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Varied Knowledge Journal
Published by CV. Global Cendekia Inti
ISSN : -     EISSN : 30265371     DOI : https://doi.org/10.71094/vkj
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Art, Social, Engineering,
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences
Varied Knowledge Journal (VKJ) is a multidisciplinary journal publish 4 issues a year with online version of E-ISSN 3026-5371 and can be accessed openly. This journal is a peer reviewed, open access, scientific and scholarly journal which publishes research papers, review papers, case reports, case studies, books review, thesis, dissertation works, etc. VKJ journal provides a means for ongoing discussion of relevant issues that fall within the focus and scope of the journal that can be examined empirically. This journal publishes research articles covering multidisciplinary sciences, including humanities and social sciences, education, religious sciences, philosophy, economics, engineering sciences, and health sciences.
Arjuna Subject : Umum - Umum
Articles 220 Documents
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Pengaruh Iklim Kerja dan Kepemimpinan Kepala Sekolah terhadap Kepuasan Kerja Guru MAN 2 Pulang Pisau Tanti Apriani; Khairunnisa Khairunnisa; Aliza Rifka Zuhairiah; Aslamiah Aslamiah; Celia Cinantya
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.264

Abstract

This study aimed to analyze the influence of work climate and principal leadership on teacher job satisfaction at MAN 2 Pulang Pisau, both partially and simultaneously. A quantitative approach with a survey method and an ex post facto design was employed. The population consisted of 31 teachers, all of whom were selected as research participants using a saturated sampling technique. Data were collected through a Likert-scale questionnaire and analyzed using multiple linear regression with SPSS. The classical assumption tests indicated that the data were normally distributed, linear, and free from multicollinearity and heteroscedasticity. Partial hypothesis testing revealed that work climate had no significant effect on teacher job satisfaction (Sig. = 0.980 > 0.05), and principal leadership also showed no significant effect (Sig. = 0.249 > 0.05). Simultaneous testing demonstrated that both variables did not significantly affect teacher job satisfaction (Sig. = 0.490 > 0.05). The coefficient of determination (R²) was 0.050, indicating that work climate and principal leadership explained only 5% of the variance in teacher job satisfaction, while the remaining 95% was influenced by other factors beyond the research model. These findings suggest that teacher job satisfaction at MAN 2 Pulang Pisau is more strongly influenced by internal factors, including intrinsic motivation, professional responsibility, work ethic, and religious commitment.
Pengaruh Metode Storytelling Terhadap Kemampuan Literasi Bahasa Siswa Kelas III Sekolah Dasar Anisa Iswahyuni; Afrijal Afrijal
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.269

Abstract

This study aims to determine the effect of the storytelling method on the language literacy skills of third-grade elementary school students. This study used a descriptive quantitative approach with a one-group pretest-posttest design. The population and sample in this study were all 25 third-grade students. Data collection techniques included observation, oral tests, and documentation. The instrument used was an oral storytelling skills test, which assessed aspects of fluency and clarity, story structure, vocabulary use, expression and intonation, and creativity and idea development. Data analysis was conducted using descriptive statistical analysis by comparing pretest and posttest results. The results showed that students' storytelling skills improved after the implementation of the storytelling method. Before the treatment, some students still had difficulty retelling stories fluently, constructing a coherent storyline, and expressing ideas confidently. After the storytelling method was implemented, students became more active, confident, and able to convey stories more coherently and expressively. Thus, the storytelling method has a positive influence on improving the language literacy skills of third-grade elementary school students, especially in storytelling skills.
Implementasi Gaya Kepemimpinan Kepala Sekolah dalam Pengelolaan Program Sekolah di SDN Bentok Darat Hadani Hadani; Muhammad Rindi; Aslamiah Aslamiah; Celia Cinantya
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.271

Abstract

This study aims to describe the implementation of the principal’s leadership style in managing school programs at SDN Bentok Darat. Effective school leadership plays a crucial role in improving educational quality, teacher performance, and the successful implementation of school programs. This research employed a descriptive qualitative approach. Data were collected through participatory observation, in-depth interviews, and documentation involving the principal, four teachers, and one administrative staff member. Data validity was ensured through source and technique triangulation, while data analysis followed the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings reveal that the principal applies a democratic leadership style characterized by participatory decision-making, open two-way communication, collegial supervision through collaborative guidance and support, and appreciation-based motivation. School programs are systematically managed through planning, implementation, monitoring, and evaluation involving all school stakeholders. The democratic leadership style contributes positively to program success by strengthening teachers’ sense of ownership, fostering an innovative and collaborative school climate, and developing distributed leadership through the allocation of leadership roles and responsibilities to teachers according to their capacities. Therefore, democratic leadership can be considered an effective approach to supporting sustainable school program management and improving educational quality in elementary schools.
Human Resource Management Learning in Premium Maritime Tourism Through the Komodo Luxury Case Study Festiyed Festiyed; Elva Laila; Tuti Kurniati; Irfan Ananda Ismail
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.272

