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TANJAK: Journal of Education and Teaching
Published by STAIN Sultan Abdurrahman Kepulauan Riau
ISSN : 27164098     EISSN : 27208966     DOI : https://doi.org/10.35961/tanjak.v1i2.146
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
TANJAK adalah ikat kepala adat Melayu yang berbentuk runcing ke atas. Demikian makna yang dituliskan dalam Kamus Besar Bahasa Indonesia (KBBI). Nilai dalam tanjak dipercaya oleh masyarakat Melayu sebagai simbol kekuatan, marwah, pendidikan dan lainnya. Bertanjak berarti memelihara budi pekerja dan menjaga marwah. Nama “Tanjak” digunakan dalam jurnal pendidikan dan keguruan sebagai bentuk menjaga marwah dan pendidikan anak bangsa. Dengan pendidikan, marwah bisa dicapai, dengan pendidikan kekuatan akan tergapai, dan dengan pendidikan akan melahirkan peradaban yang gemilang. Jurnal Tanjak ingin menjadi bagian dari upaya mencapai harapan-harapan kebesaran tersebut. Sebab itu, jurnal Tanjak juga mengajak seluruh pendidik, peneliti, dosen dan praktisi pendidikan untuk turut serta menyumbangkan karya tulisnya guna memberikan sumbangsih pada bangsa dan negara. Lebih spesial lagi apabila kajiannya terkait pendidikan di dunia melayu. Jurnal Tanjak akan terbit dua kali setahun pada bulan Februari dan Agustus.
Arjuna Subject : Umum - Umum
Articles 106 Documents
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A Preliminary Qualitative Study on Student Engagement and Pedagogical Policy Enactment in A Technology Free Higher Education Classroom Muryanti Muryanti; Fadhila Rahman; Isnaria Rizki Hayati
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3063

Abstract

While digitalization has been reinforced in higher education, there are growing concerns regarding the drawbacks of technology and artificial intelligence towards students’ engagement. This preliminary study explores student learning experiences in a technology-free classroom environment within an undergraduate course on educational policy and community development at a public university in Indonesia using a qualitative case study design. Data were collected from 28 students through written reflections produced during classroom sessions. From the thematic analysis, five preliminary themes emerged: better classroom engagement, improved material comprehension, experiential learning, meaningful activities, and enjoyable participation. Even though students were confused at the beginning of the lesson, they reported feeling more involved and challenged in the classroom. From the preliminary findings, this study tentatively suggests that technology-free classrooms may work as learning spaces that can complement and critically interrogate dominant digitalisation agendas. However, the findings of this study do not reject technology. These preliminary findings show the importance of balanced digital and non-digital approaches within Indonesian higher education policy contexts. The study also acknowledges its limited scope, so it recommends further research on this topic with stronger triangulation.
Breaking Down the Apathy Barrier: The Effectiveness of an Interactive Anti-Bullying Puzzle in Building Social Awareness among Eighth-Grade Students at SMP Labschool UPI Bandung Shellya Tanaya Dhayinta; Sindi Ayudia Pama; Futihaturrobiah
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3064

Abstract

Bullying remains a persistent problem in schools and can negatively affect students’ social and emotional development, making innovative preventive strategies increasingly important. This study aims to examine the effectiveness of interactive anti-bullying puzzle media in increasing bullying awareness among eighth-grade students at SMP Labschool UPI Bandung. This study employed a quantitative experimental approach using a pretest-posttest control group design. The participants were 40 eighth-grade students, consisting of 20 students in the experimental group and 20 students in the control group, selected through purposive sampling. Data were collected using a 23-item questionnaire measuring students’ understanding and attitudes toward bullying. The instrument demonstrated acceptable validity and reliability, with all items meeting the validity criteria and a Cronbach’s alpha coefficient of 0.814. Data were analyzed using normalized gain scores to compare changes between the experimental and control groups. The results showed an increase in the experimental group’s mean score from 46.30 before the intervention to 74.35 after the intervention, with a normalized gain score of 0.62, categorized as moderate. In comparison, the control group increased from 43.55 to 49.60, with a normalized gain score of 0.12, categorized as low. These findings indicate that interactive anti-bullying puzzle media can support the development of students’ awareness of bullying and promote active learning through cooperation, reflection, and discussion. The study concludes that puzzle-based media can serve as an innovative strategy for strengthening bullying prevention programs in junior high schools.
Development and Effectiveness Testing of a Quizizz-Based Smart Game to Enhance Moral Values in Early Childhood: A Research and Development Approach Nur Hafidz; Musyafa Ali; Ahmad Aji Jauhari Ma'mun; Sefti Wijayanti
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3067

