cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Intan Maulina
Contact Email
intanmaulina1509@gmail.com
Phone
+628177776163
Journal Mail Official
intanmaulina1509@gmail.com
Editorial Address
Jl. Sugeng. Komp. Griya Makmur 7. No D29. Deli Serdang.
Location
Unknown,
Unknown
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 940 Documents
 90   91   92   93   94 
Noble Character Education Management to Improve Students’ Concern for the Learning Environment Mustakim Mustakim; Eva Dianawati Wasliman
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.v6i02.8445

Abstract

This study aims to describe and analyze the management of noble character education to improve students’ concern for the learning environment at SDN Tegallega and SDN Jatinagara in Sindangbarang District, Cianjur Regency. This research used a qualitative approach with a multiple case study design. The analysis was based on Terry’s management functions, including planning, organizing, actuating, and controlling, and Mulyasa’s character education approach, which emphasizes value integration, habituation, teacher role modeling, and family involvement. Data were collected through observation, in-depth interviews, and documentation involving school principals, teachers, students, and parents. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings show that noble character education management was implemented through lesson plan integration, classroom routines, school cleanliness programs, teacher supervision, student duty schedules, daily habituation, behavior monitoring, and parent communication. SDN Tegallega demonstrated stronger program-based management through lesson plan integration, Friday Clean activities, and routine classroom inspections, while SDN Jatinagara demonstrated stronger culture-based management through religious routines, persuasive guidance, individual behavior journals, and parent communication. Supporting factors included teacher role modeling, school habituation, student participation, and principal supervision. In contrast, inhibiting factors included limited facilities, inconsistent student awareness, teacher workload, heterogeneous student backgrounds, and limited parental involvement. This study concludes that noble character education can improve students’ concern for the learning environment when systematically managed, consistently implemented, and collaboratively supported.
Teacher Training Management for Deep Learning Readiness in Elementary Schools Destia Dewi Permata; Dinny Mardiana
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.v6i02.8446

Abstract

This study analyzes teacher training management in improving teacher readiness to implement deep learning at SDN Kapuk 13 Petang and SDN Jembatan Besi 01 Pagi, West Jakarta. The study was motivated by the increasing demand for teachers to adopt deep learning approaches that foster critical thinking, meaningful understanding, collaboration, and problem-solving skills among students. A qualitative case study design was employed to gain an in-depth understanding of how teacher training was planned, implemented, and evaluated in the two schools. Data were collected through interviews, observations, and documentation involving school principals and classroom teachers as the primary participants. The data were analyzed using Terry’s management functions—planning, organizing, actuating, and controlling—supported by the interactive analysis model of Miles, Huberman, and Saldaña. The findings indicate that both schools had implemented teacher training management, although the effectiveness of each management function varied. Planning included coordination, scheduling, and preparation of training materials but lacked a systematic needs assessment. Organizing involved task distribution and coordination, with differences in teacher participation and external institutional support. Training implementation combined lectures, discussions, teaching practice, reflection, and module preparation; however, practical mentoring and classroom-based coaching remained limited. Controlling was conducted through reflection, documentation, and participant feedback, although systematic classroom supervision and follow-up evaluation had not yet been fully established. The study concludes that teacher readiness to implement deep learning can be strengthened through needs-based, practice-oriented, collaborative, and continuously evaluated teacher training management.
ISMUBA-BTQ Learning Strategies for Improving Juz 30 Memorization among Elementary School Students Bella Soni Ariani; Abdul Kholik
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.v6i02.8447

