cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rani Darmayanti
Contact Email
ranidarmayanti1990@gmail.com
Phone
+6282245549135
Journal Mail Official
editorjurnal@assyfa.com
Editorial Address
Jambangan II Street No. 60 Purworejo - Pasuruan - East Java 67117, Indonesia
Location
Kab. pasuruan,
Jawa timur
INDONESIA
Assyfa Learning Journal
Published by CV. Bimbingan Belajar Assyfa
ISSN : 29862906     EISSN : 29862906     DOI : https://doi.org/10.61650/alj
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Assyifa Learning Journal is the main resource for academics and professionals in the field of learning development around the world. This journal accepts and publishes articles on high-quality empirical research demonstrating whether and how the adoption of educational systems, networks, tools, and learning resources/technology leads to improvements in formal and non-formal education at all levels, from early years to tertiary education, technical and vocational, professional development and corporate training. Assyifa Learning Journal does not publish purely descriptive papers or which only present the opinions of students, teachers and other users but present the results of development research on methods, materials or technology. Papers were selected for publication on the basis of research rigor and their potential to make a substantive and original contribution to the field, with explicit reference to international significance.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "vol. 2 no. 1 (2024): assyfa learning journal" : 8 Documents clear
Edmodo learning media and meeting room help grasp simple and significant ones: Circulatory System Hudha, Atok Miftachul; Edema, Wandai
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.124

Abstract

Biology is complex for students because of a lack of interest, uncertainty regarding healthy blood circulation, small and large blood circulation systems, remembering the order of blood circulation, and fast-paced education. Students need microcirculation groups. Significant and minor blood circulation groups must be understood and circulated by students. Old biology teaching methods failed students despite adopting technology. Teachers must master and use learning technology in our globalized environment. Online learning is current education technology. This research can help educators choose instructional resources, especially the exciting part of practitioners contributing to academic biology research. This study evaluates student motivation and circulation system learning with Edmodo and meeting room media. Classroom Action Research met twice. Research rigour evaluation needs learning and assessment criteria alignment. Planning, Action, Observation/Evaluation, and Reflection comprise each learning cycle. This study includes 20 grade 11 controls. Teachers and practitioners utilize Edmodo and Zoom for online learning. In the lesson plan, a 40-question two-level multiple-choice exam and a motivation survey assess student learning. The study is quantitative. From inception to finish, data analysis grades data quality 1–4. Researchers use observation, interviews, and questionnaires. Microsoft Excel averaged descriptive analysis data. It measures efficacy by the percentage increase in learning outcomes during learning. This essay analyzes how Edmodo impacts classroom learning, outcomes, and motivation.
Programmed learning in mathematics education before and after the pandemic: Academics Integrate technology Darmayanti, Rani
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.126

Abstract

The COVID-19 pandemic has drastically changed the educational landscape, especially regarding technology integration in mathematics learning. Programmed learning, a pedagogical approach that leverages specific technologies such as interactive software, online platforms, and virtual learning environments to create more effective learning experiences, has received increased attention during this period. This research is a systematic literature review that aims to evaluate the impact of programmed learning on mathematics education before and after the pandemic. Using the PRISMA method, this research examines 41 articles published between 1960 and 2025 to find the benefits of programmed learning in mathematics education. Participants in this study included undergraduate students, graduate students, lecturers/teachers, and high school students from various educational institutions. The research results show that programmed learning provides significant benefits, including more exciting and practical teaching approaches, improved academic grades, and increased student interest in mathematics. However, this research also reveals shortcomings in terms of uneven technological infrastructure and a lack of training for teachers in implementing programmed learning optimally. These deficiencies include unequal access to technological tools and a need for more technical skills among educators. This research provides recommendations for improving technology infrastructure and better teacher training to maximize the potential of programmed learning. This research indicates a significant increase in teaching effectiveness and student interest in mathematics, making programmed learning a potential approach in modern mathematics education. Integrating technology in mathematics education through programmed learning is relevant and essential in facing educational challenges in the post-pandemic era, offering practical solutions for educators and institutions.
Understanding the Common Misconceptions of Temperature (ΔT) and Heat (Q) for PSP and Non-PSP Teachers Novoa, Antonio; Kamran, Ali; Farooq , Syed Muhammad Yousaf
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.127

