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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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Techno-Humanistic Paradigm in Physical Education: Integrating Love-Based Curriculum and Digital Technology in Islamic Schools Sri Widaningsih; Erni Kusmiat; Ulfa Futri Hasyimiyah Qissa'Ali; Deswita Supriyatni; Veny Juniarni Hardi
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.v7i1.2138

Abstract

The rapid integration of digital technology in physical education has transformed teaching and learning practices while simultaneously raising concerns regarding the dehumanization of educational interactions. This study investigates the implementation of the Techno-Humanistic Paradigm through the integration of a Love-Based Curriculum and digital technology in physical education learning at MTsN 1 Bandung Ciparay, Indonesia. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with three physical education teachers, two school administrators, and twenty-four students, as well as document analysis. The data were analyzed using thematic analysis supported by source and method triangulation to ensure credibility and trustworthiness. The findings indicate that the Techno-Humanistic Paradigm is manifested through student-centered digital learning, compassion-oriented teacher–student interactions, reflective learning practices, and the incorporation of empathy, cooperation, sportsmanship, and respect into technology-enhanced physical education activities. Despite challenges related to maintaining interpersonal relationships, balancing technological efficiency with humanistic values, and disparities in digital literacy, the integration process generated positive outcomes, including increased student engagement, personalized learning experiences, improved digital competence, emotional awareness, collaboration skills, and character development. This study contributes to the literature by proposing the concept of Digital Compassion in Physical Education, a novel framework that integrates technological innovation with human dignity, empathy, and care. The framework offers an alternative model for developing holistic and value-based physical education practices in Islamic schools within the digital era.
Learning Style Tendencies of Early Adult Community Education Students Across Cohorts Muhammad Irfan Hilmi; Jajat Sudrajat Ardiwinata; Deditiani Tri Indrianti; Sucianingsih Sucianingsih; Lutfi Ariefianto
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.v7i1.2139

Abstract

This study examines learning style tendencies among early adult Community Education students and compares their distribution across three cohorts. It responds to limited evidence on Kolb-informed experiential learning tendencies in community education, especially when such data are used for program-level pedagogical reflection rather than psychological labeling. A quantitative cross-sectional descriptive-comparative survey was conducted with total sampling of complete and valid responses from active students in the 2022, 2023, and 2024 cohorts (N = 210). An 18-item practical inventory, conceptually mapped to Kolb's experiential learning dimensions, classified tendencies into diverging, assimilating, accommodating, and converging. Data were analyzed using frequency distribution, cross-tabulation, chi-square test, and Cramer's V. Results showed that diverging was the most common tendency (34.8%), followed by assimilating (33.8%), accommodating (19.5%), and converging (11.9%). Cross-cohort differences were not statistically significant (χ²(6, N = 210) = 4.60, p = .596, V = .10). The findings indicate a stable reflective profile and support multimodal experiential pedagogy for classroom learning and community lab-site practice.
Mitigating Hallucinations in Large Language Models via Retrieval Augmented Generation: A Systematic Review of n8n-Based Implementations I Ketut Widhi Adnyana; Rosalin Theophilia Tayane; Fahmi Fahmi; Freddy Wicaksono; Bagja Nugraha; 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.v7i1.2141

Abstract

This study systematically examines hallucination phenomena in Large Language Models (LLMs), focusing on their characteristics, causal factors, and mitigation strategies through Retrieval-Augmented Generation (RAG) and low-code orchestration platforms such as n8n. Using a Systematic Literature Review (SLR) approach based on PRISMA 2020 guidelines, this study analysed 40 peer-reviewed articles published between 2020 and 2025 from major scientific databases. The findings reveal that hallucinations are multidimensional, consisting of factual, semantic, and contextual hallucinations influenced by static training data, probabilistic token prediction, prompt ambiguity, and insufficient validation mechanisms. The review further demonstrates that RAG significantly improves factual accuracy by integrating external retrieval systems with LLM generation processes. Recent innovations such as Hybrid Retrieval and GraphRAG enhance contextual relevance and knowledge representation. A major finding of this study is the identification of “Conflict of Information” between external retrieved data and internal LLM knowledge in automated RAG pipelines. Furthermore, this study proposes a novel conceptual framework and taxonomy for hallucination mitigation in low-code AI environments, integrating retrieval, validation, conflict resolution, and workflow orchestration mechanisms. These findings contribute to the development of more reliable, transparent, and scalable AI systems.  
Development of the BCELM Learning Model: An R&D Study on Enhancing Critical and Creative Thinking in Madrasah Ibtidaiyah Muhamad Azhar Alwahid; M. Zainul Hasani Syarif; Khoridah Afifah; Agus Suryana; Akalia Akalia
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.v7i1.1992

