Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
type: channel
description: Journal Title Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran English Title Journal of Education: Journal of Research and Library Studies in Education, Teaching, and Learning Initials JK Abbreviation j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik. pengjaran. n.a. Frequency 4 issues per year (March, June, September, & December) DOI by Crossref Prefix 10.33394 ISSN 2442-7667 (Online) Accreditation SINTA 2 based on the Decree of the Directorate General of Higher Education, Research, and Technology of Indonesia Number : 0385/E5.3/KI.02.00/2022 Publisher LPPM Universitas Pendidikan Mandalika (UNDIKMA) Indexed Sinta | <a href="https://doaj.org/toc/2442-7667?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222442-7667%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener"> DOAJ | Google Scholar | Garuda Jurnal Kependidikan (JK) : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran is scientific journal published by LPPM Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2015 with ISSN: 2442-7667 (Online). JK contains scientific articles from research and critical review in Education, Teaching and Learning. Language used in this journal are Indonesian and English (Preferred). JK is available for free (open access) to all readers. Please read this guideline carefully! Every manuscript sent to the editorial office of the journal ought to follow the writing guidelines. If the manuscript does not meet with the author guidelines or any manuscript written in a different format, the article will BE REJECTED before further review. Only submitted manuscripts th…
publisher: LPPM Universitas Pendidikan Mandalika
language: en-US
publication name: Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
issn: 2442-7667
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items: Unveiling the Synergy Between the Digital Startup Ecosystem and Entrepreneurship Education: The Role of Digital Personality in Enhancing Students’ Entrepreneurial Intentions
items: Examining The Effects of Task Complexity and Task Difficulty on Students’ Knowledge Retention: A Cognitive Load Theory Perspective
items: Key Factors Influencing Digital Transformation Success and Strategic Implications for Indonesian Higher Education: Evidence From IPB University
items: A New Model of Website-Based Humanistic Academic Supervision to Improve The Teaching Quality of High School Teachers
items: https://ojspanel.undikma.ac.id/index.php/jurnalkependidikan/article/view/17812
items: Adaptation and Validation of the ChatGPT Usage Scale in Indonesia: Exploring Challenges of High Usage Among Students
items: Debate-Based Civic Education and Its Effects on Critical Thinking, Problem-Solving, and Decision-Making in Border Conflict Resolution
items: In-Service Teachers’ Engagement in Online Professional Learning: Between Compliance and Commitment
items: Hybrid Interactive Media Based on Project-Based Learning (PjBL) with VR 360 Technology: An Innovation in Economics Learning for University Students
items: The Entrepreneurial Social Cognitive Career Model (ESCCM) Framework in Action: Unpacking Sequential Mediation and Cultural Moderation in Entrepreneurship Education's Impact on Career Choices
items: Teacher Engagement as a Multidimensional Construct: Insights From a Measurement Model Analysis
items: Creating an E-Module on Environmental Pollution Based on Tegal Deso–Okol Local Wisdom: Can It Enhance Students’ Creative Thinking Skills?
items: Development of an Augmented Reality–Based Digital Simulation Game to Enhance Students’ Empathic Character
items: Development of an Ethnomathematics-Based Snakes and Ladders Game Media Integrating Banten Cultural Context for Teaching Number Operations in Elementary School
items: Developing The Gorga Batak Toba Mobile Book: A Digital Innovation for Fine Arts Practice and Education in Indonesian Higher Education
items: Development of an Ethnoscience-Based Interactive Educaplay Game to Improve Students’ Problem-Solving Skills
items: Nap Practices and Social–Emotional Development in Early Childhood: Evidence from a Daycare Setting
items: Integration of Disaster Education and Social Entrepreneurship in The Development of Educational Tourism After The Mount Semeru Eruption : Rebuilding Learning and Livelihoods
items: Development of a STEAM Based Science Busy Book to Enhance Early Childhood Cognitive Development
items: From Reflection to Action: Empowering Students’ Multicultural Self-Efficacy through Youth Participatory Action Research (YPAR) Group Counseling
items: Development of Digital Teaching Materials for Imaginative Stories Based on Ethnoliteracy for Indonesian Language Learning in Elementary Schools
items: https://ojspanel.undikma.ac.id/index.php/jurnalkependidikan/article/view/17615
items: Transforming Primary Science Learning with AI-Based Interactive Multimedia: Impacts on Critical Thinking Skills in Primary Education

