional competence also has a significant positive effect on students' deep learning (β = 0.46, p < 0.001). Furthermore, digital pedagogical competence significantly moderates the relationship between professional competence and deep learning (β = 0.31, p = 0.008). The model explains 34% of the variance in professional competence and 49% of the variance in deep learning. The findings highlight the importance of strengthening digital pedagogical competence to enhance teachers' professional competence and support deeper student learning.

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