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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 225 Documents
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Qur’anic literacy practices in Islamic religious education learning at senior high schools from lafdziyyah to amaliyah Fadhilah Sukmawati Tanjung; Aceng Kosasih; Cucu Surahman
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.v7i2.3687

Abstract

A gap exists between senior high school students' ability to read the Qur'an and their capacity to understand and apply its values in daily life, particularly within Islamic Religious Education (IRE) at the identity formation stage. While previous studies have focused on program evaluation or habituation, limited research has directly examined how Qur'anic literacy practices unfold in intracurricular classroom learning. This study aims to explore various Qur'anic literacy practices and examine their implementation in IRE learning. Employing a qualitative descriptive approach, this study was conducted in three public senior high schools involving three IRE teachers and 60 tenth-grade students. Data were collected through interviews and document analysis of lesson plans and learning materials. The findings reveal that Qur'anic literacy practices are implemented diversely and contextually through recitation habituation, contextual verse interpretation, and experiential learning activities. The learning process progresses from reading and writing abilities (lafdziyyah) to understanding (maknawiyah), and begins to move toward application (amaliyah), although this progression remains uneven among students. Notably, while some students demonstrate the ability to relate Qur'anic values to daily behavior, others remain at the comprehension level without consistent practice. These practices are strengthened by school culture (Living Qur'an) and students' capacity to connect verses to real-life situations (critical thinking). This study contributes empirical evidence on the continuum of Qur'anic literacy from lafdziyyah to amaliyah in Indonesian secondary IRE contexts, an area previously underexplored in the literature.
Analyzing constructive alignment in Islamic religious education learning design for HOTS integration at SMAN 17 Surabaya Ahmad Sayyidiman Hamidalloh; Irma Soraya
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.v7i2.3688

Abstract

This research is motivated by the demand for the development of Higher Order Thinking Skills (HOTS) in Islamic Religious Education (PAI) learning, which has not been fully implemented optimally, particularly in terms of the alignment of learning design. This study aims to analyze PAI learning design based on constructive alignment and examine the alignment between learning objectives, learning activities, and assessments in supporting HOTS at SMAN 17 Surabaya. This research employed a qualitative approach with a case study. Data were collected through interviews with one PAI teacher and documentation studies of 3 teaching modules and related learning tools. The results show that the learning design has oriented towards the principle of constructive alignment, but its implementation is still partial, mainly due to limited teacher competence in designing HOTS-based assessments and the dominance of traditional teaching practices. Learning objectives reflect HOTS, but activities and assessments do not fully support it. For example, some learning objectives require students to “analyze” social deviant behavior (C4 level), while the corresponding learning activities only ask students to “explain” concepts through lecture and simple discussion, and the assessment items mainly measure understanding using multiple-choice and short-answer questions. This indicates a clear misalignment between intended outcomes, instructional activities, and assessment practices. As a result, HOTS development is not optimally achieved. This study emphasizes the importance of designing learning in an integrative and aligned manner, as well as strengthening teacher capacity in developing HOTS-oriented activities and assessments to ensure effective learning outcomes.
Teacher creativity in AI-Based media: Predicting elementary students' interest and achievement in social studies Mohamad Mabarun; Salsabila Rizki Rofikoh; Tutuk Ningsih
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.v7i2.3689

Abstract

Despite the growing adoption of AI-based learning media in elementary education, teachers' pedagogical creativity in optimizing these tools remains underexplored, particularly in Social Studies (IPS) within the Society 5.0 framework. Previous studies have focused on technology adoption and learning effectiveness at secondary and higher education levels, with limited attention to how teacher creativity bridges AI integration and student outcomes at the elementary level. This study addresses this gap by analyzing the effect of teachers' creativity in using AI-based learning media on elementary students' learning interest and learning outcomes. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, a quantitative ex-post facto design was employed at MI Muhammadiyah Baruamba, involving 68 students in grades IV to VI. Data were collected through a teacher creativity questionnaire, a learning interest questionnaire, and a learning achievement test. Simple and multiple linear regression analyses revealed that teacher creativity significantly affects learning interest (β = 0.634; R² = 0.402; p < 0.05) and learning outcomes (β = 0.608; R² = 0.370; p < 0.05). Simultaneously, teacher creativity accounts for 72.9% of the explained variance across both outcomes (R² = 0.729; p < 0.05). These findings indicate that teachers' pedagogical creativity in integrating AI-based media enhances students' emotional engagement and academic achievement, confirming TPACK as a useful theoretical lens for understanding technology-enhanced elementary learning. The study suggests that professional development programs should prioritize pedagogical creativity alongside technical AI competencies.
IT automation versus conventional systems in private universities: TAM and JD-R predictors of academic outcomes in Kupang city Adrianus Aluman; Sarlianus Poma
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.v7i2.3690

Abstract

A significant gap exists in quantitative comparative research on IT-based automation versus conventional systems in resource-constrained regional universities, particularly in eastern Indonesia. This study addresses this gap by examining comparative associations between IT-based and conventional systems at private universities in Kupang City, East Nusa Tenggara. Guided by the Technology Acceptance Model (TAM) and Job Demands-Resources (JD-R) theory, a quantitative cross-sectional survey was conducted. A two-stage sampling procedure yielded 215 valid respondents (130 students, 55 lecturers, 30 administrative staff). A 36-item Likert-scale questionnaire demonstrated satisfactory internal consistency (Cronbach's α = .81 to .87). Independent samples t-tests and multiple regression (SPSS v.25) revealed that IT-adopting institutions reported significantly higher student engagement (M = 3.82 vs. 3.31, p < .001), academic productivity (M = 3.91 vs. 3.28, p < .001), and lecturer effectiveness (M = 3.75 vs. 3.29, p = .003). Regression showed perceived usefulness (β = .41, p < .001) and perceived ease of use (β = .29, p = .002) as the strongest productivity predictors (R² = .56). However, IT-adopting institutions also reported higher technostress and reduced face-to-face peer interaction. These findings suggest that a hybrid model may optimize outcomes. This study contributes comparative evidence from an under-researched regional context.
Wayground gamification and learning motivation in economics: An SDT-Based study with grade x students Aisyah Luluan Maknun; Erni Harlina Isdiati
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.v7i2.3691

Abstract

Learning media tailored to students' characteristics can enhance motivation. However, previous studies have measured motivation as a general construct without grounding it in specific theory. Limited research has examined how gamification features in Wayground align with Self-Determination Theory (SDT) components, namely autonomy, competence, and relatedness, in the context of Economics education. This study addresses this gap by measuring the effect of SDT-based Wayground gamification on students' motivation to learn Economics through these three psychological needs. A quantitative quasi-experimental design with a posttest-only control group was employed. The study population consisted of 10th grade students at State High School 12 Semarang, selected via convenience sampling. The final sample comprised classes X-E5 (n=31) and X-E6 (n=32). Prior semester academic grades indicated comparable baseline abilities (experimental: 70; control: 70.4). The results showed that the average posttest learning motivation score for the experimental group (57.03) was higher than that of the control group (50.72). An independent t-test revealed a significant difference (p = 0.003), with a medium-to-large effect size (Cohen's d = 0.78). Sub-scale analysis based on SDT further indicated that Wayground particularly enhanced students' autonomy and relatedness, while competence showed improvement to a lesser extent. These findings suggest that Wayground has a significant effect on learning motivation for 10th grade students, specifically for market-related Economics topics. The implementation of Wayground is effective in enhancing students' learning motivation in Economics. Future research should employ longitudinal designs with multiple sessions to examine long-term motivation retention.

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