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Jurnal Pendidikan Indonesia
Published by Universitas Pendidikan Ganesha
ISSN : 2303288X     EISSN : 25417207     DOI : 10.23887
Core Subject : Education,
Education
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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Articles 942 Documents
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Digital Competence, Social Capital and Emotional Intelligence on Teacher Performance with Job Satisfaction as Intervening Variables Manalu, Nelly Chandrawati
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.85541

Abstract

The purpose of this study was to investigate the impact of digital competence, social capital, and emotional intelligence on teacher performance, with job satisfaction serving as an intervening factor. The type of research employed was a combination of quantitative and qualitative methods. The data analysis method employed was a structural equation model using the SmartPLS software. Data were obtained by distributing questionnaires to 389 high school teachers in Batam City. The data analysis method employed was a structural equation model using the SmartPLS software. The study's results found that digital competence, social capital, and emotional intelligence had a direct and significant positive effect on teacher job satisfaction. Second, digital competence, emotional intelligence, and job satisfaction had a direct and significant positive effect on teacher performance. In contrast, social capital did not have a direct significant effect on teacher performance. Third, job satisfaction fully mediated the effect of social capital and emotional intelligence on teacher performance, but job satisfaction did not mediate the effect of digital competence on teacher performance. In conclusion, digital competence, social capital and emotional intelligence had a positive effect on teacher performance, both directly and indirectly, through job satisfaction as an intervening variable. The implication is that increasing digital competence, social capital, and emotional intelligence simultaneously can encourage more optimal teacher performance, especially when job satisfaction is present as a variable that significantly mediates these influences.
Collaborative Learning Based on Artificial Intelligence in Improving Intelligent-TPACK (Technological, Pedagogical, and Content Knowledge) in Teaching Practice Wijanarko, Tiok; Lestariningrum, Anik; Judijanto, Loso; Asmayani; Windrawan, I Gede; Parwoto
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.85929

Abstract

The rapid development of AI technology opens up new opportunities in education, but many teachers in Indonesia still lack understanding of the concept of TPACK and its implementation in the classroom, which has an impact on the low quality of learning. AI-based collaborative learning comes as an innovative solution to help teachers develop Intelligent-TPACK, which is the ability to effectively integrate technology in teaching practices through AI-powered collaboration. This study aims to identify the effect of AI-based collaborative learning on teachers' Intelligent-TPACK (Technological, Pedagogical, and Content Knowledge) in teaching practice. This study uses quantitativemethods with an experimental approach, the research design uses pretest-posttest with experimental groups. The sample used amounted to 100 respondents involving kindergarten teachers in Malang City. Data analysis using paired sample t-Test test. The results show that AI assists teachers in effectively integrating technology in teaching practice, improving technological, pedagogical and content skills. AI-based training programs can be an effective model for improving learning quality. The implications of this study show that AI-based training can effectively improve teachers' ability to integrate technology, improve learning quality, and prepare teachers to face the demands of the digital era.
Evaluation of Mendeley Utilization Training in Writing Scientific Papers Based on the Goal-Oriented Evaluation Model Waruwu, Marinu; Halida; Pu'at, Siti Natijatul; Rusydiana, Marwah; Sabila, Dias Khairina
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.86296

Abstract

The development of artificial intelligence (AI) technology has had a significant impact on the world of education. One of these impacts is the use of the Mendeley application in writing scientific papers by students. The purpose of this study was to test the effectiveness of training in using Mendeley in writing scientific papers for students. Participants in this study were 21 students. The method used in this study is a mixed method, which combines qualitative and quantitative approaches. Qualitative data collection techniques were conducted through interviews, observations, and document studies, while quantitative data were collected using questionnaires involving 21 participants from among students. The data obtained were analyzed qualitatively using the Miles and Huberman analysis model and quantitatively using descriptive statistics to calculate the mean and percentage. The results of the study showed a good level of achievement regarding the set training objectives. Most participants succeeded in increasing the expected knowledge and skill competencies. However, there were variations in achievement among participants, mainly influenced by their level of participation and background. This study was limited by the sample, which only consisted of seventh-semester students. Further research is recommended to be conducted on a wider scale with more complex sample characteristics. Therefore, long-term evaluation is needed to ensure the sustainability of the training impact, and higher education institutions should integrate this training program into student competency development initiatives to improve the quality of academic writing.
The Role Of Future Work Self As Moderator Between Career Anxiety And Career Decision Making Difficulty Raditya, Dewa Gede Nata; Salim, Rose Mini Agoes
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.86892

