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INDONESIA
Educia Journal
Published by Pemuda Peduli Publikasi Insan Ilmiah
ISSN : -     EISSN : 2988019X     DOI : https://doi.org/10.71435
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Educia Journal ISSN 2988019X covers all the areas of research activities in all fields of education. This includes pedagogy, language teaching, special education, educational management, vocational education, education development, curriculum development, instructional design, educational psychology, sociology of education, early childhood education, sex education, etc. Educia Journal conducts a blind review process in its production process. The journal is published by Pemuda Peduli Publikasi Insan Ilmiah Scieclouds Publishing with one volume per year.
Arjuna Subject : Umum - Umum
Articles 56 Documents
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Analysis of National Hoax Data for the Development of Digital Literacy in Indonesia: A Data-Driven Study and its Implications for Education Policy Iin Syamsul Arifin; Nangkula Utaberta
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/737846

Abstract

The increasing use of digital media has facilitated information access while simultaneously accelerating the spread of hoaxes and misinformation. This study aims to analyze national hoax data in Indonesia and explore its implications for digital literacy development and education policy. Using a descriptive quantitative approach supported by content analysis, the study utilizes secondary data obtained from the official Komdigi hoax database. The data were analyzed through descriptive statistics, time-series analysis, and content analysis to identify dissemination patterns and content characteristics. The findings indicate that hoaxes remain a persistent feature of Indonesia’s digital information ecosystem and are commonly characterized by sensational narratives, emotional appeals, and pseudo-credible claims. The study argues that misinformation represents not only a communication challenge but also an educational and information management issue. Therefore, strengthening digital literacy is essential to enhance critical thinking, information verification, and responsible digital engagement. The findings suggest that digital literacy should be systematically integrated into educational policies and learning practices to foster more resilient and informed digital citizens.
The Relationship Between the Intensity of TikTok Usage and Students' Politeness Behavior at SMA Muhammadiyah 3 Surabaya Muhammad Anwar Ibrahim; Moch Charis Hidayat; Shokhibul Arifin
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/738190

Abstract

The purpose of this study was to examine how the polite behavior of students at Muhammadiyah 3 High School Surabaya towards parents and teachers is related to the amount of time they spend on TikTok. This study used a quantitative correlation method. Thirty students were randomly selected to form the sample. A questionnaire was used to collect data, and SPSS was used to analyze the results using simple linear regression. The results showed that “each instrument is valid and reliable. Linearity and normality tests indicate that the data have a linear relationship and are normally distributed. However, the results of the simple linear regression test showed a significance value of 0.244 (> 0.05), which indicates that students' polite behavior is not substantially affected by how much they use TikTok. The variable of TikTok use only accounts for about 4.8% of students' polite behavior, with other factors outside the scope of this study reaching 95.2%, according to the coefficient of determination (R-squared) value of 0.048. In conclusion, students' polite behavior is not primarily influenced by how much time they spend on TikTok.” For students to use social media responsibly, the involvement of parents and teachers in monitoring and character education is very important.
The Role of Movement and Song Methods on the Development of Gross Motor Skills in Children at TK Negeri 2 Tanah Pinoh Umi Kalsum; M. Akip
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/738123

