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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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An Economics Pocket Book on Financial Literacy for Tenth Grade Students Yunita Sulastri
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.v15i2.106017

Abstract

The availability of relevant, practical, and easy-to-understand teaching materials is an important requirement in supporting the learning process, especially in financial literacy material. The main problem in this study is the unavailability of concise teaching materials that can help 10th grade students understand the basic concepts of personal financial management in a simple and applicable manner. This study aims to develop, validate, and produce a financial literacy pocketbook that is suitable for use as a medium for economics learning. This type of research is Research and Development (R&D) using the ADDIE model. The research subjects included material experts, media experts, economics teachers, and 10th grade students. Research data were obtained through validation sheets, teacher response questionnaires, and trials with students. The developed pocketbook contains basic financial literacy materials, such as money management, needs and wants, priority scales, saving, and simple financial decision-making. The results showed that the financial literacy pocketbook received a very decent rating from the validator and received very positive responses from teachers and students. The implications of this study indicate that pocketbooks can be used as an effective, interesting, and practical supplementary learning resource in helping students understand financial literacy and ready to be used in economics learning.
The Writerpreneur E-Platform Based on a Metacognitive Approach in Improving Essay Writing Competence and Digital Literacy Entrepreneurship Raden Ika Mustika; Reka Yuda Mahardika; Dede Endang Mascita; Emi Kulsum
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.v15i2.106235

Abstract

The problem of this research lies in the suboptimal utilization of students' writing skills in the field of digital literacy entrepreneurship and the still low self-regulation and metacognitive abilities in the essay writing process. Writing learning in higher education still focuses on the final result, so that the process of planning, monitoring, and evaluation of writing has not been developed optimally. This study aims to analyze, evaluate, and test the effectiveness of the writerpreneur e-platform based on a metacognitive approach in improving students' essay writing and digital literacy entrepreneurship competencies. This study used a quasi-experimental research type with a nonequivalent control group design. The research subjects were 250 students and who were divided into experimental and control groups of 125 students each. Data collection methods were carried out through essay writing tests, digital entrepreneurship questionnaires, observations, and interviews using writing assessment rubrics, Likert scales, and interview guidelines. Data analysis used descriptive statistics, ANCOVA, chi-square tests, and t-tests. The results of the study indicate that the metacognitive-based writerpreneur e-platform significantly improves essay writing competency in the aspects of task achievement, coherence and cohesion, vocabulary, and grammatical accuracy, while also increasing students' motivation, interest, attitude, and self-efficacy in digital literacy entrepreneurship. The conclusion of the study shows that the integration of metacognitive-based technology effectively optimizes students' writing and digital entrepreneurship skills.
Virtual Reality Integrated ew TPACK and PBL to Improve Critical Thinking Ability in Science Learning for Elementary School Wika Putriana; Endang Widi Winarni; Abdul Muktadir; Endina Putri Purwandari
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.v15i2.107020

Abstract

The gap in science learning in elementary schools remains a problem that impacts students' low critical thinking skills and scientific literacy, mainly due to teachers' limitations in preparing interactive learning media integrated with innovative learning models. This study aims to develop interactive media with Virtual Reality (VR) based on TPACK-PBL in science learning to improve critical thinking skills and scientific literacy of sixth grade elementary school students. This study uses the Research and Development (R&D) method with the ADDIE development model. The research subjects consisted of 15 students in the trial class and 20 students in the effectiveness test class. Quantitative data were obtained through validation by material, language, and graphics experts, product trials, and effectiveness tests using pretests and posttests, while qualitative data were obtained through interviews, observations, and questionnaires of teacher and student responses. The results of the study indicate that interactive media with VR based on TPACK-PBL is effective in improving students' critical thinking skills and scientific literacy. VR scenarios in problem-based learning are able to stimulate students to observe, collect virtual data, analyze information, and draw conclusions. The implications of this research indicate that TPACK-PBL-based learning design with VR support can be an innovative alternative to improve teacher competence, strengthen understanding of science concepts, and encourage students' abilities to solve real-world problems critically and scientifically.
Student Perceptions of the Role of Microteaching Courses as Preparation for Implementing Field Experience Practices Rizqi Rahmania Nurwahidah; Yuli Wahyuni
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.v15i2.107064