Abstract

The characteristics of Gen Z, who are prone to anxiety, will potentially cause them to have difficulty in determining their first career. Anxiety has a strong reciprocal relationship with difficulty in decision-making. This study aims to understand the role of having a Future Work Self or a clear career self-image in the relationship between career anxiety and difficulty in career decision-making. The study used a quantitative approach with moderation analysis. The participant sampling used random sampling on the population of Generation Z students in Indonesia. A total of 157 participants took part in this study. The data collection method employed a questionnaire, which was analysed using moderation analysis to determine the interaction between variables. The results showed that Future Work Self correlated negatively with the level of difficulty in career decision-making; however, the moderation analysis revealed that Future Work Self did not play a significant role as a moderator. The research findings indicate that Gen Z students can experience anxiety and struggle with decision-making despite having a clear career self-image. This study concludes that future work self plays a significant moderator in the relationship between career anxiety and difficulty in career decision-making. The stronger an individual's image of themselves in the future in the context of work, the lower the negative impact of career anxiety on their ability to make effective career decisions. This research offers implications for campus policymakers, particularly career centres, to provide training on managing career anxiety.
Strategi Guru Sejarah dalam Mengintegrasikan Pembelajaran Sejarah Berbasis Kemampuan Berpikir Kritis di SMA Yogyakarta Wulandari, Ana; Kumalasari, Dyah
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.86976

Abstract

The problem found in the field is that HOTS or higher-order thinking Skills in Indonesia are not optimal. Teachers in schools are not fully prepared to implement assessments based on Higher-Order Thinking Skills. This study aims to analyze the strategy of integrating History learning based on higher-order thinking Skills in high schools throughout Yogyakarta. The study used a qualitative method with a descriptive approach. The research sample was selected sequentially from the principal, vice principal for curriculum, History subject teacher, and samples of grade X, XI, and XII students at SMA Negeri 3 Yogyakarta. Data collection techniques include observation, interviews, and documentation. Furthermore, data analysis was carried out using Miles, Huberman, and Saldana's data analysis techniques, namely collection, condensation, presentation, and conclusion. The results of the study showed that the HOTS integration strategy in high schools throughout Yogyakarta consisted of planning, implementation, and evaluation. Second, the obstacles to integrating HOTS-based learning are related to human resources, specifically the ability of teachers to integrate IT-based HOTS, time allocation with unbalanced discussion materials, and student's ability to comprehend diverse materials. Teachers responded by turning obstacles into opportunities. The impact of HOTS is studied from the cognitive, affective, and psychomotor domains. Each teacher has implemented unique and diverse teaching. The study's implications suggest that educational outcomes should prioritise the process and results of critical thinking, focusing on students who are knowledgeable and also morally and ethically intelligent.
The Applicability of Constructivism Theory in the Learning Process of Islamic Religious Education for Students Nurhasanah, Enung
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.87116

Abstract

The problem in this study lies in the lack of application of learning approaches that can actively and independently build students' knowledge, especially in Islamic Religious Education courses. This suggests the need for further research on how the application of constructivist theory can enhance the effectiveness of the learning process. This study aims to analyze the application of constructivism theory in the learning process of Islamic Religious Education for students. This research method uses qualitative description. The data collection methods used are observation, interviews, and documentation. Data analysis in this study consists of three analysis flows: data reduction, data display, and verification. This study demonstrates that the application of constructivist theory in Islamic Religious Education (PAI) learning has been successful in increasing students' active involvement. It is concluded that the application of constructivist theory in Islamic Religious Education learning can increase active participation and understanding among students through a student-centred learning process. This approach encourages students to build knowledge independently through discussion, reflection, and direct involvement in learning activities. This study highlights the importance of adopting a more student-centred approach and providing lecturer training in applying constructivist methods to enhance the quality of learning in higher education.
The DEVELOPMENT OF TEACHING MATERIALS BASED ON MIXED-REALITY TECHNOLOGY TO IMPROVE COMPUTER ASSEMBLY COMPETENCE OF SMK STUDENTS Suryadi, Ahmad; Sadat, Anwar
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.87548

