Jurnal Pendidikan Indonesia Gemilang publishes research and review articles in the field of education especially in the Indonesia context such as Religious Education, Model and Modelling, Integrated STEM Education, STEAM Education, Scientific Argumentation, Socio-Scientific Issue Based Teaching and Learning, Model Based Integrated Inquiry in STEM, Model Based Teaching and Learning, Curriculum and Instruction, Curriculum Ideology, Curriculum Development, Learning Progession, Learning Assessment, Computational Thinking, Bioinformatics Learning, Machine Learning, ICT Based Teaching and Learning, 21st Century Skills, Scientific Literacy, Teacher Ability, Professional Development, Teaching and Learning Based on Local Wisdom, Contextual Based Teaching and Learning, Technological Pedagogical and Content Knowledge, Pedagogical Content Knowledge, Teaching and Learning Based on Indigenous Knowledge, Teacher Education, Educational Policy, Character Education and Systematic Review and Meta-analysis in Education towards the 4th Sustainable Development Goal (Quality of Education). Eventhough the Jurnal Pendidikan Indonesia Gemilang mainly focused on education issues in the Indonesia context or related issues. However, the review and research articles dealing with general educational issues outside the context of education in Indonesia are welcome. Jurnal Pendidikan Indonesia Gemilang is published every February and August in each year in Bahasa Indonesia or English. However, since Vol.2, No.2, August 2022 Jurnal Pendidikan Indonesia Gemilang has become an international journal that publishes articles in English. Jurnal Pendidikan Indonesia Gemilang is published by Gemilang Maju Publikasi Ilmiah (GMPI). Jurnal Pendidikan Indonesia Gemilang has become a Crossref member since year 2021 with prefix 10.53889. Therefore, all articles published by Jurnal Pendidikan Indonesia Gemilang will have unique DOI numbers since Vol. 1, No. 1, August 2021. Since Vol. 1, No. 1, August 2021 Jurnal Pendidikan Indonesia Gemilang uses Anti-Plagiarism Software "Turnitin" to check the authenticity article. Jurnal Pendidikan Indonesia Gemilang has e-ISSN 2807-5285. To give researchers the opportunity to write their perspectives on STEM Education or related ones, since the year 2023, the review articles are also welcome to be submitted to the Jurnal Pendidikan Indonesia Gemilang. Jurnal Pendidikan Indonesia Gemilang in English means The Briliant Indonesian Journal of Education. Jurnal Pendidikan Indonesia Gemilang has been accredited at the 5th grade by the Ministry of Education, Culture, Research, and Technology of Republic of Indonesia since the first issue in Vol.1, No.1, 2021 according to the decision No. 72/E/KPT/2024 and it has been reacredited at the 3rd grade by the Ministry of Higher Education, Science, and Technology of Republic of Indonesia since Vol.5, No.1, 2025 until Vol.9, No.2, 2029 according to the decision No. 295/C/C3/KPT/2026. Jurnal Pendidikan Indonesia Gemilang has been indexed and archived by Jurnal Pendidikan Indonesia Gemilang is cited by articles in Scopus database at least 74 times since published in August 2021 available onlline on <a href="https://www.scopus.com/results/results.uri?sort=cp-f&src=dm&st1=Jurnal+Pendidikan+Indonesia+Gemilang&st2=J.+Pendidik.+Indones.+Gemilang&nlo=&nlr=&nls=&sid=bb88e236469c5f4d058007e78e70f50d&sot=b&sdt=b&cluster=scoexactsrctitle%2C%22Jurnal+Pendidikan+Teknik+Elektro%22%2Cf%2C%22Mukadimah+Jurnal+Pendidikan+Sejarah+Dan+Ilmu+Ilmu+Sosial%22%2Cf%2C%22Jurnal+Pendidikan+Indonesia+Gemilang%22%2Ct%2C%22J+Pendidik+Indones+Gemilang%22%2Ct%2C%22J+Ind+Edu+Gemilang%22%2Ct&sl=82&s=%28REF%28Jurnal+Pendidikan+Indonesia+Gemilang%29+OR+REF%28J.+Pendidik.+Indones.+Gemilang%29+OR+REF%28J+Ind+Edu+Gemilang%29%29&origin=searchbasic&zone=leftSideBar&editSaveSearch=&txGid=1f3824d690a5832818351c565e4ff1e8&sessionSearchId=bb88e236469c5f4d058007e78e70f50d&limit=50" target="_blank">https://scopus.com and the citations detail available here.
