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All Journal Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Jurnal Wahana Literasi Pendidikan
Riza Faishol
Universitas Islam Ibrahimy Banyuwangi, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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 1 
OPTIMALISASI KREATIVITAS PESERTA DIDIK MELALUI PENERAPAN PEMBELAJARAN DIFERENSIASI PRODUK Nasrodin Nasrodin; Riza Faishol; Anis Fauzi
Ar-Risalah Media Keislaman Pendidikan dan Hukum Islam Vol. 23 No. 1 (2025): (April 2025)
Publisher : LPPM IAI IBRAHIMY GENTENG BANYUWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/ar-risalah.v23i1.3022

Abstract

21st century education requires the development of students' full potential, including creativity as one of the soft skills. However, existing learning is still teacher-centered and cognitively oriented, thus limiting students' creativity. Differentiated learning is a responsive approach to the diversity of readiness, interests, and learning styles of students. This research aims to optimize the creativity of students through the application of product differentiation learning at SMPN 1 Cluring. This study uses a qualitative descriptive approach with the subjects of PAI and Ethics teachers, students, curriculum representatives, Counseling Guidance teachers, and school principals. Data collection techniques include participatory observation, in-depth interviews, and documentation. Data analysis uses data condensation, data presentation, and conclusion drawn, data validity uses triangulation techniques and sources.The results of the study show that the application of product differentiation is able to foster the creativity of students, as seen from the variety of products produced, active participation in discussions, and increased initiative and courage to put forward ideas. Indicators of creativity that develop include critical thinking, emotional sensitivity, talent, and imagination in producing original works.
Analisis Teoritis Pendekatan Resource-Based Learning dalam Meningkatkan Kemandirian Belajar : Sebuah Tinjauan Pustaka Sistematis Sofyatun Nisa; Kini Tri Utami; Riza Faishol
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.267

Abstract

This article aims to analyze the theoretical relationship between the Resource-Based Learning (RBL) approach and the enhancement of self-directed learning through a systematic literature review. The research background is based on the shift in the educational paradigm from teacher-centered to learner-centered, driven by technological developments and access to increasingly diverse learning resources. RBL is seen as a relevant approach to empowering learners in managing independent learning. However, previous studies tend to focus on specific learning outcomes without investigating the mechanisms underlying the relationship between RBL and self-directed learning in depth. Therefore, this study has the following objectives: (1) to identify key RBL principles that support self-directed learning; (2) to analyze the psychological and pedagogical mechanisms in the process; and (3) to map the supporting and inhibiting factors of RBL effectiveness in the context of developing self-directed learning. The research method used is a systematic literature review with a qualitative approach based on thematic analysis. Data were collected from SINTA-indexed national journals and international publications accessed through Google Scholar, the Garuda Portal, and the SINTA database, with publications limited to the last 10 years (2014–2024). The analysis procedure adapted the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework through the stages of identification, screening, eligibility assessment, and inclusion of articles. The validity of the findings was enhanced through source triangulation and peer debriefing. The results revealed three key principles of RBL: source diversity, learner autonomy, and inquiry-based learning. These three principles encourage independent learning through mechanisms of increasing self-efficacy, strengthening self-regulation, and shifting the locus of control to internal learners. The implementation of RBL is supported by factors such as teacher competence, the availability of learning resources, and a conducive school culture, but is hampered by the digital literacy gap, misaligned evaluation systems, and a dense curriculum load. This study provides an integrated conceptual framework for the development of empowering learning practices and recommendations for further empirical research.
Analisis Konseptual Pembelajaran Jarak Jauh: Tinjauan Pustaka Tentang Kelebihan, Kekurangan, dan Tantangan di Era Digital Vina Nailil Afida; Ikfina Ilma Salwa; Riza Faishol
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.268

Abstract

This scientific article analyzes the concept of distance learning in the digital era through a systematic literature review, focusing on an integrated identification of its advantages, disadvantages, and challenges. This research uses a library research method with a descriptive qualitative approach, synthesizing various recent primary and secondary literature. The results show that distance learning offers main advantages in the form of flexibility of time and place, cost efficiency, and expanded access to digital learning resources. However, these advantages are offset by disadvantages such as reduced direct social interaction, high demands for self-motivation, and shifts in the roles and workloads of educators. Furthermore, the implementation of distance learning in Indonesia still faces systemic challenges such as the digital divide, uneven digital literacy, and difficulties in maintaining the quality and integrity of online learning. The novelty of this article lies in the triadic synthesis that links these three dimensions in one comprehensive analytical framework, with an emphasis on the post-pandemic Indonesian context. The implication is that the effectiveness of distance learning requires a holistic ecosystem approach, including equitable infrastructure, strengthening educator capacity, implementing contextual hybrid learning models, and active involvement of parents and the community. Thus, this article provides a conceptual contribution to the development of more inclusive, adaptive, and sustainable distance learning policies and practices in Indonesia.
Peran Media dan Sumber Belajar dalam Meningkatkan Efektivitas Pembelajaran Khikmatul Fajriyah; Riska Nur Amalia; Riza Faishol
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.270