Abstract

Gross motor development is a fundamental aspect of early childhood development that supports children's physical, cognitive, social, and emotional growth. However, opportunities for structured physical movement in early childhood education settings are often limited, resulting in insufficient stimulation of children's gross motor skills. This study aimed to analyze the role of the movement and song method in the development of gross motor skills among children at TK Negeri 2 Tanah Pinoh, Melawi Regency, West Kalimantan. The study employed a descriptive qualitative approach involving classroom teachers and Group B children as research participants. Data were collected through observations, interviews, and documentation and were analyzed using the interactive model of data analysis, including data condensation, data display, and conclusion drawing. The findings revealed that the movement and song method contributed significantly to the development of children's locomotor, non-locomotor, and manipulative skills. Through activities involving coordinated body movements and rhythmic songs, children demonstrated improved balance, coordination, agility, and body control. In addition, the method increased children's participation, enthusiasm, concentration, and confidence during learning activities. The findings further indicate that movement and song activities create a holistic learning environment that simultaneously supports physical, emotional, and social development. The study concludes that the movement and song method is an effective and developmentally appropriate pedagogical strategy for enhancing gross motor development in early childhood education. Therefore, integrating movement-based learning activities into daily classroom instruction is recommended to promote active learning and support children's overall developmental outcomes.
Student Learning Autonomy Transformation through the ‘Source-Grounded AI’ Feature of NotebookLM in the Basic Japanese Course I (A Case Study of International Relations Students at Universitas Jenderal Achmad Yani) Electra Septarani; Dasim Budimansyah; Encep Syarief Nurdin; Warlim; Yuliani Hermaningsih; Akhmadi Waridyanto
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/738191

Abstract

The increasing use of artificial intelligence in higher education has raised concerns about misinformation, overdependence, and the weakening of learner agency. This qualitative case study explores how NotebookLM, as a source-grounded AI tool, supports learner autonomy in Basic Japanese learning among International Relations students at Universitas Jenderal Achmad Yani. The study was conducted in a Basic Japanese 1 course, where lecturer-curated materials were uploaded to the Learning Management System and used by students as the main knowledge base for NotebookLM-assisted learning. Data were collected through digital engagement observations, student reflective logs, and document analysis of Japanese curriculum vitae assignments. The findings show that NotebookLM supported students in verifying basic Japanese vocabulary, reviewing unfamiliar writing forms, revisiting course materials, and applying source-based expressions to personalized learning outputs. Evidence of learner autonomy appeared in students’ source consultation, independent vocabulary selection, self-monitoring, draft revision, and task-based decision-making. However, the study also found uneven patterns of AI use. Some students used NotebookLM critically as a learning support tool, while others tended to rely on it mainly for information retrieval. The findings suggest that NotebookLM does not automatically guarantee accuracy, eliminate AI hallucinations, or produce autonomous learners. Its pedagogical value depends on curated materials, clear task design, lecturer guidance, students’ digital literacy, and reflective learning practices. The study concludes that source-grounded AI can strengthen scaffolded autonomy when integrated responsibly into foreign language education, especially for beginner learners from non-language-major backgrounds. It offers a model for AI-assisted language learning that balances innovation, verification, and learner responsibility.
The Role of Principals’ Collaborative Leadership in Developing the Seven Habits of Great Indonesia Children at SDN Petarangan Ardita Rizky Amalia; Meirina Nugraheni; Tri Wahyuni; Nurkolis
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/738261

Abstract

This study analyzes the role of the principal’s collaborative leadership in developing the Seven Habits of Great Indonesian Children at SDN Petarangan. The study was grounded in the need to strengthen character education through school culture, stakeholder participation, and consistent habituation practices at the elementary school level. A qualitative approach with a descriptive case study design was employed to obtain an in-depth understanding of leadership practices in their natural school context. Data were collected through observation, in-depth interviews, and documentation involving one principal, five teachers, one educational staff member, and one chairperson of the school committee. The data were validated through source and technique triangulation and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. The findings show that the principal implemented collaborative leadership through open communication, regular coordination, shared decision-making, teacher coaching, role modeling, parental involvement, and collective evaluation. The Seven Habits program was implemented through daily habituation activities, including morning greetings, discipline routines, classroom cleanliness, literacy activities, group cooperation, religious activities, and polite behavior. These activities supported the development of students’ discipline, responsibility, independence, cooperation, social care, creativity, and integrity within daily school life and broader school community relationships. However, the implementation still faced challenges, including inconsistent student habituation, limited parental involvement, and time constraints between academic targets and character-building activities. The study concludes that collaborative principal leadership functions as a strategic mechanism for building a sustainable character-based school culture through stakeholder engagement, shared responsibility, and continuous character habituation practices.
Analysis of the Needs for Developing an Interactive Video-Based Learning Management System (LMS) in Physical Education Learning Bagus Abdul Najid; Rajip Mustafillah Rusdiyanto
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/738193

