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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 209 Documents
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Teacher creativity and adaptive strategies for diverse learning styles in Islamic religious education: A case study of a pesantren-based vocational school Sa'diyah, Nisfi Lailatul; Dasuki , Mohammad
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.v6i3.3186

Abstract

This study investigates the creativity of Islamic Religious Education (PAI) teachers in adapting teaching strategies to students’ diverse learning styles at SMK Darul Muqomah Gumukmas during the 2024/2025 academic year. Using a qualitative case study design, data were collected through classroom observations and in-depth interviews with two PAI teachers and fifteen students representing visual, auditory, and kinesthetic learning styles. Findings indicate that teachers synergized method-based and media-based adaptations; for example, kinesthetic learners were engaged through role-playing simulations of religious narratives, supported by digital animation, while visual learners benefited from slides and hand-drawn illustrations. Despite these efforts, challenges such as limited time, resources, and digital competence persisted. The novelty of this study lies in examining the intersection of learning-style theory, creative pedagogy, and Islamic religious instruction within the under-researched context of vocational education integrated with pesantren values. Based on these findings, it is recommended that professional development programs emphasize technological pedagogical content knowledge (TPACK) tailored for Islamic education, enabling teachers to creatively integrate digital tools with religious content while addressing diverse learner needs.
Improving environmental literacy through problem-based learning e-modules: A pre-experimental study in Islamic senior high schools Bekasi, Indonesia Zuhriyah, Aminah; Julfa, Siti
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.2993

Abstract

Environmental literacy is an individual's ability to understand environmental systems and their problems, and to have the knowledge, attitudes, and skills to solve them responsibly. This study aims to improve environmental literacy involving the knowledge, skills, and attitudes of individuals needed to understand, analyze, and solve environmental problems effectively. The quantitative research method with a one-group pretest-posttest design. The study was conducted at Al-Fajar Islamic High School, Bekasi. The research sample involved 20 grade X students. Data collection was carried out through a written pretest (secondary data) and posttest (primary data). Data analysis: descriptive analysis and t-test. The results of the study showed a significant difference in environmental literacy scores seen from the pretest (Mean = 60.50, SD = 6.669) and posttest (Mean = 82.00, SD = 4.401) scores. Hypothesis testing with p-Value (sig. (2-tailed) = .000, then .000 < 0.05. means Ho is rejected, Ha is accepted, meaning there is a difference. The conclusion is that there is a difference in student learning outcomes (pretest-posttest) after being given treatment using a problem-based learning module to improve environmental literacy involving students' knowledge, attitudes, and environmental problem-solving skills.
Enhancing cognitive and collaborative outcomes in Islamic education: A classroom action research on the STAD method in aqidah akhlak learning Saidah, Elbina Mamla; Wahyuni, Wahyuni
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3163

Abstract

This study examines the effectiveness of the Student Teams Achievement Divisions (STAD) cooperative learning method in improving students’ learning outcomes in the "Beriman Kepada Malaikat Allah" (Faith in Allah’s Angels) chapter of the Aqidah Akhlak subject at MTs Asy-Syuhada. Employing a Classroom Action Research (CAR) design based on the Kurt Lewin model, the study was conducted in two cycles comprising planning, action, observation, and reflection stages with 26 seventh-grade students of Class VII B during the 2024/2025 academic year. Data were collected through learning outcome tests, observation sheets of student and teacher activities, and field notes, and analyzed using both quantitative and qualitative approaches. The findings reveal a significant improvement in students’ learning outcomes across cycles, with the average score increasing from 72.1 with 65.3% mastery in Cycle I to 80.4 with 88.4% mastery in Cycle II, surpassing the minimum mastery criterion of 75. In addition, students’ engagement and cooperative learning behaviors improved, particularly in the frequency of peer explanation, where students actively explained concepts to their group members, fostering both understanding and collaboration. These results indicate that STAD is effective not only in enhancing cognitive achievement but also in promoting active collaboration through structured peer interaction. Based on the findings, STAD is a promising strategy for text-based or discussion-heavy subjects in Islamic education at the junior secondary level, especially in subjects like Aqidah Akhlak that require active participation and group cooperation.
Integrating AI with constructivist pedagogy for science education in marginalized regions: A systematic review Manik, Manganju; Rahmi, Ulfia
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3287

