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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 70 Documents
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The Influece of Economics Learning Based on Financial Literacy on High School Students’ Financial Understanding Hafifah Azzahra Lathifunnisa; Suranto Suranto
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/64htj278

Abstract

The low level of financial literacy among high school students in Indonesia often triggers a consumptive lifestyle and an inability to manage personal finances. This quantitative research aims to examine the influence of economics learning based on financial literacy on students' financial understanding. The research involved 315 students from SMA Negeri 1 Karanganom for the 2025–2026 academic year, selected thru purposive sampling technique. Data were collected using a Likert scale questionnaire and analyzed using the Structural Equation Modeling-Partial Least Squares (SEM-PLS) model. The results of the hypothesis test show that economics learning based on financial literacy has a positive and significant effect on students' financial understanding, with a sample coefficient of 0.982 and a p-value < 0.05. These findings indicate that the more effective the integration of financial literacy into the curriculum, the broader the students' financial understanding. In conclusion, relevant and contextual economic learning is far more effective than a theoretical approach in helping students manage their finances wisely. Although there are technical limitations related to discriminant validity, these results underscore the importance of innovative educational methods to shape a financially independent younger generation that is ready to face future economic challenges.
Analisis Pendekatan Kurikulum Berbasis Cinta Dalam Penguatan Pendidikan Karakter Jubaedah; Moh Ali; Ade Hidayat
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/5xmr9e63

Abstract

This study aims to analyze the Love-Based Curriculum (Kurikulum Berbasis Cinta/KBC) as a strategy for strengthening character education in Indonesia by examining its philosophical foundations, the Panca Cinta value structure, and its relevance to the deep learning approach. This study employed a qualitative library research design through the review of policy documents, scholarly articles, and relevant previous studies collected from accredited journals, Google Scholar, and other repositories. The data were analyzed using content analysis to identify key concepts, implementation patterns, and interpretations based on character education and humanistic learning perspectives. The findings reveal that KBC is a value-based educational model that places love as its core principle through five pillars: love for God and His Messenger, love for knowledge, love for oneself and others, love for the environment, and love for the homeland. KBC contributes to fostering spirituality, empathy, tolerance, literacy, ecological awareness, and inclusive nationalism. It is also aligned with deep learning by promoting mindful, meaningful, and joyful learning experiences. The implications suggest that KBC has strong potential to serve as a reference for character education policy through strengthening school culture, teacher capacity building, evaluation reform, and further empirical studies on its effectiveness
Implementasi Paper Mode Quizziz Pada Pembelajaran Akidah Akhlak Kelas V Di Min 2 Bandung Barat Santika Komalasari; Moh Ali; Ade Hidayat
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/599bht64

Abstract

This study aims to describe the implementation of the Quizizz Paper Mode feature in fifth-grade Akidah Akhlak learning at MIN 2 Bandung Barat and to identify the supporting and inhibiting factors in its application. The study employed a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The data were analyzed to assess the implementation process, students’ responses, and the technical aspects of using this digital assessment medium. The findings indicate that the implementation of Quizizz Paper Mode was highly successful, with an average implementation rate of 85%. The learning process and students’ responses achieved a score of 87.5% (very good category), while the technical aspect scored 75% (good category). The use of this feature was proven to increase students’ learning motivation and participation, facilitate teachers in the assessment process, and create a more interactive and enjoyable learning environment. However, several challenges were identified, including print quality limitations and teachers’ readiness to operate the feature optimally. The implications of this study suggest that Quizizz Paper Mode has strong potential as an innovative assessment medium for Akidah Akhlak and other subjects. Therefore, technical training for teachers and adequate infrastructural support are needed to ensure effective and sustainable implementation
Kompetensi Guru dalam Implementasi Game-Based Learning untuk Pembelajaran Abad ke-21: A Systematic Literature Review Farah Maulida Amalia; Rina Dwi Astuti; Erna Yayuk; Muhammad Adib
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/3fcfcc77

