JP (Jurnal Pendidikan) : Teori dan Praktik
type: channel
description: JP (Jurnal Pendidikan) : Teori dan Praktik e-ISSN : 2527-6891 is a scientific journal that contains and disseminates research results, in-depth study, and innovative ideas in the field of educational science education in developing countries. The innovation of teachers and lecturers in the development of the education sector can contribute positively to schools and educational institutions. Jurnal Pendidikan (Teori dan Praktik) published by Faculty of Education Universitas Negeri Surabaya in collaboration with Indonesia Educationist ist Association (IEA) periodically (1 year 2 times published) with the number of 10 articles each time published (20 articles per year). Starting in 2026, the journal will be published three times a year in January, May, and September, with 10 articles each time (30 articles per year). JP (Jurnal Pendidikan): Teori dan Praktik is Nationally Accredited by Kemristekdikti The journal is classified into national's 3rd highest cluster for reputable journal in Indonesia (SINTA 3) No SK: 177/E/KPT/2024 From: Vol 8 No 1 2023 Until: Vol 12 No 2 2027
publisher: Fakultas Ilmu Pendidikan Universitas Negeri Surabaya
language: en-US
publication name: JP (Jurnal Pendidikan) : Teori dan Praktik
issn: 2527-6891
items: The Scientific Literacy as a Catalyst for Conceptual Understanding and Scientific Attitudes in Elementary Science Learning
items: A Comparative Study of Problem-Based Learning and Project-Based Learning on Cadets’ Problem-Solving Skills in Vocational Aviation Education
items: Conversational Implicature in Digital Discourse and Its Pedagogical Transformation for Short Story Writing
items: Development of a User-Centered "Dini Talk" Alternative Communication System to Support Functional Communication in Children with Cerebral Palsy
items: Managing Religious Values in Early Childhood Education: A Systematic Review of Program Management Practices

The Scientific Literacy as a Catalyst for Conceptual Understanding and Scientific Attitudes in Elementary Science Learning
type: item
description: This study examines the implementation of scientific literacy in science learning and its contribution to strengthening elementary school students’ conceptual understanding and scientific attitudes. Scientific literacy is viewed as an instructional approach that helps students connect scientific concepts with real-life phenomena, making learning more meaningful and contextual. This research used a qualitative case study design involving a school principal, a fifth-grade teacher, and students who actively participated in science learning activities. Data were collected through classroom observations, structured interviews, and documentation, then analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings show that integrating scientific literacy into science learning helps students understand scientific concepts more comprehensively by relating abstract knowledge to everyday experiences. This approach increases the relevance of learning and supports students in constructing conceptual meaning. In addition, scientific literacy encourages the development of scientific attitudes, such as curiosity, careful observation, confidence in asking questions, and environmental awareness. These findings indicate that scientific literacy is not merely an additional component of instruction, but a pedagogical framework that connects scientific knowledge with students’ lived experiences. Therefore, the systematic integration of scientific literacy in science learning is a relevant strategy for improving the quality of science education at the elementary school level.
creator: Devi Cyndiyana Putri
creator: Diah Widianingsih
creator: Zidni Alfian Barif
creator: Nabila Ariiqah
rights: Copyright (c) 2026 http://creativecommons.org/licenses/by-sa/4.0
license: http://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
volume: 11
number: 1
starting page: 67
ending page: 74
doi: 10.26740/jp.v11n1.p67-74

A Comparative Study of Problem-Based Learning and Project-Based Learning on Cadets’ Problem-Solving Skills in Vocational Aviation Education
type: item
description: Problem-solving skills are essential competencies for vocational graduates in aviation education, where professional tasks are characterized by high risk, time pressure, and technological complexity. This study examined the effectiveness of Problem-Based Learning (PBL), Project-Based Learning (PJBL), and a combined PBL–PJBL approach in improving the problem-solving skills of cadets at an Aviation Polytechnic in Surabaya. A quantitative method with a quasi-experimental design was employed. A total of 100 first-year cadets were selected through purposive sampling and assigned to four groups: PBL, PJBL, combined PBL–PJBL, and a control group. Data were collected using a validated and reliable questionnaire administered as pretest and posttest, and analyzed using one-way ANOVA, Tukey’s HSD post hoc test, and N-Gain analysis. The results indicate that all experimental learning models significantly improved cadets’ problem-solving skills compared to the control group. The combined PBL–PJBL model demonstrated the strongest overall effect, yielding the highest statistical improvement and a very large effect size. When examined as single-method implementations, PBL produced higher learning gains than PJBL, indicating greater practical efficiency in developing problem-solving skills. These findings suggest that while PBL alone is an effective and efficient instructional approach, integrating PBL and PJBL provides a more comprehensive learning experience that maximizes problem-solving development in aviation vocational education. The study highlights the importance of aligning instructional strategies with the cognitive and operational demands of aviation training contexts.
creator: Parjan Parjan
creator: Lady Silk Moonlight
creator: Maulana Anifa Silvia
creator: Faoyan Agus Furyanto
creator: Ahmad Musadek
creator: Anton Budiarto
rights: Copyright (c) 2026 http://creativecommons.org/licenses/by-sa/4.0
license: http://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-05
publication date: 2026-02-05
volume: 11
number: 1
starting page: 29
ending page: 39
doi: 10.26740/jp.v11n1.p29-39