Abstract

This study aimed to analyze the need for developing an interactive video-based Learning Management System (LMS) for Physical Education, Sports, and Health (PJOK) learning. The study used a quantitative descriptive design with survey and observation methods. The participants were 201 Grade VIII students, consisting of 98 males and 103 females aged 13 to 15 years, and one PJOK teacher. Data were collected using a student needs questionnaire and an observation sheet on school technology readiness. The questionnaire consisted of 18 items and showed excellent reliability with a Cronbach’s Alpha value of 0.980. Data were analyzed using descriptive percentage analysis, while observation data were interpreted descriptively. The findings showed that students had strong needs for flexible learning access, mobile-based learning materials, instructional videos, independent practice guidance, and more engaging PJOK learning experiences. The highest needs appeared in independent practice outside school, mobile accessibility, flexible learning access, and preference for engaging learning experiences. Observation results showed that the school had adequate technological infrastructure, including computers, LCD projectors, internet access, digital communication platforms, cameras, and audio systems. However, the use of technology in PJOK learning remained limited, especially in instructional videos, interactive applications, motion analysis tools, digital feedback, and LMS integration. These findings indicate a clear gap between available technological facilities and their use in PJOK instruction. Therefore, an interactive video-based LMS is relevant as a complementary learning system that supports teacher instruction, strengthens students’ independent practice, and improves learning flexibility in PJOK. Future development should prioritize simple, accessible, and practical first-stage features.
Implementation of a Moodle-Based Learning Management System (LMS) to Stimulate Self-Regulated Learning (SRL) in Guidance Institution Students Civil Service School Selection Avandhi Surya Setia; Yudan Hermawan; A. Hasdiansyah
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/739628

Abstract

This study examines the implementation of a Moodle-based Learning Management System (LMS) and its role in stimulating self-regulated learning (SRL) among students enrolled in a civil service school preparation program at Caping Indonesia, Karanganyar, Central Java. A qualitative descriptive design was employed to explore students’ experiences, learning behaviors, and interactions with Moodle features in a non-formal education setting. Participants consisted of eight students who actively used the LMS and one tutor responsible for monitoring and supporting their learning. Data were collected through semi-structured interviews, direct observation, and documentation analysis of learning activities, login records, module completion, practice tests, and performance reports. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model comprising data condensation, data display, and conclusion drawing or verification. The findings show that Moodle functions not merely as a repository of learning materials but as an integrated learning environment that supports all three phases of Zimmerman’s SRL model. In the forethought phase, structured modules, learning schedules, and targets help students plan and prioritize study activities. During performance control, flexible access, repeated practice, reminders, progress tracking, and tutor monitoring enable students to regulate their learning consistently. In the self-reflection phase, automated scores, detailed feedback, and performance histories allow students to identify weaknesses, review materials, and adjust learning strategies. The study concludes that Moodle can strengthen learner autonomy, metacognitive awareness, and independent learning practices in civil service school preparation. Its effectiveness, however, depends on intentional instructional design, personalized feedback, and the integration of learning analytics within non-formal education contexts.
The Dynamics of Work Communication of Event Organizers and Vendors as a Learning Process of Non-Formal Education in the Event Industry Ristanto Sumarsono; Yudan Hermawan; A. Hasdiansyah
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/739677