Abstract

Enhancing 21st-century competencies in frontier, remote, and disadvantaged (3T) regions remains challenging due to limited infrastructure, restricted digital access, and the need for culturally relevant science learning. This study employs a systematic literature review of selected peer-reviewed studies published between 2011 and 2025 to examine how constructivist-based science learning integrated with digital technology and artificial intelligence (AI) can support equitable education in low-resource contexts. The findings indicate that effective technology-enhanced learning in 3T regions is pedagogy-driven rather than technology-driven, grounded in the integration of constructivism, progressivism, and social reconstructionism. AI, learning management systems, and interactive digital media can support personalized learning, formative assessment, and the development of scientific literacy, numeracy, and digital literacy when embedded within adaptive instructional frameworks. However, the literature also reveals significant feasibility constraints related to digital access, teacher readiness, and ethical considerations. Therefore, context-aware, low-bandwidth, and teacher-mediated digital solutions are essential to ensure equitable and sustainable science learning in 3T regions.
Scaffolding creativity: Integrating problem-based learning with liveworksheets to enhance poetry writing skills in high school Hanifah, Faridah Umi; Huda, Miftakhul
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3352

Abstract

Classroom observations in an eleventh-grade class at Muhammadiyah 1 Senior High School Sragen revealed low student engagement and limited poetry writing skills. To address this issue, this study examined the implementation of Problem-Based Learning (PBL) supported by Liveworksheets electronic student worksheets in poetry writing instruction. Using a descriptive qualitative case study design, data were collected through classroom observations, interviews with Indonesian language teachers, and questionnaires administered to 26 eleventh-grade students. The data were analyzed thematically following Braun and Clarke’s framework, with credibility ensured through data triangulation. The findings indicate improved student engagement, increased participation in learning tasks, and more positive perceptions of the learning process. Students also demonstrated greater involvement in collaborative dialogue during poetry writing activities. These results suggest that integrating interactive digital worksheets with problem-based learning can enhance student engagement and support the development of poetry writing skills at the senior secondary level.
The effect of the guided discovery learning model on fifth grade students' understanding of the water cycle in the IPAS subject Marta, Ave Vania; Zumrotun, Erna
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3380

Abstract

This study aimed to examine the effect of the Guided Discovery Learning model on fifth-grade students’ conceptual understanding of the water cycle in the IPAS subject. The research employed a one-group pretest–posttest design involving elementary school students as research participants. Students’ conceptual understanding was measured using a test instrument that had been validated through content validity and demonstrated acceptable reliability (Cronbach’s Alpha = 0.706). Data analysis was conducted by first testing the normality of the difference scores (posttest–pretest) using the Shapiro–Wilk test, followed by a paired sample t-test to examine the effect of the intervention. The results showed a significant improvement in students’ conceptual understanding of the water cycle after the implementation of Guided Discovery Learning (p < 0.05). These findings indicate that Guided Discovery Learning effectively supports meaningful learning by actively engaging students in exploration, scientific reasoning, and guided concept discovery. Therefore, this learning model is relevant for enhancing elementary students’ conceptual understanding in science learning, particularly within the context of the Merdeka Curriculum.
Implementing the PEEC technique through classroom action research: A strategy to mitigate adad–ma‘dud errors in beginner-level Arabic writing Sa'diyah, Halimatus; Rusuly, Usfiyatur; Saputri, Intan Nur Fauziah
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3390

