Juwara : Jurnal Wawasan dan Aksara
JUWARA: Jurnal Wawasan dan Aksara adalah Jurnal yang diterbitkan oleh Yayasan Pendidikan dan Pengembangan Harapan Ananda Daerah Kalimantan Barat dengan p-ISSN 2797-2097 (cetak) dan e-ISSN 2797-2119 (online). Jurnal ini memuat publikasi hasil pemikiran dan penelitian dibidang pendidikan, pengajaran, evaluasi belajar, dan teknologi baik laporan penelitian maupun tinjauan buku yang dapat memberikan solusi permasalahan bagi perkembangan dunia pendidikan dan pengajaran secara luas dan bermanfaat serta belum pernah publikasi di media cetak maupun elektronik.
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<![CDATA[Prototype of an Android Based Online Attendance System at SMA Negeri 1 Sungai Raya ]]>
<![CDATA[Nasihin, Muhamad]]>;
<![CDATA[Nurcahyo, Ratih Widya]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.642
<![CDATA[Student attendance at SMA Negeri 1 Sungai Raya has been recorded manually using attendance sheets signed at each meeting. This conventional method often causes various problems, such as the possibility of signature manipulation, attendance proxy, and the risk of data loss when documents are damaged or lost. In addition, the process of recapitulating attendance requires considerable time and effort, making it difficult for teachers and administrative staff. To address these issues, this study developed a prototype of an Android based online attendance system that utilizes QR codes as student attendance identifiers. The system is designed so that students can independently record their attendance by scanning QR codes, while teachers can monitor attendance in real time. Attendance data is stored online using the Firebase Cloud Firestore service, allowing attendance information to be accessed quickly and securely. The attendance system prototype was built using the Java programming language with an XML-based interface in Android Studio. The test results show that the system is capable of processing attendance data efficiently, reducing the potential for fraud, and speeding up recapitulation, making the attendance administration process more practical and accurate.]]>
<![CDATA[Exploring the Implementation of Google Classroom in Online English Language Learning: A Literature Review ]]>
<![CDATA[Irawan, Rohman Adi]]>;
<![CDATA[Kuning, Dewi Sri]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.658
<![CDATA[This study aims to explore the implementation of Google Classroom in online English learning, focusing on its impact on student learning outcomes, motivation, and learning independence. The method used was a qualitative descriptive literature study, which analyzed nine scientific articles published between 2019 and 2024. The study collected data from various studies that discussed the use of Google Classroom in English language learning at various levels of education, by identifying the benefits, challenges, and aspects that affect its effectiveness. The results show that the use of Google Classroom significantly improves student engagement, time efficiency, and English learning outcomes, despite challenges related to digital infrastructure such as unstable internet connections and device limitations. Additionally, the platform supports self-paced learning by giving students the freedom to access materials and complete assignments on their schedules. The study also found that Google Classroom facilitates collaboration between students and teachers, improving interaction and communication. The contribution of this research lies in the comprehensive mapping of the effectiveness of Google Classroom in online English learning, as well as providing recommendations for improving digital literacy training for teachers and developing educational infrastructure, in order to maximize the potential of technology in learning.]]>
<![CDATA[Impact of Digitalization on Elementary Students Cognition: The Brain Rot Phenomenon ]]>
<![CDATA[Ruchiyat, Marina Gusnia]]>;
<![CDATA[Putri, Salsa Shabrina]]>;
<![CDATA[Hidayatika, Aliya]]>;
<![CDATA[Putri, Dahlia]]>;
<![CDATA[Mustadi, Ali]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.663
<![CDATA[This study aims to identify the impact of gadget use on the cognitive ability of elementary school students, focusing on the phenomenon of brain rot caused by excessive exposure to technology. The method used is a quantitative approach with survey and test design. A total of 10 students from SD N 7 Catur Tunggal became participants in this study. Data was collected through questionnaires regarding the duration of device use per day and cognitive tests that measured students' concentration, memory, and critical thinking. The results showed that students who spent more than 6 hours per day using gadgets had lower cognitive scores, indicating a decline in ability in all three cognitive aspects. In contrast, students who used their devices for less than 3 hours per day tended to show better cognitive test results, with a total score of 20-26. These findings showed a significant negative relationship between the duration of gadget use and students' cognitive ability (r = -0.55, p < 0.05), leading to the phenomenon of brain rot.]]>
<![CDATA[Interactive Ethnoscience Based E-Modules for Optimizing Science Learning in Indonesia: A Systematic Literature Review ]]>
