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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 381 Documents
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Integrating Translanguaging in Students’ Writing: A Descriptive Qualitative Study at the English Department of the University of Mataram Misrohatun, Misrohatun; Melani, Boniesta Zulandha; Apgrianto, Kurniawan
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.v5i1.2767

Abstract

Academic writing in EFL contexts remains challenging due to simultaneous demands on content, grammar, vocabulary, and rhetoric. While translanguaging—the dynamic use of multiple languages—has gained attention as a meaning-making resource, its application and limitations in university-level argumentative writing in Indonesia are under-explored. This descriptive qualitative study involved 28 third-semester English Education students at the University of Mataram enrolled in an Argumentative Writing course. Data were collected through classroom observations (three sessions), questionnaires (N=28), and semi-structured interviews (n=5), then analyzed using thematic analysis with triangulation. Students frequently employed translanguaging across writing stages: bilingual reading, mixed-language discussion, L1 idea generation and drafting, tool-assisted translation, and revision. Twenty-six students wrote initial drafts in Bahasa Indonesia before translating. However, they reported difficulties in idea transfer, producing natural English sentences, lexical equivalence, and maintaining focus during language switching. Translanguaging facilitated idea development and reduced writing anxiety but posed cognitive and linguistic challenges in achieving academic English norms. Findings support a shift toward pedagogies that strategically integrate students’ full linguistic repertoires while providing targeted support for L2 accuracy.
Study Fenomenologi: Pengalaman Interaksi Sosial Siswa Berkebutuhan Khusus Tunagrahita Haryanti, Sri; Widiharto, Chr Argo; Ismanto, Heri Saptadi
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.v5i1.2806

Abstract

Penelitian ini bertujuan memahami pengalaman interaksi sosial siswa tunagrahita ringan di sekolah inklusif SMP Negeri 32 Semarang. Menggunakan pendekatan kualitatif dengan metode Interpretative Phenomenological Analysis (IPA), penelitian melibatkan lima siswa berusia 13–17 tahun. Data dikumpul melalui wawancara semi-terstruktur mendalam dan observasi non-partisipan, kemudian dianalisis melalui langkah membaca ulang transkrip, komentar eksploratif, tema emergen, dan tema utama. Hasil menunjukkan lima tema utama: hambatan interaksi (takut salah bicara, menarik diri), penyesuaian diri (mengikuti aturan, diam saat marah), peniruan perilaku positif (meniru guru dan teman), dukungan sosial (ajakan bermain, perhatian guru), serta penguatan emosional (rasa aman dan diterima). Temuan tidak terduga adalah kemampuan siswa memberikan kontribusi sosial aktif. Penelitian ini mengisi celah literatur dengan perspektif emik siswa di konteks inklusi reguler tingkat SMP, menegaskan pentingnya dukungan lingkungan untuk membangun interaksi bermakna.
Integrating Pedagogical Translanguaging and Multimodality in EFL Classroom: A Secondary School Case Apriyanti, Nurlita; Samsi, Yogi Setia; 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.v5i1.3132

Abstract

This study aims to explore the types of translanguaging and strategies used by EFL teachers integrated with multimodal approaches in the learning process, as well as students' experiences with these translanguaging practices in the classroom. This study uses a qualitative approach with a case study design. Data were collected through classroom observation and semi-structured interviews to analyze translanguaging practices and multimodal use, using observation sheets and interview guides as instruments. The data were then analyzed using Thematic Analysis to identify patterns of translanguaging and student experiences. The results showed that teachers predominantly used Intersentential Translanguaging (50%) and Managerial Strategy (51.2%) in explaining concepts and managing the classroom. The integration of translanguaging with multimodal elements such as audio and worksheets was found to increase student motivation, participation, understanding, and communication. Students also reported that they felt more confident, found it easier to follow instructions, and were more active in interacting in a bilingual learning environment. Thus, this study concludes that translanguaging integrated with multimodal is an effective pedagogical strategy in English language learning. Based on the limitations of the study, which only focused on audio and visual multimodal, further research is recommended to examine other multimodal.
Strategi Guru Pendidikan Pancasila Dalam Meningkatkan Keaktifan Belajar Siswa di SMP Negeri 22 Semarang Rifani, Rifani; Suhardiyanto, Andi
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.v5i1.2920

