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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 241 Documents
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Selective adaptation and teacher agency in cascaded professional learning: A study of primary English teachers in Indonesia Tasman Sanhas; Titin Rahmiatin Rahim; Syarif Amin; Abdul Halim; Mark Ren D Villaflor; Maulina Maulina
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3697

Abstract

Teacher professional learning increasingly emphasizes collaborative and sustainable approaches that improve instruction within school communities. This qualitative descriptive study explored how primary English teachers in Indonesia experienced and enacted Cascaded Professional Learning (CPL) within the Merdeka Curriculum. Data were collected through stimulated recall interviews, focus group discussions, and artefact analysis of lesson plans, teaching modules, and reflective journals involving eleven purposively selected primary English teachers in Kendari, Indonesia. Data were analyzed thematically, with trustworthiness established through triangulation and member checking. The findings indicate that leadership support-initiated teachers’ engagement in CPL, while collaborative knowledge sharing sustained professional learning. Teachers demonstrated agency through selective adaptation, modifying and combining training-based practices in response to students’ needs, classroom conditions, and instructional goals. Formative assessment and student-centered learning were widely adopted, whereas Understanding by Design (UbD) and the 5E instructional model were frequently simplified, integrated with existing routines, or partially implemented to accommodate classroom realities. Collaboration functioned not merely as knowledge transfer but also as a process of collective reflection and contextualized sense-making. Overall, CPL emerged as an adaptive and context-responsive professional learning process that strengthened teacher agency and supported instructional improvement in Indonesian primary English language teaching contexts.
Wordwall-integrated e-module based on deep learning to enhance reading literacy in fifth-grade elementary students Muh. Niamur Ridho; Munirah Munirah; Siti Suwadah Rimang
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3723

Abstract

This study was motivated by low reading interest and literacy skills among elementary school students, partly associated with teacher-centered and textbook-based instruction. Previous studies on e-modules have largely emphasized gamification without integrating deep learning principles to support reading literacy. This study aimed to develop a Wordwall-integrated e-module based on deep learning and examine its validity, practicality, and effectiveness in improving the reading literacy of fifth-grade elementary school students. The e-module incorporated mindful, joyful, and meaningful learning activities through its content and interactive Wordwall exercises. Using a Research and Development design, the study adopted the ADDIE model comprising analysis, design, development, implementation, and evaluation. Participants were 24 fifth-grade students. Data were collected through expert validation, teacher and student response questionnaires, classroom observations, and learning outcome tests. Data were analyzed using a paired-samples t-test and N-Gain analysis. The results indicated that the e-module achieved a validity score of 94.90%, categorized as highly valid, and demonstrated high practicality based on teacher and student responses. Its effectiveness was indicated by an increase in the mean reading literacy score from 49.17 on the pretest to 86.88 on the posttest. The paired-samples t-test showed a statistically significant difference (p < .05), while the N-Gain score of 0.7417 was categorized as high. These findings suggest that the Wordwall-integrated e-module provides an interactive and deep-learning-oriented resource for supporting reading literacy among fifth-grade students.
Development and effectiveness of an interactive E-Module with HOTS integration for Lathe Machine parts: A quasi-experimental study Rendi Febrianto; Muhammad Khumaedi; Kriswanto Kriswanto
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3725

