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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 1,852 Documents
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Multimodal Construction of Ideational Meaning on Opening Pages of English Textbooks in China Wei, Yudie; Aryanti, Uti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 3
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This study aims to examine how ideational meaning is multimodally constructed on 31 opening pages through the interaction of theme images and Look and Share questions in four newly published junior high school English textbooks by People’s Education Press. Adopting the multimodal discourse analytic approach, the study analyzed representational processes in 32 images using Visual Grammar and ideational processes in 97 verbal interrogatives through transitivity patterns. The findings show that opening page images are predominantly narrative, frequently foregrounding action and reactional processes. The verbal questions, in contrast, show a strong tendency toward mental processes, while material and relational processes also appear. Analysis of the interaction between visual and verbal modes reveals recurrent yet flexible patterns of alignment: reactional images often correspond with mental prompts, whereas conceptual representations tend to align with relational orientations. Overall, the study highlights opening pages as multimodal entry points where visual and verbal resources jointly shape experiential meaning at the beginning of textbook units. These findings offer insights into how multimodal resources in language textbooks support pedagogical meaning-making and provide implications for future textbook design and instructional practices.
The Effectiveness of Wordwall-Integrated Game-Based Learning on Elementary School Students' Science and Social Studies (IPAS) Learning Outcomes Maryanah, Maryanah; Mashfufah, Aynin; Pristiani, Riska
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 3
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The implementation of IPAS learning at the elementary school level is still dominated by one-way learning strategies with limited media support. This condition has an impact on the low level of student activity, resulting in suboptimal conceptual understanding, especially for abstract material such as food chains. This study aims to examine the effect of applying digital game-based learning integrated with Wordwall on the IPAS learning outcomes of fifth-grade elementary school students. The research used a quantitative approach with a quasi-experimental design, involving a treatment group and a comparison group with equivalent initial abilities. Data collection was carried out using a learning outcome test instrument that had been declared feasible, then analyzed using parametric statistical techniques to test the differences between groups. The results showed that the treatment group obtained an average score of 85.20, higher than the control group's score of 76.40, with a statistically significant difference. These findings indicate that digital game-based learning combined with Wordwall is effective in improving students' understanding of the food chain concept, encouraging their active involvement, and serving as an alternative technology-based learning strategy relevant to the characteristics of elementary school students.
Development of a Problem-Based Learning Model Assisted by the Interactive Canva Application to Improve Critical Thinking and Collaboration Skills of Fourth Grade Elementary School Students Utami, Fitri Dwi; Hendriana, Heris; Septyan Rahayu, Galih Dani
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 3
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Penelitian ini dimotivasi oleh rendahnya kemampuan berpikir kritis dan kolaborasi siswa kelas empat sekolah dasar yang disebabkan oleh pembelajaran konvensional dan kurangnya penggunaan media pembelajaran interaktif. Studi ini bertujuan untuk mengembangkan model Pembelajaran Berbasis Masalah (PBL) yang dibantu oleh aplikasi interaktif Canva yang layak dan efektif untuk meningkatkan kemampuan berpikir kritis dan kolaborasi siswa. Metode penelitian yang digunakan adalah model Penelitian dan Pengembangan (R&D) Borg & Gall yang meliputi tahapan analisis kebutuhan, perencanaan, pengembangan produk, validasi ahli, revisi produk, dan uji lapangan. Subjek penelitian terdiri dari 21 siswa pada uji terbatas, 30 siswa pada uji luas, dan 60 siswa pada uji efektivitas. Instrumen yang digunakan adalah lembar observasi, pedoman wawancara, kuesioner, dan tes kemampuan berpikir kritis. Hasil penelitian menunjukkan bahwa model PBL yang dibantu oleh Canva interaktif dinyatakan sangat valid berdasarkan penilaian ahli. Respons siswa terhadap pembelajaran menunjukkan kategori sangat positif. Efektivitas model ditunjukkan dengan peningkatan kemampuan berpikir kritis dengan nilai N-gain pada tes awal dan utama yang termasuk dalam kategori tinggi, sedangkan tes akhir termasuk dalam kategori sedang. Selain itu, kemampuan kolaborasi siswa meningkat dengan kategori yang efektif di semua tahapan percobaan. Dengan demikian, model PBL interaktif yang dibantu Canva layak dan efektif untuk meningkatkan kemampuan berpikir kritis dan kolaborasi siswa.
