Article Per Year (5 Year)
p-Index From 2021 - 2026
1.431
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan IPA Indonesia Indonesian Journal of Educational Counseling MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Journal of English Language Teaching and Cultural Studies Jurnal Pendidikan Indonesia Gemilang Jurnal Generasi Ceria Indonesia Paidagogia Jurnal Cahaya Edukasi
Nur Cahya
Universitas Mathla ul Anwar
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
The Integrating Local Wisdom In English Learning To Improve Pancasila’s Student Profile Nur Cahya; Syafrizal Syafrizal
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol 8 No 2 (2022)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202282.228

Abstract

Language and culture are intertwined aspects that cannot be separated. Language is a manifestation of a developing culture. English is an universal language that is utilized in all countries as the language of communication. Learning it encourages students to speak and engage with people from all over the world, even if their cultural backgrounds are extremely different. Furthermore, the rapid development of the modernization era has decreased young people's enthusiasm for local wisdom. Given that local wisdom is the identity of a nation. Therefore, it is necessary to create an integrated English learning context with local wisdom in order to create a solid integrated learning in order to raise the profile of Pancasila students. The researcher wishes to conduct a literature review on the integration of local knowledge in English learning in order to raise the profile of Pancasila students. Learning English in integrated with local wisdom is one of the most authentic techniques of learning. In addition to employing teaching materials from the student's environment, this can raise the profile of Pancasila students in line with the Kurikulum Merdeka. This integration can assist teachers in becoming more creative in establishing teaching materials for English learners. It is expected that this step would shape and develop students' feelings of love and pride in the preservation of local wisdom in the nation.
EFL Pre-service Teacher Profile: A Level of Reflection Regarding Professionalism Readiness Nur Cahya; Siti Suharsih; Murti Ayu Wijayanti; Suroso Mukti Leksono
Journal of English Language Teaching and Cultural Studies Vol 7, No 1 (2024): March 2024
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v7i1.24045

Abstract

LPTK (Educational University) has a function and role in preparing professional prospective teachers. One of the indicators that must have is the ability to reflect on learning. The function of learning reflection has the aim of improving sustainable learning. the researcher would like to focus this study to find out how the level of reflection and to examine the level of reflection This research involve qualitative research, The data collection technique in this research is documentation of articles related to the research problem and the interview. The research instrument in this study is the reflection journal done by students when they have completed the learning. Then, the researcher conduct interviews with students regarding matters related to the results of the data.According to the results of the reflective learning journal worksheets conducted by EFL preservice teachers, there are (76.47%) at level C, (17.65%) at level D, and (5.88%) at level B. EFL preservice teachers unable to reach the highest level of reflection because a) Lack of understanding of reflective learning journals b) Difficulties getting to begin writing.This study concludes that the level of reflection level of EFL pre-service teachers are on average. Reflective learning journals need to be done regularly in every lesson to increase the level of reflection. Preparing professional EFL preservice teachers require a significant increase in the level of reflection.
From Farm to Classroom: Tubers as Key Resources in Developing Biology Learning Media Rooted in Banten's Local Culture Leksono, S. M.; Kurniasih, S.; Marianingsih, P.; Nuryana, S.; Camara, J. S.; El Islami, R. A. Z.; Cahya, N.
Jurnal Pendidikan IPA Indonesia Vol 12, No 4 (2023): December 2023
Publisher : Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v12i4.48278

Abstract

This study aims to investigate the diversity of tuber plants used as food by the people in Banten, which are then used as learning content based on local potential. To achieve this goal, we conducted a research and development (RD) method to create various media using the information of tubers diversity in Banten. In the first stage, we collected data on the diversity of tuber plants cultivated by residents in Banten province and their uses. In the second stage, we developed various forms of learning media from the diversity data and the status of plant utilization. Data on diversity was obtained by conducting field observation and interviews with 373 respondents: tuber farmers, traders, intermediaries, processed makers, souvenir shop owners, and homemakers in Banten. Data were analyzed using the descriptive-qualitative method. Information about the diversity of types of tubers, their use for food, and their processing techniques then use as the content on learning media of Biology subject for senior high school on biodiversity, ecosystems, and biotechnology concept.  We customize content development to support Biology classes using the Kurikulum Merdeka. The results showed that there were 16 species of tubers used as food, belong to 11 families, such as Dioscoreaceae, Euphorbiaceae, and Convolvulaceae which used as a staple food, snacks, and vegetables. The results of the media development analysis show that diversity data can be applied to various types of multimedia learning media in the biological sciences. While these materials may complement the learning of Biology, careful consideration must be given to the advantages and disadvantages of each medium to ensure that they are appropriate to the learning goals and circumstances of the learners.
Epistemology and Pedagogy: Knowledge, Comprehension, and Learning in Education Re-thought a Systematic Literature Review Rivan Fatwa Aulia; Miftahul Janah; Siti Masturoh; Siti Anidapriyani; Mufidah Mufidah; Nur Cahya
Jurnal Cahaya Edukasi Vol 3 No 1 (2026): Jurnal Cahaya Edukasi
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v3i1.274

