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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 573 Documents
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Representation of the Sandwich Generation in Home Sweet Loan: Implications for Social Education and Life Literacy Bunga Nur Afidah Arif; Thriwaty Arsal
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1746

Abstract

This study examines the representation of the sandwich generation in the film Home Sweet Loan through the lens of social construction theory and its relevance to social education. Using a descriptive qualitative design, the study analyzes scenes, dialogues, and narrative elements through repeated observation and thematic coding. The findings show four interconnected themes: economic pressure, role conflict, unequal family responsibility, and identity negotiation. These themes indicate that the sandwich generation is not merely an individual condition, but a socially constructed reality shaped by family expectations, collectivist values, and unequal power relations. The film also demonstrates educational potential as a contextual medium for teaching social literacy, empathy, and critical thinking about family dynamics in contemporary society. This study contributes a social-educational perspective to film analysis and offers a conceptual basis for using audiovisual media to discuss intergenerational responsibility in learning contexts. By linking media representation and classroom reflection, the study extends communication studies into practical pedagogical discussion.
Enhancing Letter Recognition in Students with Mild Hearing Impairment through Flashcard-Based Phonics: A Single Subject Intervention Study Hilmi Maulid Datul Hasanah; Budi Susetyo; Neni Meiyani
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1747

Abstract

This study aimed to examine the effectiveness of a flashcard-based phonics method in improving letter recognition among students with mild hearing impairment. A Single Subject Research (SSR) design with an A-B-A pattern was applied to one second-grade student at SLBN A Citeureup, Cimahi City. Data were collected through repeated written tests and practical tasks during baseline-1, intervention, and baseline-2 phases, then analyzed using within and between-condition visual analysis. The findings showed that the student’s letter recognition score increased from 50% in baseline-1 to 68.9% during the intervention, and further rose to 84.5% in baseline-2. An overlap percentage of 0% indicated a strong intervention effect. These results suggest that flashcard-based phonics is effective for enhancing early literacy skills in learners with mild hearing impairment. Practically, the combination of flashcards and phonics supports visual learning characteristics and helps strengthen the relationship between letter symbols and sounds in more structured literacy instruction. It also offers a simple alternative for special education classrooms.
Enhancing Vocational Students' Speaking Performance Through Instagram Reels: Evidence of Significant Fluency Improvement Pasya Oktaverina; Zulia Chasanah; Sri Widodo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1750

Abstract

Speaking proficiency remains a major challenge for vocational EFL learners, particularly in fluency, pronunciation, and confidence. This study examined the effectiveness of Instagram Reels in improving students’ speaking performance. Methods: A quasi-experimental non-equivalent control group design was applied to two intact eleventh-grade classes at SMK Negeri 8 Purworejo. The experimental group learned speaking through Instagram Reels, while the control group received conventional instruction. Data were collected through pre-test and post-test speaking assessments using an analytic rubric covering pronunciation, grammar, vocabulary, fluency, and comprehensibility, then analyzed with descriptive statistics, paired-sample t-tests, independent-sample t-tests, and N-gain. Results: The experimental group achieved greater improvement than the control group, with a higher post-test mean score (85.30 and 72.10), a significant difference (p < 0.05), and a high N-gain score of 0.70. Conclusion: Instagram Reels is an effective digital medium for improving vocational students’ speaking performance, especially fluency, and supports its integration into English instruction in meaningful short-video practice contexts.
Integrating Character Education and Global Citizenship in the Merdeka Curriculum: A Systematic Review of Challenges and Strategies Ariani Songli; Suyato Suyato; Ranita Eka Desti Rahmawati; Maria Antoneta Karbeka; Wingkolatin Wingkolatin
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1548

Abstract

This study examines how character education and global citizenship education are integrated into Indonesia’s Merdeka Curriculum and identifies the main implementation challenges and strategies. Using a systematic literature review, the study analyzed ten Scopus-indexed articles published between 2020 and 2025 through thematic analysis. The findings show that the Merdeka Curriculum integrates character education through the Pancasila Student Profile, project-based learning, and contextual activities, while global citizenship is introduced through themes such as climate change, poverty, social inequality, cultural diversity, and digital citizenship. Three dominant issues emerge: limited teacher readiness, unequal digital infrastructure, and difficulty aligning global perspectives with local and national values. The review concludes that successful implementation requires continuous teacher professional development, stronger digital support, and more contextual curriculum design that connects global issues with local realities without weakening Pancasila-based identity and student character formation in everyday school practice at all levels of Indonesian education today and beyond sustainably.
The Effectiveness of Cooperative Script Integrated with Matching Cards in Improving Fifth-Grade Expository Writing Skills Putri Nurhidayati Amelia; Andarini Permata Cahyaningtyas
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1712

Abstract

This study examined the effectiveness of the Cooperative Script instructional model combined with Matching Card media in developing fifth-grade students’ expository writing competence. Employing a quantitative approach with a quasi-experimental non-equivalent control group design, 50 fifth-grade participants were distributed equally between an experimental and a control class of 25 students each. Writing performance was measured through performance-based tests and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, paired-sample t-test, independent-sample t-test, N-Gain score analysis, and Cohen’s d effect size. Results demonstrated a statistically significant enhancement in students’ expository writing performance following application of the Cooperative Script–Matching Card model. The experimental class recorded a superior posttest score, a moderate N-Gain of 61.45%, and a very large effect size relative to the control class. These outcomes suggest that combining Cooperative Script with Matching Card media effectively fosters active engagement, collaborative knowledge construction, and substantive gains in elementary students’ expository writing ability.
Effect of Interactive Media-Assisted PjBL on Social Studies Concept Understanding Based on Students’ Learning Interest I Kadek Tediana Saputra; I Gede Margunayasa; I Wayan Kertih
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1736

