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Cahaya: Journal of Research on Science Education
Published by Alpatih Harapan Semesta
ISSN : -     EISSN : 29881374     DOI : https://doi.org/10.70115
Core Subject : Science, Education, Social,
Chemistry Education Physics Social Sciences Other
CAHAYA: Jurnal Ilmu Pendidikan dan Pembelajaran Sains (e-ISSN 2988-1374) is an Open Access Journal that discusses related science and science education that occurs in the context of society at the primary, secondary and higher education levels related to research in the fields of science education, physics education, chemistry education, biology education, Learning Innovation. The CAHAYA journal publishes research articles that are comprehensive by inviting reviews from leading experts in their fields. Incoming papers will be peer-reviewed and selected based on high scientific study and ability to make important contributions in the field.
Arjuna Subject : Umum - Umum
Articles 54 Documents
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Analisis Manajemen Kurikulum Berbasis Total Quality Management dalam Organisasi Kurikulum dan Program Pengajaran Muhammad Afiq; Slamet Untung; Wafda Sabilla; Risma Wati Agustina
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.609

Abstract

This study aims to examine the implementation of curriculum management based on Total Quality Management (TQM) by reviewing curriculum organization, principles of curriculum development, and instructional program management. The research applied a qualitative approach using a library research method. Data sources were obtained from various references, including books, scientific journals, and articles related to the research topic. Data collection was conducted through documentation techniques, while data analysis employed descriptive qualitative methods. The findings indicate that systematically organized curriculum management can support effective learning achievement through proper arrangement of content scope, learning sequence, integration among subjects, balance of curriculum components, and appropriate time allocation. The principles of curriculum development, such as relevance, flexibility, continuity, efficiency, and effectiveness, serve as important foundations in designing curricula that align with students' needs and societal developments. Furthermore, the implementation of TQM in curriculum and instructional management contributes to improving educational quality through structured planning, continuous supervision, teacher professional development, and comprehensive evaluation. Therefore, the integration of TQM into curriculum management can become a strategic effort in creating quality, adaptive, and sustainable education systems.
Pengembangan Modul Kimia Asam-Basa Berbasis Etnosains Sasak untuk Meningkatkan Literasi Sains dan Budaya Siswa Sianti Nirpala; Hendrawani Hendrawani; Khaeruman
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.633

Abstract

Chemistry learning on acid–base topics is still dominated by conventional teaching materials that rarely integrate local cultural contexts, resulting in less meaningful learning and low cultural literacy among students. This study aimed to develop a Sasak ethnochemistry-based chemistry module on acid–base topics and evaluate its feasibility and practicality as a contextual learning resource for senior high school students. The research employed a Research and Development (R&D) method using the ADDIE model, consisting of the analysis, design, development, im plementation, and evaluation stages. The module integrates acid–base concepts with Sasak cultural practices, including mamaq (betel chewing), the use of kitchen ash (awu),  poteng reket (sticky rice fermentation), natural dyeing of traditional woven fabrics, and siwak. The module was validated by material, media, and language experts, as well as a chemistry teacher. The validation results showed feasibility scores of 92% from material experts, 92% from media experts, 93% from language experts, and 90% from the practitioner, all categorized as Very Feasible. A limited field trial involving 15 eleventh-grade students produced a practicality score of 91.46%, categorized as Very Practical. These findings indicate that the developed module is feasible and practical for classroom use while providing meaningful learning experiences that strengthen students' understanding of acid–base concepts and enhance their cultural literacy through the integration of Sasak ethnochemistry.
Traditional Games as Ethnopedagogy in the Deep Learning Approach to Strengthening the Character of Elementary School Students Yetni Marlina; Hasrul Hasrul; Nutfah A.M Arif
CAHAYA: Journal of Research on Science Education Vol. 4 No. 1 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i1.644

Abstract

Strengthening the character of elementary school students has become a crucial issue in 21st-century education amidst technological developments and the declining internalization of local cultural values. However, learning in elementary schools still tends to be oriented towards cognitive aspects, thus not optimally shaping students’ character holistically. This study aims to review the literature on traditional games as a source of ethnopedagogy in a deep learning approach to strengthening the character of elementary school students. The research method uses a literature review to analyze various scientific articles, proceedings, and relevant documents sourced from the Google Scholar and Garuda search engines. The study results show that traditional games contain cultural, social, moral, and collaborative values, which are sources of ethnopedagogy that can support deep learning. Integrating traditional games into learning as ethnopedagogy can strengthen elementary school students’ character traits, such as cooperation, discipline, responsibility, social awareness, tolerance, creativity, and empathy. Furthermore, the deep learning approach makes the learning process more contextual, reflective, and centered on student experience.
A Decade of Implementation and Integration of Technology in Curriculum Management in Modern Pesantren Syaharuddin Syaharuddin; Yudin Citriadin; Hazat Usman Mashwani
CAHAYA: Journal of Research on Science Education Vol. 4 No. 2 (2026)
Publisher : Alpatih Harapan Semesta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70115/cahaya.v4i2.581

Abstract

This research is important to do considering the rapid development of technology that requires educational institutions, including modern pesantren, to adapt in improving the quality of curriculum management and learning quality. In addition, the need for leadership strategies that are responsive to technological change is also a crucial aspect in encouraging teacher professionalism. This study aims to examine the implementation and integration of technology in curriculum management in modern pesantren over the past decade. The approach used is qualitative research with the Systematic Literature Review (SLR) method. Data sources were obtained from two main databases, namely Dimensions and Scopus, with a publication range of the last ten years to ensure the relevance and novelty of the data analyzed. The main focus of this study is on leadership strategies in encouraging teacher professionalism through the use of technology in curriculum management. The findings further indicate that effective technology integration requires strategic leadership, continuous teacher professional development, and adequate digital infrastructure to ensure sustainable curriculum transformation in modern pesantren. This study contributes to the development of a conceptual understanding of technology-based curriculum management by synthesizing leadership, curriculum innovation, and digital transformation into an integrated perspective. The study recommends that policymakers and pesantren leaders formulate comprehensive digital curriculum policies accompanied by systematic teacher capacity-building programs to support sustainable educational quality improvement.

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