Abstract

Mastering writing skills is a fundamental yet challenging aspect of beginner-level Arabic language acquisition, particularly in applying complex grammatical constructs such as adad–ma‘dūd (numeral-noun agreement). Conventional teacher-centered correction methods often fail to facilitate the deep processing required for rule internalization. This classroom action research (CAR) proposes the PEEC (Peer Editing and Error Correction) technique, a novel collaborative strategy integrating peer discussion with immediate corrective feedback to address this pedagogical gap. Conducted over two cycles with 36 first-year students in an intensive Arabic program at a state Islamic university in Malang, the study employed observation, writing tests, and document analysis of student drafts. Results demonstrated significant improvement in writing accuracy. The number of students achieving the mastery criterion rose from 12 (33.33%; average score: 61) in the pre-cycle, to 23 (63.89%; average: 73) in cycle I, and to 32 (88.89%; average: 84) in cycle II. This represents a 55.56% increase in completion rate and a 23-point average score gain, with marked enhancement in adad–ma‘dūd application. The findings confirm PEEC as an effective intervention for developing beginner Arabic writing proficiency, warranting further exploration in diverse instructional contexts.
Improving qur’anic fashahah through the wahdah method: A quasi-experimental study in a madrasah aliyah Firdaus, Muhammad Raffi; Baharudin, Baharudin
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3401

Abstract

While the Wahdah method is widely recognized for increasing the quantity of Qur’anic memorization, its specific effectiveness in improving recitation quality particularly faṣḥahah, encompassing fluency, articulatory accuracy, and proper application of tajwīd rules within formal madrasah settings remains underexplored. Qur’an Hadith instruction at the Madrasah Aliyah level commonly relies on conventional memorization-based practices that insufficiently address these qualitative aspects of recitation. This study aimed to examine the effectiveness of the Wahdah method in enhancing students’ faṣḥahah ability in a formal Madrasah Aliyah context. Using a quasi-experimental posttest-only control group design, the research was conducted at MAN 1 Bandar Lampung and involved two Grade XI classes selected through cluster sampling, assigned as experimental and control groups. Students’ faṣḥahah ability was assessed using a validated performance-based recitation instrument measuring fluency, articulatory precision (makhārij al-ḥurūf accuracy), and correct application of tajwīd rules. Data were analyzed using an Independent Samples t-test after confirming variance homogeneity. The results indicated a statistically significant difference between groups, with the experimental group achieving higher mean faṣḥahah scores than the control group (t (57) = 2.076, p = 0.042). Classroom observations supported these findings, revealing fewer articulation errors and more consistent tajwīd application among students exposed to intensive verse by verse repetition. The study concludes that the Wahdah method is a pedagogically effective approach, offering madrasah teachers a structured and practice-oriented technique to systematically improve students’ faṣḥahah by integrating memorization with sustained recitational accuracy.
The mediating role of learning motivation: An integrated TAM2 and self-determination theory model for e-learning achievement Yuliati, Emi; Rujianto, Eko; Karyono, Giat
Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i1.3572

Abstract

Prior research based on the Technology Acceptance Model 2 (TAM2) has largely emphasized technological and social factors while offering limited insight into how learner motivation translates system acceptance into meaningful learning outcomes. To address this gap, this study integrates TAM2 core constructs, namely Perceived Ease of Use, Perceived Usefulness, and Social Influence, with key motivational drivers, including hedonic, intrinsic, and extrinsic motivation, to examine their combined effects on behavioral intention, learning motivation, and learning achievement in e-learning contexts. Data were collected from 300 e-learning users using a Likert-scale questionnaire and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The results reveal that Perceived Ease of Use strongly influences Perceived Usefulness (β = 0.611, p < 0.001), indicating that simplifying system usability is fundamental for users to recognize the value of e-learning platforms. Perceived Usefulness and Social Influence significantly predict behavioral intention, while motivational factors collectively exert a substantial effect on learning motivation, which in turn strongly enhances learning achievement (β = 0.552, p < 0.001). The proposed model explains a substantial proportion of variance in learning motivation (64%) and learning achievement (55%), demonstrating good predictive relevance within the studied context. Mediation analysis further confirms that learning motivation serves as a key mechanism through which technology acceptance and motivational factors translate into improved learning outcomes. A key practical implication is that e-learning designers should prioritize not only system usefulness and ease of use but also hedonic elements that enhance enjoyment, as this jointly foster learning motivation and ultimately drive learning achievement.

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