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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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Integrating Islamic Values and Mathematical Communication Skills in the Relations and Functions Module Abdur Rahman Hakim; Hayatun Nufus; Jung Won Lee
Jurnal Ilmu Pendidikan Vol. 32 No. 1 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In Islamic-based schools, mathematics instruction should be supported by engaging modules that encourage independent learning and integrate Islamic values with mathematical communication skills, enabling students to convey mathematical ideas effectively. This study aims to develop a valid, practical, and effective mathematics module integrating Islamic values and mathematical communication skills for the topic of relations and functions, and to determine students’ level of Islamic knowledge after its use. This research and development (R&D) study used the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) and a One-Shot Case Study design for effectiveness testing. Conducted at SMPIT Az-Zuhra Islamic School Pusat, the subjects included eighth-grade students and experts. Data were collected via validation sheets for instructional material experts, Islamic studies experts, and educational technology experts, along with practicality and Islamic knowledge questionnaires, and a mathematical communication skills posttest. Data were analyzed using the Aiken index (validity), percentages (practicality and Islamic knowledge), and normality and one-sample t-tests (effectiveness). The module achieved a validity level of 0.83 (highly valid). Practicality reached 93.87% (small group) and 90.25% (limited group), both categorized as highly practical. Posttest results showed an average score of 79, exceeding the learning objective achievement criteria (KKTP) of 78. The one-sample t-test (〖-t〗_table<t_calculated, specifically -1.6753<0.3674) confirmed its effectiveness. Furthermore, students’ Islamic knowledge fell into the "very good" category. Thus, the developed module is valid, practical, effective, and suitable for mathematics education.
Digital Media-Based Interventions for Cyberbullying Prevention Among Adolescents with Special Needs: A Systematic Literature Review Astrina Tampubolon; Marlina; Damri Damri; Rahmahtrisilvia
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/um048v32i12026p64-74

Abstract

Adolescents have developed their online interaction with the emergence of digital technology, along with that, cyberbullying is on the rise and affecting mental health, especially in adolescents who are special needs. Objectives: This review aims to systematically explore the nature of digital media-based interventions for cyberbullying; this includes the types of interventions, as well as the characteristics of media used and evaluation outcomes of effectiveness. This research is conducted using Systematic Literature Review(SLR) with use of PRISMA guidelines and bibliometric analysis by using Bibliometrix. Data regarding was harvested from 2020–2026 using Scopus, Web of Science, and Google Scholar data. Out of 850 articles, 10 were chosen to be analyzed. The findings revealed the effectiveness of digital media-based interventions (e.g., serious games, applications, social media, virtual reality and artificial intelligence) on knowledge, empathy and cyberbullying preventive behaviors. The success of interactive and adaptive media hinges on the core attributes. But there are still limitations concerning inclusion and accessibility to technology. INGINER OTTOMSSeng this research solidly supports the possibility of using digital media as a new approach to bullying intervention. We require more inclusive intervention development and better-designed follow-up research.
Two Paths of Resilience: Self-Disclosure Mediation for Victims of Bullying in Vocational Schools SEM-PLS analysis Dien Putri Alifta; Rezki Hariko
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/um048v32i12026p29-41

Abstract

Resilience in students who are victims of bullying the more urge For noticed , however effort existing interventions Still nature general without differentiate track its formation , especially at the level education medium vocational education in Indonesia. Research This aim For test connection Self Concept and interpersonal communication towards resilience with self-disclosure mediation for vocational school students who are victims of bullying , as well as analyze does self-disclosure play a role? as a mediator in second connection said . Different with study previously tested factors resilience in a way separate study This offer novelty with find two paths different going to resilience in the population of victims of bullying . Using approach quantitative correlational with analysis path , data collected Of the 337 vocational high school students who were victims of bullying in Indonesia, the research results show that Self Concept , interpersonal communication , and self- disclosure simultaneous relate positive with resilience . More furthermore , two patterns were found different relationships . First , the Self Concept proven relate direct with resilience without requires self-disclosure as a mediator. Second , interpersonal communication only can relate with resilience if mediated entirely by self-disclosure. Findings This show that formation resilience in victims of bullying No follow track single , but rather depends on different mechanisms . Research This conclude that intervention resilience in victims of bullying need differentiate approach : strengthening Self Concept done in a way directly , whereas optimization interpersonal communication must accompanied by with development openness self .
Distributed Leadership and Primary School Governance: Enhancing Learning Quality in the Era of the Merdeka Curriculum Angga; M. Solehuddin
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/um048v32i12026p53-63