Unveiling the Synergy Between the Digital Startup Ecosystem and Entrepreneurship Education: The Role of Digital Personality in Enhancing Students’ Entrepreneurial Intentions
type: item
description: This study examines how the digital startup ecosystem and entrepreneurship education influence university students’ entrepreneurial intentions in Bandung City, with digital personality acting as a mediating variable. A quantitative approach using SEM-PLS was employed, with data collected through an online Likert-scale questionnaire that served as the primary research instrument for measuring perceptions of the digital startup ecosystem, entrepreneurship education, digital personality traits, and entrepreneurial intention. A total of 100 students were selected through purposive sampling, an approach considered sufficient for SEM-PLS analysis, particularly for exploratory models and moderate model complexity. The results show that both the digital startup ecosystem and entrepreneurship education positively influence entrepreneurial intention. However, the digital startup ecosystem exerts its effect only indirectly through digital personality traits such as technological adaptability, digital creativity, and confidence in digital environments. In contrast, entrepreneurship education demonstrates both direct and indirect effects on entrepreneurial intention. The study contributes theoretically by integrating the Theory of Planned Behavior and the Theory of Digital Personality, emphasizing that digital personality acts as a psychological mechanism transforming educational and ecosystem stimuli into entrepreneurial motivation in digital contexts. These findings highlight the importance of incorporating digital personality development into entrepreneurship learning and offer contextual strategies to strengthen youth participation in digital-based entrepreneurship within creative urban ecosystems like Bandung.
creator: Pilifus Junianto
creator: Sutrisno Sutrisno
creator: Syamsuri Syamsuri
creator: Susatyo Adhi Pramono
creator: Garin Pratiwi Solihati
creator: M. Indre Wanof
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-12
publication date: 2025-12-12
volume: 11
number: 4
starting page: 1334
ending page: 1346
doi: 10.33394/jk.v11i4.17116

Examining The Effects of Task Complexity and Task Difficulty on Students’ Knowledge Retention: A Cognitive Load Theory Perspective
type: item
description: This study aims to analyze the effect of task complexity and task difficulty on knowledge retention through cognitive load. Previous studies have been largely outcome-oriented, focusing on student performance without examining long-term knowledge, thus leaving a gap for research that specifically elaborates on knowledge retention. A quantitative approach with a cross-sectional research design was employed. Using the Slovin formula with a 5% margin of error, the study involved 246 undergraduate students majoring in financial management from public universities located in Semarang, Surakarta, and Purwokerto, selected through purposive sampling. Data were analyzed using the variance-based structural equation modeling (VB-SEM) approach. The results reveal that cognitive load has a negative and significant effect on knowledge retention (β = -0.492, t = 4.167, p = 0.000). Task complexity shows a positive and significant effect on cognitive load (β = 0.300, t = 4.326, p = 0.000), but its direct effect on knowledge retention is not significant. Similarly, task difficulty has a positive and significant effect on cognitive load (β = 0.341, t = 4.628, p = 0.000), yet it does not directly affect knowledge retention. The findings indicate that both task complexity and task difficulty have negative and significant indirect effects on knowledge retention through cognitive load. These results demonstrate the importance of proportional instructional design, particularly the segmentation of complex content into smaller units to manage cognitive load. The use of educational technology is recommended to design tasks and instructional materials that align with students’ cognitive capacities, thereby enhancing knowledge retention.
creator: Arief Yulianto
creator: Suwito Eko Pramono
creator: Angga Pandu Wijaya
creator: Slamet Lestari
creator: Lennora Putit
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-07
publication date: 2025-12-07
volume: 11
number: 4
starting page: 1347
ending page: 1358
doi: 10.33394/jk.v11i4.18326

Key Factors Influencing Digital Transformation Success and Strategic Implications for Indonesian Higher Education: Evidence From IPB University
type: item
description: This study aims to identify key factors influencing the success of digital transformation at IPB University, analyze the most influential factors, and propose an optimal strategy to improve its implementation. A quantitative approach was used by distributing questionnaires to 180 respondents consisting of lecturers and educational staff at IPB University. Data were analyzed using multiple regression with SPSS. The findings reveal that digital technology and strategy significantly influence the successful implementation of digital transformation. Digital strategy has the greatest and most significant influence on the dependent variable. This means that the better the implementation of digital strategy within an organization, the higher the level of success of digital transformation. This finding confirms that targeted strategic planning, the selection of appropriate digital initiatives, and the alignment of strategy with organizational goals are crucial factors in driving successful digital transformation. Furthermore, seven key determinants influence the success of digital transformation in higher education institutions: the use of future-ready digital technology, developed digital technology systems, and technology products with user-friendly designs and optimal functionality. Alignment of strategy with the university's vision, mission, and business plan, a clear and structured digital strategy, and strategies that support cross-departmental collaboration within the organization are key determinants of digital strategy. Strengthening digital leadership and governance was identified as the top priority strategies for strengthening internal digital transformation in higher education. This research contributes to the development of digital transformation strategies in higher education, supporting Indonesia’s 2045 vision.
creator: Nurjana Nurjana
creator: Anggraini Sukmawati
creator: Harry Koeswanda
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-07
publication date: 2025-12-07
volume: 11
number: 4
starting page: 1359
ending page: 1371
doi: 10.33394/jk.v11i4.17807

