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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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Pengembangan Workshop Otomotif Berbasis Virtual Reality sebagai Sarana Belajar Mandiri Siswa untuk Meningkatkan Kompetensi Overhaul Mesin Emdi Ramadana Putra; Imam Wahyudi Farid; Rico Andika Putra
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.v15i1.103944

Abstract

This study addresses the limitations of motorcycle engine overhaul practice facilities, which have resulted in several students becoming passive observers and insufficiently engaged in hands-on learning activities. Such conditions have contributed to low procedural competence, reduced learning motivation, and suboptimal practical performance. The study aims to analyze, develop, and evaluate the effectiveness of a Virtual Reality (VR)-based automotive workshop in enhancing students’ cognitive and psychomotor competencies comprehensively. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects consisted of 30 eleventh-grade students from the Motorcycle Engineering (TBSM) program, with 10 students selected purposively for the limited trial phase. Data were collected through observations, interviews, student response questionnaires, expert validation sheets, and pretest–posttest instruments as the primary measures of learning outcomes. Data analysis was conducted using descriptive quantitative and qualitative techniques, including feasibility percentage calculations, mean score analysis, and gain score measurement to determine learning improvement. The findings indicate that the implementation of the VR-based automotive workshop significantly improved students’ competencies in motorcycle engine overhaul material. The study concludes that VR effectively addresses limitations in practical facilities and enhances students’ overhaul competencies. These findings imply that VR can be systematically integrated into vocational curricula as an innovative, technology-based solution for practical learning enhancement.
Pengembangan Modul Ajar berbasis STEAM-Inkuiri untuk Meningkatkan Minat Belajar dan Keterampilan Berpikir Kritis Peserta Didik di SMK Kesehatan Nusantara Palu Farhana Lembah; Achmad Ramadhan; Sutrisnawati
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.v15i1.104132

Abstract

Learning in vocational high schools (SMK) in the health field still faces limitations in contextual and interactive teaching materials, which negatively affect students’ learning interest and critical thinking skills, particularly in Human Anatomy and Physiology topics. This study aimed to develop, validate, and evaluate a STEAM–Inquiry-based learning module to enhance students’ learning interest and critical thinking skills in health vocational schools. The study employed a Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate), which was limited to the Develop stage. The research subjects consisted of 29 eleventh-grade students selected through purposive sampling. The research instruments included a critical thinking skills rubric, a learning interest questionnaire, and expert validation sheets. Data were analyzed using descriptive statistics and N-Gain tests. The results indicated that the STEAM–Inquiry-based module achieved a very high feasibility level (>76%) and significantly improved students’ learning interest and critical thinking skills, with an N-Gain score of 0.71. The module was found to be valid, practical, and effective in promoting active, creative, and critical learning. The implications of this study suggest that the STEAM–Inquiry-based module can serve as an innovative alternative teaching material in health vocational schools to support the implementation of the Merdeka Curriculum and to strengthen 21st-century learning oriented toward critical thinking and problem-solving skills.
The Impact of LuDiCa Program with a Phonic Approach on the Language and Literacy Skills of Early Childhood Students Indah Nurmahanani; Neneng Sriwulan
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.v15i1.104140

Abstract

Many students entering early primary school are still unable to read due to limited literacy activities during the preschool years. This study aims to analyze the impact of the Dialogic Reading for Comprehension (LuDiCa) intervention program, using a phonics-based approach, on the development of young learners’ language and literacy skills. A quasi experimental research design was employed to examine the effectiveness of the dialogic reading program. The research subjects consisted of 250 young children and their parents who participated in the study. Participants were randomly selected from several early childhood education institutions. The instruments used in this study included questionnaires, language and literacy assessments, receptive and expressive vocabulary assessments, taxonomy skills assessments, print awareness assessments, and activity sheets. Data were analyzed using a hierarchical linear model with a two level random intercept. The findings indicate that the phonics-based Dialogic Reading for Comprehension (LuDiCa) program is effective in improving students’ reading and literacy skills. Overall improvements were observed in four aspects of students’ language and literacy abilities: receptive vocabulary, expressive vocabulary, print awareness, and taxonomy skills. In conclusion, the phonics-based dialogic reading literacy intervention program is highly effective in promoting early childhood language and literacy development. The implications of this study suggest that interactive reading activities conducted collaboratively by children and their parents are more effective in supporting language and literacy development.  
Measuring English Teachers' Digital Literacy in Applying ICT: A Study in a Secondary School Siti Niah; Prih Febtiningsih; Najihah Mahmud
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.v15i2.104522

