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Asatiza: Jurnal Pendidikan
Published by STAI Auliaurrasyidin Tembilahan
ISSN : 27210723     EISSN : 27163202     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal ini memuat tulisan hasil penelitian dan pemikiran tentang berbagai kajian dan implementasi teori di bidang Pendidikan. Jurnal ini bertujuan untuk mengkomunikasikan berbagai kajian Pendidikan seperti: hasil penelitian tentang Deradikalisasi Pendidikan Islam, Filsafat Pendidikan Islam, Kebijakan Pendidikan Islam, Gender dan Pendidikan Islam, serta bidang Pendidikan lainnya kepada masyarakat luas
Arjuna Subject : -
Articles 201 Documents
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Enhancing teaching and learning in schools through instructional leadership: South African perspective Aphane, Venessa; Agyeman, Nana Yaw Brenya
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2261

Abstract

This qualitative case study examines instructional leadership's role in enhancing education quality in South African schools, where persistent learner underperformance reflects systemic challenges. Despite the Department of Basic Education’s reports highlighting widespread underperformance, limited research explores how school leaders address these issues. Focusing on a public secondary school, the study purposively sampled eight school leaders, employing semi-structured interviews to gather data. Thematic analysis revealed that effective instructional leadership strengthens curriculum alignment and resource allocation, with principals serving as pivotal actors. However, gaps persist in leadership practices, necessitating targeted improvements. Key strategies include adopting learner-centered pedagogies, fostering teacher autonomy, and cultivating supportive learning environments. The findings underscore the urgency of prioritizing instructional leadership to mitigate systemic inefficiencies and improve knowledge acquisition. This study contributes to the discourse on educational leadership in low-performing contexts, advocating for policy and practice reforms to address South Africa’s declining education outcomes.
Enhancing student engagement and cognitive skills in sociology: A qualitative study of quizizz true/false mode in an Indonesian high school Afiah, Anisa; Ramadhan, Iwan; Zatalini, Adhalia
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2422

Abstract

This study examines a student engagement model utilizing the Quizizz True or False mode in Sociology for Class XI IPS 3. Employing a qualitative descriptive approach, primary data were collected through observations and interviews with the Sociology teacher and 10 purposively selected students representing diverse engagement levels and group dynamics. Secondary data included school documents. Data analysis followed stages of collection, reduction, presentation, and conclusion drawing, with validity ensured through prolonged observation, persistence, and triangulation. Findings reveal that engagement implications encompass four behavioral aspects: (1) participation/contribution, (2) collaboration, (3) initiative/independence, and (4) motivation/interest, all enhancing active learning. Cognitive improvements were observed across four domains: knowledge/comprehension, application, analysis, and evaluation. The model demonstrated efficacy, with average scores rising from 86.67 (first session) to 95 (second session), indicating improved learning outcomes. These results underscore the potential of gamified quiz tools to bolster both engagement and academic performance in social science education.
From motivation to practice: A qualitative study of university students’ strategies and expectations in Indonesia’s teaching campus program for elementary schools Apoko, Tri Wintolo; Yusnawati, Yusnawati
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2443

Abstract

The Teaching Campus Program (TCP), a strategic initiative under Indonesia’s Merdeka Belajar (Emancipated Learning) policy, aims to enhance students’ pedagogical skills while supporting educational equity by placing university students in under-resourced schools. This study explores TCP students’  motivations, implementation plans, and expectations. The method employed in this study was a qualitative design. Using qualitative data gathered from semi-structured interviews with six students drawing on purposive sampling, the study applied three-step analysis model: data condensation, data display, and conclusion drawing. The findings revealed strong motivations in enhancing educational quality in Indonesia through their planning on some innovative methods such as gamification for promoting literacy and numeracy activities. In addition, they expected to enhance student engagement and school performance. To ensure the sustainability of the program, it is recommended that TCP initiatives be institutionalized through strategic partnerships between universities and schools, and supported by national education policies that integrate TCP into teacher training frameworks and school improvement agendas.
Interactive media in Islamic education: Enhancing engagement amid infrastructure challenges at Muhammadiyah 12 Senior High School Jakarta Pasha, Adinda Sabrina; Rahmanto, Muhammad Arifin
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2645