Conversational Implicature in Digital Discourse and Its Pedagogical Transformation for Short Story Writing
type: item
description: This type of research uses a qualitative approach. This study aims to describe the types of implicatures and theoretical pedagogical implications in learning short story texts contained in Gita Wirjawan's YouTube channel. The data obtained in this study are 1) 24 utterances containing implicatures in conversations on Gita Wirjawan's YouTube channel, 2) pedagogical implications in implicatures on Gita Wirjawan's YouTube channel towards learning short story texts. The episode of the data obtained amounts to one episode with a duration of 1 hour 56 minutes 4 seconds, the selection of the video is based on the reference of this study which refers to learning, not only in terms of content but also in terms of storytelling that can be used as material for students to write so that it is relevant to this study. The data collection technique uses documentation in the form of transcripts recorded in conversations on Gita Wirjawan's YouTube that contain implicatures. The data analysis technique uses listening and note-taking techniques. The data validity technique uses data triangulation. The results of this study are in the form of (1) types of implicatures obtained in Gita Wirjawan's YouTube channel which consist of 3 conventional implicatures, 8 specific conversational implicatures, 5 general conversational implicatures, and 8 scale implicatures (2) the results of this study theoretically from a teaching perspective, conversational implicatures in Gita Wirjawan's podcast can help in the process of learning short story texts, because they can function as storytelling tools to create implied meanings, characters, and morals in dialogue.
creator: Andi Kurniawan
creator: Atiqa Sabardila
rights: Copyright (c) 2025 http://creativecommons.org/licenses/by-sa/4.0
license: http://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-02
publication date: 2026-02-02
volume: 11
number: 1
starting page: 1
ending page: 14
doi: 10.26740/jp.v11n1.p1-14

Development of a User-Centered "Dini Talk" Alternative Communication System to Support Functional Communication in Children with Cerebral Palsy
type: item
description: Children with cerebral palsy often face communication barriers caused by motor and speech impairments, which limit their participation in classroom activities and daily interaction. Although Augmentative and Alternative Communication (AAC) systems are widely used, many available devices are not sufficiently adapted to users’ motor abilities and educational needs. This study aimed to develop and evaluate DiniTalk, a user-centered AAC system designed to support functional communication in a child with cerebral palsy in an educational setting. The study used a field-based research and development design adapted from the ADDIE model. Data were collected through observation, interviews, and documentation, and were analyzed qualitatively. DiniTalk was designed as a low-cost AAC device with large accessible buttons and auditory output to accommodate motor limitations. The findings showed that the child’s AAC performance improved from 22% in the initial session to 88% in the final session, indicating increased communicative independence and more effective device use. These findings suggest that accessibility-driven AAC design can support functional communication and serve as an instructional aid in special and inclusive education.
creator: Elly Maulina
creator: Cece Rakhmat
creator: Tati Hernawati
creator: Fitri Maulidazani
creator: Salsabila Haliqa
creator: Muthia Syafril
creator: Winda Safarina
rights: Copyright (c) 2026 http://creativecommons.org/licenses/by-sa/4.0
license: http://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
volume: 11
number: 1
starting page: 75
ending page: 81
doi: 10.26740/jp.v11n1.p75-81

Managing Religious Values in Early Childhood Education: A Systematic Review of Program Management Practices
type: item
description: Religious programs constitute strategic instruments in early childhood education for fostering children's religious character; however, institutional management often lacks systematic, evidence-based frameworks, resulting in implementation variations and inconsistent character outcomes. This systematic literature review, guided by PRISMA, analyzes national and international studies (2015-2025) to examine how religious programs are designed, implemented, and evaluated for religious character development. Thematic analysis mapped management functions; planning, implementation, leadership, and evaluation, revealing that successful character formation depends on structured planning, educators as religious role models, consistent habituation activities, and continuous evaluation. This review contributes to early childhood education management by offering a comprehensive conceptual framework integrating planning, implementation, leadership, and evaluation for optimizing religious program effectiveness, serving as a foundation for institutional evaluation practices.
creator: Marika Situmorang
creator: Winda Dewi Listyasari
creator: Mohammad Sofwan Efendi
creator: Kamaludin Kamaludin
rights: Copyright (c) 2026 http://creativecommons.org/licenses/by-sa/4.0
license: http://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-31
publication date: 2026-05-31
volume: 11
number: 1
starting page: 82
ending page: 92
doi: 10.26740/jp.v11n1.p82-92