A New Model of Website-Based Humanistic Academic Supervision to Improve The Teaching Quality of High School Teachers
type: item
description: This study aims to develop, validate, and examine the acceptability of an academic supervision model that integrates a humanistic approach with a web-based platform to support high school teachers’ well-being. Employing a mixed-methods design within a Research and Development (R&D) framework, the study included needs analysis, product design, expert validation, and field trials involving 20 teachers and one principal. Data were collected through in-depth interviews, document analysis, and questionnaires, and were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing or verification. The findings indicate a strong need for more dialogical, flexible, and collaborative supervision. The developed model received high validation scores from academic supervision experts (93.06%) and information technology experts (84.73%). The user acceptance test demonstrated an excellent result (94.92%), confirming that this model successfully fostered a more comfortable, meaningful supervision experience that also motivated teachers. This study contributes a practical, evidence-based supervision model that is replicable and demonstrates how technology can effectively support humanistic relationships to enhance teaching quality and teacher well-being in the digital era.
creator: Sophia Tri Satyawati
creator: Yari Dwikurnaningsih
creator: Nabila Nabila
creator: Yohana Putri Andianti
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-07
publication date: 2025-12-07
volume: 11
number: 4
starting page: 1372
ending page: 1385
doi: 10.33394/jk.v11i4.17796

https://ojspanel.undikma.ac.id/index.php/jurnalkependidikan/article/view/17812
type: item
title: Enhancing Students’ Innovative Competence through Academic Creativity: An Analysis of The Role of Learning Innovation and Digital Literacy from The Perspective of Educational Management Based on the Componential Theory of Creativity
description: This study investigates the role of learning innovation and digital literacy in enhancing students’ academic creativity and innovative competence in higher education, using Amabile’s Componential Theory of Creativity as the theoretical lens. A quantitative survey design was employed, using a Likert-scale questionnaire as the main research instrument to measure learning innovation, digital literacy, academic creativity, and innovative competence. Data were collected from 100 undergraduate students in Karawang, West Java Province, selected through purposive sampling based on their experience with project-based and technology-integrated learning. This sample size is considered adequate because it fulfills the minimum requirement for SEM-PLS analysis, which allows reliable estimation even with relatively small samples. Structural Equation Modeling using SmartPLS was applied to examine causal relationships among variables. The findings reveal that learning innovation significantly influences academic creativity, while digital literacy enhances innovative competence both directly and indirectly through academic creativity. Academic creativity is confirmed as a strong predictor of innovative competence, although it does not mediate the effect of learning innovation. These results underscore digital literacy as a foundational driver of creativity-based innovation, aligning with the needs of the digital era. The study contributes theoretically by extending the application of creativity theory within the Indonesian higher education context and provides practical implications for universities to strengthen digital-based innovative learning and curriculum development.
creator: Arifannisa Arifannisa
creator: Muhammad Aqib Shafiq
creator: Hegar Harini
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-08
publication date: 2025-12-08
volume: 11
number: 4
starting page: 1386
ending page: 1398
doi: 10.33394/jk.v11i4.17812

Adaptation and Validation of the ChatGPT Usage Scale in Indonesia: Exploring Challenges of High Usage Among Students
type: item
description: This study aims to adapt and validate the ChatGPT Usage Scale among Indonesian university students. Using a quantitative psychometric approach, data were collected from 542 active university students across Indonesia selected through convenience sampling. The adaptation followed the International Test Commission (2017) guidelines. Content validity using Aiken’s V showed a high value (0.894). The initial Confirmatory Factor Analysis (CFA) indicated poor fit (CFI = 0.741; TLI = 0.698), but after removing eight items with factor loadings below 0.40, the seven-item model achieved good fit (CFI = 0.949; TLI = 0.924; RMSEA = 0.056; SRMR = 0.034). The Cronbach’s Alpha coefficient (0.703) indicated acceptable reliability. Findings revealed that the original three-dimensions structure (Academic Writing Aid, Academic Task Support, and Reliance and Trust) was not fully supported in the Indonesian student context. The Reliance and Trust dimension could not be retained due to insufficient valid indicators. Despite achieving a statistically fit model, the adapted version remains conceptually limited and requires further refinement to comprehensively capture ChatGPT usage behavior among Indonesian students. Indonesian students primarily use ChatGPT instrumentally with limited trust, highlighting the need for higher education institutions to integrate AI literacy, ethical usage guidelines, and reflective learning practices. Furthermore, the adapted scale provides a foundation for future research to better understand AI utilization in academic contexts.
creator: Najwa Lintang Hafsari
creator: Fatma Kusuma Mahanani
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-08
publication date: 2025-12-08
volume: 11
number: 4
starting page: 1399
ending page: 1409
doi: 10.33394/jk.v11i4.18058

Debate-Based Civic Education and Its Effects on Critical Thinking, Problem-Solving, and Decision-Making in Border Conflict Resolution
type: item
description: This study aims to explore and evaluate the effects, contribution levels, and interrelationships of debate-based civic education on students’ critical thinking (CT), problem-solving (PS), and decision-making (DM) skills within the context of border conflict resolution simulations. The study employed a quantitative approach using an experimental method involving 120 participants whose competencies were assessed. Data were collected using open-ended tests and analyzed through inferential statistics, including simple linear regression, t-tests, R-square, and correlation analyses. The findings revealed that debate-based civic education significantly influenced critical thinking (R² = 21.5%), problem-solving (R² = 32.3%), and decision-making (R² = 18.6%). However, the correlations among the independent variables (CT, PS, and DM) were found to be weak. The results emphasize the applied importance of civic education practices in cultivating 21st-century skills among students in higher education institutions.
creator: Hamidah Hamidah
creator: Maulana Arafat Lubis
creator: Muhammad Amin
creator: Yazid Saleh
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-08
publication date: 2025-12-08
volume: 11
number: 4
starting page: 1410
ending page: 1421
doi: 10.33394/jk.v11i4.18158