Abstract

Pembelajaran abad ke-21 menuntut guru untuk mengintegrasikan teknologi digital secara efektif dalam proses pembelajaran. Game-Based Learning (GBL) telah berkembang menjadi salah satu pendekatan pedagogis yang menjanjikan dalam menciptakan pengalaman belajar yang interaktif, kolaboratif, dan berpusat pada peserta didik. Namun, kajian yang secara khusus memetakan kompetensi guru dalam implementasi GBL masih sangat terbatas. Penelitian ini bertujuan untuk: (1) mengidentifikasi kompetensi guru yang diperlukan dalam implementasi GBL; dan (2) menganalisis tantangan dan hambatan yang dihadapi guru dalam implementasi GBL. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan panduan protokol PRISMA 2020, bersumber dari dua database internasional yaitu Scopus dan ERIC. Setelah melalui tahap identifikasi, screening, dan seleksi berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan, diperoleh 18 artikel relevan sebagai sumber utama analisis. Hasil sintesis tematik menunjukkan bahwa kompetensi guru dalam implementasi GBL bersifat multidimensional, mencakup empat dimensi yang saling berkaitan: kompetensi pedagogik digital, literasi dan kompetensi teknologi, kemampuan kolaboratif dan sosial, serta kreativitas dan inovasi. Kerangka Technological Pedagogical and Content Knowledge (TPACK) terbukti relevan sebagai alat pemetaan integratif yang menghubungkan dimensi teknologi, pedagogi, dan konten dalam implementasi pembelajaran berbasis permainan. Tantangan utama yang teridentifikasi meliputi rendahnya literasi digital guru, keterbatasan infrastruktur teknologi, dan minimnya program pelatihan profesional yang berkelanjutan. Temuan ini berkontribusi pada pengembangan kebijakan pelatihan guru dan perancangan kurikulum pendidikan guru yang responsif terhadap tuntutan era digital.
Aesthetic and Educational Functions of 2D Painting on Three-Dimensional Media in Early Childhood Education at PAUD Sabila Gigih Nuzuli Rahmah; Betty Yulia Wulansari; Nurtina Irsad Rusdiani
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/q617c515

Abstract

Twenty-first-century learning requires teachers to effectively integrate digital technology into the instructional process. Game-Based Learning (GBL) has emerged as a promising pedagogical approach for creating interactive, collaborative, and learner-centered learning experiences. However, studies that specifically map teachers’ competencies in implementing GBL remain limited. This study aims to: (1) identify the teacher competencies required for GBL implementation; and (2) analyze the challenges and barriers faced by teachers in implementing GBL. This study employed a Systematic Literature Review (SLR) method guided by the PRISMA 2020 protocol, using two international databases, namely Scopus and ERIC. After the identification, screening, and selection stages based on predetermined inclusion and exclusion criteria, 18 relevant articles were obtained as the main sources of analysis. The thematic synthesis results indicate that teacher competencies in GBL implementation are multidimensional, encompassing four interrelated dimensions: digital pedagogical competence, technological literacy and competence, collaborative and social competence, and creativity and innovation. The Technological Pedagogical and Content Knowledge (TPACK) framework was found to be relevant as an integrative mapping tool that connects technological, pedagogical, and content dimensions in game-based learning implementation. The main challenges identified include low levels of teachers’ digital literacy, limited technological infrastructure, and the lack of continuous professional development programs. These findings contribute to the development of teacher training policies and the design of teacher education curricula that are responsive to the demands of the digital era
Internalizing Humanism in Islamic Religious Education: The Role of Teachers as Facilitators of Psychological Safety in Students’ Self-Actualization Maslani Maslani; Ainul Mardhiyyah; Dicky Alfian Nur Rachman; Rika Haulina; Syahru Ramadhan
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/sk8d6566

