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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 1,797 Documents
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Psychometric Properties of the Classroom English Proficiency (CEP) Scale for English Language Teachers in Indonesia: A CFA and Rasch Model Analysis Karimah, Syahadah Albaqiyatul; Yundianto, Devie; Alaauddin, Muhammad Aqil
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1842

Abstract

This study aimed to adapt and validate the Classroom English Proficiency Scale (CEPS) for English language teachers in Indonesia using Confirmatory Factor Analysis (CFA) and the Rasch Rating Scale Model (RSM). The CFA confirmed that the four latent dimensions—Grammar, Pronunciation, Interaction, and Instruction—fit well within a second-order structure representing a single construct of classroom English proficiency. Rasch analysis further supported the unidimensionality assumption, with variance explained by measures exceeding the recommended criterion. The scale showed high reliability, and all items met model-fit expectations. The five-point Likert rating scale functioned effectively, with ordered Andrich thresholds and consistent category use. Differential Item Functioning (DIF) analysis indicated that 11 of 12 items were invariant across gender groups, except CEPS_2 (“I can use a wide range of English vocabulary”), which was slightly more difficult for male respondents. Overall, the Indonesian-adapted CEPS demonstrated strong validity, reliability, and fairness, confirming its suitability for assessing English proficiency in classroom contexts. The CEPS can serve as a reliable diagnostic and evaluative tool for English language teachers in teacher education and EFL assessment settings.
Integrating the Cambridge International Curriculum within the Theology of Christian Education: Biblical Worldview Formation, Kurikulum Merdeka, and Deep Learning for Secondary Christian Schools in Indonesia Cung, Liuw Tjhin Dji
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): 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.v5i2.2103

Abstract

This article examines the integration of the Cambridge International Curriculum within a theology of Christian education, focusing on biblical worldview formation, alignment with Indonesia’s Kurikulum Merdeka, and the deep learning paradigm in Christian secondary schools. Grounded in the traditions of Christian Religious Education (Pendidikan Agama Kristen/PAK) as developed in Indonesian theological schools under the Ministry of Religious Affairs, the study conceptualizes curriculum integration not as a technical or administrative task but as a theological–pedagogical process shaped by Christian understandings of knowledge, human formation, and educational purpose. Employing a qualitative, theoretical, and policy-oriented approach supported by selected empirical studies on faith-based and international education, this article analyzes how Christian educational theology can inform the implementation of the Cambridge Curriculum at the secondary level—IGCSE/O Level, AS Level, and A Level—within Indonesian SPK (Satuan Pendidikan Kerja Sama) Christian schools. The analysis emphasizes theologically informed curriculum frameworks, intentional faith–learning integration across disciplines, inquiry-based deep learning practices, and sustained teacher formation rooted in Christian epistemology and theological anthropology. The findings indicate that effective integration requires: (1) a curriculum framework explicitly grounded in a theology of Christian education; (2) intentional articulation of biblical worldview across academic subjects; (3) deep learning pedagogies that foster reflective, ethical, and vocationally oriented understanding; and (4) continuous professional formation of teachers as theological and pedagogical agents. When the Cambridge Curriculum is theologically contextualized and aligned with Kurikulum Merdeka, it can support holistic Christian formation by integrating intellectual excellence, moral discernment, spiritual maturity, and vocational awareness. This study contributes to scholarship in Christian education, curriculum theology, and international education while offering policy-relevant insights for theological schools, Christian secondary institutions, and educational authorities in Indonesia.
Writing Narrative Texts Through Genre-Based Pedagogy Using Facebook among the Suku Anak Dalam in Jambi Wahyuni, Rizki Niko; Rustam, Rustam; Priyanto, Priyanto
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1859

Abstract

Narrative writing is not merely a linguistic skill but a medium for preserving cultural memory, expressing identity, and transmitting indigenous knowledge across generations. This study aims to examine the implementation of genre-based pedagogy mediated through Facebook in teaching narrative writing among the Suku Anak Dalam (SAD), an indigenous community in Jambi, Indonesia, and to explore its linguistic and socio-cultural impacts. Employing a qualitative case study design grounded in ethnopedology, the research involved eight indigenous learners, two facilitators, and one cultural leader. Data were collected through participatory observation, in-depth interviews, analysis of students’ narrative texts, and digital interactions within a Facebook learning group. The findings show that the three stages of genre pedagogy—modeling, joint construction, and independent construction—supported learners’ development of narrative structure, coherence, cultural representation, and reflective meaning-making. While challenges in writing mechanics, such as grammar and punctuation, remained, learners demonstrated meaningful progress in transforming oral storytelling traditions into cohesive written narratives. Beyond linguistic outcomes, the learning process fostered increased motivation, confidence, and cultural pride, and preserved indigenous stories through digital documentation. The study concludes that integrating genre based pedagogy with social media can effectively bridge oral traditions and digital literacy, positioning writing as a form of cultural empowerment for indigenous and marginalized communities.
Exploring Mathematical Creative Thinking with Design Thinking in Mathematics Learning Innovation Bhustomi, Fauzi; Supandi, Supandi; Muhtarom, Muhtarom
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1811