In-Service Teachers’ Engagement in Online Professional Learning: Between Compliance and Commitment
type: item
description: This study aims to identify teachers’ engagement patterns in an online professional teacher education program (Program Profesi Guru) and differentiate compliance-based engagement from commitment-based engagement. An exploratory quantitative approach was employed, complemented by individual-level analysis using K-Means clustering. A total of 200 in-service teachers participated in this study. The instruments were adapted from Reeve and Tseng’s multidimensional engagement framework, which includes agentic, behavioral, emotional, and cognitive engagement. The findings reveal three distinct clusters of engagement: (1) High Engagement, (2) Moderate–Passive Engagement, and (3) Low Engagement. Among these clusters, agentic engagement serves as the key distinguishing factor separating genuine commitment-based engagement from formalistic compliance-based participation. These results underscore the need for adaptive techno-pedagogical designs that provide profile-specific opportunities for initiative, choice-making, and learner-directed participation. Overall, this study offers empirical insights for developing online teacher training that is more reflective and oriented toward strengthening professional agency.
creator: Krismiyati Krismiyati
creator: Rudy Latuperissa
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-08
publication date: 2025-12-08
volume: 11
number: 4
starting page: 1422
ending page: 1433
doi: 10.33394/jk.v11i4.18053

Hybrid Interactive Media Based on Project-Based Learning (PjBL) with VR 360 Technology: An Innovation in Economics Learning for University Students
type: item
description: This study aims to develop Hybrid Interactive Media based on Project-Based Learning (PjBL) integrated with 360-degree Virtual Reality (VR) technology to enhance students’ conceptual understanding and 21st-century skills. This research employed a Research and Development (R&D) approach using the ADDIE model, encompassing needs analysis, prototype design, media development, implementation, and evaluation. Data were collected through expert validation sheets, lecturer and student response questionnaires, and learning outcome tests, and were analyzed using descriptive statistics and paired-sample t-tests. Expert assessments indicated that the media was highly valid (M = 4.42), while practicality was supported by lecturers’ responses (M = 4.36, highly practical) and students’ responses (M = 4.29, practical). Effectiveness testing using a one-group pre-test–post-test design showed significant improvement in learning outcomes, with mean scores increasing from 63.1 to 82.5 (t(29) = 10.12, p < 0.001). Students’ critical thinking skills also improved from 2.8 to 4.0 (scale 1–5). These findings indicate that integrating VR 360 with PjBL effectively enhances conceptual understanding, critical thinking, and learning motivation in economics education. This study contributes to the literature by extending the application of VR technology beyond STEM fields into economics education and offers practical insights for innovative learning in higher education.
creator: Noviana Mariatul Ulfa
creator: Nurhafit Kurniawan
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-08
publication date: 2025-12-08
volume: 11
number: 4
starting page: 1434
ending page: 1443
doi: 10.33394/jk.v11i4.17655

The Entrepreneurial Social Cognitive Career Model (ESCCM) Framework in Action: Unpacking Sequential Mediation and Cultural Moderation in Entrepreneurship Education's Impact on Career Choices
type: item
description: This study examines how entrepreneurial learning experiences influence students’ career intentions and entrepreneurial actions through psychosocial mediators—self-efficacy, outcome expectations, and interest—and tests whether background contextual support moderates these relationships within the framework of the Entrepreneurial Social Cognitive Career Model (ESCCM). The study employed a quantitative approach with random sampling, involving 1,249 students from 16 universities in Indonesia. Data were collected online over a 10-week period using a structured questionnaire developed based on ESCCM indicators. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate a significant serial mediation effect explaining how Entrepreneurial Learning Experiences (ELE) influence Entrepreneurial Choice Action (ECA), with a cumulative indirect effect of 0.166 across two major mediation pathways. Entrepreneurial Self-Efficacy (ESE) emerged as the strongest mediator, jointly accounting for 65.2% of the variance in ECA. These results emphasize the importance of systematically supporting the development of self-efficacy, outcome expectations, intentions, and goal orientation in entrepreneurship education. The study offers practical implications for designing adaptive entrepreneurship education programs and provides empirical support for the ESCCM framework, which posits that entrepreneurship education shapes career choices through a complex sequence of psychosocial mediators.
creator: Eka Rima Prasetya
creator: Ade Gafar Abdullah
creator: Isma Widiaty
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-08
publication date: 2025-12-08
volume: 11
number: 4
starting page: 1444
ending page: 1456
doi: 10.33394/jk.v11i4.18448