Abstract

Work communication in the event industry is commonly understood as a mechanism for coordinating tasks, managing information flow, and ensuring successful event execution. However, its role as a process of non-formal learning and professional competence development remains insufficiently explored. This study aims to examine how communication between Event Organizers (EOs) and vendors functions as a learning mechanism within the event industry. A qualitative case study approach was employed at Matoa Corner Production, an event organizing and production company in Indonesia. Data were collected through semi-structured interviews, participatory observation, and document analysis involving 10 participants consisting of Event Organizers, vendors, and field crews. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion verification. The findings reveal that work communication operates as a continuous non-formal learning process across three interconnected stages: pre-event communication, event implementation communication, and post-event evaluation. During the pre-event stage, communication facilitates shared understanding, knowledge exchange, and coordination among stakeholders. During event implementation, communication enables collaborative problem-solving, adaptive decision-making, and the development of practical competencies through real-time workplace experiences. Meanwhile, post-event communication supports reflection, knowledge consolidation, and continuous improvement of professional practices. The study demonstrates that communication in the event industry extends beyond operational coordination and serves as a strategic mechanism for workplace learning, knowledge transfer, and organizational capability development. This research contributes to management and workplace learning studies by highlighting communication as an essential organizational resource that supports professional development in dynamic project-based industries.
The Influence of the use of Kahoot Game-Based Learning Media on Students' Learning Motivation in the Subject of Food Presentation at Vocational School Melani Andina; Elida Elida; Wiwik Indrayeni; Cici Andriani
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/739718

Abstract

The integration of digital technologies into vocational education has created opportunities to improve students' learning motivation through more interactive and student-centered instructional approaches. This study aims to examine the effect of Kahoot game-based learning media on students' learning motivation in the Food and Beverage Service subject at SMK Negeri 6 Padang, Indonesia. A quantitative approach employing a true experimental design with a Posttest-Only Control Group Design was adopted. The study involved 72 Grade XI Culinary students selected through simple random sampling and assigned equally to an experimental group receiving Kahoot-assisted instruction and a control group receiving conventional PowerPoint-based instruction. Data on students' learning motivation were collected using a validated four-point Likert-scale questionnaire based on six motivational indicators proposed by Uno. Descriptive statistics and inferential analyses were conducted using IBM SPSS Statistics Version 20. Prior to hypothesis testing, data normality and homogeneity assumptions were verified using the One-Sample Kolmogorov–Smirnov test and Levene's Test, respectively. The results revealed that the experimental group achieved a higher mean motivation score (135.61) than the control group (112.94). The Independent Samples t-test indicated a statistically significant difference between the two groups (t = 10.921, p < 0.001), confirming that Kahoot game-based learning media significantly improved students' learning motivation. These findings suggest that game-based learning functions not only as an instructional technology but also as an effective instructional management strategy that promotes active participation, immediate feedback, and sustained classroom engagement. The study contributes to the educational management literature by providing empirical evidence supporting the integration of gamified digital learning into vocational education and offers practical implications for teachers and school leaders seeking to strengthen instructional quality through technology-enhanced learning.
The Relationship of Parents' Economic Level with Junior High School Students' Interest in Choosing Culinary Skills Competencies at Vocational School Avrilla Saldi Putri; Elida Elida; Asmar Yulastri; Wiwik Gusnita
Educia Journal Vol. 4 No. 1 (2026): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/739817

Abstract

This research is motivated by the importance of student interest in determining the choice of skill competencies in Vocational High Schools (SMK), which is thought to be influenced by the economic level of parents. This research aims to describe the economic level of parents, describe the interests of junior high school students in choosing Culinary Skills Competencies at SMK Negeri 1 Painan, and analyze the relationship between the economic level of parents and the students' interests. This research uses a quantitative approach with a correlational type of research. The research population was 663 class IX students of State Middle Schools in IV Jurai District, with a sample of 87 respondents determined using the Slovin formula and proportional random sampling technique. Data was collected via questionnaire and analyzed using descriptive statistics and Pearson Product Moment correlation. The research results show that the parents' economic level is in the medium category with an average score of 31.32, while students' interest in choosing Culinary Skills Competencies is in the high category. The results of the correlation test show a value of r = 0.678 with a significance of 0.000 < 0.05, which means there is a strong and significant positive relationship between the economic level of parents and students' interest in choosing Culinary Skills Competencies at SMK Negeri 1 Painan. The coefficient of determination (R²) value of 0.460 indicates that 46.0% of the variation in student interest can be explained by the economic level of parents. Thus, the higher the parents' economic level, the higher the student's interest in choosing the Culinary Skills Competency at SMK Negeri 1 Painan.

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