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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 Effects of Digital Leadership, ICT Integration, and Instructional Innovation on the Effectiveness of Tahsin Learning through the Alqaidah Nuraniah Method Harum Mulia Hati Wijaya; Annisa Nilamsari; Oktiva Kurniawati
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.v7i3.1511

Abstract

Digital transformation in early childhood Islamic education requires the integration of institutional leadership, technology, and pedagogical innovation while maintaining the fundamental objectives of Qur’anic learning. This study examined the relationships of digital leadership, ICT integration, and instructional innovation with the effectiveness of Alqaidah Nuraniah-based tahsin instruction at KB-TK Cendekia. A quantitative cross-sectional survey design was employed involving 60 respondents, comprising 3 tahsin teachers, 7 educational staff members, and 50 parents, using total sampling. Data were collected primarily through validated and reliable questionnaires and analyzed using descriptive statistics and multiple linear regression. The results showed that digital leadership (t = 2.921, p = .005), ICT integration (t = 2.644, p = .011), and instructional innovation (t = 3.215, p = .002) were each significantly associated with tahsin-learning effectiveness. The overall regression model was also statistically significant (F = 21.482, p < .001), indicating that the three predictors were collectively associated with the outcome. These findings highlight the complementary roles of institutional leadership, pedagogical technology integration, and instructional innovation in supporting tahsin learning. However, because the study relied primarily on respondents’ perceptions within a single institution, the findings represent associative rather than causal evidence and do not directly demonstrate improvement in children’s Qur’anic recitation performance.
The Effects of GeoGebra-Assisted Problem-Based Learning on Students’ Problem-Solving Skills in Solid Geometry Nelyan Setia Zehanara; Maulana Maulana; Isrok'atun Isrok'atun
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.v7i3.1516

Abstract

Mathematical problem-solving in solid geometry remains challenging for elementary students, highlighting the need for instruction that actively engages them in reasoning and solution development. Although Problem-Based Learning (PBL), GeoGebra, and their integration have been investigated separately, direct comparisons of these three approaches at the elementary level remain limited. This study compared their effects on fifth-grade students’ mathematical problem-solving ability using a quasi-experimental nonequivalent pretest–posttest comparison-group design. The sample comprised 102 students across three conditions: PBL (n = 33), GeoGebra-assisted learning (n = 38), and PBL assisted by GeoGebra (n = 31). Data were collected using a validated and reliable essay-based problem-solving test and analyzed using pretest, posttest, N-Gain, and Kruskal–Wallis procedures. The PBL group achieved the highest posttest mean (50.03) and N-Gain (0.38; moderate), followed by PBL assisted by GeoGebra (41.48; 0.29, low) and GeoGebra-assisted learning (38.71; 0.24, low). The Kruskal–Wallis test revealed a significant difference in improvement among the three groups (p = .005). Overall, PBL showed the greatest descriptive improvement in mathematical problem-solving ability within the study context, although pairwise comparisons are required to establish which specific treatment differences were statistically significant.
Development of an Educational Smart Box Media for Pancasila Education Learning Nur Hidayatus Sofia; Nur Wiarsih; Eka Ramiati; Nurul Fatimah
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.v7i3.1517

Abstract

The abstract nature of Pancasila values can present challenges for lower-grade elementary students who learn more readily through concrete and interactive experiences. This study aimed to develop an Educational Smart Box for teaching the application of Pancasila values in everyday life and to evaluate its feasibility, student acceptance, and preliminary learning outcomes. The study employed a Research and Development approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. The study involved 35 second-grade students at MI Tarbiyatus Shibyan, one Pancasila Education subject-matter expert, and one instructional-media expert. Data were collected through observations, interviews, expert-validation questionnaires, student-response questionnaires, and pretest–posttest assessments. The developed Educational Smart Box integrated Pancasila symbols, behavior-classification activities, an interactive spinning game, and action cards using an impraboard-based design. Expert validation yielded feasibility scores of 89.33% for content and 92.00% for media, both categorized as highly feasible. Student responses reached 91.84%, indicating very positive acceptance. The mean learning-outcome score increased from 72.60 on the pretest to 92.09 on the posttest, with a mean N-Gain of 0.7193, categorized as high. These findings indicate that the Educational Smart Box is a feasible and well-accepted instructional medium and that its implementation was accompanied by substantial improvement in students’ learning outcomes. Further controlled studies are required to establish its effectiveness across broader educational contexts.
Development of a Wordwall-Based Interactive Assessment in the Fundamentals of Marketing Subject for 10th Grade Digital Business Dwi Ayu Silvia; Angga Martha Mahendra
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.v7i3.1518

