Edunesia : jurnal Ilmiah Pendidikan
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
Articles
45 Documents
Search results for
, issue
"Vol. 7 No. 1 (2026)"
:
45 Documents
clear
<![CDATA[The Effectiveness of Learning Song Media on Learning Outcomes in the Science Food Chain ]]>
<![CDATA[Zana, Lisa Haqiqul]]>;
<![CDATA[Afrijal, Afrijal]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1432
<![CDATA[Low science learning outcomes in elementary schools are often caused by conventional methods that are less interesting, so students are passive and have difficulty understanding abstract concepts. This study aims to measure the effectiveness of song media in improving science learning outcomes for fifth-grade students at SDN 1 Panca Jaya. This study employed a quantitative, quasi-experimental design with a sample of 38 students divided into two groups: an experimental group that used songs and a conventional control group. This study collected data through observation, tests, and documentation. The test was conducted twice: a pre-test and a post-test. Data analysis was conducted by calculating the N-Gain to assess improvements in student learning outcomes. The results showed that the average post-test and N-Gain of the experimental group were higher than the N-Gain of the control group, namely 0.85. This indicates that song media is effective in creating a fun learning atmosphere and facilitating understanding of the material. It was concluded that song media can be an effective learning strategy to improve student learning outcomes in science.]]>
<![CDATA[The Effect of Snakes and Ladders Game on Students’ Science Literacy on Solar System Materials in Elementary School ]]>
<![CDATA[Soleha, Siti]]>;
<![CDATA[Ariefka, Reza]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1463
<![CDATA[The results of the 2022 PISA show a decline in Indonesian students' scientific literacy, necessitating innovation in learning media. This study aims to examine the effect of the Snakes and Ladders game on the scientific literacy of sixth-grade students at SDN 01 Tuguharum on the solar system. The Snakes and Ladders game was chosen because its visual, interactive, and rule-based nature is suitable for scientific concepts. The method used was quantitative with a Nonequivalent Control Group design. The sample consisted of 44 sixth-grade students divided into experimental and control groups. Data were collected through tests and documentation, then analyzed using instrument testing and hypothesis testing. The results showed that students in the experimental group scored higher than those in the control group (t = 11.99, p < 0.05), indicating that the Snakes and Ladders game media had a positive effect on students' scientific literacy. This finding contributes to improving students' ability to explain scientific phenomena. The implication is that Snakes and Ladders can serve as a practical and engaging alternative to science education in elementary schools.]]>
<![CDATA[KAAYA: A Wearable AAC Device for Enhancing Daily Communication of Learners with Mild Intellectual Disabilities ]]>
<![CDATA[Mosvita, Divannia Shayna Rahmaellery Putri]]>;
<![CDATA[Maharani, Guchy Falya]]>;
<![CDATA[Homdijah, Oom Sitti]]>;
<![CDATA[Akhlan, Riksma Nurahmi Rinalti]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1518
<![CDATA[This study developed and evaluated KAAYA, a low-tech wearable augmentative and alternative communication device to improve functional and expressive communication in a child with mild intellectual disability. A mixed methods design integrated quantitative and qualitative data. One eight-year-old participant with adequate receptive language but limited expressive skills received the intervention. Data sources included structured classroom observations, a receptive and expressive communication rubric, pretest and posttest assessments, and interviews with teachers and parents. The pretest total score was nine, indicating reliance on nonverbal gestures and difficulty expressing basic needs. After three weeks, the posttest rose to twenty-four,24, and the child used KAAYA buttons to request food, toileting, and play. Session-by-session observations and PND indicated progressive gains during intervention. Qualitative data showed reduced miscommunication, greater independence, and improved social participation at school and home. Results suggest that KAAYA is an effective, practical, and context-appropriate low-tech wearable AAC device for supporting functional communication and social participation in children with mild intellectual disabilities across structured educational settings and daily routines.]]>
<![CDATA[Development and Validation of a Medicinal Plant Inventory Booklet as an Effective Biodiversity Teaching Material ]]>
<![CDATA[Amaliah, Nur]]>;
<![CDATA[Wandira, Ismira]]>;
<![CDATA[Nurdin, Gaby Maulida]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1521
