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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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Bullying and student burnout: A qualitative case study of a rural Indonesian junior high school Mukhlis, Mukhlis; Yustika, Saidah
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.2722

Abstract

Bullying represents a critical challenge in educational settings, yet its specific role in fostering student burnout within rural Indonesian contexts remains insufficiently explored. This qualitative case study addresses this gap by investigating the nexus between bullying and student burnout at SMP Negeri 1 Bukit Malintang. Data were collected through semi-structured interviews with seven school staff members, 25 hours of non-participant observation, and document analysis. Thematic analysis revealed three central findings. First, students who lacked strong peer networks were identified as vulnerable targets for both physical and psychological bullying. Second, the experience of victimization manifested directly in the core symptoms of student burnout: emotional exhaustion, cynicism toward school, and a reduced sense of academic accomplishment. Third, the school's institutional response was characterized by reactive, teacher-centered interventions, highlighting a significant gap in proactive and systemic support strategies. The study concludes that bullying acts as a chronic psychosocial stressor that catalyzes student burnout, a process intensified by local contextual factors such as parental migration. These findings underscore the urgent need for educational policies and interventions that move beyond punitive measures to implement holistic, community-engaged programs designed to build inclusive environments and robust support.
Enhancing informatics learning through android-based interactive media: A development study with the ADDIE model Dewi, Siti Karunia; Surur, Miftahus; Jaya, Firman
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.2822

Abstract

Initial observations in Grade X Informatics classes at SMA Negeri 1 Panji identified a significant pedagogical challenge: low student motivation and engagement, largely due to the perceived complexity of the subject matter. To address this issue, Android-based learning media was proposed as an innovative solution, leveraging its ability to present content dynamically through integrated multimedia elements such as images, videos, animations, and interactive quizzes. This research and development (R&D) study aimed to design and implement such media to increase student participation, improve conceptual understanding, and create a more interactive learning environment. The development process followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected from 19 Grade X students, one subject teacher (serving as a material expert), and a media expert (holding a Master’s degree in Computer Science). Results indicated that the developed Android-based interactive learning media, named "Bitnesia," is highly suitable for educational use. This conclusion is supported by outstanding validation outcomes, with media expert, material expert, and student effectiveness tests all scoring ≥90%. The study affirms that a well-designed learning media application can significantly contribute to a stimulating and effective Informatics learning experience.
Development of fraction domino card media: Validity and practicality for fourth-grade mathematics learning Kharimah, Asma’ul; Fitrhriyah, Musa’adatul; Hadiyani, Vino Putra
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.2850

Abstract

The prevalent use of monotonous learning media in elementary mathematics, particularly for difficult topics like fractions, often leads to low student engagement and suboptimal understanding. Game-based learning media, such as domino cards, offer a potential solution by transforming abstract concepts into interactive activities. This study aimed to develop and evaluate the validity and practicality of domino card media for teaching fractions to fourth-grade students. The research followed the Research and Development (R&D) method using the Borg and Gall model. The product underwent a systematic process including expert validation (linguist, media specialist, material expert) and attractiveness testing through individual, small-group, and field trials. The results demonstrated that the domino card media was highly valid, with validation scores of 95% (linguistic), 80% (media), and 85% (material), and highly attractive to students, with trial scores of 96.6% (individual), 94.5% (small group), and 95.7% (field). These findings indicate that the developed media is a valid, practical, and engaging tool for fraction instruction. While this study establishes a strong foundation for its use, the findings warrant further investigation through a quasi-experimental design to empirically verify its impact on student learning outcomes.
Islamic values integration in early childhood education: A multi-site case study of curriculum practices in Banjarmasin, Indonesia Ningtyaz, Dian Kusuma; Aslamiah, Aslamiah; Darmiyati, Darmiyati
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3012