Copyright Notice Jurnal Pendidikan Indonesia Gemilang is licensed under a Creative Commons Attribution 4.0 International License Authors who publish with Jurnal Pendidikan Indonesia Gemilang agree to the term of journal retains copyright that the copyright is transferred to Jurnal Pendidikan Indonesia Gemilang
Integration of Realistic Mathematics Education (RME) and GeoGebra in Elementary School Geometry Learning: A Systematic Literature Review
This systematic literature review explored the integration of Realistic Mathematics Education and GeoGebra in elementary geometry education, critically examining 27 empirical studies published between 2020 and 2025. This study examines the effectiveness of the integration in promoting conceptual understanding, engagement, motivation, and cognitive development in geometry education using the guidelines presented by PRISMA. This systematic literature review is conducted by carefully selecting studies from prominent databases such as Scopus, Web of Science, and Google Scholar. From the analysis, it is evident that the integration of RME and GeoGebra is effective in promoting learning outcomes, with approximately 80% of studies showing enhanced results in geometry understanding and student motivation. Some of the findings include the fact that GeoGebra, being a visual tool, enhances the contextual approach presented by RME, making it a very effective tool in creating an effective learning environment that connects concrete experiences with abstract mathematical concepts. From this study, it is also evident that there are gaps in the studies, with most studies being conducted in secondary education, while few are conducted in elementary education. Under methodological limitations, there is a lack of separation of the effects of GeoGebra and no longitudinal studies that focus on the long-term effects. The review offers recommendations on the way forward in terms of research direction, such as the design of RME and GeoGebra integrated modules and teacher training, as well as the exploration of the effects on student engagement and communication skills. The synthesis is beneficial in the understanding of how technology can change the face of realistic mathematics education in the teaching and learning of elementary geometry.
Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
The Effectiveness of Role Playing Learning in Improving the Numeracy Skills of Primary School Students: A Systematic Literature Review
Numeracy is a fundamental skill that must be mastered by elementary school students as the basis for developing mathematical competencies at the next level. This study aimed to analyze the effectiveness of role-playing learning in improving the numeracy skills of elementary school students through a systematic literature review of 13 studies published in the 2020-2025 period. The research method uses a systematic literature review approach with content analysis techniques on articles obtained from the Consensus database, Google Scholar, and national and international journal repositories. The inclusion criteria include research that discusses the implementation of role playing in numeracy learning at the elementary school level with experimental, quasi-experimental, or classroom action research designs. The results of the analysis showed that role playing learning consistently improved students' numeracy skills with the percentage of learning completeness increasing from the range of 40-60% to 92-96% after implementation. Role-playing learning has been proven to be effective in improving understanding of decimal number concepts, counting operations, the ability to solve story problems, mathematical representations, and student motivation and participation in learning. The integration of role playing with other approaches such as Problem-Based Learning, Realistic Mathematics Education, and Teaching at the Right Level strengthens the effectiveness of learning. The limitations of the studies identified included limited topic coverage, research design without adequate control groups, and relatively short duration of interventions. This study recommends replicating studies with a stronger experimental design, more diverse material coverage, and longer implementation duration to measure the long-term impact of role-playing learning on elementary school students' numeracy skills.
The Silent Architecture of Science Learning: A Critical Analysis of Visual Representations in Indonesian Integrated STEM Textbooks
This study aimed to analyze visual content on Indonesian junior high school science textbooks by discovering characteristics and patterns of STEM-related content. Textbooks could be a great vehicle to promote the interlinked importance of science, technology, engineering, and mathematics disciplines in a compact context. Therefore, analyzing the visual patterns and characteristics in the science textbook is paramount. The samples in this current study consisted of science textbooks from grade IX, specifically two of the most widely used science textbooks in Indonesia. The type, function, and pattern of the STEM-related contents were the main focuses. The results showed significant differences in the type, function, and pattern of STEM-related content in the selected textbook. Moreover, this current study reveals a poor, unequal representation of the type, function, and pattern of STEM-related content in the textbook. This empirical evidence, in the form of visualizing patterns and characteristics, is crucial, primarily to guide science teachers to utilize science textbooks in their everyday school life. Other essential implications are also discussed in this study, primarily pertaining to publishers, academia, and educational policymakers in Indonesia and other countries worldwide.