<![CDATA[This research and development study aimed to produce a booklet on medicinal plant inventory as an alternative teaching material for biodiversity topics, and to evaluate its validity, practicality, and effectiveness. The development process employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Product testing was conducted on a limited scale involving 19 tenth-grade science students and one biology teacher at SMAN 3 Kalukku. Validity data were obtained from assessments by material and media experts, practicality data were derived from teacher and student questionnaire responses, and effectiveness data were measured through students’ cognitive learning outcomes and skill assessments. The results showed that the booklet achieved a validity score of 4.42 (valid) and practicality scores of 98% for teachers and 88.3% for students. Effectiveness was indicated by cognitive mastery and skill performance scores of 68.4% and 67.36%, respectively (both at the moderate level). This study implies that the developed booklet can help integrate local biodiversity knowledge into learning, thereby supporting more contextually and meaningfully grounded science education.]]>
<![CDATA[Sociolinguistics in the Interaction of Typical Children with Children with Special Needs in Inclusive ECCE ]]>
<![CDATA[Romdhoningsih, Diana]]>;
<![CDATA[Nur, Maulida]]>;
<![CDATA[Andriani, Rina]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1532
<![CDATA[This study examines social interaction between typically developing children and children with special needs (CWSN) in inclusive kindergarten settings, focusing on sociolinguistic aspects. The Research is urgent because understanding early communicative practices helps foster healthy social relationships; typical children's limited knowledge of how to interact with CWSN can lead to misunderstandings, exclusion, or barriers to learning. The study identifies and analyses language use, communication strategies, and social factors influencing these interactions. A descriptive qualitative approach was employed using participatory observation and in-depth interviews with teachers and parents. Data were analyzedanalyzed by examining linguistic and social patterns observed during natural interactions. Findings indicate that typical children predominantly employ three strategies: neutral responses, sympathetic responses, and spontaneous responses, which suggest a tendency toward social acceptance of CWSN and positive contributions to inclusion. However, teacher and parent facilitation remains essential to develop more reciprocal and interactive communication. The study recommends teacher training and parental involvement to strengthen inclusive communicative practices to support inclusive learning and development.]]>
<![CDATA[Emotional Dynamics and Burnout Risk among Digital Immigrant EFL Teachers Amid Curriculum Change Uncertainty ]]>
<![CDATA[Andhani, Aurel Ayu]]>;
<![CDATA[Amin, Muhammad]]>;
<![CDATA[Mahyuni, Mahyuni]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1544
<![CDATA[This study examines how Digital Immigrant English as a Foreign Language (EFL) teachers experience emotions and the potential for burnout when facing uncertainty during curriculum changes. It aims to understand how they react emotionally, how uncertainty affects their teaching performance, and how it relates to burnout. Using an embedded mixed-methods approach, 32 teachers participated by completing a Likert-scale questionnaire and giving open-ended comments. The quantitative data were summarized through descriptive statistics and Spearman's rho correlation, while the qualitative answers were analyzed thematically. The results show that most teachers felt hopeful, yet many also admitted feeling anxious and frustrated due to unclear policies and heavy administrative work. Even though their confidence in teaching stayed high, their motivation and classroom practices were sometimes affected. The analysis revealed a fairly strong positive link (r = .682, p < .001) between curriculum uncertainty and burnout, with most participants reporting low to moderate emotional exhaustion. These findings highlight the need for clearer curriculum guidance and stronger institutional support to help teachers manage emotional demands during curriculum transitions.]]>
<![CDATA[Teacher Empowerment Strategies to Bridge Educational Disparities and Enhance School Quality ]]>
<![CDATA[Alfayed, Dody]]>;
<![CDATA[Muthiah, Shafa]]>;
<![CDATA[Lailawati, Siti Mulkaf]]>;
<![CDATA[Aslamiah, Aslamiah]]>;
<![CDATA[Cinantya, Celia]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1549
<![CDATA[The disparity in educational quality between urban and rural schools in Indonesia remains a critical obstacle to national development. This study aims to analyze the role of teacher empowerment as a strategic solution to improve school quality amid these inequalities. Using a qualitative literature review, this Research synthesizes academic sources published since 2020 that discuss teacher empowerment and educational quality. The results indicate that empowerment strategies, including continuous professional development, technology-based workshops, and peer collaboration, significantly enhance pedagogical competence, teacher motivation, and student achievement. However, their implementation faces substantial challenges due to uneven teacher distribution and limited infrastructure in frontier, outermost, and disadvantaged (3T) regions. The findings suggest that achieving educational equity requires a systemic shift in which teacher autonomy and capacity building are positioned as core policies rather than supplementary programs. Therefore, policymakers must prioritize investment in human capital in disadvantaged areas to effectively bridge the quality gap and support sustainable national education goals.]]>
