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INDONESIA
ESENSI: Jurnal Riset Pendidikan
Published by Gema Cendekia Institute
ISSN : -     EISSN : 30893615     DOI : https://doi.org/10.71094/esensi
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
ESENSI: Jurnal Riset Pendidikan (EJRP) is a scientific journal in the field of education that published by Gema Cendekia Institute. The aim of this journal is to publish high quality research in education both using qualitative, quantitative, or mixed methods. This journal is designed and devoted to lectures, researchers, school teachers, and teacher educators, who want to publish their original works with valid and reliable empirical data. The journal welcomes and also invites contributors particularly from the field of education from Indonesia and other countries, at all times.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Optimizing Science Learning through a Problem-Based Approach Andri Akbar; Rina Asmawati; Herman Juanda
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.277

Abstract

Optimizing science learning requires instructional approaches that promote not only conceptual understanding but also higher-order cognitive skills and active learner engagement. This study examines the effectiveness of a structured Problem-Based Learning (PBL) approach in enhancing science learning outcomes, including conceptual understanding, problem-solving skills, critical thinking ability, and student engagement. A quasi-experimental design with a pretest–posttest non-equivalent control group was employed. Participants consisted of students enrolled in a science course, divided into an experimental group receiving PBL-based instruction and a control group receiving conventional teacher-centered instruction. Data were collected using validated instruments measuring conceptual understanding, problem-solving skills, and critical thinking, complemented by student engagement questionnaires and classroom observations. The results indicate that students in the PBL group achieved significantly higher posttest scores across all measured cognitive domains compared to the control group. Notable improvements were observed in students’ ability to apply scientific concepts, analyze complex problems, evaluate evidence, and construct reasoned solutions. In addition, students exposed to PBL demonstrated higher levels of behavioral, cognitive, and emotional engagement during the learning process. Classroom observations revealed that collaborative inquiry, reflection, and active discussion were more prominent in the PBL environment than in conventional instruction. These findings suggest that Problem-Based Learning is an effective pedagogical approach for optimizing science learning outcomes. By engaging students in authentic problem-solving contexts and promoting active knowledge construction, PBL supports deeper understanding and the development of essential scientific skills. The study provides empirical support for the integration of structured PBL models into science education to enhance both learning quality and student engagement.
Digital Project-Based Learning and Its Contribution to Students’ Critical Literacy Development under the Independent Curriculum Framework Anwar Hidayat; Firman Utina; Sabda Ridwan Hanif
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.278

Abstract

The rapid expansion of digital technologies and curriculum reform initiatives has intensified the need for instructional approaches that foster students’ critical literacy in meaningful and authentic learning contexts. This study investigates the contribution of Digital Project-Based Learning (DPBL) to students’ critical literacy development within the Independent Curriculum Framework. Employing a mixed-methods research design, the study involved students participating in digitally mediated project-based learning activities that emphasized inquiry, collaboration, and the production of multimodal digital artifacts. Quantitative data were collected through pre-test and post-test measures of critical literacy, while qualitative data were obtained from student reflections and semi-structured interviews to capture learning experiences and perceptions. The quantitative findings reveal a statistically significant improvement in students’ overall critical literacy, with notable gains in analytical reading, evaluative judgment, and responsible engagement with digital texts. Qualitative analysis further indicates that DPBL enhanced student engagement, learner agency, and reflective awareness of information credibility and ethical digital practices. Students reported increased confidence in analyzing diverse information sources, negotiating meaning through collaboration, and communicating ideas critically using digital tools. The integration of digital technologies within project-based learning was found to support deeper cognitive processing and sustained engagement when accompanied by structured guidance and reflective assessment. Overall, the findings suggest that Digital Project-Based Learning is an effective pedagogical approach for strengthening critical literacy in alignment with the goals of the Independent Curriculum Framework. The study contributes empirical evidence to support the implementation of digitally oriented, project-based pedagogies as a means of promoting critical, reflective, and responsible learners in contemporary educational settings.
Implementing the Independent Curriculum to Develop Twenty-First Century Competencies in Indonesian Senior Secondary Schools Nova Alfatih Raya; Syamsul Hadi; Rika Afdalia Nur
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.279

