cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mukhibat
Contact Email
edukasiajurnal@gmail.com
Phone
+6289222090123
Journal Mail Official
edukasiajurnal@gmail.com
Editorial Address
Jalan Durian, Janggan, Poncol, Magetan,Indonesia
Location
Kab. magetan,
Jawa timur
INDONESIA
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 12 Documents
 1   2 
Search results for , issue "vol. 7 no. 2 (2026)" : 12 Documents clear
A Qualitative Inquiry into Institutional and Pedagogical Strategies for Integrating the Eight Dimensions of Graduate Profile through Visual Arts Learning in Indonesian Primary Schools Nurul Kemala Dewi; I Ketut Widiada; Siti Istiningsih; Muhammad Erfan; Abdul Rasyid; M. Irji Irlian Sandi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.2126

Abstract

Although character education policies in Indonesia have expanded considerably in recent years, relatively little is understood about how schools strategically embed the newly mandated eight graduate profile dimensions within subject-specific instruction, particularly visual arts education. This study analyzes the institutional and pedagogical strategies employed at the school and classroom levels to integrate these eight dimensions through visual arts learning at the primary school level. A qualitative method was adopted, with the research conducted at SDN 14 Cakranegara, involving the school principal, Grade IV and Grade V classroom teachers, and ten purposively selected students. Data were collected through participant observation and in-depth interviews, then analyzed using data reduction, thematic categorization, and interpretive analysis. The trustworthiness of the findings was ensured through triangulation and peer debriefing. Findings indicate that school-level strategies include aligning vision and mission, the cultivation of a character-affirming school culture, the implementation of artist-in-residence programs, organizing extracurricular activities, conducting routine evaluations, and documenting character traits. At the classroom level, teachers integrate the dimensions into lesson planning, implement PjBL, utilize digital media, and promote collaborative reflection. Students reported internalizing key values: faith, citizenship, critical thinking, creativity, collaboration, independence, health awareness, and communication. The study proposes an integrative conceptual framework linking institutional practices, pedagogical design, and students’ creative experiences.
Comparative Analysis of Islamic Higher Education Curriculum and Educational Outcomes in Indonesia and Malaysia: A Systematic Literature Review I. M. Fatimah Zahro; Muhammad Sirozi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.1530

Abstract

This study compares the curriculum characteristics and educational outcomes of Islamic Higher Education Institutions (IHEIs) in Indonesia and Malaysia through a Systematic Literature Review following the PRISMA 2020 guidelines. Literature was collected from Scopus, Web of Science, Dimensions, Crossref, DOAJ, Google Scholar, and Garuda, resulting in 48 eligible studies published between 2015 and 2025. The findings reveal that Indonesian IHEIs generally adopt a decentralized and flexible curriculum emphasizing interdisciplinary integration between Islamic and contemporary sciences, whereas Malaysian IHEIs implement a more centralized curriculum grounded in the Islamization of knowledge and national quality assurance. These differences shape knowledge integration, curriculum governance, graduate competencies, and institutional responsiveness to globalization. The review further demonstrates that curriculum philosophy and governance are key determinants of educational outcomes. Rather than identifying a superior model, this study highlights the complementary strengths of both systems and recommends balancing institutional innovation, quality assurance, global competitiveness, and Islamic educational values in future curriculum development.
The Neurocognitive Architecture of Qur’anic Memorization: Synthesizing Working Memory and Memory Consolidation Mechanisms Ary Asy’ari; Eva Latipah; Suyadi Suyadi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2159

Abstract

This systematic review synthesizes 13 studies on Qur'anic memorization through cognitive neuroscience. Using PRISMA-guided screening of Scopus and PubMed records, the study identifies three taxonomic clusters: working-memory gating, consolidation-support strategies, and contextual-spiritual modulation. The findings show that Qur'anic memorization depends on attention control, phonological rehearsal, semantic linking, rhythmic repetition, multisensory encoding, muraja'ah-based retrieval, and cognitive load control. The review proposes a Neuro-Tahfidz model that connects sacred verbal input, working-memory regulation, memory consolidation, Islamic learning context, and instructional design. Its novelty lies in translating tahfidz as a theological-practical tradition into an empirical neuroeducational synthesis. It also extends memory theory beyond common Western language stimuli by focusing on a rhymed, repetitive, non-Western sacred text. The model remains conceptual because the reviewed studies use varied designs and limited direct neurocognitive measurements. The synthesis is therefore useful as a theoretical guide, not as a final causal claim. Future research should test the model experimentally across age groups, pesantren settings, and tahfidz learning methods.
Integrating Digital Microlearning into Pragmatic Instruction: TikTok-Assisted Simulation in Negotiation Speaking Education Sofia Yanifah; Isah Cahyani; Novi Resmini; Encep Kusumah; Teti Sobari
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2162