Abstract

This study examines the effects of interactive media (PowerPoint, YouTube, Kahoot, Canva) on student engagement and learning outcomes in Islamic Religious Education (PAI) at Muhammadiyah 12 Senior High School, Jakarta. Employing a qualitative descriptive method, data were collected via semi-structured interviews with two teachers and four students, supplemented by document analysis. Results indicate that 83% of students exhibited heightened motivation and comprehension, particularly through videos and gamification, aligning with the TPACK framework. However, 67% encountered technical barriers (e.g., unstable Wi-Fi, limited data quotas), while teachers noted infrastructural and digital literacy constraints. The study highlights the potential of multimedia to clarify abstract concepts and promote student-centered learning, contingent on addressing technical gaps. Recommendations include institutional investments in Wi-Fi infrastructure, device provision, and teacher training, in line with Indonesia’s Merdeka Belajar policy. It calls for standardized PAI digital resources and digital pedagogy integration in teacher certification. Future research should explore scalability across rural-urban contexts.
Boosting elementary science engagement: A qualitative study of baamboozle-based game learning in Indonesian classrooms Alfiah, Alfiah; Sholihah, Mar'atus
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2726

Abstract

This study explores the implementation of Baamboozle-based Game-Based Learning (GBL) to enhance student engagement in science classes at Assunniyyah Kencong Elementary School. Adopting a qualitative case study approach, the research involved 25 third-grade students and science teachers over six weeks. Data were collected through participatory observation, in-depth interviews, and documentation. Findings reveal a marked improvement in student participation, including a 45% increase in verbal engagement, a 27–38% rise in discussion involvement, and stronger collaborative skills. The most notable progress occurred in initially low-participation classrooms (38% growth). Bamboozled facilitated a differentiated learning environment that accommodated diverse learning styles. Despite technical constraints, adaptive strategies ensured pedagogical effectiveness. Innovation fosters 21st-century skills and suggests potential for broader paradigm shifts in elementary education. This study underscores the value of GBL in promoting active learning while highlighting practical considerations for its implementation.
Leadership and motivation as key drivers of teacher performance: A quantitative study at SMA Negeri 1 Mendoyo Diantara, I Putu Indra Artha; Yudana, I Made; Sulindawati, Ni Luh Gede Erni
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2736

Abstract

This study investigates the individual and simultaneous contributions of (1) situational leadership, (2) work motivation, (3) work ethic, and (4) job satisfaction to teacher performance at SMA Negeri 1 Mendoyo, Jembrana Regency. Employing an ex post facto design, the research encompassed the entire population of 42 teachers, making it a population study. Data were collected using Likert-scale questionnaires and analyzed through product-moment correlation, partial correlation, and multiple regression. The results demonstrated significant individual contributions: situational leadership accounted for 81.5% (R² = 0.815, p < 0.01, effective contribution = 22.48%), work motivation for 89.6% (R² = 0.896, p < 0.01, effective contribution = 32.53%), work ethic for 77.2% (R² = 0.772, p < 0.01, effective contribution = 22.33%), and job satisfaction for 76.3% (R² = 0.763, p < 0.01, effective contribution = 16.76%). Collectively, these factors explained 94.1% of the variance in teacher performance. These findings underscore the synergistic role of leadership, motivation, and ethics in enhancing teacher performance, offering actionable insights for school administrators.
Improving communication and creativity in elementary civics: A PjBL action research on unity in ethnic diversity Nofitasari, Nofitasari; Mubarok, Husni
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2754

