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 9 Documents
 1 
Search results for , issue "vol. 4 no. 2 (2026): assyfa learning journal" : 9 Documents clear
The New Paradigm of Physical Education: SLR Analysis of AI in Handball Measurement Tests and SDGs-Based Eco-Friendly Facilities Dyas Andry Prasetyo; Mohammad Hasan Basri
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.992

Abstract

Purpose: This study aims to systematically analyze the role of artificial intelligence (AI) in optimizing handball measurement test instruments while integrating environmentally friendly facility management to support Sustainable Development Goals (SDGs) within physical education. Methodology: Employing a Systematic Literature Review (SLR) based on PRISMA design, this research analyzed literature from Scopus and ERIC databases using VOSviewer and Harzing’s Publish or Perish software. Findings: The results demonstrate that AI integration significantly enhances the objectivity of motor assessment and improves the efficiency of facility management, with teacher digital literacy identified as a critical scaffolding variable for successful implementation. Furthermore, the findings reveal that facilities lacking sustainability principles fail to provide long-term contributions to students’ psychomotor development in a global context. Implications: This new paradigm necessitates a repositioning of the physical education curriculum that synergizes smart technology with green facility management. Recommendations: Institutions are encouraged to adopt AI-driven evaluation tools and prioritize sustainable infrastructure design to create an inclusive, efficient, and ecologically responsible future for sports education. Originality/Value: By bridging the gap between digital transformation and environmental sustainability in physical education, this research provides a comprehensive framework for addressing the limitations of manual assessment methods and infrastructure management, offering a strategic approach to modernizing the field in line with global sustainability targets.
Integrating Sport-Measurement into Sport-Pedagogy: Designing a Women's Handball Training Curriculum Based on Aerobic Endurance Test Profiles Habain Sila Perdana; Samsul Arifin; Sugiri Sugiri; Miftahudin Miftahudin; Ristanti Puji Astuti
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1056

Abstract

Background: Modern sports pedagogy often suffers from a methodological gap where physiological fitness data, such as aerobic endurance, is passively documented rather than utilized as a functional basis for tactical curriculum design. Objective: This study aims to design, implement, and evaluate a junior women's handball training curriculum that integrates sport-measurement diagnostics into a scaffolded pedagogical framework. Methods: Employing a descriptive-evaluative approach within the ADDIE (Analysis, Design, Development, Implementation, Evaluation) instructional model, the research involved 21 junior female handball athletes. Athlete VO2Max profiles, measured via the Multistage Fitness Test (MFT), served as diagnostic baselines to differentiate instructional loads, court dimensions, and tactical complexity. Results: The diagnostic analysis revealed significant physiological heterogeneity, which was successfully translated into adaptive training tiers. Post-intervention evaluations using the Game Performance Assessment Instrument (GPAI) demonstrated a statistically significant improvement (p < 0.001) in both motor skill execution (+26.95%) and cognitive tactical decision-making (+26.28%), with effect sizes indicating large practical impacts. Conclusion: Systematically using objective fitness data as a scaffolding mechanism for tactical instruction optimizes athletic performance and fosters a more inclusive, evidence-based learning ecosystem, effectively bridging the dichotomy between clinical measurement and sport pedagogy.
Participatory Rural Appraisal sebagai Strategi Pemberdayaan Anak di Lembaga Kesejahteraan Sosial Anak di LKSA Pelangi Abepura Albertina Nasri Lobo; Eddy Pattanduk; Jecqline F Manggaprouw; Tesalonika INT Paron
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1081

Abstract

Background: Foster children at the Child Social Welfare Institution (LKSA) Pelangi Abepura often face socioeconomic limitations and lack structured instructional frameworks for professional competency and personal agency development. Objective: This study aims to evaluate the effectiveness of an instructional design using a modified Participatory Rural Appraisal (PRA) strategy to enhance vocational life skills among orphanage children. Method: Employing an experiential and active learning approach, a six-month participatory instructional intervention was conducted with 24 children, integrating structured diagnostic pre-tests, post-tests, focused discussions, and hands-on creative production workshops using local materials. Results: The diagnostic outcomes revealed a significant cognitive and psychomotor transformation; children's conceptual understanding of empowerment jumped from 10% to 90%, and their practical product-design competency increased from 45% to 85%. However, cross-age peer collaboration remains static at 50%, reflecting an age-segregated learning preference. Conclusion: The PRA-driven instructional framework is highly effective in transforming technical expertise into actionable life skills and fostering internal learner motivation, proving itself scalable for institutional non-formal learning ecosystems in remote regions.
Bridging Disciplinary Expertise and Innovative Instructional Design: A Bibliometric Mapping of Socio-Scientific Issues (SSI) Trends Dian Darliana; Asri Widowati
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1091