Abstract

This study aims to comprehensively analyze the role of instructional media and learning resources in enhancing learning effectiveness through a systematic literature review. The research was motivated by the need for an integrative conceptual model that synergizes the two elements holistically, as most previous studies in Indonesia still examined them separately. Using a qualitative approach with library research methods, data were collected from scientific documents published in the last ten years (2015-2025) through Google Scholar, Garuda Portal, and SINTA. Data analysis was conducted using qualitative content analysis with the stages of data reduction, data display, and conclusion drawing/verification. The findings indicate that media and learning resources have complementary roles: media acts as a mediating system that bridges abstract ideas, while learning resources serve as the content and context that provide substance and meaning. Three dominant synergy patterns were identified: amplification-concretization, contextualization-authenticity, and collaboration-construction, each contributing to cognitive, affective, and psychomotor aspects. As a novelty, this study formulates an integrative conceptual framework called the Synergistic Design Cycle (SIDES), which emphasizes strategic matching between media and learning resources in a cyclical, reflective process. This framework is intended as a practical guide for educators and curriculum developers to design more effective, efficient, and relevant learning experiences in the digital era.
Integrasi Landasan Teori Belajar dalam Perancangan Media Pembelajaran yang Efektif Uly Zulfatur Rahmah; Zaidatul Inayah; Riza Faishol
Jurnal Riset Pendidikan Multidisiplin dan Pengabdian Kepada Masyarakat Vol. 1 No. 4 (2025): Desember 2025 - Januari 2026
Publisher : SMA Negeri 1 Bangkinang Kota

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrppm.v1i4.107

Abstract

The integration of digital technology in the 4.0 and Society 5.0 eras has transformed education globally. However, sophisticated learning media alone do not guarantee optimal learning outcomes, as poor instructional design can cause cognitive overload. This study aims to analyze the integration of behavioristic, cognitivist, and constructivist learning theory principles in designing effective learning media. Using a qualitative library research method, data were systematically collected from journals indexed in SINTA, Garuda, and Google Scholar (2014–2024). The findings reveal that the three theories are complementary: Behaviorism contributes structured feedback mechanisms, cognitivism (especially CTML) guides optimal information presentation, and constructivism directs the creation of authentic and collaborative learning environments. An integrative layered model is proposed, where the presentation layer is based on cognitivism, the interaction layer on behaviorism, and the overall learning experience on constructivism. This study concludes that effective learning media must be theory-informed and pedagogy-driven, integrating these theoretical perspectives to create media that is not only high-tech but also high-pedagogy. Kata Kunci: learning media design, learning theory integration, behaviorism, cognitivism, constructivism   ABSTRAK Revolusi industri 4.0 dan society 5.0 telah mentransformasi pendidikan global dengan integrasi teknologi digital yang masif. Namun, media pembelajaran berbasis teknologi yang canggih saja tidak menjamin tercapainya hasil belajar yang optimal. Penelitian ini bertujuan menganalisis integrasi prinsip teori belajar behavioristik, kognitivistik, dan konstruktivistik dalam perancangan media pembelajaran yang efektif. Dengan metode penelitian kualitatif studi pustaka, data dikumpulkan melalui systematic literature review terhadap jurnal bereputasi yang terindeks SINTA, Garuda, dan Google Scholar tahun 2014-2024. Hasil penelitian menunjukkan bahwa ketiga teori saling melengkapi: behaviorisme berkontribusi pada mekanisme umpan balik terstruktur, kognitivisme (khususnya CTML) memandu desain presentasi informasi yang optimal, dan konstruktivisme mengarahkan penciptaan lingkungan belajar yang autentik dan kolaboratif. Diajukan model berlapis integratif di mana lapisan presentasi informasi berbasis kognitivisme, lapisan interaksi berbasis behaviorisme, dan lapisan pengalaman belajar keseluruhan berbasis konstruktivisme. Disimpulkan bahwa desain media pembelajaran yang efektif harus bersifat theory-informed dan pedagogy-driven dengan mengintegrasikan ketiga perspektif teoretik ini untuk menciptakan media pembelajaran yang tidak hanya high-tech tetapi juga high-pedagogy.
Co-Authors Anis Fauzi Ikfina Ilma Salwa Khikmatul Fajriyah Kini Tri Utami Nasrodin Nasrodin Riska Nur Amalia Sofyatun Nisa Uly Zulfatur Rahmah Vina Nailil Afida Zaidatul Inayah