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Arief Aulia Rahman
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INDONESIA
Edunesia : jurnal Ilmiah Pendidikan
Published by Natural Aceh
ISSN : 27225194     EISSN : 27227790     DOI : 10.51276
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
As an National or international, multi-disciplinary, the scope of this journal is in education which provides a platform for the publication of the most advanced scientific researches in the areas of education, learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concerns the significance of the contribution to the area of learning and instruction. 1 Educational technology 2 Educational development 3 Learning and teaching 4 Curriculum development 5 Learning environment
Arjuna Subject : Umum - Umum
Articles 39 Documents
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Search results for , issue "Vol. 7 No. 1 (2026)" : 39 Documents clear
Participative Leadership in Indonesian Education: A Systematic Literature Review Rahayuningsih, Retno; Wibowo, Ary Iswanto; Khairunas, Sayyid
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1220

Abstract

This study aims to systematically review the implementation of participatory leadership in Indonesia's educational context, across schools and higher education institutions, using a Systematic Literature Review (SLR) guided by the PRISMA framework. This research collected and analyzed studies from Google Scholar, Scopus, and Web of Science. Of the 780 articles screened, 15 were selected for final analysis. The results reveal that participatory leadership positively influences teacher and lecturer performance, enhances organizational commitment, and fosters innovation. For instance, participatory leadership and teacher motivation accounted for 86% of the improvement in school quality. Several models were identified, including collective, consensus-based, and democratic models, often overlapping with adaptive leadership. Despite its benefits, challenges such as limited leadership capacity and inconsistent implementation persist. This study contributes theoretically by expanding knowledge of educational leadership models and, practically, by offering evidence-based recommendations for academic leaders and policymakers. The findings provide a basis for creating more inclusive and collaborative environments to improve student learning outcomes and institutional performance.
The Use of Puzzle Media to Improve Concentration and Accuracy Skills of Elementary School Students Yasinta, Lucia; Rahangmetan, Hendrikus; Yampap, Umar; Bay, Rudolfus Ruma
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1298

Abstract

The objective of this study is to determine the improvement of students' concentration and accuracy through the use of puzzle media. The method used is classroom action Research, which consists of planning, implementation, observation, and reflection cycles. This Research was conducted at SD, located at Jl. Trans Papua, Mandekman, Ulilin, Merauke, South Papua 99635. The study subjects were 28 third-grade students. Data collection included observations of teacher activities, student activities, students' concentration, and students' accuracy. The data analysis techniques measured were: (1) teacher activity data, (2) student activity data, (3) concentration data, and (4) student accuracy data. The study found that using puzzle media improved students' concentration and accuracy in the second cycle, with a score of 77.90 in the good category. Therefore, the use of puzzle media can be considered effective in enhancing elementary school students' concentration and accuracy. The implications of this study are that puzzle media can be used as a learning strategy to help students focus their attention for longer periods, be more careful in matching puzzle pieces, and interact with them in ways that are gradually, attractively, and concretely attractive, thereby creating a pleasant and non-monotonous learning environment.
Development of RADEC Based E-Modules Integrated with SETS Approach to Green Chemical Materials Nilawati, Nilawati; Mauliza, Mauliza; Oktaviani, Coryna
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1304

Abstract

This research is motivated by the lack of interactive teaching materials integrated with learning models and approaches in green chemistry materials. One potential solution is the development of E-Modules based on the RADEC learning model, integrated with the SETS approach to green chemistry materials. This study aims to analyze the needs, feasibility, practicality, and students' responses to the E-Modules developed. This research is a development research with the ADDIE model. The instruments used are the interview sheet, needs questionnaire, material expert and media expert validation sheet, practicality questionnaire, and learner response questionnaire. The subjects of this study consisted of chemistry teachers and students at SMA Negeri 2 Langsa, SMA Negeri 3 Langsa, and SMA Negeri 5 Langsa. The results of the needs analysis showed 71.43% in the needed category, validation by material and media experts, with Aiken's V scores of 0.91 and 0.95, respectively, both very valid; practicality of 90.40% in the convenient category; and student response of 88.43% in the exciting category. Thus, the RADEC-based E-Module, integrated with the SETS approach to green chemistry materials, is highly feasible as a teaching resource in schools.
The Influence of Canva and PJBL on Elementary School Students' Learning Outcomes: A Literature Review Irawati, Cici; Raharjo, Tri Joko; Subali, Bambang; Widiarti, Nuni
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1347

