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INDONESIA
Edu Cendikia: Jurnal Ilmiah Kependidikan
Published by Information Technology and Science
ISSN : -     EISSN : 2798365X     DOI : 10.47709/educendikia
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Edu Cendikia: Jurnal Ilmiah Kependidikan meliputi hasil kajian ilmiah di bidang pendidikan multi-disiplin ilmu, baik pembelajaran dalam jaringan juga luar jaringan, merdeka belajar, pengembangan metode belajar pembelajaran terkini yang merujuk pada semua tingkat usia dan yang berkaitan dengan kebijakan pendidikan, sistem sekolah juga strategi pembelajaran yang dilakukan oleh guru, dosen maupun peneliti mandiri.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1,018 Documents
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Value Based Leadership in Teacher Role Allocation: A PO FIT Study of Ambon Catholic School Maria Y Warawarin; Izaak Hendrik Wenno; Theresia Laurens
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8192

Abstract

This study analyzes Catholic value-based leadership in teacher role allocation in Ambon Catholic private schools facing human resource constraints. Using a qualitative case study design, this study triangulated data from principals, vice principals, and teachers (n=6). Thematic analysis identified four main themes from 25 quotations: value-based leadership (28%), person-organization fit (P-O Fit) (36%), human resource dilemma (24%), and service quality (12%). The findings indicate that Catholic core values—love, justice, discipline, friendliness, responsibility, service, and creativity—function as substantive criteria in teacher role allocation, with character prioritized over administrative competence. This value-oriented approach strengthens teachers’ intrinsic motivation, reflected in their pleasure in being trusted and willingness to accept additional responsibilities. It also supports service consistency, demonstrated by active student engagement and positive parental feedback. However, principals face a persistent dilemma between “justice and compassion” when assigning multiple roles, particularly under limited human resource conditions. The study therefore proposes an Indonesian Catholic hybrid moral-managerial model that operationalizes P-O Fit as a contextual strategy for teacher retention during human resource crises. The model emphasizes alignment between teachers’ personal values, Catholic institutional values, and organizational role requirements. Practical implications include developing value-based teacher allocation guidelines, an annual value-competency matrix, and structured job rotation to distribute responsibilities more fairly while maintaining service quality. These findings contribute to understanding how religiously grounded leadership can integrate moral values with managerial decision-making in Catholic schools facing staffing limitations, while sustaining organizational commitment and strengthening institutional identity among teachers in resource-constrained educational settings.
Transformasi Mahasiswa PGRI sebagai Agen Perubahan Penjaga Jati Diri Bangsa Menyongsong Indonesia Emas 2045: The Transformation of PGRI Students as Agents of Change and Guardians of National Identity in Preparation for Golden Indonesia 2045 Ahmad Fadha Ilul Firdaus
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8626

Abstract

The "Golden Indonesia 2045" vision demands excellent human resources with strong character who are adaptable to global change. In this context, PGRI students hold a strategic position as prospective teachers; they play a role not only in mastering academic competencies but also in strengthening national identity through education. This study aims to analyze the transformation of PGRI students as agents of change and guardians of national identity in preparation for Golden Indonesia 2045. The research employs a literature review method with a descriptive-qualitative approach. Fifteen sources were analyzed, comprising journal articles, conference proceedings, academic books, policy documents, and other relevant official sources. Data were analyzed thematically by identifying, selecting, categorizing, and synthesizing literature based on themes such as students as agents of change, national identity, the role of prospective teachers, and PGRI's contribution to national educational transformation. The findings indicate that PGRI students need to possess critical thinking skills, digital literacy, social awareness, Pancasila-based character, and the ability to integrate local wisdom into instruction. PGRI students also act as pedagogical agents who bridge human resource development, the preservation of national identity, and educational transformation. The study's implications underscore the need for a more integrative approach to prospective teacher education, achieved by strengthening curricula, institutional networks, digital literacy, character education, and socio-educational experiences. Because this study is limited to secondary literature, future research should incorporate empirical data to examine PGRI students' actual contributions to educational practice.
Analisis Kebutuhan Pengembangan E-LKPD Interaktif Berbasis Flipbook Digital pada Materi Bumiku Sayang, Bumiku Malang: Needs Analysis for the Development of an Interactive E-Student Worksheet Based on a Digital Flipbook for the Topic "My Beloved Earth, My Wretched Earth" Fithrotul Mauludiyah; Eko Budi Minarno; Rini Nafsiati Astuti; Nurul Izhan Pepridel Yulanda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8771

