cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Roni Herdianto
Contact Email
jptpp.pasca@um.ac.id
Phone
-
Journal Mail Official
jptpp.pasca@um.ac.id
Editorial Address
Jl. Semarang No. 5, Malang 65145, Jawa Timur, Indonesia
Location
Kota malang,
Jawa timur
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
 182   183   184   185   186 
RETRACTED: School Partnership Management with The Students’ Parents During The Online Distance Learning Period Satyawati, Sophia Tri; Wasitohadi, Wasitohadi; Triprastiwi, Nuzul; Barumbun, Mardyanto
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 9, No. 8
Publisher : citeus

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

Abstract

RETRACTED: The editorial board of JPtpp has officially retracted the article "School Partnership Management with The Students’ Parents During the Online Distance Learning Period" (Vol 9, No 8: AUGUST 2024, pp.341-350), due to a violation of publication ethics.Following a thorough review, the editor confirmed that this paper represents a duplicate publication. It contains redundant material previously published in JPtpp, Vol 8, No 5: MAY 2023,328—337, URL: https://citeus.um.ac.id/jptpp/vol8/iss5/4/, under the title "School Partnership Management with The Students’ Parents During the Online Distance Learning Period".In accordance with institutional policies, the digital version of this document has been removed from previously published, and all citations or references to this paper should be discontinued.This research aims to explain the stages of planning, implementation, monitoring, and evaluation of the school partnership program with parents during distance learning. This research used qualitative and descriptive approaches. The subjects are the school principal, five subject teachers, one deputy principal, two representatives of students' parents, one head of administration, and two school committee members. The data are collected using participatory observation, in-depth interviews, documentation studies, and Focus Group Discussion (FGD). The data are analyzed through three steps, namely data reduction, data presentation, and drawing conclusions or verification. The findings indicate that during the planning stage, the partnership team has prepared some actions such as 1) first-day school activities; 2) parental activities; 3) inspirational activities; 4) parents’ involvement in self-development activities and 5) social activities. At the implementation stage, the school partnership team, along with the students’ parents, carries out some activities which involve the parents' association and school committee members based on the action plan that has been set previously. The monitoring process shows that the partnership program involves the parents' associations, the school committee members, and the teachers. The evaluation step shows that the action plan has been implemented effectively despite some issues.
RETRACTED: Interactive Learning Multimedia: A Shortcut for Boosting Gen-Z’s Digital Literacy in Science Classroom Natsir, Siti Zahra Mulianti; Rubini, Bibin; Ardianto, Didit; Madjid, Nurhaedah
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 8, No. 4
Publisher : citeus

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

Abstract

RETRACTED: The editorial board of JPtpp has officially retracted the article "Interactive Learning Multimedia: A Shortcut for Boosting Gen-Z’s Digital Literacy in Science Classroom" (Vol 8, No 4: APRIL 2023, pp.291-298), due to a violation of publication ethics.Following a thorough review, the editor confirmed that this paper represents a duplicate publication. It contains redundant material previously published in Jurnal Penelitian Pendidikan IPA, November 2022, Volume 8, Issue 5,2168-2175, URL: https://jppipa.unram.ac.id/index.php/jppipa/article/view/1897, under the title "Interactive Learning Multimedia: A Shortcut for Boosting Gen-Z’s Digital literacy in Science Classroom".In accordance with institutional policies, the digital version of this document has been removed from previously published, and all citations or references to this paper should be discontinued.This study aims to develop interactive multimedia to train generation Z’s (Gen – Z) digital literacy. This research involved 46 generation Z in 8th Grade in two junior high schools in Makassar. Multimedia development uses the ADDIE model which consists of needs analysis, design, development and evaluation. The results shows multimedia learning declared feasible with a validity content of 1, and Gen-Z’s digital literacy index of 3.30 or was in the medium category. Thus, it can be concluded that interactive multimedia learning can enhance Gen-Z’s digital literacy. This research shows that science learning can contribute in improving digital literacy.
RETRACTED: The Implementation of Silas Values In School Quality Culture: A Phenomenological Study Takdir, Muh.; Fajartriani, Tia; Badar, Dadan Samsul
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 9, No. 9
Publisher : citeus

