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Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 2502471X     DOI : http://dx.doi.org/10.17977/2502-471X
Core Subject : Education,
Education
JPTPP publishes research on educational technology integration and higher-order thinking skills (HOTS) in teaching and learning, alongside related studies in instructional design, curriculum, and assessment.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "vol. 11, no. 2" : 5 Documents clear
Teaching Performance of Physical Education Teachers in Urban and Rural Areas Malang From an Anthropological Perspective: A Comparative Study Wiguno, Lokananta Teguh Hari; Heynoek, Febrita Paulina; Bakti, Fajar Raya Ferdinal Kusuma; Kurniawan, Rama; Sigit, Cahyo Nugroho; Hariyoko, Vania Putri
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 2
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Teacher performance assessments in rural and urban areas are crucial to ensuring equitable education quality across a region. In urban areas, teaching performance assessments can help teachers provide information related to their ability to adapt to technological demands, curriculum, and high community expectations. Meanwhile, in rural areas, teaching performance assessment serves to identify limitations, improve competence, and encourage equitable access to education. The method used was mixed methods with a convergent parallel design. The sampling technique used was convenience sampling, involving 21 physical education teachers in Malang City and 21 physical education teachers in Malang Regency. The results of the quantitative analysis using the Mann-Whitney U test showed a p-value of 0.001 < 0.05, which means that there is a significant difference between the performance of teachers in rural and urban Malang. While the qualitative analysis stated that teachers in urban areas tended to be more humanistic, communicative, and varied, with a strong focus on learning orientation, motivational stimuli, appreciation, and creative warm-ups that support enjoyable and meaningful learning experiences. Conversely, teachers in rural areas are more prominent in technical aspects, with a more structured psychomotor learning structure and more intensive movement correction, but minimal in providing motivation and humanistic strategies. Thus, physical education teachers in urban areas focus more on experience and interaction, while rural teachers emphasize technical and instructional accuracy.
Development of Pedagogical Content for Physical Education TGFU through the MOOC Platform for Improving Professionalism of PJOK Teachers Paulina, Febrita; Fathoni, Abi Fajar; Kurniawan, Rama; Bakti, Fajar Raya Ferdinal Kusuma; Salamuddin, Noorlena; Barikah, Khasanatul
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 2
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based on the Teaching Games for Understanding (TGFU) approach through a Massive Open Online Course (MOOC) platform as a means to enhance the professional competencies of Physical Education (PJOK) teachers in Malang City. The research employed a Research and Development (R&D) design using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 30 PJOK teachers who participated in the online training through four core TGFU modules, supported by instructional videos, formative quizzes, and a post-test. Data collection instruments included expert validation sheets, observations, and pre-test and post-test assessments. The results indicated a significant improvement in teachers’ pedagogical competencies, evidenced by an increase in the average score from 79.73 (pre-test) to 87.07 (post-test), with an overall improvement of 7.33 points (9.20%). Expert validation of the content, MOOC platform, and Continuing Professional Development (CPD) program showed that all components were categorized as highly valid, with scores of 100%, 77%, and 92%, respectively. These findings demonstrate that integrating the TGFU approach into a MOOC platform is effective in enhancing PJOK teachers’ pedagogical understanding and skills. Furthermore, the developed MOOC model has potential as a sustainable training system that supports the income-generating initiatives of the PJKR Laboratory.
Integrating Maps in History education: Systematic Review of Digital Mapping Effectiveness in Elementary Schools Novayanti, Nanda Dini; Gunansyah, Ganes; Nasution, Nasution
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 2
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The increasing integration of digital technology in elementary education and the need to enhance students’ spatial and historical understanding have driven the exploration of digital mapping tools in history learning. This systematic literature review examines the effectiveness of digital mapping tools, particularly Google Maps and related technologies, in elementary school history education. The study synthesizes findings from 16 peer-reviewed articles published between 2020-2025, analyzing their impact on student engagement, comprehension, and learning outcomes. The review employed a systematic approach following PRISMA guidelines, with inclusion criteria focusing on digital mapping tools in elementary history education. Results indicate that digital maps significantly enhance student motivation, spatial literacy, and historical understanding, with studies reporting improvement rates ranging from 20-30% in learning outcomes. Google Earth and Story Maps emerged as the most effective tools, combining interactive visualization with contextual learning experiences. Key advantages include real-time location connectivity, visual representation of historical events, and alignment with digital-native learning preferences. However, implementation challenges persist, including teacher readiness, infrastructure limitations, and the need for technical training. The review identifies three primary themes: pedagogical effectiveness, technological accessibility, and integration sustainability. Findings suggest that systematic curriculum integration, comprehensive teacher training programs, and gradual implementation strategies are essential for successful adoption. This review contributes to educational technology literature by providing evidence-based recommendations for integrating location-based media in primary history education, highlighting both opportunities and constraints in contemporary digital learning environments.
Factors Affecting Learner Satisfaction with Education Services of Community Learning Center (CLC) S, Saraswati; Raharja, Setya; Rinaldi, Aldi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 2
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Learner satisfaction is a key indicator of educational service quality, particularly in nonformal education settings that emphasize flexibility and learner-centered approaches. This study aims to analyze factors influencing learner satisfaction with educational services at Community Learning Centers (Pusat Kegiatan Belajar Masyarakat/PKBM) in Sleman Regency, Indonesia. A qualitative approach was employed through in-depth interviews and observations involving 18 informants, including PKBM heads, managers, tutors, and learners across three PKBMs with different accreditation levels. Data were analyzed thematically using the SERVQUAL framework adapted to nonformal education. The findings indicate that learning relevance and tutor empathy are the most dominant internal factors shaping learner satisfaction, while external factors such as communication clarity, time flexibility, and service accessibility moderate satisfaction levels. The study also reveals that accreditation level does not directly determine learner satisfaction. These findings provide practical implications for improving responsive and context-sensitive nonformal education services.
Internships as a Strategy to Strengthen Character Education at Realfunrainbow Kindergarten Salatiga Maryani, Maryani; Nurkolis, Nurkolis; Muhtarom, Muhtarom
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 2
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Character education in early childhood is a crucial foundation for shaping personality, attitudes, and future behavior. This study investigates the role of school leadership in strengthening character education at TK Realfunrainbow, Kota Salatiga, with particular emphasis on the implementation of internship (life-skills practicum) as a strategic approach. The objectives were to examine planning, organizing, mobilizing, and controlling functions of the principal in character education reinforcement. Using a qualitative descriptive design, data were collected through in-depth interviews, participatory observation, and documentation. Informants included the principal, teachers, parents, and internship partners, selected purposively and snowball. Data analysis employed Spradley’s ethnographic model with componential analysis, while validity was ensured through triangulation techniques. Results show that the principal systematically planned character education by identifying needs, setting goals, and designing programs that integrate daily routines with internship activities. The internship program, oriented toward life skills, provided children with experiential learning opportunities that fostered discipline, independence, responsibility, and cooperation. Organizationally, the principal delegated tasks and built collaborative partnerships with teachers, parents, and external mentors to support the practicum. In mobilization, leadership was demonstrated through role modeling, two-way communication, and continuous mentoring. Control was maintained via supervision, standardized assessment tools, reporting systems, and periodic evaluation. In conclusion, internship proved to be an effective and contextual strategy for reinforcing character education in early childhood settings. Integrating this approach explicitly into curriculum documents is recommended to ensure sustainability, pedagogical legitimacy, and broader impact.

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