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YAYASAN PENDIDIKAN DAN PENGEMBANGAN HARAPAN ANANDA DAERAH KALIMANTAN BARAT Jalan Arteri Supadio, Komplek Pondok Indah Lestari, Sungai Raya, Kubu Raya Phone: +6289675096527 e-mail: juwara.harapanananda@gmail.com
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Juwara : Jurnal Wawasan dan Aksara
Published by Yayasan Pendidikan dan Pengembangan Harapan Ananda
ISSN : 27972097     EISSN : 27972119     DOI : -
Core Subject : Religion, Humanities, Science, Education, Social, Engineering,
Religion Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other
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.
Arjuna Subject : Umum - Umum
Articles 12 Documents
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Search results for , issue "vol. 6 no. 1 (2026)" : 12 Documents clear
Challenges in Implementing the Teachers Code of Ethics in Responding to Social Dynamics Riza Ummaroch; Sinta Devi Prastika Putri; Erna Yayuk
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.776

Abstract

This study aims to examine the various barriers faced by educators in implementing professional codes of ethics amid disruptive social transformation. Using a qualitative descriptive approach, the research analyzes how shifting social norms and the rapid penetration of digital technology have reshaped traditional ethical boundaries between teachers and students. These changes create new spaces of interaction that often blur the limits of professionalism. The findings reveal that teachers’ professional integrity is currently influenced by three main factors: the strong presence of digital environments beyond the classroom, inconsistent public expectations, and gaps in educators’ regulatory literacy. A lack of preparedness in responding to these dynamics can lead to ethical dilemmas that risk undermining the dignity of the teaching profession. Therefore, this study argues that partial or one-dimensional solutions are no longer sufficient. Systemic efforts are needed through the strengthening of contextual ethical literacy and protective institutional support. Such synergy is essential to ensure that educators possess not only intellectual competence but also adaptive moral resilience, enabling them to sustain their role as role models in an increasingly complex and dynamic educational environment.
Effectiveness of Animated Video Assisted Experiential Learning in Improving Elementary Students Learning Outcomes Regina Elriana Oki Prigiya; Bayu Purwo Adhi; Eko Pujianto
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.778

Abstract

This study examines the effectiveness of the Experiential Learning model assisted by animated videos in improving the learning outcomes of Natural and Social Sciences (IPAS) students at the elementary school level. A quasi-experiment with a Non-Equivalent Control Group Design was used, with purposive sampling selecting students from Presidential Elementary School, Beriwit State Elementary School 1, and Beriwit State Elementary School 2. The experimental group received animated video-assisted learning, while the control group followed conventional methods. Validity and reliability tests were conducted, and data were analyzed using an independent sample t-test. Results showed the experimental class had a significantly higher post-test average score (83.77) compared to the control group (65.00). The hypothesis test yielded a t-value of 2.018, greater than the t-table value of 1.771, with a significance of 0.007 (< 0.05). These findings confirm that the Experiential Learning model with animated videos effectively enhances students' learning outcomes. This model promotes active engagement and can be widely applied in elementary school curricula.
The Effectiveness of Problem Based Learning in Improving the Cognitive Abilities of Elementary School Students Hendri Hendri; Fery Muhamad Firdaus
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.781

Abstract

This study examines the effectiveness of Project Based Learning (PBL) in improving the cognitive abilities of elementary school students, especially critical thinking, problem solving, and conceptual understanding. The research used a quasi-experimental design involving 40 fifth-grade students at Magetan State Elementary School 1. The students were divided into two groups: an experimental group that used PBL and a control group that used conventional learning. Data were collected through cognitive ability tests administered as pre-test and post-test. The results showed that students in the experimental group achieved a higher improvement than those in the control group. The average post-test score in the experimental group increased by 20.1 points, while the control group increased by only 3.5 points. Statistical analysis using t-tests and ANOVA showed a significant difference between the two groups, with p < 0.05. These findings indicate that PBL can improve students’ cognitive abilities and support the development of 21st-century skills. This study suggests that PBL should be integrated into elementary school learning to improve educational quality.
Analysis of Problem Based Learning Implementation for Enhancing Vocational High School Students Critical Thinking Skills Mohammad Wildan Habibi; Intan Dwi Febrianti; Varsaretha Najmi Rohadatulaisyi; Pinggan Marinda Yuwana; Alifia Deandita Amir; Wahid Arya Fikriyansyah Wardhana
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.785