Abstract

This study examined how human resource management learning can be designed from a premium maritime tourism case, with Komodo Luxury positioned as a bounded educational case within Indonesia's phinisi-based charter ecosystem. The problem addressed was the limited availability of human, contextual, and industry-grounded learning models for preparing maritime tourism personnel who must combine service excellence, safety awareness, cultural sensitivity, and sustainability responsibility. A qualitative-dominant embedded case study was conducted using documentary analysis of Komodo Luxury and phinisi-related materials, structured coding, and descriptive statistics. Forty-eight evidence statements were coded into six human resource management domains: recruitment orientation, service training, safety readiness, cultural communication, sustainability literacy, and performance learning. Results showed that service training (20.83%), safety readiness (18.75%), cultural communication (16.67%), and performance learning (16.67%) formed the strongest observable learning domains. The proposed model integrates high-performance work systems, experiential learning, service climate, and place-based maritime education. The study concludes that Komodo Luxury can be used humanely and proportionally as an educational case for developing reflective, skilled, and locally rooted human resources in premium maritime tourism.
Transformation of Islamic Religious Education Learning from Teacher-Centered to Student-Centered through E-Learning-Based Learning Design Umi Hani; Aidil Aidil; Titien Harsonowati; Sofyanita Mokodompit; Tsalis Fahmi
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.274

Abstract

Religious Education (IRE) is known in Indonesia as Pendidikan Agama Islam (PAI) learning is still dominated by a teacher-centered approach, resulting in low student engagement and suboptimal religious literacy in the digital era characterized by a rapid flow of information. This condition highlights the urgency of developing innovative instructional designs that effectively integrate technology into the learning process. Therefore, this study aims to analyze how e-learning-based instructional design can transform PAI learning into a student-centered approach. This study uses a qualitative approach with library research methods through a search of relevant scientific literature in the Google Scholar, Scopus, and Dimensions databases. Literature was selected based on its relevance to the research topic and analyzed using content analysis techniques. These findings indicate that e-learning-based instructional design, especially through blended learning models, significantly increases active, interactive, and reflective student engagement. Furthermore, well-integrated instructional design contributes to improved religious literacy, including students' ability to understand, analyze, and apply Islamic values ​​in contextual situations. However, its effectiveness is highly dependent on the quality of the instructional design, teacher competence, and students' readiness for independent learning. In conclusion, e-learning-based instructional design serves as a strategic solution to develop adaptive, critical, and meaningful PAI learning in the digital era.
Uji Validitas dan Reliabilitas Defending Behavior Scale dalam Mengukur Perilaku Membela Korban Perundungan pada Remaja SMP Imas Elva Khoiriyah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.276

Abstract

Defending behavior toward victims of bullying is an important prosocial response that can be performed by bystanders to assist victims and reduce the continuation of bullying in schools. This study aimed to examine the item validity and internal consistency reliability of the Indonesian-adapted version of the Defending Behavior Scale among junior high school adolescents. This study employed a quantitative design involving instrument validity and reliability testing. The respondents consisted of 80 non-boarding junior high school adolescents in Indonesia who had experience witnessing bullying. The main instrument tested was the Defending Behavior Scale, which consists of 18 items and four dimensions: reporting to authority, comforting the victim, aggressive defending, and solution-focused defending. Item validity was tested using Pearson Product-Moment correlation, while internal consistency reliability was assessed using Cronbach’s Alpha. The results showed that all items had calculated r values greater than the critical r value and significance values below 0.05; therefore, all items were declared valid. The reliability test showed a Cronbach’s Alpha value of 0.900, indicating that the instrument had excellent internal consistency. Thus, the Indonesian-adapted version of the Defending Behavior Scale can be used as an initial instrument to measure defending behavior toward victims of bullying among junior high school adolescents.
The Influence of Family Harmony, Moral Values, and Peer Group on Students’ Empathy Dennis Ghifari Akbar; Sadam Fajar Shodiq
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.277

Abstract

Empathy is one of the important social and emotional capacities that supports students’ interpersonal development. However, various social and environmental factors influence the development of empathy among adolescents. This study aims to examine the influence of family harmony, moral values, and peer groups on students’ empathy. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The study involved 350 students from a target population of 873 students at Muhammadiyah 2 Yogyakarta Middle School. Data were collected using a questionnaire consisting of 40 items measured on a four-point Likert scale. The results indicate that all measurement indicators met the requirements for validity and reliability, with outer loading values exceeding 0.70 and satisfactory discriminant validity. The structural model showed an R-square value of 0.668, indicating that family harmony, moral values, and peer groups collectively explained 66.8% of the variance in students’ empathy. Hypothesis testing revealed that family harmony, moral values, and peer groups each had a positive and significant effect on students’ empathy. These findings highlight the importance of supportive family environments, strong moral foundations, and positive peer interactions in fostering empathy among students. Therefore, educational stakeholders should strengthen these factors to support students’ character development in schools.
Peran Mediasi Growth Mindset dalam Hubungan antara Perceived Instructional Support dan Academic Engagement Siswa Charoline Xessa; Fransisca Iriani Roesmala Dewi; Riana Sahrani
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.283

