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Cendikia : Media Jurnal Ilmiah Pendidikan
Published by Institute of Computer Science
ISSN : 20874049     EISSN : 28083644     DOI : https://doi.org/10.35335/cendikia
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Cendikia : Media Jurnal Ilmiah Pendidikan is a high-quality open-access peer-reviewed research journal that is published by the Institute of Computer Science. Cendikia : Media Jurnal Ilmiah Pendidikan is providing a platform that welcomes and acknowledges high quality empirical original research papers about education, Learning, Educational Technology, Education Management and related ones written written by researchers, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 318 Documents
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Development of a web-based digital platform through the green education model on green chemistry material Sitompul, Hamela Sari; Situmorang, Idawati
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6896

Abstract

The Green Education model emphasizes contextual learning with real-world environmental issues, encourages collaboration, and encourages students to think critically in solving environmental problems such as pollution, waste, and energy use. This study aims to determine the conceptual and procedural feasibility according to material and media experts, teacher assessments, and student responses to the interactive learning website developed using the Green Education model for green chemistry. This research is a developmental study using the Lee & Owens model. Data collection methods used questionnaires and interviews. Data analysis techniques used were qualitative data analysis based on comments and suggestions, and quantitative data analysis based on average response scores and percentages. The results of this study demonstrated feasibility based on a Likert scale, with a score of 4.5 (very feasible) from material experts, 4.57 (very feasible) from media experts, 4.5 (very feasible) from teachers, and 87.07% (very feasible) from student responses. Based on the development and research results, it can be concluded that the interactive learning website using the Green Education model for green chemistry is conceptually and procedurally feasible as a teaching medium for chemistry learning.
From teaching strategies to school systems: enhancing higher-order questioning skills in islamic religious education Asmuki, Asmuki; Holil, M.; Djuwairiyah, Djuwairiyah; Wardani, Wardani; Aso Samsudin, Mohamad
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6917

Abstract

Islamic Religious Education (IRE) in secondary schools is often implemented in a normative and text-oriented manner, limiting dialogical learning and the development of students’ questioning skills. Existing studies largely view questioning skills as outcomes of individual teachers’ pedagogical practices, paying little attention to school-level managerial factors. Addressing this gap, this qualitative descriptive study examines students’ questioning skills in IRE and the pedagogical and managerial factors supporting their development at SMP Negeri 1 Asembagus. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using the Miles and Huberman interactive model with triangulation. The findings show that students’ questioning skills developed from LOTS to HOTS levels. Importantly, this development is supported not only by interactive pedagogy but also by instructional leadership, continuous academic supervision, curriculum guidance, and a sustainable evaluation culture, indicating a synergistic interaction between pedagogy and school management. The synergistic findings of teacher and managerial pedagogy of teachers and principals are the theoretical contribution of this research, which practically has implications for the need for visionary, progressive, and innovative school principals to improve teacher pedagogics that can improve the quality of the learning process.
The concept of teachers and students from the perspective of the Quran Nasution, Putra Mahendra Gunawan
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6949

Abstract

Contemporary Islamic education faces serious challenges in the form of reducing the role of teachers to mere technical instructors and the tendency to position students as merely cognitively oriented learning objects. This condition has the potential to erode the moral and spiritual dimensions of Islamic education, which are truly rooted in the values ??of the Quran. Therefore, this study aims to analyze in-depth the concept of teachers and students from the perspective of the Quran and its implications for contemporary Islamic education practices. This study uses a qualitative approach with a library research type. The primary data sources are Quranic verses relevant to the theme of education, and articles from accredited national scientific journals serve as secondary sources. The data were analyzed using content analysis techniques with a thematic-interpretive approach to explore the pedagogical meaning, educational relationships, and prophetic values ??contained in the Quranic text. The results of the study indicate that the Quran positions teachers as murabbi, moral role models, and agents of social transformation that integrate scientific, moral, and spiritual dimensions, while students are understood as active subjects who have natural dispositions, intellectual potential, and moral responsibility. This study concludes that the concept of teachers and students from the perspective of the Quran has strategic relevance for the development of contemporary Islamic education that is holistic, character-based, and oriented towards the formation of faithful, noble, and socially responsible individuals without losing the foundation of Quranic values.
The role of principal leadership in innovating english language learning in Indonesian elementary schools: a thematic literature review Lisa, Lisa Anna Nasution
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6964

Abstract

This thematic literature review explored how principal leadership shaped and sustained innovation in English language learning within Indonesian elementary schools. Drawing on 27 peer-reviewed studies published between 2010 and 2025, the review examined the interplay between transformational and instructional leadership models in advancing pedagogical practices. The findings highlighted that principals who fostered collaborative school cultures, invested in professional development, and strategically mobilized resources significantly enhanced teacher innovation and student engagement. However, a gap existed in the limited number of studies that linked principal leadership to English language learning innovation in Indonesian elementary school contexts, particularly in comparing public and private Islamic schools. The novelty of this study highlighted the integration of transformational and instructional leadership models in fostering English language learning innovation in Indonesian elementary school contexts, especially regarding leadership roles in driving English language innovation amid infrastructural, cultural, and policy-based constraints. The study methodologically employed thematic analysis modeled after Braun and Clarke (2006), which allowed for comprehensive identification of patterns, challenges, and strategies across school contexts. It recommended developing integrated leadership models and future empirical studies to validate leadership-driven innovations in diverse school environments.
Self-efficacy as a key psychological predictor of learning independence among students in an integrated Islamic elementary school Susantie, Susantie; Sugiarti, Lucia Rini; Erlangga, Erwin
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6969