Abstract

Low student achievement and limited interactive digital media remain challenges in learning lathe machine parts at vocational schools. This study developed and examined the effectiveness of an interactive flipbook e-module using Heyzine to improve Grade XI Machining Engineering students’ learning achievement at SMK Satya Praja 2 Petarukan. The study employed a Research and Development (R&D) design using the 4D model, followed by a quasi-experimental pretest-posttest control group design involving 60 students, with 30 in the experimental group using the interactive e-module and 30 in the control group using printed textbooks. Expert validation indicated that the e-module was highly feasible (CVI = 0.96; Agreement = 97%). The achievement test comprised 25 valid and reliable items (Cronbach’s α = 0.848). Data were analyzed using an independent-samples t-test for posttest scores and a Mann-Whitney U test for N-Gain scores. The pretest showed no significant difference between groups (p = 0.134). Posttest results indicated a significant difference (t = 3.273, df = 58, p = 0.002), with higher mean scores in the experimental group (78.93) than in the control group (69.86). The effect size was large (Cohen’s d = 0.84). N-Gain was moderate in the experimental group (0.38) and low in the control group (0.15), although the difference was not significant (U = 416.500, Z = -0.497, p = 0.619). The interactive flipbook e-module significantly improved posttest achievement with a large practical effect compared with printed textbooks.
Seblak edukasi: Integrating gamification and local culinary culture to enhance students' behavioral engagement in Islamic religious education Hanna Syahida Alawi; Ferri Ardianzah
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3910

Abstract

Islamic Religious Education (IRE), particularly instruction on patriotism and religious moderation, continues to face challenges in fostering students’ behavioral engagement in classroom learning. Although previous studies have demonstrated the potential of gamification to enhance participation, most have relied on digital quiz platforms and have rarely incorporated local culinary culture as a contextual learning medium. This study aimed to develop and evaluate Seblak Edukasi, a gamification-based learning medium integrating local culinary culture to enhance students’ behavioral engagement in IRE. A convergent mixed-method design was employed with 35 twelfth-grade students at SMAN 1 Karas. Qualitative data were obtained through structured classroom observations, while quantitative data were analyzed descriptively by comparing students’ engagement before and after implementation. Behavioral engagement was operationalized through students’ participation in asking and answering questions, expressing opinions, engaging in discussions, and completing learning tasks. The Seblak theme was selected as a familiar local culinary heritage that provided a culturally meaningful context for exploring national identity, unity, patriotism, and religious moderation. The findings indicated positive student responses and increased active participation, from 7 students (20%) before implementation to 33 students (94%) afterward. Observations further showed greater willingness to participate in discussions, ask and answer questions voluntarily, and complete learning challenges. These findings suggest that integrating gamification with culturally relevant local culinary elements can foster engaging and contextually meaningful IRE learning experiences. However, given the single-class setting and limited implementation period, the findings should be interpreted cautiously. Further research involving larger samples and more rigorous designs is warranted.
Constructing tolerance and social inclusion through classroom interaction: A case study of civic education learning in an Indonesian Islamic university Ayu Windarsih; Zamakhsari Zamakhsari; Adhi Setiyawan
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3924

Abstract

This study examines the development of academic tolerance, social inclusion, and the enactment of Islamic educational values in Civic Education learning among university students from diverse educational backgrounds. A qualitative case study was conducted with 20 second-semester students in the Arabic Language Education Program at UIN Sunan Kalijaga Yogyakarta. Data were collected through classroom observations across eight learning sessions and semi-structured interviews, and analyzed thematically using Miles, Huberman, and Saldaña’s interactive model. The findings identify three interconnected processes. First, academic tolerance emerged through students’ recognition of, respect for, and constructive responses to diverse perspectives during classroom discussions. Second, social inclusion developed through collaborative participation, particularly in small-group discussions and joint assignments that brought students from different educational backgrounds into sustained interaction. Third, Islamic educational values, including tasamuh, ta’awun, musawah, and al-‘adl, were enacted through authentic learning experiences embedded in instructional design and classroom interactions rather than delivered as separate doctrinal content. These processes indicate that tolerance, inclusion, and Islamic values function synergistically: tolerance enables the acceptance of difference, inclusion facilitates meaningful participation and interpersonal engagement, and Islamic values provide an ethical framework for sustaining such interactions. The study highlights the potential of value-based collaborative learning to cultivate a tolerant and inclusive academic culture in Islamic higher education.
Digital media in elementary civic education: A systematic review of benefits, gaps, and methodological weaknesses Sakhiyyah Kumala; Neysa Dwi Syahrani; Muh Faizal Nur Aslam; Muhammad Arif Al Fikri
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3969