Abstract

Digital assessment provides opportunities to make evaluation activities more interactive and responsive to the characteristics of vocational students. This study aimed to develop and evaluate a Wordwall-based interactive assessment for the Marketing Fundamentals course in the Grade X Digital Business program. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. The product was validated by subject-matter, media, and language experts and piloted with 35 Grade X Digital Business students at SMK Negeri 10 Surabaya. Data were collected through observations, interviews, expert-validation sheets, student-response questionnaires, and pretests and post-tests. The results showed validation scores of 97.5% for subject matter, 95.0% for media, and 92.0% for language, indicating that the product was highly feasible. Student responses reached 92.5%, indicating highly positive acceptance of the assessment. The mean learning score increased from 64.4 on the pretest to 92.1 on the post-test, with an N-Gain of 72.29%, classified as Effective according to the criterion adopted in the study. These findings demonstrate that the developed Wordwall-based interactive assessment is feasible, positively received by students, and accompanied by substantial score improvement during pilot implementation. However, given the single-group design, the findings provide preliminary rather than causal evidence of effectiveness.
Strategies for Enhancing Students’ Interest in English Language Learning through Social media Tutik Ratna Ningtyas; Amirudin Amirudin; Prihatin Puji Astuti
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.v7i3.1519

Abstract

Although social media is increasingly used for English language learning, previous studies have largely focused on language skills and general learner perceptions, with limited attention to how structured social-media-based activities may support students’ inclination, understood as their willingness and affective orientation, toward sustained English learning. This study therefore investigated students’ inclination toward English language learning and explored how structured YouTube-based engagement could support that inclination among English Literature students. A mixed-methods design was employed with 26 English Literature students enrolled in a Public Speaking class at Universitas Pamulang. Data were collected through interviews and questionnaires; questionnaire responses were analyzed descriptively, while interview data were interpreted qualitatively. The findings showed that 60% of participants identified communication with foreigners as a primary reason for learning English, while 71% reported speaking anxiety as their major learning constraint. Following the YouTube-based speech activity, 81% of participants perceived the activity as engaging and enjoyable, 73% reported increased self-confidence when speaking in front of a camera, and 98% indicated that social media motivated them to practice English more frequently. Furthermore, all participants agreed that engaging with English content on social media increased their interest in learning English. These findings suggest that structured social-media engagement may provide an accessible and motivating environment for supporting students’ willingness to practice and engage with English beyond conventional classroom activities. Practically, the study offers a structured YouTube-based strategy for integrating speaking practice with students’ digital habits.
The Role of Self-Confidence in Enhancing Students’ Active Participation in Indonesian Language Learning among Fourth-Grade Elementary School Students Yustika Alawiyah; Ade Rabiah Nasution; Atikah Rahmah Nasution; Devina Santri; Hamka Hamka
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.v7i3.1536

Abstract

Active participation is essential in Indonesian language learning because it provides elementary school students with opportunities to develop communication skills and engage meaningfully in classroom learning. This study aimed to explore and describe the role of self-confidence in shaping students’ active participation during Indonesian language learning. A qualitative approach with a case study design was employed at SD Negeri 1501 Hurung Jilok during the second semester of the 2025/2026 academic year. Participants comprised one fourth-grade teacher and eight students purposively selected to represent high, moderate, and low levels of self-confidence. Data were collected over six weeks through eight classroom observations, semi-structured interviews, and documentation. Data were analyzed iteratively through data condensation, data display, and conclusion drawing and verification. Trustworthiness was strengthened through source and method triangulation, member checking, and an audit trail. The findings showed that students with higher self-confidence tended to participate more spontaneously by asking and answering questions, expressing opinions, and engaging in discussions, whereas students with moderate or low self-confidence participated more conditionally and often required encouragement. Students’ confidence was shaped by the interaction of internal and contextual factors, particularly fear of making mistakes, teacher support, peer support, previous learning experiences, and classroom atmosphere. Teachers supported confidence by providing equitable opportunities to participate, positive reinforcement, group discussions, and a psychologically supportive learning environment. The study demonstrates that self-confidence is closely intertwined with students’ active participation and is shaped by both personal beliefs and classroom conditions.
Development of Minangkabau Ethnopedagogic-Based PAI Teaching Module to Improve the Religious Character of Students at UIN Imam Bonjol Padang Ahmad Fadly; Mardhatillah Mardhatillah; Mutia Chairunnisa; Muhammad Kosim
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.v7i3.1540

