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All Journal Jurnal Biologi dan Pembelajarannya (JBP) Jurnal Ilmiah Pendidikan Fisika JURNAL PENDIDIKAN ROKANIA Jurnal PAJAR (Pendidikan dan Pengajaran) Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Ilmiah Profesi Pendidikan Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Jurnal Pengabdian Masyarakat dan Riset Pendidikan Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa Imajinasi: Jurnal Ilmu Pengetahuan, Seni, dan Teknologi Jurnal Cahaya Edukasi
SUCI FAJRINA
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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PEMBELAJARAN BARZANJI MELALUI MODEL COLLABORATIVE LEARNING DALAM PENGEMBANGAN PENDIDIKAN SENI BUDAYA BERBASIS KEARIFAN LOKAL: SEBUAH KAJIAN LITERATURE REVIEW Fadel Muhammad; Suci Fajrina; Rosta Minawati; Nursyirwan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35553

Abstract

Cultural arts education in the 21st century requires innovation that can integrate traditional values with collaborative, creative, and communicative skills. The Barzanji tradition, as a form of Islamic religious music, has great potential to be developed in the context of education as a medium for preserving cultural and spiritual values. This article is a literature review that aims to examine the application of the Collaborative Learning model in Barzanji learning and its role in fostering awareness of the preservation of traditional Islamic music among students. The study was conducted through an analysis of various scientific sources, such as journals, proceedings, and research reports discussing the integration of Collaborative Learning in arts learning based on local wisdom. The results show that teaching Barzanji through the Collaborative Learning model can increase students' active participation, responsibility, and sense of togetherness, while strengthening religious, social, and aesthetic values. Thus, collaborative learning based on the Barzanji tradition has the potential to be an effective alternative strategy in the development of local wisdom-based cultural arts education in the 21st century
Peran Teknologi Pembelajaran terhadap Motivasi dan Kognisi Peserta Didik: Tinjauan dalam Konteks Psikologi Pendidikan Mega kencana; Suci Fajrina; Muhammad Dirzi Adari
Jurnal Cahaya Edukasi Vol 2 No 4 (2025): Jurnal Cahaya Edukasi: Oktober
Publisher : Cahaya Smart Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63863/jce.v2i4.153

Abstract

Perkembangan teknologi digital telah membawa perubahan signifikan dalam dunia pendidikan, tidak hanya dalam aspek metode pengajaran, tetapi juga dalam cara peserta didik memotivasi diri dan memproses informasi. Kajian ini bertujuan untuk menganalisis peran teknologi pembelajaran terhadap motivasi dan kognisi peserta didik dalam konteks psikologi pendidikan. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis sejumlah artikel ilmiah yang dipublikasikan antara tahun 2015-2025, diperoleh dari basis data Scopus, Google Scholar, Sinta, dan DOAJ. Hasil kajian menunjukkan bahwa teknologi pembelajaran, seperti Learning Management System (LMS), game-based learning, dan media interaktif, secara konsisten meningkatkan motivasi belajar dengan memberikan pengalaman belajar yang otonom, menantang, dan bermakna. Dari sisi kognitif, penggunaan simulasi, multimedia, dan sistem adaptif berbasis kecerdasan buatan terbukti meningkatkan retensi informasi serta kemampuan pemecahan masalah, selama desainnya memperhatikan prinsip Cognitive Load Theory. Namun demikian, ketergantungan berlebihan terhadap teknologi juga berpotensi menurunkan motivasi intrinsik dan meningkatkan beban kognitif siswa jika tidak dirancang dengan pendekatan psikologis yang tepat. Oleh karena itu, integrasi teori motivasi dan kognisi dalam pengembangan teknologi pembelajaran menjadi penting untuk menciptakan pembelajaran digital yang humanis, efektif, dan berkelanjutan. Kata kunci: teknologi pembelajaran, motivasi belajar, kognisi, psikologi pendidikan, literatur review
Pembelajaran Seni Randai sebagai Upaya Pelestarian Budaya Minangkabau di Sekolah Wa'afini; Suci Fajrina; Rosta Minawati; Novina Yeni Fatrina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35783

