cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Ridhwan
Contact Email
ridhwan@stai-tbh.ac.id
Phone
+6285271649607
Journal Mail Official
asatiza@stai-tbh.ac.id
Editorial Address
Jl. Gerilya No. 12 Tembilahan Barat, Riau 29213
Location
Kab. indragiri hilir,
Riau
INDONESIA
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 225 Documents
 19   20   21   22   23 
The effect of Kahoot gamification on students' active participation in informatics learning: A pre-experimental study at an Indonesian madrasah Ana Fitriya; Siti Seituni; Nur Azizah
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3630

Abstract

Low student active participation in Informatics learning remains a persistent challenge in madrasah settings, where conventional and less-interactive teaching methods are still predominantly used. Preliminary observations at MA Sarji Ar-Rasyid revealed that class X students showed minimal engagement during Informatics lessons, characterized by passive learning behaviours and limited responsiveness. While previous studies have demonstrated the effectiveness of Kahoot in improving motivation and learning outcomes, research specifically examining its impact on the construct of active participation within Informatics learning at the madrasah level remains limited. This study aims to determine the influence of Kahoot-based interactive media on students' active participation in Informatics learning. A quantitative approach with a pre-experimental one-group pretest-posttest design was employed. The subjects were all 26 students of class X at MA Sarji Ar-Rasyid, selected through saturated sampling. The instruments, validated through expert judgment, demonstrated good reliability (Cronbach's Alpha = 0.722). Data were collected during the odd semester of the 2025–2026 academic year. The paired sample t-test revealed a significant difference between pretest and posttest scores (t = -8.677, p < .001), with the mean active participation score increasing by 14.788 points from pretest to posttest. These findings indicate that Kahoot-based interactive media significantly enhances students' active participation and can serve as an effective pedagogical strategy for creating more engaging and participatory Informatics learning environments in madrasah settings.
From routine to system: Institutionalizing religious habituation through governance structures in Islamic junior secondary education Yevi Yasmini; Saipul Annur; Fitri Oviyanti
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3635

Abstract

Although religious routine activities are widely implemented in Islamic schools, limited empirical attention has been given to how such programs are structurally embedded within formal governance systems to ensure long-term sustainability. Prior research has primarily focused on measuring student-level outcomes while overlooking the organizational infrastructures that sustain these practices over time. Addressing this gap, this qualitative instrumental single-case study examines how a Morning Religious Program is institutionalized at MTs An Najah Petaling, Banyuasin Regency, South Sumatra, Indonesia, over a six-month period (January–August 2025). Data were collected through non-participant observation, semi-structured interviews with six key institutional actors (principal, Islamic Education teacher, homeroom teacher, student affairs administrator, and two students), and analysis of official documents including schedules, attendance logs, and supervisory reports. The study analyzes four interconnected managerial processes: program planning, implementation, supervision, and evaluation. The findings indicate that sustainability is reinforced through regulated scheduling, explicit task delegation, continuous monitoring, and systematic documentation. These structured routines function as formalized habituation processes that cultivate discipline, shared responsibility, and the gradual normalization of Islamic values, although deeper moral internalization requires complementary pedagogical reinforcement. The study demonstrates that religious habituation becomes sustainable when systematically aligned with formal institutional management structures rather than relying solely on individual initiative, offering actionable insights for Islamic school leaders and policymakers.
Clinical academic supervision and professional identity transformation among PAI teachers in an Indonesian madrasah Eti Tamsiyati; Yuniar Yuniar; Yulia Tri Samiha
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3646