Abstract

The rapid integration of digital tools in primary education necessitates a robust pedagogical framework to optimize student engagement. This study aims to systematically review the impact of Canva-based learning media combined with the Project-Based Learning (PjBL) model on the learning outcomes of elementary school students. Using a Systematic Literature Review (SLR) approach, 25 high-quality national and international journals were analyzed based on thematic relevance and methodological rigor. The findings indicate that Canva catalyzes visual literacy and student interaction, while the PjBL model fosters a constructive environment for the development of critical and creative skills. The synergy between these two components significantly enhances cognitive outcomes and 21st-century skills, including collaboration and problem-solving. This research contributes to the discourse on digital pedagogy by highlighting how visual-centric tools can bridge the gap between abstract concepts and project execution in early childhood education. Practically, this study provides a strategic framework for elementary teachers to design technology-integrated curricula that are both interactive and goal-oriented. Ultimately, the integration of Canva and PjBL offers a transformative strategy to elevate the quality of digital-based learning in elementary settings.
Analysis of Elementary Teachers' Acceptance of Deep Learning Media for Natural and Social Sciences Materials on Google Site Using UTAUT Mariam, Timtim Siti; Abidin, Yunus; Kurniawan, Dede Tri
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1352

Abstract

The purpose of this study is to examine the perceptions and acceptances of elementary school teachers of deep learning-based learning media for Natural and Social Sciences (IPAS), which was developed using Google Sites. The framework utilized is the Unified Theory of Acceptance and Use of Technology (UTAUT), which provides a foundation to examine the acceptance of technology through the technology user’s perspective. A total of 100 elementary school teachers in Bandung Regency became respondents by filling out an online questionnaire via Google Forms. Data analysis was carried out using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The results of the study indicated that teachers' affective attachment to learning media had a positive and significant influence on the intention to use the media. In contrast, other factors such as performance expectations, social influences, and supporting conditions showed weak or even negative influences. These findings confirm that the adoption of learning technology at the elementary school level requires a more humanistic approach, with an emphasis on the emotional experience of users as the key to increasing effective acceptance of technology.
Android-Based Media for Enhancing Critical Thinking in Elementary Science: A Systematic Review Jazuri, M.; Arbarini, Mintarsih; Subali, Bambang; Widiarti, Nuni
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1355

Abstract

The rapid advancement of information technology has accelerated innovation in learning media, particularly in elementary science education where developing higher-order thinking is critical. This PRISMA-guided systematic literature review examines the effectiveness of Android-based learning media in enhancing elementary students’ critical thinking. Twenty-five peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar, SINTA, and Scopus. Included studies comprised quantitative, qualitative, and mixed methods designs and were appraised for quality. Findings show that Android-based media, including educational games, interactive multimedia, augmented reality applications, and e-modules generally improve engagement and learning outcomes. However, only about one third of the studies explicitly measured critical thinking indicators such as analysis, evaluation, and problem solving, revealing a persistent gap between technological innovation and cognitive assessment. The review highlights pedagogical integration, offline access, and teacher readiness as key factors. Overall, Android-based media present a flexible, accessible option for 21st-century elementary science education with implications for instructional design, policy, and future research.
Integrating TikTok as a 21st Century Learning Innovation: A Quasi-Experimental Study on Student Engagement and Learning Outcomes Lukitasari, Eka; Sari, Dhany Efita
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1358