Abstract

Randai is a traditional Minangkabau performing art that combines elements of dance, music, drama, and oral literature. This art form serves not only as entertainment but also as a medium for conveying moral, social, and cultural values ​​passed down through generations. In the increasingly strong current of globalization, randai's existence is being threatened by the declining interest of the younger generation in traditional arts. Therefore, teaching randai in schools plays a strategic role in preserving local culture and shaping students' character. This article discusses the importance of teaching randai in schools, its theoretical basis, and the educational values ​​it embodies. Through the integration of randai teaching, schools can play an active role in preserving Minangkabau culture while strengthening the national identity of the younger generation. Preserving local culture through arts education is a strategic step in maintaining national identity in the era of globalization. Randai, as a traditional Minangkabau art, embodies high social, moral, and aesthetic values ​​and reflects the traditional philosophy of basandi syarak, syarak basandi Kitabullah. This article is a literature review aimed at examining the implementation of Randai arts learning in schools as an effort to preserve Minangkabau culture. The study was conducted through an analysis of various literature, including scientific journals, books, and research reports, that discuss regional arts learning, local wisdom-based education, and cultural preservation strategies. The results of the review indicate that Randai learning in schools not only enriches students' artistic knowledge and skills but also instills character values ​​such as togetherness, discipline, and responsibility. Furthermore, the integration of Randai into arts and cultural synchronization has proven effective in fostering Minangkabau identity and strengthening the participation of the younger generation in local cultural preservation
CHARACTERISTICS OF VISUAL LITERACY-BASED BIOLOGY LEARNING MODULE VALIDITY ON PHOTOSYNTHESIS LEARNING MATERIALS Diini Fitrahtun Nida; Muhyiatul Fadilah; Ardi; Suci Fajrina
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 4 (2023): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i4.9575

Abstract

sual literacy is the skill to interpret and give meaning to information in the form of images or visuals. Visual literacy is included in the list of 21st-century skills. The observation results indicate that most of the students have not mastered visual literacy well. One of the efforts that can be made to improve visual literacy is the provision of appropriate and right teaching materials The research is an R&D (Research and Development) using a 4-D model, which is modified to 3-D (define, design, develop). The instruments used were content analysis sheets and validation questionnaires. The results of the research imply that there are three characteristics of the validity of the developed module. First, visual literacy produces students’ critical thinking and communication skills by building their own meaning or conclusions regarding the given image object. Second, visual literacy produces students' creative thinking by recreating it in the form of images or other visual objects from the provided visual information. Third, visual literacy produces students' critical thinking skills by connecting visual objects or images that are distributed to them. The module is considered to be very valid (feasible) to use with a percentage of 94.23%.
Peran Lingkungan Keluarga dalam Pembentukan Perkembangan Sosioemosional: Sebuah Tinjauan Literatur Viga Fatimah Tuazzara; Mega Kencana; Suci Fajrina
Imajinasi : Jurnal Ilmu Pengetahuan, Seni, dan Teknologi Vol. 2 No. 4 (2025): Desember : Imajinasi : Jurnal Ilmu Pengetahuan, Seni, dan Teknologi
Publisher : Asosiasi Seni Desain dan Komunikasi Visual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/imajinasi.v2i4.1001