Abstract

Microteaching is widely implemented as a preparatory course prior to Field Experience Practice (FEP); however, its effectiveness in representing the complexity of authentic classroom instruction remains contested. This study aims to analyze students’ perceptions of microteaching as preparation for FEP and examine the relationship between students’ perceptions and their academic achievement in the microteaching course. A convergent mixed-methods design was employed involving 35 undergraduate students enrolled in a Japanese Language Education program. Data were collected through an online questionnaire consisting of students’ perceptions of microteaching and documentation of final course grades. Quantitative data were analyzed using descriptive statistics, normality testing, and correlation analysis, while qualitative data were analyzed through thematic analysis. The findings revealed that students generally perceived microteaching positively, particularly in enhancing self-confidence, teaching readiness, and adaptability to student characteristics. Nevertheless, no significant relationship was identified between students’ perceptions and their academic achievement in microteaching. Qualitative findings further indicated a discrepancy between simulated teaching practices and actual classroom conditions, alongside the need to strengthen reflective, contextual, and collaborative dimensions within microteaching instruction. The study concludes that microteaching contributes more substantially to students’ affective and pedagogical readiness than to academic performance alone. The findings imply the importance of developing more authentic microteaching models to support the development of comprehensive pedagogical competence.
Integrated E-Module of Local Potential Mount Merbabu to Improve High School Students Sustainable Development Goals Literacy Nabila; Wahyudi; Sophia Tri Satyawati
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.v15i2.107152

Abstract

Literacy regarding the Sustainable Development Goals (SDGs), particularly Goal 15 (Life on Land), remains relatively low due to a lack of integration of literacy into learning and a scarcity of innovative learning resources. This situation calls for the development of teaching materials that are contextual and relevant to the students’ surrounding environment. This study aims to analyze, develop, and test the validity, practicality, and effectiveness of an e-module based on local potential as a tool for SDG literacy learning. This is a development study using the 4D model (Define, Design, Develop, Disseminate) involving teachers and students as research subjects. Data were collected through interviews, questionnaires, and tests, using instruments tailored to the aspects being measured. Qualitative data were analyzed using the Miles and Huberman technique, while quantitative data were analyzed using percentage and n-gain calculations. The research results indicate that the developed e-module has a very high level of validity based on expert evaluation and is considered highly practical in its application. Furthermore, the e-module has proven effective in enhancing teachers’ pedagogical competencies, students’ interest in learning, and their literacy, with significant improvements observed in these areas. These findings indicate that integrating digitized local potential into instructional materials can serve as an effective strategy for strengthening SDG literacy. The implications of this research underscore the importance of developing innovative, locally-contextualized learning resources to support sustainable education.
A Synergistic STEM-Creativity Model to Enhance Cognitive Innovation and Higher-Order Thinking Skills (HOTS) in Mathematics Learning Hendi Hidayah; Abdillah; Sirajuddin; Syaharuddin; Wasim Raza; Sunday Emmanuel Fadugba
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.v15i2.107166

Abstract

Students’ low levels of cognitive innovation and higher-order thinking skills (HOTS) in mathematics learning remain a major problem caused by teacher-centered instruction and a lack of contextual problem-solving activities. This study aims to analyze and test the effectiveness of the Synergistic STEM–Creativity Learning Model in improving students’ cognitive innovation and HOTS in mathematics learning. This study employs a quantitative approach with a quasi-experimental pretest–posttest control group design. The research participants consisted of 68 junior high school students divided into an experimental class and a control class. Data collection was conducted through HOTS essay tests and Likert scale questionnaires to measure students’ cognitive innovation abilities. The data were analyzed using assumption tests, hypothesis tests, and N-Gain to evaluate the improvement in abilities and differences in learning outcomes between groups. The results of the study indicate that students in the experimental class demonstrated a greater improvement in cognitive innovation and higher-order thinking skills (HOTS) compared to students in the control class. The Synergistic STEM–Creativity Learning Model is capable of encouraging students to think more creatively, analytically, and reflectively through contextual and collaborative learning activities. These findings suggest that this learning model is effective in developing students’ higher-order thinking skills and cognitive innovation in mathematics education.
Language Variety Use in the Learning Process of Indonesian Language for Junior High School Students Indah Afrianti; Nur Wahyuni; Arifin; Febi Latifa; Fadhillah; Ferdianto; Yerin Aulia; Nur Fania Alfisyah
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.v15i1.108728

