Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Indonesian Journal of Educational Innovation
Daviq Chairilsyah
University of Riau
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Eco Comics in Environmental Education: Bibliometric Mapping and Review of Elementary School Studies Rita Kurnia; Daviq Chairilsyah; Desi Yusnita Mailinda; R. Lulu Sri Maifonika; Asmadi; Ria Indrawati; Rini Auliani
Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication)
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i3.388

Abstract

Eco-comics provide visual narratives for environmental learning, but the scope of the literature and the outcomes assessed in elementary schools remain unclear. This review combines bibliometric mapping of the broader literature with a descriptive synthesis of elementary school studies. Scopus records retrieved on 1 September 2026 were screened with reference to PRISMA 2020; 135 articles were mapped bibliometrically, and six empirical elementary school studies were synthesized descriptively. Annual publication counts were higher in recent years, including 23 articles in 2025. The United States (27) and Indonesia (16) had the highest affiliation-based counts. In the six-study subset, five studies were coded as assessing cognitive outcomes, two as assessing affective outcomes, and one as assessing interest or motivation; these categories overlapped. No included report clearly documented sustained, directly observed pro-environmental action. Differences in comic formats, study designs, and outcome measures precluded a pooled effect estimate and conclusions about format superiority. The analyses provide complementary evidence on research activity and measurement coverage. Future elementary school studies should distinguish attitudes, intentions, and observable action, report their instruments transparently, and assess outcomes over time.
Collective Recreation Experiences among Teachers and School Staff in an Intrinsic Qualitative Case Study Daviq Chairilsyah; Rita Kurnia; Siti Alfathia; Chindy Anjeli; Nuratikah Nuratikah; Selly Pratiwi; Rahma Luthfiyyah AD; Farra Addina Islami
Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication)
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i3.389

Abstract

The sustained demands of teaching highlight the importance of exploring school-organized collective recreation as a context for recovery and social connection among teachers and school staff. This study explored how teachers and school staff experienced and interpreted school-organized collective recreation, including their intentions for life after returning to work. An intrinsic qualitative case study examined the 2026 IRGT Teachers and Staff Gathering organized by SD Islam Riau Global Terpadu, Pekanbaru, on August 13–16, 2026. Data comprised pre-activity interviews with five purposively selected participants and their post-activity written reflections, selected from the reflections completed by all 63 gathering participants. Reflections followed the 4F framework: Feeling, Finding, Future, and Faith. Data were analyzed using reflexive thematic analysis. Four interrelated patterns were reported within these domains: respite from routine and positive emotions; discoveries about togetherness, communication, and relational learning; intentions to carry calmness and collegial connection into everyday life; and spiritual meaning through gratitude, prayer, dhikr, contemplation, and appreciation of nature. Participants interpreted recreation through psychological, social, reflective, and spiritual dimensions. Work-life balance and psychological well-being informed interpretation but were not measured as outcomes. The findings offer a contextual account of shared recreation and do not establish causal effects or lasting improvements in well-being.
Teacher Mediation of AI Use and Learning Autonomy at SMP Negeri 4 Pekanbaru Daviq Chairilsyah; Rita Kurnia; Tetty Siska; Reni Rama Yenni; Ruth Devi Elisa Putri; Widya Sary; M. Ikrom Ihlasul
Indonesian Journal of Educational Innovation Vol. 2 No. 3 (2026): September - December: In Progress (Continuous Publication)
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijei.v2i3.390

Abstract

Generative artificial intelligence (AI) expands access to information and instructional support while raising concerns about information accuracy, cognitive dependence, and learning autonomy. This study examines how teachers mediate AI use while strengthening students’ independent learning at SMP Negeri 4 Pekanbaru. A qualitative case study was conducted in August 2026 with five purposively selected informants: one school principal, three subject teachers, and one Grade VIII student. Data were collected through semi-structured interviews and supporting documentation and analyzed using thematic analysis. The findings reveal several interconnected patterns: AI functions as a learning assistant; teachers validate AI-generated information; structured tasks maintain students’ cognitive engagement; digital-device use is regulated according to instructional purposes; and teachers increasingly act as facilitators, mentors, validators, learning designers, and technology regulators. The study proposes a teacher-mediated AI balance in which access to AI is followed by teacher guidance, verification, independent processing, and learner accountability. This pattern offers a practical framework for integrating AI while sustaining reasoning, responsibility, and self-regulated learning in junior secondary education.
Co-Authors Asmadi Chindy Anjeli Desi Yusnita Mailinda Farra Addina Islami M. Ikrom Ihlasul Nuratikah Nuratikah R. Lulu Sri Maifonika Rahma Luthfiyyah AD Reni Rama Yenni Ria Indrawati Rini Auliani Rita Kurnia Ruth Devi Elisa Putri Selly Pratiwi Siti Alfathia Tetty Siska Widya Sary