Teacher Engagement as a Multidimensional Construct: Insights From a Measurement Model Analysis
type: item
description: This study aims to evaluate teacher engagement as a multidimensional, reflective construct comprising four dimensions: academic support, emotional support, guidance support, and assessment support. This study employed a quantitative approach with a survey design using cluster sampling across four public senior high schools. A total of 1.359 eleventh-grade students from four public senior high schools in Pekanbaru participated by completing a 24-item questionnaire, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). This study used a reflective–reflective hierarchical component model, in which both the first-order dimensions and the second-order teacher engagement construct were specified as reflective. The results indicate that all indicators exhibited outer loading values above 0.70, and each dimension met the criteria for internal reliability and convergent validity, with an average variance extracted (AVE) of 0.573–0.639. Discriminant validity was also established based on the Fornell–Larcker criterion and the HTMT ratio. At the higher-order level, teacher engagement demonstrated excellent reliability, despite the AVE value being below the conventional threshold, a common outcome in reflective hierarchical models. All four dimensions contributed significantly to the higher-order construct, with emotional support emerging as the dominant component. These findings highlight that teacher engagement in the Indonesian context is perceived as a multidimensional phenomenon strongly shaped by teachers’ emotional and instructional support. The measurement model developed in this study provides a solid foundation for future research and the development of interventions to enhance teaching quality in schools.
creator: Nurkhairo Hidayati
creator: Leni Armayati
creator: Ummi Kalsum
creator: Iffa Ichwani Putri
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1457
ending page: 1466
doi: 10.33394/jk.v11i4.18434

Creating an E-Module on Environmental Pollution Based on Tegal Deso–Okol Local Wisdom: Can It Enhance Students’ Creative Thinking Skills?
type: item
description: This study aims to develop a valid, practical, and effective learning e-module based on the local wisdom of Gresik (Tegal Deso–Okol) for environmental pollution content to enhance students’ creative thinking skills. The research employed a Research and Development (R&D) method integrating the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with a project-based learning (PjBL) framework. Sixty students from a senior high school in Gresik tested the e-module. Evaluation instruments included validation sheets, student questionnaires, performance rubrics, and learning outcome tests. The validation sheets assessed the feasibility of the e-module, the questionnaires measured practicality, and the performance rubrics evaluated project implementation and presentation. Data were analyzed using descriptive statistics, supported by qualitative feedback to refine the final product. The e-module demonstrated high reliability (92.70) and strong validity (3.77). Its practicality reached 91.67% in Class A and 95.83% in Class B. Students’ creative thinking skills improved substantially, with mean scores increasing from 43.23 to 86.97 in Class A and from 50.47 to 90.01 in Class B. The student response rate (97.5%) and the N-gain score (0.80) also indicate high effectiveness. Overall, integrating cultural values into learning activities through this local-wisdom-based e-module effectively supports the development of students’ creative thinking skills.
creator: Diah Dwi Firnanda
creator: Mahanani Tri Asri
creator: Ulfi Faizah
creator: Ismi Rakhmawati
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1467
ending page: 1478
doi: 10.33394/jk.v11i4.18177

Development of an Augmented Reality–Based Digital Simulation Game to Enhance Students’ Empathic Character
type: item
description: This study aims to analyze students’ levels of empathy and develop as well as evaluate the effectiveness of an Augmented Reality (AR)–integrated digital simulation game as a group guidance medium to enhance empathic character. The research employed a Research and Development (R&D) methodsing the ADDIE model, followed by an effectiveness test through a quasi-experimental design. A total of 208 students were initially screened, and 16 students with moderate empathy levels were selected and assigned equally to an experimental group and a control group. The empathy scale measured two key dimensions: cognitive empathy and emotional empathy. Data were analyzed using descriptive statistics and ANOVA to assess empathy scores, while expert and practitioner evaluations were examined using the Intraclass Correlation Coefficient (ICC) to determine the validity and consistency of the developed media. Descriptive findings showed an overall mean empathy score of 3.62 (SD = .55), with emotional empathy (M = 3.66) slightly higher than cognitive empathy (M = 3.58). The ANOVA test demonstrated a significant improvement in empathy after the intervention (F = 34.65; p = .000). These results indicate that the AR-based digital simulation game is effective in enhancing students’ empathy. The use of AR-integrated digital media in counseling services is recommended as an innovative approach to foster emotional understanding, social awareness, and empathic behavior among students.
creator: Rohmatus Naini
creator: Ulfa Danni Rosada
creator: Prima Suci Rohmadheny
creator: Diki Herdiansyah
creator: Wahid Aditiono
creator: Shazwina Syifa Aulia
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1479
ending page: 1490
doi: 10.33394/jk.v11i4.18552

Development of an Ethnomathematics-Based Snakes and Ladders Game Media Integrating Banten Cultural Context for Teaching Number Operations in Elementary School
type: item
description: This study aims to develop Snakes and Ladders game media for the concept of number operations by integrating the cultural context of Banten. This research employs a development method using the ADDIE model—analysis, design, development, implementation, and evaluation. The study uses a purposive sampling technique involving 20 sixth-grade students at an elementary school in Serang, Banten, selected based on considerations such as school facilities and curriculum implementation. Data were collected through number-operation tests and student reflection journals. The data were analyzed qualitatively using thematic analysis to identify themes emerging from patterns of meaning. The results show that the ethnomathematics-based Snakes and Ladders game media can enhance students’ self-efficacy and subsequently improve their understanding of number operation concepts. Furthermore, students reported increased motivation and enthusiasm during the learning process due to the engaging and enjoyable nature of the media. This study contributes to mathematics education by offering a more meaningful and enjoyable learning experience, while also reducing students’ anxiety toward mathematics. The findings further indicate that integrating cultural elements from Banten into mathematics learning can improve students’ learning outcomes.
creator: Andika Arisetyawan
creator: Irfan Fauzi
creator: Farid Rizqi Maulana
creator: Supriadi Supriadi
creator: Jiraporn Chano
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1491
ending page: 1502
doi: 10.33394/jk.v11i4.17984

