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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 1,852 Documents
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Conceptual Framework of Professional Learning Communities for Cambodian Upper Secondary School Teachers Chao, Ousa; Chansean, Mam; Neau, Vira
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 8
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This paper explores the challenges of teacher professional development within Cambodian public upper secondary schools, driven by low teacher qualifications, resource gaps, and cultural barriers. Using an integrative literature review and qualitative document analysis, this paper synthesizes 58 sources, including official Cambodian regulatory frameworks, global evaluations, and empirical studies. By synthesizing local policy with international PLC models from Japan, South Korea, and Singapore, this study reveals a substantial gap between national policy goals and local school conditions. To bridge this divide, the article presents a contextually adapted four-pillar conceptual framework alongside actionable strategies to support effective PLC implementation across Cambodian upper secondary schools.
Improving Bench Work Competence Through QR Code Based E-LKPD Featuring SOP Video and K3 Safety Checklist Saputra, Firman Muhadi; Marsono, Marsono; Muhtarom, Imam; Wu, Mingchang
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 8
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This study examines the use of a QR Code-based E-LKPD integrated with SOP videos and a K3 safety checklist in improving vocational students’ bench work competence. A pretest–posttest control group design was applied to 63 tenth-grade machining students at SMKN 1 Jenangan Ponorogo in the 2025/2026 academic year selected through purposive sampling. Data were collected using performance assessment observation sheets and written tests. The results show that both groups achieved the competent category, with the experimental class obtaining a slightly higher mean score (80.22) than the control class (77.07), However the independent t-test results indicate that the difference is not statistically significant (p = 0.323). Analysis of the improvement in learning outcomes also shows that the experimental class had a higher N-gain score (0.44) compared to the control class (0.39), but the difference in gain scores between the two classes was also not significant (p = 0.398). Although the difference was not statistically significant, the highest competency achievement was observed in work attitude and cleanliness, whereas the lowest achievement was found in cutting and work quality. The instrument demonstrated good validity and very high reliability (Cronbach’s alpha = 0.950). These findings indicate that the QR Code-based E-LKPD can support bench work learning by enhancing procedural understanding, discipline, and safety awareness. However, its overall impact on improving students competence remains limited, as it did not produce a statistically significant improvement compared with instruction in the control groub.
Pre-Service Teachers' Experiences on Teaching Essay Writing to Grade 10 Learners in the Eastern Cape Makhohlisa, Ncebazakhe; Nomlala, Lundi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
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This paper explores pre-service teachers’ experiences in teaching essay writing to Grade 10 English First Additional Language learners. Despite the significance of essay writing for developing learners' writing skills in multilingual classrooms, writing essays remains a challenge for most English First Additional learners. The extant research has examined the challenges that learners face in essay writing. However, there is limited research examining pre-service teachers’ experiences in teaching essay writing during their teaching practice. This paper employed a qualitative research approach, and data were drawn from 30 pre-service teachers’ reflective journals based on their teaching practice experiences. Cognitive Process Theory was utilized as the theoretical framework for this paper. The findings included inadequate writing proficiency among learners, a lack of motivation to write, overcrowded, resource-constrained classrooms, and fear of making mistakes, all of which hinder learners’ progress in writing. The paper recommends pedagogical approaches to facilitate learners’ writing skills, additional time for creative writing, and the establishment of writing clubs in schools. Furthermore, the study seeks to contribute to higher education institutions by preparing pre-service teachers in writing pedagogy in South African High schools.
Flipbook-Based Media to Prevent Academic Burnout among Senior High School Students in Yogyakarta Fauza, Puan Maharani; Eliasa, Eva Imania; Nurfiani, Kun Widya
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
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Academic burnout is a pressing issue that negatively affects senior high school students, yet conventional counseling services often rely on monotonous, static media that fail to engage today's digital generation. To address this urgent gap, this research aimed to develop an interactive digital Flipbook as a preventive intervention. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Product validation was conducted by media experts and subject-matter experts, while the practicality test involved two Guidance and Counseling teachers. The effectiveness test was carried out through an experimental study involving 69 students from SMA Negeri 1 Pakem and SMA Negeri 1 Depok using an academic burnout scale. Data were analyzed descriptively and statistically using SPSS. The findings showed that the Flipbook media was categorized as highly feasible by both media and subject-matter experts, obtaining a validity score of 1.00. The media was also considered highly practical by Guidance and Counseling teachers, with an average score of 3.37 (84.17%). Furthermore, the effectiveness test revealed a significant difference between students’ conditions before and after the implementation of the service, with a significance value of 0.000 < 0.05 and a t-value of 18.578. These findings indicate that the developed Flipbook media is valid, practical, and effective in supporting guidance and counseling services to prevent academic burnout among students.
