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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 35 Documents
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The FOMO-Excitement Nexus: A Strategic Framework for Understanding Gen Z’s Impulsive Online Behavior Misbah, Hanim; Sadeli, Fairuz Hazwani binti
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.923

Abstract

The rapid proliferation of digital commerce strategies has intensified impulsive buying tendencies among Generation Z, yet the underlying psychological mechanisms remain complex. This conceptual paper develops an integrated framework to explain how digitally mediated engagement strategies intensify impulsive consumption. Grounded in the Stimulus–Organism–Response (S-O-R) model, this study identifies four salient digital stimuli: influencer marketing, gamification features, limited-time promotions, and user-generated content. It further posits that the affective states of 'fear of missing out' (FOMO) and 'excitement' serve as the primary mechanisms translating these stimuli into impulsive purchase behavior. Through a comprehensive analysis, the study suggests that while urgency-based cues amplify perceived scarcity, authenticity-based cues drive emotional arousal. The findings imply that while this study focuses on consumer behavior, the identified FOMO-Excitement nexus offers critical insights for educators to design more engaging, interactive, and ethically-minded instructional environments that better capture the attention of Gen Z learners. Consequently, this strategic framework provides a foundation for developing instructional media that aligns with the psychological drivers of contemporary digital natives, bridging the gap between commercial engagement tactics and pedagogical innovation in modern learning ecosystems.
From Policy to Classroom: A Strategic Approach to Scaling Skills-Based Learning in Secondary Education Wasila, Siti; Arifin, Zainal; Wahidah , Finadatul
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.691

Abstract

The global shift toward skills-based education necessitates a profound transformation in school-level strategic management to ensure successful curriculum implementation. This study investigates how Tanyong Mas School in Narathiwat, Thailand, bridges the gap between educational policy and classroom practice through a strategic institutional framework. Utilizing a qualitative case study methodology, data were collected through in-depth interviews, observations, and comprehensive document analysis involving principals, educators, and students. The research identifies that school leadership effectively facilitates pedagogical innovation by integrating 21st-century competencies into diverse subjects, including religious and cultural curricula. The findings demonstrate that success in scaling skills-based learning is driven by a systematic alignment of strategic planning, teacher professional agency, and the contextualization of instructional design to meet evolving learner needs. Furthermore, the study reveals that leadership commitment to fostering an adaptable ecosystem is critical for overcoming systemic challenges in curriculum modernization. The results imply that institutional leaders must act as instructional architects, shifting from top-down administration to a decentralized, inquiry-based approach that empowers teachers to innovate. Ultimately, this research provides a scalable framework for secondary institutions aiming to enhance student workforce readiness while maintaining academic integrity in a rapidly changing educational landscape.
Pedagogical Strategies and Value Internalization in Migrant Education: A Comparative Study of Instructional Frameworks in Indonesia and Malaysia Ishari, Nurhafid; Wijayanti, Berly; Pramuja, Alvin Dian
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.714

Abstract

Education for migrant children faces unique challenges in balancing academic standards with the internalization of moral and social values, which are crucial for character development. This study analyzes the pedagogical strategies and instructional frameworks implemented in migrant education through a comparative study between Indonesia and Malaysia. Employing a qualitative approach with a comparative research design, this study evaluates instructional practices at Community Learning Centers (PKBM) in Indonesia and Sekolah Binaan (SB) and Non-Formal Education PKBM in Malaysia. The primary findings indicate that differences in curriculum policy and learning environments significantly impact the efficacy of value transfer. While Indonesia emphasizes the integration of religious and civic values, Malaysia focuses more on adapting core competencies for social integration readiness. The results reveal a gap between ideal curriculum design and the reality of instructional implementation on the ground, where the flexibility of teaching methods serves as a determinant for successful value internalization. This study underscores the implication that instructional transformation based on local contextual needs and the adaptation of learning technology are essential to enhance the efficacy of migrant children's education. Therefore, strengthening instructional frameworks that synergize academic competence and character education is an urgency for administrators of migrant educational institutions in both countries to ensure the sustainability of quality education.
Modernizing Digital Forensics Education: Integrating Specialized Cyber-Expertise into Legal and Investigative Curricula Amiriddin, Anorboyev
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.872

Abstract

The rapid digitalization of sectors and the rise of transnational cybercrimes have created an urgent need to reform forensic practices in the Republic of Uzbekistan. Current reliance on general forensic computer-technical expertise is becoming insufficient due to the technical complexity of modern telecommunications and digital environments. This study evaluates the limitations of existing frameworks and proposes a comprehensive classification of specialized expertise, including telecommunications network, infrastructure, software, and cryptographic examinations, to ensure the admissibility and integrity of digital evidence. By utilizing a comparative analysis of international practices in developed nations and examining the current technical gaps in investigative procedures, this research identifies critical shortcomings in personnel training and the utilization of specialized forensic tools. The findings demonstrate that a multifaceted approach to expert examination is essential for keeping pace with evolving cyber threats. Furthermore, this research does not only propose a legislative update for cyber-expertise but also provides a systematic educational foundation to improve the professional competency of investigators and judicial experts in handling complex cybercrimes. Implementing these reforms will bridge the gap between technical advancements and legal proceedings, ultimately enhancing the efficacy of cybercrime investigation and ensuring robust cybersecurity compliance.
Leveraging Indigenous Architectural Patterns for Contextualized Learning: A Pedagogical Framework for Geometry in the Hena Puan Cultural Setting Ratau, Asria; Utomo, Dwi Priyo; Widodo, Joko; Cholily, Yus Mochamad; Effendi, Moh. Mahfud; Inganah, Siti
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.946

Abstract

The gap between abstract mathematical concepts and local cultural realities often hinders the effectiveness of students' geometric comprehension. This study aims to integrate the architectural wisdom of the traditional Baeleo Hena Puan house as a contextual pedagogical framework to strengthen geometric literacy. Through a qualitative exploratory descriptive approach, an in-depth visual analysis of the architectural structure was conducted to identify geometric concepts such as two-dimensional shapes (rectangles, triangles, trapezoids) and three-dimensional solids (rectangular and triangular prisms). The findings demonstrate that these architectural elements not only represent physical forms but also embody patterns of repetition and reflectional symmetry, reflecting complex mathematical activities in accordance with D’Ambrosio’s ethnomathematics theory. This research concludes that transforming architectural values into instructional materials serves as a strategic bridge to enhance students' cognitive engagement in meaningful mathematics learning. The proposed pedagogical framework provides an integrated learning model that enables educators to transform ethnomathematical data into instructional media relevant to 21st-century competency requirements. By incorporating traditional building designs into the formal curriculum, geometry instruction becomes more applicable while simultaneously functioning as a tool for preserving cultural identity within a modern educational setting. Implementing this framework is expected to facilitate a paradigm shift from formula-based learning to context-based and experiential-based learning.

Page 4 of 4 | Total Record : 35

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