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Edulab : Majalah Ilmiah Laboratorium Pendidikan
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : -     EISSN : 25277200     DOI : https://doi.org/10.14421/edulab.2020.51-01
Core Subject : Education,
Education
Edulab : Majalah Ilmiah Laboratorium Pendidikan e-ISSN: 2527-7200 adalah majalah berkala ilmiah yang diterbitkan oleh Pranata Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga. Majalah Ilmiah Edu Lab terbit setiap bulan Juni dan Desember setiap tahun. Majalah Ilmiah Edu Lab mengkhususkan diri pada pengkajian Pengembangan dan Pengelolaan Laboratorium.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 10 No. 2 (2025)" : 7 Documents clear
Development of a non-test instrument to measure lecturers’ understanding of the STEM approach and its implementation in islamic studies courses Louisiana Muliawati; Hartoyo, Zainal; Della Amrina Yusra; Haerul Pathoni
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.05

Abstract

Purpose – This study aims to develop a non-test instrument to measure lecturers’ understanding and perceptions of the STEM (Science, Technology, Engineering, and Mathematics) approach and its implementation in Islamic studies courses at State Islamic Higher Education Institutions (Perguruan Tinggi Keagamaan Islam Negeri/ PTKIN). Design/methods/approach – This study employed a Research and Development (R&D) method, specifically using a development and validation approach. The instrument development process involved expert validation, reliability testing, and field trials. Findings – The study produced a non-test instrument designed to measure lecturers’ perceptions and understanding of the STEM approach and its application in Islamic studies courses at PTKIN. The instrument successfully passed expert validation stages, including content and face validity. It achieved a very high validity level of 97% in accordance with the standards set by the National Education Standards Board (BSNP). Reliability testing using Cronbach’s Alpha indicated acceptable internal consistency, although categorized as low, with coefficients of 0.639 for the material aspect, 0.598 for constructiveness, and 0.569 for the language aspect. These results indicate that the instrument is suitable for use. Field trial results revealed that the majority of lecturers were familiar with the STEM approach (65% or 15 lecturers) and understood its urgency in integrating interdisciplinary knowledge into Islamic studies courses (56% or 13 lecturers). Research implications/limitations – The developed instrument is a valid and reliable tool for assessing lecturers’ understanding and perceptions of the STEM approach. The findings indicate the need for further training, increased resources, and improved infrastructure to support the effective integration of STEM into Islamic studies courses at PTKIN. Originality/value – Research on the development of non-test instruments related to STEM is still very limited in PTKIN contexts. This study provides an initial contribution, with future research directed toward developing STEM–Islamic learning tools.
Reflective–inspirational learning model in teaching research methodology in higher education: an analysis of student reflections Eva Latipah
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.01

Abstract

Purpose – This study aims to describe and analyze the Reflective-Inspirational Learning Model applied in the Research Methodology course at the university level. It explores students’ learning experiences within a pedagogical approach that integrates reflection, inspiration, and academic ethics to foster conceptual understanding, moral awareness, and motivation toward research engagement.Design/methods/approach – A descriptive qualitative design with embedded quantitative data was employed. The data were drawn from 30 written reflections of students in the Biology Education Study Program during the first semester of the 2025/2026 academic year. Using content analysis, the reflections were coded, categorized, and quantified to identify dominant themes and their frequency. Inter-rater reliability (r = 0.87) was ensured to strengthen coding consistency, and descriptive statistics supported the thematic interpretation.Findings – The results show that the reflective-inspirational model effectively enhanced students’ research competence and ethical consciousness. Quantitatively, 83% of students described the class as inspiring and motivating, 76% emphasized ethical awareness and honesty, and 70% reported increased confidence to conduct research. Thematic analysis revealed four main categories: learning comfort (80%), ethical awareness (70%), research literacy (76%), and reflective self-growth (68%). The most memorable topics were data collection techniques (40%), research ethics and plagiarism awareness (27%), instrument validity and reliability (17%), and problem formulation (10%). These findings confirm that the model fosters conceptual understanding, moral integrity, and academic motivation.Research Implications/Limitations – The model can serve as an innovative pedagogy for improving research literacy and ethical sensitivity in higher education. However, its contextual limitation—focused on one study program—calls for further validation through larger and longitudinal studies.Originality/Value – This research contributes original insights by integrating reflective learning and inspirational teaching within research instruction. The combination of qualitative and quantitative evidence demonstrates that humanistic, value-based approaches can holistically strengthen students’ research competence, ethics, and self-confidence.
The effect of cognitive behavioral therapy in managing blood-injury-injection phobia (BIIP) in a biomedical laboratory setting Putri Djamilah Wahidah; Tika Dwi Tama; Dea Aflah Samah; Dewa Bagus Prasetayo; Nailyaa Faza Hendrawan
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.02

