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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 857 Documents
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Grammatical Error Analysis in the English Writing of Indonesian EFL Learners M Hanif; Eka Susylowati; Wiwik Yulianti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8175

Abstract

Writing in English is an essential skill in today’s globalized world. As one of the most widely used international languages, English plays a crucial role in education, business, technology, and communication. The ability to write effectively in English allows individuals to express ideas clearly, share information, and interact with people from different cultural and linguistic backgrounds. The mastery of English grammar remains a significant challenge for EFL (English as a Foreign Language) learners, particularly in environments where English is not used in everyday communication. This study examines grammatical errors found in written English compositions produced by Indonesian high school students. Using the Error Analysis framework developed by Corder (1967) and expanded by Dulay, Burt, and Krashen (1982), this study aims to identify, categorize, and analyze the most common grammatical errors and their possible sources. The data were obtained from thirty narrative essays written by students in their second year of senior high school in Surabaya. The analysis revealed that errors in verb tense, article usage, subject-verb agreement, preposition use, and word order were most frequently encountered. These findings suggest that both interlingual and intralingual factors contribute significantly to the errors produced by EFL learners. The study concludes with pedagogical implications for improving grammar instruction in EFL contexts, especially in Indonesian classrooms.
Becoming a Different Teacher: Exploring English Teachers’ Professional Identity Transformation after an In-Service Certification Program Desy Ireny Leimena; Karol Anaktototy; Inggrit Tanasale
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8199

Abstract

This study explores how English teachers experience a transformation in professional identity after completing an in-service certification program. Grounded in transformative learning theory, particularly Mezirow’s concept of perspective transformation, this research adopts a phenomenological approach to examine teachers’ lived experiences. Data were collected through in-depth interviews with three English teachers who had completed the certification program. The findings reveal that teachers underwent significant shifts in their professional identity, beginning with the recognition of limitations in their prior teaching practices. These experiences prompted critical reflection, leading to the adoption of more student-centred and reflective pedagogical approaches. The study also shows that teachers reconstructed their professional identity, viewing themselves as more competent, confident, and responsible educators. However, this transformation was accompanied by challenges, including limited resources and la ack of institutional support, which created tensions in implementing new practices. This study contributes to the literature by highlighting the role of transformative learning in shaping teacher identity and underscores the need for contextualised support in professional development programs.
The Effect of ADDIE-Based ESP Materials on Vocational Students’ Skills in Brackish and Marine Aquaculture Agribusiness Warda Lessy; Karolis Anaktototy; Sophia Binnendyk
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8201

Abstract

This study investigates the effect of ADDIE-based English for Specific Purposes (ESP) reading materials on vocational students’ reading comprehension in the Brackish and Marine Aquaculture Agribusiness program. The research addresses the issue of students’ low reading comprehension due to the use of general English materials that are not aligned with their vocational needs. A pre-experimental one-group pre-test and post-test design was employed, involving 25 vocational students selected through purposive sampling. The instructional materials were systematically developed using the ADDIE model to ensure relevance to students’ field of study. Data were collected through reading comprehension tests and a student effectiveness questionnaire. The results revealed a significant improvement in students’ reading comprehension, as indicated by an increase in the mean score from 62 (pre-test) to 81 (post-test), with a gain score of 19. The normalised gain score of 0.5 suggests moderate effectiveness of the intervention. Additionally, the questionnaire results showed a mean score of 4.3, indicating that students perceived the materials as very effective. The findings demonstrate that ESP-based reading materials, when developed systematically using the ADDIE model, can significantly enhance vocational students’ reading comprehension, motivation, and confidence. Therefore, integrating contextualised and discipline-specific materials into vocational English instruction is highly recommended to support both language proficiency and professional literacy.
Exploring the Implementation of Differentiated Instruction in Vocational English Classrooms Cindy Rizky Kamsurya; Karolis Anaktototy; Rosina Lekawael
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8202

Abstract

This study aims to explore the challenges an English teacher faces in implementing differentiated instruction in a vocational English classroom. The study was conducted at a Muhammadiyah vocational high school in Ambon, Indonesia, using a qualitative single-case study design, as described by Yin (2014). The participant in this study was an English teacher with experience teaching in a vocational context. Data were collected through classroom observation, semi-structured interviews, and document analysis. The data were analysed using thematic analysis to identify patterns related to the challenges the teacher encountered. The findings reveal that the teacher experienced several significant challenges in implementing differentiated instruction. These include a lack of professional training, limited theoretical understanding of differentiated instruction, and difficulty in conducting initial assessments of students’ readiness, interests, and learning profiles. In addition, the teacher faced challenges in differentiating instruction, particularly in grouping students and providing varied student products. The study also found that traditional teaching habits and mindset contributed to the difficulty in adopting differentiated practices. Overall, the findings suggest that while there is an awareness of differentiated instruction, its implementation remains limited and not fully aligned with its theoretical principles. This study highlights the importance of providing professional development and practical support to help teachers effectively implement differentiated instruction in vocational English classrooms.
Global Trends Research on Urgency of Inclusive Education and It’s Thematic Mapping: A Systematic Literature Review Muhammad Fikri Fauzi Faize; Nadia Amalia
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.7977

