Jurnal Pendidikan Indonesia Gemilang
type: channel
description: 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 P…
publisher: Gemilang Maju Publikasi Ilmiah (GMPI)
language: en-US
publication name: Jurnal Pendidikan Indonesia Gemilang
issn: 2807-5285
copyright: 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
items: Beyond the Chalkboard: Balancing Management Practices and Teacher Fulfillment
items: Global Mapping of Research on Thinking Functions in Islamic Psycho-Pedagogical Problem Solving in 2022–2026 through Bibliometric Analysis and Network Visualization
items: Low Reading Interest and Literacy Access Inequality: A Structural-Psychosocial Analysis in Indonesia
items: Development of a Local Wisdom-Based Guided Inquiry Learning Module to Improve Elementary School Students’ Science Process Skills
items: Implementation of Digital Transformation in Learning and School Governance at a Public Junior High School in Balikpapan, Indonesia
items: https://journal.gmpionline.com/index.php/jpig/article/view/724
items: Using Short Instructional Videos to Improve Mastery of Basic Light Concepts Among Upper-Grade Elementary Students: A Systematic Literature Review
items: The Effectiveness of Using Contextual-Based Interactive Teaching Aids on Students' Mathematical Problem-Solving Skills on Pythagorean Theorem Concepts
items: Quality Assurance of Arabic School Examination Development: A Discrepancy Evaluation in Muhammadiyah Elementary Schools
items: Differences in the Effects of Problem-Based Learning and Inquiry-Based Learning Models on Students' Mathematical Generalization Ability in Terms of Learning Motivation
items: Micro-Credentials for STEM Competency Recognition in Vocational Education: A Systematic Review of Recognition Architectures and Evidence Gaps

Beyond the Chalkboard: Balancing Management Practices and Teacher Fulfillment
type: item
description: Effective classroom management is the key to unlocking teacher job satisfaction and enhancing educational outcomes. Only few a studies highlight the vital link between classroom management and teacher job satisfaction. This research filled the gap by empirically linking specific classroom management practices to job satisfaction among English teachers, an area previously underexplored in educational studies by employing a descriptive-correlational design, surveying fifty four (54) English teachers from public and private secondary schools in Sison, Pangasinan, Philippines. There is a strong positive correlation (0.65) exists between effective classroom management and higher job satisfaction among English teachers. Management practices varied significantly with years of experience, but gender and school type had no effect. Effective management skills are crucial for improving job satisfaction and educational outcomes. It is recommended for professional development and supportive environments.
creator: Jimson Ananayo Echave
creator: Arnel Oguimas Jarlata
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 91
ending page: 102
doi: 10.53889/jpig.v6i2.746

Global Mapping of Research on Thinking Functions in Islamic Psycho-Pedagogical Problem Solving in 2022–2026 through Bibliometric Analysis and Network Visualization
type: item
description: This study aimed to map the global development of the study of thinking functions in problem-solving within the Islamic psycho-pedagogical approach using bibliometric analysis. Data were obtained from the Dimensions database with a publication period of 2022–2026 and analyzed using a quantitative-descriptive approach through network visualization with VOSviewer. The analysis was conducted on document units, authors, institutions, countries, and keywords, with the main techniques including co-authorship, co-occurrence, and co-citation. The results show a significant increase in the number of publications in the initial period, followed by a stabilization phase, indicating the development of the field towards early maturity. The thematic structure of the research is divided into three main clusters: the theoretical-Islamic dimension, the empirical-educational dimension, and the applicative-psychological dimension. Research trends indicate a shift from a conceptual approach to intervention and practical application. However, the scientific collaboration network remains relatively fragmented, with the dominance of certain countries and institutions. The conclusion of this study confirms that this field of study is multidisciplinary with great potential to develop into an interdisciplinary field, although it still requires strengthening global collaboration and conceptual integration.
creator: Wardatul Ilmiah
creator: Nita Yuniarti
creator: A Zaenal Arifin
creator: Rumbang Sirojudin
creator: Yahdinil Firda Nadiroh
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 103
ending page: 123
doi: 10.53889/jpig.v6i2.886