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

Abstract

RETRACTED: The editorial board of JPtpp has officially retracted the article "The Implementation of SILAS Values In School Quality Culture: A Phenomenological Study" (Vol.9, No.9, pp.388-397, September, 2024), due to a violation of publication ethics.Following a thorough review, the editor confirmed that this paper represents a duplicate publication. It contains redundant material previously published in JPtpp Vol.7, No.12, pp.648-656, December 2022, URL: https://citeus.um.ac.id/jptpp/vol7/iss12/7/, under the title "The Implementation of SILAS Values in School Quality Culture: A Phenomenological Study".In accordance with institutional policies, the digital version of this document has been removed from previously published, and all citations or references to this paper should be discontinued. The aim of this study is to know the forms of the implementation of the values of silih asah (stimulating potential), silih asih (providing affection) and silih asuh (fulfilling the needs) well known as SILAS, namely the local genius values which are internalized in stakeholder activities to build school quality culture. This research used the qualitative approach from the phenomenology method. The participants were principals, teachers, staff and students of Junior High School at Purwakarta, Indonesia. The results of the study are; the value of silih asah is formed by self-capacity building through the training program and continuing studies to all teachers and staff, the students are involved actively in some academic and non-academic competitions, peer group learning, strong motivation from principal to all school citizenship to be competent and professional. The implementation of silih asih is formed by the sincerity of teachers and staff in serving the students learning needs, a harmonious relationship between the principal with teachers and staff, brotherhood and mutually protect between students, as well as the existence of a weekly program to repair the relationship between all of the school stakeholders in creating a friendly environment and social care. The value of silih asuh is formed by the student attitude, effective communication between principal with teachers and staff, teachers with staff, as well as by the principle 'right man on the right place' in carrying out the duties and responsibilities of all stakeholders professionally and proportionally. SILAS values become a school culture that is transformed in personal and organizational behaviours.
RETRACTED: The Relationship Between Explanatory Ability and Collegiate Learning Assessment Task Laksmi, Monika Lintang; Prayitno, Baskoro Adi; Indrowati, Meti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 9, No. 9
Publisher : citeus

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

Abstract

RETRACTED: The editorial board of JPtpp has officially retracted the article "The Relationship between Explanatory Ability and Collegiate Learning Assessment Task" (Vol. 9, No.9, pp.398-409, September, 2024), due to a violation of publication ethics.Following a thorough review, the editor confirmed that this paper represents a duplicate publication. It contains redundant material previously published in JPtpp Vol. 8, No.2, pp.100-107, February 2023, URL: https://citeus.um.ac.id/jptpp/vol8/iss2/5/, under the title "The Relationship between Explanatory Ability and Collegiate Learning Assessment Task".In accordance with institutional policies, the digital version of this document has been removed from previously published, and all citations or references to this paper should be discontinued. The literature study discusses the relationship between explanatory ability and Collegiate Learning Assessment (CLA) Task. The method used is a study of the literature related to explanatory ability and CLA Task, the literature studied from 2015 to 2022. The literature study results are CLA Task with an open-ended question, problem-based situations, and problem-solving can be used as an assessment of explanatory abilities that consist of indicators for justifying procedures, state result, and present explanation. The achievement of the three indicators of explanatory ability that will be empowered with CLA Task needs the help of electronic module for media learning.
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
Publisher : citeus

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

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
Publisher : citeus

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

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.
A Descriptive Analysis of AI Competence and Teaching Performance among Pre-Service Automotive Engineering Teachers in Vehicle Diagnostic Learning Effendi, Muhammad Idris; Purnomo, Purnomo; Sutadji, Eddy; Firdausia, Fadliyanti; Minghat, Asnul Dahar bin
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 5
Publisher : citeus

