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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 994 Documents
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Improving Writing Creativity and Creative Thinking Through Collaborative Guided Writing Strategies Assisted by Gen-AI and Multimedia Meliyawati; Ade Hikmat; Herri Mulyono
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.101521

Abstract

The majority of high school students still experience difficulties in creative thinking and creative writing. This study aims to investigate the impact of a guided writing strategy based on Gen-AI and multimedia on creative writing skills and creative thinking abilities. The research method used in this study was a quasi-experimental study involving 250 high school students. Data collection methods used the Torrance Creative Thinking Test and a writing creativity scale. The results showed that a guided writing strategy based on Gen-AI and multimedia improved creative thinking skills and writing creativity in short story writing. Increased flexibility was seen in language variations and adaptation of short stories to short story composition topics. Increased originality was seen in students' thought patterns in the short stories they wrote. Increased elaboration was characterized by more complex and varied linguistic abilities. Furthermore, increased sensitivity was seen in the adaptation of short stories to more comprehensive themes. Thus, a guided writing strategy based on Gen-AI and multimedia can improve thinking skills and writing creativity in short story writing. This study implies that the integration of guided writing with technology can improve writing skills and motivation as well as creative thinking.  
Impact of Writing Learning Model Flipped Classroom Based on Video on the Writing Ability and Quality of Procedural Text Components Habiburrohman Haidar; Gunawan Suryoputro; Imam Safi’i
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.101876

Abstract

This study was motivated by the majority of junior high school students who were still having difficulty writing procedure text. The purpose of this study is to test the impact of video -based class learning models on the ability to write and the quality of procedure text components. The method used is quasi-experimental involving 250 junior high school students with each group of 125 students. Data collection methods using the writing assessment rubric instrument include content, organization, vocabulary, language, and sentence use. Data analysis using nonparametric tests, namely Mann-Whitney and Wilcoxon Signed Rank Tests. Research findings show video -based class -based class models combined with online classes have a more significant impact on the quality of student writing components and writing skills compared to conventional learning. The component that shows the most significant increase is the organizational component, followed by language and vocabulary components. Components that have increased at least are sentence mechanics. This finding shows that intervention can improve student quality and writing skills. The implication of this study is the integration of feedback with the media is able to create an innovative and effective learning process in improving writing skills.
Social Support as a Predictor of Positive Peer Relationships in Boarding School Students Alfa Muntadhar; Yulia Ayriza; Fakhri Yacob
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.102210

Abstract

Learning in a boarding school environment presents unique challenges due to academic demands and responsibilities that may influence the quality of peer relationships. This condition raises questions regarding the extent to which social support contributes to the development of positive peer relationships. This study aims to examine the effect of social support on positive peer relationships among boarding school students. This study employed a quantitative approach using a survey design. The research instruments consisted of psychological scales that had undergone content and construct validity testing, as well as reliability testing using Cronbach’s Alpha. Data were collected through questionnaires distributed to respondents and subsequently analyzed using SmartPLS 3 through the PLS algorithm, bootstrapping, and PLSPredict procedures. The results indicate that social support plays a significant role in predicting positive peer relationships, with an effective contribution of 21.1%. Social support also significantly influences the dimensions of intimacy, popularity, trust, and insight within peer relationships. These findings highlight the importance of social support in strengthening peer relations within the boarding school environment. Theoretically, this study contributes to a deeper understanding of social factors in the development of peer relationships, while practically it provides a basis for developing mentoring programs aimed at improving the quality of student interactions.
Color-Coding Assistance to Improve Students’ Literacy and Numeracy in Biology Learning Mega Silvianti; Syamsurizal; Lufri; Moralitha Chatri; Suci Fajrina
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.102538