Developing The Gorga Batak Toba Mobile Book: A Digital Innovation for Fine Arts Practice and Education in Indonesian Higher Education
type: item
description: This study aims to develop mobile-book teaching materials for the Nusantara Ornaments course, focusing on Toba Batak Gorga as an effort to transform the digital learning ecosystem in higher education. The research employs a research and development (R&D) method using the 4-D model—Define, Design, Develop, and Disseminate. Data were collected through observations, interviews, document analysis, and questionnaires, and were analyzed using a developmental research approach. Product trials were conducted with Fine Arts students at Universitas Negeri Medan (small group, n = 120) and students at Universitas Negeri Padang, Universitas Negeri Semarang, and Universitas Muhammadiyah Makassar (large group, n = 240). Expert validation covered four domains: cultural heritage content, learning media, visual communication design, and language (Indonesian and Toba Batak). In the Define stage, the needs analysis emphasized integrating the philosophy of Gorga with contemporary digital design techniques. The Design stage produced responsive prototypes featuring high-resolution visuals and structured learning flows, while the Develop stage incorporated interactive features to support hybrid learning. Validation results showed an overall average score of 75.85% (“Good” category), consisting of 75.86% from cultural heritage expert I, 73.79% from cultural heritage expert II, 79.14% from the design expert, and 74.61% from the linguist. These findings confirm that the developed mobile book aligns with the 4-D development procedures and meets the criteria of an innovative learning medium that provides flexible access, supports both in-class and out-of-class learning, and promotes cultural preservation by transforming the knowledge of Toba Batak Gorga into accessible digital resources. The dissemination plan includes implementation guidelines for lecturers and a mechanism for continuous improvement informed by cross-cultural learning analytics across universities in Indonesia.
creator: Adek Cerah Kurnia Azis
creator: Tri Marhaeni Pudji Astuti
creator: Syakir Syakir
creator: Eko Haryanto
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1503
ending page: 1514
doi: 10.33394/jk.v11i4.17563

Development of an Ethnoscience-Based Interactive Educaplay Game to Improve Students’ Problem-Solving Skills
type: item
description: This study aims to develop an Ethnoscience-integrated Educaplay interactive learning game that is valid, practical, and effective in enhancing elementary students’ problem-solving abilities (PSA). This study adopted the Research and Development (R&D) method using the Dick and Carey development model, comprising nine systematic stages. The research subjects were fourth-grade students at SD Negeri Pranti (as the experimental class) and SD Negeri Pragu (as the control class) in Sulang District, Rembang Regency. Product validation was conducted by two experts (media and material experts), while practicality testing was measured through teacher and student response questionnaires. Effectiveness testing was measured using a Pretest Posttest Control Group Design and analyzed via the N-Gain Score. The results showed that the developed product is highly feasible and valid for use, with an average media expert validity reaching 98.96% and material expert validity 99.48%, both falling into the Very Valid category. Practicality testing also yielded high responses from students (92%) and teachers (91%), confirming the product is Very Practical. The key finding is the effectiveness test result, where the average N-Gain score in the experimental class reached 77.74 (or 0.7774), which is classified in the high category. This significant increase indicates that the Ethnoscience-based Educaplay Interactive Game effectively boosts students' problem-solving ability through a relevant and interactive learning context.
creator: Juwitaningrum Juwitaningrum
creator: Achmad Buchori
creator: Sumarno Sumarno
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1515
ending page: 1525
doi: 10.33394/jk.v11i4.18124

Nap Practices and Social–Emotional Development in Early Childhood: Evidence from a Daycare Setting
type: item
description: This study aims to describe the dynamics of changes in children’s social–emotional functioning before and after napping in early childhood education institutions that provide childcare services. Employing a qualitative approach with a descriptive case study design, the study investigates children’s behavioral patterns in a naturalistic setting through observations and semi-structured interviews. The participants comprised three children (two typically developing and one with special needs) along with three accompanying teachers, selected using convenience total sampling technique due to their availability at the research site. Data were analyzed using thematic analysis encompassing open coding, axial coding, and selective coding procedures. The findings identified three major themes: first, a significant improvement was observed in emotional regulation, autonomy, and social interaction following nap time. Second, substantial individual variations emerged, particularly in the child with special needs, who required more intensive co-regulation support. Third, the nap time experience was influenced by multifactorial interactions, including daily routines, physical environment, caregiver support, and parent, educator communication. These findings reinforce our understanding of emotional regulation, socio-emotional competence, and executive functioning in child development. The present study offers practical implications for policies regarding flexible nap time arrangements in full-day or daycare early childhood education settings and is aligned with SDG 3 (mental health and well-being) and SDG 4.2 (access to quality early childhood education).
creator: Annida Salsabila
creator: Asep Kurnia Jayadinata
creator: Dhea Ardiyanti
creator: Lily Muliana Mustafa
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1526
ending page: 1537
doi: 10.33394/jk.v11i4.18024

