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INDONESIA
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. 6" : 5 Documents clear
The Effectiveness of Using AI as a Digital Assistant in Problem-Based Learning on Student Learning Outcomes Firdian, Fadil; Riyanda, Afif Rahman; Chandra Surawan, Ghea; Rizalita, Rafiqa
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 6
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Abstract

This study aims to analyze the effectiveness of the use of Artificial Intelligence (AI) based Digital Assistant in the Problem-Based Learning (PBL) model on the learning outcomes of PTI Study Program students in the mobile Programming course. The research method uses a quasi-experimental approach with a pretest-posttest control group. The results showed a significant difference between the experimental and control classes with a p value = 0.001 < 0.05, indicating a significant influence on learning outcomes. The N-Gain value was 0.543 (Moderate) and the results of sser satisfaction questionnaire were 3.30 (Satisfied). These findings prove that the integration of AI as a digital assistant in PBL is effective in improving learning outcomes, conceptual understanding, and student satisfaction with the use of AI.
The Effectiveness of School-Based Bullying and Cyberbullying Prevention Programs Akhwani, Akhwani; Habiburrahman, Lalu; Aini, Nurul; Rusli, Muhammad; Setyowati, Raden Roro Nanik
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 6
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Bullying and cyberbullying are increasingly complex forms of peer violence because they occur simultaneously in school spaces and digital environments. This situation demands the development of school-based prevention programs that not only target conventional bullying but also integrate cyberbullying prevention strategies. This article aims to examine the effectiveness of school-based bullying and cyberbullying prevention programs in the context of a high-performing education system. This study uses a systematic literature review design with reference to the PRISMA 2020 guidelines. The literature search was conducted through the Scopus database using keywords representing three main concepts: cyberbullying, bullying, and prevention or intervention programs. Of the 657 identified documents, a screening process based on publication year, document type, language, school-age population, and program focus resulted in 12 articles that met the inclusion criteria. The results of the review indicate that relevant prevention programs can be classified into six approaches: bystander-based programs, digital technology and serious games, participatory design, positive youth development and socio-emotional competencies, resilience and community health, and physical activity and social relationships. In general, effective programs are integrated, sustainable, involve the school ecosystem, and strengthen empathy, digital literacy, resilience, and a safe school climate. These findings emphasize the importance of a holistic, evidence-based prevention approach to addressing bullying and cyberbullying simultaneously.
The Effectiveness of Canva Based Dance Learning Media in Increasing Learning Interest of Grade VIII Students Hakim, Maharani Prajustine; Budiman, Agus; Badaruddin, Saian
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 6
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This study aims to test how learning dance through the digital platform Canva affects the interest of students in learning dance at SMPN 2 in Bekasi City. This study uses a quantitative approach with a pre-experimental method through a one group pretest-posttest design. The research sample includes 39 students from class VIII.G, who were chosen through purposive sampling. Data collection was carried out by distributing a learning interest questionnaire that was given before and after the treatment was applied. The intervention included using Canva based learning media for the "Tari Piring" topic. It made use of interactive presentations, visual worksheets, and interactive quizzes, all supported by Canva AI. The analysis technique includes validity tests, reliability tests, descriptive statistics, normality testing using the Shapiro-Wilk test, and paired t-tests using SPSS. The research findings indicate that the average score rose from 64.26 to 73.56 with a significant level of
Development of Differentiated Learning Assisted by Animated Content in Speaking and Writing Learning for Second Grade Elementary School Students Winaningsih, Winaningsih; Rohaeti, Euis Eti; Samsudin, Asep
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 6
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Abstract

Speaking and writing are basic skills that play a crucial role in supporting the academic development of elementary school students. Initial observations in one elementary school indicated that learning was still uniform, did not fully address differences in student abilities, and the use of digital media was still limited. This study aimed to analyze the development process, feasibility, and effectiveness of a differentiated learning model supported by animated content in improving the speaking and writing skills of second-grade elementary school students, as well as to identify barriers faced by teachers and students in its implementation. This study used a Research and Development (R&D) approach, which included needs analysis, design, product development, expert validation, revision, limited trials, and extensive trials. The results showed that the developed learning model was considered highly feasible by the validators. The effectiveness test showed an increase in students' speaking and writing skills with a moderate increase category, both in limited trials and extensive trials. Interviews revealed student barriers such as difficulty expressing ideas, differences in writing speed, and low confidence in speaking, as well as teacher barriers related to time constraints and readiness in managing differentiated learning supported by animated content. This confirms that the differentiated learning model supported by animated content is effective, contextual, and relevant for improving the speaking and writing skills of elementary school students.
Analysis of Student’s Critical Thinking Skills in Science Learning : A Gender-Based Analysis Elisanti, Evi; Larassati, Larassati
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 6
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Abstract

The lack of studies on the development of critical thinking skills based on students' gender and the limited thinking processes demonstrated by male and female students in science classes. The purpose of this study is to analyze students' critical thinking skills in science learning: a gender-based analysis. The research sample subjects were 4th grade 107 class V students in one of the public elementary schools in the city of Surakarta. This type of research used descriptive statistics and inferential statistics to analyze the data. The novelty of this study broadens the perspective that gender differences are not a matter of superiority or weakness, but differences in cognitive strategies. The results of quantitative research data using 6 tests according to aspects of critical thinking skills according to Facione were collected by researchers and analyzed using statistical analysis. The results of this study indicate that the t-test with a significance level of 0.358 > 0.05 then H0 = accepted, and Ha = rejected, indicating that there is no significant difference. The findings of this study do not all dimensions of critical thinking show significant differences based on gender, which indicates that critical thinking skills are multidimensional and not entirely determined by gender factors. The implication of this study is that critical thinking skills are complex and multidimensional so that gender-based analysis needs to be carried out on each indicator of critical thinking not just the total score. Integrating gender-based critical thinking skills strengthening in science learning. as a reference in evaluating 21st-century skills-based learning.

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