Abstract

The implementation of the Independent Curriculum (Kurikulum Merdeka) represents a major shift in Indonesian education toward competency-based and student-centered learning aimed at addressing the demands of the twenty-first century. This study investigates how the Independent Curriculum is implemented in Indonesian senior secondary schools and examines its role in developing students’ twenty-first century competencies, including critical thinking, creativity, collaboration, communication, information literacy, and character development aligned with the Pancasila Student Profile. Employing a mixed-methods explanatory design, the study integrates quantitative data from student and teacher questionnaires with qualitative data obtained through interviews and document analysis. The findings reveal that the Independent Curriculum has been partially but progressively implemented, with notable variation across schools and subjects. When effectively enacted through deep learning and project-based learning approaches, the curriculum contributes positively to students’ cognitive, social, and creative competencies. Project-Based Learning emerges as a key pedagogical strategy supporting collaborative learning and authentic problem-solving, while P5 projects strengthen the integration of national values within competency development. However, the study also identifies persistent challenges related to teacher readiness, assessment literacy, curriculum interpretation, and institutional support. These factors significantly influence the consistency and quality of curriculum implementation. Overall, the results indicate that the Independent Curriculum holds substantial potential to enhance twenty-first century competencies in senior secondary education, provided it is supported by sustained professional development, clear implementation guidance, and strong school leadership. The study contributes empirical evidence to curriculum reform discourse and offers insights for policymakers and educators seeking to strengthen competency-oriented learning in Indonesian secondary schools.
Integrating Authentic Assessment and Reflective Learning to Enhance Learner Autonomy in Secondary Education Muhammad Saopi; Dedi Wahyudi; Ahmad Maulana
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.282

Abstract

Learner autonomy has become a central goal in contemporary secondary education as schools seek to prepare students for lifelong learning and active participation in complex academic and social environments. However, the development of learner autonomy remains constrained by traditional assessment practices that emphasize summative outcomes and teacher-directed learning. This study investigates the effectiveness of integrating authentic assessment and reflective learning in enhancing learner autonomy among secondary school students. Employing a mixed-methods, quasi-experimental design, the study was conducted in a secondary education context over one academic term. Quantitative data were collected through a learner autonomy questionnaire administered before and after the instructional intervention, while qualitative data were obtained from students’ reflective journals, open-ended survey responses, and classroom observations. The instructional intervention involved the systematic use of authentic assessment tasks, such as project-based and performance-oriented activities, combined with structured reflective learning practices, including self-assessment, peer feedback, and guided reflective journals. The findings indicate a significant improvement in students’ learner autonomy, particularly in the areas of self-monitoring, decision-making, and learning responsibility. Qualitative analyses further reveal that reflective learning played a crucial role in deepening students’ awareness of learning processes and fostering a sense of ownership over assessment tasks. Students reported increased engagement and perceived learning as more meaningful and relevant when assessment was connected to real-world contexts. Overall, the study demonstrates that the integration of authentic assessment and reflective learning provides a viable pedagogical approach for promoting learner autonomy in secondary education. The findings offer practical implications for teachers and educational policymakers seeking to implement autonomy-supportive assessment practices.
Strengthening Student Character Education through Interdisciplinary Project-Based Learning Approaches Annisa Helvina; Alfiana Alfiana; Haerul Mizan; Rafael Goh Zhi Hao
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 1 (2025): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i1.284