Abstract

Children's socio-emotional development is an important aspect that plays a role in their ability to recognize, understand, express, and regulate emotions, as well as interact adaptively in social environments. The family serves as the first environment that provides the foundation for this development through parenting patterns, emotional relationships, daily interactions, and parental behavior models. This study uses the Systematic Literature Review (SLR) method by analyzing scientific articles published between 2020–2025 from the Scopus, ERIC, ScienceDirect, and Google Scholar databases. The results of the review indicate that parental responsiveness, observational learning, secure attachment, and emotional communication significantly influence children's emotion regulation and social skills. In addition, parenting styles, particularly the authoritative style, have been shown to have a positive impact on psychological well-being, self-control, and social competence, while authoritarian, permissive, and neglectful styles are associated with behavioral problems and low self-esteem. Overall, the quality of the family environment and patterns of emotional communication play a significant role in shaping children's socio-emotional development. These findings underscore the need for support and reinforcement of parenting practices in efforts to enhance children's emotional and social well-being.
Dari Studio ke Layar: Efektivitas Berbagai Perangkat Pembelajaran Tari Berdasarkan Penelitian Mesy Nadia Safitri; Mega Kencana; Suci Fajrina
Imajinasi : Jurnal Ilmu Pengetahuan, Seni, dan Teknologi Vol. 2 No. 4 (2025): Desember : Imajinasi : Jurnal Ilmu Pengetahuan, Seni, dan Teknologi
Publisher : Asosiasi Seni Desain dan Komunikasi Visual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/imajinasi.v2i4.1004

Abstract

In today's digital era, the dance learning process is no longer limited to conventional studios. Various technologies, ranging from instructional videos and interactive media to virtual reality, are increasingly being utilized in dance education. Through a systematic literature review (SLR), this study examines the effectiveness of various dance learning tools based on empirical findings and development studies. This study compiles, compares, and summarizes research findings on the use of various media (such as video, VR, interactive PowerPoint, and augmented reality) and their impact on several aspects, including material comprehension, movement skills, aesthetic appreciation, and student engagement. The analysis shows that digital technology can improve dance learning outcomes across the cognitive, psychomotor, and motivational domains. However, challenges such as limited technological facilities and the need for teacher training still need to be addressed. This study also provides recommendations for educators and dance learning developers to integrate technology in harmony with appropriate pedagogical approaches.
Integrasi Psikologi Pendidikan dalam Pembelajaran Berbasis Teknologi: Review Literatur Mhd Yusuf; Muhammad Dirzi Adari; Suci Fajrina; Mega kencana
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.v3i1.255

Abstract

Perkembangan teknologi informasi dan komunikasi telah mengubah lanskap pendidikan, sehingga menuntut integrasi prinsip psikologi pendidikan dalam desain pembelajaran modern. Artikel ini merupakan review literatur yang membahas hubungan antara teori psikologi pendidikan termasuk behavioristik, kognitif, dan konstruktivistik dengan implementasi teknologi pembelajaran, serta dampaknya terhadap aspek psikologis siswa seperti motivasi, keterlibatan, dan self-efficacy. Hasil tinjauan menunjukkan bahwa penerapan teknologi seperti Learning Management System (LMS), multimedia interaktif, serta teknologi immersive dan gamifikasi dapat meningkatkan kualitas pengalaman belajar siswa. LMS dan e-learning memungkinkan akses fleksibel dan personalisasi belajar, multimedia interaktif memfasilitasi pemahaman konsep abstrak, sedangkan teknologi immersive dan gamifikasi mendorong keterlibatan aktif dan motivasi intrinsik. Integrasi prinsip psikologi pendidikan dengan teknologi ini mendukung penguatan perilaku, pengolahan informasi, pembangunan pengetahuan, serta pengembangan keterampilan berpikir kritis dan regulasi diri. Meski demikian, terdapat kesenjangan literatur terkait efek jangka panjang penggunaan teknologi, pemanfaatan AR/VR, serta perbedaan akses dan kesiapan infrastruktur di berbagai konteks sekolah. Oleh karena itu, pengembangan dan implementasi teknologi pembelajaran harus mempertimbangkan aspek pedagogis, psikologis, dan infrastruktur agar dapat memberikan manfaat yang optimal dan merata. Temuan ini menegaskan pentingnya sinergi antara psikologi pendidikan dan teknologi dalam menciptakan pengalaman belajar yang efektif, adaptif, dan berkelanjutan. Kata kunci: psikologi pendidikan, teknologi pembelajaran, e-learning, multimedia interaktif  
Integrasi Bahasa dan Budaya dalam Pembentukan Proses Kognitif Kompleks: Literatur Review Aisyah Aisyah; Mega Kencana; Suci Fajrina
Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya Vol. 3 No. 4 (2025): November: Semantik : Jurnal Riset Ilmu Pendidikan, Bahasa dan Budaya
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/semantik.v3i4.2401

