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Edukasia: Jurnal Pendidikan dan Pembelajaran
Published by Lembaga Pendidikan Ma'arif NU Magetan
ISSN : 27211150     EISSN : 27211169     DOI : https://doi.org/10.5281/zenodo
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Edukasia: Jurnal Pendidikan dan Pembelajaran has two versions, namely print and online, all of which are registered with the ISSN established by the Indonesian Institute of Sciences (LIPI) e-ISSN 2721-1169 (online) and ISSN 2721-1150 (print). Edukasia: Jurnal Pendidikan dan Pembelajaran is a medium for publishing research results related to the thoughts and research of experts, scientists, practitioners and reviewers in the field of education and learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 52 Documents
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Search results for , issue "Vol. 6 No. 2 (2025)" : 52 Documents clear
Improving Understanding and Collaboration of Grade IV Students of SDN Pulau Tiga through Discovery learning in Social Science Subjects Yulianti Barung; Jamaludin, Jamaludin; Iskandar, Iskandar
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1529

Abstract

This study aims to improve students' understanding and collaboration skills through the application of the Discovery Learning model in fourth-grade science at Pulau Tiga Public Elementary School, Sombori Islands District, Morowali Regency, Central Sulawesi. The study used a descriptive qualitative approach, with one principal, one class teacher, one science teacher, and fifteen students as subjects. Data collection techniques included observation, interviews, tests, and questionnaires. The study showed a significant increase in student understanding, with an average N-Gain score of 0.5 (moderate category). The greatest improvement occurred in material contextualized to the students' environment. Furthermore, students' collaboration skills also improved, with an average N-Gain score of 0.4 for the contribution, time management, and problem-solving indicators. These findings demonstrate the effectiveness of the Discovery Learning model in improving elementary school students' conceptual understanding and collaboration skills in remote island areas. These findings provide practical implications for teachers in developing locally relevant learning strategies and opportunities for education policy in remote areas.
The Effectiveness of PBL-Based Multimedia Articulate Storyline and Phet Simulation on Student Learning Outcomes Purwandari, Purwandari; Huriawati, Farida; Dewi, Sinta Kusuma
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1689

Abstract

This study examines the effectiveness of PBL-based multimedia using Articulate Storyline compared to PhET simulation in improving student learning outcomes on the topic of Regular Changing Straight Motion (GLBB). A quasi-experimental design with a pretest-posttest non-equivalent control group was applied to two intact classes: the experimental group used PBL-based Articulate Storyline, while the control group used PhET simulation. The research instrument was a validated multiple-choice test consisting of 10 items, with content validity reaching 86%. Data analysis included normality and homogeneity tests, paired sample t-tests, independent sample t-tests, and N-Gain analysis. Results showed that the experimental class achieved a higher posttest mean score (77.09) compared to the control class (59.57), with N-Gain values of 0.60 (medium) and 0.33 (low), respectively. Effect size analysis also indicated a very large impact of PBL-based Articulate Storyline. These findings suggest that combining multimedia with structured pedagogical approaches, such as PBL, provides more effective learning experiences than exploratory simulations. The novelty of this research lies in directly comparing two popular interactive media within the same experimental framework, offering empirical evidence that PBL-integrated multimedia leads to greater improvements in conceptual understanding of physics.
Implementing Multisensory Pedagogy to Strengthen Teachers' Role in Addressing Early Reading Challenges Susanti, Rini Dwi; Dewi, Annisya Aulia; Zulaikhah, Siti
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1753

Abstract

The objectives in the implementation of multisensory techniques to overcome the difficulties of early reading for first graders are also to determine supporting and inhibiting factors of learning, with outcomes described by employing a qualitative descriptive method at SD NU Tanwirul Qulub Kudus. The data were collected through observation, interview, and documentation. Triangulation was used to test the validity of the data and was analyzed through reduction, presentation, and drawing a conclusion. The results showed that a multisensory approach-phonics cards, writing exercises, interactive feedback, and special assistance to the students diagnosed with dyslexia-has satisfactorily improved the learners' abilities in early reading.Average ability increased from 58% before implementation to 84% after using the multisensory strategy. Factors supporting the success of the implementation were interesting media, gradual delivery of materials, active teacher-student interaction, and timely feedback on students' work. The inhibiting factors were the limited time and students' varying abilities. Results imply that the practical and effective model multisensory innovative approach to developing emergent literacy, can be used as a real Indonesian language program in elementary schools.
Managing Deep Learning to Encourage Independence in Elementary School Students: A Qualitative Case Study Purwanti, Purwanti; Hasanah, Enung; Zuhaery, Muhammad
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1754

