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EDUCASIA : Jurnal Pendidikan, Pengajaran, dan Pembelajaran
Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda
ISSN : 25029150     EISSN : 25275011     DOI : http://dx.doi.org/10.21462/educasia
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
EDUCASIA, e-ISSN 2527-5011 dan p-ISSN: 2502-9150 adalah Jurnal yang menerbitkan tulisan baik artikel hasil penelitian maupun artikel kajian kepustakaan bidang Pendidikan, Pengajaran, dan Pembelajaran.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "vol 10 no 3 (2025): educasia, 10(3), december 2025" : 6 Documents clear
Development of an Interactive E-Module Containing Gamification on the Material of Relations and Functions Erawati, Ni Ketut; Yuliastini , Ni Kadek; Juwana , I Dewa Putu
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 3 (2025): Educasia, 10(3), December 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i3.371

Abstract

This research is motivated by the low motivation and learning outcomes of students in the topic of Relations and Functions, as well as the limited use of technology-based teaching materials at SMP Negeri 2 Mengwi. The purpose of this study is to develop an interactive e-module with gamification and to test its validity, practicality, and effectiveness. The research employed the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The product was validated by two experts, while trials included both limited and field testing. The validation results indicated that the e-module received a score of 1.00 in both material and media aspects, categorized as very high. Practicality was measured using the User Experience Questionnaire (UEQ), with most aspects rated as “excellent.” In terms of effectiveness, students’ learning motivation was in the very high category with an average score of 83, and the average learning outcomes increased from 68 to 84 after using the e-module. Therefore, the interactive e-module with gamification is considered valid, practical, and effective for use in mathematics learning on the topic of Relations and Functions.
Analysis of Teachers' Digital Pedagogical Competence in Creating Innovative and Creative Learning at Elementary School Nafasabilla, Zaskia; Yohamintin, Yohamintin
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 3 (2025): Educasia, 10(3), December 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i3.372

Abstract

This study aims to analyze teachers’ digital pedagogical competence in creating creative and innovative learning at Mutiara Hikmah Al-Qur'an Elementary School. The background of this study is based on the need to improve teachers' competence in integrating digital technology in the 21st-century education era. The study used a qualitative approach with a case study method, where data were collected through observation, interviews, and documentation, which were then analyzed using the Miles and Huberman interactive model. The results showed that teachers at Mutiara Hikmah Elementary School have understood and interpreted the importance of digital pedagogical competence, both through internal training and independent development. Teachers are able to innovate by utilizing various digital technology platforms and implementing creative learning models such as project-based learning and game-based learning, thereby creating a creative, innovative, interactive, and student-centered learning environment. These efforts encourage the improvement of students' creativity, critical thinking, communication, and collaboration skills. Sufficient technological facilities and teachers' initiatives in developing digital pedagogical competencies also contribute to the creation of creative, innovative, and relevant learning that meets the demands of the digital age.
Leveraging YouTube for EFL Learning: A Critical Review of Benefits, Challenges, and Pedagogical Potential Hasan, Md. Mehedi
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 3 (2025): Educasia, 10(3), December 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i3.379

Abstract

With the advancement of technology worldwide, especially in education, YouTube significantly impacts language learning, particularly in English as a second language acquisition. This review enables learners to develop their English proficiency, focusing on listening and speaking skills. The purpose of this study is to investigate the importance of YouTube in enhancing English language skills, particularly listening, speaking, vocabulary, and pronunciation abilities. The research employed Braun and Clarke (2006) for thematic review, utilizing previous research from 54 peer-reviewed studies published between 2009 and 2025, which examined the effectiveness of YouTube in education. The thematic review indicates that YouTube provides learners motivation, engagement, vocabulary acquisition, improved pronunciation accuracy, and pedagogical awareness. The evaluation reveals gaps regarding support for technological literacy, instructor assistance in selecting materials, and long-term efficiency. Additionally, it emphasizes the importance of carefully incorporating YouTube into English language instruction to enhance student learning performance. This study explores the necessity of thoughtfully integrating YouTube throughout language instruction to maximize its benefits. This can significantly impact learners, aiding in their English proficiency development.
The Effectiveness of the Think-Pair-Share (TPS) Learning Model Based on Vocabulary Cards to Improve Arabic Speaking Skills Hermawan, Ade Rizky; Syarifah, Ainun
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 3 (2025): Educasia, 10(3), December 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i3.386