Abstract

This study aims to describe and analyze ISMUBA-BTQ learning strategies in improving students’ memorization of Juz 30 at SD Muhammadiyah 1 Margahayu and SD Al-Munawwaroh Ciparay, Bandung Regency. This research employed a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation involving school principals, ISMUBA-BTQ teachers, students, and supporting informants. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing or verification. The trustworthiness of the data was ensured through credibility, transferability, dependability, and confirmability, supported by triangulation and member checking. The findings show that ISMUBA-BTQ learning strategies were implemented through systematic planning, structured implementation, formative evaluation, and continuous follow-up. The main strategies included talaqqi, muraja’ah, tasmi’, repetition, memorization deposits, reading correction, peer learning, and daily religious habituation. Supporting factors included teacher commitment, religious school culture, structured curriculum support, student motivation, parental involvement, and documentation of memorization progress. Meanwhile, inhibiting factors included limited instructional time, varied Qur’anic reading abilities, unstable motivation, lack of home muraja’ah, large student groups, and external distractions such as gadget use. This study concludes that effective ISMUBA-BTQ learning strategies require a balance between structured program management and adaptive guidance based on students’ learning readiness. Therefore, ISMUBA-BTQ learning should be strengthened as a comprehensive pedagogical system for developing Qur’anic literacy, religious discipline, and Islamic character among elementary school students.
The Role of Teacher Mindfulness in Managing Students’ Emotions in SBdP Learning at SD Inpres 1 Talise Ira Ira; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Andi Rahmaeni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8465

Abstract

The background of this research is based on the importance of developing students’ emotional regulation skills from an early age, as well as the teacher’s role in creating a calm, focused, and mindful learning environment. Effective emotional management is expected to help students interact, learn, and adapt better to the school environment. This study aims to describe the role of teacher mindfulness in managing second-grade students' emotions during SBdP (Arts, Culture, and Crafts) lessons at SD Inpres 1 Talise. This study employs a qualitative approach with a descriptive research design. The research subjects consist of second-grade teachers and students. Data collection techniques include observation, interviews, and documentation, while data analysis involves data reduction, data display, and conclusion drawing. The results indicate that teacher mindfulness is reflected in calm, patient teaching behavior, gentle communication, and the consistent ability to provide students with attention and appreciation. Teachers are also able to regulate their emotions effectively when facing various classroom situations, such as noisy students, conflicts over materials, or students feeling disappointed with their work. The implementation of mindfulness has a positive impact on students’ emotional management, as shown by increased patience, reduced anger, improved self-confidence, better cooperation, and greater focus. Additionally, students appear more engaged, actively participate, and enjoy the SBdP learning process in the classroom overall. Teacher mindfulness has a positive and significant role in improving students’ emotional management and creating a more engaging learning environment.
Voices from the Archipelago: Empowering Cultural Identity and Engagement through Responsive Bilingual Narratives in EFL Classrooms Alprin Matitaputty; Hendrik J. Maruanaya; Wenda M. Kakerissa
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8466

Abstract

This study explores how culturally responsive bilingual narratives support students’ cultural identity and engagement in English as a Foreign Language (EFL) classrooms. Using a qualitative exploratory design supported by complementary quantitative data, the research involved 17 eighth-grade students from a public junior high school in Ambon, Maluku. Data were collected through classroom observation, semi-structured interviews, reflective journals, artifact analysis, and a post-instruction feedback questionnaire. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics and reliability testing. The findings show that culturally responsive pedagogy-based bilingual narratives increased student engagement, reduced language anxiety, and strengthened cultural pride. Students also found the learning materials meaningful, relevant, and easier to understand because they connected English learning to local cultural experiences. The questionnaire demonstrated high internal consistency (Cronbach’s Alpha = 0.87), indicating reliable support for students’ perceptions of the instructional materials. Rather than assessing language proficiency, the questionnaire was intended to capture students’ responses to the learning experience and the cultural relevance of the materials used in class. The study further highlights that integrating local cultural narratives into bilingual learning materials can create a more inclusive and emotionally supportive classroom environment, particularly in archipelagic and multilingual educational settings. These findings contribute to the limited body of research on culturally responsive bilingual instruction in Indonesian EFL contexts and emphasize the pedagogical importance of integrating local identity, language, and culture into English language teaching practices.
The Effectiveness of Audio-Visual Memorization Methods on Short Surah Memorization of Grade II Students Fitri Ayu Sadimo; Yusdin Bin.M Gagaramusu; Dyah Rahmawati; Nashrullah Nashrullah; Ammar Abdullah Joni Guci
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8485