Abstract

Academic supervision in many madrasahs often functions as administrative evaluation rather than professional learning for teachers. This study investigates how clinical academic supervision is enacted, and how it shapes the professional identity development of Islamic Religious Education (PAI) teachers in an Indonesian madrasah. Employing a qualitative phenomenological approach, the research was conducted over one academic semester in an Islamic junior secondary school. Data were generated through in-depth interviews, participatory classroom observations, and document analysis involving a principal, a vice principal, and four PAI teachers. Data analysis followed a phenomenological framework to capture participants' lived experiences. The analysis revealed three central experiential themes: a shift from evaluative control to professional trust, reflective dialogue as a source of pedagogical empowerment, and supervision as a catalyst for professional identity transformation. Through collaborative planning, classroom observation, and reflective feedback, teachers gradually reconceptualized supervision as developmental support rather than bureaucratic monitoring. These findings demonstrate that clinical academic supervision can operate as a transformative professional learning practice when grounded in dialogic reflection and trust. The study contributes to expanding instructional leadership scholarship by highlighting how supervision supports the reconstruction of PAI teacher identity within the distinctive context of madrasah education.
The synergistic contribution of pedagogical competence and digital media to elementary students' learning interest: A TPACK perspective Khoirun Nissa Febriyanti Sholikah; Sabar Narimo; Murfiah Dewi Wulandari
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3653

Abstract

Students’ learning interest is an important factor in supporting engagement and achieving optimal learning outcomes in elementary education. In response to the increasing integration of digital technology in educational practices, teachers are expected to possess strong pedagogical competence and effectively utilize digital learning media. This study aimed to analyze the contribution of teacher pedagogical competence and digital learning media to the learning interest of fifth-grade students at SD Al Islam 2 Jamsaren Surakarta, both partially and simultaneously, from a TPACK perspective. This study employed a quantitative correlational design involving 86 students selected from a population of 110 through simple random sampling based on the Isaac and Michael sampling formula. Data were collected using closed-ended questionnaires with a Likert scale and analyzed through multiple linear regression after classical assumption testing. The results showed that teacher pedagogical competence and digital learning media significantly contributed to students’ learning interest, both partially and simultaneously (p < 0.05), with pedagogical competence demonstrating a stronger contribution. The regression model explained 52.9% of the variance in students’ learning interest (R² = 0.529). These findings indicate that strengthening pedagogical competence accompanied by the meaningful use of digital learning media can support the development of students’ learning interest and improve instructional quality in elementary education.
The effectiveness of mindfulness-based learning in improving students' motivation and academic achievement in Islamic religious education: A quasi-experimental study Syifaul Fauziah; Sella Nofriska Sudrimo; Muhammad Satir
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3654

Abstract

Learning in Islamic Religious Education at the senior high school level is frequently characterized by teacher-centered instructional practices that may limit students’ engagement, learning motivation, and academic achievement. Although mindfulness-based learning has been widely discussed in educational research, empirical evidence regarding its implementation in Islamic Religious Education remains limited, particularly at the senior high school level in Indonesia. Therefore, this study aimed to examine the effectiveness of mindfulness-based learning in improving students’ learning motivation and academic achievement in Islamic Religious Education at SMA GUPPI Salawati, Sorong Regency. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of all 33 eleventh-grade students, who were grouped into an experimental class (n = 16) and a control class (n = 17). Data were collected using a learning motivation questionnaire based on the ARCS model and a cognitive achievement test developed according to Bloom’s Taxonomy and analyzed using descriptive statistics and the Mann–Whitney U test. The findings showed that students in the experimental group achieved higher learning motivation (M = 62.94) and learning outcomes (M = 85.63) than students in the control group (M = 33.41; M = 65.29), with statistically significant differences (p < 0.001). The experimental group also demonstrated greater improvement in both variables than the control group. These findings indicate that mindfulness-based learning may serve as an effective instructional approach to support student engagement and improve learning outcomes in Islamic Religious Education.
Fostering student questioning in Islamic education: The learning start with a question strategy in a vocational high school Annisa Salsabila Firdausia; Chairul Anwar; Era Octafiona
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3658

