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Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Published by Lembaga Riset dan Pengembangan Sumberdaya Wilayah
ISSN : 27467767     EISSN : 27467767     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), covers research and study in the field of education and culture, such as, education management, education best practice, curriculum, education assessment, education policy, education technology, language, archeology, educatioan etc . Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), is an informative media from the sphere of educational research which aims to communicate different kinds of literature in the sphere of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 319 Documents
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The Effect of The SAVIR Model on Sixth-Grade Students’ Mathematical Communication Skill and Learning Motivation in Solid Geometry Concepts Zefanya Melinda Cahyaningrum; Dani Kusuma
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1461

Abstract

This study examined the effect of the SAVIR learning model, consisting of Case Study, Artificial Intelligence, Augmented Reality Visualization, Interaction, and Reflection, on sixth-grade students’ mathematical communication skills and learning motivation in three-dimensional geometry. A quantitative quasi-experimental pretest-posttest control group design was employed involving 43 sixth-grade students at SDN Kutowinangun 08 Salatiga, comprising 22 students in the experimental class and 21 students in the control class. The experimental class received instruction using the SAVIR model, whereas the control class was taught using Problem Based Learning (PBL). Data were collected using a mathematical communication test and a learning motivation questionnaire and analyzed using t-tests, a binomial proportion test, and simple linear regression. The two groups demonstrated comparable initial mathematical communication skills, with pretest means of 60.38 for the experimental class and 60.42 for the control class (p = 0.932). After the intervention, the experimental class obtained a mean posttest score of 81.09, compared with 72.28 in the control class, and the difference was statistically significant (p = 0.003). Furthermore, 90.9% of students in the experimental class achieved the minimum mastery criterion. Regression analysis indicated an R² of 0.433 for mathematical communication skills (p < 0.001) and an R² of 0.202 for learning motivation (p = 0.036). These findings indicate that SAVIR was associated with higher mathematical communication performance and learning motivation in three-dimensional geometry learning. Nevertheless, further studies involving larger samples and multiple schools are needed to confirm the effectiveness and generalizability of the model.
Development of Augmented Reality media Based on Central Javanese Traditional Foods to Improve Fraction Numeracy Skills in Elementary School Students Novita Putri Dharmayanti; Dani Kusuma
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1466

Abstract

Fraction numeracy is an essential competency for elementary school students; however, the abstract nature of fractions remains a challenge in mathematics learning. This study aimed to develop and evaluate the validity, practicality, and effectiveness of “Pecah Rasa,” an Augmented Reality (AR) learning medium integrating traditional Central Javanese foods to support elementary school students’ fraction numeracy skills. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The implementation involved 49 fourth-grade students from SDN Bener 01 Tengaran and SDN Gubug 01. Data were collected through observations, interviews, questionnaires, documentation, and pretest–posttest assessments and analyzed using descriptive and inferential statistics. The validation results yielded a mean score of 4.80 from the media expert, categorized as very good, and 3.00 from the material expert, categorized as fairly good and feasible for implementation after revision. The practicality score reached 81.91%, indicating that the medium was highly practical. Students’ mean fraction numeracy score increased from 53.20 on the pretest to 87.12 on the posttest, with a statistically significant difference (p < .001) and an N-Gain of 0.72489, classified as high. These findings indicate that “Pecah Rasa” demonstrated adequate validity and practicality and has the potential to support improvements in fraction numeracy through AR visualizations that connect abstract mathematical concepts with concrete and culturally familiar objects. However, given the absence of a control group, the effectiveness findings should be interpreted cautiously and further verified through controlled experimental studies.
The Influence of Transformational Leadership and Self-Efficacy on Work Effectiveness through Work Commitment: A Study of Vocational High School Teachers in Kapuas Regency Puji Nurwidayati; Sulistiyana Sulistiyana; Metroyadi Metroyadi
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1474