Abstract

This study is motivated by the suboptimal management of language variety use in Indonesian language instruction, which may affect communication effectiveness and students’ academic language mastery. Language variation naturally occurs in classroom interaction however, it is not always pedagogically managed to support instructional objectives. This study aims to analyze the use of language varieties in Indonesian language learning at the junior high school level using a mixed method approach. The quantitative approach was employed to identify the frequency and percentage of language variety use through structured observation and questionnaires, which were analyzed using descriptive statistics. Meanwhile, the qualitative approach was applied to describe the forms and contexts of language use through note taking techniques, participant observation, interviews, and documentation, which were analyzed using an interactive analysis model. The data were derived from teachers’ and students’ utterances during classroom instruction. The results reveal four types of language varieties, namely dialectal, formal, casual, and intimate varieties, with formal and casual varieties being dominant in classroom interaction. These findings indicate that learning takes place in a varied and contextual manner, influenced by instructional goals, communicative situations, and classroom interaction dynamics. The study implies the importance of proportional and context aware language management to support students’ communicative competence and academic language development.
Differentiated Assessment Practices in a Montessori-Based Elementary School: A Qualitative Study on Implementation, Challenges, and Benefit Agung Ayu Dyah Permata Sari; Ni Nyoman Padmadewi; I G A Lokita Purnamika Utami
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.v14i4.108924

Abstract

Differentiated assessment has become an important approach to addressing students’ diverse learning needs; however, evidence regarding its implementation in Montessori primary education remains limited. This study aimed to investigate the implementation of differentiated assessment, identify the challenges faced by teachers, and examine its benefits. A qualitative case study design was employed involving two teachers responsible for fourth-, fifth-, and sixth-grade students. Data were collected through surveys, classroom observations, and semi-structured interviews using an open-ended questionnaire, an observation sheet, and an interview guide. The questionnaire was administered over one week, followed by one week of classroom observations and subsequent interviews. The collected data were analyzed using thematic analysis. The findings revealed that differentiated assessment was implemented through well-planned learning activities, formative assessment practices, varied assessment tasks and products, and a prepared learning environment. Teachers’ experience and professional competence were identified as key factors supporting effective implementation, while limited professional training remained a major challenge. The implementation of differentiated assessment also contributed positively to students’ academic performance and supported teachers’ professional development. In conclusion, differentiated assessment is an effective approach for accommodating diverse learning needs in Montessori classrooms, although its success depends on teachers’ competencies and institutional support. These findings highlight the importance of continuous professional development to strengthen teachers’ capacity in implementing differentiated assessment effectively.
The Role of Digital Leadership in Enhancing Data-Driven Instruction and Curriculum Design in Higher Education Rokimin; Rika Handayani; Sofwan Manaf; Dudun Ubaedullah; Farah Diba
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.v15i1.108936

Abstract

The integration of digital leadership in the higher education ecosystem is a fundamental prerequisite for strengthening data-driven instructional decision-making. This study aims to explore the optimization of the role of digital leadership in integrating artificial intelligence (AI) and data-driven strategies to improve pedagogical effectiveness and learning outcomes. This study uses a qualitative approach with a case study design. Data were collected through in-depth interviews, focus group discussions, participatory observation, and documentation analysis of academic leaders, educators, and educational technology specialists as key informants. Data were analyzed using thematic analysis techniques through a process of data reduction, categorization, and iterative conclusion drawing. The results show that effective digital leadership requires leaders to act as mediators between the technological and pedagogical dimensions, going beyond mere technical mastery. The success of integration depends on a systematic, step-by-step approach and the continuous strengthening of educators' digital competencies, despite the challenges of the digital divide and institutional resistance. This study concludes that digital transformation requires a holistic approach that includes strengthening infrastructure, continuous professional development, and equitable accessibility strategies.
Google Sites–Assisted Interactive Learning Multimedia to Enhance Learning Motivation and Cognitive Learning Outcomes in Social Studies among Elementary School Hilmi Alima Muktianti; Harun
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.v15i2.109367

Abstract

The low motivation and learning outcomes of social studies in elementary school students indicate that the use of learning media is still not fully capable of creating an interactive, contextual, and student-centered learning experience. This condition indicates the need for digital learning media innovations that can increase student engagement more optimally in the learning process. This study aims to develop, evaluate, and test the effectiveness of interactive learning multimedia assisted by Google Sites in improving the motivation and cognitive learning outcomes of fifth-grade elementary school students. This study uses a Research and Development (R&D) approach with the Borg and Gall model. The research subjects included material experts, media experts, teachers, and elementary school students. Data were collected through interviews, observations, questionnaires, and cognitive learning outcome tests, then analyzed using quantitative descriptive and inferential techniques to interpret the level of validity, practicality, and effectiveness of the developed product. The results show that interactive learning multimedia assisted by Google Sites has a very good level of feasibility, is easy to implement in learning, and is able to significantly improve student motivation and learning outcomes. These findings imply that web-based interactive multimedia integration can create more participatory, adaptive, and meaningful learning, while strengthening digital media innovation as a strategic alternative in supporting classroom learning and students' independent learning.

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