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All Journal Jurnal Kolaboratif Sains International Education Trend Issues EDUJAVARE: International Journal of Educational Research Journal of Humanities Research Sustainability Journal Emerging Technologies in Education
Azhariah Rachman
Universitas Haluoleo
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Implementation of Digital-Based Authentic Assessment in Assessing Student Competencies Rieneke Ryke Kalalo; Yossie Ulfa Nuzalifa; K. Rapiandi Isak Merang; Azhariah Rachman; Fredik Edison Nope
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1317

Abstract

The rapid development of information and communication technology has brought significant changes to various aspects of life, including education. This study aims to analyze the implementation of digital-based authentic assessment in assessing student competencies and identify factors that influence its success. The approach used was qualitative with a descriptive design. The research subjects included teachers and students who had implemented digital-based assessment in the learning process. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis used an interactive model that included data reduction, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and methods. The results showed that digital-based authentic assessment was able to provide a more comprehensive picture of student competencies, covering cognitive, affective, and psychomotor aspects. The implementation of this assessment encouraged increased student engagement, creativity, and critical and collaborative thinking skills. In addition, the use of digital technology facilitated the management of assessment data, the provision of feedback, and increased the transparency of the evaluation process. However, several obstacles to its implementation existed, such as limited infrastructure, low digital literacy among some teachers and students, and the potential for academic dishonesty.
The Relationships Among Curriculum Management, Teacher Professional Development, Educational Technology Integration, and Teaching Effectiveness Sofia Nur; Azhariah Rachman; Gamar Al Haddar; Petrus Jacob Pattiasina
International Education Trend Issue Vol. 4 No. 1 (2026): International Education Trend Issue (January–June)
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v4i1.1512

Abstract

This study examined the relationships among curriculum management, teacher professional development, educational technology integration, and teaching effectiveness in contemporary educational settings. A quantitative cross-sectional survey design was employed with 200 primary and secondary school teachers. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using descriptive statistics, reliability and validity testing, correlation analysis, and multiple regression analysis. The findings indicate that curriculum management, teacher professional development, and educational technology integration each have a positive and significant effect on teaching effectiveness. Teacher professional development emerged as the most influential factor, followed by educational technology integration and curriculum management. Collectively, the three independent variables explained a substantial proportion of the variance in teaching effectiveness, underscoring the importance of an integrated approach. The findings demonstrate that effective curriculum planning, continuous teacher development, and meaningful technology use are essential to strengthening instructional quality. They also provide important implications for educators, school leaders, and policymakers seeking to improve teaching effectiveness and educational outcomes in the context of twenty-first-century learning.
The Syntax Of Emojis Semantic Shifts And Grammatical Evolution In Global Digital Communication Sitti Agustina; Azhariah Rachman; Silva Fitri; Maria Silva
Journal of Humanities Research Sustainability Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v2i4.2635

Abstract

Background. The rapid proliferation of emojis as visual symbols in global digital communication has transformed the way meaning, emotion, and grammar are expressed in online discourse. Once viewed merely as decorative icons, emojis have evolved into semiotic units that participate in syntactic and pragmatic structures across languages and cultures. Purpose. This study investigates how emojis contribute to semantic shifts and grammatical innovation in digital interaction, focusing on their function as modifiers, predicates, and discourse markers in written communication. The research aims to analyze the syntactic integration of emojis within linguistic systems and to explore how users employ them to construct meaning beyond traditional textual boundaries. Method. A qualitative linguistic approach combined with corpus-based discourse analysis was utilized to examine 10,000 social media posts collected from multilingual digital platforms, including Twitter, WhatsApp, and Instagram. Results. The findings reveal that emojis operate according to emerging syntactic patterns, functioning as replacements for verbs, adjectives, and punctuation while simultaneously encoding affective and contextual information. The study also identifies cross-cultural variations in emoji sequencing that parallel grammatical rules, suggesting the emergence of a visual-syntactic grammar in digital communication. The results demonstrate that emojis are no longer extralinguistic symbols but dynamic components of evolving global language practices. Conclusion. The study concludes that understanding the syntax of emojis provides critical insights into how digital communication fosters linguistic innovation, cultural hybridity, and multimodal literacy in the 21st century.
Augmented Reality in Multicultural Education: Bridging Language and Cultural Barriers through Immersive Tools Azhariah Rachman; Ravi Dara; Vanna Sok
Journal Emerging Technologies in Education Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i4.2713

