cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
I Wayan Widiana
Contact Email
wayanwidiana85@undiksha.ac.id
Phone
-
Journal Mail Official
-
Editorial Address
Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116
Location
Kota denpasar,
Bali
INDONESIA
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.
Arjuna Subject : -
Articles 942 Documents
 90   91   92   93   94 
Predicting Academic Achievement Through Motivation and Self Regulated Learning Basith, Abd; Fitriyadi, Slamat; Suwanto, Insan; Mariana, Dewi; Kamaruddin; Rahman, Md. Shahinoor; Moseki, Usina Robert; Jasnika, Inka; Anriani, Putri; Mawazid, Zidni
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.v14i2.89041

Abstract

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.
Improving Students' Academic Writing Skills Through Metacognitive Strategies Nusivera, Egi; Hikmat, Ade; A. Ghani, Abdul Rahman
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.v14i2.89913

Abstract

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.
Factors Influencing Teachers’ Readiness In Implementing The Independent Curriculum in Indonesia Rianti, Andini; Sujarwo
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.v14i2.90256

Abstract

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.
The Relationship between Learning Implementation and Teacher Self-Efficacy, Job Satisfaction, and Collaboration Samsudin
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.v14i2.90263

Abstract

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.
ClassDojo Impact on Improving Students Ability in Understanding English and Writing EFL with Platform 5.0 Wijayanto, Pikir Wisnu; Aisah, Siti; Prabowo, Jumbuh
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.v14i2.90562

Abstract

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.
Microlearning-Based Mobile Learning Module in Optimizing Learning Management System (LMS) Lolang, Enos; Putra Pratama, Muh.
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.v14i2.90779

Abstract

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.
The Use of Animated Sex Education Videos to Support Socialization Skills in Kindergarten Children Salsabilla, Zahra; Nurhafizah
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.v14i2.91825

Abstract

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.
Impact of Integration of Self-Regulated Learning (SRL) and Phonic Approcah in Flipped Classroom Model on Reading Literacy Skills, Reading Strategies, and Reading Motivation Nurmahanani, Indah
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.v14i2.92415

Abstract

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.
Pengaruh E-Leadership Berbasis Siklus PDCA terhadap Kinerja Guru dan Pencapaian Target Menghafal 1 Juz Al-Qur'an Dikdik, Asep; Komariah, Aan; Suryana, Asep; Suharto, Nugraha
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.v14i2.92614

Abstract

Qur'anic education faces various challenges in adapting to digital transformation while maintaining the quality of education and Islamic values. This study examines the effect of e-leadership based on the Plan-Do-Check-Act (PDCA) cycle on teacher performance and students' 1 Juz Al-Qur'an memorization achievement target. This study used an explanatory quantitative approach. The research subjects were 16 teaching teachers, and the data collection method used was the descriptive choreographic survey method. Then, data analysis techniques such as normality, linearity, correlation, and determination coefficient tests will be used. This study found that e-leadership based on the PDCA cycle significantly improves teacher performance, as indicated by the coefficient of determination R² of 77.3%. This finding indicates that implementing e-leadership based on the PDCA cycle can explain most of the variability in teacher performance, especially in lesson planning, task execution, evaluation of results, and corrective actions. In addition, the results show that e-leadership also correlates reasonably strongly with achieving the 1 Juz Al-Qur'an memorization target, with an R² value of 44.6%. Although its contribution to memorization achievement is lower than its impact on teacher performance, the implementation of e-leadership based on the PDCA cycle still supports strategies for planning, implementing, monitoring, and evaluating student memorization. This finding confirms the principal's role in improving teacher performance. It encourages further research to identify other factors that can influence the success of e-leadership in the context of Islamic education.
Comparison of Critical Thinking Ability and Metacognitive Skills on PPG PAI Learning Outcomes Tola, Baso; N. Hula, Ibnu Rawandhy; Pateda, Lamsike; Mariana, Ana
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.v14i2.97473

