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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 6 Documents
 1 
Search results for , issue "vol. 11, no. 7" : 6 Documents clear
Case-Based Method Encyclopedia Of Maros Pangkep Geopark Through A Community Approach In Biraeng Village Hazar, Badrizal Al; Lukman, Eva Nurrahmi; Ikhsan, Muhammad, iccang; Alim, Nur Faizah; Hervina, Hervina
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 7
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Abstract

The 21 st-century geography learning requires the use of contextual learning resources that are based on local potential to support deep learning. However, the availability of learning media that integrates geoparks and community knowledge is still limited. Therefore, this research and development aims to produce a community-based encyclopedia using the case-based method. It aims to determine the feasibility and effectiveness of the encyclopedia as a source of geography learning. The learning media was developed by using the Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, and implementation. The encyclopedia was developed using a community-based approach to ensure the accuracy of information related to the Maros-Pangkep Geopark area,  particularly at the Biraeng Village. Product validation was carried out by both subject matter and media experts. The validation results showed a feasibility presentation of 72% (feasible) in terms of content, 83.3% (feasible) in terms of presentation, 87.5% (very feasible) in terms of language, and 88% (very feasible) in terms of graphics. The effectiveness test was conducted through a small group trial that involved 20 geography students using pre-tests and post-tests. The test results showed an average N-gain value of 0.664 in the moderate category, indicating an increase in students’ understanding of geography learning materials. Thus, the community-based geopark encyclopedia is declared feasible and effective as a contextual geography learning medium that supports deep learning and the optimization of the local potential.
Gender-Based Analysis of Critical Thinking Skills Through the Problem-Based Learning Model Assisted by Instagram Greenpeaceid Chairunnisa, Nabila Nirwasita; Sumarmi, Sumarmi; Mutia, Tuti; Hidayatullah, Ilham Adenan
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 7
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Abstract

Environmental degradation requires students to possess critical thinking skills. However, the prevalence of conventional teaching methods is considered ineffective in honing these skills. Furthermore, gender differences that influence students’ learning styles are often not adequately accommodated. This study aims to conduct a comparative analysis of the impact of the Problem-Based Learning model assisted by the Instagram account Greenpeaceid on students’ critical thinking skills based on gender. The present study employs a quasi-experimental method using a posttest-only control group design implemented as a 2×2 treatment-by-level design. Data were collected via written tests and analyzed using a Two-Way ANOVA. The results of the study show that the application of the Problem-Based Learning model has a statistically significant effect on improving students' critical thinking abilities compared to the traditional teaching methods. The results also indicate that gender also plays a significant role, as female students tend to achieve higher average scores than male students. However, no significant interaction was found between the learning model and gender regarding critical thinking skills.
Female Resistance to Patriarchal Norms: A Study of Identity and Self-Determination in The Film Enola Holmes (2020) Muna, Mikkial; Nofriati, Eli; Zuraini, Zuraini
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 7
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Abstract

This study examines the representation of women's resistance to patriarchy through identity formation and self-determination in the film Enola Holmes (2020). Set in the Victorian era, the film portrays a patriarchal society that limits women's rights, educational opportunities, and freedom to determine their own lives. This study employed a descriptive qualitative design with a grounded theory approach. The primary data were collected through repeated observation of the film, focusing on relevant scenes, dialogues, character actions, and visual elements, and were analyzed using thematic analysis interpreted through the perspectives of patriarchy and liberal feminism. The findings reveal that patriarchy is represented through the control of women's education, behavior, and life choices, particularly through the character of Mycroft Holmes and institutional practices such as the girls' finishing school. Enola's resistance is expressed through her rejection of patriarchal expectations, independent decision-making, and the construction of her own identity. The findings further demonstrate that education plays a fundamental role in developing critical thinking, autonomy, and self-determination, enabling women to challenge patriarchal norms. This study contributes to feminist film studies by integrating patriarchy, identity formation, and self-determination within a single analytical framework. Furthermore, it highlights the educational value of literary films in promoting gender equality, critical literacy, and character education.
Evaluation of Music Education Implementation Under the Merdeka Curriculum at the Junior Secondary School Level in Tanggamus Regency Pramudyo, Andrean; Astuti, Kun Setyaning
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 7
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Abstract