Abstract

This study investigates the comprehension of temperature (ΔT) and heat (Q) in elementary school physics. This research uses a case study technique involving one instance of temperature (ΔT) and heat (Q). Five hundred forty-seven prospective teachers participated in the research during the 2022-2023 school year. This study employs observation, interviews, and document analysis for data collection. This study, which included pre-service physics teachers (Psp) and in-service physics teachers (Non-Psp), was conducted in a classroom setting. In qualitative analysis, the participants' methods of determining temperature change (ΔT) and heat (Q) were examined using descriptive-analytic approaches. Data collected from participants is analyzed based on prepared topics and direct quotations from the issues in which the results are consolidated. Research analysis indicates that participants struggle to differentiate between temperature (ΔT) and heat (Q) due to the reliance on rote teaching methods and students' preconceived notions about nature that may not align with scientific concepts. When compared to scientific principles. Teachers lack understanding of the origin of temperature change (ΔT) and heat (Q). Studying temperature change (ΔT) and heat transfer (Q) involves practical applying issues and physics concepts. Both PSP and non-PSP teachers lack understanding of the ideas underpinning kinematics, which they are expected to teach in the classroom. Poor comprehension of essential concepts by teachers will hinder students' learning outcomes. Teachers can define temperature. If he lacks an understanding of temperature concepts like Celsius, Kelvin, Reamur, and Fahrenheit, as well as the concept of heat connected to conduction, convection, and radiation, then... Under those circumstances, the teacher will struggle to educate efficiently.
Bridging the Gap: Environmental Education as a Catalyst for Human-Environmental Harmony Harahap, Dakkal; Uthman, Yusuf Olawale Owa-Onire
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.186

Abstract

Human activities are increasingly disrupting the balance between economic development and environmental sustainability, highlighting the urgent need for effective environmental education. This study investigates how environmental education functions as a catalyst for fostering harmonious relationships between humans and the natural surroundings. We address the urgent problem of environmental degradation driven by the prioritization of business interests over ecological well-being and explore how informed human resources can mitigate these impacts. This research uses a systematic literature review (SLR) methodology, which utilizes the PRISMA technique to analyze various literature sources, including books, journal articles, and reviews. Data collection focuses on publications from the Scopus database in the period April 2019 to May 2024, using keywords such as "Environment," "Catalyst," "Environmental Education," and "Human." Bibliometric analysis uses a VOSviewer catalyst to visualize interconnections and emerging trends in the field. These findings highlight the critical role of environmental education in fostering an environmentally conscious society that values sustainability. By integrating environmental knowledge into educational curricula, we can grow a generation capable of addressing ecological challenges and balancing economic and environmental priorities. This study underscores the importance of environmental education in shaping a sustainable future and offers valuable insights for policymakers, educators and stakeholders committed to promoting environmental management. The implications of these findings for policy and decision-making are significant, as they provide a robust foundation for developing effective environmental education strategies and initiatives.
Augmentation of Collaborative Learning for Design (Engineering) Subjects in Remote Learning Winson, V.R.V.; Narayana, S.T.V.; Sailaja, S.V.; Kashyap, A.M.N.
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.241

Abstract

The learning process involves sub-skills and socio-cognitive domains that are integrated into the basis of other learning processes. The current understanding of the knowledge production process entails shared cognitive responsibilities and active participation by learners in a group to develop and exchange new theories and information via online platforms. COVID-19 has prompted the education sector to create innovative methods to adequately equip students to meet international standards and tackle critical societal issues. Educators must create a conducive environment for students to learn and develop skills. Creating student learning groups (SLGs) is an intelligent decision to encourage collaboration within traditional education settings. However, further information about its use in remote learning is necessary. Effective collaborative learning methodologies are essential for studying online design-based disciplines like civil and mechanical engineering. This article explains how to teach fundamental learning ideas to kids. Studying the suitability of collaborative learning in specific design-based courses involves assessing the significance of self-efficacy and group work abilities and investigating theoretical concepts, virtual laboratories, and small projects overseen by educators following the Board of Indian Standards (I.S) Codes. This paper suggests necessary actions to tackle specific challenges in the education system.  This study's findings indicate that students' receptiveness to online collaborative learning is greatly influenced by their attitude toward online learning and their experience level. The assessment results showed that the integration of online collaborative learning (OCL) positively influenced their overall development in terms of topic knowledge.
Voices of the Past for a Sustainable Future: Integrating Osing Oral Traditions into Global Ecological Pedagogy. Wahyu Alfariski; Tria Hentiningsih; Salma Insyirah Safitri; Mellyndha Nurlita Azizah; St. Shabibatul Rohmah
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.707