Abstract

This study aims to test the effectiveness of the Think Pair Share (TPS) cooperative learning model combined with vocabulary cards in improving the Arabic speaking skills (maharah kalam) of Madrasah Tsanawiyah students. The background of this study stems from the low speaking ability of students due to limited vocabulary, shyness, and a lack of interactive learning methods. This study uses a quantitative approach with a One Group Pretest-Posttest Design, where the research subjects consist of 38 seventh-grade students at MTsN 1 Lamongan. Data were collected through speaking tests before (pretest) and after (posttest) the learning treatment using the TPS model based on vocabulary cards. Data analysis was performed using descriptive statistics and a paired sample t-test. The results of the study showed a significant increase in the average score from 74.39 on the pretest to 89.58 on the posttest, with a difference of 15.19 points. The t-test yielded a value of -8.736 with a significance level of p = 0.000 (< 0.05), confirming that the difference between the pretest and posttest scores is statistically significant. These findings confirm that the implementation of the TPS model based on vocabulary cards is effective in improving students' speaking skills. Pedagogically, this model not only expands vocabulary mastery but also enhances confidence, oral participation, and fluency in speaking. This study recommends that Arabic language teachers in madrasahs can adopt the TPS with vocabulary cards as an alternative contextual, interactive, and enjoyable learning strategy in developing maharah kalam.
A Thematic Review of the Influences of Classroom Environment on Student’s Learning Outcomes in EFL Context Jamil, Akib
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 3 (2025): Educasia, 10(3), December 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i3.388

Abstract

The classroom environment has a significant impact on learning English as a foreign language (EFL), especially in higher education settings. This article aims to explore the ways in which classroom management style, teacher-student interaction dynamics, physical layout, emotional tone, and, finally yet importantly, institutional policies can all affect language-learning outcomes in EFL classrooms. By focusing on postsecondary education, the review closes a significant gap in the literature. Based on 51 peer-reviewed articles published between 2017 and 2025, a qualitative thematic review was conducted. Patterns essential to every study were found using the thematic analysis method developed by Braun and Clarke (2006). Only empirical research pertaining to EFL classroom settings that met strict acceptance standards was included in the review. Common themes were found in the physical environment, motivation, engagement, emotional safety, technology integration, and institutional support after a thematic coding framework was tested. The results show that frequent teacher-student interactions, flexible classroom layouts, high emotional support, and autonomy-supportive teaching techniques are associated with increased motivation, self-assurance, and active language use among EFL learners. On the other hand, stressful situations and strict, teacher-centred lessons result in lower accomplishments and disengagement. Language learning seems to be significantly influenced by the idea of emotional safety, or the ability to take chances without fear of repercussion. These findings suggest that classroom design and instructional techniques need to be reviewed by educators and educational institutions alike (Hasan et al., 2024a). Improving learning outcomes and encouraging long-term success for EFL learners requires creating pedagogically engaging classrooms, emotionally safe, and physically comfortable.
Correlation Between the Level of Reliability and Ethics with the Perception of the Effectiveness of AI Use in Scientific Paper Writing by Students Febrianti, Lifia Yola
EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran Vol 10 No 3 (2025): Educasia, 10(3), December 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/educasia.v10i3.414

Abstract

In the practice of writing scientific papers, students utilize AI for various purposes that assist and facilitate the process. This study aims to determine the correlation between reliability and ethics with the perception of the effectiveness of AI use in scientific writing by students. The method used in this study is quantitative with a correlational research type. The data collection techniques in this study are observation and survey with questionnaire distribution. The questionnaire used Google Forms and was distributed to 50 students who participated in scientific writing training in high school. Data analysis included normality tests, linearity tests, and correlation tests. The data analysis method used in this study was correlational analysis to determine the relationship between variables using product moment analysis with SPSS 23. The results showed that there was a relationship between the level of AI reliability (X1) and the perception of the effectiveness of AI use in students' scientific writing (Y) with a correlation value of 0.726. Similarly, the AI ethics variable (X2) showed a fairly high correlation with the perception of effectiveness (Y) of 0.696. Both correlation values are in the strong correlation category (0.70–0.90), indicating that the higher the reliability and ethics of AI perceived by students, the higher their perception of the effectiveness of AI use in scientific writing.

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