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All Journal Jurnal Inovasi Teknologi Pendidikan Tarbawi : Jurnal Ilmu Pendidikan IJECA (International Journal of Education and Curriculum Application) Education, Language, and Culture Journal EDUKASI
Cardoso, Luís Miguel Oliveira de Barros
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Religion Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring the Impact of Curriculum Frameworks on Language Acquisition in Early Childhood Education Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 1 (2025): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i1.28541

Abstract

This study investigates the influence of curriculum frameworks on language development in preschool-aged children in South Sulawesi, Indonesia. The research encompassed 250 subjects, comprising 100 preschool educators, 100 parents, and 50 children, who were chosen via stratified random sampling. A mixed-methods approach incorporated language proficiency evaluations, structured surveys, and semi-structured interviews. T-tests and ANOVA studied quantitative data to compare language development scores among different curriculum types, while qualitative data were subjected to thematic analysis to investigate educators' viewpoints. Research indicates that children engaged in language-rich curricula exhibited markedly superior scores in vocabulary development (M = 85.4, SD = 10.2) and phonological awareness (M = 78.6, SD = 9.5) relative to their counterparts in traditional curricula (vocabulary: M = 68.2, SD = 12.5; phonological awareness: M = 62.4, SD = 10.8), with p < 0.01. Furthermore, 70% of parents indicated heightened involvement and motivation when local languages and cultural contexts were incorporated into the curriculum. The study underscores the necessity for curricula that integrate interactive and culturally pertinent learning experiences, professional development initiatives for instructors, and legislation that requires the incorporation of local languages in early childhood education. Policymakers are advised to allocate resources for culturally inclusive educational materials and teacher training initiatives to ensure a lasting effect on language acquisition and sustained academic achievement.
Exploring the Use of Padlet in English Language Learning: Students' Perception Rosmayanti, Vivit; Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
JURNAL PENDIDIKAN BAHASA DAN BUDAYA Vol 5 No 1 (2025): April (EDULEC)
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56314/edulec.v5i1.301

Abstract

The incorporation of digital resources in language acquisition has become significantly important in recent years, especially in the domain of English as a Foreign Language (EFL) education. As educational settings progress with technology innovations, technologies such as Padlet provide novel methods to enrich the learning experience. This study examines English education students' impressions of Padlet as a helpful tool in language learning, highlighting its role in enhancing student involvement and collaboration. A mixed-methods study methodology was utilised, with quantitative surveys administered to 150 undergraduate students, and semi-structured interviews with 20 chosen participants. Survey findings revealed that 87% of students regarded Padlet as a beneficial tool in their language acquisition, noting enhanced engagement with classmates and teachers, as well as increased participation in collaborative learning activities. The interviews yielded profound insights, with thematic analysis revealing four principal themes: usability, engagement, collaboration, and obstacles. Students valued Padlet's intuitive UI and multimedia-sharing features, which fostered a more dynamic and inclusive classroom atmosphere. Nonetheless, challenges such as unreliable internet connectivity and technical complications were recognized as impediments to efficient utilization. The results emphasize the necessity for organized support systems, encompassing extensive training for students and educators, as well as investment in technical infrastructure. Ultimately, Padlet possesses significant promise for enhancing EFL instruction, however, its efficacy is contingent upon strategic deployment. This study emphasizes the need to integrate student feedback in the incorporation of digital tools, facilitating more responsive and inclusive educational methods.
The effectiveness of augmented reality in enhancing learning outcomes in a microcontroller course Mukhlisin, Mukhlisin; Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.86903