Abstract

This study investigates the management of Islamic-integrated curricula within Indonesian early childhood education, focusing on two institutions in Banjarmasin: PAUD IT Ukhuwah and PAUD Tahfidz Ummul Qura. It addresses a limited understanding of how religious values are operationalized through curriculum management. Employing a qualitative case study approach, data were gathered from 11 in-depth interviews with teachers, principals, and parents, supplemented by classroom observations and document analysis. The results demonstrate two distinct pedagogical models. PAUD IT Ukhuwah implements a thematic-integrative model, connecting Quranic verses to weekly themes for holistic learning. PAUD Tahfidz Ummul Qura focuses on a memorization-based approach, incorporating daily tahfidz sessions supported by individualized student coaching. Both institutions facilitate teacher empowerment through structured training and religious mentoring. Furthermore, each employs systematic monitoring and evaluation frameworks that comply with national early childhood education standards. The study highlights the significance of comprehensive curriculum management for nurturing spiritual and moral development in young children. By detailing these context-specific practices, this research contributes to international discussions on faith-based education. It provides practical insights for policymakers and educators, including recommendations to scale effective teacher training models for religious pedagogy, adapt integrative thematic frameworks for value-based education, and develop national guidelines for monitoring and evaluating religious-based ECE programs.
Formative assessment as a learning tool: Enhancing Arabic vocabulary and grammar through interactive evaluation in a non-formal setting Hamidah, Husnul; Razida, Mirdawati; Qomari, Nur
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3043

Abstract

Despite the established theoretical potential of formative assessment, a significant gap exists in understanding its practical application and impact within Arabic language pedagogy, particularly in non-formal educational settings. This study addresses this gap by exploring the role of evaluation tools in enhancing vocabulary and grammar mastery at LKP Kampung Arab Al-Azhar Pare, a non-formal institution in Indonesia. Employing a qualitative descriptive methodology, data were collected through semi-structured interviews with five teachers and twenty students, non-participant observations, and document analysis. The findings reveal a comprehensive typology of evaluation tools, strategically implemented as active pedagogical strategies rather than mere measurement instruments. These tools, which range from digital gamified quizzes (e.g., Kahoot, Wordwall) to collaborative performance tasks, were found to significantly enhance student engagement, foster a deeper conceptual understanding of grammar, and reinforce the functional application of vocabulary. A critical factor in their efficacy was the consistent provision of explanatory, task-focused feedback from teachers. The study concludes that a formative, integrated evaluation system is instrumental in bridging the gap between assessing knowledge and actively cultivating it. This research offers a replicable framework for non-formal institutions and contributes to Arabic language pedagogy by empirically demonstrating how a holistic assessment approach can transform learning processes and outcomes.
Bridging the gap: Perceived behavioral control and social norms as mediators between Islamic education and prayer practice Hazmar, Al Afif; Larasati , Indah; Nurjayanti, Nurjayanti; Yaakob, Mohd Aizul
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3092

Abstract

Islamic Religious Education (PAI) aims to translate religious knowledge into consistent practice, with prayer (salat) as a key outcome. However, a significant value-action gap often persists. This study investigated the mechanisms through which PAI learning influences Dhuhr prayer performance among Grade VII students at SMP Negeri 4 Rengat, Indonesia. A sequential explanatory mixed-methods design was employed, framing the analysis through the Theory of Planned Behavior (TPB). Quantitative data from all 52 students revealed that while the direct effect of PAI learning on prayer was weak, a model incorporating TPB constructs was highly significant, explaining 51.2% of the variance. Perceived Behavioral Control (PBC) was the strongest predictor (β = .59, p < .001), followed by Subjective Norms. Attitude was not a significant unique predictor. Qualitative interviews and observations with a sub-sample clarified that PBC was undermined by practical barriers like lack of confidence in prayer movements and social distractions, while norms operated through peer influence. The findings demonstrate that the PAI-prayer relationship is not direct but is critically mediated by students' perceived control and social environment. This necessitates a pedagogical shift beyond knowledge delivery towards interventions that build practical competency, scaffold habit formation, and cultivate supportive peer networks to bridge the gap between religious learning and lived practice.
ADDIE-Based vocational e-commerce training for students with mild intellectual disabilities: Charcoal briquette study Nurlatifah, Safira; Septiana, Fajar Indra
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3126

