Jurnal Pendidikan Abad Ke-21
type: channel
description: Jurnal Pendidikan Abad Ke-21 publishes research articles in the field of education in the 21st Century. Jurnal Pendidikan Abad Ke-21 is published every April and October in each year in Bahasa Indonesia. However, since Vol.2, No.2, 2024 this journal published articles in English as an international journal Jurnal Pendidikan Abad Ke-21 is published by Gemilang Maju Publikasi Ilmiah (GMPI). Jurnal Pendidikan Abad Ke-21 has become a Crossref member since year 2023 with prefix 10.53889. Therefore, all articles published by Jurnal Pendidikan Abad Ke-21 will have unique DOI numbers since Vol. 1, No. 1, April 2023. Since Vol. 1, No. 1, April 2023. Jurnal Pendidikan Abad Ke-21 uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Since 2025 to cover the perspectives of education field based on literature review, Jurnal Pendidikan Abad Ke-21 also publishes review articles. Jurnal Pendidikan Abad Ke-21 has been accredited at the 4th grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2023 according to the decision No. 156/C/C3/KPT/2026 Jurnal Pendidikan Abad Ke-21 has been indexed by <img style="width: 144px; height: 80px;" src="[binary]" alt="" /><img style="width: 144px; height: 80px;" src="[binary]" alt="" /><img style="width: 144px; height: 80px;" src="[binary]" alt="" /><img style="width: 144px; height: 80px;" src="[binary]" alt="" /><img style="width: 144px; height: 80px;" src="[binary]" alt="" /><img style="width: 144px; height: 80px;" src="[binary]" alt="" />
publisher: Gemilang Maju Publikasi Ilmiah (GMPI)
language: en-US
publication name: Jurnal Pendidikan Abad Ke-21
issn: 2987-1468
copyright: Copyright Notice Jurnal Pendidikan Abad Ke-21 is licensed under a Creative Commons Attribution 4.0 International License Authors who publish with Jurnal Pendidikan Abad Ke-21 agree to the term of author retains copyright
items: Student Acceptance of AI-Generated Feedback in Revising Argumentative Essays Among EFL Undergraduate Students
items: Teaching Factory-Based Field Work Practice Learning Model to Improve Vocational High School Students' Competencies
items: Textile Craft Art Punch Needle Technique as an Effort to Preserve Extinct Traditional West Javanese Food as a Learning Resource in Art Education
items: Utilization of Instructional Materials and Effective Teaching and Learning of English Language in Early Childhood Schools
items: The Impact of Jolly Phonics on the Vocabulary Achievement of Pupils in Primary Schools

Student Acceptance of AI-Generated Feedback in Revising Argumentative Essays Among EFL Undergraduate Students
type: item
description: This study is about how students who are learning English as language use feedback from artificial intelligence when they edit essays that argue for something. The study also wants to find out what things affect how much these students use this feedback. The people who did the study used a way of doing things and they used a mix of numbers and talked to people to get their information. They worked with 30 students who are studying to teach English. These students had to write essays. Then edit them. The people who did the study looked at what the students changed in their essays. They also asked the students questions in surveys and in interviews. They used numbers to understand the information they got from the essays and the surveys. They used words to understand what the students said in the interviews. The students who are learning English as a language and the artificial intelligence feedback are very important to this study. The study is really about the English, as a foreign language student. How they use artificial intelligence feedback. According to the findings, most students were able to accept AI-generated feedback, especially when it came to language-related topics like grammar and vocabulary. The whole application category had the greatest uptake rate. On the other hand, adoption rates for argument development and idea organization were typically lower. Scores on the original and updated manuscripts increased significantly after utilizing statistical testing AI-generated feedback (p < 0.05). Additionally, although they still had trouble comprehending conceptual feedback, students' opinions of AI use tended to be favorable. These results suggest that while AI-generated feedback is useful in raising the caliber of EFL students' writing, especially in linguistic areas, it still has limitations when it comes to fostering the growth of argumentation abilities. To get the results using artificial intelligence in teaching people how to write should always hav…
creator: Zakaria Zakaria
creator: Jumbuh Prabowo
rights: Copyright (c) 2026 Zakaria Zakaria, Jumbuh Prabowo https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-04-30
publication date: 2026-04-30
volume: 4
number: 1
starting page: 1
ending page: 11
doi: 10.53889/jpak.v4i1.887

Teaching Factory-Based Field Work Practice Learning Model to Improve Vocational High School Students' Competencies
type: item
description: This research aimed to develop a valid and practical Teaching Factory-based Field Work Practice learning model to improve the competency of Vocational High School students. This research is motivated by the suboptimal implementation of Field Work Practice, which is still lacking in structure, measurement, and is not fully aligned with industry standards. This research used a Research and Development (R&D) approach with the ADDIE development model, which includes analysis, design, development, implementation, and evaluation. The research instruments consisted of an expert validation sheet and a teacher practicality questionnaire with a five-level scale. The validation subjects involved five experts, while the practicality test was conducted by five teachers teaching the Field Work Practice subject. The results showed that the TeFa-based Field Work Practice learning model achieved a validity level of 93.15%, categorized as very valid, and a practicality level of 90.8%, categorized as very practical. These results indicate that the developed model has high design quality, is easy to implement, and is relevant to the needs of industry-based learning. The implication of this research is that the Teaching Factory-based Field Work Practice model can be used as a strategic alternative in implementing Field Work Practice in vocational schools, especially in overcoming limited industrial access, as well as contributing to improving student competencies through authentic, structured, and work-oriented learning experiences.
creator: Masliha Masliha
creator: Mustofa Kamil
creator: Luluk Asmawati
rights: Copyright (c) 2026 Masliha Masliha, Mustofa Kamil, Luluk Asmawati https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-04-30
publication date: 2026-04-30
volume: 4
number: 1
starting page: 12
ending page: 20
doi: 10.53889/jpak.v4i1.861