Low Reading Interest and Literacy Access Inequality: A Structural-Psychosocial Analysis in Indonesia
type: item
description: The problem of low reading literacy in Indonesia has always been seen as the consequence of poor public interest in reading. The concept has become widely spread in the public discourse and mass media and even frequently used as a foundation for forming policies on how to improve literacy levels. Nevertheless, such an attitude might distort the nature of the problem and fail to see the structural and other factors that affect the process of reading. The main goal of this article is to conduct a critical analysis of whether the low literacy level in Indonesia is really associated with poor interest in reading or is affected by expensive books and poor access to books. The methodology used in this research is a literature review which is based on secondary data obtained from the reports of government agencies, national surveys, data-based media publications, and scientific literature. The results of this study show that the interest of Indonesians in reading has been growing every year in quantitative terms, as shown by the Reading Interest Index and Reading Enthusiasm Rate. Nevertheless, this growth has not been followed by access to books because of their high prices, low reading material availability rate, and unequal regional distribution. It means that literacy problems in Indonesia should be considered as economic and structural ones and not just the absence of interest in reading. Thus, sustainability of literacy policies lies in reducing the price of books and providing access to them.
creator: Citra Klaudia Caniago
creator: Giska Amelia Putri
creator: Helsagiani Vivina
creator: Yeni Satroma Dewi
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 124
ending page: 136
doi: 10.53889/jpig.v6i2.821

Development of a Local Wisdom-Based Guided Inquiry Learning Module to Improve Elementary School Students’ Science Process Skills
type: item
description: Studi ini fokus pada pengembangan modul pembelajaran investigasi terbimbing yang mengintegrasikan kearifan lokal Sungai Cibanten dan menguji validitas, kepraktisan, dan efektivitasnya dalam meningkatkan keterampilan proses sains siswa sekolah dasar. Studi ini menggunakan metode Penelitian dan Pengembangan (R&D) dengan model ADDIE, yang terdiri dari tahapan Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi. Data dikumpulkan melalui analisis, kebutuhan kuesioner, validasi ahli, penilaian pretest-posttest, kuesioner respon siswa, observasi keterampilan proses sains, dan observasi implementasi pembelajaran. Analisis kebutuhan menunjukkan bahwa guru dan siswa membutuhkan materi pembelajaran IPAS yang sistematis, kontekstual, menarik, dan mampu memfasilitasi aktivitas ilmiah siswa. Modul yang dikembangkan membahas polusi lingkungan dengan menggunakan Sungai Cibanten sebagai konteks pembelajaran dan disusun sesuai dengan tahapan penyelidikan terbimbing. Hasil validasi ahli menunjukkan bahwa modul tersebut sesuai untuk digunakan. Pada percobaan kedua, skor rata-rata pretest meningkat dari 74,53 menjadi 92,13 pada posttest. Skor N-Gain rata-rata adalah 0,7297, dikategorikan tinggi, sedangkan persentase N-Gain adalah 72,9675%, dikategorikan cukup efektif. Observasi terhadap keterampilan proses sains siswa menunjukkan bahwa sebagian besar aspek berada dalam kategori sangat baik, khususnya menghubungkan temuan dengan kearifan lokal (98,33%), melakukan investigasi (97,50%), dan mengumpulkan data (92,50%). Berdasarkan temuan ini, modul pembelajaran inkuiri terbimbing berbasis kearifan lokal Sungai Cibanten dianggap valid, praktis, dan cukup efektif dalam meningkatkan proses keterampilan siswa sekolah dasar.
creator: Ika Rahmawati
creator: Lusiani Dewi Assaat
creator: Nashar Nashar
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 137
ending page: 156
doi: 10.53889/jpig.v6i2.911