<![CDATA[Maria, Enni]]>;
<![CDATA[Rosa, Friska Octavia]]>;
<![CDATA[Pratiwi, Dasrieny]]>;
<![CDATA[Suseno, Nyoto]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.673
<![CDATA[This study aims to review the literature related to the integration of ethnoscience in interactive e-modules for science learning and evaluate its impact on the understanding of science concepts, motivation, and student involvement. The method used is Systematic Literature Review (SLR) with the PRISMA approach, which involves searching and selecting articles from various academic databases. A total of 10 relevant articles published between 2024 and 2025 were included in the analysis. The results of the literature review show that the integration of ethnoscience in interactive e-modules significantly improves students' understanding of science concepts in a way that is more contextual and relevant to the local culture. The use of ethnoscience-based e-modules has also been shown to increase student motivation and engagement in learning, by connecting science with daily life and local culture. The implications of these findings are the importance of developing e-modules that are more inclusive and adaptive to cultural diversity, as well as increasing access to technology throughout Indonesia to ensure wider and more equitable implementation.]]>
<![CDATA[Improving the Ability to Count Money Through Role Playing Methods for Students with Disabilities ]]>
<![CDATA[Angkat, Juliani]]>;
<![CDATA[Budi, Setia]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.677
<![CDATA[This research aims to improve the ability of students with mild intellectual disabilities in calculating the value of money through the application of the Role Play method. The method used in this study is Classroom Action Research (PTK), which is carried out in two cycles, each consisting of two meetings and one post-test. Data were collected through observation, interviews, and documentation, and analyzed in a quantitative descriptive manner. The results of the study showed a significant increase in students' ability to calculate the value of money. The average score of students increased from 49.8 in the pre-test to 71.43 in the first cycle, and reached 89.29 in the second cycle, with a 100% pass rate. The application of Role Play provides a concrete experience that helps students connect the concept of the value of money with everyday transactions, increase motivation, and actively engage in learning. The implications of this study show that the Role Play method is effective in improving mathematical skills in students with mild intellectual disabilities. In conclusion, Role Play has been proven to significantly improve students' ability to calculate the value of money.]]>
<![CDATA[Improving T-Shirt Folding Skills in Students with Intellectual Disabilities using Explicit Instruction ]]>
<![CDATA[Tambunan, Florida Deswita]]>;
<![CDATA[Budi, Setia]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.678
<![CDATA[This study aims to evaluate the effectiveness of the Explicit Instruction method in improving the ability to fold clothes in students with disabilities in class V of SLB Negeri Pematang Siantar. This study uses the Classroom Action Research approach which is carried out in two cycles. Each cycle consists of four meetings that include the planning, action, observation, and reflection stages. The research subjects consisted of four students with mild disabilities who had difficulty folding clothes independently. Data were collected through initial capability tests, post-cycle tests I and II, as well as observation and documentation. The results showed that the use of the Explicit Instruction method succeeded in improving students' ability to fold clothes, with the average score increasing from 50% in the initial test to 72.5% in the post-cycle II test, exceeding the Minimum Completeness Criterion of 65%. The implication of this study is that Explicit Instruction can be applied effectively to teach practical life skills to students with disabilities, increasing their independence in daily life.]]>
<![CDATA[Effect of Think Pair Share on Fourth Graders Communication Skills at SDN 1 Panongan ]]>
<![CDATA[Setiawan, Adang]]>;
<![CDATA[Rahmah, Vina Fitria]]>;
<![CDATA[Vebrianty, Shahira Wanda]]>;
<![CDATA[Simbolon, Melati]]>;
<![CDATA[Hayati, Auliya Aenul]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.685
<![CDATA[The low level of students’ communication skills in Civic Education remains a major concern, largely due to the dominance of conventional teaching methods that limit active student participation. This study aimed to examine the effectiveness of the Think Pair Share (TPS) learning model in improving the communication skills of fourth-grade students at SDN 1 Panongan. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The sample consisted of two fourth-grade classes: class IVA as the experimental group receiving TPS instruction and class IVB as the control group using conventional teaching methods. Data were collected through communication skills tests administered before and after the intervention. The results indicated that the experimental group achieved a higher mean posttest score (80.32) than the control group (67.14). The t-test analysis revealed a significant difference between the two groups (t = 18.020, p < 0.05). In addition, the N-Gain analysis showed a moderate improvement in the experimental group (0.53) and a low improvement in the control group (0.25). These findings demonstrate that the Think Pair Share model is an effective instructional approach for enhancing students’ communication skills in elementary Civic Education.]]>