Abstract

Effective primary school governance necessitates a leadership model that transcends individual centralisation, instead distributing leadership capacity across all organisational strata. This study provides a conceptual and empirical examination of how distributed leadership serves as a vital mediator between school governance and learning quality within the framework of the Merdeka Curriculum (Kurikulum Merdeka). Adhering to a systematic literature review of 45 international and national studies published between 2015 and 2025, the analysis scrutinises: (1) the conceptual dimensions of distributed leadership in primary education; (2) the mechanisms through which it mediates governance quality; (3) the subsequent impact on instructional outcomes; and (4) its specific implications for Indonesia’s current curricular shift.Findings demonstrate that distributed leadership consistently bolsters organisational capacity, nurtures professional teacher collaboration, and elevates instructional effectiveness. A meta-analysis of the reviewed corpus reveals a substantial average effect size of 0.68 regarding the correlation between distributed leadership and learning quality. Ultimately, this article argues that the successful implementation of the Merdeka Curriculum hinges on a fundamental transformation: moving away from top-down, centralised models toward a distributed approach that empowers headteachers, educators, staff, and school committees as collective leaders.
The Role of Life-Based Learning Project and Need for Achievement in Enhancing Student Capabilities and Competencies Subari Subari; Waras Kamdi; Hakkun Elmunsyah; Muladi; Mariano Dos Santos
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/um048v32i12026p106-116

Abstract

The purpose of this study is to examine the influence of Life-Based Learning (LBL) and Need for Achievement on the capabilities and competencies of Informatics Engineering students in a Mobile Programming course. This research used a quasi-experimental design with a 2x2 factorial arrangement. A sample of 64 students was divided into an experimental group (LBL) and a control group (Expert Centred Learning/ECL). Data were collected through cognitive tests, performance rubrics, and Need for Achievement questionnaires, then analyzed using two-way MANOVA. Results showed that the LBL group achieved significantly higher mean scores for capabilities (84.75) and competencies (87.28) compared to the ECL group (80.50 and 82.03). Students with high Need for Achievement also outperformed those with low motivation. Furthermore, a significant interaction was found between learning strategies and Need for Achievement on both capabilities (sig. 0.007) and competencies (sig. 0.009). In conclusion, the LBL approach is more effective than ECL in enhancing student outcomes and can successfully accommodate diverse levels of Need for Achievement, particularly by lifting the performance of students with low motivation levels more effectively.
Content Validity of an Acehnese Rapai Geleng Aceh E-Module Based on Problem-Based Learning and Ethnoscience to Improve Students’ Critical Thinking Skills Ilyas; Mulia Rahmi; Aji Suhartoyo
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/um048v32i12026p85-95

Abstract

Ethnoscience-based wave and sound materials are considered difficult because students must connect abstract concepts with daily phenomena and local cultural beliefs. Interactive teaching materials can improve students’ understanding and critical thinking skills. Therefore, this study aimed to develop a valid and feasible ethnoscience-based e-module as a learning medium. This research employed a descriptive qualitative approach. The validation process included media, material, learning expert, and language validation conducted by experts and practitioners. Media validation covered presentation techniques, completeness, e-module size, cover design, and content design. Material validation included content completeness, scope, depth, accuracy, and contextual relevance. Learning expert validation assessed learning content, strategies, evaluation, and assessment, while language validation examined language appropriateness, communication clarity, interactivity, suitability for students’ development, and language accuracy. The results showed validity scores of 0.88 for material, 0.90 for media, 0.94 for learning experts, and 0.98 for language, indicating that the Rapai Geleng Aceh e-module is valid and feasible for improving students’ critical thinking skills
Bibliometric Analysis of Augmented Reality Research Productivity in Early Childhood Education: A Comparison of Global and ASEAN Regional Trends Salsabila Khoerunnisa; Asep Deni Gustiana; Rudiyanto; Sadick Akida Mwariko
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/um048v32i12026p204-213

Abstract

This study aims to analyze trends and characteristics of research productivity on Augmented Reality (AR) in Early Childhood Education (ECE) globally and regionally in the ASEAN region. The study uses a quantitative approach with bibliometric analysis methods. The research subjects are scientific articles indexed in the Scopus database from 2011 to 2025. The research instruments included Scopus analysis features and VOSviewer software version 1.6.20 for mapping and visualizing bibliometric data. Data were collected through systematic searches using keywords related to AR and ECE, then filtered using PRISMA-based inclusion and exclusion criteria. Data analysis included annual publication trends, country productivity, institutions, most influential authors, and citation patterns. The results showed a significant increase in AR for ECCE publications globally since the mid-2010s, with European and East Asian countries dominating. In the ASEAN region, research productivity is still limited and concentrated in Malaysia and Indonesia, with a focus on storytelling, early literacy, and culture-based learning media. These findings confirm the existence of regional gaps in research capacity while also indicating opportunities for strengthening collaboration and developing AR for ECCE research in the ASEAN region.
Islamic Values in the Exploration of Mathematical Proof: The Role of Epistemic Imagination in the Formation of Students' Intellectual Independence Annisah Kurniati; Kana Hidayati; Wahyu Setyaningrum; Kabanbayev A. Batyrbekovich
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/um048v32i12026p228-239