Abstract

The background of this research stems from students’ inadequate speaking abilities caused by passive attitudes, lack of confidence, and limited practice opportunities. This study aims to measure the effectiveness of the TikTok-Assisted Simulation Learning Model in improving negotiation speaking skills among high school students. A quantitative quasi-experimental approach with a nonequivalent control group design was applied, involving 36 students in the experimental class and 36 in the control class. Data were collected through pre-test and post-test instruments. Since the data did not follow a normal distribution, the Mann-Whitney U test was employed as the analytical tool, yielding an Asymp. Sig. (2-tailed) value of 0.000 (P < 0,05), which indicates a statistically significant difference between the two groups. Furthermore, N-Gain analysis revealed a mean score of 0.59 (moderate category) in the experimental group and 0.28 (low category) in the control group. These findings demonstrate that the TikTok-Assisted Simulation Learning Model is an effective, innovative, and applicable learning alternative for negotiation speaking at the high school level. 
Instructional Alignment of PjBL in ECE: An Analysis of Learning Strategies, Methods, and Techniques Avanti Vera Risti Pramudyani; Diah Ayu Praharani; Hani Irawati; Risanti Dhaniaputri; Tanaya Qotrunada Rutriningtyas; Irma Sukarelawan
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2163

Abstract

This study was prompted by the discovery of instructional alignment gaps in the implementation of STEAM-based Project-Based Learning (STEAM-PjBL) in early childhood education (PAUD), particularly with regard to the alignment of objectives, strategies, methods, techniques, learning activities, and assessments. The study aims to analyse instructional alignment in STEAM implementation based on PjBL in PAUD, focusing on the relationship between learning strategies, methods, and techniques. The study used a qualitative approach with a case study design at TK ABA Ngampilan Yogyakarta, with one head teacher and three teachers selected through purposive sampling. Data was collected through observation, semi-structured interviews, and documentation, and analysed using Braun and Clarke's thematic analysis. The results of the study show that the implementation of STEAM-PjBL has demonstrated alignment between the learning objectives, activities, strategies, methods, techniques, and assessments through the active involvement of children in exploration, collaboration, experimentation, and reflection. However, challenges were still found in the form of extrinsic reward dominance, imbalanced participation in group work, insufficient reflective scaffolding, and discrepancies between written plans and the implementation of learning activities. This study emphasises the importance of strengthening teachers' pedagogical competencies in designing inclusive and meaningful STEAM-PjBL learning activities in early childhood education.
Empowering Blind Children through Future Technology: Protective Factors Associated with AI-Based Audio and Braille Dictionaries in English Learning Yuli Nuranawati; Urai Salam; Venny Karolina; Aunnurrahman Aunnurrahman; Eka Ariyati
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2127

Abstract

This study investigates how an AI-integrated Braille and audio dictionary supports academic resilience among blind students learning English. Employing a qualitative phenomenological design, the study involved seven blind tenth-grade students from two special schools in West Kalimantan, Indonesia, along with parents, English teachers, and school principals. Data were gathered through in-depth interviews, focus group discussions, classroom observations, and documentation, then analyzed thematically using Masten’s resilience theory, Ungar’s resource negotiation perspective, and Bronfenbrenner’s Ecological Systems Theory. Findings reveal three interrelated themes: (1) AI-supported audio features fostered individual protective factors, including persistence, self-efficacy, and adaptive problem-solving; (2) the Braille-audio integration functioned as a protective technological resource by enhancing multisensory learning, autonomy, and pronunciation accuracy; and (3) resilience was strengthened through teacher and parental environmental support. The study proposes a Digital Resilience Framework highlighting how internal capacities, accessible technology, and ecological support interact to sustain blind learners’ engagement in English learning. These findings contribute to inclusive education literature by demonstrating that assistive AI technologies serve not only as learning tools but as resilience-enhancing resources for students with visual impairments.
Strategic Educational Management in Rural Public Schools: Driving Institutional Quality and Local Competitiveness Moh. Gufron; Hikmah Eva Trisnantari; Junaidi Junaidi; Galuh Ajeng Nurazizah
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2157

Abstract

This study examines the contribution of the principal’s strategic management to improving educational quality and school competitiveness at SD Negeri 1 Wajak Lor. Using a descriptive qualitative approach, data were collected through semi-structured interviews, observations, and documentation, with the principal serving as the main informant. The findings indicate that effective strategic management is reflected in several key practices: (1) establishing a clear and measurable school vision as the basis for decision-making; (2) enhancing teacher competencies through continuous training and supervision to improve learning quality; (3) cultivating a positive school culture that encourages stakeholder engagement; (4) optimizing facilities and infrastructure to support teaching and learning activities; (5) strengthening partnerships with parents and external stakeholders to expand resource support; and (6) applying transformational leadership to address budget limitations and bureaucratic challenges. These strategies have contributed to increased student achievement, stronger community participation, and an improved school reputation. The study concludes that the principal’s strategic management plays a crucial role in advancing educational quality and institutional competitiveness. Consistent implementation of strategic planning, execution, and evaluation leads to better educational services and sustainable school development. Therefore, strengthening principal mentoring programs and practical managerial competencies is essential for supporting continuous improvement and long-term transformation in elementary education.
The Effect of A Practical Life-Based Digital Literacy Approach on Students’ Digital Competence and Workload Efficiency Uswatun Hasanah; Arpinda Syifa&#039;a Awalin
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2158