Abstract

The background of this study is the low memorization ability of students, caused by the use of conventional teaching methods and the lack of engaging learning media. Therefore, an instructional innovation using audiovisual media is needed to improve students’ interest and memorization skills. This study aims to determine the effectiveness of implementing a memorization method through audiovisual media on students’ ability to memorize short surahs in Grade II at SD Al-Khairaat Mamboro. This study employed a quantitative approach using an experimental pre-experimental design with a one-group pretest-posttest format. A total of 27 Grade II students of SD Al-Khairaat Mamboro were selected using a saturated sampling technique. Data were collected through tests (pre-test and post-test), observation, and documentation. The data were analyzed using descriptive and inferential analyses, including normality tests and hypothesis tests (paired-samples t-test or Wilcoxon test). The results showed an improvement in students’ ability to memorize short surahs after the implementation of the audiovisual method. A significant difference between the pre-test and post-test scores evidenced this. Thus, it can be concluded that implementing memorization methods through audiovisual media is effective in improving students’ ability to memorize short surahs in Grade II at SD Al-Khairaat Mamboro.
Analysis of Canva Utilization in Art Learning Activities of Grade V Students at SD Negeri 3 Palu Wahyu Pratama Makasau; Andi Imrah Dewi; Kadek Hariana; Zulnuraini Zulnuraini; Andi Rahmaeni
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8488

Abstract

This study aims to analyze the implementation of Canva utilization in Art learning activities and to identify supporting and inhibiting factors among Grade V students at SD Negeri 3 Palu. This research employed a qualitative, descriptive approach. Data were collected through observation, interviews, and documentation involving one teacher and 32 students. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results show that the implementation of Canva was carried out systematically through interactive demonstrations using Canva features and direct group practice. The use of Canva increased students’ motivation, creativity, and engagement in producing digital artworks. Students were able to explore ideas more freely and express their imagination through various design features provided by the application. Supporting factors included the availability of adequate devices, students’ interest in technology-based learning, and collaborative learning through peer interaction. Meanwhile, inhibiting factors included limited digital literacy among some students, unstable internet connections, and limited time allocation during the learning process. In conclusion, the integration of Canva successfully created a more interactive and meaningful learning experience, while also enhancing students’ creativity and digital skills relevant to 21st-century learning.
Beyond the Classroom: Investigating EFL Students’ Self-Endeavors in Enhancing English Language Learning Within the Emerging AI Era Irpan Apandi Batubara; Khairul Azmi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.8509

Abstract

The emergence of artificial intelligence (AI) technologies has transformed English language learning practices in higher education by encouraging more autonomous, flexible, and digitally mediated learning behaviors among students. This study investigates students’ self-efficacy in English language learning in the emerging AI era at an Islamic university in Riau, Indonesia. Using a qualitative case study design, this study conducted a semi-structured interview with 30 university students. The collected data were analyzed using thematic analysis. The results show that students used a variety of self-endeavors to enhance their English language learning, which fall into several main categories: informal English exposure through digital media; self-regulated vocabulary and language development; social interaction and communication practice; autonomous writing and reflective learning; and technology-assisted and AI-oriented learning practices. The study concludes that EFL students in the emerging AI era enhanced their English language learning beyond the classroom through self-directed, technology-mediated, and socially situated learning practices.
Pengembangan Modul Ajar Berbasis Ekologi pada Materi Teks Eksposisi untuk Meningkatkan Literasi Bahasa Siswa SD: Development of Ecology-Based Teaching Modules on Expository Text Material to Improve Elementary School Students' Language Literacy Veronika Banjarnahor; Khairil Anshari; Wisman Hadi
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.v6i02.8596