Abstract

Inclusive education is a form of education that upholds the values of equality and equal rights, ensuring that every child receives an education, regardless of physical or cognitive limitations. This study aims to analyze global trends in 'inclusive education' using the PRISMA method from 2017 to 2026, drawing on the Dimensions AI database. The data was accessed on February 7, 2026, by entering the keyword "Inclusive Education." A total of 2,156,768 works appeared at the start of the search, leaving only 40,924 articles that met the research criteria. The research results show that the global research trend on "Inclusive Education" continues to grow year over year, from 1,002 publications in 2017 to 15,286 in 2025, with 1,064 publications in 2026. These results indicate that related research has received strong attention from the education community. The discussion of the research results is also enriched with visualizations from VOSviewer, including several types of visualizations. A total of 209 items in 6 clusters are recorded in the VOS Viewer visualization, with a minimum of 10 mentions. Umesh Sharma from Monash University, Australia, is the most active researcher, while the International Journal of Inclusive Education is the most active in related research. The results of this mapping serve as a guideline for further, more targeted, and impactful research on inclusive education.
Contextual Learning and Hydrocarbon Conceptual Mastery in Integrated Islamic High School Renda Suri Pratimi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8001

Abstract

Hydrocarbon concepts represent a cornerstone of organic chemistry, yet mastering them remains challenging for many high school students due to their abstract nature and dependence on multi-level representations. In Indonesian secondary education, where chemistry is perceived as daunting due to limited hands-on experience and heavy reliance on lectures, this difficulty persists across institutions such as SMA IT Nurul Fikri, reflecting national curriculum standards aligned with KKM benchmarks. Traditional teaching methods often fail to connect theory with practice, leading to widespread misconceptions that hinder deeper understanding.  To assess this issue, a quantitative approach with a pre-experimental one-group pretest–posttest design. The research participants were 15 science students from Nurul Fikri Selong Integrated Islamic High School. Qualitative coding analyzed responses for themes of superficiality, partial insight, and total confusion, drawing on established frameworks in the chemical education literature. Pretest results revealed a critical deficit: an average score of 49.67/100, far below the 70 KKM threshold, indicating systemic gaps in conceptual retention. Of participants, 50% offered rephrased or off-topic replies, indicating shallow engagement; 10% grasped the basics but struggled with application; and 40% showed no familiarity with fundamentals. These trends mirror prior Indonesian studies showing error rates of up to 50% in differentiating hydrocarbon types via rote learning, resulting in flawed predictions for processes such as halogenation.  Conclusively, the findings advocate shifting toward interactive pedagogies, such as inquiry-based activities and collaborative dialogues, to cultivate metacognition and move from passive absorption to active problem-solving. Future implementations could integrate digital simulations for experiential insights, potentially elevating performance beyond mere recall.
Implikasi Pendidikan Agama Islam Berbasis Teknologi Informasi dan Komunikasi (Studi Kasus pada Siswa SMK Al-Huda): Implications of Islamic Religious Education Based on Information and Communication Technology (Case Study on Al-Huda Vocational School Students) Riyan Hidayatulloh; Yuliyanti Yuliyanti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8097

Abstract

The digital era of Society 5.0 demands the transformation of Islamic Religious Education (PAI) learning from conventional memorization to the creation of contextual digital da'wah content, but limited literature reveals the dynamics of creativity of urban Islamic Vocational School students. This study aims to describe the implementation of ICT-based Islamic Religious Education (PAI) learning and analyze its implications for the creativity of Al-Huda Kebon Jeruk Vocational School students through concrete manifestations of Blender 3D prayer videos, the "Islamic Social Media Ethics" application, and the Spotify Digital Dakwah Club tauhid podcast. This study uses a descriptive qualitative approach of participatory observation triangulation (12 blended learning sessions), in-depth interviews of Islamic Religious Education teachers, students, and managers, and analysis of offline Google Slides+USB hybrid lesson plan documentation using the Miles-Huberman model with the validity of source-technique triangulation. The results of the study show that Islamic Religious Education and Information and Communication Technology at Al-Huda Vocational School generate student creativity through hybrid project-based learning transformation (Zoom-Kahoot 60%, Powtoon project 40%), which produces authentic interdisciplinary Islamic Religious Education-TKR-TKJ da'wah content, overcoming infrastructure limitations via group hotspots and USB modules, even though students' digital literacy challenges vary, solved through gradual Canv—blender scaffolding. The study resulted in a Digital Vocational Islamic Religious Education Creativity Model and a Hybrid RPP Blueprint replicated in 247 Islamic Vocational Schools in DKI; transforming teachers from narrators to creativity facilitators; preparing competitive graduate LinkedIn portfolios of professional da'wah content; becoming a benchmark for national digital Islamic vocational education.
Pengaruh Manajemen Pendidikan Inklusif terhadap Layanan Anak Berkebutuhan Khusus di SD Zion Palu: The Influence of Inclusive Education Management on Services for Children with Special Needs at Zion Elementary School, Palu Censia Madelin Krisanti Muharam; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8187