Abstract

Teacher work effectiveness is essential to the quality of vocational education, yet limited evidence explains how organizational and individual factors jointly relate to teacher effectiveness through work commitment. This study examined the relationships of principals’ transformational leadership and teachers’ self-efficacy with teacher work effectiveness, with work commitment as a mediating variable among public vocational high school teachers in Kapuas Regency, Indonesia. A quantitative correlational design with path analysis was employed. From a population of 295 teachers across 13 public vocational high schools, 170 respondents were selected using proportionate stratified random sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics and regression-based path analysis. The results showed significant positive relationships between transformational leadership and teacher work effectiveness (t = 2.579, p = .011), transformational leadership and work commitment (t = 12.261, p < .001), self-efficacy and teacher work effectiveness (t = 2.239, p = .026), self-efficacy and work commitment (t = 6.807, p < .001), and work commitment and teacher work effectiveness (t = 12.865, p < .001). The estimated indirect effects on teacher work effectiveness through work commitment were .483 for transformational leadership and .327 for self-efficacy. These findings suggest that work commitment is an important mechanism linking leadership and teachers’ psychological resources with work effectiveness. The study supports an integrated leadership–self-efficacy–commitment model and highlights the importance of simultaneously strengthening transformational leadership, teacher efficacy, and organizational commitment in vocational schools.
The Influence of Principals’ Instructional Leadership, Organizational Climate, and Work Motivation on Teacher Performance: A Study of Public Vocational High Schools in South Dusun District, South Barito Regency Dwi Septian; Sutarto Hadi; Ambo Sakka
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1475

Abstract

Teacher performance is a critical determinant of vocational education quality; however, empirical evidence remains limited regarding how principals’ instructional leadership relates to teacher performance through organizational climate and work motivation as simultaneous mediating mechanisms. This study examined the direct and indirect relationships among these variables among public vocational high school teachers in Dusun Selatan District, South Barito Regency. A quantitative associative design was employed with 95 teachers, selected from a population of 124 using proportionate stratified random sampling. Data were analyzed using SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1. The results showed significant positive relationships between instructional leadership and teacher performance (t = 3.299, p = .001), organizational climate (t = 6.457, p < .001), and work motivation (t = 4.395, p < .001). Organizational climate and work motivation were also significantly related to teacher performance. The structural model explained 73.0% of the variance in teacher performance (R² = .730), with work motivation demonstrating the strongest effect size (f² = .505). Furthermore, organizational climate and work motivation significantly mediated the relationship between instructional leadership and teacher performance. These findings demonstrate a dual-mediation mechanism, suggesting that instructional leadership is associated with teacher performance both directly and indirectly through supportive organizational conditions and stronger work motivation.
Needs Analysis and Prototype Design of an Education for Sustainable Development-Based Digital Application for Elementary School Reading Literacy Rifqi Komara; Dede Wahyudi; Agustina Agustina; Eri Sarimanah; Dadang Jaenudin; Mira Mirnawati
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1478

Abstract

Elementary school students continue to face literacy challenges, particularly in reading comprehension, identifying main ideas, interpreting information, and connecting texts with everyday contexts. This study aimed to analyze students’ literacy conditions and the integration of Education for Sustainable Development (ESD) in learning as a basis for developing an ESD-based digital literacy application for elementary school students. A qualitative descriptive approach supported by simple quantitative data was employed. Participants comprised 30 fourth-grade students selected through purposive sampling. Data were collected through observations, teacher interviews, documentation, and questionnaires and analyzed using qualitative data reduction, data presentation, conclusion drawing, and descriptive percentages. The findings revealed relatively low to moderate literacy performance, with scores of 58% for reading comprehension, 54% for identifying main ideas, 56% for text interpretation, 52% for connecting texts with everyday life, and 60% for reflection on reading. ESD-related indicators showed environmental awareness at 70%, sustainable behavior at 63%, and social collaboration at 72%. Based on the identified needs, an ESD-based digital literacy application was developed by integrating contextual digital reading materials, interactive quizzes, educational videos, reflective activities, and sustainability content encompassing environmental, social, and economic dimensions. The findings demonstrate the need for digital learning resources that integrate literacy development with sustainability-oriented contexts and provide an empirical basis for the application’s development. Further experimental evaluation is required to determine its effectiveness in improving students’ literacy and sustainability competencies.
The Effect of Educational Games on Generation Z Students’ Interest in Fiqih Learning Nana Shafira Nurrizki; Irfan Afandi; Al Muftiyah Al Muftiyah
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1480