Abstract

This study examined the effect of interactive media-assisted Project-Based Learning (PjBL) on elementary students' understanding of social studies concepts by considering their learning interest. A quantitative approach with a quasi-experimental design was employed involving 64 fifth-grade students from public elementary schools in North Denpasar, Bali. Data were collected using a validated social studies concept understanding test and a learning interest questionnaire. The data were analyzed through two-way ANOVA and Scheffé post hoc tests. The findings revealed that students taught using interactive media-assisted PjBL achieved significantly higher conceptual understanding than those receiving conventional instruction (F = 20.495, p < .001). Learning interest also significantly influenced conceptual understanding (F = 4.748, p = .034). However, no significant interaction was found between the learning model and learning interest (F = 1.947, p = .169), indicating that PjBL consistently improved conceptual understanding regardless of students' learning interest levels. These findings support integrating interactive media into project-based learning to enhance elementary social studies instruction.
Improving Significantly: Enhancing Elementary Science Literacy through STEM-PjBL Web-Based Learning Media Balgis Janah; Ika Lestari; Firmanul Catur Wibowo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1741

Abstract

This study developed B-Science, a STEM-PjBL web-based learning medium designed to improve fifth-grade students’ science literacy on the human digestive system and water cycle. The research employed Research and Development using the Hannafin and Peck model, consisting of need assessment, design, and development–implementation phases. The participants were 31 fifth-grade students at SDN Balimester 06, East Jakarta. Data were collected through expert validation, student response questionnaires, and pretest–posttest science literacy tests. Results showed that material, language, and media validation reached 90.75%, indicating very feasible quality. Student trials also produced highly positive responses above 92%. The effectiveness test showed normal data distribution, a significant difference between pretest and posttest scores, and a high N-gain of 0.76. These findings indicate that B-Science is valid, practical, and effective for strengthening elementary students’ science literacy through interactive visualization and structured project-based learning. It also supports collaborative inquiry and self-paced access via mobile devices and browsers.
The Effectiveness of SimBucket-Based Interactive E-LKPD with STAD in Enhancing Students’ Conceptual Understanding Aditiya Wahyuni; Desy Hanisa Putri; Rosane Medrianti
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1767

Abstract

In order to improve students' conceptual grasp of alternative energy, this study examined the viability and efficacy of integrating a SimBucket-based interactive E-LKPD with the Student Teams Achievement Division (STAD) cooperative learning paradigm. The ADDIE model was used in the research's R&D methodology. Thirty-six senior high school students participated. Expert validation sheets, conceptual comprehension assessments, and student response questionnaires were used to gather data, which were then analyzed using normalized gain (N-Gain) and descriptive statistics. The designed E-LKPD received an 87.14% validation score. indicating that it was highly feasible. Student responses reached 90.76%, demonstrating excellent usability and engagement. Furthermore, the average N-Gain score of 0.83 (high category) indicated substantial improvement in students’ conceptual understanding. These findings demonstrate that integrating SimBucket simulations with E-LKPD and the STAD model effectively supports conceptual learning. This study contributes to digital physics education by providing an innovative learning medium that visualizes abstract concepts while promoting active and collaborative learning.
ChatGPT Adoption and Academic Achievement: The Full Mediation Role of Critical Thinking Rita Budiyarti; Wisudani Rahmaningtyas
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1770

Abstract

The rapid adoption of ChatGPT in higher education has transformed students' learning practices, yet its contribution to academic achievement remains inconclusive. This study investigates the direct and indirect effects of perceived usefulness, perceived ease of use, and digital literacy on academic achievement, with critical thinking serving as a mediating variable. A quantitative explanatory survey was conducted involving 214 students from the Office Administration Education Program at Universitas Negeri Semarang selected through proportionate stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that digital literacy directly improves academic achievement, whereas perceived usefulness and perceived ease of use show no significant direct effects. Critical thinking significantly predicts academic achievement and fully mediates the relationships between perceived usefulness and digital literacy with academic achievement, while no mediating effect is found for perceived ease of use. These findings extend the Technology Acceptance Model by highlighting critical thinking as the principal cognitive mechanism through which AI-supported learning enhances academic performance in higher education.
Peer-Supported Informal Learning in Esports: An Analysis of Mobile Legends YouTube Tutorial Comments Virgi Perdana Kusuma; Dian Permata Sari
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 3 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i3.1775

Abstract

This study examines how YouTube comment spaces attached to Mobile Legends tutorial videos contain observable traces of peer-supported informal learning. Using an exploratory mixed-method design, the study analyzed 3,805 cleaned public comments collected from 32 Indonesian-language tutorial videos across 15 channels. Data were examined through codebook-based educational content analysis, supported by descriptive thematic mapping of gameplay topics and interaction tone. The codebook focused on questioning, clarification, experience sharing, peer advice, learning evaluation, and learning difficulty; coding credibility was addressed through expert review, pilot coding, and intercoder reliability reporting. The findings show that 1,156 comments (30.38%) contained explicit informal learning indicators, while 206 comments (5.41%) expressed learning difficulties. Questioning was the most visible learning act, and the most frequent difficulty concerned transferring tutorial knowledge into actual matches. The study contributes by reframing YouTube comments as observable educational traces rather than simple engagement indicators. Practically, the findings suggest that tutorial creators can use comment patterns to design more scaffolded, conditional, and practice-oriented explanations.

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