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All Journal JURNAL IQRA´ Bulletin of Pedagogical Research
Nurbaya Nurbaya
Universitas Cenderawasih, Indonesia
Education

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Digital Mind Mapping in Learning Journals (DMMILJ): A Pedagogical Innovation to Foster Self-Regulated Learning in Higher Education Suriyah Satar; Nurbaya Nurbaya; Hanida Listiani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6500

Abstract

This study aims to develop and test the effectiveness of the Digital Mind Mapping in Learning Journal (DMMILJ) learning technique to improve students' Self-Regulated Learning (SRL) abilities in the Plant Development Structure course. This technique integrates digital concept mapping using applications such as Canva and Mind Meister with individual and group reflective journal practices. The development was carried out using the ADDIE model, which includes the stages of needs analysis, format design, product development, implementation in the experimental class, and effectiveness evaluation. The trial was conducted in one class of Biology Education students at Cenderawasih University using a one-group pretest-posttest design. The research instruments included a learning outcome test and an SRL questionnaire validated by experts. The validation results showed that the DMMILJ learning technique was highly valid with an average score above 92%. Data analysis using N-Gain showed an increase in learning outcomes of 67.86% (medium-high category). In addition, there was an increase in SRL scores from 70% to 75% (good category). These findings indicate that the DMMILJ technique encourages active engagement, strengthens reflective skills, and enhances students' ability to independently manage their learning strategies and goals. This technique can be recommended as an innovative digital-based learning strategy in higher education contexts. By merging visual mapping and narrative reflection in a digital ecosystem, this study offers a scalable and innovative learning strategy that aligns with the demands of 21st-century education. The DMMILJ technique significantly contributes to improving learning quality in schools and universities by fostering digital competence, deeper cognitive engagement, and self-directed learning, making it a valuable model for transforming science education in digital classrooms.
Teachers’ Readiness in Integrating Technology through TPACK-ICT Framework: Evidence from Papua, Indonesia Tanta Tanta; Suriyah Satar; Nurbaya Nurbaya; Hanida Listiani
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 3 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i3.6676

Abstract

This study aims to analyze the level of Technological Pedagogical Content Knowledge in Information and Communication Technology (TPACK-ICT) skills among teachers in the Papua region, specifically in Keerom Regency, Jayapura Regency, and Jayapura City. A quantitative descriptive method was employed to examine teachers’ TPACK competencies. The research was conducted from May to August 2025 using an accidental sampling technique. The sample consisted of 31 elementary, junior high, and high school teachers from the three study areas who completed the questionnaire. The research instrument comprised 34 statements related to the TPACK framework, and the data were analyzed descriptively. The results reveal that teachers’ overall TPACK competence falls into the good category, with an average score of 3.63. The highest component score was found in Pedagogical Content Knowledge (PCK) at 3.93, followed by Pedagogical Knowledge (PK) and Technological Pedagogical Knowledge (TPK), both at 3.88. These findings suggest that teachers are relatively proficient in designing learning strategies that align with the subject matter and effectively integrate pedagogical and technological aspects. Meanwhile, the Content Knowledge (CK) and Technological Knowledge (TK) components scored 3.79 and 3.77, respectively, indicating a satisfactory understanding of subject matter and basic technological skills. However, these aspects still require enhancement, particularly in mastering more advanced technology and deepening content understanding. The lowest scores were recorded in Technological Content Knowledge (TCK) and the overall TPACK components, both at 3.63, showing that teachers continue to face challenges in fully integrating technology into learning content and combining technology, pedagogy, and content holistically. Overall, while teachers demonstrate strong pedagogical competence, further development in technology integration is essential to achieve optimal TPACK implementation.
Digital Creativity Based on Local Wisdom: Creating Science Audio Comics for Science Teachers Using Canva and AI Suriyah Satar; Ricky Engel Mawara; Mustika Irianti; Cartika Candra Ledoh; Nurbaya Nurbaya; Hanida Listiani; Ramadani Widi Permadi; Grand Barrang; St. Rahmadani
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1999

Abstract

This community service program was designed to empower science teachers in Keerom Regency, Papua, through the development of audio comics based on local ethnography, utilizing Canva and Artificial Intelligence (AI) as digital tools. The program specifically aimed to integrate Papuan cultural narratives into science learning, thereby creating contextualized and culturally relevant instructional materials for students. A total of 35 science teachers, organized under the MGMP IPA (Subject Teachers Forum), participated in the program. The method employed a participatory workshop model, followed by sustained coaching and evaluation. Teachers were trained to design digital comics using Canva, generate illustrations and voice-overs with AI tools, and embed local cultural stories such as traditional hunting, forest management, and local folklore into science topics like ecosystems, energy cycles, and adaptation of living organisms. The process included pre-test and post-test assessments, hands-on production of audio comics, classroom trials, and the establishment of a digital repository for documentation and dissemination. The findings revealed a 33% increase in teachers’ digital literacy across three assessed domains: mastery of Canva and AI tools, integration of culture into science content, and pedagogical competence in developing audio comics. Five audio comics were fully developed and ready for classroom use, while 28 were in progress. Classroom trials demonstrated enhanced student engagement, improved comprehension of abstract science concepts, and stronger connections between cultural knowledge and scientific understanding. Overall, this program demonstrates that combining digital technologies with local ethnography is an effective approach to empower teachers, enrich science learning, and promote educational innovation in underserved regions such as Papua.
Co-Authors Cartika Candra Ledoh Grand Barrang Hanida Listiani Mustika Irianti Ramadani Widi Permadi Ricky Engel Mawara St. Rahmadani Suriyah Satar Tanta Tanta