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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 940 Documents
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Son-Rise-Based Floortime Model to Improve Social Skills of Autistic Children: Model Floortime Berbasis Son-Rise untuk Meningkatkan Keterampilan Sosial Anak Autis Rahma Yunaini; Sunardi Sunardi; Joko Yuwono
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.v6i02.9070

Abstract

Children with autism often experience difficulties with greeting, eye contact, sharing, turn-taking, emotional expression, and reciprocal communication. At the same time, special education teachers require a structured instructional guidebook to organize these skills into classroom learning and support social participation. This study aimed to develop and preliminarily evaluate a Son-Rise-based Floortime learning model for supporting children’s social development. A Research and Development approach using the 4D stages of define, design, develop, and disseminate was employed. The needs analysis involved five children, three teachers, two parents, and one principal. Three experts assessed feasibility, three teachers evaluated practicality, and a developmental trial was conducted over four meetings with five children after a preliminary trial involving three of them. Data were collected through observation, semi-structured interviews, questionnaires, field notes, and documentation and were analyzed qualitatively and descriptively using percentages, mean scores, raw score increases, indicator-level changes, and meeting-based development. The guidebook integrated engagement, interaction, communication, expansion, and reflection. Expert validation averaged 91.67%, teacher practicality reached 90.83%, and mean social-skills scores increased from 10.8 to 11.8, 13.8, and 14.8 across four meetings. The model was feasible, practical, and showed preliminary promise in supporting children’s social skills. However, the small sample, single-school setting, and absence of a comparison group limit causal interpretation and generalizability.
Pengaruh Media Pembelajaran Berbasis TPACK terhadap Numerasi Siswa Kelas 5 SD Gugus Jangka Bireuen: The Effect of TPACK-Based Learning Media on the Numeracy Skills of 5th-Grade Students in the Jangka Bireuen Cluster Sri Wahyuni; Rambang Muharramsyah; Syifa Saputra3
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.v6i02.9085

Abstract

Indonesian students' literacy and numeracy skills remain low, including among fifth-grade students in the Jangka Cluster, Bireuen Regency. This study aimed to examine the impact of learning media based on Technological Pedagogical Content Knowledge (TPACK) on improving the literacy and numeracy skills of fifth-grade elementary school students. A quantitative approach was employed using a quasi-experimental design—specifically, a non-equivalent control group design. The sample consisted of 60 fifth-grade students: 30 students from SD Negeri 9 Jangka (experimental group) who received TPACK-based instruction over six sessions, and 30 students from SD Negeri 3 Jangka (control group) who received conventional instruction. Data were analyzed using the Shapiro–Wilk normality test, Levene's test of homogeneity of variance, the Mann–Whitney U test, and simple linear regression via IBM SPSS Statistics version 27. The Mann–Whitney test revealed significant differences between the two groups in both literacy (Sig. = 0.007; medium effect size) and numeracy (Sig. = 0.040; small-to-medium effect size), with the experimental group showing higher mean ranks in both aspects. However, regression results indicated that studenstudents'ption scores regarding the TPACK media did not significantly influence literacy or numeracy N-Gain scores (Sig. = 0.648; R² = 0.008); the discrepancy between these analyses suggests that the media's effectiveness operates at the group (aggregate) level rather than serving as a linear predictor at the individual level. TPACK-based learning media positively contributed to improving student literacy and numeracy at the group level, even though individual student perceptions of the media did not directly predict the magnitude of these skill improvements.
Efektivitas Media Pembelajaran Interaktif Berbasis Permainan Kahoot untuk Meningkatkan Evaluasi Hasil Belajar: The Effectiveness of Kahoot Game-Based Interactive Learning Media in Improving Learning Outcome Evaluation Duti Sari Putra; Kabul Praptiyono; Mujiyanto Mujiyanto
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.v6i02.9096

