https://ojs.aeducia.org/index.php/jippg/issue/feed Jurnal Indonesia Pendidikan Profesi Guru 2025-06-01T17:42:08+07:00 Open Journal Systems <p align="justify">Jurnal Indonesia Pendidikan Profesi Guru (JIPPG) [English: Indonesian Journal of Teacher Professional Education] is a peer-reviewed, open-access academic journal dedicated to advancing and disseminating state-of-the-art knowledge in the field of teacher professional education. The journal aims to serve as a platform for scientific publications, promoting high-quality research findings, supporting evidence-based theory and practice, and providing an academic forum for researchers, scholars, professionals, teachers and college students to explore, share, and discuss critical ideas, strategic issues, innovations, implications, and scientific contributions in teacher professional education.</p> <table style="height: 310px; width: 100%; border-collapse: collapse; background-color: ffffff;" border="1"> <tbody> <tr style="height: 18px;"> <td style="background-color: #d65709; width: 76.736%; height: 18px; border-color: #ffffff; text-align: center;" colspan="3"><span style="color: #ffffff;">JOURNAL INFORMATION</span></td> </tr> <tr style="height: 18px;"> <td style="width: 18.0555%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;"> Journal Title</td> <td style="width: 40.4513%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;">: Jurnal Indonesia Pendidikan Profesi Guru</td> <td style="width: 18.2292%; height: 292px; background-color: #f3f3f3; border-color: #ffffff;" rowspan="14"><img style="display: block; margin-left: auto; margin-right: auto;" src="https://ojs.aeducia.org/public/journals/7/journalThumbnail_en_US.png" alt="" width="217" height="312" /></td> </tr> <tr style="height: 18px;"> <td style="width: 18.0555%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;"> Journal Paralllel Title</td> <td style="width: 40.4513%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;">: Indonesian Journal of Teacher Professional Education</td> </tr> <tr style="height: 18px;"> <td style="width: 18.0555%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;"> Journal Initials</td> <td style="width: 40.4513%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;">: JIPPG</td> </tr> <tr style="height: 18px;"> <td style="width: 18.0555%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;"> Journal Abbreviation</td> <td style="width: 40.4513%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;">: J. Indones. Pendidik. Profesi Guru</td> </tr> <tr style="height: 18px;"> <td style="width: 18.0555%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;"> ISSN International</td> <td style="width: 40.4513%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;">: Online ISSN <a href="https://portal.issn.org/resource/ISSN/3063-0797" target="_blank" rel="noopener">3063-0797</a>, Print ISSN <a href="https://portal.issn.org/resource/ISSN/3063-0827" target="_blank" rel="noopener">3063-0827</a></td> </tr> <tr style="height: 18px;"> <td style="width: 18.0555%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;"> Publication Frequency</td> <td style="width: 40.4513%; height: 18px; background-color: #f3f3f3; border-color: #ffffff;">: Triannually (<span class="OYPEnA font-feature-liga-off font-feature-clig-off font-feature-calt-off text-decoration-none text-strikethrough-none">i.e., published in</span> January, May and September)</td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> Language</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: English</td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> DOI Prefix</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: <a href="https://search.crossref.org/search/works?q=3063-0797&amp;from_ui=yes" target="_blank" rel="noopener">10.64420/jippg</a> by <a href="https://www.crossref.org/" target="_blank" rel="noopener">Crossref</a></td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> Focus &amp; Scope</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: <a href="https://id.wikipedia.org/wiki/Pendidikan_Profesi_Guru">Pendidikan Profesi Guru</a>, <a href="https://en.wikipedia.org/wiki/Teacher" target="_blank" rel="noopener">Teacher</a>, <a href="https://en.wikipedia.org/wiki/Teacher_education" target="_blank" rel="noopener">Teacher Education</a> --&gt;<strong> </strong></td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> Citation Analysis</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: Google Scholar, Dimensions</td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> Indexing and Abtracting</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: GARUDA, --&gt; View More</td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> License Terms</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: <a