Abstract

Educational games offer an interactive approach to Fiqh instruction that may enhance students’ engagement and interest in learning; however, comparative empirical evidence remains limited. This study examined the effect of educational game-based instruction on seventh-grade students’ interest in learning Fiqh at MTs Negeri 2 Banyuwangi. A quasi-experimental pretest–posttest control group design was employed with 60 students from two classes selected through cluster random sampling, comprising 30 students in the experimental group and 30 in the control group. The experimental group received educational game-based Fiqh instruction for eight sessions, while the control group received conventional instruction. Learning interest was measured using a validated Likert-scale questionnaire with satisfactory internal consistency (Cronbach’s α = .822). The experimental group’s mean score increased from 46.06 to 67.23 (gain = 21.17), compared with an increase from 44.06 to 46.76 (gain = 2.70) in the control group. The posttest difference between groups was statistically significant (t = 15.117, p < .001). These findings indicate that educational game-based instruction was associated with substantially greater learning interest than conventional instruction within the study context. Nevertheless, the findings should be interpreted cautiously because the study involved only two intact classes from a single school and did not fully account for potential class-level and learning-environment differences.
Prathom Students’ Perceptions of Arabic as a Foreign Language Learning in a Multicultural School Moh. Ali Gufron; Eka Ramiati; Zidniyati Zidniyati; Rusme Samae; Fathi Hidayah
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1495

Abstract

Arabic occupies a distinctive position among Muslim learners in Southern Thailand because it carries strong religious significance while remaining a foreign language outside everyday communication. This study explored Grade 5 Prathom students’ perceptions of learning Arabic as a foreign language and examined how social and instructional mediation shaped their learning experiences through Vygotsky’s Sociocultural Theory. A qualitative case study was conducted at Chum Chon Ban Sako School, Narathiwat, Thailand, involving 20 students and one Arabic teacher. Data were collected over two months through five classroom observations, in-depth interviews, document analysis, and a supplementary closed-ended questionnaire. Data were analyzed using an interactive process of data condensation, data display, and conclusion drawing and verification, supported by source and method triangulation. The findings revealed that students strongly valued Arabic because of its connection with the Qur’an, prayer, worship, and Islamic identity, but this positive perception coexisted with difficulties in pronunciation, vocabulary meaning, writing, sentence construction, and grammar. Repetitive memorization was associated with boredom and reduced engagement, whereas songs, picture cards, games, rewards, peer interaction, and hiwar were accompanied by more active classroom participation. These findings demonstrate that students’ perceptions emerged through the interaction of religious meaning, multilingual experience, linguistic difficulty, and classroom mediation. Arabic instruction for young learners should therefore integrate its religious relevance with scaffolded, contextualized, interactive, and developmentally appropriate communicative activities.
Development of RADEC-Based Deep Learning Lesson Planning to Enhance Fifth-Grade Students’ Critical Thinking Skills in Integrated Science and Social Studies Andi Rafli; Atep Sujana; Effy Mulyasari
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1502

