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Likhitaprajna: Jurnal Ilmiah Fakultas Keguruan Ilmu Pendidikan Universitas Wisnuwardhana Malang
Published by Universitas Wisnuwardhana Malang
ISSN : 14108771     EISSN : 25804812     DOI : 10.37303/likhitaprajna
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Likhitaprajna merupakan jurnal open access yang dipublikasikan dua kali setahun dan diterbitkan oleh Fakultas Keguruan dan Ilmu Pendidikan, Universitas Wisnuwardhana Malan. Jurnal ini merupakan hasil penelitian atau kajian teori tentng pendidikan dan pembelajarannya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 218 Documents
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Integrating Tawhid-Based Values in Thematic Learning to Foster The Religious Character of Madrasah Ibtidaiyah Students
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.959

Abstract

The integration of monotheistic values into the learning process at madrasahs is important because education aims not only to develop students’ cognitive abilities but also to foster a strong religious character in their daily lives. This study aims to examine the integration of tauhid values in thematic learning and its role in shaping the religious character of students at MIN 1 Kota Mataram. This study uses a qualitative approach with a descriptive method through field research. The research subjects consisted of the principal, classroom teachers, and fifth-grade students selected using purposive sampling. Data collection was conducted through observation, interviews, and documentation, while data analysis applied the interactive model of Miles and Huberman with the support of source triangulation and techniques to ensure the validity of the findings. The results showed that the integration of tauhid values was implemented through formal thematic learning and the strengthening of the hidden curriculum. Teachers linked learning materials to moral values and tauhid, while religious habits such as Morning Qur'an, Imtak (faith and piety building), and teacher role modeling played a role in strengthening the internalization of tauhid values. The obstacles encountered included limitations in teacher competence, facilities and infrastructure, and low parental involvement. This study concludes that the successful integration of tauhid values requires ongoing collaboration between schools, families, and communities to optimize the formation of students' religious character.
Optimizing Vocational Human Resource Development through AI and Adaptive Learning Integration: A Systematic Literature Review (2019-2025)
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.962

Abstract

This study aims to analyze the integration of Artificial Intelligence (AI) and adaptive learning in vocational education and its implications for vocational human resource development. A Systematic Literature Review (SLR) approach was conducted following PRISMA guidelines, covering peer-reviewed articles published between 2019 and 2025 from Scopus, DOAJ, SpringerLink, and Google Scholar. A total of 10 selected studies were analyzed using thematic synthesis to identify patterns, models, and research gaps. The findings indicate that AI-driven adaptive learning enhances competency development through data-driven personalization, learning analytics, predictive mechanisms, and immersive technologies. A cross-study synthesis reveals that AI improves learning efficiency, skill relevance, and lifelong learning capacity; however, it also exposes a critical imbalance between technical skill development and the limited integration of soft skills. Furthermore, the relationship between adaptive learning systems and workforce outcomes is non-linear and influenced by pedagogical design, institutional readiness, and industry alignment. This study proposes an integrated AI–adaptive learning framework that connects technological, pedagogical, and workforce perspectives, contributing to more adaptive, human-centered, and industry-relevant vocational education systems.
Role of Principal Leadership in The Digital Era in Building Student Character Resmayanti, Ima; Khozin, Khozin; Ishomuddin, Ishomuddin
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.947

Abstract

Era digitalisasi telah menggeser paradigma pendidikan tradisional menuju ekosistem berbasis teknologi yang kompleks, yang menuntut kepemimpinan sekolah untuk adaptif namun tetap memegang teguh nilai moral. Penelitian ini bertujuan untuk menganalisis strategi kepemimpinan kepala sekolah di SMA Muhammadiyah 1 Ponorogo dalam menghadapi tantangan digitalisasi guna memperkuat karakter siswa. Melalui pendekatan kualitatif studi kasus, data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi. Temuan penelitian menunjukkan bahwa kepala sekolah menerapkan value-based digital leadership dengan mengintegrasikan Sistem Informasi Manajemen (SIM) sekolah sebagai alat efisiensi sekaligus pengawasan. Pembentukan karakter dilakukan melalui sinergi antara kebijakan digital dan bimbingan religius yang menekankan pada etika bermedia sosial. Kendala teknis seperti keterbatasan akses internet siswa dan kompetensi guru diatasi melalui program pelatihan berkelanjutan dan kolaborasi dengan orang tua. Kesimpulannya, kepemimpinan digital yang efektif adalah yang mampu menyeimbangkan inovasi teknologi dengan nilai-nilai spiritualitas (akhlak). Kata Kunci: Kepemimpinan Digital, Kepala Sekolah, Pembentukan Karakter, Era Society 5.0.
Implementing The Independent Curriculum in Physical Education at Public Senior High School 5 of Bungo Setiawan, Danu; Saputra, Deka Ismi Mori; Pilitan, Raja Bani
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.960

Abstract

This study addresses the limited implementation of student-centered learning in Physical Education at Public Senior High School 5 of Bungo, where conventional lecture-based approaches still dominate. Teachers’ limited understanding of the Independent Curriculum, particularly in student-centered learning, differentiated instruction, and formative assessment, has resulted in low student participation and motivation. This research aims to analyze the implementation of the Independent Curriculum in Physical Education and identify its supporting and inhibiting factors. A qualitative descriptive approach was employed. The study was conducted at Public Senior High School 5 of Bungo involving the principal, Physical Education teachers, and students as research subjects. Data were collected through observations, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the implementation of the Independent Curriculum had been carried out effectively through student-centered, differentiated, and project-based learning. Teachers adapted teaching modules and learning activities based on students’ needs and abilities. As a result, students became more active, motivated, and engaged. Supporting factors included teacher readiness, school support, and student enthusiasm, while obstacles involved limited facilities and difficulties in designing project-based learning. In conclusion, the Independent Curriculum improves the quality of Physical Education learning, although continuous improvement is needed to overcome existing challenges.
Improving the Social Skills of Students with ADHD through the Implementation of the Think-Pair-Share Cooperative Learning Strategy at BND Kaubun Kindergarten Yatin, Sri; Mahabbati, Aini; Ishartiwi, Ishartiwi
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.963

