cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dede Salim Nahdi
Contact Email
ds.nahdi@gmail.com
Phone
+6285224977367
Journal Mail Official
edukasiana.papanda@gmail.com
Editorial Address
Jl. Cigasong-Cirebon Majalengka, Jawa Barat 45476
Location
Kab. majalengka,
Jawa barat
INDONESIA
Edukasiana: Jurnal Inovasi Pendidikan
Published by Papanda Publisher
ISSN : -     EISSN : 28096770     DOI : https://doi.org/10.56916/ejip
Core Subject : Education,
Education Mathematics Other
Edukasiana is a scientific journal published by Papanda. The purpose of this journal publication is to disseminate new theories and research results that have been achieved in the field of education. Edukasiana has been published online since 2022. This Journal was published in January, April, July, and October. Edukasiana published by Papanda Publisher mainly focuses on major issues in teaching, Teaching Assessment, learning media, development of subjects of education, and management of education. This Journal received all the topics about the results of studies and research by lecturers, students, teachers, practitioners, and scientists in the field of elementary education. For the research category, articles can be written using quantitative and qualitative approaches and can be made in a variety of research designs, such as action research, experiments, and case studies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 34 Documents
 1   2   3   4 
Search results for , issue "Vol. 5 No. 1 (2026)" : 34 Documents clear
Exploring the Interpersonal Meaning through the USE of Mood System in Dialogue Texts of English for Nusantara Textbook Nurauliya, Salsafadilah; Setia Samsi, Yogi; Wachyudi, Kelik
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.3133

Abstract

This study addressed the problem of how mood system represents interpersonal meaning and construct social relationships in dialogue texts of English for Nusantara textbook. This study employed a qualitative research method using content analysis under the framework of Systemic Functional Linguistics (SFL). The method focused on analyzing dialogue texts from the English for Nusantara textbook to identify and interpret mood, modality, and speech functions that construct interpersonal meaning in English language learning contexts. The findings revealed that declarative clauses dominated the dialogue texts, followed by interrogative and imperative forms. Low and medium modality values were frequently used to express politeness and encouragement. These patterns indicate that the English for Nusantara textbook emphasizes information exchange and cooperative interaction which reflecting harmonious and student-centered communication. The study concludes interpersonal meaning in the dialogue texts of English for Nusantara Textbook is constructed through the combination between mood and modality system. The mood structure construct interpersonal meaning and reflects the purpose of language as a medium in building relationship and negotiating roles. While, modality acts as a bridge for speakers to convey attitude and stance. Another metafunction, such as ideational or textual meaning, is highly recommended for future studies.
Scaffolding Recount Writing through Animated Videos and the Teaching and Learning Cycle: Evidence from an Indonesian EFL Classroom Situmorang, Alesandro; Sutisna Yanto, Elih; Indra Nugraha, Sidik
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.3142

Abstract

This study aims to investigate the implementation of Genre-Based Pedagogy (GBP) operationalised through the Teaching and Learning Cycle (TLC) supported by animated videos in teaching recount-text writing at the junior secondary level. Specifically, it focuses on: (1) how the implementation of GBP/TLC with animated videos affects students’ ability to write recount texts, and (2) how students respond to the instructional activities in terms of their engagement, linguistic challenges, and reliance on teacher and peer support. The study employed a Classroom Action Research design conducted over two cycles in one class of Grade 9 students at a junior secondary school in Purwakarta, involving approximately thirty learners. Data were collected through students’ written texts, classroom observations, reflective journals, and semi-structured interviews. Students’ writings were analysed descriptively based on content, organisation, vocabulary, grammar, and mechanics, while qualitative data were analysed thematically. The findings indicate that the implementation of GBP/TLC with animated videos effectively improved students’ recount-text writing. Students developed clearer genre awareness, produced more coherently organised texts following the orientation–events–reorientation pattern, and showed more accurate use of simple past tense forms and temporal connectives. In addition, students responded positively to the lessons; they reported higher levels of engagement, motivation, and interest, particularly when learning was supported by animated videos and collaborative activities. Nevertheless, they continued to face challenges related to vocabulary choice, grammatical accuracy, and cohesion, which required ongoing scaffolding from teachers and peers. Overall, the study suggests that integrating GBP/TLC with animated videos is a promising approach to enhancing students’ recount-writing ability and fostering more positive attitudes toward writing in the junior-secondary EFL context.
Integrasi Sains dalam Pembelajaran PAI Melalui Visualisasi Waktu Sholat dengan Stellarium Putra, Ulinnuha Yuana; Hanif, Muh.; Yuslam
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.3264