Abstract

Digital media has become increasingly integrated into elementary civic education, yet the extent to which its reported benefits reflect robust pedagogical effects remains unclear. This systematic review synthesizes empirical evidence on digital media in elementary civic education, focusing on learning outcomes, motivation, student engagement, critical thinking, and methodological limitations. Following PRISMA guidelines, searches were conducted in Scopus and Google Scholar for journal articles published between 2023 and June 2026. Studies were included if they examined digital media in elementary civic education, involved elementary students or teachers, reported empirical findings, and were indexed in Scopus or Sinta 1–3. Twenty studies met the inclusion criteria and were analyzed using descriptive and inductive thematic analysis, supplemented by a four-item research quality assessment. Canva and gamification- or quiz-based platforms, particularly Wordwall, Quizizz, and Kahoot, were the most frequently examined media. Across the reviewed studies, digital media was associated with reported gains in learning outcomes, motivation, and student engagement. However, the evidence base remains methodologically limited. Most studies used single-group or pretest–posttest designs without control groups, limiting causal attribution. Motivation was generally assessed immediately after intervention, leaving its long-term sustainability unexamined. Only three studies explicitly assessed critical thinking, with limited evidence of higher-order cognitive assessment. Overall, research has emphasized immediate learning responses rather than sustained motivation and deeper civic competencies. Future studies should prioritize comparative and controlled designs, longitudinal assessment, validated measures of higher-order thinking and civic-value development, and developmentally appropriate media aligned with instructional objectives and classroom conditions.
Integrating Canva into project-based learning to enhance students' creative writing skills: A classroom action research at an Indonesian junior high school Indra Kurnia; Sri Wahyuni; Mahfudzoh Mahfudzoh; Nuraeni Nuraeni; Erna Megawati; Merry Lapasau
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.3982

Abstract

The low creativity of eighth-grade students in short story writing at SMPN 2 Pangkalan was reflected in repetitive plots, limited idea development, and weak originality. Although previous studies have reported the benefits of Canva and Project-Based Learning (PjBL), few have examined their combined use to improve creative writing among Indonesian junior high school students. This study addresses this gap by investigating the effectiveness of Canva-based PjBL in this context. A two-cycle Classroom Action Research (CAR) based on the Kemmis and McTaggart model was conducted with 30 students. Creativity was assessed using Williams’ four dimensions: fluency, flexibility, originality, and elaboration. Quantitative data were descriptively analyzed, while qualitative data from observations and interviews were analyzed using the Miles, Huberman, and Saldáña model. The intervention involved visual mood boards, premise brainstorming, collaborative story writing, and a digital gallery with peer feedback included. In Cycle I, the limited presentation time reduced opportunities for discussion and feedback. This issue was resolved in Cycle II by extending the sessions and using a more structured peer review process. Students’ average creativity scores increased from 58.4 in the pre-cycle to 71.6 in Cycle I and 85.5 in Cycle II. Overall, 86.7% of students achieved the high creativity category, exceeding the 75% success criterion. These findings suggest that Canva-based PjBL is an effective and practical approach to enhancing creative writing in accordance with the Merdeka Curriculum. However, the results are limited to one class, and uneven internet access outside school may affect broader implementation.
The experimental method in integrated science and social studies learning: A classroom action research on fifth-grade students' process and outcomes Andika Dwi Saputra; Subhanadri Subhanadri; Nurlev Avana
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.4028