Abstract

Background: Despite the rich environmental wisdom embedded in indigenous heritage, traditional Osing oral traditions often remain isolated from formal science curricula, creating a gap between local cultural knowledge and modern instructional design. Objective: This study aims to architect and evaluate an innovative instructional framework that integrates Osing oral traditions into global ecological pedagogy to enhance students' environmental literacy and critical thinking skills. Method: Utilizing an educational design research approach, the study gathered data through expert validation, structured classroom observations, and pre-post instructional assessments involving secondary school learners to evaluate pedagogical feasibility and learning outcomes. Results: The findings demonstrate that transforming Osing oral narratives into project-based learning modules significantly elevates students' ecological awareness, contextual problem-solving, and socio-cultural reflection, achieving a high instructional validity rating of 88.5% and substantial student engagement. Conclusion: Incorporating indigenous oral traditions into instructional science provides an actionable pedagogical pathway that bridges local heritage with global sustainability goals, reinforcing cultural wisdom as a dynamic catalyst for modern ecological pedagogy.
Digital Pedagogies Meet Ethno-Biodiversity: A Multidisciplinary Framework for Bilingual Contextual Learning in Regional Indonesia. Riska Nurjanah; Ayu Nabila Safitri; Putri Balqis; Durotul Muniroh; Candra Hermawan
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.1239

Abstract

Bridging local ethno-biodiversity with digital pedagogy is essential for contextualizing learning within modern educational ecosystems. This study aims to develop and evaluate a multidisciplinary bilingual digital framework (Indonesian–English) that integrates Banyuwangi's local history and biodiversity to advance instructional science. Employing a Research and Development (R&D) methodology anchored in the ADDIE instructional design model (Analysis, Design, Development, Implementation, Evaluation), the research assessed the framework's efficacy. The study involved subject-matter experts across disciplines (history, biology, English), instructional technologists, teachers, and students. Data were collected via needs assessments and validation instruments, then analyzed using quantitative descriptive methods. The results demonstrated exceptional pedagogical and technical validity: history experts (90.4%), biology experts (91.2%), English experts (88.6%), and media experts (92.5%). Furthermore, practical implementation yielded highly positive responses from participating educators (89.7%) and learners (88.9%), confirming the interactive module's efficacy and interdisciplinary synergy. In conclusion, this research successfully transforms multidisciplinary expertise into a validated, evidence-based instructional medium, offering a robust digital pedagogical model to enhance bilingual contextual learning in regional schools.
The Intersection of Digital Media and Place-Based Education: Reimagining English Language Learning through Local Narratives Intan Melani Putri; Amanda Sherly Marsellinda; Septy Kumala Sari; Putri Febrianti; Dian Arief Pradana
Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i1.1263

Abstract

Integrating digital media with place-based education offers an innovative instructional pathway to transform language acquisition within modern learning ecosystems. This study aims to investigate the efficacy of a project-based digital storytelling framework in enhancing students' English proficiency, local history comprehension, and environmental awareness. Employing a mixed-methods approach, the research utilized a pre-experimental one-group pretest-posttest design involving 32 students at SMA Negeri 1 Rogojampi. During an 8-week instructional program, participants articulated historical and environmental narratives in English through digital videos, podcasts, and presentations. Data were collected via standardized comprehension tests, language assessment rubrics, and structured student reflections. The results demonstrated that this digital pedagogical intervention yielded significant improvements (p<0.01) across students' historical understanding, environmental awareness, and English speaking and writing competencies. Furthermore, qualitative analysis revealed that the digital media creation process effectively stimulated context-driven linguistic development. In conclusion, integrating place-based digital storytelling serves as an evidence-based instructional design that successfully bridges language learning with local realities, offering actionable pedagogical recommendations for incorporating digital methodologies into comprehensive educational frameworks like the Merdeka Curriculum.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Expertise and Innovative Instructional Design Vol. 4 No. 1 (2026): Expertise and Innovative Instructional Design Vol. 3 No. 2 (2025): Assyfa Learning Journal Vol. 3 No. 1 (2025): Assyfa Learning Journal (January) Vol. 2 No. 2 (2024): Assyfa Learning Journal Vol. 2 No. 1 (2024): Assyfa Learning Journal Vol. 1 No. 2 (2023): Assyfa Learning Journal Vol. 1 No. 1 (2023): Assyfa Learning Journal