Deferred Action Theory as a Framework for Adaptive Educational Procurement: Navigating Uncertainty and Digital Transformation in Education Systems Herdiana, Herdiana; Nugroho, B. Yuliarto; Atmoko, Andreo Wahyudi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 4
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Public procurement constitutes a significant portion of national expenditure and directly affects economic growth, service delivery, and governance quality. In Indonesia, education sector procurement absorbs more than half of the allocated budget but remains vulnerable to inefficiencies, rigid procedures, and corruption risks. This study aims to conceptualize an adaptive framework for Public Procurement Business Process Management (PP-BPM) that addresses environmental uncertainty, digital transformation, and governance challenges. This conceptual study integrates Deferred Action Theory (DAT), Emergent Business Processes (EBP), and Business Process Management (BPM) to develop a multi-level framework for procurement. The analysis covers strategic, managerial, and operational dimensions, emphasizing deferment points, adaptability, and complex adaptive systems (CAS) thinking. The framework demonstrates that traditional planned procurement systems are insufficient to manage non-standardizable and dynamic processes. By embedding DAT principles, procurement can evolve as an emergent business process, balancing formal governance structures with adaptive mechanisms. This approach enhances responsiveness to socio-economic, regulatory, and technological disruptions. The study extends the theoretical application of DAT into the field of public procurement, offering a novel perspective on adaptive process design. It provides policymakers and practitioners with insights into designing procurement systems that are resilient, transparent, and sustainable, particularly within the education sector in Indonesia.
Implementation Of Differentation Learning Based On VARK Learning Styles To Improve Dance Element Learning Outcomes Of Grade VII Students Mujahidah, Bilqis Zainab; Budiman, Agus; Barnas, Beben
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 4
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The low learning outcomes of grade VII students in the three domains in learning dance elements are one of them due to the dominance of conventional methods. This type of research is Kemmis and McTaggart Class Action Research (CAR) which consists of planning, implementation of actions, observation, and reflection. The research ran for two cycles with the subjects of grade VII students of SMPN 14 Bandung City for the 2025/2026 school year. Data collection techniques through observation and learning outcome tests. Data analysis used descriptive statistics in the form of average values and classical completeness. The application of VARK-based differentiation learning was proven to increase cognitive classical completeness from 47.06% to 91.17%, affective from 20.59% to 88.23% and psychomotor from 14.70% to 85.29% exceeding the success indicator of 85% in cycle II.
Development of LKPD Based on VBA Powerpoint Assisted Discovery Learning Model to Improve Creative Thinking Ability and Learning Independence of Grade IV Elementary School Students Sonia, Neng Ira; Sugandi, Asep Ikin; Hutajulu, Masta
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 4
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Pembelajaran di sekolah dasar masih menghadapi banyak masalah berupa rendahnya kemampuan berpikir kreatif dan kemandirian belajar siswa karena penggunaan LKPD yang belum sepenuhnya mendorong keterlibatan aktif siswa. Oleh karena itu, perlu dikembangkan bahan ajar yang inovatif dan kontekstual. Penelitian ini bertujuan untuk mengembangkan Lembar Kerja Siswa (LKPD) menggunakan model pembelajaran Discovery Learning dengan bantuan PowerPoint VBA dan menguji kelayakan serta efektivitasnya dalam meningkatkan kemampuan berpikir kreatif dan kemandirian belajar siswa kelas IV sekolah dasar. Metode penelitian yang digunakan adalah Penelitian dan Pengembangan dengan tahapan analisis, pengumpulan data, desain produk, validasi, uji coba terbatas, uji coba ekstensif, dan pengujian produk. Subjek penelitian melibatkan siswa kelas IV SDN Tonjong dengan total 30 siswa masing-masing di kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa proses pengembangan sesuai dengan tahapan R&D yang telah ditentukan. Hasil validasi menunjukkan bahwa LKPD berada dalam kategori valid hingga sangat valid dengan rata-rata persentase validasi materi sebesar 76% dan validasi media sebesar 81%. Hasil uji efektivitas menunjukkan peningkatan kemampuan berpikir kreatif siswa, seperti yang ditunjukkan oleh rata-rata skor pretest kelas eksperimen sebesar 59,03 meningkat menjadi 81,03 pada posttest, dengan nilai N-gain sebesar 0,201 (kategori sedang). Uji t sampel berpasangan memperoleh nilai signifikansi 0,000 sehingga H₀ ditolak. Dengan demikian, dapat disimpulkan bahwa LKPD menggunakan model Discovery Learning yang dibantu PowerPoint VBA layak, praktis, dan efektif dalam meningkatkan kemampuan berpikir kreatif dan kemandirian belajar siswa kelas IV sekolah dasar.