Evaluation of Land Suitability in the Watu Ondo Waterfall Area Using the Analytical Hierarchy Process (AHP) Method Lestari, Carina Nur Indah; Bachri, Syamsul; Utaya, Sugeng; Malusu, Daudi Richard
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
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This study was motivated by the importance of utilizing land physical conditions as a basis for developing disaster mitigation education in natural tourist areas. The study aims to evaluate land suitability for disaster mitigation education in the Watu Ondo Waterfall area using the Analytical Hierarchy Process (AHP) and Geographic Information Systems (GIS). A quantitative research method was employed, involving AHP weighting analysis of the parameters topography, rainfall, dry season duration, soil type, and land cover, followed by spatial overlay to generate a land suitability map. The results indicate that topography is the dominant factor with a weight of 47%, followed by rainfall at 25%, soil type at 13%, dry season duration at 9%, and land cover at 5%, with a Consistency Ratio of 0.042, indicating good consistency in the assessment. Most of the area falls into the “highly suitable” (S1) and “suitable” (S2) categories, making it a potential site for disaster mitigation education based on real-world field conditions. The study’s conclusion indicates that the physical suitability of the land in the Watu Ondo Waterfall area supports the development of environment-based disaster mitigation education. The study’s recommendations focus on utilizing the area as a field learning resource and as a foundation for planning disaster-based geography education.
Project-Based Conversion Versus Prototype-Based Instruction in Automotive Teacher Education Ramdhani, Ramdhani; Sriyono, Sriyono; Munawar, Wahid; Maulana, Raafi Rizki; Bahrudin, Apriyansah
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
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The transition to electric and hydrogen mobility is reshaping the competencies that automotive vocational teaching requires, yet institutions with limited equipment must choose between authentic learning designs without evidence of what each produces. Indonesian research to date has built substitute learning media and reported feasibility ratings rather than measured learning. This study asks what cognitive and psychomotor gains two contrasting designs produce and how those gains compare. Two pre-experimental studies were conducted in one automotive teacher education programme in Indonesia. Study A used a time-series design across three project cycles of 200 minutes in which 15 undergraduates converted a combustion go-kart to electric propulsion, and Study B used a pretest-posttest design in a single 100-minute discovery session with a hydrogen fuel cell motorcycle prototype and 30 undergraduates. Achievement was measured with validated tests, observation rubrics, and response questionnaires, then analysed using normalised gain and paired samples tests. Project-based conversion produced a high normalised gain of .76, rising across cycles from .53 to .72 to .77, with group skills achievement of 89.3 per cent. Prototype-based instruction produced a medium gain of .68 within a single session, and every student improved. Student response reached 91.1 and 89.6 per cent. The two designs are complementary and should be selected according to available time, target competencies, and technological complexity.
Analysis of Needs for Web-Based Mobile Learning Development Based on Universal Design for Learning for Students with Special Needs Winarsih, Murni; Manar, Mayasari; Mursita, Rohmah Ageng; Septiani, Mita
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 9
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Higher education institutions still have substantial challenges when it comes to accommodating students with special needs, especially those who are visually or aurally impaired. Access to learning resources is still an issue, as are the limitations of adaptive learning media and the dominance of more conventional verbal and visual methods of information transmission. Hence, not all pupils are given the same chances throughout the learning process. With its emphasis on providing a variety of representational, interactive, and expressive tools, Universal Design for Learning (UDL) aims to meet the requirements of students with a wide range of learning styles. In order to provide accessible learning materials for students with disabilities, this research set out to determine what was necessary to build UDL-based online mobile learning. A needs-analysis methodology was used in this qualitative investigation. Participants were chosen at random from among students who were visually impaired, students who were hearing impaired, and professionals who work with kids who had visual impairments. The data was evaluated using theme analysis after being gathered via semi-structured interviews. First, there is a dire need for multimodal learning materials that combine text, audio, video, captions, and sign language. Second, there should be accessibility features that work with screen readers and allow for flexible navigation. Third, there should be instructional practice videos that are both contextual and easy to understand. Fourth, there should be interactive learning activities to encourage independent learning. Finally, there should be a thorough implementation of UDL principles. The results of this study outline the necessary steps to create online mobile learning that is based on universal design for learning (UDL). This kind of learning is anticipated to enhance the participation, accessibility, and academic success of students with disabilities in higher education. Furthermore, the results offer empirical support for creating adaptable and inclusive digital learning materials.
