Jurnal Pendidikan Indonesia
Jurnal Pendidikan Indonesia [p-ISSN: 2303-288X (print) and e-ISSN: 2541-7207 (online)] is a peer-reviewed journal published by the Research and Community Service Institute of Universitas Pendidikan Ganesha since 2012. JPI is an integrated media for ongoing communication related to significant new research findings related to education, including: the fields of educational research in teaching, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and education development. JPI publishes research articles that are comprehensive in nature by inviting reviews from the leading experts in the fields. The incoming papers will be selected based on high scientific studies, provide important new knowledge, and are very interesting for the community in the field of education. JPI has become a member of CrossRef with DOI: 10.23887/jpi-undiksha.v9i1 so that all articles published by JPI will have a unique DOI number.
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<![CDATA[Efektivitas Alat Peraga Mini Solar Panel dengan Model Inkuiri Terbimbing pada Topik Energi Terbarukan untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik ]]>
<![CDATA[Sarina]]>;
<![CDATA[Wiyarsi, Antuni]]>;
<![CDATA[Pertiwi, Andini]]>;
<![CDATA[J, Jumadi]]>;
<![CDATA[Dahliani, Eka]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.88004
<![CDATA[Critical thinking skills are essential for students to navigate future challenges and comprehend complex issues. However, many students have not been trained to think critically in the context of science, particularly because the learning process still emphasises theoretical learning over active exploration. This study aims to analyse the effectiveness of using mini solar panel teaching aids in conjunction with a guided inquiry model in improving the critical thinking skills of grade VIII junior high school students. This study was a Pre-Experiment with a one-group pretest-posttest Design. The study population consisted of all grade VIII junior high school students, with a sample of class VIII B comprising 31 students. The results showed that mini solar panel teaching aids, combined with a guided inquiry model, were effective in improving students' critical thinking skills, with an average increase in the N-Gain score of 0.63 in the moderate category. Second, there was a significant difference in the average score of students' critical thinking skills before and after the implementation of the teaching aids, with an average pretest score of 5.56 and a post-test score of 11.16. Third, the implementation of mini solar panel teaching aids using a guided inquiry approach had a significant impact on the development of students' critical thinking skills. This study demonstrates that the use of mini solar panel teaching aids in conjunction with a guided inquiry model can be an effective learning method for enhancing students' critical thinking skills in science learning.]]>
<![CDATA[The Role of Executive Functions in Improving Narrative Text Writing Skills: Analysis at The Macro and Micro Levels of Text Structure ]]>
<![CDATA[Dewi, Ria Candra]]>;
<![CDATA[Yanti, Prima Gusti]]>;
<![CDATA[Tarmini, Wini]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.88398
<![CDATA[This research is motivated by the low ability of students in writing and their difficulty in expressing ideas in written form. This study aimed to investigate the role of executive functions on students' narrative text-writing skills. The research method used a factorial analysis design to determine which executive functions contributed the most to students' narrative writing skills. The participants of this study were 150 high school students aged 9-12 years. Data collection was carried out through several tests. The tests assessed transcription skills, language skills, and executive functions involved in the student's writing process using the CLAN test, Mean Length of T-unit in words (MLTUw), and ERRNI. The data analysis used multiple regression analysis. The study results showed that these executive functions contributed directly and indirectly to students' narrative writing skills. The aspects of constraints, including planning, contributed directly to the long and short aspects of the text. In addition, the aspects of constraints and renewal indirectly affected the length of the text, the level of sentence complexity, and the quality of the story content. This study implies that a teacher must be able to optimize executive functions, namely planning, revising, and reviewing students' abilities through various writing strategies or methods. Developing this executive function is very beneficial for students in improving their writing skills, especially in writing literary texts.]]>
<![CDATA[Predicting Academic Achievement Through Motivation and Self Regulated Learning ]]>
<![CDATA[Basith, Abd]]>;
<![CDATA[Fitriyadi, Slamat]]>;
<![CDATA[Suwanto, Insan]]>;
<![CDATA[Mariana, Dewi]]>;
<![CDATA[Kamaruddin]]>;
<![CDATA[Rahman, Md. Shahinoor]]>;
<![CDATA[Moseki, Usina Robert]]>;
<![CDATA[Jasnika, Inka]]>;
<![CDATA[Anriani, Putri]]>;
<![CDATA[Mawazid, Zidni]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.89041
<![CDATA[Academic achievement in Indonesia, compared to other countries in the world, is very concerning. Students tend to have low motivation and self-regulation. This certainly has an impact on students' low learning outcomes and academic achievement. This study aims to analyze motivation and self-regulated learning in determining students' academic achievement. This study uses a quantitative method with survey learning and cross-sectional design. The study population was 800 students. The research sample was taken using a random sampling formula, so the sample used was 741 students. The instruments used in data collection were MSLQ and the academic achievement index. Data were analyzed using descriptive analysis, correlation, and regression. The results showed that all motivation and self-regulation learning indicators had a significant relationship with academic achievement. However, only the value component indicator, the expectancy component, the affective component, and the resource management strategy could significantly predict academic achievement. All components of motivation and self-learning strategies had a significant positive correlation with academic achievement, except for test anxiety, which had a significant negative correlation with students' academic achievement. The implications of this research are that this research provides information regarding motivation and independent learning that must be improved in students so that it can improve students' academic achievement better so that learning objectives can be achieved optimally.]]>