Abstract

Digital learning media have considerable potential to support moral development in early childhood when designed according to children's developmental characteristics and meaningful social contexts. This study aimed to develop and examine the effectiveness of a Quizizz-based Smart Game in strengthening children's moral values, particularly honesty, discipline, independence, and cooperation. The study employed the Borg and Gall Research and Development model combined with a quasi-experimental non-equivalent group pretest-posttest design. The participants were 31 children aged 5–6 years from two early childhood education institutions in Banyumas, Central Java, comprising 15 children in the experimental group and 16 in the control group. The product was validated by three experts and obtained an average feasibility score of 3.47, categorized as very feasible. The moral-value instrument initially consisted of 12 items, of which 10 were valid, with a Cronbach's Alpha coefficient of 0.872. The pretest results indicated no significant difference between the experimental and control groups (p = 0.889). Following the intervention, the experimental group achieved a mean N-Gain of 75.34%, compared with 36.64% in the control group. An independent-samples t-test showed a significant difference in N-Gain between the two groups (t = 25.879, p < 0.001). These findings indicate that the Quizizz-based Smart Game can effectively support the strengthening of moral values in early childhood through interactive, contextual, and play-oriented digital learning.
Character Education Values in Qur'an Surah Luqman Verse 18: An Analysis of Haji Abdul Malik Karim Amrullah's Tafsir Al-Azhar and Its Relevance to Islamic Education in Indonesia Ainun Ainun; Ita Tryas Nur Rochbani; Muhammad Juni Beddu
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3069

Abstract

Character education is a fundamental component of Islamic education that plays a vital role in shaping students' personalities and moral character. One of the primary sources of character values that merits scholarly examination is Qur'an Surah Luqman verse 18, as interpreted by Hamka in Tafsir Al-Azhar. This study aims to analyze the character education values embedded in Hamka's interpretation of Qur'an Surah Luqman verse 18 and to examine their relevance to the implementation of Islamic education in Indonesia. This research employed a qualitative approach using library research as its methodological design. Primary data were obtained from Tafsir Al-Azhar, while secondary data were collected from books, scholarly journal articles, and other relevant literature. The data were analyzed through data reduction, data display, and conclusion drawing using the content analysis technique. The findings indicate that Hamka interprets Qur'an Surah Luqman verse 18 as encompassing essential character values, including humility, the avoidance of arrogance, politeness in social interactions, and the cultivation of harmonious social relationships. These values are highly relevant to the objectives of Islamic education in Indonesia, as they support the development of learners who possess noble character, strong moral integrity, and the ability to embody Islamic values in their social lives.
Identifying the Factor Structure of Students' Algebraic Thinking Through an Area Model Supported by PhET Interactive Simulation Kaila Tazkia; Shinta Yuhanida; Muhammad Ihsan Idzharuddien; Rina Oktaviyanthi; Ria Noviana Agus; Giyanti Giyanti
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3074

Abstract

This study aims to identify the factor structure of students’ algebraic thinking skills within an area model learning context supported by PhET Interactive Simulation. A quantitative approach using exploratory factor analysis was applied to data from 128 students based on 16 indicators representing four aspects of algebraic thinking: generalization, representation, transformation, and conceptual meaning. The analysis involved the Kaiser-Meyer-Olkin (KMO) test, Bartlett’s test of sphericity, measures of sampling adequacy (MSA), principal component analysis, eigenvalue criteria, and Varimax rotation. The initial analysis produced a KMO value of .631, while four variables (G1, G3, G4, and R1) were removed because their MSA values were below .50. The analysis of the remaining 12 variables produced a KMO value of .689 and a significant Bartlett’s test (p < .001). Four components with eigenvalues greater than 1 were retained and accounted for 62.06% of the total variance before rotation. The rotated solution revealed three interpretable dimensions: a visual-representational factor integrating generalization and representation, a procedural-transformational factor, and a conceptual-meaning factor. The fourth component had no clearly dominant group of indicators and was therefore interpreted cautiously as a residual component. These findings indicate that students’ algebraic thinking in the examined instructional context is multidimensional, with visual-representational, procedural-transformational, and conceptual dimensions showing distinct patterns.
Needs Analysis of Mobile-Based Biology Microlearning for Senior High School Students: Student and Teacher Perspectives Nurhikmah H; Abdul Malik Ramli; Maenuddin Bustanil Syah; Baso Asrul N. Bena
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3092

Abstract

Learning biology, particularly cells and metabolism, requires students to understand structures, sequences, and dynamic processes that are difficult to observe directly. This study aimed to analyze students’ and teachers’ needs as a basis for developing mobile-based biology microlearning for senior high school students. A descriptive needs analysis involved 31 Grade 11 students in the Mathematics and Natural Sciences track and three biology teachers at SMA Negeri 23 Makassar. Closed-ended data were analyzed using frequencies, percentages, means, and standard deviations, while open-ended responses were coded descriptively. Smartphones were the primary student devices (77.4%), and videos of 3–5 minutes were the most preferred duration (51.6%). All students needed offline access, 93.5% needed subtitles, and 90.3% agreed that short, stepwise materials could support their focus. The most frequently identified difficult topics were enzyme and coenzyme inhibition (32.3%), light-dependent reactions of photosynthesis (29.0%), and the fluid mosaic model of cell membranes (22.6%). Teachers emphasized dynamic media, curriculum-aligned materials, editable resources, formative question banks, data-efficient materials, and technical support, while only one teacher reported confidence in creating simple digital materials. The findings indicate that the initial design should provide 3–5-minute single-concept segments, 360p–480p video options, offline access, subtitles and transcripts, stepwise visualizations, and short quizzes with explanatory feedback. The study provides context-sensitive initial specifications for mobile-based biology microlearning, which should be followed by content validation, prototype development, usability testing, and effectiveness evaluation.

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