Abstract

Critical thinking is an essential 21st-century competency, yet its development in elementary education is often constrained by instructional planning that provides limited opportunities for higher-order thinking. This study developed and evaluated RADEC-based Deep Learning Lesson Planning integrating the Read, Answer, Discuss, Explain, and Create stages to support fifth-grade students’ critical-thinking skills in Integrated Science and Social Studies (IPAS). Using a Research and Development approach with the ADDIE model, the study involved product development, expert validation, teacher evaluation, and limited implementation with 23 fifth-grade students in Bandung Regency during the 2025/2026 academic year. Data were collected through expert-validation instruments, a teacher-response questionnaire, and critical-thinking pretest and posttest assessments. Expert validation yielded scores of 90% for language and 95% for both subject matter and instructional design, while the teacher evaluation reached 92.85%, indicating high product feasibility and practicality. Students’ mean critical-thinking score increased from 54.22 to 80.22, with a significant pretest–posttest difference, t(22) = −10.552, p < .001, and a mean N-Gain of 0.5605, representing moderate improvement. These findings provide preliminary evidence that the developed lesson planning is valid, practical, and associated with improved critical-thinking performance in IPAS. Further controlled studies with larger and more diverse samples are needed to establish its effectiveness and broader applicability.
Analysis of Elementary School Pre-Service Teachers’ Self-Regulated Learning in Deep Learning-Based Instruction under the Merdeka Curriculum Rizka Ananda; Effy Mulyasari; Atep Sujana
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1506

Abstract

Self-Regulated Learning (SRL) is essential in learning environments that require students to independently plan, monitor, and reflect on their learning. However, empirical evidence describing SRL across the forethought, performance, and self-reflection phases, particularly among postgraduate students in Elementary Education within the broader context of the Merdeka Curriculum and deep learning, remains limited. This study examined the SRL profiles of postgraduate Elementary Education students at Universitas Pendidikan Indonesia using a quantitative descriptive survey. Forty-six students were purposively selected based on their exposure to the Merdeka Curriculum and elementary education policies and their willingness to participate. Data were collected using a 20-item self-report questionnaire based on Zimmerman’s cyclical model and analyzed descriptively. The overall SRL score reached 86.17% (SD = 9.27), with 71.74% of participants classified as very high and 28.26% as high. Among the three phases, self-reflection recorded the highest score (87.01%), followed by performance (86.09%) and forethought (84.96%), indicating a relatively balanced SRL profile. These findings provide preliminary empirical evidence regarding learning regulation among postgraduate Elementary Education students and may inform efforts to strengthen SRL within teacher education. However, the findings should not be interpreted as evidence of readiness to implement deep learning, as such readiness was not directly assessed.
Analysis of Metacognition among Pre-Service Elementary School Teachers in Indonesian Language Learning under the Implementation of the Merdeka Curriculum Dhiyaun Nadhira; Atep Sujana; Effy Mulyasari
Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) Vol. 7 No. 3 (2026): Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)
Publisher : Lembaga Penelitian dan Pengembangan Sumberdaya Wilayah (elrispeswil)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/ainj.v7i3.1507

Abstract

Metacognitive regulation is an important component of prospective teachers’ capacity to plan, monitor, and evaluate pedagogical decisions, particularly within the flexible instructional demands of the Kurikulum Merdeka. This study aimed to describe prospective teachers’ metacognitive regulation in Indonesian language teaching across three dimensions: planning, monitoring, and evaluation. A quantitative descriptive survey design was employed with 40 prospective teachers selected through purposive sampling from several higher education institutions in Indonesia. Data were collected using a researcher-developed 15-item questionnaire consisting of five items for each dimension. The instrument demonstrated satisfactory internal consistency (Cronbach’s α = .87), and the data were analyzed using descriptive statistics. The results showed an overall mean score of 52.95 out of 60 (88.2%), indicating a high level of perceived metacognitive regulation. Planning obtained the highest percentage (90.3%), followed by monitoring (88.2%) and evaluation (86.2%). Item-level analysis revealed relatively strong scores for preparing instructional materials and actively involving students to monitor understanding, whereas recognizing errors during teaching, reflecting on teaching strengths and weaknesses, and following up on evaluation results received comparatively lower scores. These findings indicate that respondents perceived themselves as relatively stronger in planning than in self-monitoring and reflective evaluation. Teacher education should therefore provide structured opportunities for prospective teachers to integrate planning, monitoring, reflection, and evaluative follow-up into a continuous cycle of pedagogical improvement. Given the self-report design and purposive sample, the findings should be interpreted as a descriptive profile rather than direct evidence of actual teaching performance.

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