Abstract

PISA low scores in reading, mathematics, and science skills among Indonesian students demonstrate the need for an academic evaluation system as well as student and teacher contribution. This student contribution, also known as academic engagement, is a student involvement in learning and the social environment, which can be seen from behavioral, emotional, and cognitive dimensions. Previous study based in social cognitive theory explained the importance of environment, personal, and behavioral factors in learning process. Current study proposed a similar framework by including perceived instructional support (environment), growth mindset (personal), and academic engagement (behavioral). The study aims to determine the mediating role of growth mindset in the relationship between perceived instructional support and academic engagement of students at Public Senior High School in Palangka Raya. Data collection on participants conducted through non-probability convenience sampling. Participants are students around 16-18 years old with a total of 335 students from 11th and 12th grade. The variables were measured using the adaptation of the CLASS (Classroom Assessment Scoring System) S-Manual, Theories of Intelligence Scale, and School Engagement. The results indicate mediating role of growth mindset in the relationship between perceived instructional support and academic engagement, and direct relationship between all variables. It is suggested to conduct more research in a different school level and city, and explore other unexplained factors that might influence perceived instructional support, growth mindset, and academic engagement.
Keseimbangan Pikiran dan Saran: Peran Rasionalitas Ekonomi Terhadap Kesejahteraan Guru Melalui Kompetensi Profesional Putra Hilmi Prayitno; Sefira Oktavia Anggraeni; Linda Agustin Ningrum
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.288

Abstract

The well-being of teachers in East Java has not yet reached an ideal state due to a complex interplay of internal and external factors. Although teachers play a strategic role in education and social development, many face financial pressures, excessive workloads, and minimal institutional support. Consequently, these conditions negatively impact teachers’ motivation, performance, and quality of life. Using a quantitative approach and Structural Equation Modeling-Partial Least Squares (SEM-PLS), this study examined the effects of economic rationality, workload, and organizational support on teacher well-being, with professional competence as a mediating variable, among senior high school economics teachers in East Java. Data were collected from a sample teachers drawn through multistage random sampling from a population of 3,878 economics teachers, using a validated five-point Likert-scale questionnaire. The results show that economic rationality had no significant direct effect on well-being (β = 0.069; p = 0.054), but became significant when mediated by professional competence (β = 0.084; p < 0.001). Workload exerted the strongest direct effect on well-being (β = 0.449; p < 0.001), followed by professional competence (β = 0.416; p < 0.001) and organizational support (β = 0.130; p = 0.008). Workload and organizational support also had significant indirect effects on well-being through professional competence (β = 0.141 and β = 0.195, respectively; both p < 0.001). The model explained 68.5% and 83.9% of the variance in professional competence and teacher well-being, respectively.
Efektivitas Pelatihan Literasi Digital Dalam Meningkatkan Kompetensi Pembelajaran Guru Sekolah Dasar: Systematic Literature Review (SLR) Eka Galih Prakarsa; Een Suhaenah Almalia; Irfan Chesar Reza; Heni Rochimah
Varied Knowledge Journal Vol. 4 No. 1 (2026): Varied Knowledge Journal, August 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/vkj.v4i1.290

Abstract

Digital literacy training is a strategic effort to improve the teaching competencies of elementary school teachers. This study aims to analyze the effectiveness of digital literacy training in enhancing teachers’ teaching competencies, identify the skills that have improved, and examine the supporting and inhibiting factors affecting the success of the training. The study employed a Systematic Literature Review (SLR) approach using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method to analyze articles published between 2020 and 2025. The findings indicate that digital literacy training is effective in improving teachers’ competencies, particularly in integrating technology into teaching, developing interactive learning media, managing digital classrooms, and implementing learning strategies that meet students’ needs. The training also enhances teachers’ confidence in utilizing technology. Supporting factors include institutional policies and culture, adequate technological infrastructure, relevant training materials, as well as collaboration and mentoring. Meanwhile, the identified barriers include inadequate infrastructure, disparities in teachers’ digital skills, limited time, and insufficient post-training support. Needs-based and continuous training is more effective than short-term training. Therefore, digital literacy training should be developed continuously and contextually to support the improvement of the quality of primary education in the digital era.

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