The Design of Chatbot Learning Media for Arabic Vocabulary Learning for 7th Grade Students at MTsN Putri, Rizki Alifia; Setiyadi, Alif Cahya
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 4
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Arabic language learning at the Madrasah Tsanawiyah (MTsN) level often faces challenges such as limited curriculum time allocation and the dominance of conventional teacher-centered methods. This research aims to produce a design for chatbot-based learning media using the Smojo.Ai platform, focusing on vocabulary (mufradat) mastery for 7th-grade students. The approach used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation); however, this report is limited to the Design and Development (expert validation) stages. Data were collected through in-depth interviews, documentation studies, and validation questionnaires. The results indicate that the characteristics of the "Mufrodaty" chatbot integrate vocabulary material in the form of text, visual imagery, and audio, complemented by Wordwall gamification features and motivational videos. Based on the validation results from content experts, language experts, and media experts, this product obtained an average score of 98%, categorized as "Highly Feasible." These findings indicate that the chatbot design conceptually and technically meets the criteria for use as an independent learning medium capable of overcoming classroom interaction limitations.
Evaluating the Effectiveness of Adaptive Learning Strategies among Deaf Students in Inclusive Higher Education: A Thematic Analysis Manar, Mayasari; Winarsih, Murni
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 4
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This study aims to evaluate the effectiveness of learning adaptation strategies implemented by students with hearing impairments in the context of inclusive higher education. The study employs a qualitative approach using an open-ended survey design involving 15 students with hearing impairments who are currently enrolled in or have previously attended higher education institutions. Data were analyzed using a reflexive thematic analysis approach to identify thematic patterns related to perceptions of the effectiveness of the adaptation strategies employed. The findings indicate that the majority of respondents perceived the adaptation strategies they used as “fairly effective,” although not yet fully optimal. The dominant strategies included sitting in the front rows, lip-reading, utilizing written materials and presentation slides, using transcription tools or digital devices, and engaging in discussions with peers after lectures. The findings also indicate a reliance on informal peer support and a high individual adaptation burden borne by the students. This suggests an implementation gap between inclusive education policies and pedagogical practices in the classroom. The study emphasizes that the effectiveness of student adaptation cannot be used as the sole indicator of inclusion success; rather, it must be accompanied by institutional responsibility in providing learning environments that are accessible and responsive to the needs of students with hearing impairments. This study contributes to strengthening a comprehensive analysis of the quality of inclusive pedagogy in higher education
An Analysis of Web-Based Languange Learning On Students Speaking Anxiety Syahrina, Alfi; Yenti, Zarfina; Monalisa, Monalisa
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 5
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This study explores the use of Duolingo as a web-based language learning tool and its influence on students’ speaking anxiety at MTs Nurul Falah Kota Jambi. Speaking anxiety remains a significant affective barrier in English as a Foreign Language (EFL) learning, particularly in traditional classroom settings where students often experience communication apprehension, fear of negative evaluation, and test anxiety. Employing a qualitative case study design, this research involved approximately 15 students who had used Duolingo for at least six weeks, along with one English teacher for triangulation. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis based on Braun and Clarke’s framework, guided by Krashen’s Affective Filter Hypothesis and the Foreign Language Classroom Anxiety Scale (FLCAS). The findings indicate that Duolingo provides a flexible, private, and engaging learning environment through gamification, speech recognition feedback, and self-paced practice, which helps reduce psychological pressure and increase students’ confidence in speaking. Although some students still experienced moderate anxiety during formal speaking assessments, overall results show that web-based learning through Duolingo effectively lowers students’ speaking anxiety and supports greater participation and confidence in English speaking activities within the madrasah context
Teaching IsiXhosa as a First Additional Language in Former Model C Schools: Implications for Educator Experiences in the Harry Gwala District, KwaZulu-Natal, South Africa Nomlala, Lundi; Ncam, Lwandile
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 5
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This paper explored educators' experiences of teaching isiXhosa as First Additional Language (FAL) in former Model C schools in the Harry Gwala District, KwaZulu-Natal, South Africa. The study aimed to understand practical teaching approaches that enhance linguistic diversity and improve IsiXhosa proficiency while addressing systemic challenges. A qualitative case study design was employed, using semi-structured interviews with five IsiXhosa FAL teachers across three schools. The findings revealed the need for partnerships between schools and communities, curriculum revision, including mentorship and professional development for teachers, collaborative learning, and the effective use of technology. However, challenges such as unequal language recognition, insufficient resources, and a lack of parental and administrative support hindered effective implementation. The study recommends teacher mentorship, increased resource allocation, enhanced parental involvement, and policy reforms to promote equitable language education. This research contributes to the discourse on indigenous language teaching by highlighting practical strategies and systemic barriers in multilingual educational settings.

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