Abstract

Instilling learning independence from an early age is an important step towards creating students who are independent, confident, and capable of lifelong learning. This independence plays an important role in supporting academic success as well as shaping students' character and skills in facing future challenges. This research aims to analyze deep learning management in shaping the learning independence of elementary school students. The approach used is descriptive qualitative with a case study at SD Muhammadiyah Danunegaran. Data were collected through interviews, observations, and documentation. Informants were selected by purposive sampling consisting of class teachers and students. Data analysis used thematic techniques assisted by ATLAS.ti. The results showed seven main themes in deep learning management, including planning, implementation, evaluation, characteristics and importance of learning independence, supporting factors, and challenges. Planning is done collaboratively, implementation places teachers as facilitators, and evaluation uses rubrics, checklists, and observations. Independence is characterized by confidence, initiative, responsibility, and self-learning. School culture is supportive, while challenges come from students' diverse characters and parenting patterns. The findings contribute to the management of deep learning practices in elementary schools, emphasizing how well-managed learning processes can foster students’ independence, as well as their critical and reflective thinking in constructing knowledge.
Narrating Teacher Identity Across Generations in Rural Indonesia: Intersections of Professional, Moral, and Digital Resilience Widari, I G A; Jazadi, Iwan
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1756

Abstract

This study explores how teacher identity is constructed and negotiated across generations in rural Indonesia through narrative inquiry and ethnographic engagement. Drawing on the stories of twelve senior teachers and twelve student teachers, the research reveals how professional identity is deeply rooted in moral values of pengabdian and community service, while continually redefined through changing educational contexts. The findings show that teaching remains a moral and relational vocation, yet increasingly mediated by technological adaptation and digital collaboration. Senior teachers exhibit digital resilience as they learn to integrate technology into pedagogical practices, while younger teachers demonstrate emerging forms of digital professional identity shaped by the use of online platforms, social media, and learning technologies. Generational differences in digital literacy and technological confidence highlight how identity formation now extends into digital spaces, where professional ethics meet technological innovation. By situating these narratives within the Technological Pedagogical Content Knowledge framework, the study identifies how cross-generational mentoring enables mutual learning—senior teachers offering pedagogical and moral guidance, and student teachers sharing digital expertise. This reciprocal dynamic forms a contextual TPACK model rooted in rural cultural realities. The study concludes that teacher identity is being reconstructed through intergenerational dialogue and digital transformation, offering new insights into professional development and policy design for rural teacher education.
Navigating Digital Religious Education: A Schutzian Motive Analysis of Generation Z Students in Indonesia Usman, Muh Ilham; Muthahharah, Muthahharah; Syafaat, Abdul Rafi’
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1757

Abstract

This study explores the increasing dependence of Generation Z students in Majene, Indonesia, on social media as a primary medium for religious education, analyzed through Alfred Schutz’s phenomenological framework of motives. The research examines how Schutz’s distinction between “because-motives” and “in-order-to motives” elucidates the contextual and aspirational dimensions shaping students’ engagement with digital religious content. While traditional institutions such as mosques and pesantren have historically dominated religious learning, platforms like YouTube, Instagram, and TikTok are now integral to students’ spiritual formation. Using qualitative methods including interviews, observations, and document analysis, the study finds that students’ because-motives stem from the limited availability of youth-oriented programs in mosques, shifting generational media habits, and the appeal of concise online content. Their in-order-to motives reflect aspirations for spiritual growth, deeper understanding of Islamic teachings, and identification with charismatic online preachers. The findings demonstrate that social media functions not merely as a technological tool but as a transformative arena for constructing religious identity. The study underscores the importance of enhancing digital literacy and promoting moderate online religious engagement.
Peer-to-Peer Learning (Peerogy) in Electronics Practice Learning: Adaptation of Andragogy and Heutagogy in Vocational High Schools Dewanto, Satriyo Agung; Wulandari, Bekti; Mahali, Muhammad Izzuddin; Destiana, Bonita; Mediastuti, Fitriani
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1758

Abstract

Vocational electronics education requires learners to integrate theoretical knowledge with practical experience, yet traditional teacher-centered instruction often limits autonomy, collaboration, and meaningful engagement, forming the background of this study. The purpose of the study is to examine how peer-to-peer learning can operationalize andragogical and heutagogical principles in electronics practicum activities. This research employed a case study at a vocational high school in Yogyakarta involving twenty-one electronics teachers and five hundred and four students, with data collected through classroom observations, in-depth interviews, and analysis of project documentation across six practicum sessions as the primary methods. The results show that peerogy facilitates active knowledge sharing, collaborative problem-solving, and reflective practice, supporting the andragogical focus on experience-based and problem-centered learning, while students also demonstrated heutagogical traits such as setting self-determined goals, making independent decisions during practicum work, and evaluating their outcomes autonomously. The conclusions indicate that integrating peerogy with andragogy and heutagogy enhances learner autonomy, critical reflection, and collaborative competence, offering an effective instructional framework for cultivating adaptive, self-directed learners required in the current digital and industrial era.
Integration of Intercultural Communicative Competence (ICC) in English Teaching at Bangsri Islamic Boarding School Rahmawan, Muhammad Alvin; Shofiyuddin, Muh
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1762