Abstract

Penelitian ini bertujuan untuk menganalisis strategi pembelajaran yang diterapkan oleh guru Pendidikan Pancasila dalam meningkatkan keaktifan belajar siswa serta mengidentifikasi kendala pelaksanaannya di SMP Negeri 22 Semarang. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian meliputi guru Pendidikan Pancasila dan siswa SMP Negeri 22 Semarang. Pengumpulan data dilakukan melalui observasi proses pembelajaran di kelas wawancara mendalam dengan guru dan siswa serta dokumentasi sebagai data pendukung penelitian. Analisis data dilakukan melalui tahapan reduksi data penyajian data dan penarikan kesimpulan secara sistematis. Hasil penelitian menunjukkan bahwa guru menerapkan strategi diskusi tanya jawab kerja kelompok serta pemanfaatan media pembelajaran sederhana. Strategi tersebut mampu meningkatkan keaktifan dan partisipasi siswa dalam pembelajaran meskipun masih menghadapi kendala berupa keterbatasan waktu pembelajaran perbedaan karakteristik siswa serta keterbatasan sarana pendukung pembelajaran di sekolah. Temuan ini memberikan implikasi praktis bagi pengembangan pembelajaran Pendidikan Pancasila di sekolah menengah.
An Analysis of Figurative Language Used in the Song Lyrics of Four Twenty’s Album Lelaku Dani, Riski Alpian; Nuriadi, Nuriadi; Isnaini, Muh
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.v5i1.2971

Abstract

This study examines the types and meanings of figurative language employed in the song lyrics of Four Twenty's Lelaku album within the context of Indonesian indie music. Employing a descriptive qualitative design, the study analysed all nine songs in the album as primary data sources. Data were collected through close reading and systematic documentation, then classified and interpreted using Kennedy's (1983) figurative language taxonomy supplemented by Nuriadi's (2016) formalist perspective. The analysis identified 38 instances of figurative language distributed across five types: personification (n = 14, 36.84%), metaphor (n = 11, 28.95%), simile (n = 7, 18.42%), metonymy (n = 4, 10.53%), and synecdoche (n = 2, 5.26%). Personification emerged as the dominant type, functioning primarily to animate abstract states, natural elements, and temporal phenomena as active agents in the speaker's emotional world — a pattern reflecting the contemplative and nature-connected aesthetic of Indonesian indie lyricism. The study further found that figurative type selection is systematically calibrated to each song's rhetorical register, as evidenced by the exclusive concentration of synecdoche in the album's single confrontational song. These findings contribute to an understanding of Indonesian indie music as a culturally distinctive and academically significant site of figurative creativity that extends and complicates Western-centred frameworks of figurative language analysis.
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.
The Investigation of Students Motivated Attitude Towards Podcast in Listening Comprehension Siregar, Kezia Putri; Suryaman, Maman; Hakim, Putri Kamalia
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.v5i1.3046

Abstract

While podcasts have gained recognition as effective tools for developing EFL listening comprehension, the psychological and affective dimensions, particularly students' motivated attitudes, remain underexplored, especially in Indonesian contexts. This qualitative case study investigated three Indonesian tenth-grade students' motivated attitudes toward podcast-based listening instruction through questionnaires and semi-structured interviews analyzed using Braun and Clarke's reflexive thematic analysis. Findings revealed predominantly positive motivated attitudes characterized by enthusiasm, motivation, satisfaction, and willingness to recommend podcasts. Students perceived podcasts as highly effective for understanding diverse accents and authentic language. Three themes emerged: positive motivational responses, perceived learning benefits, and implementation challenges. Unexpectedly, divergent responses regarding confidence development suggested this dimension may follow different trajectories. Results align with Technology Acceptance Model and Self-Determination Theory, indicating that podcasts' perceived usefulness, authenticity, and autonomy-supportive characteristics enhance motivated attitudes. However, technical challenges and need for structured guidance highlight pedagogical scaffolding importance. This study contributes empirical evidence regarding affective dimensions mediating successful podcast integration in EFL contexts, offering insights for learner-responsive technology-enhanced instruction.

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