Abstract

As the foundation for lifelong learning, independent learning is an important psychological skill that must be developed from elementary school. The internal component of self-efficacy is crucial for enhancing independent learning. The purpose of this study was to investigate how self-efficacy influences elementary school students' ability to learn independently. A total of 87 fifth-grade students selected from the overall sample were included in a quantitative correlational design. Validated measures of independent learning and self-efficacy were used to collect data. Independent learning and self-efficacy were found to be significantly positively correlated based on Pearson correlation analysis (r = 0.523, p < 0.01). Simple linear regression analysis showed that self-efficacy explained 27.4% of the variation in independent learning (R2 = 0.274). These findings indicate that students with higher self-efficacy tend to demonstrate greater ability to manage and regulate their learning independently. The study highlights the importance of strengthening self-efficacy as a psychological foundation for promoting learning independence from an early educational stage
The Influence of Perception of the Teaching Profession, Self-Efficacy of Natural and Social Sciences Subjects and Family Environment on Interest in Becoming an Elementary School Teacher Jumiati, Jumiati
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.6980

Abstract

This study aims to analyze the influence of the perception of the teaching profession, self-efficacy of the science subjects, and family environment on the interest of students of the Elementary School Teacher Education Study Program (PGMI) to become (MI) Elementary School teachers. The study used a quantitative approach with a survey method. The study population consisted of 52 PGMI fifth semester students, with a sample of 34 students selected using a purposive sampling technique. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression with the help of SPSS version 25. The results showed that partially the perception of the teaching profession and self-efficacy of the science subjects did not significantly influence the interest in becoming MI teachers. In contrast, the family environment had a positive and significant influence on students' interest in pursuing the MI teaching profession. However, simultaneously the perception of the teaching profession, self-efficacy of the science subjects, and the family environment significantly influenced the interest in becoming MI teachers. These findings indicate that interest in becoming MI teachers is formed through the interaction of psychological, academic, and social factors, with the family environment as the most dominant factor. This study provides important implications for the PGMI study program in designing a more holistic and contextual strategy for developing prospective teachers.
Educational foundations in the implementation of the merdeka curriculum: A philosophical, sociological, and psychological review Nurhadi, Ahmad; Salim, Asep Agus; Ferawati, Desi; Sadiyah, Elim Halimah; Nurasiah, Noni; Maifi, Rista; Sariwardani, RR. Andriani
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.7014

Abstract

Background: The implementation of the Merdeka Curriculum requires a strong conceptual understanding to ensure that curriculum reform goes beyond administrative changes and reflects meaningful educational goals. Educational foundations play a crucial role in guiding curriculum policy formulation and implementation. Purpose: This article aims to analyze the role of philosophical, sociological, and psychological educational foundations in the implementation of the Merdeka Curriculum. Method: This study employed a qualitative approach using a literature review method. Data were collected from books, reputable national and international journal articles, and relevant educational policy documents. The data were analyzed thematically to identify the interconnections among educational foundations. Results: The findings indicate that philosophical foundations provide value orientation and educational goals through an emphasis on student-centered learning and character development. Sociological foundations ensure curriculum relevance to social, cultural, and community needs through flexibility and contextual learning. Psychological foundations support learning practices that consider students’ development, interests, and individual differences through differentiated instruction and formative assessment. Conclusion: The integration of philosophical, sociological, and psychological foundations is a critical prerequisite for ensuring that the Merdeka Curriculum is implemented consistently, contextually, and meaningfully, thereby supporting student-centered learning.
Correlation between teacher personality and professional development literacy of teachers at SMK YAPPA Depok Solihatun, Solihatun; Dinihari, Yulian; Aditia, Gilang Rizkia; Rachmat, Dieta Putri; Handayani, Sulis Setioharti; Ruth, Burju; Radyati, Ajeng
Cendikia : Media Jurnal Ilmiah Pendidikan Vol 16 No 3 (2026): January: Education Science
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/cendikia.v16i3.7027

Abstract

In the Merdeka Curriculum framework, teachers serve as agents in implementing adaptive, learner-centered instruction. Accordingly, teacher development extends beyond pedagogical and professional competencies and is connected to personality competence as an internal foundation of professional practice. Teacher personality is assumed to influence professional development literacy, defined as teachers’ capacity to understand, plan, implement, and reflect on continuous professional growth. However, empirical evidence examining this relationship remains limited, particularly in vocational education contexts. This study aims to analyze the relationship between teacher personality and professional development literacy among teachers at SMK YAPPA Depok. The null hypothesis states that no relationship exists between the variables, whereas the alternative hypothesis assumes a significant relationship. A quantitative descriptive-correlational design was employed, involving all fifteen teachers through a saturated sampling technique. Data were analyzed using descriptive statistics and Spearman’s Rho correlation due to non-normal data distribution and ordinal measurement scales. The results indicate that teacher personality and professional development literacy are generally at moderate to high levels, with variation among respondents. Furthermore, correlation analysis reveals a significant relationship between teacher personality and professional development literacy, leading to rejection of the null hypothesis. These findings highlight the role of teacher personality in strengthening professional development literacy.

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