Abstract

Character education has become an essential focus in contemporary educational systems, as schools are increasingly expected to develop students’ moral, social, and civic competencies alongside academic achievement. This study investigates the effectiveness of interdisciplinary Project-Based Learning (PBL) as an instructional approach for strengthening student character education in formal school settings. Employing a mixed-methods, quasi-experimental design, the research involved an experimental group receiving interdisciplinary PBL instruction and a control group taught using conventional methods. Quantitative data were collected through character education questionnaires, learning outcome assessments, and 21st-century skills scales administered before and after the intervention, while qualitative data were obtained through classroom observations, student reflection journals, and semi-structured interviews. The findings indicate that students who participated in interdisciplinary PBL demonstrated significant improvements in key character dimensions, including responsibility, collaboration, creativity, independence, and civic awareness, compared to students in the control group. Additionally, interdisciplinary PBL was found to support academic learning and the development of critical thinking, communication, and problem-solving skills. Qualitative findings further revealed that students perceived interdisciplinary projects as meaningful and engaging learning experiences that encouraged ethical behavior, teamwork, and reflective thinking. The study concludes that interdisciplinary Project-Based Learning is an effective pedagogical strategy for integrating character education within academic instruction. By aligning character development with interdisciplinary learning objectives, educators can foster holistic student development and better prepare learners for the social and ethical challenges of the 21st century.
Assessment for Learning Practices and Their Effect on Motivation in Science Labs Ayu Ardini; Wahyu Erwanda; Fatoni Aziz; Nur Farhana Binti Salleh
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 2 (2026): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i2.311

Abstract

This study examines the effect of Assessment for Learning (AfL) practices on student motivation in science laboratory settings. Motivation remains a persistent issue, especially when assessment focuses on grades and final outputs rather than learning processes. This research addresses that gap by analyzing how formative assessment strategies influence intrinsic motivation, perceived autonomy, perceived competence, and student engagement during laboratory activities. A quasi-experimental design was used, involving an experimental group that applied AfL practices and a comparison group that used conventional assessment methods. Data were collected through motivation questionnaires, classroom observations, and student reflections administered before and after the intervention. Quantitative analysis measured changes in motivational dimensions, while qualitative data supported interpretation of engagement and learning behaviors. The findings show that AfL practices significantly enhance student motivation in laboratory contexts. Students receiving formative feedback, self-assessment, peer assessment, and structured milestone tasks reported higher intrinsic motivation and stronger perceptions of autonomy and competence. They also demonstrated increased engagement, persistence, and reflective learning behaviors. In contrast, the comparison group showed minimal change. These results confirm that assessment design directly shapes laboratory learning experiences and can foster deeper, sustained student motivation.
Augmented Reality Strategies to Improve Student Spatial Reasoning in Mathematics Classrooms Isratul Aini; Prana Kusuma Wardani; Muhammad Rosihan
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 2 (2026): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i2.312

Abstract

This study examines the effectiveness of Augmented Reality (AR) strategies in improving students’ spatial reasoning in mathematics classrooms. Spatial reasoning is essential for understanding geometry, measurement, and three-dimensional concepts, yet many students struggle with abstract and two-dimensional representations. This research addresses this issue by analyzing how AR-based learning environments support spatial visualization, mental rotation, and spatial orientation. A quantitative experimental design with a pre-test and post-test control group model was employed. Participants were secondary-level students who received instruction through either AR-supported activities or conventional teaching methods. The AR intervention used interactive three-dimensional models that enabled direct manipulation of geometric objects in real-world contexts. Data were collected using validated spatial reasoning tests and analyzed through descriptive and inferential statistics. The results show that students in the AR group achieved significantly higher improvements in spatial reasoning compared to those in traditional classrooms. Gains were particularly strong in three-dimensional visualization and spatial transformation tasks. Students also demonstrated higher engagement and sustained attention during AR-based learning. These findings indicate that AR effectively connects abstract mathematical concepts with concrete visual experiences and serves as a valuable instructional tool when integrated with structured learning objectives.
Critical Digital Literacy as a Response to Algorithmic Misinformation Bambang Iswanto; Adi Saputra; Meli Saraswati
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 2 (2026): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i2.322