Abstract

The development of digital technology in education requires teachers to have adequate digital literacy to support effective and innovative English language learning. However, the digital competence of English teachers in secondary schools still shows inequality, especially in the pedagogical integration of ICT, digital assessment, and technology-based professional development. This study aims to analyze, evaluate, and interpret the level of digital literacy of English teachers in the application of ICT based on the Digital Competence for Language Teachers DC4LT framework. This study used a mixed methods method with an explanatory sequential design. The research subjects consisted of 36 secondary school English teachers, while the instrument trial subjects involved 15 teachers outside the research sample. Data collection was carried out through questionnaires, semi-structured interviews, and documentation using instruments in the form of a validated DC4LT questionnaire and interview guide. Quantitative data were analyzed using descriptive statistics, factor analysis, t-tests, Pearson correlation, and linear regression, while qualitative data were analyzed thematically. The results showed that teachers' digital competence was in the low to moderate category across all DC4LT dimensions, with digital content development as the highest aspect and professional development as the lowest aspect. The study's conclusions indicate that teachers' digital literacy is influenced by individual competency, institutional support, and the availability of digital infrastructure. The implications of this research emphasize the importance of ongoing training programs and contextual ICT integration policies in English language learning.
The Impact of Multidimensional Curriculum Design in French on Higher-Order Thinking Skills (Critical Thinking, Creative Thinking, and Future Thinking) Siti Umaya; Asep Herry Hernawan; Laksmi Dewi
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.v15i1.105231

Abstract

The design of foreign language learning curricula that are integratively capable of fostering students’ higher-order thinking skills remains limited. This study aims to analyze the impact of a multidimensional curriculum in French language instruction on the enhancement of students’ higher-order thinking skills. This research employed a quantitative approach and involved 300 senior high school students and university students. The sample was selected using a purposive sampling technique. A quasi-experimental method was utilized to test a multidimensional curriculum model integrated with critical thinking, creative thinking, and future thinking competencies in the experimental group and to compare the results with those of the control group. The instrument used for data collection was a questionnaire. Data analysis techniques included the independent sample t-test, effect size analysis, and Pearson correlation analysis. The results indicate that higher-order thinking skills in the experimental group improved significantly compared to those in the control group. The dimensions showing the most significant improvement were future thinking and creative thinking, followed by critical thinking. The implementation of foreign language instruction using a multidimensional curriculum can facilitate the development of students’ critical, creative, and future-oriented thinking skills within a relatively short period of time. The multidimensional curriculum model should be supported by innovative and creative instructional strategies or methods that promote higher-order thinking skills among second language learners.
Mapping HOTS in Textbook Assessment Items: Implications for Instructional and Learning Quality Yeni Witdianti; Nursalim; Juwilsi Thianci Rawung; Martina L Suarlembit
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.v15i2.105585

Abstract

The main problem in Indonesian language learning at the high school level is the low application of Higher Order Thinking Skills (HOTS) aspects in evaluation questions, which impacts the development of students' critical, analytical, and creative thinking abilities. This study is motivated by the need to improve the quality of learning thru assessments that demand higher-order thinking skills. This study aims to analyze and evaluate the representation of HOTS aspects in the evaluation questions within the Tiga Serangkai Indonesian Language textbook for SMA Class X, and to assess its implications for the quality of learning. The research subject is the evaluation questions in the Indonesian textbook "Tiga Serangkai" for high school students in Class X, with a total of 60 questions analyzed. Data collection was carried out using the content analysis method, with the instrument being a categorization sheet based on the revised Bloom's taxonomy (C4–C6). Data analysis techniques included identifying, classifying, and interpreting the cognitive levels of the evaluation questions. The research results indicate that the proportion of questions accommodating HOTS aspects is still very low, with the majority of questions falling into the low-level thinking category (C1 and C2). This finding indicates the need for developing HOTS-based evaluation questions so that Indonesian language learning can be more effective in fostering higher-order thinking skills. The implications of this research underscore the importance of involving textbook authors, teachers, and education policymakers in designing evaluation questions that emphasize HOTS aspects to prepare students for the challenges of the 21st century.
Strengthening Leadership Communication Based on Neuro-Linguistic Programming (NLP) for Teachers and School Principals Maulia Depriya Kembara; Rita Anggorowati; Atep Sujana; Nandang Rusmana; Leni Permana
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.v15i2.105770