<![CDATA[Innovative Islamic Education Learning Media For Internalizing Islamic Perspectives on Technological Developments ]]>
<![CDATA[Sabirin, Febrianto]]>;
<![CDATA[Liwayanti, Umi]]>;
<![CDATA[Ramadhani, Dochi]]>;
<![CDATA[Sulistiyarini, Dewi]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.707
<![CDATA[This study employed a Research and Development (R&D) approach to create ICT-based interactive learning media for the Islamic Religious Education (PAI) course, integrating game-based and quiz features on the topic of Islamic perspectives on technology. The development followed the ADDIE model, covering analysis, design, development, implementation, and evaluation stages. Validation involved two media experts and two material experts, while limited implementation engaged 30 undergraduate students from the Information Technology Education Study Program. Data were collected through document analysis and questionnaires assessing both feasibility and user responses. The results indicated that the learning media was highly feasible, with scores of 95.83% from media experts and 90.63% from material experts. Student responses also reflected strong acceptance, falling into the very good category with an average score of 83.19%. These findings suggest that the developed media is both effective and user-friendly, providing a valuable tool to enhance PAI learning in higher education. The study demonstrates that integrating ICT, gamification, and interactive features can significantly support students’ engagement and comprehension in religious education, offering a practical model for developing innovative learning resources in tertiary education contexts.]]>
<![CDATA[Hidden Curriculum in Student Character Formation through Activities in Elementary School: A Case Study ]]>
<![CDATA[Sukarni, Sukarni]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.711
<![CDATA[This study aims to explore the role of hidden curriculum in the development of character education in elementary schools. The method used was a qualitative approach with a case study design, involving 28 grade V students and 5 teachers from one of the elementary schools in Bojonegoro. Data was collected through in-depth interviews with students and teachers to explore their understanding of the influence of activities outside of formal learning on character building. The results of the study show that social, cultural, sports, and extracurricular activities carried out in schools have an important role in instilling values such as discipline, cooperation, responsibility, and respect. The findings also reveal that teachers play a central role in managing hidden curriculum through their attitudes and interactions with students. This study concludes that hidden curriculum contributes significantly to the formation of student character, and it is important for schools to plan these activities systematically to support character education. Theoretically, this research highlights the importance of integrating hidden curriculum into character education frameworks, while practically offering insights for educators to design and optimize school activities that foster character development.]]>
<![CDATA[Exploring Democratic Principles in Social Studies Education: A Student Perspective in Higher Education ]]>
<![CDATA[Sari, Ratih Karunia]]>
<![CDATA[ Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025) ]]>
Publisher : <![CDATA[Yayasan Pendidikan dan Pengembangan Harapan Ananda ]]>
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DOI: 10.58740/juwara.v5i2.735
<![CDATA[This research aims to explore the perception of PGSD students regarding the application of democratic principles in social studies courses in higher education. The study uses a qualitative approach with in-depth interviews, involving 15 students from Nugroho Doctoral University. The findings show that most students feel empowered and engage more actively in democracy-based learning. The open discussion spaces allow them to express their opinions and collaborate on learning topics. However, challenges such as the dominance of lecturers in discussions, lack of student confidence to speak up, and inefficient time management in discussions were identified. These challenges hinder the full potential of democratic learning. The implications of these findings emphasize the need for a balance of roles between lecturers and students, reducing lecturer dominance, and improving discussion time management to ensure efficient and directed learning. This research contributes to the development of more participatory and inclusive learning models, enhancing the quality of education in higher education, especially in social studies courses. Furthermore, the study provides insights into the challenges and benefits of democratic principles in education and suggests strategies for improving student participation and lecturer facilitation, contributing to the broader discourse on participatory pedagogy.]]>