Integration of Disaster Education and Social Entrepreneurship in The Development of Educational Tourism After The Mount Semeru Eruption : Rebuilding Learning and Livelihoods
type: item
description: This study aims to analyze the integration of disaster education with the development of educational tourism as a holistic post-disaster recovery strategy. Using a qualitative approach with a case study design, the data were collected through in-depth interviews with 25 purposively selected participants—teachers, students, community leaders, and government representatives—alongside field observations and document analysis conducted in the Pronojiwo and Candipuro Districts of Lumajang Regency. Data were analyzed using thematic analysis following Braun and Clarke’s framework, supported by triangulation and member checking to ensure validity. The findings reveal five key aspects: (1) A gap between the national curriculum and the contextual needs of disaster education; (2) The potential of community empowerment as a source of experiential learning rooted in local wisdom; (3) Increased student engagement through experiential learning based on educational tourism; (4) Local government support that is not yet accompanied by adequate coordination and policy frameworks; and (5) The emergence of a sustainable education–economy ecosystem through social entrepreneurship. This study concludes that the integration model of disaster education and educational tourism offers a double-win solution: not only restoring the education sector through a contextual approach but also driving community economic recovery. The research implications recommend the development of a local-content disaster curriculum, teacher training based on trauma-informed pedagogy, and the establishment of a multi-stakeholder collaborative forum to create a resilient and sustainable learning environment in disaster-prone areas.
creator: J. Agung Indratmoko
creator: Pudhak Prasetiyorini
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-09
publication date: 2025-12-09
volume: 11
number: 4
starting page: 1538
ending page: 1548
doi: 10.33394/jk.v11i4.17657

Development of a STEAM Based Science Busy Book to Enhance Early Childhood Cognitive Development
type: item
description: This study aims to develop a STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based Science Busy Book as an innovative learning medium for early childhood education. The research employed a Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research instruments included validation sheets, observation checklists, questionnaires, and simple cognitive tests, which were analyzed using quantitative techniques (mean scores and percentages) and qualitative procedures involving data reduction, data display, and conclusion drawing. The results showed that the Busy Book was effective in enhancing children’s engagement and cognitive development. The integration of science, technology, engineering, arts, and mathematics enabled children to participate in exploration, simple experiments, and creative activities. Teachers reported that the medium facilitated instruction and made abstract concepts more accessible. In conclusion, the STEAM-based Science Busy Book is feasible, valid, and effective as an early childhood learning medium, supporting the development of scientific literacy in an interactive and meaningful way.
creator: Firman Ashadi
creator: Ianatuz Zahro
creator: Hendrik Siswono
creator: Mochammad Maulana Trianggono
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-10
publication date: 2025-12-10
volume: 11
number: 4
starting page: 1549
ending page: 1561
doi: 10.33394/jk.v11i4.17413

From Reflection to Action: Empowering Students’ Multicultural Self-Efficacy through Youth Participatory Action Research (YPAR) Group Counseling
type: item
description: This study investigates the effectiveness of multicultural group counseling integrated with the Youth Participatory Action Research (YPAR) approach in enhancing multicultural self-efficacy among Indonesian high school students. Using a mixed-methods method, nine students were selected through purposive sampling based on their willingness to participate, representation of cultural diversity, and absence of serious psychological concerns. They completed an eight-session YPAR-based group counseling intervention. Quantitative data were collected using the Multicultural Self-Efficacy Scale–High School Version (MSES–HS) and analyzed using descriptive statistics, the Wilcoxon signed-rank test, and effect size calculations. The results revealed a substantial increase in multicultural self-efficacy (ΔM = 88.78), representing approximately 49.8% of the total scale range, with all five dimensions—cultural knowledge, cultural values, cultural awareness, communication, and flexibility—showing significant improvement (p < .01; r = .89). Qualitative data derived from reflection journals, focus group discussions, and facilitator observations indicated enhanced intercultural empathy, increased communication confidence, and a shift from passive tolerance to proactive engagement. These findings align with Bandura’s self-efficacy and social learning theories and Corey’s group counseling framework, which emphasize experiential learning, peer modeling, and reflective dialogue. The integration of YPAR into multicultural counseling not only demonstrated statistical effectiveness but also fostered agency, cultural identity development, and a more participatory school climate. This study offers a culturally responsive and scalable intervention model for inclusive education, particularly in multicultural contexts such as Indonesia.
creator: Bau Ratu
creator: Dhevy Puswiartika
creator: Nurwahyuni Nurwahyuni
creator: Azam Arifyadi
creator: Dian Fitriani
creator: Hasan Hasan
creator: Mohamad Awal Lakadjo
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-10
publication date: 2025-12-10
volume: 11
number: 4
starting page: 1562
ending page: 1573
doi: 10.33394/jk.v11i4.17638