Abstract

Despite the critical role of leadership communication in educational transformation, many teachers and principals still experience limitations in empathetic and strategic communication, resulting in suboptimal collaboration and innovation. This study aims to evaluate the effectiveness of Neuro-Linguistic Programming (NLP)-based training in enhancing leadership communication competencies among educational practitioners. The research employed a quasi-experimental design with a pre-test–post-test approach involving 39 participants, including teachers, school leaders, and postgraduate students. Data were collected using validated instruments measuring authentic leadership, NLP-based communication skills, and teacher performance, supported by reflective writings and peer feedback. Quantitative data were analyzed using paired-samples t-tests, while qualitative data were examined through thematic analysis. The results indicate a significant improvement in participants’ communication competencies across cognitive, behavioral, and affective domains. Participants also demonstrated the ability to apply key NLP techniques, such as rapport-building and active listening, in professional contexts. This study implies that NLP-based training provides an effective and practical approach for strengthening leadership communication and supporting professional development in educational settings.
Comparison of Cross-Cultural Social Skills between Adolescents in International Schools, National Plus Schools, and Public Schools Taufik Agung Pranowo; Rizky Andana Pohan; Panggih Wahyu Nugroho; Noorazman Bin Abd Samad
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.v15i1.105940

Abstract

This research is motivated by the limited empirical studies on cross-cultural social skills (CCSS) among Indonesian adolescents, especially in comparisons across school types. However, differences in educational environment characteristics are thought to influence the development of students' cross-cultural competence. This study aims to analyze the CCSS levels of students in international schools, national plus schools, and public schools. The study used a quantitative, comparative-correlational design. The study subjects were 550 high school students selected through a proportionate stratified cluster sampling technique. Data were collected using the CCSS instrument, which has been tested for its validity and reliability. Data analysis was performed using a One-Way ANOVA and the Tukey HSD post-hoc test. The results showed significant differences among school types (p < 0.05), with international school students scoring highest on all five CCSS dimensions, followed by national plus schools, and public schools scoring lowest. These findings imply the importance of integrating multicultural perspectives and social-emotional learning in the public school curriculum. Thus, a multicultural educational environment plays a crucial role in developing youth's cross-cultural competence.
PENGEMBANGAN MEDIA BUSY BOOK UNTUK MENINGKATKAN KEMAMPUAN MEMBACA AWAL SISWA DI SEKOLAH DASAR Dewi Sartika; Abdul Hakim; Farida Febriati
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.v15i1.105965

Abstract

Selecting appropriate learning media to support the learning process remains a common challenge for teachers. This study aimed to analyze the need for busy book media, design and validate the product, assess its practicality, and evaluate its effectiveness in improving elementary school students’ early reading skills. A mixed-methods approach was employed using the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires administered to an Indonesian language teacher and 21 randomly selected students. The findings indicated that the busy book media was highly needed and achieved very high validity scores from media experts (92.6%) and content experts (83.3%). The practicality level was categorized as very practical, ranging from 92% to 94%. Posttest results showed a significant improvement compared to pretest scores, indicating high effectiveness. Therefore, the busy book media is feasible and effective as an alternative medium for early reading instruction. This study implies that busy books support student-centered learning by encouraging active student engagement.
Prophetic Food Program: Integrating Islamic Values and Local Food Literacy to Develop Moral Character in Elementary Students Nuraly Masum Aprily; Nana Supriatna; Mubiar Agustin; Ernawulan Syaodih
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.v15i2.106011

Abstract

The low level of local food literacy and the weak development of moral character among elementary school students remain critical problems due to the dominance of instant food consumption and the limited integration of value-based education. These conditions negatively affect students’ nutritional awareness, hygiene, justice, and ethical eating behavior. This study aimed to develop and examine the effectiveness of the Prophetic Food Program in enhancing students’ local food literacy and moral character. A mixed-methods approach with a sequential exploratory design was employed. The research subjects consisted of 70 fifth-grade students as experimental participants, as well as 140 students and 14 teachers as perception survey respondents. Data were collected through tests, questionnaires, observations, interviews, and documentation. Data analysis applied qualitative thematic analysis and quantitative paired t-test and N-Gain analysis. The findings indicate that the program significantly improves students’ knowledge, attitudes, and practices toward local food as well as the internalization of prophetic values (al-‘adl, al-ṭahārah, al-qanā'ah, al-karīm, and al-akhlāq al-karīmah) with a high effectiveness category. This study implies the importance of integrating Islamic value-based character education with local food literacy in elementary schools.

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