Abstract

This study examines the effect of a Practical Life-Based Digital Literacy (PLDL) approach on university students’ digital competence and workload efficiency within Islamic higher education. Guided by experiential learning theory and the DigComp 2.1 framework, the research investigates how practical life–oriented digital literacy activities contribute to students’ technological proficiency and task management. Data were obtained from 172 teacher education students who completed validated self-assessment instruments measuring digital competence and workload efficiency. ANOVA and MANOVA results indicate that the PLDL approach has a significant effect on digital competence (F = 12.636, p < 0.001) and workload efficiency (F = 7.000, p < 0.001), with the multivariate test (Wilks’ Λ = 0.220, p < 0.001) explaining 71.2% and 57.8% of variance in the respective outcomes. Students engaged in PLDL activities demonstrated stronger skills in digital information management, collaboration, and ethical and reflective technology use. These findings highlight PLDL as an effective experiential model for enhancing competence and efficiency, offering strategic insights for the digital transformation of Islamic higher education.
Neurologically Compatible Digital Resources: Developing a Brain-Based Learning E-Book for an Introductory Nahw Course Ahmad Zubaidi; Muhimmatul Mukaromah; Alvin Lailatul Maghfiroh; Muhammad Anwar Bin Ahmad
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2168

Abstract

This research aims to develop an introductory Arabic syntax (nahw) textbook integrating the Brain-Based Learning (BBL) approach and educational technology principles to enhance students’ syntactic competence and learning motivation in the Arabic Language Education Department at State Islamic University of Kiai Ageng Muhammad Besari, Ponorogo. Employing the Research and Development (R&D) methodology through the ADDIE model, data were collected using interviews, questionnaires, observations, and pre-/post-tests. Expert validation from material, media, and linguistics specialists confirmed that the textbook meets high-quality standards in content accuracy, visual layout, and cognitive-technological design. During implementation, classroom observations and assessments demonstrated significant improvements in students' understanding of basic syntax, practical rule application, and active participation. Statistical analysis using a paired-samples t-test indicated a significant improvement in the experimental group's scores from pre-test (M = 54,70, SD = 14,125) to post-test (M = 78,43, SD = 11,026). Furthermore, an independent samples t-test revealed that the experimental group significantly outperformed the control group (p = 0,023 < 0,05). These empirical learning gains were supported by positive student feedback regarding the textbook's readability and presentation. The evaluation confirms that blending BBL with modern educational technology tools successfully fosters neurologically compatible, interactive, and meaningful learning experiences. Consequently, the developed textbook is highly feasible, effective, and suitable as an innovative learning resource for undergraduate syntax instruction, serving as an essential reference for future digital textbook development.
Accelerating Educational Technology Adoption in Elementary Schools: The Role of Student Interns as Catalysts for Teacher Acceptance Yohannes Marryono Jamun; Zephisius Rudiyanto Eso Ntelok; Rikardus Jundu
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 2 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i2.2172

Abstract

Digital transformation in education requires teachers to integrate technology effectively into teaching and learning processes. However, teachers’ acceptance of educational technology remains uneven and is influenced not only by cognitive perceptions but also by professional interaction in school settings. This study examines the influence of academic interaction between student interns and elementary school teachers on teachers’ attitudes toward adopting learning technology by using the Technology Acceptance Model (TAM). This study employed a quantitative correlational design involving 108 elementary school teachers from partner schools of the Primary School Teacher Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng in East Manggarai Regency. The data were analyzed using Structural Equation Modeling (SEM). The findings show that academic interaction has a positive and significant effect on perceived ease of use and perceived usefulness of technology. Perceived ease of use also positively affects perceived usefulness and teachers’ attitudes toward technology, while attitude toward technology significantly strengthens behavioral intention to use technology in teaching practice. Mediation analysis further indicates that perceived ease of use and perceived usefulness significantly mediate the relationship between academic interaction and teachers’ attitudes toward technology. These findings suggest that academic interaction between student interns and teachers can function as a contextual learning mechanism that accelerates educational technology adoption in elementary schools.  

Page 1 of 2 | Total Record : 12

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026) Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 2 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 1 (2022): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 2 (2021): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2021): Edukasia: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 2 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 1 No. 1 (2020): EDUKASIA: Jurnal Pendidikan dan Pembelajaran More Issue