Abstract

The integration of language and culture plays a crucial role in shaping the complexity of human cognitive processes. Language acts not only as a means of conveying messages but also as a conceptual system that influences how individuals construct mental representations, process information, and reason. Culture, on the other hand, provides a set of values, norms, and thought patterns that shape attention, interpretation of experiences, and strategies for understanding the social world. A review of literature from the fields of linguistic relativity, cultural psychology, neurolinguistics, and cross-cultural cognition found that differences in language structure, bilingual experience, and cultural value orientations result in variations in perception, memory, and executive function. Neurocognitive findings indicate that the influence of language and culture is evident down to the level of brain activation. Furthermore, the sociocultural approach emphasizes the role of language as a mediating tool in the process of internalizing values ​​and developing higher-order cognitive abilities. Thus, human cognition is the result of a dynamic interaction between language, culture, and social experience.
Validity of Assessment Instruments for Evaluating the Feasibility of Developing an Integrated STEM Inquiry Model in 21st-Century Education Isnaini Isnaini; Atmazaki Atmazaki; Yuni Ahda; Suci Fajrina
Jurnal Ilmiah Pendidikan Fisika Vol 9, No 2 (2025): JUNE 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jipf.v9i2.15396

Abstract

The validity of assessment instruments is a crucial element in educational research, particularly in evaluating the success of a learning model. In developing an integrated STEM inquiry learning model, it is necessary first to validate the assessment instruments to ensure they can effectively measure the desired learning outcomes, including both academic knowledge and the 21st-century skills developed by students. This study evaluates the validity of the instruments used to assess the feasibility of the integrated STEM inquiry model, which includes the model book, teacher's book, student's book, and a 21st-century skills assessment instrument. The instruments were validated through expert judgment involving three validators: an educational expert in evaluation, a STEM curriculum developer, and a language and communication practitioner. The instruments were assessed using a five-point Likert scale, and the data were analyzed using descriptive statistics to determine content, construct, and criterion validity. The results show that the 21st-century skills instrument scored 0.89, the model book scored 0.84, the student book scored 0.87, and the teacher book scored 0.86, all falling into the very high validity category. These findings indicate that the instruments are appropriate and reliable for measuring both academic competencies and essential 21st-century skills such as problem-solving, creativity, and collaboration. The study concludes that employing valid assessment instruments is essential for the effective implementation of the integrated STEM inquiry model and for ensuring its success in fostering the holistic development of students. The findings also highlight the importance of instrument validation in educational settings to ensure that learning models achieve their intended outcomes and prepare students for future challenges.
Co-Authors Aisyah Aisyah Ardi Ardi Ardi Asrul Atmazaki Atmazaki Citra Emalia Diini Fitrahtun Nida Elvira Elvira Fadel Muhammad Fitri Arsih Heffi Alberida Isnaini Isnaini Iswandi Khosy Berlian Putry Mades Fifendy Mega Kencana Mega Kencana Saliman Mesy Nadia Safitri Mhd Yusuf Muhammad Dirzi Adari Muhyiatul Fadilah Mulyani Dwi Putri Nabilla Khansa Neviyarni S Novina Yeni Fatrina Nursyirwan Puspita Zakiya Mumtaza Rahmatillah Putri Relsas Yogica, Relsas Restudila, Eby Risda Hayati Rosta Minawati Selaras, Ganda Hijrah Vega Ersalina Viga Fatimah Tuazzara Wa'afini Yuni Ahda