Abstract

One significant challenge in technical and vocational education is students’ difficulty in achieving a deep conceptual understanding, particularly in complex subjects such as microcontrollers. Traditional methods often lack interactivity and real-world context, leading to low engagement and learning outcomes. Augmented Reality (AR) provides an immersive and interactive learning experience that enables students to visualize abstract concepts. This study examined the impact of AR-based instructional media on learning outcomes in a Microcontroller course, using a true experimental design (Solomon Four Group Design). Four student groups from four vocational higher education institutions in Makassar participated (total N = 143). Two groups received AR-based instruction, and two received conventional teaching; two of the groups also completed a pretest. Learning outcomes were assessed through essay-format pretests and posttests aligned with microcontroller learning indicators. Learning improvement was measured using normalized gain scores, and data were analyzed with normality tests, homogeneity tests, ANCOVA, independent t-tests, and N-Gain analysis. Results showed that AR significantly improved learning outcomes, with experimental groups achieving a mean gain score of 0.75 (in the high category), compared to 0.16 (in the low category) in control groups. Statistical tests confirmed significant differences between groups (p < 0.05), while comparisons among control groups indicated no substantial pretest effect. This confirms that the learning improvement resulted from the AR intervention. The findings suggest AR-based instructional media effectively enhance conceptual understanding, learning quality, and student engagement in technical education. The study concludes that AR is a viable instructional tool in vocational learning and recommends its broader use and further development in similar educational contexts.
Understanding Adiwiyata School Artifacts in Cultivating Students’ Characters At Madrasah Ibtidaiyah Kholis, Nur; Indriharta, Lilik; Sholeh, Makherus; Cardoso, Luís Miguel Oliveira de Barros
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 22 No. 1 (2024): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v22i1.1694

Abstract

This research aims to achieve two objectives: First, to describe the types of cultural artifacts found in an adiwiyata school named MI Perwanida in Blitar, East Java. Second, to analyse the subjective interpretations of these cultural artifacts within the school context. Employing a qualitative design with a phenomenological approach, this study investigates the meaning attributed to adiwiyata artifacts in MI Perwanida. The research encompasses various artifacts within the school and the participants’ view about it, including the school principals, vice principals, teachers, students, school associations and other stakeholders. Data collection methods involve in-depth interviews, observations and documentation. Data validity is ensured through triangulation. The analysis was conducted through phases of: data presentation, data reduction and conclusion drawing. This study's findings indicate that artifacts, including written and physical objects such as photos, posters, classroom interiors, plants, bio pores, waste bins, and waste management tools, are based on religious and social values. These artifacts are construed as evocative forces, encouraging independent adoption of cleanliness habits at home and school, as well as beautification efforts. Additionally, they are seen as suggestive forces, motivating students to adopt clean behaviours, cultivate a liking for and care for plants, and develop environmental awareness. The formation of this culture reinforces Homans' theory that program realization can be analysed through activities, interactions, and emotions. The implications of this study suggest that student character formation can be intensively and consistently conducted through the implementation of an adiwiyata school. Collaboration among school stakeholders, from planning to program implementation and evaluation, is essential.
The Analysis of Students' Mathematical Critical Thinking Skills Solving HOTS-Based Problems Putri, Dini Palupi; Cardoso, Luís Miguel Oliveira de Barros; Rahmadeni, Fevi; Wahyuni, Putri; Gusmuliana, Paidi
Tarbawi : Jurnal Ilmu Pendidikan Vol. 21 No. 1 (2025): Tarbawi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v21i1.3240

Abstract

Abstracts The rapid development of technology in the digital era demands the readiness of students to compete and face various problems that arise. This requires critical thinking skills in formulating problems, finding solutions, and determining the resolution path. Critical thinking skills are needed in the 21st century, where information flows rapidly through digital technology. Critical thinking skills are needed to analyze information that benefits individual students. Innovation in the learning process to develop critical thinking skills involves familiarizing students with problem-based mathematical problems to hone critical thinking skills. HOTS questions are questions that stimulate critical thinking skills. This study will show students' critical thinking skills based on their initial abilities. The type of research used is descriptive quantitative. The instruments used are standard HOTS questions. Samples were taken from representatives of high, medium, and low initial ability students. Data analysis is carried out on student answer sheets. The results showed several critical thinking characteristics of students at every level of initial ability. Students with high initial abilities have maximized critical thinking skills based on indicators. Students with early, medium, and low abilities still do not master all indicators of critical thinking skills. Students must be trained by solving problems using HOTS questions to maximize critical thinking skills. HOTS-based problem-solving exercises are carried out regularly in lectures
Co-Authors Asrifan, Andi Dini Palupi Putri, Dini Palupi Gusmuliana, Paidi Lilik Indriharta, Lilik Mukhlisin Mukhlisin Nur Kholis PUTRI WAHYUNI Rahmadeni, Fevi Sholeh, Makherus Vivit Rosmayanti