Abstract

The rapid expansion of algorithmically driven digital platforms has transformed how information is produced, distributed, and consumed, while intensifying the spread of misinformation. This study examines critical digital literacy as a strategic educational response to algorithmic misinformation, emphasizing that misinformation is not only a content issue but also a systemic outcome of algorithmic curation, datafication, and platform economies. Drawing on interdisciplinary perspectives from media studies, information literacy, education, and critical theory, this research conceptualizes critical digital literacy as a multidimensional framework integrating algorithmic literacy, critical evaluation of information, ethical awareness, and civic engagement. Using a qualitative interpretive design, the study synthesizes theoretical models and prior empirical findings to analyze how algorithmic systems shape users’ epistemic environments and influence perceptions of credibility, authority, and truth. The findings show that conventional media literacy approaches are insufficient, as they often overlook structural biases, power relations, and the political economy of digital platforms. In contrast, critical digital literacy enables learners to interrogate algorithmic authority, recognize systemic inequalities, and develop reflective agency. The study argues that embedding critical digital literacy in education is essential to build resilience against misinformation and support informed, democratic participation in digital environments.
Critical Thinking Development through Project-Based Learning in English Language Classes Muhammad Robi; Ali Usman; Arif Eka Kurnianto
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 2 (2026): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i2.323

Abstract

This study investigates the effectiveness of Project-Based Learning in developing critical thinking skills in English language classes. It addresses the need for instructional approaches that promote higher-order thinking alongside language proficiency. A mixed-methods design was used to examine cognitive, behavioral, and reflective outcomes of Project-Based Learning implementation. Quantitative data were collected through pre-test and post-test measures of critical thinking, while qualitative data were obtained from classroom observations, learner reflections, interviews, and analysis of project artifacts. The findings show a significant improvement in learners’ critical thinking abilities after participation in project-based instruction. Learners demonstrated stronger skills in analysis, evaluation, and reasoned argumentation. Qualitative evidence indicates that students became more engaged, autonomous, and reflective during the learning process. Project tasks promoted problem solving, collaboration, and decision making, which supported deeper cognitive engagement. Teacher facilitation and structured collaboration played a key role in guiding learners’ reasoning processes. Language proficiency affected the clarity of critical thinking expression, highlighting the need for linguistic scaffolding in cognitively demanding tasks. The study concludes that Project-Based Learning is an effective framework for integrating critical thinking into English language education while supporting communicative competence.
Virtual and Augmented Reality as Tools for Enhanced Science Instruction Salman Hidayat; Herri Setiawan; Lili Herawati; Kittisak Rattanapong
ESENSI: Jurnal Riset Pendidikan Vol. 2 No. 2 (2026): ESENSI: Jurnal Riset Pendidikan
Publisher : Gema Cendekia Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/esensi.v2i2.324

Abstract

This study investigates the role of Virtual Reality and Augmented Reality as tools for enhanced science instruction. It addresses persistent challenges in science education, including low student engagement, difficulty in understanding abstract concepts, and limited access to laboratory experiences. Using a structured experimental design, the research examines how immersive technologies influence learning outcomes, motivation, and classroom engagement. The findings show that both Virtual Reality and Augmented Reality improve students’ conceptual understanding and learning performance. Virtual Reality has strong effects on spatial reasoning and deep conceptual focus through fully immersive environments. Augmented Reality supports contextual learning by linking digital representations with real-world laboratory settings. Students exposed to immersive instruction demonstrate higher attention, curiosity, and active participation compared to those in traditional settings. Motivation emerges as a key factor mediating learning gains. Immersive activities encourage exploration, inquiry, and sustained engagement, which support deeper cognitive processing. The study also finds that effectiveness depends on pedagogical alignment. Learning gains are strongest when technologies are integrated with clear objectives, guided inquiry, and reflective discussion. The results suggest that immersive technologies complement conventional instruction and expand opportunities for meaningful and effective science learning experiences.

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