Abstract

This study aims to determine the effectiveness of implementing the game-based interactive learning medium Kahoot in Buddhist Religious Education lessons on the learning outcomes of 10th-grade students at SMK Cluwak, Pati Regency, and to assess its effectiveness in improving student learning outcomes. The study was motivated by low student learning outcomes—which remained below the Minimum Mastery Criteria (KKM)—and the suboptimal use of interactive learning media in the instructional process. A quantitative approach was employed using an experimental method and a pretest-posttest control group design. The research subjects were 10th-grade students at SMK N 1 Cluwak, Pati Regency, specifically a single class comprising 15 Buddhist students. Data were collected through learning outcome tests administered before and after the intervention. The results indicate a significant improvement in student learning outcomes following the use of Kahoot; the class average score rose markedly from 57 in the pretest to 80 in the posttest. Inferential statistical analysis using the t-test further corroborated these findings, yielding a Sig. (2-tailed) value of 0.02 (< 0.05), which demonstrates the significant positive effectiveness of the intervention applied to the students. Kahoot’s gamification features and real-time quizzes effectively stimulated student cognitive engagement. The implementation of the interactive medium Kahoot proved significantly effective in enhancing the Buddhist Religious Education learning outcomes of 10th-grade students at SMK N 1 Cluwak, Pati Regency. This medium offers an innovative strategic alternative for boosting student engagement, motivation, and academic achievement.
Persepsi Siswa terhadap Penggunaan Metode Role Playing dalam Pembelajaran Pendidikan Agama Buddha: Students' Perceptions of the Use of the Role-Playing Method in Buddhist Religious Education Visaka Damayanti; Sutikyanto Sutikyanto; Maria Fransisca Andanti
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.v6i02.9102

Abstract

Active learning methods, such as role-playing, serve as relevant strategies for creating meaningful learning experiences, particularly in Buddhist Religious Education, a subject rich in Dhamma values ??like *mett?* (loving-kindness), *karu??* (compassion), and *s?la* (virtuous conduct). This study aims to describe and gain an in-depth understanding of 8th-grade students' perceptions regarding the use of role-playing in Buddhist Religious Education, examining the cognitive, affective, and conative dimensions. A qualitative descriptive approach was employed, with three students serving as key informants selected through purposive sampling. Data were collected via observation, in-depth interviews, and documentation, then analyzed using the interactive model developed by Miles, Huberman, and Saldaña, which encompasses data reduction, data display, and conclusion drawing/verification. The findings indicate that role-playing helps students internalize storylines and moral messages—especially when dealing with narrative material featuring specific characters—although abstract concepts still require additional explanation from the teacher. Emotionally, students experienced nervousness and anxiety before performing, which shifted to relief and happiness upon completion, with the intensity varying according to each individual's level of preparedness. Furthermore, role-playing fostered courage and self-confidence over time while cultivating teamwork and a sense of responsibility within student groups. Thus, student perceptions of role-playing are multidimensional and personal, shaped by the interaction between the teacher's instructional design and the students' individual characteristics; consequently, teachers must remain sensitive to the nature of the material and the students' psychological readiness when implementing this method.
Dilema Etika Guru dalam Menjaga Integritas Penilaian: Studi Fenomenologis: Teachers' Ethical Dilemmas in Maintaining Assessment Integrity: A Phenomenological Study Fahmi Alizar Nur Fachrudin; Aim AbdulKarim; Rika Sartika
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.v6i02.9107

Abstract

Assessment integrity is a fundamental principle in education, ensuring the objectivity, fairness, and credibility of learning outcomes. However, teachers often face ethical dilemmas when their professional moral commitments clash with institutional demands, school policies, and parental expectations. This study aims to explore the lived experiences of Pancasila Education teachers as they navigate ethical dilemmas, interpret value conflicts, and make decisions to uphold assessment integrity. The study employs Max van Manen's hermeneutic phenomenological approach. Data were gathered through in-depth interviews with Pancasila Education teachers and school supervisors, then analyzed using Van Manen's stages of thematic reflection. The study reveals that assessment integrity is a dynamic moral decision-making process involving the negotiation of professionalism, institutional policies, and students' interests. Teachers engage in various forms of ethical deliberation through reflection, the use of assessment evidence, dialogue with stakeholders, and the interpretation of spirituality as a source of moral legitimacy when facing dilemmas. These findings expand the moral decision-making model by demonstrating that the moral process is cyclical and influenced by social context, school culture, and professional experience. Assessment integrity is understood not merely as procedural compliance, but as a reflective practice continuously negotiated within the teacher's professional experience. The study contributes theoretically to the fields of phenomenology, moral decision-making, and teacher professional ethics, while underscoring the importance of strengthening ethical literacy in education policy and teacher professional development.
Development of Canva-Based Interactive E-Module to Improve Students' Ability to Write Argumentation Yusmaini Yusmaini; Edi Saputra
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.v6i02.9170

