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Dewi Ariyani
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insania@uinsaizu.ac.id
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Fakultas Tarbiyah dan Ilmu Keguruan UIN Prof. K.H. Saifuddin Zuhri Purwokerto Jl. Jend. A. Yani No. 40A Purwokerto 53126 Jawa Tengah - Indonesia
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INDONESIA
INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Published by Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto
ISSN : 14100053     EISSN : 25983091     DOI : https://doi.org/10.24090/insania
Core Subject : Education,
Education
INSANIA adalah jurnal kependidikan yang diterbitkan oleh Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto. INSANIA menerbitkan artikel ilmiah dengan rumpun keilmuan pendidikan antara lain Perencanaan pendidikan, Evaluasi Pendidikan, Pembelajaran, Kurikulum Pendidikan, Strategi Pendidikan, Pendidikan Islam, Pendidikan Dasar Islam, Pendidikan Anak Usia Dini, dan tema kependidikan lain
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "vol 31 no 1 (2026)" : 2 Documents clear
Advancing SDG 4 Through Project-Based Learning: Understanding Breathing Mechanisms in a Rural Secondary School Malesela Mashishi; Kgothatso Mphofela
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 31 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/6dyeg432

Abstract

Grade 11 learners’ conceptual understanding of the breathing mechanism at an under-resourced rural secondary school in the Sekhukhune East District, Limpopo Province. The study responds to Sustainable Development Goal 4, which promotes inclusive and equitable quality education and meaningful learning opportunities for all. The breathing mechanism is an abstract and physiologically complex topic that learners often struggle to understand through conventional teacher-centred instruction. The study was guided by Kolb’s Experiential Learning Theory, which conceptualises learning as a cyclical process involving concrete experience, reflective observation, abstract conceptualisation, and active experimentation. A qualitative action research approach incorporating ethnographic elements was employed. Twenty Grade 11 learners were organised into four groups of five and tasked with constructing functional models of the breathing mechanism using accessible, low-cost materials. Data were collected through participant observation, learners’ written group responses, and model presentations. Inductive thematic analysis generated six themes: active learner participation, collaboration and teamwork, ownership of learning, problem-solving and critical thinking, communication and scientific explanation, and conceptual understanding of the breathing mechanism. Rubric-based document analysis further indicated that three of the four groups achieved mastery scores ranging from 87.5% to 100%. The findings demonstrate that PBL can facilitate experiential, collaborative, and context-responsive science learning while improving learners’ understanding of abstract biological processes. The study concludes that integrating PBL with locally available materials offers a practical approach to advancing SDG 4 by strengthening the quality, inclusivity, and relevance of life sciences education in under-resourced rural schools.
Technology in the ELT Classroom: A Scoping Review on the Integration and Implication of Technology Jhoana Jeth Hernane; Li Ochia; Gwen Lorraine Suerte; Ana Mae Monteza
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 31 No 1 (2026)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/d7bzrj54

Abstract

Technology played a significant part in improving instruction and fostering learner engagement in English Language Teaching. However, barriers such as limited access and insufficient teacher training hindered its full potential. This qualitative study aimed to explore the implications of technology integration in ELT across each phase of the ADDIE model. A scoping review was used to synthesize 20 selected studies systematically. Subsequently, the analysis revealed both challenges and advantages, which affected teachers, students, and stakeholders. Challenges included the digital divide, student diversity, training gaps, limited access, insufficient funding and facilities, and issues with technology alignment. Conversely, advantages included improved strategies, enhanced instruction, increased motivation and engagement, innovation, and time efficiency. Based on these results, the findings suggested that stakeholders should provide support to overcome barriers, while the identified advantages could guide curriculum development to enhance educational outcomes. Most importantly, this study supported Sustainable Development Goal 4 (Quality Education) by using technology to improve teaching and learning, and SDG 9 (Industry, Innovation, and Infrastructure) through its promotion of sustainable technology integration in education.

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