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

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed the automotive industry, particularly in vehicle diagnostics, which increasingly relies on data-driven and intelligent systems. This shift necessitates that students in Automotive Engineering Education not only possess technical skills but also demonstrate AI competence and effective teaching performance. This study aims to analyze the level of AI competence and teaching performance among students in the context of vehicle diagnostic learning. A descriptive survey research design was employed involving 87 students as respondents. Data were collected using structured questionnaires measuring dimensions of AI competence (AI literacy, AI tool utilization, AI-based problem solving, and AI integration) and teaching performance (lesson planning, instructional delivery, classroom interaction, technology use, and learning evaluation). Data were analyzed using descriptive statistics, including mean, percentage, standard deviation, and score categorization. The findings indicate that students generally demonstrate a high level of AI competence, particularly in AI literacy and AI tool utilization, although AI integration remains at a moderate level. Similarly, teaching performance is categorized as high in lesson planning, instructional delivery, and classroom interaction, but relatively lower in technology integration and learning evaluation. These results reveal a gap between technological competence and its pedagogical implementation. In conclusion, while students are technologically prepared, their ability to integrate AI effectively into teaching practices remains limited. The findings highlight the need for strengthening AI-integrated pedagogical competencies and provide an empirical basis for developing AI-TPACK-based learning models in vocational education.
Slang in Tiktok Videos: A Study of Linguistics and Its Implications on BIPA Informal Vocabulary Learning Havilah, Rahma Indri Cahya; Idris, Nuny Sulistiany; Widia, Ida
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 8
Publisher : citeus

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

Abstract

Mastery of informal vocabulary is one of the main challenges for Indonesian as a Foreign Language (BIPA) learners, since slang on social media. Unfortunately, contextual and relevant teaching materials that cover slang for BIPA learners are limited. This study aims to identify the linguistic forms of slang language in TikTok videos, analyze their usage, and examine their implications for informal vocabulary learning in BIPA. The present study is descriptive-analytical with a linguistic approach, including phonological, morphological, pragmatic, and semantic analyses. Data were collected through observation and documentation of TikTok videos. This study reveals two particular linguistic forms, namely phonological and morphological aspects. The use of slang is categorized into three types of illocutionary acts and three types of meaning changes. Findings from this study are expected to serve as a basis for developing informal BIPA vocabulary learning supplements based on authentic social media content.
Digital Leadership Patterns of School Principals in Coding and Artificial Intelligence Learning Putra, Ramadhanur; Yuliana, Lia
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 8
Publisher : citeus

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

Abstract

Digital transformation in education requires school principals to integrate technology into learning processes and school management. This study aims to analyze principals' digital leadership patterns in supporting Coding and Artificial Intelligence learning at SMP Islam Al Azhar 26 Yogyakarta and SMP Islam Al Azhar 66 Bantul. This research employed a descriptive qualitative approach and the data were collected through interviews, observations, and documentation for data collection. The participants consisted of principals, vice principals for curriculum, and teachers. The findings reveal that both schools implement transformational digital leadership through establishing a digital vision, enhancing teacher competencies, providing technological infrastructure, and strengthening digital ethics. Similarities were found in the integration of CAI learning, teacher professional development, and technological support systems. Differences were identified in length of the program, implementation strategies, and human resource management. This study highlights the crucial role of digital leadership in supporting the successful implementation of coding and artificial intelligence learning in schools.
Navigating Digital Transformation: Students’ and Lecturers’ Perceptions and Experiences of Online Teaching in South African Higher Education Dube, Precious; Madolo, Yolisa
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 8
Publisher : citeus

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

Abstract

The digital transformation of higher education has reshaped teaching and learning practices, but experiences in South African universities remain diverse because of differences in technological access, digital readiness and institutional support. This systematic literature review aimed to examine students' and lecturers’ perceptions and experiences of online teaching and learning in South African tertiary institutions. The review employed studies retrieved from Google Scholar, ERIC, Scopus, and Web of Science. A total of 1253 studies from across the globe were identified and screened using Covidence, resulting in 21 South African studies meeting the inclusion criteria. The selected studies were analysed thematically to identify key patterns relating to online teaching and learning. Findings show that online learning enhances flexibility, and accessibility to educational resources. However, the review highlights the challenges, including inadequate digital infrastructure, unequal access to technology, limited digital competences, and inadequate support from institutions for both students and lecturers. The study concludes that digitalisation has transformative potential for South African higher education, but its successful implementation requires context-sensitive strategies that address technological, pedagogical and institutional barriers. The review recommends investment in digital infrastructure, continuous digital skills development and strengthened institutional support systems to promote inclusive and effective online learning.

