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Rani Darmayanti
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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 56 Documents
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Optimizing Instructional Design and Teacher Creativity through a Canva-Based Integrated Platform with Artificial Intelligence Features Leni Indrawati; Sutrisni Andayani; Siti Nurlaila
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1026

Abstract

In the modern educational landscape, rapid digital transformations demand that teachers evolve from passive knowledge consumers into active instructional creators, yet many elementary school teachers still face barriers in effectively integrating artificial intelligence (AI) and creative design into their daily teaching media. This study aims to develop, validate, and evaluate the effectiveness of the Canva-based SIMPADU Portal—an integrated digital education innovation platform designed to systematically foster teachers' pedagogical creativity and digital literacy. Using a Research and Development (R&D) approach patterned after the systematic five-stage ADDIE model (Analyze, Design, Development, Implementation, and Evaluation), the research involved 21 primary school teachers from Lampung as subjects. Data collections were carried out through media and material expert validation checklists, user practicality questionnaires, and pretest-posttest creativity metrics. The development results proved highly robust, achieving an expert validation rate of up to 92.5% for media framework and 90% for material instructional content, alongside an outstanding practicality rating of 86.4%. Furthermore, empirical implementation indicated a significant enhancement in teachers’ performance, yielding an N-Gain score of 0.68 (moderate category), with the most substantial growth observed in idea fluency and media elaboration. It is concluded that the SIMPADU platform serves as a viable, highly practical, and effective digital ecosystem tool to cultivate adaptive learning environments. Future expansion should integrate broader analytical features to sustain long-term teacher professional development
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.
Mirroring Integrity: Deconstructing The Role of Teachers as Moral Architects in Social Learning Ecosystems Yuwita Rianawati; Siti Irene Astuti Dwiningrum
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1054

Abstract

Student character development faces ongoing challenges, such as low discipline, diminishing academic responsibility, and increasing exposure to negative social and digital media influences. This study aims to analyze the influence of Albert Bandura’s Social Learning Theory on students’ character formation and explain its practical relevance to character education within school environments. Utilizing a library research design with a descriptive qualitative approach, data were gathered from books, scientific journals, and scholarly publications, followed by qualitative content analysis. The findings demonstrate that character development operates through observational learning, modeling, reinforcement, and self-regulation, driven by reciprocal interaction among personal, behavioral, and environmental factors. Specifically, observational learning progresses through attention, retention, reproduction, and motivation, emphasizing that teachers, positive school cultures, and digital media figures serve as primary behavioral models. In conclusion, Bandura’s theory offers a comprehensive theoretical framework for modern character education, highlighting that teacher role modeling, habituation programs, and the cultivation of student self-regulation are essential for fostering sustainable moral integrity across physical and digital social learning ecosystems.
Decoding Wellness: Critical Architecture of Health Literacy Integration in Global Science Instruction Anifatur Rosidah; Laifa Rahmawati
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1068

Abstract

Health literacy is a vital competency that enables individuals to access, understand, evaluate, and apply health information for informed decision-making. Integrating health literacy into natural science education provides a strategic avenue for fostering these competencies early in formal schooling. This Systematic Literature Review (SLR) synthesizes empirical studies published between 2017 and 2026 from Scopus, ERIC, and SINTA-accredited journals to map instructional strategies, science learning contexts, and research trajectories. Following the PRISMA 2020 protocol with a SPIDER framework, 30 articles were selected from 3,734 initial records. Findings demonstrate that health literacy integration is predominantly conducted at secondary education levels using quasi-experimental and mixed-methods designs. The primary pedagogical strategies comprise project-based and inquiry learning, media-based interventions (videos, websites, virtual reality), collaborative learning, and immersive programs. The dominant science topics leveraged as learning contexts include nutritional literacy, reproductive health, oral health, mental health, and infectious disease prevention. Overall, health literacy integration consistently enhances students' health knowledge, awareness, and decision-making skills, though sustained health behavior change remains challenging. Future research should emphasize longitudinal designs, context-sensitive implementation in under-resourced schools, and the development of standardized K–12 health literacy assessment instruments.
Bridging Local Wisdom and Disciplinary Pedagogy: A Systematic Review of Trends in Ethnoscience-Integrated Science Instructional Models Yanti Juanita; Laifa Rahmawati
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1079

Abstract

Background: 21st-century science education demands that students possess scientific literacy and critical thinking skills applicable to real-life scenarios. Integrating ethnoscience as local wisdom serves as an innovative instructional design to connect formal science with cultural context, successfully bridging the gap between high-level disciplinary knowledge and effective pedagogy. Objective: This study aims to analyze the publication trends of ethnoscience-integrated science learning models, identify the dominant instructional frameworks utilized, and describe their impact on educational outcomes. Method: Following the PRISMA guidelines, a Systematic Literature Review (SLR) was conducted on 10 Scopus-indexed articles published between 2015 and 2025, which were selected via strict inclusion criteria and evaluated using narrative synthesis. Results: The findings reveal an increasing trend in publications from 2023 to 2025, heavily focusing on scientific literacy and critical thinking. Dominant instructional designs include inquiry learning, ETNO-STEAM, context-based learning, and digital e-learning platforms. Implementing these models significantly enhances students' scientific literacy, higher-order thinking skills, learning motivation, and cultural identity reinforcement. Conclusion: Ethnoscience serves as a strategic instructional transformation pathway that seamlessly aligns science disciplines, cultural heritage, and character building within modern learning ecosystems. 
Instructional Coaching Strategies in Collegiate Volleyball: An Adaptive Framework for Enhancing Technical Proficiency, Psychological Readiness, and Team Cohesion Ahmad Ubaidillah; Dyas Andry Prasetyo; Andi Fepriyanto
Assyfa Learning Journal Vol. 4 No. 1 (2026): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v4i1.1154

Abstract

Effective coaching in collegiate sports requires an instructional framework that transcends traditional physical training to address the holistic needs of student-athletes. This study investigates the impact of diverse coaching methods—directive, collaborative, and observational—on the performance of undergraduate volleyball players within the Indonesian university context. Employing a sequential mixed-methods design, quantitative data were gathered from 56 undergraduate students at STKIP PGRI Sumenep via closed-ended questionnaires, complemented by structured interviews with six selected participants to gain in-depth qualitative insights. The findings reveal that while directive coaching is fundamental for foundational technical skill acquisition, collaborative methods are superior in fostering team cohesion and intrinsic motivation. Furthermore, observational coaching serves as an effective tool for reflective learning, though it requires integration with active instructional feedback to optimize immediate performance. The study concludes that an integrative, adaptive coaching framework—which dynamically balances directive clarity, collaborative participation, and reflective observation—is essential for enhancing holistic athlete development and team performance in higher education settings. These insights contribute to the Scholarship of Teaching and Learning (SoTL) by providing a replicable instructional model for coaches and sports educators aiming to harmonize technical excellence with psychological and social growth in competitive collegiate sports

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