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Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Published by Universitas Negeri Malang
ISSN : -     EISSN : 2502471X     DOI : -
Core Subject : Education,
Education
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan (Education Journal: Theory, Research, and Development) is an electronic journal focuses on a scientific article concerning education issues in general published by Graduate School of Universitas Negeri Malang since January 2016.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 10, No 2: FEBRUARY 2025" : 5 Documents clear
Geometry Math Problem-Solving Ability in Grade IV Elementary School Students Based on Learning Style Lestari, Mutiara Intan; Wijayaningputri, Arinta Rezty; Anshory, Ichsan
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 2: FEBRUARY 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i2.25687

Abstract

According to Miles and Huberman, this research uses a descriptive qualitative method with three steps of data analysis: data reduction, data presentation, and conclusion drawing. Data collection techniques included observation, interviews, and documentation. The study aimed to analyze the relationship between students' learning styles and how they solve geometry math problems. Initial observations in class IV SDN Pulorejo III showed that students' literacy skills were low, especially in understanding story problems, obstacles in solving geometry problems such as memorizing formulas, and ignorance of students' learning styles. The results revealed that 54% of students have a visual learning style, 18% auditory, and 28% kinesthetic. Different learning styles affect how students acquire and process information and their problem-solving strategies. Therefore, a varied learning approach must accommodate all students' learning styles. This research emphasizes the importance of applying learning methods that suit students' learning styles to improve their understanding of mathematics concepts and critical thinking skills. Thus, each student can learn more effectively according to how they understand information.
Integrasi Accera pare Bagi Kehidupan Masyarakat Parigi Dalam Membangun Solidaritas Peserta Didik Tahirah, Inas; Astina, I Komang; Wirahayu, Yuswanti Ariani; Susilo, Singgih; Suharto, Yusuf
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 2: FEBRUARY 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i2.25616

Abstract

Abstract : Accera pare is a harvest party of the Parigi Village community which is held as a form of gratitude of the farmers for the gifts given by God for being given a smooth harvest. The purpose of this research is to explore the meaning of the accera pare ceremony for the people of Parigi Village and the integration of accera pare in building students' sense of solidarity. The research method used descriptive qualitative with ethnographic approach where the data were analyzed by domain analysis, taxonomy, components and cultural themes. Data sources were obtained through participant observation and in-depth interviews. The results showed that the meaning of the accera pare ceremony for the people of Parigi Village is as a form of respect for ancestors including forms of communication, protection and guardians of nature, as a thanksgiving including prayer, thanksgiving, as a cultural heritage which includes heirlooms, traditional performances and traditional clothes and as a form of human relationship with humans which is realized through deliberation and socialization between communities. The integration of accera pare in building students' solidarity is reflected in kinship, gratitude, mutual cooperation, togetherness and the spirit of sharing. Abstrak : Accera pare merupakan pesta panen masyarakat Desa Parigi yang dilaksanakan sebagai bentuk syukur para petani atas karunia yang diberikan oleh Tuhan karena diberi kelancaran panen. Tujuan penelitian ini untuk menggali makna upacara accera pare bagi masyarakat Desa Parigi dan integrasi accera pare dalam mebangun rasa solidaritas peserta didik. Metode penelitian menggunakan deskriptif kualitatif dengan pendekatan etnografi dimana data dianalisis dengan analisis domain, taksonomi, komponen dan tema budaya. Sumber data diperoleh melalui observasi partisipasi dan wawancara mendalam. Hasil penelitian menunjukkan bahwa makna upacara accera pare bagi masyarakat Desa Parigi adalah sebagai wujud penghormatan kepada leluhur meliputi bentuk komunikasi, perlindungan dan penjaga alam, sebagai ucapan syukur meliputi berdoa, ucapan terima kasih, sebagai warisan budaya yang meliputi peninggalan pusaka, pertunjukkan tradisional dan baju adat dan sebagai bentuk hubungan manusia dengan manusia yang terwujud melalui musyawarah dan sosialisasi antar masyarakat. Integrasi accera pare dalam membangun solidaritas peserta didik tercermin dalam kekeluargaan, rasa syukur, gotong royong, kebersamaan dan semangat berbagi.
Teachers' Difficulty Factors in Implementing Differentiated Learning in Geography Subjects Fadila Gastama, Aulia Nindy; Sumarmi, Sumarmi; Suharto, Yusuf; Ishak, Nor Asniza
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 2: FEBRUARY 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i2.25722