Abstract

This study explores the role of Islamic Religious Education teachers as facilitators of psychological safety in internalizing humanistic values and supporting students’ self-actualization. Contemporary challenges in Islamic education are no longer limited to the transmission of religious knowledge; they also encompass identity crises, moral degradation, and the increasing vulnerability of mental health among Generation Z students. Employing a qualitative library research method with critical discourse and intertextual analysis, this article integrates the concept of psychological safety in modern educational psychology with Islamic humanism rooted in the concepts of *fitrah* and human beings as *khalifah*. The findings indicate that Islamic Religious Education teachers play a strategic role in creating psychologically safe classrooms through dialogical, inclusive, and humanistic approaches, including the implementation of Problem-Based Learning and case study methods. Such a learning environment enables students to think critically, express their ideas openly, and develop their innate potential optimally. This study concludes that the success of Islamic education should not be measured solely by cognitive achievement, but also by students’ holistic development, encompassing intellectual, spiritual, moral, and social dimensions. Conceptually, this study contributes by offering a synthesis between modern educational psychology and Islamic humanism, while also providing practical implications for Islamic Religious Education teachers in responding to the complexities of contemporary education
An Investigation Of The Multiculturalism Values In Inclusive Education: The Impacts For Fostering Peaceful Environment At Bali Hati International School Kadek Yudha Septiawan; Ni Nyoman Padmadewi; Dewa Putu Ramendra
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/kv08fv13

Abstract

  This study investigated the integration of multicultural values in inclusive education settings to promote peaceful values and attitudes within the educational environment. The research was conducted at Sekolah Bali Hati, an international bilingual school implementing inclusive and multicultural educational practices. The study employed a mixed-methods approach combining qualitative case study and quantitative survey designs. Qualitative data were collected through semi-structured interviews, classroom observations, field notes, and document analysis involving school principals, teachers, and students. Meanwhile, quantitative data were obtained through questionnaires distributed to teachers regarding their perspectives and experiences in integrating multiculturalism into inclusive classrooms. The qualitative data were analyzed using Spradley’s Taxonomy Analysis, while the quantitative data were analyzed descriptively using mean scores and thematic coding. The findings revealed that multicultural values were integrated into teaching and learning processes through culturally responsive teaching, cooperative learning, differentiated instruction, intercultural communication, and inclusive classroom interactions. The school policies, curriculum, and co-curricular activities also supported the implementation of multiculturalism by promoting equality, empathy, respect, collaboration, and social responsibility. Furthermore, the integration of multicultural values effectively fostered peaceful values and attitudes, including tolerance, mutual respect, empathy, social cohesion, non-discrimination, and conflict resolution among students. The study also proposed an inclusive multicultural and world peace education framework designed to strengthen peaceful educational environments, enhance social cohesion, and minimize discrimination in inclusive school settings. In conclusion, the integration of multicultural values within inclusive education plays a significant role in developing peaceful attitudes and creating harmonious educational environments. This study contributes to the development of multicultural and peace education practices, particularly in inclusive primary school contexts.  
The Effect of Implementing the Problem-Based Learning Model Assisted by the Kemendikdasmen Virtual Web Lab on Elementary School Students’ Problem-Solving Skills in Science Learning Ashfa Nurul Mahmudah; Hisny Fajrussalam; Nenden Permas Hikmatunisa
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/0tgm3x80

