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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 589 Documents
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Implementation of Total Quality Management in Secondary Education: Challenges and Institutional Quality Transformation Rima Fatmawati; Wieda Muqaffa; Fakhruddin Fakhruddin
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.v7i3.1778

Abstract

This study investigates the implementation of Total Quality Management (TQM) in improving educational quality at SMA Negeri 4 Pekalongan by examining leadership commitment, stakeholder involvement, and continuous improvement practices. A qualitative case study design was employed involving 15 participants, including the principal, teachers, administrative staff, students, and parents. Data were collected through semi-structured interviews, observations, and document analysis, and analyzed using the Miles and Huberman interactive model with triangulation to ensure trustworthiness. The findings indicate that TQM implementation remains in a transitional stage and has not yet been fully institutionalized as an organizational culture. Although school leadership demonstrates strong commitment through planning, supervision, and evaluation, follow-up actions remain limited and largely procedural. Stakeholder participation is still concentrated on operational activities, while continuous improvement is constrained by weak data utilization and fragmented evaluation systems. This study contributes empirical evidence on TQM implementation in Indonesian secondary schools and highlights the importance of participatory governance, evidence-based decision-making, and sustainable quality culture to strengthen institutional effectiveness.
Effect of PhET-Assisted Problem-Based Learning on Students’ Conceptual Understanding of Motion Dynamics Muhammad Raihan; Desy Hanisa Putri; Bodi Gunawan
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.v7i3.1779

Abstract

This quasi-experimental study examined the effect of Problem-Based Learning (PBL) assisted by PhET simulations on students' conceptual understanding of motion dynamics. The participants were 64 eleventh-grade science students at SMA Negeri 6 Bengkulu, divided into an experimental class receiving PhET-assisted PBL and a control class receiving PBL only. Students' conceptual understanding was assessed using essay tests based on the SOLO Taxonomy. Data were analyzed using descriptive statistics, the Mann–Whitney U test, normalized gain (N-Gain), and rank-biserial effect size. The results revealed no statistically significant difference between the experimental and control groups (p = 0.204). Nevertheless, the experimental group achieved a moderate N-Gain score (0.313) and a small effect size (r = 0.158), indicating that PhET-assisted PBL produced moderate learning improvement without providing a significant advantage over PBL alone. These findings suggest that PBL remains the primary contributor to conceptual understanding, while PhET serves as a complementary visualization tool that supports learning consistency.
Using Stardew Valley to Enhance EFL Reading Skills in Vocational Education Muhammad Syafiq; Titi Rokhayati; 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.v7i3.1790

Abstract

Reading comprehension remains a major challenge for Indonesian vocational students learning English as a Foreign Language (EFL), partly because conventional instruction often fails to promote engagement. This study investigated the effectiveness of Stardew Valley, a commercial farming simulation game, as an authentic digital learning medium to improve EFL reading comprehension. A pre-experimental one-group pretest–posttest design was employed involving 36 tenth-grade vocational students. Participants completed a pretest, engaged in a structured 50-minute gameplay session emphasizing dialogue, quest instructions, and contextual reading tasks, and then completed a posttest. Reading comprehension was measured using a validated 25-item multiple-choice test. The findings revealed that the mean score increased from 55.00 to 66.94. A paired-samples t-test indicated a statistically significant improvement, t(35) = 9.580, p < 0.001, with a large practical effect (Cohen’s d = 1.597). These findings demonstrate that integrating commercial digital games into EFL instruction can effectively enhance reading comprehension while fostering greater learner engagement in vocational education.
Adaptive Pre-PKL Training to Improve Culinary Skill Readiness of Students with Disabilities Winda Safarina; Juhanaini Juhanaini; Riksma Nurahmi Rinalti Akhlan
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.v7i3.1749

Abstract

This study aimed to identify the culinary skill readiness of students with disabilities before participating in Field Work Practice (PKL) through adaptive pre-PKL training. The study employed a descriptive qualitative design with structured performance assessment involving four students with disabilities in a culinary higher education program. Data were collected through direct observation using a 1–5 rating rubric covering size consistency, shape consistency, neatness, work speed, and understanding of vegetable cutting types. The training covered five basic cutting techniques: slice, cube, chopped, julienne, and jardinier. The results showed heterogeneous readiness profiles. FH obtained the highest mean score of 4.6 and was categorized as highly ready, AC and AE each obtained 3.4 and were categorized as moderately ready, while EL obtained 1.8 and was categorized as not yet ready. At the indicator level, work speed had the lowest mean score (3.00), whereas size and shape consistency had the highest means (3.50). Adaptive pre-PKL training can serve as an initial diagnostic assessment and basis for individualized skill reinforcement.
The Effect of Round Robin Brainstorming Assisted by ClassPoint Media on Elementary School Students’ Strategic Thinking and Self-Confidence Santi Tri Ananingsih; Wanda Nugroho Yanuarto
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.v7i3.1753

Abstract

This study examined the effect of Round Robin Brainstorming assisted by ClassPoint on elementary school students’ strategic thinking and self-confidence. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. Participants were 30 students from elementary schools in Banyumas Regency, with 15 students in the experimental class and 15 in the control class. Data were collected through essay tests, observations, questionnaires, and documentation. Data analysis included descriptive statistics, normality and homogeneity tests, independent-samples t-tests, and Pearson correlation. The experimental class obtained higher scores in strategic thinking (M = 85.27) than the control class (M = 76.87), with a significant difference (p = .001). Self-confidence was also higher in the experimental class (M = 79.33) than in the control class (M = 55.13; p < .001). Strategic thinking and self-confidence were correlated in the experimental class (r = .555, p = .032). These findings indicate that the integrated approach supports strategic reasoning and confidence.
Interactive Digital Modules to Improve Students’ Learning Outcomes in Fluid Materials Enjel Vreticia; Bodi Gunawan; Netriani Veminsyah Ahda
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.v7i3.1755