Abstract

The implementation of differentiated learning in geography subjects provides benefits for teachers and students. On the other hand, teachers still have difficulty implementing differentiated learning elements. This research aims to analyze the factors related to teacher difficulties in implementing differentiated learning in geography subjects. The research method used descriptive qualitative research with semi-structured interviews. The informants used were geography teachers of SMAN Malang City. Data analysis was conducted by 1) data reduction, 2) data presentation, and 3) conclusion drawing. The results showed that geography teachers in Malang City State Senior High School faced difficulties in implementing differentiated learning. In content differentiation, students are given media based on learning styles but do not show any motivation to learn. In process differentiation, there is a “free rider” phenomenon in group learning. In product differentiation, students feel bored and unfairly different levels of difficulty. In learning environment differentiation, students show different behavior between morning and afternoon. Teachers also experience time constraints in preparing the implementation of differentiated learning.
Innovations in Developing HOTS IPAS Essay Questions for Fifth Grade Elementary School Students Wicaksono, Adyatma Nugrahsanto; Faizah, Siti; Mardhatillah, Mardhatillah
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 2: FEBRUARY 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i2.25481

Abstract

The development of High Order Thinking Skills (HOTS) questions in Science and Social Studies (IPAS) for fifth-grade elementary students is a crucial step toward improving education quality. These questions go beyond testing memory by fostering critical, analytical, and creative thinking skills aligned with modern educational demands. Employing the 3D model (Define, Design, Develop) the study systematically develops HOTS based questions tailored to learning objectives and student needs. The process integrates cognitive levels C4-C6 of Bloom's taxonomy, emphasizing analysis, evaluation, and creation to enhance higher-order thinking. Validation results show that these HOTS-based questions are "Highly Relevant," achieving scores of 92.86% for readability and alignment with learning objectives, and 100% for critical thinking indicators. The questions are effective in encouraging students to analyze, identify, and apply concepts to real-life contexts. Additionally, they support educators in transitioning from a perception of difficulty equating to HOTS to creating meaningful yet accessible questions. This research provides valuable insights into designing HOTS questions, emphasizing simplicity, relevance to daily life, and alignment with competency objectives. It highlights HOTS questions as not merely evaluation tools but as instruments to cultivate a critical and innovative generation. Further development and feedback are encouraged to refine these approaches for broader implementation in elementary education.
Assessing University Students’ Self-Reported Vocabulary Learning Strategy Use, Haramaya University, Ethiopia Girma, Yirgalem; Tesema, Ermias Mulatu; Wubetu, Yeneneh Berhanu
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 10, No 2: FEBRUARY 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v10i2.25672

Abstract

Learning vocabulary is certainly a vital component of language learning and without this integral component of language communication becomes hardly meaningful. Thus, students are expected to have rich vocabulary power that enables them to communicate successfully via listening, speaking, reading, and writing; it assists students in expressing a range of meanings in various communicative situations for various purposes. This demands students to learn vocabulary using diverse vocabulary learning strategies that assist them in learning (internalizing, storing, recalling, and using) words properly. However, several students barely manage vocabulary learning tasks and/or use appropriate and diverse vocabulary in English classes. Consequently, this study attempted to assess students’ reported vocabulary learning strategy used at Haramaya University, Ethiopia. The study adopted a descriptive case study design. The five-point Likert scale vocabulary learning strategy questionnaire was administered to participants taking communicative English skills I. To gather relevant data, 155 participants were randomly selected. Out of the 155 students, 151 participants properly filled out the questionnaire. The data were analyzed using SPSS version 24. The results indicated that determination, metacognitive, memory, cognitive, and social strategies were used respectively. The results further showed that the great majority of the students were aware that inadequate vocabulary hinders students’ listening, speaking, reading, and writing skills. Overall, determination and meta-cognitive strategies were most commonly used while the social strategies were least commonly used, and the participants were low vocabulary learning strategy users.

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