Academics’ Experiences of Integrating Open Educational Resources into Study Guides in Sri Lankan Distance Education Fernando, W.M.A.P. Sandamini; Nawastheen, Fareed Mohamed
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 10
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Open educational resources (OER) can provide additional learning materials for distance education students. However, limited research has examined academics’ experiences of using OER in distance teacher education study guides. This study examined academics’ perceptions and experiences of integrating OER into the study guides of the Postgraduate Diploma in Education programme at a university offering open and distance education in Sri Lanka. The study used a survey design with 30 purposively selected academics involved in developing courses for the programme. Data were collected through a questionnaire containing 25 items rated on a five-point scale and three open-ended questions. The responses were analysed using descriptive statistics and thematic analysis. Academics expressed positive views about the benefits of OER (M = 4.11), with 90.0% agreeing that they improve access to learning materials. However, their experiences of integrating OER varied (M = 3.54, SD = 1.05). Only 43.3% agreed that relevant resources were easy to find. Academics also reported challenges in integrating OER (M = 3.96), particularly adapting resources for Sinhala- and Tamil-medium study guides (83.3%) and finding sufficient time (80.0%). Open-ended responses highlighted a lack of local-language resources, insufficient recognition of the workload involved, and the need for practical training and a repository aligned with the curriculum. The findings suggest that academics recognise the benefits of OER but need local-language materials, recognition of the time required, and practical institutional support to integrate them into study guides.
Divergent Geographies of Disadvantage: Multidimensional Poverty and Teacher-Deployment Priority Across Ghana's 261 Districts Fermah, Bismark B; Lianyu, Cai
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 10
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Ghana relies on two district-level rankings of disadvantage to guide equity policy: a census-based multidimensional poverty index and a teacher-deployment priority list. Because the deployment flag conditions on classroom overcrowding, the inverse care law predicts the two should diverge, yet policy treats them as interchangeable. This study examined whether the two rankings identify the same districts. This descriptive ecological cross-sectional study linked the 2021 Census multidimensional poverty statistics to the 2026 Teachers for All: Ghana classification across all 261 districts and 16 regions, applying Welch's t test, two one-sided tests of equivalence against pre-specified margins of 10.0 and 4.8 percentage points, cross-tabulation, and correlation analysis. Flagged and unflagged districts differ in mean poverty by 1.1 percentage points, statistically equivalent to zero (equivalence p = .038). The empirical area under the receiver operating characteristic curve is .53, and a poverty ranking recovers 10 of 53 flagged districts against 10.8 by chance. The regional correlation is near zero (r = −.06), though within flagged districts poverty tracks overcrowding severity (r = .42). Equity-oriented targeting therefore requires a two-dimensional logic, and Ghana's priority criterion should be extended to capture high-poverty rural districts whose classrooms are not overcrowded.
Development of an AI-Based Assessment Analytics Model for Transformative Teacher Professional Education Nurhamidah, Didah; Ridhwan, Muhammad; Nuryani, Nuryani
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 11, No. 10
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Transformative Teacher Professional Education (PPG) requires an assessment system that not only produces scores, but is also able to map competency achievements, identify risks, and provide data-driven follow-up recommendations. This research aims to develop  an artificial intelligence-based assessment analytics model  to support the monitoring of academic development and intervention of PPG UIN Syarif Hidayatullah Jakarta students. The research uses a Research and Development approach with the ADDIE model which includes the Analyze, Design, Develop, Implement, and Evaluate stages. Data was obtained through needs analysis, document review, interviews, observations, expert validation, system tests, user questionnaires, and assessment data in the form of tryout results and reflective essay responses. The results of the analysis showed that 91.6% of students needed automatic learning recommendations and 94.1% needed individual competency weakness mapping. The product developed is a web-based platform that contains a tryout dashboard, reflective essay analysis, risk mapping, essay forms, an administration panel, data filtering, and report export. The results of expert validation obtained an average score of 4.94 with the very feasible category, while the implementation results obtained an average score of 4.91 with the very feasible category. This model is considered very practical, operationally effective, and beneficial for supervisors and PPG managers. These findings suggest that AI-based assessment analytics have the potential to strengthen diagnostic assessments, achievement monitoring, and data-driven academic interventions, although their impact on graduation improvement still requires longitudinal testing.

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