href="https://creativecommons.org/licenses/by-sa/4.0/" target="_blank" rel="license noopener noreferrer">Creative Commons Attribution-ShareAlike 4.0 International</a></td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> System &amp; Management</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: <a href="https://pkp.sfu.ca/software/ojs/" target="_blank" rel="noopener">Open Journal System (OJS)</a> - <a href="https://www.budapestopenaccessinitiative.org/" target="_blank" rel="noopener">Open Access Journals</a></td> </tr> <tr style="height: 23px;"> <td style="width: 18.0555%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;"> Publisher</td> <td style="width: 40.4513%; height: 23px; background-color: #f3f3f3; border-color: #ffffff;">: Academia Edu Cendekia Indonesia (AEDUCIA)</td> </tr> </tbody> </table> <p align="justify"><strong>BEFORE SUBMISSION:</strong> Authors must use the JIPPG Template, follow Author Guidelines and Editorial Policies, proofread the manuscript, and conduct a similarity check. Proofreading and similarity check results must be uploaded. A signed Author Statement of Ethics Form is also required. Registration and login are necessary for submission and status tracking.</p> <p align="justify"><strong>EDITORIAL PROCESS:</strong> JIPPG follows a double-blind peer-review to ensure academic integrity, quality, and originality. Manuscripts are screened for relevance, originality, and alignment with the journal's scope and ethics, then reviewed by the editorial team and peer reviewers for quality. The process ensures fair, objective, and consistent evaluation.</p> <table style="border-collapse: collapse; width: 100%; height: 54px;" border="1"> <tbody> <tr style="height: 36px;"> <td style="width: 25%; text-align: center; height: 36px; background-color: #ffffcc; border-color: #ffffff;"><strong>Time to First Decision</strong></td> <td style="width: 25%; text-align: center; height: 36px; background-color: #ffe6ff; border-color: #ffffff;"><strong>Review Time</strong></td> <td style="width: 25%; text-align: center; background-color: #ccffcc; height: 36px; border-color: #ffffff;"><strong>Submission to Acceptance</strong></td> <td style="width: 25%; text-align: center; height: 36px; border-color: #ffffff; background-color: #d3d3d3;"><strong>Acceptance to Publication</strong></td> </tr> <tr style="height: 18px;"> <td style="width: 25%; text-align: center; height: 18px; background-color: #ffffcc; border-color: #ffffff;"><strong>1-2 Weeks</strong></td> <td style="width: 25%; text-align: center; height: 18px; background-color: #ffe6ff; border-color: #ffffff;"><strong>2-10 Weeks</strong></td> <td style="width: 25%; text-align: center; background-color: #ccffcc; height: 18px; border-color: #ffffff;"><strong>2-10 Weeks</strong></td> <td style="width: 25%; text-align: center; height: 18px; border-color: #ffffff; background-color: #d3d3d3;"><strong>1-2 Weeks</strong></td> </tr> </tbody> </table> <p align="justify"><strong>PUBLISHING SYSTEM AND PROCESS: </strong>The JIPPG utilizes Open Journal Systems (OJS), a platform that streamlines the editorial workflow by providing tools for submission, peer review, and publication. It also supports the open-access dissemination of scholarly content (see Publishing System and Process).</p> https://ojs.aeducia.org/index.php/jippg/article/view/254 Improving Student Learning Outcomes through the Discovery Learning Model among Junior High School Students 2025-06-01T17:38:52+07:00 Dalminah Dalminah dalminah72@gmail.com Pasmah Candra pasmah.chandra@mail.uinfasbengkulu.ac.id <p><strong>Background:</strong> Islamic education often faces challenges in engaging students and fostering deep understanding, especially when traditional teaching methods dominate the classroom. To address this, innovative learning models are required to make learning more student-centered and meaningful. <strong>Objective:</strong> This study aims to improve student learning outcomes using the Discovery Learning model in Islamic education. <strong>Method:</strong> A classroom action research (CAR) approach was employed at SMPN 01 Sungai Are in 2023, involving 26 first-grade students. Data was collected through tests and observations, and analyzed based on learning completeness scores. <strong>Result:</strong> The findings indicate that student learning outcomes improved progressively through Cycle I and Cycle II, demonstrating the effectiveness of the Discovery Learning model. <strong>Conclusion:</strong> The study confirms that implementing the Discovery Learning model enhances student learning outcomes, making it a valuable approach in Islamic education. <strong>Contribution:</strong> These findings serve as enrichment material for religious teachers and schools, providing theoretical and practical insights. Additionally, they offer a reference for future researchers exploring the effectiveness of Discovery Learning in improving student performance.