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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 1,842 Documents
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The Impact of Blended Learning on Cognitive and Affective Outcomes in Fiqh Education Imran Rido; Muhammad Amin
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2118

Abstract

This study aims to examine the impact of Blended Learning on students' cognitive and affective outcomes in Fiqh education at Madrasah Aliyah Irsyadul Islamiyah Bagan Batu. The research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The participants consisted of 60 students divided into an experimental class and a control class. Data were collected through cognitive tests, affective questionnaires, and documentation. The data were analyzed using validity and reliability tests, normality and homogeneity tests, correlation analysis, and Independent Sample t-test with the assistance of SPSS 25. The findings revealed that the implementation of Blended Learning significantly improved students' cognitive and affective learning outcomes. The cognitive variable obtained a significance value of 0.000 < 0.05 with a correlation coefficient of 0.768, indicating a strong relationship. Meanwhile, the affective variable showed a significant value of 0.001 < 0.05 with a correlation coefficient of 0.721, also categorized as strong. These results indicate that Blended Learning effectively enhances students' understanding of Fiqh concepts, learning motivation, discipline, responsibility, and active participation in learning activities. This study contributes theoretically by strengthening constructivist and social learning theories in Islamic education and practically by providing innovative digital learning strategies for improving the quality of Fiqh instruction in the digital era.
Beyond Skills: Understanding Teachers’ Technology Integration Through Self-Determination Theory in Low-Resource Contexts Friska Ria Sitorus; Riris Marito Tamba
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2069

Abstract

Despite the growing integration of technology in education, many elementary school teachers particularly those in suburban areas continue to demonstrate limited ICT proficiency. While previous studies have extensively examined technology integration and teacher motivation, there remains a lack of in-depth qualitative research exploring how senior teachers with limited digital competence experience and negotiate technology adoption through the lens of Self-Determination Theory (SDT), especially in under-resourced contexts. Addressing this gap, this study investigates senior elementary school teachers’ experiences in integrating technology into classroom practices, focusing on both the challenges encountered and the perceived benefits. Grounded in SDT, the study emphasizes the roles of autonomy, competence, and relatedness in shaping teachers’ motivation for technology use. A qualitative case study approach was employed, involving nine elementary school teachers from suburban areas in North Sumatra, Indonesia. The findings reveal that although teachers recognize the potential of technology to enhance teaching effectiveness and student engagement, they face significant barriers, including limited infrastructure, insufficient training, and difficulties aligning technology with pedagogy. The results further highlight that teachers’ motivation to adopt technology is strongly influenced by the fulfillment of their psychological needs. This study contributes to the literature by providing contextualized insights into how SDT operates in low-resource educational settings and underscores the importance of sustained professional development and systemic support to improve technology integration among teachers.
Digital Transformation of Islamic Education through the Utilization of Artificial Intelligence Technology Iwan Agus Supriono
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2119

Abstract

This research intends to examine how Islamic education is changing digitally with the integration of Artificial Intelligence (AI) technology, the influence it has on the efficiency of the educational experience, and the obstacles and possibilities for its application in advancing Islamiceducation during the digital age.  The study used a qualitative approach with the Systematic Literature Review (SLR) method through the stages of identification, selection, evaluation, and synthesis of various national and international scientific journals published between 2021 and 2026. Data sources were obtained from academic databases such as Google Scholar, Scopus, ScienceDirect, and Garuda. Data analysis techniques used content analysis to identify relevant themes, concepts, and research findings. The results show that the use of Artificial Intelligence plays a significant role in supporting the digital transformation of Islamic education through adaptive learning, digital learning media, automated evaluation, educational chatbots, and technology-based learning systems. The use of AI has a positive impact on learning effectiveness by increasing interactivity, flexibility, personalization of learning, and digital literacy of students and teachers. However, the implementation of AI also faces challenges such as limited digital competence of educators, technological infrastructure, and ethical and spiritual issues in the use of technology. The contribution of this research is to provide a comprehensive synthesis of the implementation of AI in Islamic education and to serve as a conceptual reference for the development of digital technology-based Islamic education policies and learning innovations that remain based on Islamic values.
The Effectiveness of the Technology-Based Flipped Classroom Model Integrated with TPACK in Improving Students’ Critical Thinking Skills at Al Majidiyah Islamic Senior High School Koiy Sahbudi Harahap; Abdul Hadi; Mhd Amin Pohan
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2120