Abstract

This study aims to examine the effect of implementing the Problem-Based Learning model assisted by the Kemendikdasmen Virtual Web Lab on elementary school students’ problem-solving skills in science learning. This research employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 24 students in the experimental class and 26 students in the control class. Data were collected through problem-solving ability tests administered as a pretest and posttest. The data were analyzed using normality tests, homogeneity tests, an Independent Samples t-test, and N-Gain analysis. The results showed a significant difference between the experimental and control classes, with a significance value of 0.039 (< 0.05). Furthermore, the N-Gain score of the experimental class was 0.3204, which falls into the moderate category, and was higher than that of the control class, which was 0.2090 and categorized as low. These findings indicate that the implementation of the Problem-Based Learning model assisted by the Kemendikdasmen Virtual Web Lab is more effective in improving students’ problem-solving skills than conventional learning models. This is because the model provides students with opportunities to actively engage in inquiry and problem-solving processes. Therefore, the Problem-Based Learning model assisted by the Kemendikdasmen Virtual Web Lab can be considered an alternative science learning model in elementary schools to enhance students’ problem-solving skills
Principal Leadership, Teacher Competence, and Teacher Performance: Investigating the Moderating Effect of Artificial Intelligence (AI) Utilization at SMAN 1 Manyar Muafiah Muafiah; Noor Hudallah; Arief Yulianto; Suwito Eko Pramono; Sungkowo Edy Mulyono
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/jhntrd08

Abstract

This study aims to examine the effects of principal leadership and teacher competence on teacher performance, as well as the moderating role of Artificial Intelligence (AI) utilization at SMAN 1 Manyar Gresik. It hypothesizes that principal leadership and teacher competence positively influence teacher performance, while AI utilization strengthens these relationships. A quantitative correlational design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) based on data collected from 65 teachers, supported by interviews to enrich contextual understanding. The results indicate that principal leadership significantly improves teacher competence (β = 0.477; p < 0.001), while teacher competence positively affects teacher performance (β = 0.280; p = 0.025). However, principal leadership does not directly influence teacher performance (β = -0.008; p = 0.955), and AI utilization has no significant direct effect (β = 0.217; p = 0.073). AI also fails to moderate the relationship between principal leadership and teacher performance but significantly and negatively moderates the relationship between teacher competence and teacher performance, suggesting an equalizer technology effect. These findings imply that improving teacher performance depends primarily on strengthening teacher competence through effective school leadership, while AI integration requires more strategic implementation. Future research should explore broader educational contexts and additional factors influencing AI adoption and teacher performance
Kreativitas Guru PAI dalam Mendesain Pembelajaran Ramah Anak dan Berbasis Karakter di SMP Pahlawan Nasional Indah Permata Sari Sitorus; Sapri Sapri
Vifada Journal of Education Vol. 4 No. 1 (2026): January - June
Publisher : Yayasan Vifada Cendikia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70184/q7j87m24

Abstract

Penelitian ini bertujuan untuk mengetahui bentuk kreativitas guru Pendidikan Agama Islam (PAI) dalam mendesain pembelajaran ramah anak dan berbasis karakter, respon siswa terhadap pembelajaran tersebut, serta faktor pendukung dan penghambat kreativitas yang dihadapi guru. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi terhadap tiga guru PAI sebagai informan utama, kepala sekolah, wakil kepala sekolah bidang kurikulum dan siswa sebagai informan pendukung. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kreativitas guru PAI terwujud melalui penggunaan metode dan media pembelajaran yang variatif, seperti Problem Based Learning, video pembelajaran, alat peraga, diskusi, dan praktik pembelajaran. Pembelajaran juga dirancang dengan menciptakan suasana belajar yang ramah, partisipatif, dan mendukung keterlibatan siswa. Nilai karakter ditanamkan melalui keteladanan, pembiasaan religius, dan integrasi nilai dalam proses pembelajaran. Respons siswa terhadap pembelajaran cenderung positif karena siswa merasa lebih nyaman, aktif, dan berani menyampaikan pendapat selama pembelajaran berlangsung, meskipun tingkat keterlibatan siswa masih berbeda sesuai kesiapan belajar masing-masing. Faktor pendukung kreativitas guru meliputi ketersediaan sarana prasarana, kolaborasi antarguru, dan dukungan kepala sekolah, sedangkan faktor penghambat mencakup keterbatasan waktu pembelajaran, kondisi ruang kelas, dan keberagaman kemampuan siswa. 

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