Abstract

English language teaching in Islamic boarding schools must integrate intercultural communication to prepare students for global interactions while preserving their cultural and religious identity. Research on Intercultural Communication Competence (ICC) in faith-based and rural contexts remains limited. Therefore, this study examines the integration of ICC in English Language Teaching (ELT) at an Indonesian Islamic boarding school. Using a qualitative case study approach, data was collected through classroom observations, semi-structured interviews, student journals, and document analysis. The research explored how teachers implemented ICC strategies, the challenges encountered, and students’ perceptions. Findings revealed that teachers employed translanguaging, digital media, and linguistic–cultural interlinking to foster ICC, effectively bridging cultural gaps. Teachers showed high consistency in cultural discussions (mean observation score of 4.2/5.0). However, pronunciation difficulties, students’ shyness, grammatical errors, and socio-cultural rivalries were found to hinder ICC development. While students demonstrated strong respect and politeness (self-assessment scores up to 4.5), their active participation and comfort in intercultural interactions remained only moderate (scores around 3.5). These results highlight the urgent need for context-sensitive pedagogical approaches, such as targeted pronunciation exercises and confidence-building activities to enhance ICC while respecting student values. This study contributes to understanding ICC in multilingual, faith-based contexts and offers practical insights for similar educational environments.
Development of a Culture-Based Coding E-Book from North Sumatera to Enhance Computational Thinking Farida, Niken; Shalihat, Hilma Mithalia; Sri Wahyuni, Syartika
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1766

Abstract

This study aimed to develop a North Sumatra culture-based coding activity e-book to enhance CT skills in early childhood education. The ADDIE development model consisting of the analysis, design, development, implementation, and evaluation phases, was employed and involved 160 children from nine kindergartens in Medan City. Expert validation indicated that the e-book was feasible for instructional use, with scores exceeding 80%, while the CT measurement instrument demonstrated high reliability with a Cronbach’s Alpha of 0.744. Small- and large-scale trials consistently showed significant improvement in children’s CT abilities, confirmed by the Wilcoxon test (Z = –8.901; p < 0.05). These results highlight that integrating local culture into coding activities supports CT development and simultaneously strengthens cultural values from an early age. The findings reinforce the importance of contextualized digital learning media that align with the goals of 21st-century education and foster cultural identity. The study further suggests that culture-based coding media can serve as an innovative learning resource to enrich PAUD (early childhood) instruction. Future research is encouraged to apply this concept in other cultural settings and include additional interactive features—such as animation, audio, gamification, or augmented reality—to enhance children’s engagement and learning outcomes. Long-term investigations are also needed to examine CT development over extended periods, along with broader collaboration with teachers and early childhood institutions to support continuous refinement of the media based on classroom needs.
Enhancing Efficiency in Student Attendance Recording through Implementation of a Digital Presence System: A Field Study in Elementary Schools Syahidi, Fahmi; Subasman, Iman; Aspandi, Ade; Khotimah, Mila Dita
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1772

Abstract

Student attendance management is an essential component of school administration that affects both learning discipline and institutional accountability. This study aimed to examine the implementation of a digital presence system to improve the efficiency and accuracy of attendance recording at SDN Taman Kalijaga Permai. The research employed a qualitative descriptive approach through field observation, in-depth interviews, and documentation to obtain a comprehensive understanding of the digital system’s impact on administrative performance and classroom routines. Data were collected from teachers, students, and school administrators who actively used the digital attendance platform based on QR code technology. The findings revealed that the digital presence system significantly reduced the time needed for attendance recording and minimized manual errors in data entry. Teachers reported improved convenience and accuracy, while students demonstrated increased punctuality and accountability. Furthermore, the school administration benefited from easier access to real-time attendance reports, which supported transparent data management and decision-making. These results indicate that the use of digital presence systems contributes to both administrative efficiency and behavioral discipline among students. The study implies that successful technology adoption in elementary schools depends on teacher readiness, infrastructure support, and digital literacy. Schools are encouraged to integrate continuous training and stakeholder collaboration to ensure system sustainability. Future research could expand to multiple schools or examine the long-term effects of digital attendance on student performance and engagement.

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