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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 138 Documents
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Innovative Islamic Education Learning Media For Internalizing Islamic Perspectives on Technological Developments Sabirin, Febrianto; Liwayanti, Umi; Ramadhani, Dochi; Sulistiyarini, Dewi
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i2.707

Abstract

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.
Hidden Curriculum in Student Character Formation through Activities in Elementary School: A Case Study Sukarni, Sukarni
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i2.711

Abstract

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.
Exploring Democratic Principles in Social Studies Education: A Student Perspective in Higher Education Sari, Ratih Karunia
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i2.735

Abstract

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.
Integration of Communication Based Learning Media in Distance Learning in Higher Education Putra, Juandana Kawuladini
Juwara: Jurnal Wawasan dan Aksara Vol. 5 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v5i2.736

Abstract

This study aims to examine the application of communication based learning media in distance learning in universities, especially in communication study programs. Using a qualitative approach, this study collected data through semi-structured interviews involving 5 lecturers and 20 students at Nugroho Doctoral University, Magetan Regency, in the 2025/2026 academic year. The results of the study show that communication-based learning media, such as Google Classroom, Zoom, and WhatsApp, can increase interaction between lecturers and students and provide flexibility in learning. However, the main challenge faced is limited internet access, which affects smooth learning, as well as technological skills that need to be improved for both lecturers and students. The key contribution of this study is the identification of critical factors such as technological readiness and infrastructure limitations that influence the effective use of communication-based learning media in distance learning. The implication of this research is the need to improve technological infrastructure in universities as well as continuous training for lecturers and students to make optimal use of communication-based learning media. This will strengthen the success of distance learning, make it more inclusive and effective, and support the development of higher education in the digital age.
Challenges in Implementing the Teachers Code of Ethics in Responding to Social Dynamics Ummaroch, Riza; Putri, Sinta Devi Prastika; Yayuk, Erna
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 Prigiya, Regina Elriana Oki; Adhi, Bayu Purwo; Pujianto, Eko
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; Firdaus, Fery Muhamad
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 Habibi, Mohammad Wildan; Febrianti, Intan Dwi; Rohadatulaisyi, Varsaretha Najmi; Yuwana, Pinggan Marinda; Amir, Alifia Deandita; Wardhana, Wahid Arya Fikriyansyah
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.

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