Development of Digital Teaching Materials for Imaginative Stories Based on Ethnoliteracy for Indonesian Language Learning in Elementary Schools
type: item
description: This study aims to develop valid, practical, and effective ethnoliteracy-based digital teaching materials for imaginative story learning in elementary schools. The research employed a Research and Development (R&D) method using the 4D Thiagarajan model, consisting of the definition, design, development, and dissemination stages. The participants included fifth-grade students in Tasikmalaya Regency, teachers, and expert validators in language, content, and media. Data were collected through tests, questionnaires, interviews, observations, and documentation, and analyzed using qualitative and quantitative techniques. The needs analysis indicated a strong demand for digital teaching materials among teachers (94.7%) and high student interest in digital media (92.6%) and visual illustrations (90.8%). Expert validation scores demonstrated that the product was feasible in terms of language (3.4), content (3.4), and highly feasible in media design (3.6). Field trials showed that the digital teaching materials were practical, engaging, and enhanced students’ imaginative story-writing abilities and ethnoliteracy understanding. The effectiveness was reflected in the improvement of students’ average scores from 70.34 (pretest) to 81.45 (posttest), with an average N-Gain of 0.40 categorized as moderate. Overall, the ethnoliteracy-based digital teaching materials are feasible and effective as an innovative resource for Indonesian language learning and contribute to strengthening students’ cultural identity in the digital era.
creator: Riga Zahara Nurani
creator: Deni Chandra
creator: Risma Julistiana
creator: Moh Salimi
creator: Ruuhwan Ruuhwan
creator: Hasan Zainnuri
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-11
publication date: 2025-12-11
volume: 11
number: 4
starting page: 1574
ending page: 1584
doi: 10.33394/jk.v11i4.17674

https://ojspanel.undikma.ac.id/index.php/jurnalkependidikan/article/view/17615
type: item
title: Contextual Socio-Scientific Issues and Education for Sustainable Development (SSI-ESD) Climate Change Module: Improving Chemical Literacy and Environmental Awareness among High School Students in Ketapang, Indonesia
description: This study investigates the effectiveness of a contextual Socio-Scientific Issues and Education for Sustainable Development (SSI-ESD) learning module on climate change in enhancing students’ chemical literacy and environmental awareness. A quantitative quasi-experimental design was employed, involving 143 tenth-grade students from public secondary schools in Ketapang Regency, Indonesia, assigned to experimental and control groups through class-based random sampling. Data were collected using a validated chemical literacy test and an environmental awareness questionnaire, and analyzed using Multivariate Analysis of Variance (MANOVA). The results revealed significant multivariate and univariate differences between the two groups, favoring the experimental group. The intervention produced a moderate effect size (η² = 0.127), indicating that contextual SSI-ESD learning improved students’ conceptual understanding and pro-environmental attitudes. The module created meaningful connections between abstract chemistry concepts and students’ real-world experiences by integrating local environmental issues such as forest fires and haze. This study provides novel evidence that locally contextualized SSI-ESD modules can strengthen chemistry education in Indonesia while embedding sustainability values, offering implications for curriculum development, teacher training, and education policy.
creator: Restyani Ramadanty
creator: Sri Handayani
creator: Siska Widiana Putri
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-11
publication date: 2025-12-11
volume: 11
number: 4
starting page: 1585
ending page: 1595
doi: 10.33394/jk.v11i4.17615

Transforming Primary Science Learning with AI-Based Interactive Multimedia: Impacts on Critical Thinking Skills in Primary Education
type: item
description: This study aims to develop AI-based interactive multimedia and evaluate its feasibility and effectiveness in enhancing the critical thinking skills of elementary school students. The research employed a Research and Development (R&D) method using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation phases. The participants were 52 elementary school students. The instruments used in this study included expert validation questionnaires, user response questionnaires, and critical thinking test sheets. Data were analyzed through expert validation analysis, teacher and student practicality response analysis, and critical thinking test analysis of students in the experimental and control groups using the t-test and N-Gain test. The expert validation results showed average scores of 93.7% from material experts, 94.8% from media experts, and 95% from linguists, all categorized as “very valid,” indicating that the AI-based interactive multimedia is highly appropriate for use. The effectiveness test, conducted by comparing pretest and posttest results of 26 control-class students and 26 experimental-class students, revealed that the control class obtained an average pretest score of 58.85 and a posttest score of 75.00, whereas the experimental class obtained 60.05 and 86.08, respectively. The t-test yielded a Sig. (2-tailed) value of 0.000 < 0.05, indicating a significant difference in students’ critical thinking abilities between the experimental and control classes. The N-Gain score of 65 indicated a moderately effective category. In conclusion, the AI-based interactive multimedia developed for science learning content is feasible and effective in improving elementary students’ critical thinking skills.
creator: Yunita Sari
creator: Jupriyanto Jupriyanto
creator: Yulina Ismiyanti
creator: Winda Amelia
rights: Copyright (c) 2025 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2025-12-12
publication date: 2025-12-12
volume: 11
number: 4
starting page: 1596
ending page: 1607
doi: 10.33394/jk.v11i4.17759