Implementation of Digital Transformation in Learning and School Governance at a Public Junior High School in Balikpapan, Indonesia
type: item
description: Digital transformation in schools is often inferred from device availability, leaving the mechanisms that connect technology, organizational capacity, and external support underexplained. This qualitative case study analyzes digital transformation in learning and school governance at a junior high school in Balikpapan, Indonesia through the Technology-Organization-Environment (TOE) framework and Vial's process view of digital transformation. The reported evidence comprises interviews with a principal, an Informatics teacher, and a student, triangulated with observations, school program documents, activity photographs, digital records, and evidence of application use. Thematic analysis identified five operational dimensions: digital infrastructure readiness, technology use in learning, administrative digitalization, human resource readiness, and digital work culture. The technological context was relatively strong, while support from the Education Office and private partners enabled resource mobilization. Organizational conditions determined whether these resources became routine practice: digital attendance was more standardized than technology-supported learning, and teacher competence and mentoring remained unevenly evidenced. The available data did not verify lifecycle budgeting, maintenance protocols, or formal data-privacy controls; these are therefore treated as governance gaps requiring assessment rather than as confirmed organizational failures. The study proposes a dynamic readiness-to-institutionalization model in which technological and environmental conditions enable change, organizational mechanisms translate readiness into learning and administrative use, and monitoring and reinforcement anchor digital culture. Because the interview sample covers only three roles and excludes administrative staff and non-Informatics teachers, the findings offer bounded analytical transferability rather than staff-wide saturation.
creator: Dimas Saputra
creator: Sukirman Sukirman
creator: Suyatno Suyatno
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 157
ending page: 170
doi: 10.53889/jpig.v6i2.935

https://journal.gmpionline.com/index.php/jpig/article/view/724
type: item
title: A Comparative Study of Soft Skills Among Grade X Industrial and Regular Class Students in the Automotive Fundamentals Subject Using an Authentic Assessment System at a Vocational High School in Sumedang, Indonesia
description: The development of soft skills has become a key requirement in 21st-century vocational education; however, the differences in soft skill attainment between the industrial track and the regular track at vocational high schools have not yet been empirically explained. The study attempts to examine the differences of soft skills among the students in the two classes in relation to authentic assessment through the 4C facets. The research used Posttest-Only Control Group design with 60 10th-grade students at a Vocational High School in Sumedang, Indonesia, using cluster probability sampling technique (industrial class n = 27; regular class n = 33). The instruments comprised of Likert scale questionnaires on soft skills, observation, and documentation of learning process. The data analysis procedures involved normality test, homogeneity test, independent t-test, and categorical analysis. There is no statistically significant difference in soft skills between industrial and regular classes (t = 1.561; p = 0.127). However, the mean of regular class is slightly higher (41.8) than that of industrial class (31.0). The categorical analysis shows that more number of students (93%) in the "Most Complete" (MC) category is found in industrial class compared to regular class (70%). These variations in competency among the classes show that soft skills are not determined by class type, but rather on the learning process, experience, and environment. The study supports the effectiveness of authentic assessment as a comprehensive evaluation tool and calls for more research using mixed methods and rubric-based performance assessment.
creator: Suryadinata Suryadinata
creator: Bambang Eko Saputro
creator: Tatang Mulyana
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 171
ending page: 180
doi: 10.53889/jpig.v6i2.724