Abstract

This study aimed to develop and evaluate the effectiveness of the Brain-Friendly, Child-Friendly, and Environmentally-Friendly Learning Model (BCELM) in enhancing students’ critical and creative thinking in Islamic Religious Education (PAI) at Madrasah Ibtidaiyah. The study employed a Research and Development (R&D) approach using the Dick and Carey instructional design model. A preliminary needs analysis was conducted with 22 students, followed by a small-class trial involving 24 students and an expanded implementation involving 64 students at MI An-Nizhomiyah Depok. Data were collected through expert validation, classroom observations, critical and creative thinking assessments, and statistical analysis. The findings indicate that BCELM is valid, feasible, and effective for classroom implementation. Regression analysis showed that BCELM had a significant positive effect on students’ critical and creative thinking patterns (Sig. = 0.002 < 0.05). In addition, the model improved students’ learning engagement, including their interest, attention, participation, and attendance. These findings demonstrate that BCELM provides an effective instructional approach for fostering higher-order thinking skills and improving learning engagement in Madrasah Ibtidaiyah.
Reconceptualizing Mathematical Problem-Solving Skills in The Digital Age: Teachers’ Perspectives Through the Lens of Theory of Didactical Situations Siti Ruqoyyah; Kana Hidayati; Jailani Jailani; Heri Retnawati; Wahyu Setyaningrum
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.v7i1.2144

Abstract

Mathematical problem-solving skills are a critical 21st-century competency, yet their development still faces various challenges in the digital age. This study aims to explore teachers’ perspectives on students’ mathematical problem-solving skills, analyze teaching practices through the Theory of Didactical Situations framework, and formulate a reconceptualization of mathematical problem-solving skills relevant to the era of artificial intelligence. The study employed a qualitative approach with an exploratory design involving 11 junior high school mathematics teachers selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the Bogdan and Biklen model. Findings indicate that mathematics instruction remains dominated by a procedural approach that reinforces students’ reliance on examples and teacher authority. Students struggle to understand non-routine problems, design independent strategies, engage in reflection, and verify solutions. Furthermore, the use of digital technology remains instrumental and does not yet support exploration or critical thinking. From a TDS perspective, the digital milieu has not yet functioned as an exploratory environment, while the didactic contract still positions the teacher as the primary authority. Based on a synthesis of empirical findings and studies on AI hallucination and Retrieval-Augmented Generation, this research proposes an expansion of the problem-solving framework by adding a dimension of digital information verification and formulating a conceptual model of the Didactic RAG-System to support mathematics learning in the era of artificial intelligence.
Development and Expert Validation of Augmented Reality-Integrated Innovative Learning Materials on Plant Cells and Tissues for Problem-Based Learning: An Approach Using Aiken’s V A Bashri; R P Puspitawati; Wisanti Wisanti; S Indana; P Yakub; R Rukmana; J Shodiq
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.v7i1.2148

Abstract

Augmented Reality (AR) has the potential to improve Problem-Based Learning (PBL) in higher education by easing the visualisation of difficult biological ideas and encouraging active participation. The purpose of this study was to assess the viability and content validity of AR-integrated teaching resources created for PBL. The study concentrated on the validation stage using the ADDIE development paradigm and included three expert validators in instructional design, educational technology, and biology education. Aiken's V was used to evaluate content validity in terms of language appropriateness, presentation viability, and topic feasibility. To enhance the teaching materials, qualitative input from validators was also examined. The findings showed strong validity across all dimensions, with Aiken's V values more than 0.85. The display of AR elements, the clarity of instructions, and the alignment of learning exercises with problem-solving objectives were the main areas of expert recommendation. The quality and usability of the updated materials were improved by incorporating these suggestions. All things considered, the AR-integrated teaching resources showed excellent content validity and viability for postsecondary education. According to the results, the products are appropriate for use in classrooms and can help students grasp difficult biological ideas through interactive, technologically enhanced learning opportunities.
Fostering Elementary Students' Critical Thinking Skills Through an Ethno-STEAM E-Book: Integrating Bungurasih Local Wisdom into Digital Learning Firda Emilia; Ganes Gunansyah; Mareta Dellarosa
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.v7i1.2150

Abstract

This study aimed to develop an Ethno-STEAM-based interactive e-book integrating Bungurasih local wisdom and to evaluate its validity, practicality, and effectiveness in improving elementary students' critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model and a one-group pretest–posttest design involving 30 third-grade students. Data were collected through expert validation, questionnaires, classroom observations, and critical thinking tests. The developed e-book achieved a validity score of 91.7% and a practicality score of 92.5%, both categorized as very valid and very practical, respectively. Students' critical thinking skills improved significantly after the intervention, with an average N-Gain of 0.61, indicating a moderate level of improvement. These findings demonstrate that integrating local wisdom, interactive multimedia, and Ethno-STEAM learning creates meaningful and contextual science learning experiences. The study implies that Ethno-STEAM digital learning media can support the implementation of culturally responsive science education while fostering critical thinking and other twenty-first-century competencies in elementary schools.
Gamified Project-Based Learning for Digital Hajj Training: A Systematic Literature Review on Procedural Understanding and Practical Skills A. Zainal Abidin; Rusijono Rusijono; Andi Mariono
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.v7i1.2151