Abstract

Islamic Religious Education (IRE) plays an important role in fostering students’ religious character; however, teaching materials in higher education remain insufficiently connected to local cultural contexts. This study aimed to develop a Minangkabau ethnopedagogy-based IRE teaching module and evaluate its validity, practicality, and effectiveness in strengthening students’ religious character at UIN Imam Bonjol Padang. The study employed a Research and Development (R&D) approach using the 4D model, comprising define, design, develop, and disseminate. Data were collected through interviews, observations, documentation, questionnaires, and tests. The developed module underwent expert validation and practicality testing involving lecturers and students, followed by effectiveness testing using ANCOVA and N-Gain analysis. Expert evaluation indicated that the module met the criteria for high validity, while lecturer and student responses demonstrated high practicality. The effectiveness analysis showed a statistically significant improvement in students’ religious character (p < .001), with a mean N-Gain of 0.727, categorized as high. These findings indicate that integrating Minangkabau ethnopedagogical values into IRE teaching materials can provide a contextual and culturally responsive approach to strengthening students’ religious character. Nevertheless, as the study was conducted within a single university context, further research across diverse institutional and cultural settings is needed to examine the module’s broader applicability.
Development of Deep Learning- and Professional Learning Community (PLC)-Based Digital Science and Social Studies Teaching Materials: An Implementation Study among Elementary School Teachers Ika Sukmayanti; Neta Dian Lestari; Wahid Ibrahim Banul Ngindom
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.v7i3.1548

Abstract

The integration of digital teaching materials, Deep Learning-oriented instruction, and teacher collaboration offers a potential approach to improving the quality of elementary science and social studies (IPAS) learning. This study aimed to develop and evaluate digital IPAS teaching materials integrating Deep Learning and Professional Learning Community (PLC) in elementary schools. The study employed a research and development approach involving needs analysis, product development, expert validation, practicality testing, and preliminary effectiveness testing. Product validation involved two media experts and two subject-matter experts, while practicality testing involved eight teachers from four elementary schools. Preliminary effectiveness testing was conducted with 60 students from four elementary schools using a one-group pretest–posttest design. The product was rated highly valid by media experts (89.70%) and subject-matter experts (86.00%) and highly practical by teachers (M = 4.22). Students’ mean learning-outcome score increased from 70.00 to 79.25, with an overall N-Gain of 0.37, categorized as moderate. The reported paired-samples test also indicated a statistically significant pretest–posttest difference (t = 15.004, p = .015). These findings provide preliminary evidence that the developed materials are valid, practical, and potentially beneficial for supporting IPAS learning. Further controlled studies are required to establish their effectiveness across broader educational contexts.
The Effectiveness of Augmented Reality (AR)-Based Learning Media on Elementary School Students' Interest and Science Learning Outcomes Windy Saputri; Tri Astuti
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.v7i3.1565

Abstract

Augmented Reality (AR) offers opportunities to provide interactive and visually accessible learning experiences for elementary students, particularly for content that may be difficult to understand through conventional instruction alone. This study examined the effectiveness of AR-based learning media in supporting learning interest and learning outcomes in Grade III Science and Social Studies (IPAS) on the topic of Family and Community Traditions. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. Participants were 40 Grade III students at SD Negeri Tambangan 01 Semarang, comprising 20 students in the experimental group and 20 in the control group. The experimental group received AR-supported instruction, whereas the control group received conventional instruction over two sessions. Data were collected using learning-outcome tests and a learning-interest questionnaire. The experimental group reported higher learning interest (M = 24.95; 89.11%) than the control group (M = 19.45; 69.46%). Learning-outcome means increased from 45.25 to 87.50 in the experimental group and from 42.50 to 72.25 in the control group. The experimental group achieved a mean N-Gain of .7619, while the reported independent-samples test indicated a significant between-group difference (t(38) = −2.929, p = .006). These findings provide evidence that AR-supported instruction has potential to enhance elementary IPAS learning, although further studies with larger samples and stronger baseline-adjusted analyses are needed.

Page 32 of 32 | Total Record : 319

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