Using Short Instructional Videos to Improve Mastery of Basic Light Concepts Among Upper-Grade Elementary Students: A Systematic Literature Review
type: item
description: Science education in elementary schools plays an important role in fostering curiosity, critical thinking skills, and applied scientific knowledge among students. The abstract nature of light topics often produces difficulties in understanding and misconceptions. Short instructional videos (microlearning) are frequently proposed as a way to visualize scientific concepts and make them more concrete. This article presents a systematic literature review (2018–2025) of articles published in reputable international journals to evaluate the effect of short videos on mastery of light concepts in upper-grade elementary students. The PRISMA method was used to select relevant studies. The review’s findings indicate that use of instructional videos particularly animations and short clips consistently improves students’ conceptual understanding and science learning outcomes. Several experimental studies and meta-analyses report increases in student motivation, engagement, and cognitive achievement following the use of video media. The discussion presents Mayer’s multimedia theory, cognitive load theory, constructivist perspectives, ICAP theory, and a conceptual model describing how short videos trigger student interest, build conceptual understanding, and complement experiential learning. Critical analysis identifies the need for further research on instructional design of short videos specifically for light topics and on measuring long-term impacts.
creator: Muhammad Erfan
creator: Wiji Aziis Hari Mukti
creator: Najah Baroud
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 181
ending page: 193
doi: 10.53889/jpig.v6i2.853

The Effectiveness of Using Contextual-Based Interactive Teaching Aids on Students' Mathematical Problem-Solving Skills on Pythagorean Theorem Concepts
type: item
description: This study aimed to examine the implementation of contextual-based interactive teaching aids, examine differences in mathematical problem-solving abilities between pretest and posttest, and examine the effectiveness of the use of teaching aids on mathematical problem-solving abilities in the topic Pythagorean Theorem. Quantitative method was employed in this research with one-group pretest-posttest quasi-experimental design at an Islamic junior high school in Banten, Indonesia with 20 students. Research instruments used in this study were validated mathematical problem-solving ability test in essay form (r = 0.841; α = 0.841). Data analysis in this study were done by paired t-test after satisfying the normality test using Shapiro-Wilk. The result of the data analysis is that there is an increase in average score from 32.25 (pretest) to 38.00 (posttest) with significance value of p = 0.024 (p < 0.05). From the results obtained, it can be said that the use of contextual-based interactive teaching aids is effective in improving mathematical problem-solving skills of students in the topic Pythagorean Theorem. In this case, contextual learning will assist students to translate abstract concept to concrete forms so that students understand the concepts better and become useful in real life.
creator: Annisa Nur Satifa
creator: Riemaya Martiza Sulaeman
creator: Nabila Hajaroh Hasanatun
creator: Ana Faujannatul Laila
creator: Akhmad Marium
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 194
ending page: 201
doi: 10.53889/jpig.v6i2.774

Quality Assurance of Arabic School Examination Development: A Discrepancy Evaluation in Muhammadiyah Elementary Schools
type: item
description: The present study intended to evaluate the development of Grade VI Arabic School Examination items in Muhammadiyah elementary schools within the Special Region of Yogyakarta using the Discrepancy Evaluation Model. The focus of this evaluation was on assessing the degree of conformance to the set of criteria of the phases in developing test items, namely, design, installation, process, and product, and the discrepancies between what is done and what is supposed to be in order to generate recommendations on how to improve the quality assurance of the system of Arabic language assessment. The methodology of the study included conducting an evaluation research based on Malcolm Provus's Discrepancy Evaluation Model (DEM). The respondents in this research were Arabic test item writers, school principals, and the Vice Chair for the Al-Islam, Muhammadiyah Ideology, and Arabic (ISMUBA) Curriculum of the Primary and Nonformal Education Council of the Muhammadiyah Regional Board of the Special Region of Yogyakarta. They were selected purposively. Data collection methods were questionnaires, interviews, and reviewing documents. The content validity of the instruments was assessed using Content Validity Ratio (CVR) with the involvement of five expert validators, and all instruments were considered appropriate for use following their revision. Instrument reliability was calculated using Cronbach's Alpha. Quantitative data were analyzed descriptively on the basis of percentage achievement scores for every indicator of the evaluation, and qualitative data were analyzed by triangulating interview data and document review in order to detect discrepancies between the real condition and the standard for every stage of the evaluation. According to the results of the evaluation, the design phase conformed to all established standards, and there were no discrepancies between the real situation and the standards. Most components of the installation phase conformed to the set standards, but…
creator: Putri Nabila Utami
creator: Supahar Supahar
creator: Muhammad Salman Arrosyid
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 202
ending page: 221
doi: 10.53889/jpig.v6i2.919

