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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 48 Documents
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Instructional Management for Coastal Literacy: How School Principals Optimize Reading Habituation and Higher-Order Thinking Skills Arum Muslikah; Ahmad Suriansyah
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.v4i1.1030

Abstract

Building a strong literacy culture in coastal schools requires strategic leadership to overcome geographical and resource limitations. This study aims to analyze how the school principal optimizes instructional management to improve coastal literacy, focusing on reading habituation and Higher-Order Thinking Skills (HOTS) at SMPN 3 Satu Atap Angsana. A qualitative case study approach was employed, with data gathered through interviews, observation, and documentation, and analyzed using the Miles and Huberman model (data reduction, data presentation, and conclusion drawing). The results revealed that the principal successfully optimized instructional management through structural policies, a mandatory 15–20 minute pre-learning reading habituation, the integration of HOTS-based literacy into the learning process, program supervision, and periodic evaluations. This collaborative initiative actively engaged the vice principal, librarians, teachers, counselors, and parents. Despite coastal constraints, these strategies successfully fostered a positive literacy culture, significantly enhancing students' reading interest, analytical skills, and learning participation. Crucially, this optimization led to a measurable increase in literacy achievements on the school’s 2023–2025 Education Report Card. In conclusion, the principal’s instructional management plays a pivotal role in establishing a contextual, sustainable literacy culture that enhances higher-order thinking in coastal educational settings.
Web-Based Instructional Wrappers for Immersive Technology: A Gagne-Based Google Sites Design to Mitigate Cognitive Load and Enhance Science Literacy Dina Fajrin; Laifa Rahmawati; Aghea Tahta Wahyu Azizah
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.v4i1.1069

Abstract

The low level of scientific literacy and weak scientific communication skills among Indonesian students present critical challenges due to cognitive overloads in abstract learning. This study aims to evaluate the effect of an Augmented Reality (AR) ecosystem integrated within a structured Google Sites instructional wrapper—designed systematically using Gagne’s Nine Events of Instruction—on junior high school students' scientific literacy and scientific communication skills. Utilizing a quasi-experimental design with a Non-equivalent Control Group model, this study involved an experimental group (n = 24) learning with the Gagne-structured Web-AR Google Sites and a control group (n = 22) utilizing PowerPoint-integrated Project-Based Learning. Instrument reliability was confirmed via Borich’s Percentage of Agreement (100%), while hypotheses were tested using Paired Samples T-Test and Normalized Gain (N-Gain) analysis. The results revealed a highly significant improvement in scientific literacy within the experimental group (t = -15.461; p = 0.000; mean difference = 35.33 points), outperforming the control group's posttest average (74.29 vs 62.41). Furthermore, the experimental group achieved significantly higher scientific communication skills (t = 5.520; p = 0.000). The N-Gain analysis confirmed that the instructional wrapper approach achieved higher effectiveness (0.62; medium-approaching-high) than the control model (0.45). In conclusion, anchoring immersive AR technologies within a structured web-based instructional wrapper effectively minimizes technological barriers and extraneous cognitive load, seamlessly accelerating students' multidimensional science competencies. 
Virtual Laboratories Meet Eco-Critical Literacy: A Bibliometric Mapping of Science Education Landscapes Erni Dwiastuti; Asri Widowati
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.v4i1.1071

Abstract

The rapid advancement of digital technology has transformed science education through virtual laboratories, offering interactive and safe learning environments. However, comprehensive studies mapping the specific convergence between virtual laboratory-based science learning, critical thinking, and eco-critical literacy remain limited. This study aims to map the research landscape of virtual laboratory-based science education related to critical thinking skills and environmental awareness through a bibliometric approach. Data were collected from Google Scholar using Publish or Perish, yielding 995 relevant publications analyzed via VOSviewer version 1.6.20 through co-occurrence, network, overlay, and density visualizations. The findings indicate that virtual laboratories have become a prominent theme in contemporary science education, with dominant keywords including virtual laboratory experiment, science process skill, critical thinking skill, scientific literacy, and environment. Network analysis identified six major research clusters representing learning outcomes, skills development, pedagogical approaches, emerging technologies, methodologies, and contexts. Furthermore, overlay and density visualizations revealed a significant shift from mere technology implementation toward competency development and sustainability-oriented learning, highlighting artificial intelligence, virtual reality, augmented reality, and environmental education as emerging themes with substantial future potential. In conclusion, this study contributes to a better understanding of virtual laboratory research development and proposes future research directions focusing on intelligent learning, immersive environments, critical thinking enhancement, and sustainability-oriented science education to foster eco-critical literacy.
Instructional Engineering in Science Education: A Systematic Literature Review of SDG-Oriented Project-Based Learning (2020–2025) Sri Cahya Purnamasari; Laifa Rahmawati
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.v4i1.1077

Abstract

Background: Modern ecosystems demand the transformation of subject-specific knowledge into actionable instructional designs that foster 21st-century competencies and global sustainability. However, systematic integration of global standards into classroom methodologies remains inadequately mapped. Objective: This study aims to evaluate the strategic implementation of the Project-Based Learning (PjBL) model within science education to structurally support the United Nations' Sustainable Development Goals (SDGs). Method: Employing a Systematic Literature Review (SLR) guided by PRISMA protocols, 15 high-quality primary research articles from 2020 to 2025 were regularly selected and scrutinized from Google Scholar and Scopus databases after screening an initial pool of 770 documents. Results: The findings reveal a prominent upward trend in instructional modernization combining PjBL with STEM, STEAM, and digital frameworks. While current instructional strategies focus heavily on SDG 4 (Quality Education) and SDG 13 (Climate Action) to enhance students' scientific reasoning, environmental awareness, and creativity, substantial instructional design gaps persist for other core areas such as SDG 3, 7, and 12. Conclusion: This review highlights that embedding sustainable trajectories within PjBL frameworks successfully bridges the gap between disciplinary expert content and professional competency alignment, although future instructional designs must expand toward underexplored goals
Philosophical Dimensions of Mathematics Learning Problems among Pre-Service Teachers: An Instructional Needs Analysis for Curriculum Design Erlyka Setyaningsih; Rima Ronika; Ardanafi Setya Difa
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.v4i1.1088

Abstract

In higher education, aligning professional disciplinary knowledge with instructional management requires a deep understanding of learners' foundational perceptions regarding the subject matter. This study aims to analyze mathematics learning problems faced by pre-service elementary school teachers (PGMI students) across ontological, epistemological, and axiological dimensions to provide a rigorous instructional needs analysis for pedagogical design. Utilizing a descriptive quantitative approach, data were gathered using a validated and reliable 30-item questionnaire covering these three philosophical dimensions. The descriptive statistical analysis revealed that most students experienced learning problems in the low-to-moderate categories. Crucially, the axiological dimension emerged as the primary source of difficulties (mean = 27.2), followed by the epistemological dimension (mean = 26.3), while the ontological dimension presented the lowest severity (mean = 25.6). These findings indicate that while pre-service teachers possess a baseline understanding of the nature of mathematics, they face significant hurdles in identifying its practical values and utility, leading to procedural rather than conceptual learning. Consequently, this study underscores the necessity for instructional designers and educators to restructure higher education mathematics curricula by embedding meaningful, context-driven, and philosophically integrated instructional management strategies to overcome these instructional barriers
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 (May)
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 (May)
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 (May)
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.

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