Abstract

The lack of Mixed-Reality (MR)-based teaching materials developed for vocational high school students is an obstacle in supporting their readiness to face the challenges of Industry 4.0. This study aims to design of Mixed-Reality (MR) technology-based instructional materials to enhance students' computer assembly competencies. The research method employed is research and development (R&D) using the Four-D model (Define, Design, Develop, Disseminate). The research subjects consisted of one teacher and 32 tenth-grade students as test subjects. Data were collected through validation questionnaires (media, materials, and instructional design), pretest and posttest, and student response questionnaires. Research instruments included expert validation sheets, multiple-choice test questions, and student attitude questionnaires. Data analysis techniques used quantitative descriptive analysis and gain scores to measure competency improvement. The research results indicate that MR-based instructional materials are highly feasible, with an average validation score of 3.51. Their application in learning significantly improved students' computer assembly competencies, with an average increase of 13.5 points and 61.1% of students achieving moderate to high gain scores. The conclusion of this study is that MR-based instructional materials are proven to be effective and feasible for enhancing vocational high school students' practical competencies. The implications of this study highlight the importance of integrating immersive technology into vocational education as an effort to bridge the gap between theory and practice and equip students with 21st-century skills.
Interaksi Interaksi Iklim Sekolah, Inovasi Guru, dan Ketekunan Akademik dalam Meningkatkan Prestasi Kimia: Pendekatan Pemodelan Persamaan Struktural Abukasim, Sudarto; Sutrisno, Hari; Rohaeti, Eli
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.87574

Abstract

This study was motivated by the low level of student's understanding of complex chemical concepts, which is the main challenge in learning chemistry at the high school level. The primary objective of this study was to investigate the impact of academic persistence, teacher innovation, and school climate on the cognitive achievement of high school students in chemistry learning. This study employed a non-experimental, quantitative approach using Structural Equation Modeling (SEM). The study subjects consisted of 1,057 high school students in North Maluku Province. Data were collected through a questionnaire that included 26 items for cognitive achievement, 10 items for academic persistence, and instruments to measure teacher innovation and school climate. Data analysis was conducted using structural equation modeling (SEM) to examine the relationship between variables. The results showed that academic persistence had a significant effect on students' cognitive achievement (P-value = 0.659). Teacher innovation also had a significant positive effect (P-value = 0.634), while school climate did not show a significant effect. Academic persistence has been proven to be the primary predictor of students' commitment and resilience in facing learning challenges. This finding also highlights the importance of teacher innovation, particularly in the application of technology-based and interactive learning methods, in enhancing student learning outcomes. The implications of this study underscore the need for strategies that enhance chemistry learning, focusing on strengthening student character and promoting pedagogical innovation. Further research is recommended to refine the model by incorporating additional variables to enhance chemistry learning in schools.
Efektivitas Alat Peraga Mini Solar Panel dengan Model Inkuiri Terbimbing pada Topik Energi Terbarukan untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Sarina; Wiyarsi, Antuni; Pertiwi, Andini; J, Jumadi; Dahliani, Eka
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.88004

Abstract

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.
The Role of Executive Functions in Improving Narrative Text Writing Skills: Analysis at The Macro and Micro Levels of Text Structure Dewi, Ria Candra; Yanti, Prima Gusti; Tarmini, Wini
Jurnal Pendidikan Indonesia Vol 14 No 2 (2025): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i2.88398

Abstract

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.

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