Abstract

This study aims to determine the effect of inclusive education management on services for children with special needs (ABK) at Zion Elementary School, Palu. The study used a quantitative, comparative, causal (ex post facto) design, which focuses on cause-and-effect relationships based on conditions that have occurred without experimental treatment. The study population was the principal and all 17 class teachers at Zion Elementary School, Palu, who were also sampled through a saturated sampling technique. Data collection techniques included a questionnaire as the main instrument, along with observation, interviews, and documentation to strengthen the research results. Data analysis was carried out using descriptive analysis to describe the conditions of the research variables and inferential analysis using simple linear regression in SPSS to test the hypothesis. The results showed that the significance value was 0.021 < 0.05, indicating that H1 was accepted and H0 was rejected. This means that inclusive education management significantly influences services for children with special needs at Zion Elementary School in Palu. This finding indicates that the quality of ABK services is greatly influenced by the effectiveness of inclusive education management, especially in planning, implementation, and evaluation of learning. Thus, the better the implementation of inclusive education management, the more effective the services provided to children with special needs, both academically and socially. The results of this study are expected to serve as a basis for improving the quality of inclusive education services in elementary schools.
Hubungan Manajemen Pendidikan Inklusif terhadap Pembelajaran Anak Berkebutuhan Khusus (ABK) di SD Zion Palu: The Relationship between Inclusive Education Management and Learning for Children with Special Needs (ABK) at Zion Elementary School, Palu Diana Gloria Estevania Palindu; Yusdin Bin. M. Gagaramusu; Dyah Rahmawati; Rizal Rizal; Nurlinda Nurlinda
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8190

Abstract

This study aims to determine the relationship between inclusive education management and the learning of children with special needs (ABK) at Zion Elementary School, Palu. This study uses a quantitative, correlational research design to test the relationship between inclusive education management variables (independent variables) and ABK learning (dependent variable). The population in this study comprised all teachers at Zion Elementary School in Palu, with a sample of 17 selected using a saturated sampling technique. Data collection was conducted using a questionnaire that had been tested for validity and reliability, making it suitable as a research instrument. Data analysis was carried out using descriptive and inferential statistics, including the Pearson Product-Moment correlation test, assisted by SPSS version 27. Before testing the hypothesis, a prerequisite normality test was conducted using the Shapiro-Wilk test. The results showed a correlation coefficient (r) of 0.407, indicating a moderate relationship. However, the significance test yielded a p-value of 0.105, which exceeds the significance level of 0.05, indicating that the relationship between the two variables was not statistically significant. These findings indicate that inclusive education management is related to the learning of children with special needs, but it is not a dominant factor directly influencing their learning. Therefore, improving the quality of learning for children with special needs requires support from other factors, such as teacher competence, the availability of infrastructure, and collaboration among relevant parties.
Pengaruh Hybrid Learning Berbasis Tutor Sebaya terhadap Hasil Praktik Pengelasan pada Siswa SMK : The Effect of Peer Tutor-Based Hybrid Learning on Welding Practice Outcomes in Vocational High School Students Denhas Wicaksono; Dwi Agus Sudjimat; Yayi Febdia Pradani
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8211

Abstract

This study aims to examine the effect of a peer-tutor-based Hybrid Learning model on SMAW welding performance in the 3G position among 11th-grade Welding Engineering students at SMKN 10 Malang. This study involved 2 groups of students: those who studied using peer-tutor-based hybrid learning and those who studied without peer-tutor assistance. The research method used was a quasi-experimental posttest-only control-group design. The research subjects comprised two classes: a control and an experimental class, each with 30 students. The research instrument was an SMAW welding practice test in the 3G position, assessed using a welding results assessment rubric. Data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, Levene's homogeneity test, and an independent-samples t-test. The results showed a significant difference in students' welding practice between the control and experimental classes, with a significance value of sig. <0.05. Thus, it can be concluded that the peer-tutor-based hybrid learning model has a significant effect on SMAW welding performance in the 3G position for vocational high school students. The application of a peer-tutor-based hybrid learning model has a significant effect on SMAW welding performance in the 3G position for students at SMKN 10 Malang, compared to the control class without peer-tutor assistance.

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