Abstract

Pembelajaran PAI berbasis integrasi sains menjadi tuntutan penting dalam pendidikan modern untuk memperkuat literasi ilmiah dan religius. Sejumlah penelitian terdahulu menunjukkan bahwa Stellarium memiliki kemampuan tinggi dalam merepresentasikan fenomena langit secara presisi dan dapat mendukung pemahaman peserta didik. Namun, pemanfaatannya dalam konteks PAI masih terbatas dan belum diarahkan pada verifikasi ilmiah serta membandingkan hasil simulasi dengan jadwal waktu sholat resmi. Kondisi ini menimbulkan celah penelitian, yaitu belum adanya kajian komprehensif yang menilai kesesuaian parameter falak dalam Stellarium dengan waktu sholat Kementerian Agama pada lokasi tertentu sebagai upaya validasi astronomis. Penelitian ini bertujuan menganalisis akurasi Stellarium dalam memvisualisasikan posisi Matahari pada awal waktu Subuh, Dzuhur, Maghrib, dan Isya serta menilai potensinya sebagai media integrasi sains dalam pembelajaran PAI. Metode yang digunakan adalah penelitian kualitatif melalui studi kepustakaan, yang memadukan literatur falak, jadwal resmi Kemenag, dan simulasi Stellarium berdasarkan altitude, azimuth, serta meridian. Hasil penelitian menunjukkan kesesuaian antara visualisasi Stellarium dan parameter falak, seperti waktu Subuh pada -20° di bawah ufuk timur, tergelincirnya Matahari dari garis meridian pada waktu Dzuhur, Maghrib pada -1° di bawah ufuk barat, dan Isya pada -18°. Dalam hal ini, Stellarium efektif sebagai media verifikasi astronomis dan memberikan kontribusi penting bagi pengembangan pembelajaran PAI berbasis observasi digital.
Persepsi Guru dan Kesiapan Kompetensi Digital Berbasis Kerangka TPACK di SD Muhammadiyah 02 Bendan Pekalongan Susanti, Indra; Puji Astuti, Wiewiek; Soleh, M Nur; Nahdhiyatunnisak; Murtiyasa, Budi
Edukasiana: Jurnal Inovasi Pendidikan Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ejip.v5i1.3303

Abstract

Digital transformation in education demands teachers to master integrated competencies encompassing technology, pedagogy, and content. This study aims to analyze teachers' perceptions and digital competency readiness at SD Muhammadiyah 02 Bendan, Pekalongan City, using the Technological Pedagogical Content Knowledge (TPACK) framework. A descriptive qualitative approach was employed with purposive sampling involving five participants. Data were collected through semi-structured in-depth interviews, classroom observations, and documentation studies, then analyzed using the Miles, Huberman, and Saldana model. Results reveal an asymmetric digital competency profile: teachers demonstrate high self-efficacy in basic Technological Knowledge (TK) dimensions (software score 2.50; hardware 2.42), yet face significant barriers in Technological Pedagogical Knowledge (TPK), particularly in LMS adoption (score 1.75). A paradox emerges in TPACK integration, where strong pedagogical motivation is constrained by technical skill deficits in content production. Core barriers are predominantly psychological and cultural rather than technical. This study concludes that teacher training programs should be designed strength-based, leveraging existing pedagogical motivation as an entry point for contextually relevant technical competency development.

Page 4 of 4 | Total Record : 34

 1   2   3   4 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026) Vol. 4 No. 4 (2025) Vol. 4 No. 3 (2025) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 4 (2024) Vol. 3 No. 3 (2024) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 4 (2023) Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 4 (2022) Vol. 1 No. 3 (2022) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) More Issue