Abstract

This study aims to analyze the planning, implementation, and supporting and inhibiting factors of the Learning Start with a Question (LSQ) strategy in fostering student questioning in Islamic Religious Education at a vocational high school, SMKN 1 Kebun Tebu. Although previous research shows that student-centered strategies improve engagement, limited attention has been given to how LSQ specifically fosters questioning skills in Islamic Religious Education within vocational schools. Few studies have examined its planning and implementation challenges in this setting. This qualitative case study involved students and an Islamic Religious Education teacher. Data were collected through observations, interviews, and documentation. Findings show LSQ was implemented through structured stages: providing learning stimuli, student-generated questions, class discussions, and teacher reinforcement. Student participation increased noticeably, from only a few students asking questions initially to many more actively participating after several meetings. The strategy gradually fostered students' questioning skills in relevance, clarity, and depth, with some students demonstrating higher-order thinking, though variations remained. To address initial shyness, the teacher used written questioning and small-group discussions, which engaged previously passive students. However, a small number remained less active, indicating the need for continued support. Supporting factors included contextual media and active teacher facilitation, while cognitive ability differences remained a challenge. This study provides empirical evidence and a practical implementation model of LSQ for Islamic Religious Education teachers in vocational schools.
How Islamic values shape classroom governance in a child-friendly school Lini Suryani; Karoma Karoma; Afriantoni Afriantoni; Rohmadi Rohmadi
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3659

Abstract

Classroom governance plays an important role in shaping student well-being, participation, and inclusive learning environments. Although values-based leadership has received increasing scholarly attention, limited studies have examined how religious educational values are operationalized as practical governance mechanisms within classroom settings, particularly in public schools. This study aimed to investigate how Islamic educational values are operationalized within classroom governance structures to support a child-friendly learning environment. This study employed a qualitative single-case study design conducted at SD Negeri 50 Prabumulih, Indonesia. Data were collected through semi-structured interviews with school leaders, teachers, students, and parents, complemented by classroom observations and document analysis. Data were analyzed using reflexive thematic analysis. The findings revealed that Islamic educational values were systematically translated into classroom governance through five interrelated practices: participatory rule formation, relational authority structures, humanistic behavioral regulation, reflective monitoring, and collaborative accountability. Principles such as ‘adl (justice), rahmah (compassion), amanah (responsibility), and la darar wa la dirar (non-harm) functioned as procedural governance mechanisms that guided classroom interaction, decision-making, and behavioral regulation. Rather than reducing teacher authority, these practices reconfigured authority into a more participatory and ethically grounded form. This study contributes to educational leadership scholarship by demonstrating how religious ethical values can function as operational governance mechanisms and strengthen values-based classroom governance within contemporary public education contexts.
The effect of Quizizz-assisted gamification on fourth-grade students' learning outcomes in Indonesian language subject: A pretest-posttest study Elma Guspinda; Septian Peterianus
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3670

Abstract

Despite the growing body of research on gamification in elementary education, empirical evidence specifically examining its effectiveness in Indonesian language instruction within the context of the Merdeka Curriculum remains limited. This study aimed to examine the effect of Quizizz-assisted gamification on fourth-grade students' learning outcomes in the Indonesian language subject at SDN 19 Tanjung Tengang, West Kalimantan, Indonesia. A quantitative pre-experimental method with a one-group pretest-posttest design was employed, involving 27 students selected through total sampling. The intervention consisted of six instructional sessions using Quizizz-based gamification activities incorporating points, leaderboards, badges, time limits, and immediate feedback. Data were collected using a validated 20-item multiple-choice test (Aiken's V > 0.80, Cronbach's α = 0.709) measuring reading comprehension, vocabulary understanding, and language rule application. The findings revealed a significant improvement in learning outcomes, with mean scores increasing from 66.96 (SD = 6.636) in the pretest to 85.04 (SD = 5.080) in the posttest. The paired-sample t-test indicated a statistically significant difference, t(26) = 3.05, p < .001, with a very large effect size (Cohen's d = 3.00). Beyond academic achievement, Quizizz enhanced students' motivation, engagement, and active participation. These findings suggest that Quizizz-assisted gamification is a promising instructional strategy for improving elementary Indonesian language learning outcomes. However, the absence of a control group precludes causal attribution, and future research employing randomized controlled trials with larger, more diverse samples is recommended to establish causality and examine long-term knowledge retention.
Teacher creativity in moral education to strengthen religious moderation: A case study at an elementary school in Bima city, Indonesia Faidah Safriatun; Abdussahid Abdussahid; Hermansyah Hermansyah
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3672