Abstract

Although previous studies have reported improvements in science learning following the use of experimental methods, limited attention has been given to the pedagogical processes underlying these improvements and their applicability across conceptually different topics within a single classroom action research sequence. This study aimed to improve the learning process and outcomes of fifth-grade students in Science and Social Studies (IPAS) through the experimental method. The study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model and was conducted in two cycles, each comprising two meetings, involving 23 fifth-grade students with heterogeneous academic abilities. Data were collected through teacher and student activity observation sheets and end-of-cycle achievement tests and analyzed descriptively. The findings demonstrated progressive improvements in student learning outcomes, with the mean score increasing from 69.13 at baseline to 75.22 in Cycle I and 81.52 in Cycle II. Classical mastery increased from 39.13% at baseline to 56.52% in Cycle I and 95.65% in Cycle II. Teacher activity implementation increased from 70.31% to 93.75%, while student activity increased from 64.29% to 95.24%. Improvements were observed across two conceptually distinct topics: mixtures and solutions in Cycle I and heat and its transfer in Cycle II. These findings suggest that experimental activities, when supported by structured procedural guidance and systematic reflection, can facilitate improvements in classroom participation and learning achievement in elementary IPAS. However, given the single-class CAR design without a comparison group, these findings should be interpreted as intervention-associated improvements rather than definitive evidence of a causal effect.
From Gamification to generative AI: A bibliometric mapping of digital game-based English language learning research (2016–2026) Noval Try Ajunda; Angga Prasongko; Erwin Hari Kurniawan
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.4051

Abstract

Digital and interactive games have transformed language pedagogy through low-anxiety, interactive environments. Unlike prior general computer-assisted language learning (CALL) reviews, this study focuses exclusively on mapping digital game-based learning (DGBL) in English skill development. Guided by the PRISMA framework, bibliographic metadata were retrieved from Scopus. While Scopus-only coverage limits generalizability across unindexed databases, it ensures high-quality peer-reviewed records. From an initial retrieval of 6,128 raw records published between 2016 and July 2026, screening against predefined relevance criteria peer-reviewed English-language journal articles and conference proceedings evaluating game-based English acquisition yielded a final dataset of 579 studies. Performance analysis and network visualization executed via VOSviewer and Bibliometrix reveal a shift from a Foundational Phase (2016–2020) to an Accelerated Integration Phase (2021–July 2026) driven by immersive tools and AI. Asian EFL jurisdictions dominate output, led by China (47.0%) and Indonesia (9.1%). Temporal keyword mapping shows an evolution from basic gamification mechanics to learning analytics, federated learning, and generative AI. Despite growth, critical gaps persist regarding long-term linguistic retention and complex speaking/pragmatic competencies, which our structural mapping reveals more clearly than prior broad syntheses. Given the dominance of Asian EFL contexts and the strong focus on foreign language anxiety reduction, educational policymakers and curriculum designers should integrate accessible, low-fidelity gamified tools into task-based curricula while investing in teacher digital literacy to foster equitable and pedagogically sound language instruction.
Exploring the implementation of Talk Hunt media in English-Speaking learning at madrasah ibtidaiyah Lutfiyan Nurdianah; Faizatul Munawaroh
Asatiza: Jurnal Pendidikan Vol. 7 No. 3 (2026): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v7i3.4059

Abstract

This study aims to describe the process of implementing the “Talk Hunt” media in English-speaking skills instruction and to analyze the proponent and obstacle factors among 4th grade students at MI Al Fithrah in Surabaya. This study is based on preliminary observations indicating that students’ speaking skills remain low, as evidenced by low self-confidence, limited vocabulary, and difficulty constructing simple sentences orally. The study used a descriptive qualitative approach, with 23 4th grade students as participants and the English teacher as a supporting informant. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model, with triangulation across sources. The results showed that students’ performance during the implementation of the “Talk Hunt” media was in the “very good” category, as assessed across five aspects of speaking skills: pronunciation, vocabulary, grammar, fluency, and comprehension, evaluated using a single observation instrument. Proponent factors included the game’s suitability for student characteristics, a pleasant learning atmosphere, and group cooperation. In contrast, obstacle factors included time constraints, student nervousness, limited vocabulary, and challenges in classroom management. Unlike previous Talk Hunt studies, which generally focused on media use in isolation for specific interests or vocabulary, this study emphasizes the overall implementation process, providing a more comprehensive picture and serving as a practical guide for teachers designing active, low-anxiety English-speaking lessons for elementary school. This study contributes empirical evidence about how Talk Hunt is implemented and what speaking performance and contextual conditions are observable during a single lesson.

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