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All Journal Al Ishlah Jurnal Pendidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Nurani Fitriyah
Universitas Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Development and Psychometric Analysis of The Social Media Engagement Adolescent Scale (SMEAS) in Indonesia Rizqa Nur Fajar; Dewi Maulina; Farah Almira Nu'ma; Nadatuljannah Alza; Nurani Fitriyah; Raudhah Mutiara Riyandra
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14387

Abstract

This study aims to develop a Social Media Engagement Adolescent Scale (SMEAS) that can comprehensively capture the culture of social media use among Indonesian adolescents and its implications for educational psychology. This study employs a quantitative approach and uses self-report for data collection. A total of 435 participants aged between 17-21 years were involved in this study, and the data were analyzed using Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM). The results of this study showed that the validated Social Media Engagement Adolescent Scale (SMEAS) consists of 24 statement items divided into three dimensions: affective engagement, behavioral engagement, and cognitive engagement based on social media engagement theory from Ni et al. Reliability testing using Cronbach’s α showed that each dimension in SMEAS has good reliability. Item discrimination analysis revealed that all items in SMEAS could differentiate individuals with high and low levels of engagement. Based on the results, SMEAS can be considered a reliable and valid scale for measuring Social Media Engagement among adolescents in Indonesia.
Fostering Creativity in Primary Education: A Literature Review of Creative Pedagogy Strategies, Facilitators, and Barriers Nurani Fitriyah; Farida Kurniawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7057

Abstract

Creativity is increasingly recognized as a core 21st-century competency in global education reforms, particularly in primary education where early creative development is critical. Lin’s Creative Pedagogy framework—integrating creative teaching, teaching for creativity, and creative learning—offers a holistic approach. However, most existing research examines these components in isolation, and systematic reviews focusing on primary education and recent developments remain limited. This study conducted a systematic literature review to explore strategies, facilitators, and barriers related to creative pedagogy in primary education from 2014 to 2024. Following PRISMA guidelines, 25 peer-reviewed empirical studies were selected from Scopus, Taylor Francis, and Google Scholar databases. The analysis identified a range of student-centered pedagogical strategies, including problem-based, project-based, experiential, game-based, art-based, and STEM-based approaches. These methods were found to enhance student engagement, critical thinking, and creativity. Key facilitators of creative pedagogy included supportive school environments, ongoing professional development, and teachers’ self-efficacy. Conversely, common barriers included cultural expectations, high-stakes assessment systems, time constraints, and inflexible classroom structures. This review offers a contemporary synthesis of creative pedagogy in primary education, highlighting both progress and persistent challenges. By mapping recent trends and implementation factors, the study contributes to a deeper understanding of how creativity can be more effectively integrated into early education. The findings offer practical insights for educators, policymakers, and researchers aiming to foster creativity-driven learning environments in primary schools.
Co-Authors Dewi Maulina Farah Almira Nu'ma Kurniawati, Farida Nadatuljannah Alza Raudhah Mutiara Riyandra Rizqa Nur Fajar