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Vifada Journal of Education
Published by Yayasan Vifada Cendikia Indonesia
ISSN : -     EISSN : 3021713X     DOI : https://doi.org/10.70184/ddvag960
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Other
Focus & Scopes Vifada Journal of Education with ISSN 3021-713X Online, welcome papers from academicians on theories, philosophy, conceptual paradigms, academic research, as well as religion practices. In particular, papers which consider the following general topics are invited.The innovative work of the teachers and lecturers of the development of the education sector which is able to make a positive contribution to the schools and educational institutions the focus of this journal and these may include but are not limited to : Character Education; Education Issues and Policy; Special Need Education; Educational Technology and Curriculum; Educational Management and Leadership; Guidance and Counseling; Multicultural Education; Early-Childhood Education; Elementary Education; Non-Formal Education; Educational Psychology; Teaching and Learning; Islamic Religion; Islamic Education; Education Assessment and Evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2026)" : 2 Documents clear
The Effect of The In-Depth Learning Model and Learning Motivation On Accounting Comprehension, With Digital Literacy As A Moderating Variable Ah Hisyam Ismail; Dhany Efita Sari
Vifada Journal of Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/jk93hisyam12

Abstract

This study aims to analyze the effect of deep learning models and learning motivation on the accounting comprehension of vocational high school students, as well as to examine the role of digital literacy as a moderating variable in this relationship. Deep learning is considered relevant because it emphasizes meaningful conceptual understanding through cognitive, reflective, and contextual engagement which is in line with the characteristics of accounting learning. This study uses a quantitative approach with an explanatory research design. Data were collected by distributing Likert scale questionnaires to students majoring in accounting in grades X, XI, and XII at vocational high schools. The sampling technique used proportionate stratified random sampling. The research instrument was developed based on indicators of deep learning, learning motivation, accounting comprehension, and digital literacy adapted from previous studies. Data analysis was performed using Structural Equation Modeling-Partial Least Squares (SEM-PLS) to test the direct influence and moderating effects between variables. The findings show that deep learning has a strong positive and significant effect on accounting comprehension (β = 0.506; p < 0.001), followed by learning motivation which also demonstrates a positive and significant influence (β = 0.288; p = 0.001). Digital literacy is found to have a positive direct effect on accounting comprehension (β = 0.181; p < 0.015). However, the moderating effects of digital literacy on the relationship between deep learning and accounting comprehension (p = 0.184) as well as learning motivation and accounting comprehension (p = 0.496) are not statistically significant, indicating that digital literacy does not strengthen these relationships. Collectively, the variables explain 80.2% (R² = 0.802) of the variance in accounting comprehension, highlighting the dominant role of deep learning and learning motivation in improving students understanding. Overall, the results emphasize the importance of implementing meaningful and reflective learning approaches alongside strengthening students learning motivation to enhance accounting comprehension. The findings also suggest that digital literacy plays a supportive role rather than a moderating factor in vocational accounting education
Deep Learning Approaches in Islamic Cultural History Learning at MTsN 2 Deli Serdang Widiya, Ahyun; Mardianto , Mardianto
Vifada Journal of Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/v4q95m14

Abstract

Purpose analyze the effectiveness of the deep learning approach in Islamic Cultural History (SKI) learning at MTsN 2 Deli Serdang, particularly in enhancing conceptual understanding, critical thinking skills, and students’ ability to relate historical materials to daily life. Research Design and Methodology: This research employed a qualitative case study approach involving one SKI teacher, one vice principal, and five ninth-grade students. Data were collected through classroom observations, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing with source triangulation Findings and Discussion: Showing the application of a deep learning approach through guiding questions, group discussions, presentations, and reflective activities increases student engagement and a deeper understanding of SKI material. Students are able to restate concepts in their own words, analyze the moral values of Islamic historical figures, and relate them to real-life contexts. However, its effectiveness is not uniform due to differences in motivation, individual character, and learning time limitations. Overall, the deep learning approach is effective in promoting meaningful and reflective SKI learning. Implications: This research is expected to provide both theoretical and practical benefits for the development of education

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