Abstract

Science and Social Studies (IPAS) instruction on environmental topics in elementary schools is often abstract, requiring adaptive visualizations that extend student understanding beyond the classroom; thus, this study aims to analyze the development needs for an interactive, digital flipbook-based Electronic Student Worksheet (e-LKPD) for fifth-grade IPAS lessons. The study represents the "analysis" phase of the ADDIE development model and employs a qualitative descriptive approach. Participants were selected purposively, comprising one fifth-grade teacher and 25 fifth-grade students from MI Nurul Jadid Gresik during the even semester of the 2025/2026 academic year. Data were collected through semi-structured interviews, needs analysis questionnaires, and observations of learning characteristics, then analyzed using the Miles, Huberman, and Saldaña interactive model. Results indicate that instruction currently relies on conventional textbooks and lectures, making it difficult for students to visualize large-scale environmental phenomena. Specifically, 76% of students struggle to comprehend dense text, 68% experience boredom, and 88% have never used a flipbook-style e-LKPD. Conversely, 100% of students expressed interest in independent learning via devices featuring animations, videos, and interactive quizzes—a preference supported by the fact that 92% own personal devices. The teacher also fully supports the initiative, citing limited teaching time and limited technical skills in media design. The findings suggest a significant gap between ideal and actual conditions in the field, making the development of an interactive, digital flipbook-based e-LKPD a highly relevant and urgent necessity.
Pengembangan E-Modul Indian Bridal pada Pembelajaran Tata Rias Pengantin Internasional (Berbasis Flipbook): Development of an Indian Bridal E-Module for International Bridal Makeup Instruction (Flipbook-Based) Nabilah Nabilah; Mari Okatini Armandari; Nurul Hidayah
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9091

Abstract

The digital era in education requires changes in learning methods and media to make them more interactive, efficient, and learner-oriented. However, instruction in Indian bridal makeup still faces challenges because it lacks learning media that present the material systematically and in detail, supported by comprehensive visuals. Therefore, developing an e-module serves as an innovative digital learning solution. This study aims to develop a flipbook-based e-module as a learning resource for the "International Bridal Makeup" course, specifically covering Indian bridal makeup. The study employs the Research and Development (R&D) method using the ADDIE model, which comprises the stages of Analysis, Design, Development, Implementation, and Evaluation. The e-module was designed using Canva and published as a flipbook via the Heyzine platform. Data were collected through validation questionnaires from subject matter and media experts, practicality questionnaires, and student comprehension tests to measure the product's effectiveness. Feasibility validation yielded scores of 88% from the subject matter expert and 85% from the media expert, categorizing the module as "highly feasible." Practicality testing resulted in scores of 92.67% for the one-to-one trial and 93.4% for the small-group trial, categorizing it as "highly practical." Finally, the effectiveness test yielded an N-Gain score of 0.87, placing it in the "high" category.
Developing Meuseuraya-Based Democracy Modules to Enhance Elementary Students' Critical Thinking Skills Addina Maghfirah; Reh Bungana Beru Perangin-Angin; Silvia Mariah Handayani; Surya Dharma; Hidayat Hidayat; Zuraida Zuraida
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9135

Abstract

This research is motivated by fifth-grade students' low critical thinking skills, driven by conventional one-way learning and normative teaching modules that lack local culture-based innovation. Therefore, this study aims to develop and analyze the validity, practicality, and effectiveness of a Democracy Education Teaching Module based on Meuseuraya local wisdom to enhance students' critical thinking skills. The methodology employed is Research and Development (R&D) using the ADDIE model, involving 20 fifth-grade students as field trial subjects. Data were collected through observations, questionnaires, and critical thinking tests. The results showed that the developed module met high validity criteria, scoring 95.2% with material experts, 88.2% with design experts, and 82% with linguists. Practicality reached 92% based on teacher responses and 99.8% based on student responses. Furthermore, the module improved students' critical thinking skills, as shown by classical completeness rising significantly from 67% to 85% and a moderate N-Gain score of 0.55. In conclusion, this module is highly feasible, practical, and effective for elementary school students. This study suggests that integrating local wisdom into teaching modules can foster active, context-based learning and strengthen critical thinking skills.
Pengaruh Model Pembelajaran Game-Based Learning dan Motivasi Belajar terhadap Prestasi IPAS Siswa Sekolah Dasar: The Influence of the Game-Based Learning Model and Learning Motivation on the IPAS Achievement of Elementary School Students Dwi Natalia; Agung Pramujiono; Hartono Hartono
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9287