Abstract

This study aims to analyze the role of epistemic imagination and the integration of Islamic values in the exploration of mathematical proof, and their implications for students' intellectual independence in Islamic Higher Education. This study is based on the view that abstract mathematical learning is not value-neutral. That mathematical proof is an epistemic practice that enables the reflective internalization of Islamic values. The study used a mixed methods approach with an explanatory sequential design. Quantitative data were collected through questionnaires from 470 students, while qualitative data were obtained through semi-structured interviews with 10 students. The analysis results show that epistemic imagination does not have a direct, linear relationship with intellectual independence, whereas the exploration of mathematical proof shows a positive, significant relationship. These findings indicate that epistemic imagination serves as a cognitive prerequisite that must be actualized through proof activities. Qualitatively, mathematical proofs facilitate the integration of Islamic values such as intellectual honesty, patience, perseverance, and scientific responsibility. However, students still face challenges in formalizing their ideas, maintaining consistent arguments, and developing independent learning skills. Thus, learning mathematical proofs plays a strategic role in shaping students' intellectual independence in Islamic Higher Education
Civic Education and Students' Political Participation in an Indonesian Senior High School: A Sustainable Democracy Perspective Suyono Suyono; Dwi Retnani Srinarwati; Suhartono Suhartono; Zohaib Hassan Sain; Yew Yun Xin
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/um048v32i12026p214-227

Abstract

This study examines the role of Civic Education in strengthening students' political participation at SMA Muhammadiyah 1 Taman Sidoarjo, Indonesia, from a sustainable democracy perspective. Using a qualitative descriptive case study design, the research involved 20 informants: two Civic Education teachers and 18 students from Grades X, XI, and XII. Data were collected through classroom observation, semi-structured interviews, and document analysis, then analyzed using data condensation, display, and conclusion drawing. Findings show that Civic Education broadened students' understanding of democracy beyond voting toward deliberation, tolerance, responsibility, fairness, and accountability. Participatory pedagogy encouraged opinion expression, respectful disagreement, digital information verification, and civic responsibility. The study concludes that Civic Education bridges civic knowledge and democratic practice, supporting politically literate and responsible young citizens. Penelitian ini mengkaji peran Pendidikan Kewarganegaraan dalam memperkuat partisipasi politik siswa di SMA Muhammadiyah 1 Taman Sidoarjo, Indonesia, dari perspektif demokrasi berkelanjutan. Dengan desain studi kasus deskriptif kualitatif, penelitian ini melibatkan 20 informan: dua guru Pendidikan Kewarganegaraan dan 18 siswa kelas X, XI, dan XII. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur, dan analisis dokumen, lalu dianalisis melalui kondensasi data, penyajian, dan penarikan kesimpulan. Temuan menunjukkan bahwa Pendidikan Kewarganegaraan memperluas pemahaman demokrasi siswa dari sekadar pemungutan suara menuju deliberasi, toleransi, tanggung jawab, keadilan, dan akuntabilitas. Pedagogi partisipatif mendorong penyampaian pendapat, perbedaan pendapat secara santun, verifikasi informasi digital, dan tanggung jawab kewargaan. Penelitian menyimpulkan bahwa Pendidikan Kewarganegaraan menjembatani pengetahuan kewargaan dan praktik demokrasi untuk membentuk warga muda yang literat politik dan bertanggung jawab.
Digital Solutions for Burnout: The Effectiveness of Digital Wellbeing for Junior High School Guidance Counselors in Singkawang City Insan Suwanto; Slamat Fitriyadi; Abd Basith; Dewi Mariana; Kamaruddin Kamaruddin
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/um048v32i12026p240-251

Abstract

This study investigated the effectiveness of a digital wellbeing intervention in reducing burnout among junior high school guidance counselors in Singkawang City, Indonesia. Given the increasing digital demands of educational work and the prevalence of counselor burnout, the research aimed to evaluate whether structured digital wellbeing training could enhance emotional resilience and professional fulfillment. A quasi-experimental design with a non-equivalent pretest–posttest control group was employed. The sample comprised 70 guidance counselors, divided equally into experimental and control groups. The four-week intervention integrated psychoeducational and reflective digital wellbeing modules, focusing on balanced technology use, emotional regulation, and digital self-care. Data were collected using the Maslach Burnout Inventory (MBI) and analyzed with paired and independent samples t-tests through SPSS software. Findings revealed a significant reduction in burnout among the experimental group (p < 0.001), particularly in emotional exhaustion and depersonalization, alongside an increase in personal accomplishment. The intervention demonstrated a large effect size (Cohen’s d = 0.87–1.04). The study concludes that digital wellbeing interventions are effective, practical, and scalable tools for mitigating counselor burnout in educational contexts. The findings contribute to both theory and practice by positioning digital wellbeing as a key dimension of teacher and counselor development. Future research is encouraged to explore long-term outcomes and broader implementation across different educational settings

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