Music education in Indonesian junior high schools often faces persistent structural challenges, particularly in regions where the implementation of Kurikulum Merdeka remains uneven and under-evaluated. This study evaluates the implementation of Music Education under Kurikulum Merdeka at state junior high schools in Tanggamus Regency, Lampung Province. Stufflebeam's (1966) CIPP evaluation model, encompassing Context, Input, Process, and Product components, was employed within a quantitative descriptive-evaluative design. Data were collected simultaneously using three instruments: a primary questionnaire and two supplementary instruments comprising structured observation sheets and documentation analysis sheets. Respondents included 6 school principals and curriculum vice-principals, 10 Music Education teachers, and 90 ninth-grade students purposively selected from three sample schools: SMPN 1 Sumberejo, SMPN 1 Gisting, and SMPN 2 Talang Padang. Descriptive statistics were applied through mean score calculation and the Respondent Achievement Level (RAL). Results indicate that the Context component falls in the Moderate category (mean = 3.35; RAL = 66.78%), while Input registered the lowest achievement across all components at the Low category (mean = 2.54; RAL = 50.53%), with its lowest-scoring indicators comprising teacher subject-background mismatches, inadequate musical instrument availability, and the absence of documented training programs. The Process component yielded divergent findings between teacher (Moderate; RAL = 59.47%) and student perspectives (High; RAL = 74.30%). The Product component remained Moderate (mean = 3.49; RAL = 67.76%), with musical creativity identified as the weakest sub-indicator. These findings highlight the urgency of competency-based teacher assignment policies, systematic instrument procurement, and structured professional development programs to ensure equitable Music Education quality under Kurikulum Merdeka.
Assessing Digital Collaborative Skills among Pre-Service Elementary Teachers: Initial Instrument Evidence and Demographic Differences Utama, Candra; Mashfufah, Aynin; Untari, Esti; Haratee, Sofia
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 7
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Abstract

Digital collaboration skills are an important competence for prospective elementary school teachers as 21st-century learning demands the ability to use technology to work on a team, to communicate and share responsibilities, and to reflect on the learning process. This study aims to analyze evidence of the instrument initial validity, reliability, collaborative skill profile, and score differences based on the demographic characteristics of pre-service elementary teachers after participating in digital-based collaborative learning. The research uses a post-implementation evaluative quantitative approach sourced from a digital collaborative learning research design in the fourth-semester of elementary school teacher education study program at the State University of Malang. The sample consisted of two classes, totalling 60 students, selected purposively. The learning process was carried out for two months by utilizing Sipejar LMS and Google Workspace for discussion, document sharing, project completion, and group reflection. Data were collected through a collaborative skills questionnaire comprising five indicators, namely positive interdependence, individual and group accountability, promotive interactions, interpersonal skills and conflict management, and group evaluation and reflection. Data analysis included corrected item-total correlation, Cronbach's Alpha, descriptive statistics, and differential tests based on gender, regional origin, and age. The results showed that all items had a corrected item-total correlation ≥0.30; The reliability of the indicator is in the very good category (α=0.82-0.88), and the total reliability reaches α=0.96. The collaborative skills score was in the high category across all indicators (M=4.26-4.33). The differential test found no significant differences based on gender, regional origin, or age (p>0.05). These findings indicate that digital-based collaborative learning is related to a high and relatively even collaborative skill profile in pre-service elementary teachers. These findings confirm that digital-based collaborative learning potentially build strong collaborative skills in pre-service elementary teachers.
CIPROPAD Learning Model to Improve Elementary School Students’ HOTs in Geometry Salman, Ria J; Hendriana, Heris; Hutajulu, Masta
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 7
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Abstract

The latest digital technology developments demand innovative learning models that are able to integrate active learning approaches, problem-solving, and digital collaborative platforms. This study aims to develop a CIPROPAD (Circuit Learning, Problem-Based-Learning, Padlet) learning model designed to improve students' HOTS. This study uses the Borg and Gall R&D method which includes the stages of needs analysis, model design, initial product development, expert validation, limited trials, revisions, and field trials. The research subjects consisted of 74 elementary school students divided into experimental and control groups. The research instruments used included expert validation sheets, HOTS tests, student activity observation sheets, and student response questionnaires. The results of the study indicate that the CIPROPAD learning model meets the criteria of being valid, practical, and effective. Expert validation yielded an Aikens’V coeffient of 0,80 indicating highly valid. The limited implementation rate of 76%, while the student response reached 80% . The experimental group obtained a mean post-test score of 86,50. The integration of the CIPROPAD approach in a systematic learning syntax is a new research compared to PBL collaboration with other digital media to improve HOTs.

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