Abstract

This study aimed to develop an interactive digital module assisted by Lumi Education, examine its feasibility, determine improvements in students’ learning outcomes, and identify students’ responses in static fluid learning. The study employed research and development using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The module integrated Problem-Based Learning (PBL), contextual problems, multimedia visualization, digital worksheets, interactive quizzes, and immediate feedback. The implementation involved 30 Grade XI B students at SMA Negeri 11 Bengkulu City. Data were collected through expert validation sheets, pretest and posttest learning outcome tests, and student response questionnaires. Validation by three experts yielded an average feasibility score of 89%, categorized as highly feasible. Students’ mean scores increased from 29 on the pretest to 87 on the posttest, with an N-Gain of 0.82, categorized as high. Student responses reached 89%, indicating an excellent response. These findings indicate that the module is highly feasible and supports interactive static fluid learning.
AIK-Based Digital Media and the CVIDLL Model: Improving Indonesian Students' Productive Language Skills M. Afiv Toni Suhendra Saragih; Khairul Anam; Yulhasni Yulhasni; Sofeeyah Chesoh; Aesah Kehra
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.v7i3.1836

Abstract

Islamic higher education institutions increasingly use digital media, yet many platforms remain generic and insufficiently aligned with institutional values. This study aimed to examine the effectiveness of AIK-based digital media and empirically examine the Contextual Value-Integrated Digital Language Learning (CVIDLL) model for developing students’ writing and speaking skills. A quasi-experimental nonequivalent control-group pretest–posttest design was conducted with 63 fourth-semester Indonesian Language Education students at Universitas Muhammadiyah Sumatera Utara, comprising an experimental group (n = 32) and a control group (n = 31). Data were collected using validated writing and speaking rubrics and an AIK-integration perception questionnaire. ANCOVA showed significantly greater gains for the experimental group in writing (18.4 compared with 7.3; p < .001; partial η² = .44) and speaking (17.6 compared with 7.3; p < .001; partial η² = .39). Students also reported highly positive perceptions of AIK integration (M = 4.28/5.00). These findings support CVIDLL as a contextual framework for integrating Islamic institutional values into digital language learning.
The Effectiveness of Podcasts in Improving Primary School Pupils’ Critical Listening and Interpretation Skills Yuzevira Nova Ariviana
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.v7i3.1748

Abstract

This study examines the potential of podcasts based on coastal folklore from Batang Regency to support pupils’ critical listening and meaning interpretation skills. A critical literature review was conducted to synthesize findings from 30 sources published between 2015 and 2024 and retrieved from national and international databases. The literature was selected based on relevance to podcasts, local wisdom, critical listening, and meaning interpretation, then analyzed through coding, thematic development, and critical synthesis. The findings identify three contributions. First, podcasts provide flexible and repeatable audio exposure that can support attentive, analytical, and reflective listening. Second, integrating coastal folklore creates culturally meaningful learning contexts that strengthen pupils’ cultural literacy and connection with local identity. Third, audio narratives can encourage pupils to interpret implicit messages, narrative elements, and cultural values beyond literal comprehension. The study concludes that locally grounded podcasts have strong pedagogical potential for integrating digital literacy, cultural literacy, and critical listening in primary Indonesian language learning.
ESD-Based Collaborative Learning to Strengthen Fourth-Grade Students’ Critical Thinking Skills: A Quasi-Experimental Study Nur Asiyah; Imas Srinana Wardani; Erlin Ladyawati
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.v7i3.1441

Abstract

Critical thinking is an essential competency that should be fostered through meaningful and sustainable learning. However, elementary students’ critical thinking skills remain limited because classroom instruction is predominantly teacher-centered. This study aimed to examine the effect of an Education for Sustainable Development (ESD)-based collaborative learning model on fourth-grade students’ critical thinking skills in Integrated Science and Social Studies (IPAS). A quasi-experimental study employing a posttest-only control group design was conducted with 50 students from SDN Tenggilis Mejoyo 1 Surabaya, consisting of 26 students in the experimental class and 24 students in the control class. Data were collected using a 20-item multiple-choice critical thinking test and analyzed through descriptive statistics, normality, homogeneity, and independent samples t-tests. The findings revealed that students who participated in ESD-based collaborative learning achieved significantly higher critical thinking scores than those receiving conventional instruction (p < .05). These findings demonstrate that integrating collaborative learning with ESD principles effectively strengthens students’ critical thinking skills and supports the development of sustainable learning competencies in elementary education.
Significant Improvement of Students' Conceptual Understanding in Indonesian Language Learning through the Flipped Classroom Model Almendo Thio Lindra; Andrean Emaputra; Adinda Daniel Tetrawan
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.v7i3.1449

Abstract

This study examines the effectiveness of the flipped classroom model in improving students’ conceptual understanding in Indonesian language learning. A quantitative quasi-experimental study with a non-equivalent control group design was conducted among 50 eleventh-grade students at a private senior high school in Tangerang, Indonesia. Twenty-five students participated in the flipped classroom group, while 25 received conventional instruction. Data were collected through pre-test and post-test assessments developed to measure the application, analysis, and interpretation of Indonesian language concepts. The findings showed that the experimental group’s mean score increased from 63.84 to 84.00, whereas the control group increased from 63.68 to 69.48. An independent-samples t-test indicated a significant post-test difference between groups (t = 10.012, df = 48, p < 0.001), with a mean difference of 14.52. The findings indicate that the flipped classroom model provides a promising student-centered strategy for strengthening conceptual understanding in Indonesian language learning.

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