Abstract

This study addresses the low communication skills and creativity among third-grade students at MI NU Mafatihul Ulum Sunggingan Kudus, attributed to conventional teacher-centered learning methods. To enhance student engagement, this research implements the Project-Based Learning (PjBL) model in Civic Education (PPKn), focusing on unity in ethnic diversity. Employing a convergent mixed-method design, the study combines qualitative data (observations, interviews) with quantitative pre/post-test questionnaires analyzed via t-test. Conducted as a two-cycle Classroom Action Research (CAR), each cycle comprised planning, implementation, observation, and reflection. Participants included 29 students (15 female, 14 male). Data were collected through observations, interviews, documentation, and evaluations of discussions and worksheets, then analyzed via data reduction, triangulation, and Paired-T Test. Results demonstrated moderate improvements: communication scores rose from 81.07 (Cycle I) to 81.97 (Cycle II), while creativity increased from 86.31 to 91.17. The Paired-T Test confirmed statistical significance (p < 0.05), indicating PjBL’s effectiveness in fostering 21st-century skills. These findings underscore PjBL’s potential as a student-centered approach to elevate communication and creativity in Civic Education.
The role of Islamic education teachers’ personality in fostering academic resilience: A qualitative study Ramadhani, Rofi'ah Khafidah; Hidayati, Sri; Surawan, Surawan
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2758

Abstract

Academic resilience refers to an individual’s ability to endure, recover, and adapt to academic challenges. This qualitative study explores the role of Islamic Religious Education (PAI) teachers’ personality competence in fostering students’ academic resilience at SMP Negeri 3 Katingan Hilir. Data were gathered through classroom observations (conducted twice in each of Grades VII, VIII, and IX), in-depth interviews with the school’s PAI teacher (the primary participant), and triangulation with three students and another teacher. Thematic analysis demonstrated that the teacher’s personality traits significantly enhanced students’ confidence, commitment, control, and composure. Specifically, 78% of observed student interactions showed improved self-regulation after teacher-led mentoring sessions. These findings align with Islamic values such as sabr (patience) and tawakkul (trust in God), which students adopted as psychological anchors during academic difficulties. The study identifies two key mechanisms underlying this influence: first, the teacher’s role-modeling of resilient behaviors, and second, faith-based coping strategies that frame challenges as opportunities for spiritual growth. These results suggest the importance of incorporating personality-focused teacher training and Islamic resilience frameworks into pedagogical practices, particularly in Muslim-majority educational settings.
Mapping Islamic education curriculum research (1981–2024): A bibliometric analysis of trends, authorship, and themes Aryadi, Ikhsan; Lismawati, Lismawati; Aisyah, Nurul
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2780

Abstract

This study examines the development and trends in Islamic education curriculum research from 1981 to 2024. Data were extracted from Scopus on November 7, 2024, using the query TITLE-ABS-KEY (Curriculum and Islamic and Education). After excluding non-English documents and non-article publications, 418 articles were analyzed bibliometrically. The analysis employed RStudio for statistical processing, VOSviewer for network visualization (co-authorship and keyword co-occurrence), and Microsoft Excel for supplementary data management. Findings indicate that Arvisais, O., Sanjakdar, F., and Zulfikar, T. were the most prolific authors (4 publications each). Ar-Raniry State Islamic University emerged as the leading institution (11 articles), while Indonesia contributed the highest output (162 articles). The Journal of Islamic Education published the most relevant studies (17 articles). This study provides a systematic overview of the field and suggests future research explore comparative curriculum models in Muslim-majority versus minority contexts.
Enhancing junior high school students’ self-compassion through Two Stay Two Stray (TSTS) technique: A school-based intervention study Zuanda, Natalia; Tanjung, Romi Fajar
Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i2.2781

Abstract

This study investigates the effectiveness of classical guidance and counseling services in enhancing self-compassion among junior high school students using the Two Stay Two Stray (TSTS) technique. Employing a quantitative pre-experimental design with a one-group pretest-posttest approach, the research addresses constraints in scheduling by utilizing other subjects’ class hours. The population comprised 125 students, with a sample of 22 selected through simple random sampling. The chosen class exhibited low self-compassion levels, characterized by self-judgment and isolation, based on preliminary observations. Data were collected using an instrument adapted from Kristin Neff’s self-compassion scale, measuring three key aspects: self-kindness, common humanity, and mindfulness. SPSS 22 analysis revealed normal distribution of data (pretest *p* = .376; posttest *p* = .406), confirming parametric test assumptions. The findings highlight the potential of integrating TSTS into classical counseling to foster self-compassion in adolescents—a critical skill for navigating life’s challenges. This study contributes an innovative intervention model and serves as a reference for developing evidence-based strategies in school counseling.

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