Understanding the Transition from Perception to Action: A Path Analysis of Students’ Perceptions of Science and Their Intention to Act in Learning
Students' perceptions of science were not only a response, but this is one of the factors that influence the motivational process and the formation of intention to act. This study aimed to analyze the causal relationship between students' perceptions of science learning and their intention to act in learning. The research method used is a survey method (exposure facto) using path analysis. The research instrument used was a questionnaire. The questionnaire statements consist of positive and negative statements measured using likert scale with five response categories. The subjects in this study were students of at a Private Senior High School in Serang, Indonesia with a total of 76 respondents. The results of the study indicate an influence of students' perceptions of science on their intention to act in learning with a path coefficient of p21 = 0.805. These results can be a basis for strengthening teachers in designing learning.
Analysis of Conceptual Understanding of Reaction Rate Material Using Four-Tier Multiple Choice Diagnostic Test
Due to the abstract nature of the concept of reaction rates, it is one of the chemistry concepts commonly misinterpreted by students. A qualitative descriptive research method was used in this study to measure students’ understanding of the concept of reaction rates and the variables involved. The population of this research consisted of 38 students from the eleventh-grade students at a Senior High School in Serang, Indonesia. A four-tier multiple-choice diagnostic test was used as the research instrument. The results showed that 13.03% understood the concept, 61.84% did not understand the concept, and 25.13% had misconceptions. The results showed that the Four-Level Multiple Choice Test is a valid instrument in uncovering misconceptions in conceptual understanding by distinguishing students who correctly answered through reasoning from students who correctly answered through guessing alone. The catalyst factor showed the highest misconceptions at 73.16%, followed by surface area at 68.95%, temperature at 53.16%, and concentration at 52.11%.
Developing Science Learning through a Hydroponics Project to Improve Students’ Science Literacy Skills
The purpose of this study was to build science learning based on a hydroponic project as an effort to enhance junior high school student’s scientific literacy in Banten Province. A descriptive quantitative design included thirteen ninth grade students. Scientific literacy was measured during pre-test/post-test, which was reinforced with engagement and attitudes towards science observation. Results demonstrated significant increases in average scores from 66.92 to 95.38 and an average improvement of 44.2%. Learners with low pre-knowledge gained most (66.67%). The hydroponics program offered real life experiences, reinforced thinking like a scientist, promoted teamwork and nicely built scientific literacy and 21st century skills in students.
Implementation of the Governor's Policy on Free Education in Improving the Quality of State Vocational High School Education in Banten Province, Indonesia
Based on the constitutional mandate and the promulgation of Governor Regulation No. 52 of 2020, the policy of free education in the Banten Province eliminates the financial barriers of students in Public Senior High School, Public Vocational Senior High School, and Public Special Needs School with the goal of providing equal opportunities and human resource development. This study aimed to investigate the implementation of the policy and its implications for the quality of vocational high schools, which are significant in regional development and labor market integration. Data collection methods employed in the study were observations, in-depth interviews, and documentation using the qualitative descriptive approach. The researcher utilized government publications and foreign literature as sources of information for the study. The analysis of the data collected in the study was underpinned by the theory of policy implementation with emphasis on decentralized governance, administrative capacity, and regulatory clarity. The validity of the study was ensured through triangulation. The results indicate that inter-institutional collaboration, sufficient funding, and the existence of a cogent legal regime are essential for the successful implementation of policies. Although the dropout rates have reduced and access has increased, quality enhancement demands investments in infrastructure, leadership skills, monitoring, and teachers' competence. Further, the financial support must be supplemented with a system of accountability, quality control, and constant evaluation to ensure the effectiveness of the policies in the long term. In the decentralized education system in Banten, in developing countries, the link between equity-oriented funding and results-oriented governance ensures that enrollment is supplemented with significant improvements in learning outcomes and workforce readiness.