Abstract

Effective science education requires bridging disciplinary expertise with innovative instructional design, yet how Socio-Scientific Issues (SSI) are integrated into modern learning ecosystems remains fragmented. This study aims to map global research trends, thematic structures, and emerging gaps in SSI within science education through a comprehensive bibliometric approach to inform future pedagogical designs. Using Publish or Perish, a dataset of 1,000 articles published between 1958 and 2026 was retrieved, accumulating 330,947 citations. Co-occurrence analysis was conducted using VOSviewer on 5,504 identified terms, selecting 80 highly relevant terms grouped into four main thematic clusters representing social-policy issues, science education, conceptual foundations, and methodological approaches. Network visualization revealed science education as the central node connecting multidisciplinary themes, while overlay visualization demonstrated a clear temporal shift from early theoretical studies toward student-centered instructional practices and scientific literacy. Critically, density visualization exposed significant research gaps, including the limited integration of SSI into concrete instructional designs, insufficient focus on value-based dimensions, and a lack of context-specific practical implementations. This study concludes that to advance the Scholarship of Teaching and Learning (SoTL), future research must transition from descriptive data mapping to the creation of actionable, context-based instructional design models that effectively translate SSI into classroom practice, thereby enhancing students' scientific literacy and critical decision-making competencies within complex learning environments.
Implementation of Interactive Poster-Based Learning: An Innovative Approach to Introducing Pancasila Figures to Grade 3 Students at Sukomulyo Elementary School Wiwik Anita; Azamul Fadhly Noor Muhammad; Ari wibowo
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1094

Abstract

Background: Traditional teaching methods in Civic Education often lead to monotonous rote learning, preventing young students from grasping the essence of national heroes due to the lack of visually stimulating and interactive media. Objective: This study aims to develop an innovative QR code-based interactive poster media and evaluate its effectiveness in enhancing elementary students' competencies compared to conventional methods. Methods: Guided by the Research and Development (R&D) approach, this study designed a visual product integrated with independent digital content—including short animated videos, audio narratives, and interactive quizzes—accessible via smartphone scanning to measure cognitive, affective, and psychomotor learning domains. Results: The product achieved high theoretical validity scores of 86% from material experts and 84% from media experts. Empirical testing showed a significant leap in classroom performance, with the average score rising from 54.20 in the pre-test to 85.60 in the post-test, supported by a normalized gain (N-Gain) score of 0.68. Conclusion: The interactive poster serves as a highly valid, applicable, and practical tool that successfully transitions the learning paradigm into a student-centered environment, reduces understanding disparities, and fosters long-term competency development.
When Cooperation Meets Animation: How Audiovisual-Driven Learning Ecosystems Shape Student Cognitive Engagement Ahmad Hariyadi; Wawan Shokib Rondli; Fatikhatun Najikhah; Dumiyati Dumiyati; Siti Aniqoh Shofwani
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1146

Abstract

Background: In the Society 5.0 era, higher education institutions face significant challenges in overcoming student passivity and cultivating critical 21st-century skills within foundational courses. Objective: This study aims to investigate the implementation of cooperative learning models driven by audiovisual media in shaping student cognitive engagement and social interaction within university learning ecosystems. Method: Adopting a qualitative case study approach, data were gathered through semi-structured interviews, intensive class observations, and focus group discussions involving lecturers and students at Muria Kudus University and PGRI Ronggolawe University, with qualitative analysis executed via the Miles and Huberman framework. Results: The findings demonstrate that integrating audiovisual-driven learning ecosystems—incorporating interactive animations and instructional videos—creates a dynamic, student-centered environment that successfully bridges abstract theoretical concepts with concrete examples. Structured cooperative groups fostered robust individual and group accountability, which substantially enhanced peer communication, high-order critical thinking, and collective problem-solving capabilities among students. Conclusion: The study concludes that the synergy where cooperation meets animation provides a highly effective instructional architecture that optimizes academic learning outcomes, mitigates passivity, and develops vital professional soft skills, positioning it as a robust pedagogical strategy for modern instructional science.
Montessori Practical Life Activities and Early Childhood Independence: A Behaviorist and Constructivist Analysis Asri Ulfah Wulan Sari; Siti Irene Astuti Dwiningrum
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1053