Abstract

Writing is one of the essential language skills that enables students to express ideas, knowledge, opinions, and experiences in writing. Besides serving as a means of communication, writing also develops students’ critical thinking and ability to organize ideas logically. However, many students at SMPN 2 Sinunukan still experience difficulties in writing argumentative texts due to limited vocabulary, inadequate understanding of text structure, low motivation, and the lack of interactive learning media. Therefore, the development of innovative instructional media is necessary to improve students’ argumentative writing skills. This study aimed to determine the practicality and effectiveness of the developed E-Module for teaching argumentative writing. The research was conducted at SMPN 2 Sinunukan with seventh-grade students as the research participants. This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through classroom observations, interviews with Indonesian language teachers, validation questionnaires completed by media, material, and language experts, teacher and student response questionnaires to evaluate the practicality of the E-Module, and pre-test and post-test instruments to measure its effectiveness. The results of this study are expected to show that the developed E-Module is a valid, practical, and effective learning medium that can improve students’ argumentative writing skills and support a more engaging learning process.
Digital Learning, Self-Regulation, and Academic Well-Being Among University Students: A Cyberpsychology Perspective Diana Devi; Maryanti Maryanti; Suhaibah Suhaibah; Nazira Nazira
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.v6i02.9172

Abstract

The rapid adoption of digital learning has transformed higher education by increasing learning flexibility while creating psychological challenges, including reduced self-regulation, digital distraction, academic stress, and decreased academic well-being. Despite growing interest in digital learning, limited studies have examined the relationship between self-regulated learning and academic well-being from a cyberpsychology perspective among Indonesian university students. This study aimed to examine the influence of digital learning on students' self-regulated learning and academic well-being and to identify students' psychological profiles within digital learning environments. A quantitative cross-sectional survey was conducted among university students from several higher education institutions in Aceh who actively participated in digital learning through Learning Management Systems and other online platforms. Data were collected using standardized questionnaires and analyzed using descriptive statistics, multiple regression, and cluster analysis. Digital learning significantly predicted self-regulated learning and academic well-being. Students with stronger self-regulation demonstrated higher academic well-being, greater learning autonomy, and better adaptation to digital learning. Cluster analysis further identified distinct psychological profiles, reflecting differences in students' learning management and psychological adjustment. Effective digital learning is closely associated with enhanced self-regulated learning, which contributes to improved academic well-being. These findings emphasize the importance of integrating cyberpsychology principles into higher education to support students' psychological resilience and sustainable digital learning.
Pengembangan Model Pembelajaran Berdiferensiasi Membaca Teks Eksposisi Berbasis Activity-Based Learning: Development of an Activity-Based Learning Model for Differentiated Reading Instruction of Expository Texts Maimunah Maimunah; Miftahulkhairah Anwar; Gusti Yarmi
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.v6i02.9174