Abstract

Improving students’ literacy and numeracy skills remains a major challenge in biology education, as conventional teaching methods and less engaging instructional media often hinder meaningful learning. This condition can lead to suboptimal achievement of learning objectives. This study aims to examine the effect of the Problem-Based Learning (PBL) model assisted by color coding on students’ literacy and numeracy skills in the ecosystem topic. A quantitative approach with a pre-test–post-test control group design was employed. The sample consisted of two classes at Phase E level, with the experimental group taught using PBL assisted by color coding and the control group taught using Direct Instruction. Data were collected using validated multiple-choice tests designed to measure literacy and numeracy skills. The data were analyzed using normality and homogeneity tests, an independent t-test, and N-Gain calculations. The results indicate a significant improvement in the experimental group, with literacy skills increasing by 19.71% and numeracy skills by 28.51%. These findings suggest that color-coded PBL effectively enhances students’ ability to process information, analyze data, and develop critical and numerical thinking skills.
ECOFUN Ladder Media in Elementary School Dance Arts Learning Ezadya Anania Swasti Putri; Deasylina Da Ary
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.102901

Abstract

Teachers’ limited ability to effectively integrate instructional media in classroom settings often results in student disengagement and reduced motivation to participate in learning activities. Such conditions create a less conducive environment and prompt the development of the ECOFUN Ladder as an innovative instructional medium for the Dance Arts curriculum in second-grade elementary education. Employing a Research and Development (R&D) methodology, the study adopts the ADDIE model. The research was conducted with a sample of 20 second-grade students. Data were collected through observations, tests, questionnaires, and interviews, and subsequently analyzed using both quantitative and qualitative approaches. ECOFUN Ladder is designed as a creative medium that integrates a traditional game containing basic dance movement materials, serving both a play and learning activity, while utilizing recycled paper as its primary material. This media consists of three main components: basic dance movements material, game cards, and visual illustrations. Findings from expert feasibility assessments conducted by media and subject matter specialists classified the ECOFUN Ladder as highly appropriate for instructional use. Effectiveness evaluations involving teachers and students similarly indicated a high level of feasibility. Moreover, the effectiveness test's empirical results revealed a notable improvement in students’ mean performance scores. So, it can be concluded that ECOFUN Ladder media have proven feasible and effective for use in the Dance Arts Subject for class II elementary school, especially in the basic dance movements material. These findings affirm that the ECOFUN Ladder is both pedagogically sound and effective for enhancing the teaching of Dance Arts in second-grade classrooms, particularly in facilitating the mastery of fundamental dance movements.
Antusiasme untuk Menjadi Siswa di Sekolah Dasar Muhammad Rizki; Hidar Amaruddin
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.103080

Abstract

Students' enthusiasm and passion for participating in school learning activities are declining. This is evident in low student participation in learning activities, minimal motivation to achieve, and limited involvement in extracurricular activities. However, the principal plays a strategic role as an educational leader capable of creating a positive, inspiring, and enjoyable school climate for students. This study focuses on the problem of the low number of new students enrolling in schools each year. This study aims to formulate a conceptual model of the causes of low interest among new students in the context of school education. This study uses a qualitative case study approach. Data collection techniques include interviews, observation, and documentation. The data sources used are one principal, 4 class teachers, and one village head. The data analysis technique used is based on Miles & Huberman, which includes data collection, data reduction, data presentation, and conclusion drawing, as well as testing the data's validity through source and technical triangulation. The results of the study indicate that the principal is a central figure and a strong foundation for establishing and running active communication and collaboration within the school system. The implications of this study indicate that the principal is essential to developing effective policies and plans to maintain school stability.
Resilience and Self-Efficacy as Predictors of Teacher Motivation in Indonesia Syarifuddin Syarifuddin; Muhammad Fahreza; Amiruddin Hamzah; Elpisah Elpisah
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.103161

Abstract

The low motivation of some teachers in Indonesia to carry out their professional duties affects the quality of the learning process and outcomes. This condition is thought to be related to teachers' resilience and self-efficacy, which play a crucial role in determining their perseverance, confidence, and enthusiasm in facing job challenges. This study aims to examine the role of resilience and self-efficacy in predicting teachers' teaching motivation in the Indonesian educational context. This study used a quantitative survey method. Data were collected via an online questionnaire comprising 34 valid and reliable items. A total of 217 teachers from various educational levels voluntarily participated. Multiple regression analysis using SPSS revealed that the model explained 28.7% of the variance in teaching motivation. The results showed that self-efficacy had a significant positive effect, while resilience showed a significant negative effect. These findings emphasize that self-efficacy directly increases teacher motivation, whereas resilience primarily serves as a coping mechanism in the face of systemic pressures. Theoretically, this study enriches educational research by integrating major theories that explain the determinants of teacher motivation. In practice, the research results emphasize the importance of increasing self-efficacy and institutional support so that teacher resilience not only maintains steadfastness but also fosters sustainable teaching motivation.  
Modul Pembelajaran Berbasis Flipbook Digital: Upaya Meningkatkan Regulasi Diri pada Siswa SMA Sri Ratna Sari; Muhammad Nursa’ban; Rino Lengam
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.103289