Abstract

This study aims to examine the effectiveness of the technology-based Flipped Classroom model integrated with the TPACK framework in improving students’ critical thinking skills at Al Majidiyah Islamic Senior High School. The study was motivated by the limited implementation of TPACK-integrated flipped classroom learning in Islamic secondary education, where conventional teacher-centered instruction still dominates and students’ critical thinking skills remain underdeveloped. Previous studies have widely discussed flipped classrooms; however, few have specifically explored the integration of technology, pedagogy, and content knowledge through the TPACK framework to enhance higher-order thinking skills in madrasah contexts. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The research participants consisted of two classes: an experimental class taught using the technology-based Flipped Classroom integrated with TPACK and a control class taught using conventional learning methods. Data were collected through pretests, posttests, and documentation. The research instruments were tested for validity and reliability, while data analysis was conducted using normality tests, homogeneity tests, paired sample t-tests, and independent sample t-tests. The findings showed a significant improvement in students’ critical thinking skills after the implementation of the model. The experimental class achieved higher posttest and N-Gain scores compared to the control class, with significance values below 0.05. The main contribution of this study is the development of a student-centered learning model that effectively integrates technology, pedagogy, and content knowledge to foster critical thinking skills and support innovative 21st-century learning practices in Islamic education.
Strategy for Improving the Quality of Education in Madrasas through the Integration of Islamic Values ​​in the Era of Digital Transformation Syahrul Hasibuan; Maralottung Siregar; Ilham Hasibuan
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2121

Abstract

The development of digital transformation has brought about significant changes in the education system, requiring madrasas to improve their quality through the integration of technology and Islamic values ​​to remain relevant to the needs of modern society. This study aims to analyze strategies for improving the quality of education in madrasas through the integration of Islamic values ​​in the era of digital transformation. The study employed a library research approach with descriptive qualitative methods, analyzing various scientific journals, books, Islamic education, and the quality of madrasa education. Data analysis was conducted using content analysis and thematic analysis techniques to identify patterns, concepts, and relationships among previous research findings. The research results show that strategies to improve the quality of madrasa education are implemented through strengthening digital infrastructure, enhancing teachers' digital competencies, developing an Islamic digital-based curriculum, digitizing educational management, and strengthening Islamic digital culture. The integration of Islamic values ​​into digital learning has been proven to improve the quality of learning, learning motivation, digital literacy. This study concludes that digital transformation based on Islamic values ​​is a crucial strategy for holistically improving the quality of madrasa education. Consequently, madrasas need to strengthen educational digitalization policies that align with strengthening students' Islamic character and ethics.
ChatGPT as Digital Scaffolding in Argumentative Writing for First-Year Students: A Systematic Literature Review (2020–2025) Dadan Djuanda; Riana Irawati; Diah Gusrayani; Nurdinah Hanifah; Rana Gustian Nugraha; Sidqia Nurfadilah; Regina Lichteria Panjaitan; Enjang Yusup Ali
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2125

Abstract

This study examines the use of ChatGPT as a form of digital scaffolding in teaching argumentative writing for first-year college students. Although prior studies highlight the benefits of AI-assisted writing tools, there is still a lack of critical synthesis on how ChatGPT functions across cognitive, metacognitive, and pedagogical dimensions, as well as the risks associated with its use. Addressing this gap, this study employs a Systematic Literature Review (SLR) following PRISMA guidelines, analyzing 40 selected articles (2020–2025) from major academic databases. The findings show that ChatGPT serves as both a writing assistant and an interactive dialogue partner, providing multidimensional scaffolding that enhances idea organization, argument clarity, coherence, and students’ writing confidence. However, this study also identifies key challenges often underexplored in the literature, including over-reliance, academic integrity concerns, and limitations in verifying AI-generated content. These findings contribute a more critical perspective by emphasizing that while ChatGPT has strong potential to support adaptive and interactive learning, its integration must be accompanied by structured pedagogical strategies, strengthened digital and AI literacy, and the promotion of students’ critical thinking to ensure meaningful and independent learning outcomes.
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.
Ethno Literacy-Based Early Childhood Articulation Intervention through Unplugged Coding Maze Media Naili Sakinatina; Irfai Fathurohman; Wawan Shokib Rondli
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2128