</p> 2025-05-29T00:00:00+07:00 Copyright (c) 2025 Dalminah Dalminah, Pasmah Candra https://ojs.aeducia.org/index.php/jippg/article/view/256 Implementing Flash Card Learning Media to Improve Elementary School Students’ Learning Outcomes in Prayer Material 2025-06-01T17:41:03+07:00 Zefrian Herwindika Pratama zefrian.herwindika@gmail.com Zubaedi Zubaedi zubaedi@iainbengkulu.ac.id <p><strong>Background:</strong> In Islamic education (PAI), particularly at the elementary level, students often find it challenging to engage with abstract or theoretical content, such as prayer material. Conventional lecture-based teaching methods tend to result in low motivation and limited knowledge retention. To overcome these issues, the use of innovative and interactive learning tools such as flashcards is being explored to enhance student comprehension and engagement. <strong>Objective</strong> This study aims to investigate the effectiveness of flashcard media in improving students’ learning outcomes in PAI, specifically on prayer-related material at SD Negeri 44 South Bengkulu. <strong>Method</strong> The research adopts a Classroom Action Research (CAR) approach, conducted during the 2023 academic year, focusing on fourth-grade students (N = 18). Data collection methods include observation, interviews, documentation, and tests. <strong>Results</strong> Analysis of test results across research cycles, measured against the Minimum Completeness Criteria (MCC), demonstrates a consistent improvement in student performance. <strong>Conclusion</strong> The implementation of flashcard media significantly enhances student engagement and learning outcomes in Islamic education, particularly in mastering prayer material. <strong>Contribution</strong> This study contributes to the advancement of innovative, student-centered learning strategies within Islamic education, offering practical insights for classroom implementation.</p> 2025-05-28T00:00:00+07:00 Copyright (c) 2025 Zefrian Herwindika Pratama, Zubaedi Zubaedi https://ojs.aeducia.org/index.php/jippg/article/view/255 Upaya Guru Meningkatkan Minat Belajar Siswa Sekolah Dasar melalui Metode Demonstrasi materi Keterampilan Berwudhu 2025-06-01T17:42:08+07:00 Melianti Melianti yantimeli523@gmail.com Mus Mulyadi mulyadi@gmail.com <p><strong>Background:</strong> Students’ interest in learning, especially in practical religious subjects such as ablution skills, often tends to be low when traditional teaching methods are applied. An engaging and hands-on approach is needed to increase student motivation and involvement. <strong>Objective: </strong>This study aims to increase elementary school students' interest in learning through the application of the demonstration method in teaching ablution skills. <strong>Method: </strong>This research is a Classroom Action Research (CAR) conducted in 2023 at State Elementary School 09 Ipuh, Mukomuko Regency. The sample consisted of 20 fourth-grade students. Data were collected through observation and tests, then analyzed using predetermined formulas focusing on the completeness of student learning outcomes. <strong>Result: </strong>The findings showed that the use of the demonstration method improved students' interest and performance in learning ablution skills. In Cycle II, all students achieved learning scores above the Minimum Completeness Criteria (MCC), indicating increased interest and understanding. <strong>Conclusion: </strong>The demonstration method is effective in enhancing student engagement and mastery of ablution material in elementary school settings. <strong>Contribution: </strong>This study provides practical insights for educators, particularly in Islamic education, by demonstrating that the demonstration method can significantly improve student interest and learning outcomes in skill-based religious content.</p> 2025-05-29T00:00:00+07:00 Copyright (c) 2025 Melianti Melianti, Mus Mulyadi https://ojs.aeducia.org/index.php/jippg/article/view/257 Peningkatan Hasil Belajar Siswa Sekolah Dasar melalui Model Pembelajaran Talking Stick 2025-06-01T17:40:08+07:00 Yulia Sugina yuliasugina01@gmail.com Kasmantoni Kasmantoni kasmantoni@gmail.com <p><strong>Background:</strong> The success or failure of learning can be evaluated from both the learning process and the outcomes achieved. In the context of Islamic Religious Education (PAI), student engagement and active participation are crucial to achieving meaningful learning. <strong>Objective: </strong>This study aims to determine the effectiveness of the talking stick learning model in improving the learning outcomes of Islamic Religious Education among fourth-grade students at SD Muhammadiyah Pasar Manna, South Bengkulu. <strong>Method: </strong>This research is a Classroom Action Research (CAR) conducted in 2023 at SD Muhammadiyah Pasar Manna. The study involved a sample of 20 fourth-grade students. Primary and secondary data were used in the research, with data collected through tests, observations, and questionnaires. The data were analyzed using descriptive techniques based on learning outcomes, observation, and reflection. <strong>Result: </strong>The findings show that the application of the talking stick learning model has a positive impact on students' learning motivation and outcomes in Islamic Religious Education. Students demonstrated increased engagement and improved academic performance through the interactive learning process facilitated by this method.</p> <p><strong>Conclusion: </strong>The talking stick learning model is effective in enhancing both motivation and achievement in PAI subjects for elementary school students, supporting more active and student-centered learning. <strong>Contribution: </strong>This study provides practical insight for educators, especially in Islamic Religious Education, by highlighting an alternative interactive method that can improve student participation and academic success. It serves as a reference for implementing active learning strategies in religious education at the elementary level.</p> 2025-05-27T00:00:00+07:00 Copyright (c) 2025 Yulia Sugina, Kasmantoni Kasmantoni https://ojs.aeducia.org/index.php/jippg/article/view/258 Peningkataan Minat Belajar Hidup Sederhana pada Siswa Sekolah Dasar melalui Metode Jigsaw 2025-06-01T17:37:55+07:00 Enah Rahli enshrahlia4@gmail.com Aziza Aryati azizah.aryati@gmail.com <p>This study aims to determine how much interest in learning simple life increased in elementary school students through the jigsaw method. The research method uses Classroom Action Research. This research was conducted at SDN 120 Seluma in 2023. The research subjects amounted to 14 students. Data collection using tests and observations. The stages of research include (1) planning; (2) implementation; (3) observation; (4) reflection. The results of the study obtained the results of learning interest in simple life in students increased after being given action with the teaching material of the jigsaw method. The results of students' interest in learning were obtained from observation sheets and questionnaires of interest in learning. The observation sheet is used when the teacher conducts learning, while the questionnaire is given to students at the end of learning activities. Based on observations of student interest in learning in cycles I and II.</p> 2025-05-29T00:00:00+07:00 Copyright (c) 2025 Enah Rahli, Aziza Aryati https://ojs.aeducia.org/index.php/jippg/article/view/259 The Exploration of Psychometric Models in Teachers Performance Evaluation 2025-06-01T17:36:57+07:00 Josephine Obiageli Okafor obiageli.okafor@nocen.edu.ng <p><strong>Background:</strong> Teacher performance evaluation plays a vital role in improving educational quality. However, achieving accuracy, fairness, and effectiveness in such evaluations remains a challenge. Psychometric models offer promising tools to enhance the validity and reliability of teacher assessments. <strong>Objective: </strong>This study aims to explore the application of psychometric models in evaluating teacher performance and to investigate how these models can improve the overall assessment process. <strong>Method: </strong>The research involves an in-depth analysis of key psychometric models, including Classical Test Theory (CTT), Item Response Theory (IRT), Generalizability Theory (GT), Structural Equation Modeling (SEM), and Multilevel Modeling (MLM). The integration of these models into teacher evaluation systems is critically examined. <strong>Result: </strong>Findings indicate that each model offers unique advantages for improving assessment accuracy and reliability. However, limitations such as potential biases, data interpretation challenges, and ethical concerns must be carefully addressed. Contextual factors such as teacher characteristics, institutional policies, and opportunities for professional development significantly affect the outcomes of psychometric-based evaluations. <strong>Conclusion: </strong>Psychometric models can strengthen teacher evaluation systems when applied thoughtfully and ethically. Their effective use requires alignment with institutional goals and attention to contextual influences. <strong>Contribution: </strong>This study contributes to the field of educational assessment by synthesizing current knowledge on psychometric models and offering insights into their practical, ethical, and policy-related implications in the context of teacher performance evaluation.</p> 2025-05-26T00:00:00+07:00 Copyright (c) 2025 Josephine Obiageli Okafor