Abstract

This study aims to examine the effectiveness of using TikTok as a 21st-century learning innovation on students' learning outcomes and engagement in the Spreadsheet subject. The research employed a quantitative approach with a quasi-experimental nonequivalent control group design. The research population consisted of all tenth-grade students of Accounting and Institutional Finance (AKL) at SMK Negeri Banyudono, Boyolali, while the sample comprised 72 students selected through cluster random sampling. Class X AKL 1 was designated as the experimental group receiving TikTok-based instruction, whereas Class X AKL 2 served as the control group with conventional learning methods. Research instruments included learning outcome tests (pre-test–post-test) and a learning activeness questionnaire that met validity and reliability criteria. Data were analyzed using paired sample t-tests and independent sample t-tests. The results indicated a significant difference between the two groups after treatment, with the experimental group showing greater improvements in learning outcomes and student engagement. These findings demonstrate that TikTok is an effective learning medium, enhancing student participation and understanding and contributing to the development of vocational education literature by providing empirical evidence of digital technology integration in the learning process.
The Effect of Integrated Problem-Based Learning SDG Point 6 on Improving Sustainability Literacy of High School Students Amalia, Indriyani; Diana, Sariwulan; Riandi, Riandi
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1366

Abstract

This study aimed to examine the effect of Problem-Based Learning (PBL) integrated with SDG point 6 on students’ sustainability literacy related to water pollution. A quasi-experimental method with a non-equivalent control group pretest–posttest design was employed involving two tenth-grade classes at a senior high school in Garut, selected through convenience sampling. The research instrument consisted of 15 essay questions measuring three aspects of sustainability literacy: knowledge, skills, and mindset. The instrument was validated by experts and demonstrated high reliability (Cronbach’s α = 0.92). Data were analyzed through normality and homogeneity tests followed by an Independent Samples T-test. The results indicated that there was no statistically significant difference in total post-test scores between the experimental class using SDG-integrated PBL and the control class using discovery learning (two-tailed Sig. = 0.07). However, the experimental class showed greater mean improvements, particularly in the skills and mindset aspects, compared to the control class. In conclusion, PBL integrated with SDG 6 shows a tendency to enhance students’ sustainability literacy, especially in terms of skills and mindset, although its overall effect was not statistically significant. The findings imply the need for better alignment between assessment instruments and learning contexts, student habituation to PBL, longer intervention periods, and further analyses to more sensitively evaluate instructional effectiveness.
HOTS Question Analysis in Elementary Mathematics: Focus on Fractions, Geometry, and Comparison Topics in 6th Grade Fadhillah, Rizki Rahmali; Agustin, Erza Mulia; Ramadhanti, Astrid; Alim, Jesi Alexander; Fendrik, Muhammad
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1367

Abstract

This study aims to determine the mathematical ability of sixth-grade students in solving Higher Order Thinking Skills (HOTS) type mathematics problems. This study is a descriptive qualitative study. The study's subjects were sixth-grade students from 3 elementary schools in Pekanbaru City. The methods used in this study include tests, interviews, and documentation. The test consisted of 15 HOTS-type mathematics verification questions. The test results were then explained and supported by interviews and student documentation. The results showed that students' abilities to solve HOTS mathematics problems across three schools differed significantly. Category A schools had an average score of 49.5, which was in the high category. Category B schools (average 20.0, medium category) and Category C schools (average 17.6) showed abilities in Fractions, Geometry, and Comparison that were in the low category. From these results, it can be seen that students have different abilities in solving problems. From the perspective of problem description and solution, students have not fully used concepts and procedures to formulate and solve problems. From a communication perspective, students have not fully written their answers coherently or provided a solution to the problem.
Systematic Literature Review on Digital Technology in Primary School Learning (2020–2025) Prihatini, Atik; Setiawan, Deni; Avrilianda, Decky; Ellianawati, Ellianawati
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1369

Abstract

The rapid development of digital technology has transformed learning practices in primary education. This study aims to examine the effectiveness of digital learning and identify key challenges in its implementation at the primary school level. Using a Systematic Literature Review (SLR) approach, ten empirical studies published between 2020 and 2025 were systematically selected and reviewed following the PRISMA protocol. The findings show that digital-based learning improves students' academic outcomes by an average of 24.2% and enhances learning engagement, particularly when interactive media and digital platforms are integrated into instruction. However, several challenges persist, including limited device availability, inadequate digital infrastructure, and low teacher readiness in adopting technology-supported pedagogy. These barriers particularly affect schools in underserved areas and hinder the equitable implementation of digital learning. The study concludes that digital technology has strong potential to enhance learning effectiveness but requires strategic and context-sensitive integration. The implications highlight the need for blended learning–based curricula, equitable technological access, and continuous teacher professional development to support sustainable and inclusive digital learning in primary schools.

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