Page 184 of 186 | Total Record : 1852

 182   183   184   185   186 

Filter by Year

2016 2026


Reset
Filter By Issues
All Issue Vol. 11, No. 10 Vol. 11, No. 9 Vol. 11, No. 8 Vol. 11, No. 7 Vol. 11, No. 6 Vol. 11, No. 5 Vol. 11, No. 4 Vol. 11, No. 3 Vol. 11, No. 2 Vol. 11, No. 1 Vol. 7, No. 7 Vol. 10, No. 12 Vol. 10, No. 11 Vol. 10, No. 10 Vol. 9, No. 12 Vol. 9, No. 11 Vol. 9, No. 10 Vol. 10, No. 9 Vol. 10, No. 8 Vol. 10, No. 7 Vol. 10, No. 6 Vol. 10, No. 5 Vol. 10, No. 4 Vol. 10, No. 3 Vol. 10, No. 2 Vol. 10, No. 1 Vol. 9, No. 9 Vol. 9, No. 8 Vol. 9, No. 7 Vol. 9, No. 6 Vol. 9, No. 5 Vol. 9, No. 4 Vol. 9, No. 3 Vol. 9, No. 2 Vol. 9, No. 1 Vol. 8, No. 12 Vol. 8, No. 11 Vol. 8, No. 10 Vol. 8, No. 9 Vol. 8, No. 7 Vol. 8, No. 6 Vol. 8, No. 5 Vol. 8, No. 4 Vol. 8, No. 3 Vol. 8, No. 2 Vol. 8, No. 1 Vol. 7, No. 12 Vol. 7, No. 11 Vol. 7, No. 10 Vol. 7, No. 9 Vol. 7, No. 8 Vol. 7, No. 6 Vol. 7, No. 5 Vol. 7, No. 4 Vol. 7, No. 2 Vol. 7, No. 1 Vol. 6, No. 12 Vol. 6, No. 11 Vol. 6, No. 10 Vol. 6, No. 9 Vol. 6, No. 8 Vol. 6, No. 7 Vol. 6, No. 6 Vol. 6, No. 5 Vol. 6, No. 4 Vol. 6, No. 3 Vol. 6, No. 2 Vol. 6, No. 1 Vol. 5, No. 12 Vol. 5, No. 11 Vol. 5, No. 10 Vol. 7, No. 3 Vol. 5, No. 9 Vol. 5, No. 8 Vol. 5, No. 7 Vol. 5, No. 6 Vol. 5, No. 5 Vol. 5, No. 4 Vol. 5, No. 3 Vol. 5, No. 2 Vol. 5, No. 1 Vol. 4, No. 12 Vol. 4, No. 11 Vol. 4, No. 10 Vol. 4, No. 9 Vol. 4, No. 8 Vol. 4, No. 7 Vol. 4, No. 6 Vol. 4, No. 5 Vol. 4, No. 4 Vol. 4, No. 3 Vol. 4, No. 2 Vol. 4, No. 1 Vol. 3, No. 12 Vol. 3, No. 11 Vol. 3, No. 10 Vol. 3, No. 9 Vol. 3, No. 8 Vol. 3, No. 7 Vol. 3, No. 6 Vol. 3, No. 5 Vol. 3, No. 4 Vol. 3, No. 3 Vol. 3, No. 2 Vol. 3, No. 1 Vol. 2, No. 12 Vol. 2, No. 11 Vol. 2, No. 10 Vol. 2, No. 9 Vol. 2, No. 8 Vol. 2, No. 7 Vol. 2, No. 6 Vol. 2, No. 5 Vol. 2, No. 4 Vol. 2, No. 3 Vol. 2, No. 2 Vol. 2, No. 1 Vol. 1, No. 12 Vol. 1, No. 11 Vol. 1, No. 10 Vol. 1, No. 9 Vol. 1, No. 8 Vol. 1, No. 7 Vol. 1, No. 6 Vol. 1, No. 5 Vol. 1, No. 4 Vol. 1, No. 3 Vol. 1, No. 2 Vol. 1, No. 1 More Issue