Abstract

Language literacy is a skill involving reading, listening, comprehending, analyzing, and critically evaluating information, followed by the ability to express that information in written text. Observations at SD Negeri 104212, Patumbak District, Deli Serdang Regency, revealed low student literacy scores (65.27) and an average Indonesian language subject score of only 54.77. Furthermore, the teaching method employed was the lecture method; there were no practical activities or literacy projects, and the teaching materials were inadequate—specifically, the quantity of materials did not match the number of students. The study utilized the Research and Development (R&D) method based on the ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. Subject matter expert validation yielded a final score of 83% (classified as "Highly Suitable"), while design expert validation resulted in a final score of 90.6% (classified as "Highly Suitable"). Practicality testing by the teacher resulted in a score of 87.5% ("Highly Practical"), and testing with 25 students yielded an average score of 92% ("Highly Practical"). Effectiveness testing showed that the average score rose from 55.00 in the pre-test to 90.00 in the post-test, with a classical mastery rate of 100%. The N-Gain test result was 0.767, falling into the "High" category. These findings lead to the conclusion that the developed ecology-based teaching module is suitable, practical, and effective for improving language literacy regarding exposition texts for fifth-grade students at SDN 104212, Patumbak District.
Asesmen Literasi Sains Interaktif Berbasis Kearifan Lokal pada Platform Digital: Perspektif Framework PISA/AKMI: Interactive Science Literacy Assessment Based on Local Wisdom on a Digital Platform: A PISA/AKMI Framework Perspective Rina Endang Sulistiowati; Evy Nur Rochmah; Juli Firmansyah
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.v6i02.8791

Abstract

Indonesia's science literacy score in PISA 2022 reached only 383, far below the OECD average of 489. At the local level, the science literacy achievement of *Madrasah Ibtidaiyah* (MI) students in Balikpapan City fell into the "Proficient" category, with an average score of 54. Existing assessment instruments are generic and fail to utilize local wisdom as a stimulus for authentic, contextual assessment. This study employed the Research and Development (R&D) method using Thiagarajan's 4D model (Define, Design, Develop, Disseminate). The instrument was developed based on the Ministry of Religious Affairs' AKMI framework, integrating Phase C Science and Social Studies (*IPAS*) learning outcomes with Balikpapan City's local wisdom as question stimuli, and was packaged interactively via Google Sites. Quality testing involved validation by four expert validators, readability and practicality tests with five teachers and five students, and a limited empirical trial with 30 students from the Balikpapan City MI Teacher Working Group (KKG). Expert validation scores ranged from 87% to 100% (highly feasible). Practicality was rated at 91% by teachers and 77% by students. The final prototype yielded 40 valid and reliable test items (KR-20 = 0.923), comprising 8 multiple-choice questions (L1: 20%), 18 Complex Multiple Choice questions, and 14 True/False questions (L2: 52.5% and L3: 27.5%), with a difficulty distribution of 42% easy, 55% medium, and 3% difficult. The science literacy assessment instrument—based on Balikpapan City's local wisdom and hosted on the Google Sites digital platform—proved valid, reliable, and practical for comprehensively measuring MI students' science literacy competence in accordance with the AKMI framework.

Page 92 of 94 | Total Record : 940

 90   91   92   93   94 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 02 (2026): Research Articles, August 2026 Vol. 6 No. 01 (2026): Research Articles, April 2026 Vol. 5 No. 03 (2025): Research Articles, December 2025 Vol. 5 No. 02 (2025): Research Articles, August 2025 Vol. 5 No. 01 (2025): Research Articles, April 2025 Vol. 4 No. 03 (2024): Research Articles, December 2024 Vol. 4 No. 02 (2024): Artikel Riset Edisi Agustus 2024 Vol. 4 No. 01 (2024): Artikel Riset Edisi April 2024 Vol. 3 No. 03 (2023): Artikel Riset Edisi Desember 2023 Vol. 3 No. 02 (2023): Artikel Riset Edisi Agustus 2023 Vol. 3 No. 01 (2023): Artikel Riset Edisi April 2023 Vol. 2 No. 03 (2022): Artikel Riset Edisi Desember 2022 Vol. 2 No. 02 (2022): Artikel Riset Edisi Agustus 2022 Vol. 2 No. 01 (2022): Artikel Riset Edisi April 2022 Vol. 1 No. 03 (2021): Artikel Riset Edisi Desember 2021 Vol. 1 No. 02 (2021): Artikel Riset Edisi Agustus 2021 Vol. 1 No. 01 (2021): Article Research Edisi April 2021 More Issue