Abstract

Strengthening religious moderation through moral education has become increasingly important in elementary education. However, previous studies have largely examined character education and religious moderation separately, while limited attention has been given to how teacher creativity supports the internalization of religious moderation values in primary school contexts. This study aims to explore how teacher creativity in moral education contributes to strengthening religious moderation among students at State Elementary School 12 Sarae, Bima City, Indonesia. This research employed a qualitative case study design involving one principal, four teachers, and twelve students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, supported by source and method triangulation. The findings indicate that teacher creativity was reflected in storytelling, interactive learning activities, habituation practices, and teacher role modeling, which supported the internalization of tolerance, empathy, cooperation, and respect in students’ daily interactions. Challenges remained in designing innovative moral learning experiences and integrating moderation values consistently into classroom instruction. This study contributes by providing contextual insights into how creative moral education practices support religious moderation in elementary education within a socio-religious community setting.
The dominant role of principals’ supervisory competence over leadership style and managerial competence in influencing teacher performance: A study from Indragiri Hilir Regency Lukmanul Aminudin; Shely Cathrin; Agung Purwa Widiyan
Asatiza: Jurnal Pendidikan Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i2.3678

Abstract

Despite extensive research on school leadership and teacher performance, limited empirical evidence has compared the relative influence of principals' leadership style, managerial competence, and supervisory competence within geographically challenging educational settings. This study addresses this gap by examining the individual and combined effects of these three competencies on teacher performance in elementary schools in Mandah District, Indragiri Hilir Regency, Indonesia. Employing a quantitative explanatory design, data were collected from 190 teachers selected from a population of 363 using proportional sampling based on the Slovin formula. A validated and reliable questionnaire was utilized, and data were analyzed using multiple linear regression, t-tests, and F-tests. The findings revealed that principals' supervisory competence was the only variable exerting a positive and statistically significant effect on teacher performance (β = 0.255, p = 0.002). Conversely, leadership style (p = 0.247) and managerial competence (p = 0.257) did not demonstrate significant individual effects. However, the simultaneous test indicated that leadership style, managerial competence, and supervisory competence collectively exerted a significant influence on teacher performance (F = 5.532, p = 0.001). The results identify supervisory competence as the most dominant predictor of teacher performance, underscoring the critical role of continuous supervision, professional guidance, and instructional support in enhancing teachers' effectiveness. These findings suggest that educational improvement initiatives should prioritize strengthening principals' supervisory competence while maintaining the balanced development of leadership and managerial capabilities.

Page 22 of 23 | Total Record : 225

 19   20   21   22   23 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026): Asatiza: Jurnal Pendidikan Vol. 7 No. 1 (2026): Asatiza: Jurnal Pendidikan Vol. 6 No. 3 (2025): Asatiza: Jurnal Pendidikan Vol. 6 No. 2 (2025): Asatiza: Jurnal Pendidikan Vol. 6 No. 1 (2025): Asatiza: Jurnal Pendidikan Vol. 5 No. 3 (2024): Asatiza: Jurnal Pendidikan Vol. 5 No. 2 (2024): Asatiza: Jurnal Pendidikan Vol. 5 No. 1 (2024): Asatiza: Jurnal Pendidikan Vol. 4 No. 3 (2023): Asatiza: Jurnal Pendidikan Vol. 4 No. 2 (2023): Asatiza: Jurnal Pendidikan Vol. 4 No. 1 (2023): Asatiza: Jurnal Pendidikan Vol. 3 No. 3 (2022): Asatiza: Jurnal Pendidikan Vol. 3 No. 2 (2022): Asatiza: Jurnal Pendidikan Vol. 3 No. 1 (2022): Asatiza: Jurnal Pendidikan Vol. 2 No. 3 (2021): Asatiza: Jurnal Pendidikan Vol. 2 No. 2 (2021): Asatiza: Jurnal Pendidikan Vol. 2 No. 1 (2021): Asatiza: Jurnal Pendidikan Vol. 1 No. 3 (2020): Asatiza: Jurnal Pendidikan Vol. 1 No. 2 (2020): Asatiza: Jurnal Pendidikan Vol. 1 No. 1 (2020): Asatiza: Jurnal Pendidikan More Issue