Abstract

This study seeks to enhance the social skills of students with ADHD by employing a cooperative learning methodology, namely the think-pair-share model, at BND Kaubun Kindergarten. Although cooperative learning has been widely applied in early childhood education, limited studies have specifically examined its effectiveness in improving the social skills of students with ADHD in kindergarten settings, particularly through the integration of engaging physical-motor activities. This research employed the Kemmis and McTaggart Classroom Action Research framework, consisting of two cycles. The research subject consisted of one student exhibiting ADHD symptoms in Group B. Data collection methods included a social skills attitude evaluation instrument and observational learning assessments. The study employed quantitative methods for the outcomes of the attitude evaluation scale and qualitative methods for observational data. The results indicated a significant enhancement in the social skills of the student with ADHD in Group B at BND Kaubun Kindergarten. This success resulted from the application of the think-pair-share cooperative learning strategy, complemented by engaging physical-motor stringing activities. This implementation positively influenced the student’s ability to respond to questions, take turns speaking, share, cooperate, manage emotions, and demonstrate empathy. The improvement was evidenced by increased scores on the attitude scale, from 28% in the pre-action stage to 44.44% and 66.77% in Cycle I, and further to 86.11% and 94.44% in Cycle II. This progress is attributed to the student’s enthusiasm for collaborative learning and interest in hands-on activities using novel materials. Therefore, this study implies that the integration of structured cooperative learning strategies with interactive physical activities can serve as an effective approach for educators to support the social development of students with ADHD in early childhood education settings.
The Effect of The Wordwall Educational Game on Students’ Mathematical Understanding of Integer Addition and Subtraction Hairunnisa, Zazkia; Badjeber, Rafiq; Elfira, Riska
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.964

Abstract

Students’ understanding of integer addition and subtraction at the junior high school level is still limited, even though these topics are fundamental in mathematics. Engaging learning media, such as the educational game Wordwall, is believed to support a more effective mathematical understanding. This study aims to examine the effect of the Wordwall educational game on students’ mathematical understanding. The method used in this research is a quasi-experimental design with a nonequivalent control group design. The research population consisted of seventh-grade students at SMP Negeri 3 Palu, with two classes selected as the sample: Class VII I as the experimental group and Class VII K as the control group. Data were collected through mathematical understanding tests that had met the standards of validity and reliability. The results indicate that the use of the Wordwall educational game enhances student engagement and participation; however, no significant difference was found between the experimental and control classes in terms of mathematical understanding. The Mann–Whitney U test yielded a p-value of 0.644, which is greater than the significance level (p > 0.05). This is believed to be influenced by differences in students’ prior knowledge, the relatively short duration of the media’s use, and the media’s lack of suitability for visualizing mathematical concepts. Consequently, the use of Wordwall did not have a significant effect on students’ mathematical understanding of integer addition and subtraction.
The Role of Teachers in Applying A Humanistic Approach to Foster Self-Confidence in Upper-Grade Elementary School Students Lestari, Puji; Agustina, Sari; Yullahna, Weny Waly; Ayunah, Ayunah; Rahmaini, Beti
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.967

Abstract

This qualitative case study aims to explore how upper-grade elementary school teachers foster students’ self-confidence through humanistic classroom practices. The study was conducted at SDN 1 Ulak Balam in South Sumatra, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis involving three teachers, six students with varying levels of self-confidence, and one school principal selected purposively. Data were analyzed using an interactive model. The findings reveal that teachers consistently applied supportive and empathetic approaches in their daily instruction, despite limited formal training in pedagogy. Various instructional strategies—such as structured questioning, small-group activities, and inclusive participation—were found to encourage student engagement and confidence. A strong emotional connection between teachers and students emerged as a key facilitating factor, while differences in student personalities and fear of peer judgment posed notable challenges. These results underscore the importance of providing structured professional development in student-centered teaching approaches and promoting school-wide efforts to create safe and supportive learning environments that enhance student self-confidence.
The Implications of Intimate Relationships on the Balance between Academic Achievement and Religiosity: A Phenomenological Study Fadillah, Anif; Jannah, Fathul; Afandi, Nur Kholik
Jurnal Likhitaprajna Vol 28 No 1 (2026): April 2026
Publisher : FKIP Universitas Wisnuwardhana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37303/likhitaprajna.v28i1.968

Abstract

This study aims to explore students’ subjective experiences in interpreting and managing intimate relationships and their implications for the balance between academic achievement and religiosity. This study employed a qualitative phenomenological approach involving 22 participants selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Interpretative Phenomenological Analysis (IPA). The findings reveal that intimate relationships are ambivalent in nature. On the one hand, they function as sources of emotional support, academic motivation, and spiritual strengthening. On the other hand, they may lead to psychological stress, academic distraction, and moral conflict. The results indicate that the balance between academic achievement and religiosity is not determined by the presence of the relationship itself, but by self-regulation, emotional maturity, and spiritual awareness. This study contributes to Islamic educational psychology by positioning intimate relationships as an integrative space connecting emotional, academic, and spiritual dimensions.

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