Abstract

Science literacy outcomes among elementary school students in Indonesia remain relatively low, as instruction is still dominated by expository approaches that fail to engage students actively. Game-Based Learning (GBL) is viewed as an instructional model that can enhance student engagement through interactive, enjoyable learning activities. This study aimed to analyze the influence of the Game-Based Learning (GBL) model and learning motivation on the IPAS (Natural and Social Sciences) learning outcomes of sixth-grade students at SDN Dupak I Surabaya. The study used a quantitative approach with a quasi-experimental, 2×2 factorial design. The participants consisted of 40 students divided into an experimental group (GBL) and a control group (expository). Data were collected via learning motivation questionnaires and IPAS learning outcome tests, then analyzed using Two-Way Analysis of Variance (ANOVA). The analysis results revealed a significant difference in IPAS learning outcomes between students taught using the GBL model and those taught using the expository model (Sig. = 0.002 < 0.05). Furthermore, IPAS learning outcomes differed significantly between students with high and low learning motivation (Sig. = 0.001 < 0.05). However, no significant interaction was found between the instructional model and learning motivation regarding students' IPAS learning outcomes (Sig. = 0.640 > 0.05). The Game-Based Learning (GBL) model showed a significantly greater influence than the expository model in enhancing students' IPAS learning achievement. Additionally, learning motivation significantly influenced academic achievement.
Manajemen Pembelajaran PAUD Inklusi bagi Anak Berkebutuhan Khusus di Kabupaten Bengkalis: Management of Inclusive Early Childhood Education for Children with Special Needs in Bengkalis Regency Nurhaida Selian; Dini Anggia; Wiwik Herwiyani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9331

Abstract

Inclusive education at the Early Childhood Education (ECE) level helps fulfill the right to education for all children, including those with special needs. This study aims to describe planning, analyze implementation, and identify management challenges in inclusive ECE in Bengkalis Regency, an archipelagic region characterized by limited access to transportation and a shortage of professional personnel. This study used a qualitative case study approach, involving seven ECE institutions across three districts (Bengkalis, Bukit Batu, and Rupat). Data were collected through in-depth interviews with principals, teachers, and parents, as well as participant observation and document analysis; the data were then analyzed thematically using data reduction, data display, and conclusion-drawing processes. The findings indicate that most institutions lack written policies regarding inclusive education; lesson plans generally do not differentiate between typically developing children and those with special needs; and Individualized Education Programs (IEPs) have not been systematically implemented. Instruction relies on storytelling and play-based approaches, with generally positive social interactions between typically developing children and those with special needs. Key challenges include limited teacher competence in handling children with special needs, a lack of specialized support staff, inadequate facilities, and weak local policy support. The study recommends strengthening teacher training, formulating written inclusion policies, providing professional support staff, and enhancing collaboration among schools, parents, and the local government to realize high-quality, sustainable inclusive ECE in Bengkalis Regency.
Teacher Support dan Future Time Perspective Sebagai Prediktor Afek Positif pada Siswa Sekolah Menengah Kejuruan: Teacher Support and Future Time Perspective as Predictors of Positive Affect among Vocational High School Students Yuliana Yuliana; Yulia Ayriza; Awan Rahmat
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9535

Abstract

Vocational high school (SMK) students are susceptible to declining positive affect because of the high academic and vocational demands they face simultaneously. Low positive affect can dampen learning enthusiasm, increase anxiety, and diminish students' self-confidence in meeting vocational education requirements. Previous research indicates that various factors influence positive affect; however, studies examining the simultaneous predictive roles of internal and external factors remain relatively limited. This study aimed to examine the roles of teacher support and future time perspective as predictors of positive affect among vocational high school students in Yogyakarta City, analyzing them both simultaneously and individually. This quantitative survey-based study involved 403 vocational high school students in Yogyakarta City, selected via multistage cluster random sampling. We collected data using the Positive Affect subscale of the PANAS, the Perceived Academic Teacher Support Scale, and the Future Time Perspective Scale. We analyzed them using multiple linear regression in Jamovi version 2.3.28. Teacher support and future time perspective significantly predicted positive affect simultaneously (F=65.1; p=0.001), with an R² of 0.246. Individually, teacher support had a significant effect (?=0.442; t=9.93; p=0.001), as did future time perspective (?=0.148; t=3.33; p<0.001); both were significant predictors, with teacher support making a larger contribution. Together, the two variables explained 24.6% of the variance in positive affect, with teacher support as the stronger predictor. These findings highlight the importance of teacher support and the strengthening of future time perspective in fostering positive learning experiences for vocational high school students.

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