Abstract

The development of critical thinking and metacognitive skills is an important focus in professional teacher education, including in the Islamic Religious Education Teacher Professional Program (PPG PAI). However, there are still limited studies comparing the relative contribution of these two skills to the learning outcomes of prospective teachers. This study aims to analyze the significance of the role of critical thinking and metacognitive skills in shaping PPG PAI learning outcomes. This study used a quantitative research design with a correlational approach. Data were collected from 60 participants across two cohorts selected by purposive sampling. The data collection method was through tests. The research instrument was an integrated essay test. The data analysis technique used was inferential statistical analysis, analyzed through multiple linear regression. The results showed a statistically significant relationship (F = 12.828, p < 0.001) with a combined contribution of 28.6% of both variables to learning outcomes. Critical thinking had a slightly greater influence (Beta = 0.478) than metacognition (Beta = 0.499). This finding emphasizes the need for an integrated strategy for developing both skills in the PPG PAI curriculum to improve prospective teachers' reflective and analytical competencies. The implications of this research are relevant for improving teacher education programs to be more responsive to the needs of contemporary Islamic education.

Page 92 of 95 | Total Record : 942

 90   91   92   93   94 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 14 No 3 (2025): September Vol 14 No 2 (2025): June Vol 14 No 1 (2025): March Vol 13 No 4 (2024): Desember Vol 13 No 3 (2024): September Vol 13 No 2 (2024): June Vol 13 No 1 (2024): March Vol 12 No 4 (2023): December Vol 12 No 3 (2023): September Vol 12 No 2 (2023): June Vol 12 No 1 (2023): March Vol 11 No 4 (2022): Desember Vol 11 No 3 (2022): September Vol 11 No 2 (2022): June Vol 11, No 1 (2022) Vol 11 No 1 (2022) Vol 10, No 4 (2021) Vol 10 No 4 (2021) Vol 10, No 3 (2021) Vol 10 No 3 (2021) Vol 10 No 2 (2021) Vol 10, No 2 (2021) Vol 10 No 1 (2021) Vol 10, No 1 (2021) Vol 9, No 4 (2020) Vol 9 No 4 (2020) Vol 9, No 3 (2020) Vol 9 No 3 (2020) Vol 9, No 2 (2020) Vol 9 No 2 (2020) Vol 9 No 1 (2020) Vol 9, No 1 (2020) Vol 8 No 2 (2019) Vol 8, No 2 (2019) Vol 8, No 1 (2019) Vol 8, No 1 (2019) Vol 8 No 1 (2019) Vol 7 No 2 (2018) Vol 7, No 2 (2018) Vol 7 No 1 (2018) Vol 7, No 1 (2018) Vol 7, No 1 (2018) Vol 6, No 2 (2017) Vol 6, No 2 (2017) Vol 6 No 2 (2017) Vol 6 No 1 (2017) Vol 6, No 1 (2017) Vol 6, No 1 (2017) Vol 5, No 2 (2016) Vol 5, No 2 (2016) Vol 5 No 2 (2016) Vol 5, No 1 (2016) Vol 5, No 1 (2016) Vol 5 No 1 (2016) Vol 4, No 2 (2015) Vol 4 No 2 (2015) Vol 4, No 2 (2015) Vol 4, No 1 (2015) Vol 4, No 1 (2015) Vol 4 No 1 (2015) Vol 3, No 2 (2014) Vol 3 No 2 (2014) Vol 3, No 2 (2014) Vol 3, No 1 (2014) Vol 3 No 1 (2014) Vol 3, No 1 (2014) Vol 2, No 2 (2013) Vol 2 No 2 (2013) Vol 2, No 2 (2013) Vol 2, No 1 (2013) Vol 2, No 1 (2013) Vol 2 No 1 (2013) Vol 1 No 2 (2012) Vol 1, No 2 (2012) Vol 1, No 2 (2012) Vol 1, No 1 (2012) Vol 1 No 1 (2012) Vol 1, No 1 (2012) More Issue