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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 69 Documents
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The Blambangan Chronicles: Revitalizing Regional Identity and Environmental Literacy Through Bilingual Instructional Booklets Budi Sanjaya; Fatimatul Rohmah; Aulita Inestya Putri; Miftahul Jannah; Iis Nimatul Jannah
Assyfa Learning Journal Vol. 1 No. 2 (2023): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v1i2.709

Abstract

Preserving regional cultural heritage while fostering environmental literacy requires innovative, contextualized learning media within disciplinary pedagogy. This study aimed to design, validate, and assess the instructional efficacy of The Blambangan Chronicles, a bilingual instructional booklet crafted to enhance regional identity and environmental literacy among learners. Utilizing a Research and Development (R&D) framework guided by the ADDIE model, the investigation encompassed expert validation across content, media, and language parameters, followed by a field implementation using a pre-test and post-test design to evaluate learning outcomes. The results indicated that the bilingual instructional booklet achieved high validity scores across all expert evaluations (exceeding 85% feasibility standards) and yielded significant gains in students' environmental literacy and cultural awareness. Furthermore, the dual-language framework facilitated cognitive accessibility and cross-cultural communicative competence without diminishing subject-matter comprehension. In conclusion, integrating localized historical narratives with environmental education through structured bilingual booklets provides an actionable, evidence-based instructional media model that bridges regional wisdom with core academic competencies in humanities and social studies pedagogy.
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): Expertise and Innovative Instructional Design
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): Expertise and Innovative Instructional Design
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.
The Ijen Laboratory: Transdisciplinary Instructional Design as a Catalyst for Student Environmental Agency. Yuli Astutik; Mahalia Rahma Yuditia Putri; Febiola Chintya Dewi; Irnawati Irnawati; Mahfud Mahfud
Assyfa Learning Journal Vol. 3 No. 1 (2025): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i1.1235

Abstract

Traditional compartmentalized education often fails to cultivate active environmental awareness, necessitating innovative instructional designs that integrate local ecosystems into multidisciplinary curricula. This study aims to evaluate the efficacy of a transdisciplinary Project-Based Learning (PjBL) design, centered on the Ijen Geopark, in catalyzing student environmental agency and conceptual understanding. Employing a descriptive survey with a mixed-methods approach, the research evaluated vocational high school students engaged in this integrated instructional framework. Data were collected through targeted perception questionnaires, written reflections, and interviews, followed by quantitative and qualitative descriptive analysis. The results demonstrate that the transdisciplinary instructional design successfully fostered environmental agency, achieving a highly positive overall pedagogical efficacy score of 82.4%. Specifically, the intervention generated high student interest in local environmental contexts (86.7%), enhanced the comprehension of integrated concepts (84.2%), and demonstrated strong relevance to students' daily lives (85.5%). However, the evaluation also identified critical instructional challenges, including difficulties in collaborative group coordination (42.5%) and limitations in technology access (38.3%). In conclusion, integrating local geopark ecosystems into vocational instructional design significantly accelerates student agency and contextual learning, though future pedagogical frameworks must strategically mitigate technological and collaborative barriers to optimize workforce readiness and learning outcomes.
When Ethnohistory Meets Biodiversity: Bridging Local Wisdom and Language Literacy through Participatory Mapping in East Java Silvyana Aufa Marsyalita; Moh. Baiturohman; Nova Tri Mulya Agustina; Febry Saputra; Ifa Muhimmatin
Assyfa Learning Journal Vol. 1 No. 1 (2023): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v1i1.1237

Abstract

Although Kemiren Tourism Village in East Java possesses a rich synergy of ethnohistory and biodiversity, these local wisdoms remain fragmented and unintegrated into language literacy programs. Therefore, this study aims to map the region's historical and ecological potentials through participatory mapping and analyze their feasibility for developing contextual bilingual (Indonesian-English) teaching materials. This research employs an exploratory case study approach utilizing participatory mapping methods. Data were collected through field observations, in-depth interviews with community leaders, inventories of historical sites and local flora/fauna, alongside environmental document analysis, followed by qualitative-descriptive analysis. The results reveal that the village holds immense ethnohistorical assets—such as cultural sites and oral traditions—alongside diverse, locally distinctive plants and animals. These integrated findings demonstrate high feasibility for formulating contextual bilingual teaching materials that successfully bridge local ecological and historical wisdom with language literacy. In conclusion, this research provides a practical instructional framework for educators to transform participatory mapping data into meaningful, integrated bilingual learning experiences that preserve local heritage while enhancing students' literacy competencies.
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.
Voices of the Buffer Zone: Harmonizing Language, History, and Biology in Instructional Media Development. Gina Muta&#039;affif; Dewinta Priti Wijayanti; Iva Novita; Erinda Salsa Billa; Ifa Muhimmatin
Assyfa Learning Journal Vol. 2 No. 2 (2024): Assyfa Learning Journal
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v2i2.1264

Abstract

Contextual instructional media integrating local history and biodiversity into accessible bilingual formats remain scarce in secondary education. To bridge this gap, this study developed and evaluated the feasibility of an interdisciplinary bilingual booklet (Indonesian–English) framing the local history, flora, fauna, and conservation messages of the Ijen buffer area in Banyuwangi as a contextual learning resource. Utilizing a Research and Development (R&D) model comprising analysis, development, validation, revision, and readability testing, the project involved student developers from English Language Education, Biology Education, and History Education programs. Data were collected via expert validation and user response questionnaires, subsequently analyzed through descriptive quantitative methods. Findings demonstrated high instructional feasibility across all expert evaluations: History (88.5%), Biology (90.2%), and English (86.7%), while student trial user responses yielded a highly positive rating of 87.6%. In conclusion, the resulting bilingual booklet offers a validated, multidisciplinary instructional medium that harmonizes local socio-ecological knowledge with disciplinary pedagogy, establishing a contextual learning resource tailored for Madrasah Aliyah education.
Breaking the Disciplinary Silos: Empowering Vocational Students’ Historical and Environmental Agency through English Narratives. Ahmad Ali Munazat; Reva Dwi Lestari; Elena Septya Dewi; Putri Nur Salsabilla; St. Shabibatul Rohmah
Assyfa Learning Journal Vol. 3 No. 1 (2025): Assyfa Learning Journal (January)
Publisher : CV. Bimbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/alj.v3i1.1267

Abstract

Breaking through conventional disciplinary silos in vocational education requires innovative instructional designs that cultivate students' holistic competencies. This study investigates the implementation of a project-based learning (PjBL) instructional framework designed to empower vocational students' historical and environmental agency through English narratives at SMKS Sritanjung, Banyuwangi. Utilizing a pre-experimental one-group pretest-posttest design over an 8-week intervention, the research evaluated students across multidisciplinary competencies. Data were gathered through historical literacy and environmental awareness pretests and posttests, English presentation assessments, audio-visual recordings, and student response questionnaires, and were subsequently analyzed using paired sample t-tests and descriptive statistics. The pedagogical findings demonstrate that the integrated PjBL model significantly enhanced students' historical literacy (p<0.01, d=1.52), environmental awareness (p<0.01, d=1.38), and English presentation proficiency (p<0.01, d=1.45), coupled with overwhelmingly positive student engagement (86.3%). Ultimately, this study provides empirical evidence that bridging disciplinary domains through targeted instructional transformation effectively fosters vocational students' multidisciplinary agency, contributing a robust pedagogical model for vocational and workforce education.

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