Abstract

Purpose – This study aimed to examine the effect of Cognitive Behavioral Therapy (CBT) in reducing vasovagal responses among individuals with BIIP, as measured by indicators of fear severity, perception, heart rate, and oxygen saturation. Design/methods/approach – This study employed a pre-experimental design using a one-group pretest–posttest approach with purposive sampling. The sample consisted of 24 undergraduate students enrolled in a public health program. Four variables were examined: fear severity, perception, heart rate, and oxygen saturation. Data were analyzed using univariate analysis through frequency distribution and tabulation. Bivariate analysis was conducted using the Wilcoxon Signed Rank Test to determine the significance of therapeutic outcomes by comparing pretest and posttest results. The Kruskal–Wallis test with post hoc analysis was also applied to identify which CBT sessions were most effective in reducing BIIP-related anxiety symptoms. Findings – Of the four variables examined, fear severity and perception showed p-values greater than 0.05, indicating non-significant changes following the intervention, although percentage improvements were observed. Heart rate demonstrated a statistically significant effect, with a p-value of 0.028 (< 0.05), indicating a significant improvement, particularly during sessions four and five. In contrast, oxygen saturation yielded a p-value of 0.485, suggesting no statistically significant improvement across sessions one through five. Research implications/limitations – These findings suggest that CBT may be particularly effective in modulating physiological responses associated with BIIP in educational laboratory settings. However, the absence of a control group, the relatively small sample size, and variability in session attendance limit the generalizability of the results. Future studies employing controlled experimental designs and larger samples are recommended to strengthen causal inferences. Originality/value – This study contributes original empirical evidence by integrating psychological and physiological indicators to evaluate the effectiveness of CBT for BIIP within a biomedical laboratory context. The findings offer practical insights for implementing CBT-based interventions to enhance student safety and preparedness during laboratory-based blood-related procedures.
Rice husk waste characterization: Absorption and absorbance properties for potential renewable energy applications Zulpadrianto, Zulpadrianto; Yeni Etma Nazar; Faisal Hariman Lubis; Nur Aisyah Ali
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.03

Abstract

Purpose – This study aims to characterize rice husks as a renewable energy source. It measures the absorption and absorbance of rice husk waste. It determines the factors that affect the efficiency of rice husks (RHS) as a renewable energy source. Design/methods/approach – Laboratory experiments and literature reviews were the methods used in this study. Material characterization was performed using a Vector Network Analyzer (VNA) to measure electromagnetic wave absorption and a UV-VIS spectrometer to measure UV absorption. Findings – The results of the VNA measurement of RHS HCl 0M carbon = -3.80 dB; 1M = -13.28dB, and 3M = -12.28 dB. Absorbance measurements were then performed using UV-Vis. Based on the measurements performed, the absorbance values of each material were as follows: RH HCl 0M = 0.187 AU; 1M = 0.084 AU; 3M = 0.141 AU. Research implications/limitations – Exploring the potential of rice husks as an environmentally friendly and sustainable renewable energy source. Analyzing the physical and chemical characteristics of rice husks, including their carbon content, to determine the energy efficiency that can be generated through various conversion technologies such as combustion, activation, and measurement. Originality/value – This study focuses on the potential of rice husks as a renewable energy source.
Moral development and its relevance to contemporary education: A comparative perspective of Ibn Miskawayh and Lawrence Kohlberg Muslikhul Ibad; Nunung Dwi Setiyorini
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.04

Abstract

Purpose – This study aims to conduct a comparative analysis of moral development theories proposed by Ibn Miskawayh, a classical Islamic ethical philosopher, and Lawrence Kohlberg, a moral development psychologist. It also seeks to identify points of convergence and divergence between their moral concepts that have practical relevance for moral education in the contemporary era. Design/methods/approach – This research employs a qualitative approach, drawing on a literature review and comparative conceptual analysis. Data were collected through an in-depth examination of the primary works of Ibn Miskawayh and Kohlberg, as well as of previous scholarly works discussing their ideas. The analysis compared essential aspects, including educational objectives, curriculum content, educational methods, moral foundations, and moral characteristics. Findings – The study finds a fundamental paradigmatic difference between the two theories. Ibn Miskawayh’s theory is grounded in the Islamic–Aristotelian ethical tradition, with the ultimate goal of moral education being the attainment of true happiness (al-sa‘ādah al-ḥaqīqiyyah). In contrast, Kohlberg’s theory is rooted in cognitive constructivism, focusing on the development of moral reasoning through a series of universal stages culminating in the Universal Ethical Principle of justice. Nevertheless, both thinkers agree that moral development is a hierarchical process that involves the function of reason (‘aql) as the primary determinant in the transition toward mature, internally grounded moral principles. Research implications/limitations – The findings indicate the need for a comprehensive approach to moral education. Ibn Miskawayh’s model is highly relevant for emphasizing character formation and the affective and spiritual dimensions of morality through habituation, which serve as the foundation of moral behavior. Meanwhile, Kohlberg’s model is particularly relevant for developing students’ cognitive abilities and critical moral reasoning. The integration of these two perspectives offers a more holistic framework that balances character formation with the development of moral reasoning capacities. Originality/value – This study contributes to building a theoretical bridge and fostering interdisciplinary dialogue between Islamic ethical philosophy and developmental psychology, offering new insights for addressing the challenges of contemporary moral education.
Outcome-based education curriculum implementation in arabic language education: A comparative study from a constructive alignment perspective Agung Setiyawan; Haerul Ahyar; Fitri Zakiyah
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.06