Abstract

Instruction in reading expository texts at the junior high school level (SMP/MTs) continues to face various challenges, particularly students' low reading comprehension in interpretative and critical aspects. Furthermore, conventional teaching methods—often applied uniformly to all students—fail to accommodate differences in learning readiness, interests, and learning styles. This situation necessitates the development of an instructional model capable of addressing the diverse learning needs of students in heterogeneous classrooms. This study aimed to develop a differentiated reading instruction model for exposition texts for Grade VIII students at MTs Attaqwa Pusat Putri. The study employed the Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The developed products included a teaching module, student learning materials, a teacher's handbook, and "EXPO CARD" learning media; these were designed based on principles of content, process, and product differentiation, integrated with an Activity-Based Learning strategy. Data were collected through diagnostic assessments, interest and learning style questionnaires, expert validation (covering subject matter, language, and media), and product trials involving teachers and students. Validation results showed a 100% feasibility rate for subject matter and language (highly feasible), 90% for media (highly feasible with revisions), 91% for teacher trials (highly feasible), and 80.95% for student trials (feasible). Students' average scores improved from 59.64 (pre-test) to 78.93 (post-test). The developed differentiated instruction model for reading exposition texts is theoretically valid, practical to implement, and effective in enhancing students' reading skills, self-confidence, and learning motivation, while also assisting teachers in managing heterogeneous classrooms.
Pengembangan Video Pembelajaran Augmented Reality Berbasis Flashcard pada PAI dan Budi Pekerti Kelas IX SMP: Development of Flashcard-Based Augmented Reality Learning Videos for the Grade IX Junior High School Subject of Islamic Religious Education and Character Building Weni Weni; Fadriati Fadriati; Gustina Gustina; Sirajul Munir; Lita Sari Muchlis
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.v6i02.9180

Abstract

This study was motivated by the limited availability of interactive, contextual, and engaging learning media for Islamic Religious Education (PAI) in Grade 9 junior high school classes, which has resulted in low student engagement and suboptimal learning outcomes. Advances in educational technology have encouraged the use of Augmented Reality (AR) as an innovative medium capable of presenting material in a more visual, interactive, and accessible manner. This study aimed to develop AR-based learning videos integrated with flashcards for the PAI and Character Education subject, encompassing needs analysis, media design, validity testing, and an evaluation of practical classroom application. The study employed the Research and Development (R&D) method using the ADDIE model, which comprises the stages of analysis, design, development, implementation, and evaluation. Research instruments included observation sheets, interview guidelines, expert validation forms, and student response questionnaires. Data were analyzed using both qualitative and quantitative descriptive techniques. The AR-based learning videos with flashcards achieved an average validity coefficient of 0.95 (categorized as "highly valid") and a practicality score of 87% (categorized as "highly practical"). The media was deemed easy to use, engaging, and interactive, and was shown to enhance student motivation, engagement, and enthusiasm during the learning process. These AR-based learning videos integrated with flashcards offer potential as an innovative and effective digital learning alternative for PAI at the junior high school level. Future development efforts are advised to incorporate adaptive quiz features and AR-based assessments to further enhance interactivity and learning effectiveness.
Strengthening the Moral Value of PPKn Learning as an Effort to Prevent Bullying at SMPN 2 Padangan Class 7C: Penguatan Nilai Moral Pembelajaran PPKn sebagai Upaya Pencegahan Bullying di SMPN 2 Padangan Kelas 7C Reskhy Illhammi Eka Putri; Nuswantari Nuswantari; Yuni Harmawati
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.v6i02.9216

Abstract

The phenomenon of bullying at the junior high school level continues to increase every year and has the potential to damage the learning climate and psychosocial development of students. Pancasila and Citizenship Education Learning (PPKn) has a strategic position as a space to strengthen moral values, empathy, and tolerance that can prevent bullying behavior, especially for grade 7C students of SMPN 2 Padangan who are in a period of social and emotional transition. This study uses a descriptive qualitative approach with data collection techniques in the form of in-depth interviews with PPKn teachers and 24 students of class 7C, direct observation during the learning process, and a study of school policy and curriculum documentation related to bullying prevention. PPKn teachers apply moral values through contextual and dialogical approaches, such as discussions of moral dilemmas, exemplary attitudes, and the use of interactive learning media. This implementation is influenced by internal factors, namely self-concept, knowledge about bullying, and student self-control, as well as external factors, namely school culture, teacher examples, counseling guidance service support, community and parent involvement, and learning media. Students' perceptions of strengthened moral values show a positive response in the form of increased empathy, tolerance, and courage to reprimand peers' negative behavior. PPKn learning that emphasizes the internalization of moral values dialogically and contextually, supported by interrelated internal and external factors, has been proven to contribute significantly to preventing bullying behavior and shaping the citizenship character of grade 7C students of SMPN 2 Padangan.

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