<![CDATA[Improving Students' Academic Writing Skills Through Metacognitive Strategies ]]>
<![CDATA[Nusivera, Egi]]>;
<![CDATA[Hikmat, Ade]]>;
<![CDATA[A. Ghani, Abdul Rahman]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.89913
<![CDATA[The purpose of this study was to investigate the effectiveness of metacognitive writing strategies in enhancing academic writing skills among college students. A total of 150 college students in West Java, Indonesia, participated in this study. The method used in this study was factorial design analysis. Confirmatory factor analysis was used to answer the problem formulation. The data collection instruments used were a metacognitive writing strategy questionnaire and an academic writing test with several topics. The results of the study showed that the questionnaire instrument for assessing the use of metacognitive strategies in the writing process was proven valid, as it effectively measured students' metacognitive awareness. Second, metacognitive strategies significantly contributed to students' academic writing skills. Metacognitive strategies act as high-level constructs, and a positive correlation was found between the dimensions of metacognitive strategies. The dimensions of metacognition that were found to be correlated and contributed to each other were declarative, procedural, conditional, planning, monitoring, evaluation, information management, and debugging strategies. From the comparison of the proposed models, the second model (eight-component correlation model) is more effective in contributing to academic writing skills than the first model, as it describes all the contributing components significantly more comprehensively. The study suggests that academic writing skills can be enhanced by increasing students' metacognitive awareness and reflective abilities regarding their writing process.]]>
<![CDATA[Factors Influencing Teachers’ Readiness In Implementing The Independent Curriculum in Indonesia ]]>
<![CDATA[Rianti, Andini]]>;
<![CDATA[Sujarwo]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.90256
<![CDATA[The low readiness of teachers in implementing the Independent Curriculum is a challenge in achieving educational transformation. Several internal and external factors are believed to influence this readiness, but they have not been widely studied in an integrated manner. This study aims to analyze in depth the influence of principal leadership, teacher professionalism, and training experience on teacher readiness in implementing the Independent Curriculum. This study uses a quantitative approach with an ex post facto design. The study population consisted of 174 teachers, and the sample comprised 121 teachers selected using the Yamane formula and the Proportional Random Sampling technique. Data were collected through a Likert scale questionnaire that had been tested for validity and reliability. Data analysis techniques included descriptive analysis, classical assumption tests (normality, linearity, multicollinearity, and heteroscedasticity), as well as multiple linear regression analysis, t-test, and F-test. The study's results showed that principal leadership, teacher professionalism, and training experience had a significant influence, both partially and simultaneously, on teacher readiness. This study concludes that these three variables are important factors in enhancing teacher readiness in response to curriculum changes. The implications of these findings underscore the importance of education policy in strengthening principal leadership, enhancing professionalism, and providing relevant and sustainable training for teachers.]]>
<![CDATA[The Relationship between Learning Implementation and Teacher Self-Efficacy, Job Satisfaction, and Collaboration ]]>
<![CDATA[Samsudin]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.90263
<![CDATA[In the 21st century, the importance of effective teaching practices in facilitating student understanding and success, especially in the context of 21st century education. The urgency of this study lies in efforts to improve the quality of teaching in schools, which has the potential to impact student learning outcomes. The purpose of this study was to identify and analyse the relationship between factors and their impact on the implementation of teacher teaching materials. The method used is a quantitative survey type with a sample of 580 teachers from high schools in Jakarta, random sample selection. Data collection techniques are carried out through validated instruments and based on assessments with a Likert scale from point 1 and point 5. Data analysis techniques with SPSS Version 29 and data are analysed with structural equation modeling to understand the relationship between variables. The results of the study indicate that teacher self-efficacy is the main factor contributing to good teaching practices, followed by teacher collaboration and the mediating effect of stress. These findings emphasize the importance of increasing self-efficacy and collaboration among teachers for better teaching practices. In conclusion, interventions that support the development of teacher self-efficacy and collaboration are needed to improve the quality of learning. The implications of this research provide important insights for educational policy and teacher professional development.]]>
<![CDATA[ClassDojo Impact on Improving Students Ability in Understanding English and Writing EFL with Platform 5.0 ]]>
<![CDATA[Wijayanto, Pikir Wisnu]]>;
<![CDATA[Aisah, Siti]]>;
<![CDATA[Prabowo, Jumbuh]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.90562