Abstract

Purpose – This study comparatively examines the implementation of an Outcome-Based Education (OBE) curriculum in Arabic Language Education programs at UIN Sunan Kalijaga Yogyakarta and Universitas Muhammadiyah Yogyakarta, focusing on constructive alignment among curriculum components and implementation dynamics across different institutional contexts. Method/design/approach – A qualitative multiple case study design was employed, with Arabic Language Education programs as the units of analysis. Data were collected through in-depth interviews, focus group discussions (FGDs), observations, and document analysis, and analyzed using thematic analysis with source and method triangulation. Findings – The findings indicate that both programs have adopted OBE principles in the formulation of program learning outcomes, course learning outcomes, course plans, and assessment practices. However, distinct implementation patterns were identified. UIN Sunan Kalijaga Yogyakarta applies an academic–reflective approach grounded in scholarly culture and lecturer collaboration, whereas Universitas Muhammadiyah Yogyakarta adopts a systemic–digital approach supported by the SIM-OBE system for monitoring learning outcomes. Digital systems enhance traceability and evaluation of learning outcomes, although consistent constructive alignment across outcomes, learning strategies, and assessment remains a challenge in both institutions. Lecturer workload and administrative complexity emerged as key constraints affecting classroom-level implementation. Implikasi/batasan penelitian – This study contributes theoretically by offering a comparative perspective on OBE implementation in Islamic higher education, emphasizing the integration of academic–reflective and systemic–digital approaches. Practically, the findings inform program managers in developing sustainable strategies for strengthening OBE implementation. The study is limited to two institutional cases, which may restrict broader generalization Originality/value - By integrating constructive alignment with institutional context analysis, the study enriches the discourse on outcome-based curriculum development in Islamic higher education.
What factors shape AI media Islamic education? Setiyawan, Adhi
Edulab : Majalah Ilmiah Laboratorium Pendidikan Vol. 10 No. 2 (2025)
Publisher : Laboratorium Pendidikan Fakultas Ilmu Tarbiyah dan Keguruan Colaboration with Persatuan Pranata Laboratorium Pendidikan Indonesia Tingkat Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/edulab.2025.102.07

Abstract

Purpose – The development of Artificial Intelligence (AI) has driven significant transformations in the development of learning media, including in the field of Pendidikan Agama Islam (PAI). Despite its potential, AI implementation in PAI raises pedagogical, ethical, and socio-cultural challenges. This study aims to synthesize conceptual developments of AI in PAI learning media through scientific mapping, addressing the lack of comprehensive studies that systematically identify key development factors grounded in pedagogy, Islamic values, and the context of Islamic higher education. This synthesis is essential to mitigate the misuse of generative AI and to support the development of ethical and relevant learning media. Design/methods/approach – This study employed a bibliometric meta-analysis using Bibliometrix in R Studio (biblioshiny), analyzing 446 selected publications from reputable sources related to AI, learning media, and Islamic education. Findings – The analysis identified technically intensive themes, including machine learning, deep learning, data mining, information retrieval, natural language processing, and text processing. Broader strategic themes such as digital transformation, big data, and investment reflect system-level implementation trends. Conceptual mapping revealed key factor clusters encompassing pedagogical, technological, ethical, social, and institutional dimensions. These findings provide a conceptual foundation for developing integrative, contextual, and sustainable AI-based PAI learning media. Research implications/limitations – The study is limited by time and funding constraints, which restricted data sources and prevented deeper comparative analyses across regions and educational levels. Originality/value – This study offers originality by providing a systematic conceptual synthesis of AI-based learning media development. By integrating pedagogical principles, Islamic values, and socio-cultural considerations into a bibliometric conceptual mapping, this study provides a new integrative framework that supports the ethical, contextual, and sustainable use of AI in Islamic Religious Education learning media development.

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