Abstract

This study aims to explore innovation in mathematics learning through the application of the design thinking approach to support students' mathematical creative thinking skills. The research employed an exploratory mixed-method approach based on the design thinking framework, focusing on the empathize, define, and ideate stages. The study involved 160 students and 11 mathematics teachers from four madrasahs in Kendal Regency, Indonesia. Data were collected through questionnaires and in-depth interviews and analyzed using descriptive qualitative analysis supported by triangulation techniques. In addition, a meta-analysis of 11 relevant studies was conducted using the OpenMEE application to examine the effectiveness of several proposed learning solutions. The results of the empathize stage showed that 67% of students had positive emotional responses toward mathematics learning, while 65% experienced difficulties in remembering formulas and 57.5% had difficulty understanding mathematical concepts. At the define stage, the main problems identified were students’ difficulties in understanding abstract mathematical concepts, low learning motivation, and the need for more interactive and differentiated learning approaches. The ideate stage generated several potential solutions, including the development of differentiated learning supported by interactive media such as H5P and Edpuzzle as well as the implementation of the REACT learning model. The meta-analysis results indicated a large and statistically significant effect of these learning innovations on improving students' mathematical abilities, with an estimated effect size of 1.683 (p < 0.001; 95% CI = 1.022–2.345). These findings suggest that integrating design thinking with evidence-based learning innovations can provide effective strategies for improving students’ mathematical creative thinking skills and creating more interactive and student-centered mathematics learning environments.
Digital-Mediated Transformative Learning: A Mezirowan Perspective on Meaning Reconstruction in Arabic Language Education Hamidah, Noor Zinatul; Muassomah, Muassomah; Taufiqurrochman, Raden; Anwar, Mohammad Shohibul; Maghfiroh, Rodiatul
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): 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.v5i2.1879

Abstract

This study aims to examine how digital media mediates the transformative learning process in Arabic language learning at MAN 1 Jember using the perspective of Jack Mezirow’s transformative learning theory. This study used a qualitative approach with a single-classroom case-study design and a descriptive-interpretive orientation. Data were collected through classroom observations, semi-structured interviews, and analysis of digital learning artifacts. The results show that digital media functions as an epistemic mediator, raising disorienting dilemmas, facilitating critical reflection, strengthening reflective dialogue, and supporting the reconstruction of students’ frames of reference. Digital mediation encourages a shift in students’ understanding of Arabic from a structural subject to contextual, social, and meaning-oriented language practices. Theoretically, this study enriches Mezirow’s framework by emphasizing the role of digital, multimodal cues in meaning reconstruction. Pedagogically, these findings provide a foundation for the development of digital-based Arabic language learning that is reflective and transformative.
Digital Translanguaging and Santri Cognition: Enhancing English Comprehension through Arabic-English Repertoires Nur Aziz, Imam; Siddik, Nurah Abdul Wahid Abdullah
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1918

Abstract

This study investigates the integration of translanguaging within digital learning ecosystems to enhance English reading comprehension among bilingual Madrasah students, a context where Arabic religious literacy and academic English intersect. Using an integrated mixed-methods design, data were collected from 140 grade 11 students at two State Madrasahs in Indonesia. The quantitative phase employed a quasi-experimental design analyzed via ANCOVA, while the qualitative phase utilized screen-recording analysis and stimulated recall interviews. The results demonstrated that the translanguaging group significantly outperformed the monolingual group in reading comprehension (p<.001, n2p = .26). Qualitatively, the study revealed a "metacognitive bridging" mechanism where students strategically mobilized their Arabic grammatical logic (e.g., Mubtada-Khobar structures) to decode complex English syntactical patterns in digital spaces. These findings suggest that digital translanguaging does not merely function as a scaffold but acts as a cognitive resource that validates students' socioreligious linguistic identities. The study concludes by proposing a translingual digital pedagogy framework that integrates multilingual repertoires into formal English language teaching, particularly within Islamic educational institutions.
Interactive Student Worksheet Based on a Scientific Approach to Understanding Economic Concepts and Critical Thinking Sulistyowati, Prihatin; Ola, Maria Ratnawati Surti
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026)
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1934

Abstract

This study aims to develop interactive student worksheets based on a scientific approach for primary school students on the topic of ‘Economic Activities.’ Using the ADDIE model, the worksheets were validated by subject matter, language, and media experts. Data was collected through expert validation and practicality questionnaires from students and teachers. The pilot study involved 22 students and 1 instructor, and data analysis was conducted quantitatively. The results showed that the worksheets were highly feasible and practical, with expert validation scores of 96.5% for content, 94.75% for media, and 81% for language, and practicality scores of 86.28% from students and 80.61% from teachers. The pretest and posttest results indicated an improvement in students' scores from 61.8 to 82.7, with an N-Gain score of 0.6% (57.1%). This study highlights the effectiveness of interactive worksheets in improving students' understanding of economic concepts and critical thinking skills.

Page 180 of 180 | Total Record : 1797

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