Abstract

This study developed and evaluated a vocational program integrating charcoal briquette production and e-commerce marketing for students with mild intellectual disabilities. Employing the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation) within a descriptive qualitative framework, this pilot case study focused on a single 11th-grade student at SMALB. The participant was selected based on identified challenges in comprehending fundamental marketing concepts. Data were collected through interviews, observations, documentation, and focus group discussions, and analyzed using thematic analysis. Findings revealed that while the student successfully engaged in the hands-on production tasks, significant scaffolding was required for digital marketing activities on the Shopee platform. The development of a contextualized learning module enhanced the student's understanding of basic entrepreneurial concepts; however, the inherent complexity of the e-commerce interface presented a substantial learning barrier. The study concludes that integrating digital marketing into vocational education holds promise for students with intellectual disabilities but must be deliberately adapted to their cognitive abilities. Success is contingent upon scaffolded digital literacy training, the use of simplified and interactive learning media, and sustained teacher support to ensure the program's long-term viability and potential for scaling.
The Effectiveness of Virtual Reality in Introducing Places of Worship to Young Children Miranda, Dian; Perdina, Siska; Lukmanulhakim, Lukmanulhakim; Novitasari, Desy; Utami, Nadia Maharani
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3127

Abstract

This study evaluates the effectiveness of Virtual Reality (VR) in introducing places of worship to young children. The research focuses on three key aspects: children's engagement with the VR media, their conceptual understanding as measured by Student Worksheets (LKPD), and teacher responses to its implementation. Data were gathered via direct observation, teacher questionnaires, and analysis of completed student worksheets. The findings reveal that VR significantly enhances student engagement through its interactive and immersive nature. The realistic visual experience provided by VR also facilitated a better understanding of the concepts compared to conventional methods. Teachers reported that the VR technology was user-friendly, time-efficient, and required no complex technical skills. In conclusion, this study confirms that VR is an effective tool for introducing places of worship to young children, showing significant potential to improve the quality of future learning experiences.
Developing a digital learning model integrating PCK-SJT to enhance pre-service arts teachers' professional competence Prasetyo, Abdul Rahman; Aulia, Fikri; Kusumaningrum, Shirly Rizki
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3129

Abstract

This study addresses the critical need for effective digital learning tools in teacher education by developing and evaluating a novel learning model that integrates Pedagogical Content Knowledge (PCK) with Situational Judgement Tests (SJT) within a Learning Management System (LMS) for pre-service Arts and Culture teachers in Indonesia. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the research employed a Research and Development approach using the ADDIE model, culminating in a limited trial with 20 participants. The findings demonstrate the model's efficacy in significantly enhancing professional competencies, with 80% of participants exhibiting improved reflective pedagogical reasoning and 90% affirming the high authenticity of the SJT scenarios. The study contributes an innovative, empirically validated framework for competency-based teacher education that effectively bridges the theory-practice gap, while also highlighting the need for future large-scale implementations to address limitations related to sample size and contextual focus.
Evaluating test item quality: A comprehensive analysis of economics multiple-choice questions in Indonesian high schools (Case study at SMA Negeri 1 Gedangan) Novan, Arsharil; Kamalia, Putri Ulfa
Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v6i3.3168

Abstract

This study aims to evaluate the psychometric characteristics of multiple-choice question items in the daily assessment instrument of Economics subjects in phase F at SMA Negeri 1 Gedangan. The instrument was developed through the first three stages of a 4D model (Define, Design, Develop) and analyzed using the Classical Test Theory (CTT) approach. Content validity was tested using the Aiken's V index, while empirical validity, difficulty level, differentiation, trick effectiveness, and reliability were analyzed quantitatively. The validation results showed that nine out of ten questions had sufficient content validity (V ≥ 0.50), but one question was declared invalid and removed. Quantitative analysis showed that 90% of the questions were relatively easy (P > 0.80), 35% had good differentiation (D ≥ 0.40), and the reliability of the instrument was in the medium category (KR-20 = 0.692). Some tricksters do not function optimally, indicating the need for improvements in the design of the answer choice. These findings affirm the importance of question item analysis in improving the quality of economic learning evaluation, especially in supporting formative assessments in accordance with the principles of the Independent Curriculum.

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