Abstract

Background. The increasing globalization of education necessitates innovative approaches to overcome language and cultural barriers in multicultural classrooms. Augmented Reality (AR) technology offers immersive tools that can bridge these gaps, enhancing both language learning and cultural understanding. Purpose. This study explores the role of AR in multicultural education, specifically how it can facilitate communication and cultural exchange among students from diverse backgrounds. The research aims to evaluate the effectiveness of AR tools in promoting language acquisition and cultural awareness in multicultural educational settings.   Method. A mixed-methods approach was used, combining quantitative data from pre- and post-intervention language proficiency tests and qualitative data from student and teacher interviews. The study was conducted in three multicultural schools, involving 200 students and 10 teachers. Results. Results showed that AR significantly improved students' language skills, particularly in speaking and comprehension, and increased their cultural sensitivity. Teachers also reported that AR provided a more engaging and interactive learning experience, fostering a deeper understanding of cultural contexts.   Conclusion. The study concludes that AR technology can be an effective tool in multicultural education, facilitating better communication, enhancing language learning, and fostering respect for cultural diversity. Future research should focus on the long-term impact of AR in diverse educational settings and explore how to further integrate AR tools into existing curricula.
Pendidikan Karakter dalam Membentuk Generasi Entrepreneur Berbasis Kearifan Lokal di Sekolah Menengah Atas : Character Education in Forming a Generation of Entrepreneurs Based on Local Wisdom in High Schools Dedi Gunawan Saputra; Jimmy Malintang; Nur Wulandani; Azhariah Rachman; Desy Liliani Husain
Jurnal Kolaboratif Sains Vol. 8 No. 2: Februari 2025 - Jurnal Kolaboratif Sains (JKS)
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v8i2.7077

Abstract

Pendidikan karakter memiliki peran penting dalam membentuk generasi muda yang tidak hanya berkompeten secara akademik tetapi juga memiliki jiwa entrepreneur yang beretika. Penelitian ini bertujuan untuk menganalisis bagaimana pendidikan karakter dapat diterapkan dalam membentuk jiwa kewirausahaan siswa SMA dengan pendekatan berbasis kearifan lokal. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus, di mana data dikumpulkan melalui wawancara mendalam, observasi langsung, dan dokumentasi di beberapa SMA yang telah mengimplementasikan program kewirausahaan berbasis karakter. Hasil penelitian menunjukkan bahwa pendidikan karakter telah diterapkan dalam pembelajaran dan kegiatan ekstrakurikuler, namun masih belum memiliki model yang baku. Selain itu, kearifan lokal memiliki potensi besar dalam memperkuat nilai-nilai karakter siswa, seperti kejujuran, gotong royong, dan kreativitas, tetapi belum dimanfaatkan secara optimal dalam pengembangan usaha siswa. Beberapa tantangan utama dalam implementasi pendidikan karakter dalam kewirausahaan adalah kurangnya pelatihan guru, keterbatasan dukungan dari dunia usaha, serta kurangnya pemanfaatan teknologi dalam program kewirausahaan siswa. Sebagai solusi, penelitian ini merekomendasikan pembelajaran berbasis proyek serta peningkatan kolaborasi dengan pelaku usaha lokal agar siswa mendapatkan pengalaman nyata dalam dunia bisnis. Selain itu, pemanfaatan teknologi digital dalam kewirausahaan juga perlu ditingkatkan agar siswa lebih inovatif dan adaptif terhadap perkembangan zaman. Dengan model ini, diharapkan sekolah dapat mencetak lulusan yang tidak hanya memiliki keterampilan kewirausahaan, tetapi juga berkarakter kuat serta mampu mengembangkan usaha berbasis kearifan lokal secara berkelanjutan.
Co-Authors Dedi Gunawan Saputra Desy Liliani Husain Fredik Edison Nope Gamar Al Haddar Jimmy Malintang K. Rapiandi Isak Merang Maria Silva Nur Wulandani Petrus Jacob Pattiasina Ravi Dara Rieneke Ryke Kalalo Silva Fitri Sitti Agustina Sofia Nur Vanna Sok Yossie Ulfa Nuzalifa