Abstract

Students’ critical thinking skills remain relatively low because the learning process tends to be teacher-centered. This situation highlights the need to implement a learning model that can enhance students’ active participation during learning activities. This study aims to examine the effectiveness of implementing Problem Based Learning (PBL) in improving students’ critical thinking skills through a Systematic Literature Review (SLR). The study was conducted in accordance with the PRISMA 2020 guidelines, which include the stages of identification, screening, eligibility, and included studies. Articles were searched in the Google Scholar, Scopus, and DOAJ databases, covering publications from 2023 to 2025. A total of 30 articles were selected based on inclusion and exclusion criteria and then analyzed using narrative synthesis. The results indicate that the implementation of PBL generally has a positive impact on enhancing students’ critical thinking skills, as evidenced by improved learning outcomes, student engagement in the learning process, problem-solving abilities, and peer collaboration. The novelty of this study lies in the integration of the latest research findings regarding the effectiveness of PBL for vocational high school students based on publications from 2023 to 2025. However, the implementation of PBL still faces several obstacles, such as limited learning time and teachers’ readiness to implement Problem Based Learning.
Digital Security Awareness Level of Boarding School Based Islamic Junior High School Students in Central Lampung Radinal Fadli; Dwi Wahyudi; Fivia Eliza
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.777

Abstract

The increasing use of the internet and information technology devices among students has made digital security awareness an important issue in educational environments. This study aims to analyze the level of digital security awareness among students of a boarding school–based Islamic junior high school in Central Lampung. A descriptive quantitative approach was employed, with the population consisting of all active students in grades VII–IX who had used the internet for at least one year. The study involved 40 students selected through purposive sampling. The research instrument was an objective multiple-choice test covering several aspects of digital security. The results show that students’ awareness is not evenly distributed across all aspects. Awareness of Viruses and Malware (75%) and Cyberbullying (70%) fell into the Sufficient category, indicating a basic understanding but still requiring reinforcement. In contrast, awareness of Artificial Intelligence (40%), Online Grooming (44%), and Phishing & Scams (47%) was categorized as Poor, highlighting the need for serious attention and targeted educational interventions. These findings emphasize the importance of implementing digital security literacy programs, particularly concerning contemporary digital threats, to better prepare boarding school students for the increasingly complex risks of cyberspace. Academically, this study contributes to the growing literature on digital security awareness within Islamic educational settings and highlights the need for integrating structured cybersecurity literacy into boarding school curricula. Furthermore, the findings may serve as a reference for future studies and educational policymakers in developing more contextual and sustainable digital security education programs.
CIPP-Based Evaluation of the Learning Process in Vocational High Schools: Student and Teacher Perspectives Almes Gangga; Hasan Maksum; Ambiyar Ambiyar
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.783

Abstract

This research evaluates the learning process in vocational high schools (SMK) using all four components of the CIPP (Context, Input, Process, Product) evaluation model from the perspectives of students and teachers. A descriptive-evaluative approach was employed involving 120 students and 25 teachers at SMK Negeri 1 Painan, selected through purposive sampling. Data were collected using validated questionnaires comprising 66 items for students and 59 items for teachers, structured around all four CIPP components, with particular depth on four Process sub-components: Teaching Strategy (P1), Media and Technology Use (P2), Student Interaction (P3), and Assessment Process (P4). The Context component received the highest scores from both groups (students: 76.4%; teachers: 83.2%), while the Product component scored the lowest among students (70.2%). The Process component was rated 72.5% by students and 80.2% by teachers overall, with Student Interaction (P3) as the strongest sub-component and Media and Technology Use (P2) as the most critical area for improvement. A consistent perception gap averaging 7.7 percentage points was identified across all components, with teachers rating program implementation more favorably than students throughout. These findings reveal systemic challenges in technology integration, assessment practices, and resource provision in vocational learning, and provide evidence-based recommendations for policy and instructional improvement in Indonesian vocational education.
Curriculum Management Quality in Vocational High Schools: Planning, Organizing, Implementation, and Evaluation Almes Gangga; Wirda Yetti; Rijal Abdullah; Refdinal Refdinal
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.784