Abstract

Speech sound disorders (SSD) in early childhood hinder communicative and social aspects. Conventional, repetitive teaching methods often fail because they ignore the cultural context and emotional involvement of children. This approach places ethno literacy as the main framework of intervention which is operationalized through the unplugged coding maze media in stimulating articulation. The research used a descriptive qualitative approach with a case study design on seven children aged 4-5 years with mild SSD criteria at TK Muslimat NU Nawa Kartika, Kudus Regency. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model with triangulation of sources and techniques and member checking. The results of the study showed an average increase in phoneme accuracy of 30.5%. Within the framework of ethno literacy, the use of cultural narratives operationalized through the unplugged coding maze media has been proven to reduce speaking anxiety and increase children's intrinsic motivation. In contrast to conventional speech therapy methods that emphasize repetition exercises, this approach integrates computational thinking and culturally based neurolinguistic stimulation, thereby accelerating the phonological encoding process. The novelty of this research lies in the use of ethno literacy as the main framework of intervention, with unplugged coding maze as a mediation medium in stimulating early childhood articulation. These findings provide implications in the form of a holistic and contextual language intervention model for early childhood educators.
Nurturing Lecturer Performance in Maritime Education: The Interplay of Campus Climate, Visionary Leadership and Spiritual Intelligence Arya Widiatmaja; Adhi Pratistha Silen; Markus Asta Patma Nugraha; Syafni Yelvi Siska; Fauziah Roselia; Vilentina Rosa
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2130

Abstract

In maritime education, lecturer performance faces unique challenges because lecturers are expected not only to deliver academic instruction but also to support competency-based training, safety culture, discipline, and industry-aligned professional standards. This study is grounded in the importance of lecturer performance as a key determinant of higher education quality, particularly in maritime education, which requires strong professionalism, resilience, and academic commitment. The study aims to examine the effect of campus climate on lecturer performance with visionary leadership and spiritual intelligence as mediating variables among lecturers at Politeknik Pelayaran Sumatera Barat, Politeknik Ilmu Pelayaran Semarang, and Politeknik Pelayaran Barombong. A quantitative causal design was employed through a survey of 149 lecturers selected using total sampling. The data were analyzed using SEM-PLS with SmartPLS 3 to test validity, reliability, path coefficients, and mediation effects. The findings reveal that campus climate has a positive and significant effect on lecturer performance, visionary leadership, and spiritual intelligence. In addition, both visionary leadership and spiritual intelligence have positive and significant effects on lecturer performance. The results also indicate that visionary leadership and spiritual intelligence significantly mediate the influence of campus climate on lecturer performance. These findings suggest that lecturer performance is shaped not only by a supportive work environment but also by future-oriented leadership and the strengthening of individual spiritual capacity. The study provides practical implications for maritime education institutions in designing policies for competency development, discipline-based work culture, leadership training, and continuous performance improvement that are aligned with maritime education standards and institutional safety values.
Digital Wellbeing in Higher Education: A Sufi Approach as a Strategy to Overcome Information Overload M. Sutoyo
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): 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.v7i1.2134

Abstract

This study examines digital well-being among university students amid increasing information overload in digital learning environments. While digital transformation has expanded access to education, it has also intensified challenges such as technostress, digital fatigue, and fragmented attention. Existing self-regulation approaches, largely rooted in Western mindfulness, may not fully address the needs of Muslim students whose experiences are shaped by Islamic spiritual values. Using an exploratory qualitative design with an interpretative phenomenological orientation, data were collected from 18 students across three Indonesian universities through semi-structured interviews and reflective digital diaries. Reflexive thematic analysis revealed that information overload is experienced as continuous cross-channel exposure that blurs boundaries between academic and personal life, leading to cognitive and emotional exhaustion and a shift in learning meaning toward task completion. Sufi practices—dhikr, muraqabah, and tazkiyatun nafs—emerged as effective self-regulation strategies by fostering calmness, attentional focus, impulse control, and intentionality in learning. The findings highlight digital wellbeing as an integration of cognitive capacity, emotional balance, and spiritual clarity, and underscore the need for more holistic and contextually grounded digital learning ecosystems.

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