Abstract

This research explores the interdependence of epistemology, pedagogy, and learning theory in modern-day educational reform through a systematic literature review. Reacting to rising criticisms of traditional educational frameworks that view knowledge as pre-existing and transferable, this paper highlights a move towards redefining knowledge as contextual, constructed, and socially mediated. The published peer-reviewed articles related to epistemological orientations, pedagogical practices, and learning processes are reviewed and published during the period 2019-2025, with a special focus on the constructivist and progressive approaches. As the results indicate, epistemological beliefs play a critical role in shaping pedagogy; the constructivist, pragmatic, and critical epistemologies are closely related to the learner-centered instruction model and support and encourage meaning-making, inquiry, and dialogue. On the other hand, classic epistemological approaches have been associated with supporting the teacher-centered pedagogy and surface learning outcomes. Also, the alignment of teachers’ epistemological beliefs is highlighted in the review as a mediating factor in curriculum design and instruction choice. In sum, the research argues that successful and significant educational change requires consistency of assumptions on epistemology, pedagogical strategies, and learning theories. The coordination between these three areas is not optional for the creation of profound knowledge, self-directed learning in the students, and long-lasting learning in the twenty-first-century learning environment.
Communication Anxiety and Speaking Performance in EFL Learners: A Systematic Review of Counseling and Pedagogical Strategies Nur Cahya; Elfi Churnia
Indonesian Journal of Educational Counseling Vol 10 No 1 (2026): Januari 2026
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/001.2026101.652

Abstract

Communication anxiety is a persistent affective barrier that significantly hinders English as a Foreign Language (EFL) learners’ speaking performance. This systematic review synthesizes empirical studies published in the past five years to identify key psychological, linguistic, and instructional factors contributing to communication anxiety and to evaluate counseling-based and pedagogical interventions. Guided by PRISMA 2020 procedures, a comprehensive search across Scopus, Web of Science, ERIC, ScienceDirect, DOAJ, and Google Scholar identified 82 eligible studies. Findings indicate that communication anxiety is closely linked to fear of negative evaluation, linguistic insecurity, and low communicative self-efficacy. Teacher-centered instruction, strict error correction, and competitive classroom environments amplify anxiety, whereas supportive pedagogical climates increase learners’ willingness to communicate. Anxiety was consistently shown to disrupt fluency, lexical access, coherence, and spontaneous speech production. Counseling-based interventions including cognitive restructuring, mindfulness, relaxation training, and individual counseling effectively reduced affective symptoms and improved emotional regulation. Pedagogical strategies such as peer interaction, task repetition, scaffolded speaking tasks, and technology-mediated practice also contributed to reduced anxiety and improved oral performance. Integrated approaches that combine psychological and instructional support produced the most stable gains. Overall, the review emphasizes the importance of holistic teaching frameworks that simultaneously address affective needs and communicative competence, offering theoretical and practical insights for designing anxiety-sensitive speaking instruction in EFL contexts.
Peran Filosofi Pendidikan dalam Menghadapi Transformasi Digital Pembelajaran: Tinjauan Pustaka Sistematis (SLR) Syahrul Rohmawan; Eva Febrianti; Rohmalita Febrianti; Fitria Anjani; Salma Aulia Lismaya; Nur Cahya
Paidagogia: Jurnal Pengajaran dan Pendidikan Vol. 2 No. 3 (2026): July 2026 : PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66964/t52s2h53