Abstract

Early childhood independence remains a persistent challenge in early education, as young children frequently exhibit high dependency on adults during routine daily activities due to an overemphasis on academic drills over practical life skills. This study aims to analyze the implementation of the Montessori Practical Life method in stimulating early childhood independence while critically examining its underlying mechanisms through behaviorist and constructivist learning theories. Utilizing a qualitative library research design, relevant academic literature published between 2021 and 2025 was gathered and analyzed using thematic content analysis. The findings reveal that structured, concrete, and repetitive practical life activities—spanning self-care, environmental maintenance, and social etiquette—significantly improve children's functional independence, motor coordination, discipline, and executive functioning. From a behaviorist lens, independent behaviors are cultivated through habituation, stimulus-response conditioning, and positive reinforcement. Concurrently, from a constructivist perspective, children actively construct personal autonomy, self-regulation, and conceptual understanding through direct, hands-on interaction with child-sized materials. In conclusion, combining behaviorist and constructivist paradigms proves that the Montessori Practical Life approach functions not merely as routine physical practice, but as a robust pedagogical framework that fosters sustainable self-reliance, character development, and holistic school readiness in early childhood education.
Scaffolding Motor Skill Acquisition: The Role of Video-Based Feedback in Enhancing Volleyball Technical Competency and Cognitive Self-Regulation Mohammad Romdani; Dyas Andry Prasetyo; Andi Fepriyanto
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1155

Abstract

Background: The transition from declarative knowledge to procedural technical proficiency in sports remains a critical challenge in physical education, often hindered by traditional feedback methods that lack cognitive scaffolding. Objective: This study aimed to examine the effectiveness of structured video analysis as an instructional media tool for improving volleyball player performance and facilitating learner self-regulation. Methods: A sequential mixed-methods approach was employed, integrating quantitative performance metrics with qualitative analysis of athlete feedback experiences to evaluate the pedagogical impact of video-based intervention. Results: The findings indicate that video-based feedback significantly enhances both technical execution and tactical decision-making by bridging the gap between perceived actions and actual movement patterns, thereby strengthening learners’ metacognitive awareness. Conclusion: Video analysis serves as a powerful instructional scaffold in modern sports learning ecosystems, promoting effective knowledge transmission and professional competency in physical education settings.
The Effect of Project-Based Learning Model on Students' Creativity and Learning Outcomes in Sketch and Illustration Subjects Akhmad Sony Setiawan; Nuril Huda; Sri Utami; Nensy Megawati Simanjuntak
Assyfa Learning Journal Vol. 4 No. 2 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i2.1163

Abstract

This study aims to analyze the effect of the Project Based Learning (PjBL) model on students' creativity and learning outcomes in sketch and illustration subjects at SMKN 2 Sampang. This research employed a quantitative approach with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of two class XI programs in Visual Communication Design expertise, namely the experimental class using the PjBL model and the control class using conventional learning methods. Data collection was conducted through learning achievement tests and student creativity questionnaires with indicators of fluency, flexibility, originality, and elaboration. Data analysis used statistical tests including normality tests, homogeneity tests, and t-tests with SPSS assistance. The results showed that the application of the PjBL model had a positive effect on students' creativity and learning outcomes. The average creativity score of the experimental class increased from 65.45 to 85.00, while the control class increased from 63.80 to 72.20. Student learning outcomes also increased from 60.90 to 83.70 in the experimental class. Hypothesis testing showed a significance value of 0.000 (<0.05), indicating a significant difference between the experimental and control classes. Thus, the PjBL model is effective in improving students' creativity and learning outcomes in vocational education in the field of visual communication design.

Page 1 of 1 | Total Record : 9

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal 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