Textile Craft Art Punch Needle Technique as an Effort to Preserve Extinct Traditional West Javanese Food as a Learning Resource in Art Education
type: item
description: Traditional Indonesian food items, especially those from West Java, are a fundamental part of the culture. However, according to Mei Batubara, Chair of the Pusaka Rasa Nusantara Team, traditional Indonesian food culture is currently in danger owing to the lack of regeneration concerning the cooking skills of traditional dishes. This study focused on the endangered traditional West Javanese foods and highlighted them in the form of textile artwork using punch needle technique. At the same time, it also emphasized the importance of art education in cultural preservation. The current study used a qualitative descriptive design along with literature analysis including interviews with the younger generation and observations at culinary landmarks. According to previous research conducted in 2024, there was an observation that people, especially the younger generation, like fast food more as compared to traditional Indonesian foods because the latter is not seen as practical or modern. The three disappearing traditional foods in West Java, i.e., Deblo, Ali Agrem, and Awug, inspired this research and served as inspiration in creating artworks using traditional foods. Additionally, it was concluded that art education plays a significant role in the formation of artistically trained young individuals who can preserve their culture through art. The findings demonstrate that the integration of traditional culinary heritage into fine arts curricula can foster cultural awareness, enhance creative economy potential, and ensure the continuity of local wisdom. Thus, art education not only produces aesthetic objects but also functions as a strategic instrument for cultural resilience and intercultural dialogue. The resulting textile craft pieces successfully transformed extinct culinary forms into durable visual narratives, suggesting that art education-based preservation strategies offer sustainable alternatives to oral transmission alone.
creator: Rahmawati Rahmawati
creator: MC Wara Candrasari
creator: Febi Bunga Permata Sumardi
creator: Purwanto Purwanto
rights: Copyright (c) 2026 Rahmawati Rahmawati, MC Wara Candrasari, Febi Bunga Permata Sumardi, Purwanto Purwanto https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-04-30
publication date: 2026-04-30
volume: 4
number: 1
starting page: 21
ending page: 30
doi: 10.53889/jpak.v4i1.756

Utilization of Instructional Materials and Effective Teaching and Learning of English Language in Early Childhood Schools
type: item
description: This study examined the effect of utilization of instructional materials on effective teaching and learning of English Language in Early Childhood Schools in Uyo Local Government Area, Akwa Ibom State of Nigeria. Three research questions and three hypotheses were formulated to guide the study. The descriptive survey research design was used for the study. A sample size of 300 kindergartens three (KG, 3) pupils was selected using simple random sampling technique. “Utilization of Instructional Materials and Effective Teaching and Learning of English Language in Early Childhood Schools Questionnaire (UIMETLELECSQ)” was used for data collection. The instrument was face validated. A reliability coefficient of 0.86 was obtained for the instrument using Cronbach Alpha. Mean and standard deviation were used to answer the research questions while Chi-square (X2) test was used to test the hypotheses at .05 level of significance. The findings of the study indicated that visual materials, audio materials and audio-visual materials significantly influenced the effective teaching and learning of English Language in Early Childhood Schools. It was recommended among others that professional bodies and private individuals should strive to complement government efforts in providing necessary instructional materials to Early the Childhood Schools so as to enhance the teaching effectiveness of teachers of English Language.
creator: Magdalene I. Ogbemudia
creator: Victor M. Alasa
creator: Esther C. Wordu
rights: Copyright (c) 2026 Magdalene I. Ogbemudia, Victor M. Alasa, Esther C. Wordu https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-04-30
publication date: 2026-04-30
volume: 4
number: 1
starting page: 31
ending page: 43
doi: 10.53889/jpak.v4i1.866

The Impact of Jolly Phonics on the Vocabulary Achievement of Pupils in Primary Schools
type: item
description: The impact of Jolly Phonics on vocabulary accomplishment in elementary schools in the Uyo Local Government Area of Akwa Ibom State, Nigeria, was examined in this study. The vocabulary achievement scores of students who were taught reading skills using Jolly Phonics and those who were not, the vocabulary achievement scores of students who were taught spelling skills using Jolly Phonics and those who were not, and the vocabulary achievement scores of students who were taught writing skills using Jolly Phonics and those who were taught without Jolly Phonics in the Local Government Area were all considered in this study. With a non-randomized pretest-posttest control group and a sample size of 120 participants, the study used a quasi-experimental methodology.The data was analyzed using the mean, standard deviation, and Analysis of Variance (ANOVA). In primary schools in the Uyo Local Government Area of Akwa Ibom State, Nigeria, there was a significant difference in vocabulary achievement scores between students taught reading skills using Jolly Phonics and those taught without it, between students taught spelling skills using Jolly Phonics and those taught without it, and between students taught writing skills using Jolly Phonics and those taught without it, according to the study's findings at the 0.5 level of significance. Recommendations were provided when needed.
creator: Magdalene I. Ogbemudia
creator: Victor M. Alasa
rights: Copyright (c) 2026 Magdalene I. Ogbemudia, Victor M. Alasa https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-04-30
publication date: 2026-04-30
volume: 4
number: 1
starting page: 44
ending page: 56
doi: 10.53889/jpak.v4i1.867