<![CDATA[Readability Analysis of Rancagé Diajar Basa Sunda for Junior High Schools: Evidence from the Fry Graph ]]>
<![CDATA[Wahyuni, Tanti Sri]]>;
<![CDATA[Nurjanah, Nunuy]]>;
<![CDATA[Nugraha, Haris Santosa]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1555
<![CDATA[This study aims to analyze the readability level of 43 texts in the book Rancagé Diajar Basa Sunda for junior high school students using Fry Graphs, as well as to evaluate their suitability for readers aged 12 to 15 years. This study uses a document analysis method comprising steps such as text identification, calculation of sentence and syllable counts, graph mapping, and interpretation of results in the context of Sundanese. The results showed that only 11 texts (26%) were in the "suitable" category, while most were in the low and very low categories. However, such low scores do not necessarily reflect incompatibility, because the clarity of sentence structure is a way to accommodate the limitations in mastery of Sundanese cultural vocabulary among junior high school students. The results of this study show that Fry's Graph must be interpreted in a real way in Sundanese. By implication, teachers and book writers must balance simple sentences with important cultural vocabulary. At the same time, authorities can use these results to formulate readability standards for local Sundanese materials.]]>
<![CDATA[Classroom Management Strategies and Demographic Predictors Among Junior High School Teachers ]]>
<![CDATA[Mayangsari, Marina Dwi]]>;
<![CDATA[Aslamiah, Aslamiah]]>;
<![CDATA[Noorhapizah, Noorhapizah]]>;
<![CDATA[Novitawati, Novitawati]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1565
<![CDATA[This study aimed to explore classroom management strategies and to identify demographic factors influencing classroom management competencies among junior high school teachers in the context of modern learning. Using a quantitative, cross-sectional survey design, data were collected from 48 public and private junior high school teachers using a validated Classroom Management Scale covering multiple dimensions of classroom practice. The findings indicate that most teachers demonstrate high levels of classroom management skills. Feedback, the creation of a conducive learning environment, and effective instructional techniques emerged as the most dominant strategies, reflecting a proactive and student-centered approach. Comparative analysis revealed that teaching experience and age had a stronger influence on classroom management competence than formal academic qualifications or employment status. Notably, the study identified a non-linear pattern of classroom management ability, which peaked at 10–20 years of teaching experience before declining at later career stages, likely due to burnout. These findings highlight the importance of differentiated professional development programs that emphasize experiential learning, mentoring, digital literacy, and teacher well-being rather than reliance on formal qualifications alone.]]>
<![CDATA[Students’ Conceptual Difficulties in Understanding Maps and Scales: An Exploratory Descriptive Study ]]>
<![CDATA[Fithri, Rahma Aulia]]>;
<![CDATA[Mawaddah, Najma Nur]]>;
<![CDATA[Azmi, Nurul]]>;
<![CDATA[Ningrum, Mei Vita Romadon]]>
<![CDATA[ Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026) ]]>
Publisher : <![CDATA[Research, Training and Philanthropy Institution Natural Aceh ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51276/edu.v7i1.1567
<![CDATA[This study aims to describe students' conceptual difficulties in understanding maps and scales in geography learning. The study uses a qualitative approach with an exploratory descriptive model. Data were collected through in-depth interviews, classroom learning observations, and analysis of student work documents. The Research subjects consisted of ten Year 10 students from Samarinda State Senior High School 8, who were purposively selected to represent variations in academic ability and learning characteristics. The study's results showed three main categories: difficulties understanding the concept of scale, difficulties converting distance units, and difficulties interpreting and reading maps. These difficulties were influenced by the weak connection between conceptual understanding, spatial representation, and students' real experiences. The findings emphasise the need for visual-based contextual learning supported by interactive digital media. Implicitly, this study provides a basis for teachers and curriculum developers to sustainably strengthen students' spatial literacy and geospatial thinking skills. These results are relevant for further Research examining the relationship between conceptual difficulties and innovative learning strategies in the secondary school context.]]>