Abstract

This systematic literature review investigates how educational philosophy guides the transformation of digital learning through the lens of ethics, humanism, epistemology, and pedagogy. The review was carried out using a PRISMA-informed process. Records for 2015-2025 were collected from Google Scholar using Publish or Perish. Of the 103 records initially identified, 16 duplicates were removed, 87 titles and abstracts were screened, 41 full texts were assessed for eligibility, and 10 studies met the inclusion criteria. The included studies were analysed using thematic synthesis. The findings suggest that educational philosophy provides a normative basis for evaluating digital learning that goes beyond mere technological efficiency. Five major themes emerged. First, educational philosophy grounds ethical decision-making in artificial intelligence, learning analytics, privacy, and algorithmic bias. Second, it maintains the humanistic orientation of education by emphasizing dialogue, dignity, character formation and the teacher's presence. Third, it promotes critical thinking and epistemic awareness in information-rich digital environments. Fourth, it supports digital pedagogy by connecting technological tools to learning goals, curriculum values, and teachers’ roles. Fifth, it provides a critical perspective to tackle digital inequality and unequal access to infrastructure, devices and digital competence. This review finds that digital transformation in education requires more than technical adoption. It needs a strong philosophical grounding to ensure learning is ethical, inclusive, human-centred and socially responsible.
Conservation Education Media: Birdwatching Guidebook in the Buffer Zone of the Rawa Danau Nature Reserve Suroso Mukti Leksono; Pipit Marianingsih; Nurul Aulia Dewi; Nur Cahya
Jurnal Pendidikan Indonesia Gemilang Vol 3, No 1 (2023)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v3i1.162

Abstract

Rawa Danau Nature Reserve is a conservation area that protects various remaining flora and fauna on Java island, including birds. However, at present, Rawa Danau Nature Reserve 's existence is threatened due to changes in the structure and habitat function by the activities of the surrounding community. Therefore, it is necessary to have a solution in the form of efforts to preserve and preserve the diversity of species and their ecosystems. One form of this program is conservation education. Conservation education is a form of effort to protect biodiversity and natural resources by increasing knowledge, skills, participation, attitudes, and awareness of the importance of natural resources to sustain life. Information media is needed to facilitate the achievement of conservation education goals, one of which is the development of a birdwatching field guidebook. This study aimed to develop a birdwatching field guidebook as a medium for conservation education in the Rawa Danau Nature Reserve area The development method was used to create the field manual. The developed guidebook contains information on bird diversity, bird conservation, observation techniques, and bird observation locations, as well as bird identification sheets accompanied by bird distribution patterns in the form of descriptions and illustrative pictures or photographs of research results. The book was also developed to meet the principles of environmental education, namely to develop awareness, knowledge, attitudes, skills, and participation in protecting the environment.
Culturally Responsive English Storytelling to Support Social-Emotional Learning in Primary Education Nur Cahya; Elfi Churnia
Jurnal Generasi Ceria Indonesia Vol. 4 No. 1 (2026): Articles Research May 2026
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/geci.v4i1.8821

Abstract

Primary education requires learning practices that support children’s linguistic, cultural, and social-emotional development. English storytelling is often used to engage young learners through meaningful language input, imagination, and interaction. However, its potential to connect language learning with students’ cultural experiences and social-emotional learning remains insufficiently synthesized. This article examines culturally responsive English storytelling as a pedagogical approach for supporting social-emotional learning in primary education. Research Method: This study employed an integrative literature review design. Relevant theoretical, empirical, and review-based sources on culturally responsive pedagogy, English storytelling, children’s literature, picturebooks, and social-emotional learning were identified, evaluated, and synthesized thematically. The analysis focused on conceptual relationships among culture, English storytelling, and social-emotional learning in primary classroom contexts. Research Results: The synthesis resulted in four themes: storytelling as meaningful English language input, cultural narratives as identity-affirming pedagogy, storytelling as a medium for social-emotional learning, and a proposed framework for culturally responsive English storytelling. The findings suggest that culturally meaningful stories may support children’s English engagement while also encouraging reflection on emotions, empathy, relationships, moral choices, and responsible decision-making. Conclusion: Culturally responsive English storytelling offers a promising classroom-based approach for integrating English learning with cultural identity and social-emotional development. The proposed framework may support holistic child development, although future empirical studies are needed to examine its implementation and impact.
Co-Authors Camara, J. S. El Islami, R. A. Z. Elfi Churnia Elfi Churnia Eva Febrianti Fitria Anjani Kurniasih, S. Leksono, S. M. Marianingsih, P. Miftahul Janah Mufidah Mufidah Murti Ayu Wijayanti Nurul Aulia Dewi Nuryana, S. Pipit Marianingsih Rivan Fatwa Aulia Rohmalita Febrianti Salma Aulia Lismaya Siti Anidapriyani Siti Masturoh Siti Suharsih Suroso Mukti Leksono Syafrizal Syafrizal Syahrul Rohmawan