Abstract

Advances in educational technology demand innovations in teaching materials that can foster self-regulation in students as an essential 21st-century skill. Evidence shows that high school students still face difficulties in managing their motivation and independence in learning, while conventional teaching materials do not fully support these needs. This study aims to develop and test the effectiveness of flipbook-based digital learning modules in improving self-regulation in the subject of soil formation and soil distribution for 10th grade students. The test subjects included 10th grade high school students and teachers. The method used was the ADDIE model combined with a quasi-experimental pretest-posttest control group design involving 36 students in the experimental group and 36 students in the control group. The research instruments included expert validation, a Zimmermen indicator-based self-regulation questionnaire, learning outcome test questions, observation sheets, and interview guidelines. Data analysis was conducted quantitatively using feasibility percentages, independent sample t-tests, and N-Gain, as well as qualitatively using the Miles & Huberman model. The results of expert validation of the media and materials showed a category of “highly feasible,” while the responses of students and teachers were in the “very positive” category. The results of the independent t-test showed a significant difference between the experimental and control groups, while the N-Gain test showed an increase in self-regulation in the “moderate” category. This study implies that digital flipbook modules can be a practical and effective innovative alternative to support learning transformation and strengthen self-regulation in high school students.
Merancang Strategi Pengembangan Keterampilan Argumentatif: Menanamkan Pemikiran Kritis Ilmiah ke dalam Pembelajaran Sistem Pencernaan untuk Siswa Sekolah Menengah Atas Al Khudri Sembiring; Marta Dinata; Ramanda Rizky; Rahmat Ramadansur; Danil Alpito
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.103315

Abstract

Many students still experience difficulties in developing argumentation skills because learning activities often emphasize memorization rather than analytical reasoning. Therefore, this study aims to examine the effectiveness of the Scientific Critical Thinking in improving students’ argumentation skills in learning the human digestive system. This study employed a quasi-experimental design with a pretest–posttest control group framework involving two groups of senior high school students, namely the experimental and control groups. Data were collected through pretests, posttests, and an argumentation skills questionnaire developed based on the Toulmin Argument Pattern, which includes the indicators of claim, data, warrant, backing, qualifier, and rebuttal. The research instruments were validated prior to implementation to ensure reliability and accuracy in measuring students’ argumentation abilities. The collected data were analyzed using IBM SPSS Statistics through normality tests, homogeneity tests, and an independent samples t-test. The results indicate that students who participated in learning using the SCT model demonstrated significantly higher argumentation skills compared to those who experienced conventional instruction. These findings suggest that integrating the SCT learning model effectively enhances students’ critical reasoning, scientific argumentation, and deeper conceptual understanding in biology learning, thereby supporting the development of essential competencies required in 21st-century education.
Exploring Speaking Anxiety in English Language Learning: Causes and Coping Strategies among University Students Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
Jurnal Pendidikan Indonesia Vol 15 No 2 (2026): June
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i2.103840

Abstract

Speaking anxiety in English as a Foreign Language (EFL) learning remains a challenge that affects students’ communicative performance, while integrated studies linking its causes and coping strategies are still limited. This study aims to analyze the determinants of speaking anxiety and evaluate the coping strategies employed by second-year university students. Using a qualitative case study design, six purposively selected participants were involved. Data were collected through in-depth interviews and analyzed using thematic analysis. The findings indicate that speaking anxiety is influenced by fear of making mistakes, limited vocabulary, and insufficient preparation, which affect students’ confidence and fluency. To manage these challenges, participants employed strategies such as preparation, relaxation, positive thinking, peer support, and acceptance. The results highlight that while preparation is important, positive thinking plays a more dominant role in alleviating anxiety. The study implies the need to integrate affective strategies, particularly positive mindset development and emotion regulation, into instructional practices to foster supportive and low-anxiety learning environments.

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