Differences in the Effects of Problem-Based Learning and Inquiry-Based Learning Models on Students' Mathematical Generalization Ability in Terms of Learning Motivation
type: item
description: The purpose of this study was to determine how students' mathematics generalization skills varied based on their motivation when using the Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL) learning models. This study uses a quasi-experimental design using a pretest-posttest non-equivalent group design and a quantitative methodology. Students in the eighth grade at a junior high school in Banten, Indonesia during the 2025–2026 school year make up the population of this study. Purposive sampling was used to select two classes of eighth-grade pupils for the sample. Mathematical generalization ability tests and learning motivation questionnaires are used to collect data, which is then analyzed using two-way ANOVA and the Scheffe test at a significance level of 5%. The conclusion is that PBL and IBL students have the same capacity for mathematical generalization. However, students' capacity for mathematical generalization varies according on their degree of motivation. Students with low motivation differ significantly from those with high and moderate motivation in their capacity to generalize mathematical concepts, according to the results of the Scheffe test. Nonetheless, there is no discernible difference between pupils with high and moderate motivation in terms of their capacity for mathematical generalization. Learning models and learning motivation in relation to mathematical generalization abilities also interact. Therefore, it may be said that the degree of student motivation determines how the learning models affect their capacity for mathematical generalization. Therefore, teachers should consider the motivation of students in choosing learning models of mathematics.
creator: Amelia Muslimah
creator: Heni Pujiastuti
creator: Ade Nandang Mustafa
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 222
ending page: 238
doi: 10.53889/jpig.v6i2.906

Micro-Credentials for STEM Competency Recognition in Vocational Education: A Systematic Review of Recognition Architectures and Evidence Gaps
type: item
description: Micro-credentials are widely promoted as a mechanism for making granular competencies visible, yet it remains unclear whether the accumulated evidence actually supports competency recognition in the settings where technical skills are formed. This study is a systematic mapping review, conducted on a single database (Scopus) and reported under the PRISMA 2020 statement, that asks how the literature on micro-credentials and digital badges addresses competency recognition, and how far that literature reaches STEM domains and vocational education. Because the aim is to characterise the distribution of research rather than to pool effect sizes, the review is diagnostic rather than evaluative. Five concentric Scopus query sets were executed on 15 August 2026, yielding 221 records. After the removal of 31 duplicates and the screening of 190 records against four inclusion criteria, 138 studies published between 2014 and 2026 were retained and coded on educational sector, disciplinary domain, thematic focus, research design, and country of affiliation. The 138 studies were coded on educational sector, disciplinary domain, thematic focus, research design, and country of affiliation through a rule based lexical scheme followed by manual adjudication of vocational and borderline cases. The corpus grows sharply from 2023 onward, with 93 studies (67.4 percent) published in the final four years. STEM, engineering, and computing constitute the largest disciplinary domain with 45 studies (32.6 percent), yet only 13 studies (9.4 percent) are situated in technical and vocational education and training, and only 7 studies (5.1 percent) sit at the intersection of the two. Six thematic clusters were identified inductively and then arranged, through a best fit framework logic, onto a four layer recognition architecture that runs from competency standards through learning evidence and credential metadata to labour market value. This architecture, together with the evidence density quantifi…
creator: Enda Permana
creator: Asep Hadian Sasmita
creator: Ricky Cahyasari Putra
rights: Copyright (c) 2026 Jurnal Pendidikan Indonesia Gemilang https://creativecommons.org/licenses/by/4.0
license: https://creativecommons.org/licenses/by/4.0
date: 2026-08-31
publication date: 2026-08-31
volume: 6
number: 2
starting page: 239
ending page: 270
doi: 10.53889/jpig.v6i2.944