<![CDATA[In English as a foreign language (EFL) learning, the use of technology in the teaching and learning process is increasingly gaining attention but has minimal implementation. ClassDojo has emerged as a promising tool in Platform 5.0 to improve communication between teachers and students. This is urgent to be studied because of the differences in opinion between the theory and the findings of previous researchers. This study aims to analyze the effectiveness of ClassDojo in improving EFL students' writing performance and understanding their perceptions of the use of this technology. The research method used was a quasi-experimental with a pre-test and post-test design, involving 325 students from 10 junior high schools in Bandung as samples. Data were collected through direct observation techniques, tests, and interviews. Data analysis was carried out by comparing the results of the pre-test and post-test between the experimental group using ClassDojo and the control group using SPSS version 29. The results showed a significant increase in the writing ability of students who received feedback through ClassDojo, including aspects of task achievement, coherence, lexical resources, and grammatical accuracy. These findings indicate that the use of ClassDojo is not only effective in improving academic outcomes but also increasing student engagement in EFL language and writing learning. The implications of this study encourage educational stakeholders to adopt technology-based pedagogical innovations in the learning process. Suggestions, apply more holistically about students' learning experiences using technology in EFL contexts.]]>
<![CDATA[Microlearning-Based Mobile Learning Module in Optimizing Learning Management System (LMS) ]]>
<![CDATA[Lolang, Enos]]>;
<![CDATA[Putra Pratama, Muh.]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.90779
<![CDATA[In higher education institutions, one of the main challenges faced by students is how to understand complex lecture material, especially in computer application courses. This study aims to create a mobile learning module based on microlearning that is integrated with a Learning Management System (LMS) to improve the effectiveness of learning in computer application courses. This study is a development research. The subjects of this study were 40 students from the educational technology program, with a purposive sampling technique and the sample size determined using the Slovin method. The analysis results showed that the majority of students preferred mobile devices for learning and favored video-based media, followed by interactive simulations. The data also revealed that 95% of students had adequate internet access, while 5% faced challenges. The developed microlearning modules cover various computer application topics, such as Microsoft Word, Excel, and PowerPoint, presented through video-based content, interactive simulations, and practical exercises integrated into SPADA. The feasibility test of the modules by subject matter experts and media experts showed that the developed modules meet the criteria for high feasibility. The integration of microlearning modules into the LMS provides learning flexibility and supports a more inclusive, interactive, and effective learning process. This research makes a significant contribution to technology-based learning innovation in higher education, particularly in addressing learning challenges in the digital age.]]>
<![CDATA[The Use of Animated Sex Education Videos to Support Socialization Skills in Kindergarten Children ]]>
<![CDATA[Salsabilla, Zahra]]>;
<![CDATA[Nurhafizah]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.91825
<![CDATA[Lack of understanding of socialization skills in children in kindergarten is caused by limited variations in learning media and lack of knowledge from teachers regarding its importance. As a result, interactions between boys and girls tend to occur without any boundaries that are in accordance with the child's gender. The purpose of this study was to determine the effect of the use of animated sex education videos on socialization skills in kindergarten. This quantitative study used an experimental method. The population in the study consisted of early childhood children in state kindergartens, totaling 277 children. The sampling technique used in this study was purposive sampling. The total sample of the study was 40. The methods used in collecting data were observation and testing. The instruments used in collecting data were observation sheets and test questions. The data analysis technique used in this study was to compare the differences between the two average values, so it was carried out with a t-test. The results of the study showed that the average value of children's socialization skills before being given treatment in the form of animated sex education videos was 21.60, and the average value of children's socialization skills after being given treatment in the form of animated sex education videos was 29.65. The results of the hypothesis test show the influence of the use of animated sex education videos on children's socialization skills in kindergarten. It is concluded that the use of animated sex education videos can improve children's socialization skills in kindergarten. The implication of this research is that the use of animated sex education videos can help children learn boundaries according to their gender.]]>
<![CDATA[Impact of Integration of Self-Regulated Learning (SRL) and Phonic Approcah in Flipped Classroom Model on Reading Literacy Skills, Reading Strategies, and Reading Motivation ]]>
<![CDATA[Nurmahanani, Indah]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpi-undiksha.v14i2.92415
<![CDATA[A lack of practical strategies and appropriate media are obstacles for students to master early reading literacy skills and increase their reading interest. The purpose of this study was to investigate the integration of self-regulated learning and phonics approaches in the flipped classroom approach. The method used in this study was a quasi-experimental study involving 351 elementary school students from several schools. Participants were divided into three groups: Experiment 1 (SRL instruction-based teaching and phonics approach in the flipped classroom model), Experiment 2 (SRL instruction-based teaching in the flipped classroom model), and the control group (traditional teacher-centred teaching). The data analysis employed in this study included descriptive statistics and analysis of variance (ANOVA). The results showed that the integration of phonics approaches and self-regulated learning (SRL) instruction-based teaching in the flipped classroom model was able to improve reading literacy skills (vocabulary and text comprehension), the use of reading strategies, and psychological factors that support the development of reading skills such as self-efficacy, reading motivation and student autonomy. However, among all these principles, the principle of phonics and the SRL approach to teaching that has the most significant influence on reading ability and psychological factors of reading ability development is student autonomy. This study suggests that combining SRL instruction-based teaching with a phonics approach in the flipped classroom model can be an effective alternative for teachers to enhance students' language skills, including reading literacy.]]>
