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All Journal Assyfa Learning Journal
St. Shabibatul Rohmah
Universitas 17 Agustus 1945 Banyuwangi, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Voices of the Past for a Sustainable Future: Integrating Osing Oral Traditions into Global Ecological Pedagogy. Wahyu Alfariski; Tria Hentiningsih; Salma Insyirah Safitri; Mellyndha Nurlita Azizah; St. Shabibatul Rohmah
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.707

Abstract

Background: Despite the rich environmental wisdom embedded in indigenous heritage, traditional Osing oral traditions often remain isolated from formal science curricula, creating a gap between local cultural knowledge and modern instructional design. Objective: This study aims to architect and evaluate an innovative instructional framework that integrates Osing oral traditions into global ecological pedagogy to enhance students' environmental literacy and critical thinking skills. Method: Utilizing an educational design research approach, the study gathered data through expert validation, structured classroom observations, and pre-post instructional assessments involving secondary school learners to evaluate pedagogical feasibility and learning outcomes. Results: The findings demonstrate that transforming Osing oral narratives into project-based learning modules significantly elevates students' ecological awareness, contextual problem-solving, and socio-cultural reflection, achieving a high instructional validity rating of 88.5% and substantial student engagement. Conclusion: Incorporating indigenous oral traditions into instructional science provides an actionable pedagogical pathway that bridges local heritage with global sustainability goals, reinforcing cultural wisdom as a dynamic catalyst for modern ecological pedagogy.
Breaking the Disciplinary Silos: Empowering Vocational Students’ Historical and Environmental Agency through English Narratives. Ahmad Ali Munazat; Reva Dwi Lestari; Elena Septya Dewi; Putri Nur Salsabilla; St. Shabibatul Rohmah
Assyfa Learning Journal Vol. 3 No. 1 (2025): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i1.1267

Abstract

Breaking through conventional disciplinary silos in vocational education requires innovative instructional designs that cultivate students' holistic competencies. This study investigates the implementation of a project-based learning (PjBL) instructional framework designed to empower vocational students' historical and environmental agency through English narratives at SMKS Sritanjung, Banyuwangi. Utilizing a pre-experimental one-group pretest-posttest design over an 8-week intervention, the research evaluated students across multidisciplinary competencies. Data were gathered through historical literacy and environmental awareness pretests and posttests, English presentation assessments, audio-visual recordings, and student response questionnaires, and were subsequently analyzed using paired sample t-tests and descriptive statistics. The pedagogical findings demonstrate that the integrated PjBL model significantly enhanced students' historical literacy (p<0.01, d=1.52), environmental awareness (p<0.01, d=1.38), and English presentation proficiency (p<0.01, d=1.45), coupled with overwhelmingly positive student engagement (86.3%). Ultimately, this study provides empirical evidence that bridging disciplinary domains through targeted instructional transformation effectively fosters vocational students' multidisciplinary agency, contributing a robust pedagogical model for vocational and workforce education.
Co-Authors Ahmad Ali Munazat Elena Septya Dewi Mellyndha Nurlita Azizah Putri Nur Salsabilla Reva Dwi Lestari Salma Insyirah Safitri Tria Hentiningsih Wahyu Alfariski