Abstract

This study aims to analyze the characteristics, approaches, and effectiveness of Gamified Project-Based Learning (GPBL), as well as examine its role in supporting the development of procedural understanding and practical skills in digital hajj training. The method used is Systematic Literature Review (SLR) with the PRISMA procedure on articles obtained from the Scopus database using keywords related to GPBL, procedural understanding, practical skills, and digital learning. Of the 115 articles identified, 14 articles met the inclusion criteria, namely Scopus indexed articles published in the 2020–2026 range and discussed the implementation of GPBL, procedural understanding, practical skills, or digital learning in the context of education. The results of the study show that GPBL has the characteristics of project-based active learning that is integrated with gamification so that it is able to increase student involvement, motivation, and learning outcomes. In addition, practice-based learning has been shown to strengthen procedural understanding through systematic and contextual learning experiences. Interactive digital media combined with gamification and project activities also support the development of practical skills more effectively. The main theoretical impact of the synthesis of 14 articles suggests that GPBL serves as a pedagogical framework that connects procedural understanding with practical skills through active, collaborative, and meaningful learning experiences. This study concludes that the integration of GPBL, procedural understanding, and digital learning is a potential approach in supporting the development of more effective digital hajj training.
Integrating Artificial Intelligence in Islamic Religious Education: Pedagogical Opportunities, Ethical Challenges, and Teacher Competencies Aji Setiaji; Andri Marta Sudirja
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.v7i1.2152

Abstract

The rapid integration of Artificial Intelligence (AI) in education presents unprecedented pedagogical opportunities and profound ethical dilemmas, particularly within Islamic Religious Education (PAI) for Generation Z. This study aims to explore AI's substantive opportunities, algorithmic ethical challenges, and the requisite teacher competencies needed to navigate this disruption. Methods: A qualitative Systematic Literature Review (SLR) was conducted adhering to PRISMA guidelines. Scientific documents published between 2019 and 2024, indexed in Scopus, Web of Science, and SINTA databases, were analyzed using thematic synthesis. Findings indicate that AI offers significant pedagogical opportunities, including adaptive learning personalization, enhanced student engagement through interactive conversational agents, and data-driven holistic evaluation. Conversely, crucial ethical challenges emerge, primarily concerning student data privacy, algorithmic biases reflecting secular paradigms, pedagogical transparency, and the potential degradation of spiritual authenticity due to AI hallucinations. To mitigate these risks, PAI teachers must fundamentally elevate their technical, digital-pedagogical, and Islamic-ethical competencies. The study proposes a comprehensive ethical framework grounded in the Islamic worldview (Tawhid, Khalifah, Ta'dīb) and Maqasid al-Shariah. Policy recommendations emphasize restructuring the national curriculum to include digital ethics, modernizing teacher training, establishing strict sectoral guidelines, and transforming evaluation instruments to be AI-proof. Ethical AI integration does not replace teachers but repositions them as essential spiritual architects.
Reconceptualizing Civic Competencies: A Multiple-Case Study on Multicultural Teacher Training in Urban Junior High Schools Ahmad Jamalong; Muhammad Sudirman; Sulha Akhmad
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.v7i1.2149

Abstract

This study examines how multicultural-based Civic Education training contributes to the transformation of teacher competencies in public junior high schools in Makassar City. A qualitative multiple-case study design was employed involving 28 participants from ten schools through interviews, classroom observations, and document analysis. Data were analyzed using thematic qualitative analysis involving coding, categorization, and interpretation of emerging themes. The findings show substantial improvements in pedagogical, social, and professional competencies. Teachers shifted from lecture-dominated instruction toward collaborative discussion, case-based learning, and problem-solving activities. They also demonstrated stronger sensitivity to classroom diversity, more democratic communication patterns, and greater ability to design contextual learning materials. These changes positively influenced student participation, critical engagement, and understanding of practical civic values. However, the degree of transformation varied depending on teacher readiness, school leadership support, mentoring continuity, and facility availability. The study further proposes the Sustained Multicultural Competency Transformation Model (SMCTM), which explains how multicultural teacher competencies are shaped through the interaction of institutional, cultural, and psychological factors. The study highlights that multicultural-based professional development can serve as an effective strategy for strengthening teacher competencies in pluralistic school settings. Sustainable mentoring systems, collaborative teacher communities, and adequate institutional support are required to maintain long-term impact.

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