Abstract

Curriculum management quality is a fundamental determinant of educational effectiveness in vocational high schools (SMK). This study assesses curriculum management quality across four dimensions: curriculum planning (D1), curriculum organizing (D2), curriculum implementation (D3), and curriculum evaluation (D4), from the perspectives of school administrators and teachers. A quantitative survey design was employed involving 145 respondents selected through proportionate stratified random sampling across five SMK in West Sumatra, Indonesia. Data were collected using a validated questionnaire (44 items; Cronbach's alpha = 0.91) and analyzed using descriptive statistics and one-way ANOVA. Results indicate that overall curriculum management quality achieved a mean score of 3.69 out of 5.00 (Good category). Curriculum Planning (D1) achieved the highest mean (M = 3.82), while Curriculum Evaluation (D4) was the most critical dimension (M = 3.58). Significant differences in perceptions were found across respondent positions (F = 4.83, p = 0.003). This study contributes an integrated four-dimension quantitative framework for assessing curriculum management quality in SMK, providing empirical evidence that evaluation functions represent the weakest link in the curriculum management cycle and that multi-stakeholder data collection is essential for accurate institutional quality monitoring.
The The Relationship between Motivation and Student Learning Independence in Hybrid Based Learning Khoirun Najmi Septiana; Meri Herlina; Nyokro Mukti Wijaya
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.794

Abstract

This study aims to examine the relationship between student learning motivation and learning independence in hybrid-based learning in the Geography Education Study Program. A correlative research design was employed, with 95 students selected through stratified random sampling, comprising 51 students from the class of 2024 and 44 from the class of 2025. Data were collected using a Likert-scale questionnaire and analyzed through descriptive statistics, Pearson product-moment correlation, and three prerequisite tests (normality, linearity, and multicollinearity). Normality test results yielded significance values of 0.035 for learning motivation and 0.174 for learning independence, indicating normal distribution. The linearity test produced a deviation value of 0.473, and the multicollinearity test showed tolerance and VIF values of 1.000. Descriptive analysis revealed mean scores of 80% for learning independence and 75% for learning motivation. Correlation analysis demonstrated a significant positive relationship between learning motivation and learning independence in hybrid-based learning (r = 0.678, p = 0.000). These findings suggest that strengthening intrinsic motivation through engaging hybrid learning strategies should be prioritized by educators and curriculum designers to foster greater student autonomy in learning.
Formative Feedback Quality, Self-Efficacy, Competency Achievement, and Work Readiness in Vocational Schools: SEM-PLS Wirda Yetti; Hasan Maksum; Ambiyar Ambiyar
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.797

Abstract

This research examined the direct and indirect relationships among formative feedback quality, student self-efficacy, competency achievement, and work readiness in a non-urban vocational school context. A quantitative explanatory design was employed involving all 150 students at SMKN 1 Simpang Alahan Mati, Pasaman, West Sumatra, through total sampling. Data were collected using validated five-point Likert-scale questionnaires and analyzed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) with SmartPLS 4.0. All constructs met convergent validity, composite reliability, and discriminant validity thresholds. Results confirmed that formative feedback quality significantly affected student self-efficacy, competency achievement, and work readiness, while student self-efficacy demonstrated the strongest predictive effect on competency achievement with a large effect size and significantly influenced work readiness, thus accepting all five hypotheses. Mediation analysis confirmed that student self-efficacy partially mediates the relationship between formative feedback quality and both vocational outcome variables, establishing that feedback influences outcomes through concurrent direct instructional and indirect psychological mechanisms. These findings demonstrate that the gap between vocational education outcomes and workforce requirements in non-urban schools is substantially explained by the combined insufficiency of formative feedback quality and student self-efficacy, and that addressing graduate workforce readiness requires coordinated investment in both dimensions simultaneously.
Sufi Values as a Framework for Addressing Moral and Spiritual Crises in Contemporary Education Andri Kurniwan; Rafianas Zuhroh; Wildan Yudistira; Fais El Farisi; Ismali Mubarok
Juwara: Jurnal Wawasan dan Aksara Vol. 6 No. 1 (2026)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v6i1.820

Abstract

This study is motivated by the increasing challenges in modern education, including character degradation, future anxiety, achievement pressure, and the dominance of intellectual-oriented learning that often neglects spiritual development. This study aims to analyze the development of Sufi thought within the Islamic tradition, its transformation into an educational framework, and its contribution to addressing contemporary educational challenges. This research employed a qualitative approach using a systematic literature review method. Data were obtained from 28 selected articles published between 2018 and 2026 through academic databases, including Google Scholar, and DOAJ. The literature was analyzed using qualitative content analysis to identify patterns related to Sufi values, Islamic education, and character formation. The findings reveal that Sufi thought has developed from individual spiritual practices into a holistic educational paradigm integrating intellectual, moral, and spiritual dimensions. Values such as sincerity, patience, tawakkul, and qana’ah contribute to strengthening students’ character, emotional stability, and spiritual resilience. This study contributes theoretically by positioning Sufism as an educational framework and practically by recommending the integration of Sufi values into character-based educational practices.

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