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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 90 Documents
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Pengorganisasian Kurikulum Merdeka Dalam Mengembangkan Higher Order Thinking Skills (HOTS) Siswa Sekolah Menengah Di Indonesia: Systematic Literature Review Diyan Firmansyah; Agus Pahrudin; Sri Rahmi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.523

Abstract

The organization of the Merdeka Curriculum has emerged as a significant factor in fostering the development of Higher Order Thinking Skills (HOTS) among secondary school students in Indonesia. This study seeks to analyze and synthesize findings from previous research concerning the organization of the Merdeka Curriculum in enhancing students’ HOTS through a Systematic Literature Review (SLR) approach. The research was conducted based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Data were collected from various national and international scientific publications issued between 2021 and 2026 that discuss the implementation of the Merdeka Curriculum and the development of HOTS. Despite these positive findings, the implementation of the Merdeka Curriculum still encounters several challenges, such as limited teacher competence in designing HOTS-based learning, insufficient technological infrastructure, and varying levels of school readiness. Consequently, stronger policy support, continuous professional development programs for teachers, and comprehensive improvements in the education system are necessary to ensure that HOTS development through the Merdeka Curriculum can be implemented effectively, consistently, and sustainably.
Strategi Pembelajaran Pendidikan Agama Islam dalam Membentuk Sikap Anti-Bullying Siswa: Studi Pustaka Amia Kasmila; Agus Pahrudin; Nanang Supriadi; Ali Murtadho
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.525

Abstract

This study aims to analyze Islamic Religious Education (PAI) learning strategies for developing students’ anti-bullying attitudes through a review of previous studies. Bullying in schools remains a significant concern because it can negatively affect students’ psychological well-being, social relationships, and learning environment. This study employed a qualitative approach using a library research method. Data were obtained from scientific journals, books, academic articles, and previous studies addressing PAI learning strategies, character education, and bullying behavior among students. Documentation was used as the data collection technique, while the data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that exemplary behavior (uswah hasanah), habituation of moral values, group discussions, integration of character education, and humanistic and communicative learning approaches play important roles in fostering anti-bullying attitudes. These strategies support the development of empathy, tolerance, responsibility, and mutual respect among students. Therefore, PAI serves not only as a medium for transmitting religious knowledge but also as a strategic instrument for character formation and bullying prevention. The study implies that schools and PAI teachers should systematically integrate anti-bullying values into classroom instruction, daily school routines, and student interactions to promote a safe, inclusive, and harmonious learning environment.
Virtual Reality Terintegrasi Cognitive Theory of Multimedia Learning (CTML) Pada Gelombang Cahaya & Bunyi: Upaya Untuk Melatih Pemahaman Konsep Zidny Manaasika; Antomi Saregar; Trimo Saputro
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.557

Abstract

Physics education still faces challenges in helping students understand abstract concepts, particularly those related to light and sound waves, which are difficult to observe directly using conventional teaching materials. This study aims to develop a Virtual Reality learning medium integrated with the Cognitive Theory of Multimedia Learning for the topics of light and sound waves as an effort to develop CTML-integrated VR media that has the potential to support students’ conceptual understanding. This study employs a Research and Development method by applying the Borg and Gall model, stages 1–7. The research sample consists of 70 students from two MAN schools in Bandar Lampung. Data were collected through observation, interviews, subject matter expert validation, media expert validation, as well as student and teacher response questionnaires. The developed product consists of five interactive scenes that visualize light and sound wave phenomena in a three-dimensional and immersive manner. The integration of signal, redundancy, and sound principles within the VR medium was used to help manage visual and auditory information, thereby making the presentation of the material more focused, simple, and easy to understand. The results of this study indicate that the media received a feasibility rating of 90% from subject matter experts and 87% from media experts, as well as a response rate of 90% from students and 91% from educators, with a rating of highly feasible. This study found that CTML-integrated virtual reality media makes a positive contribution to the development of digital technology for physics education that takes into account students’ cognitive processes; however, further research is recommended to directly test the effectiveness of this media on students’ conceptual understanding.
Integrasi Sustainable Development Goals dalam Program Pesantren Ekologi: Perbedaan Sustainability Awareness pada Siswa SMA Ratna Sari; Agung Purwanto; Muktiningsih Nurjayadi
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.566

Abstract

Sustainability awareness is a key component of education for sustainable development, yet empirical evidence regarding students’ awareness in ecological boarding school programs remains limited. This study aimed to examine the level of Sustainable Development Goals (SDGs) integration in the Pesantren Ekologi program, assess students’ sustainability awareness (SA), and investigate differences in SA based on gender and grade level. A quantitative cross-sectional survey design was employed involving 406 senior high school students from West Java Province, Indonesia. Data were collected using Likert-scale questionnaires measuring SDGs integration and SA. The data were analyzed using descriptive statistics, independent samples t-test, and Welch ANOVA. The results indicated that SDGs integration within the Pesantren Ekologi program was perceived at a high level across cognitive, socio-emotional, and behavioral learning dimensions, while students’ SA was also generally high across environmental, social, and economic dimensions. Significant gender differences were found, with female students demonstrating higher SA than male students, although the effect size was small. In contrast, no significant differences were identified across grade levels. These findings suggest that SA is not necessarily associated with grade level alone and highlight the importance of contextual, participatory, and action-oriented learning experiences in sustainability education. The findings also support the implementation of SDG 4.7 by emphasizing the role of education in promoting sustainable development competencies. Future studies are recommended to employ longitudinal and mixed-methods approaches to better understand factors influencing students’ SA.
Kemampuan Membaca Al-Qur'an Anak Usia 8 Tahun Melalui Metode Ummi di Rumah Al Qur'an Baitus Shuffah Bandar Lampung Aldi Syaiful Huda Aldi; Chairul Anwar; Era Octafiona
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.617

Abstract

Qur’anic reading competence is a fundamental component of Islamic education for children, yet variations in children’s ability to recognize hijaiyah letters, articulate Arabic phonemes, apply tajwid rules, and read fluently remain a persistent challenge in nonformal Qur’anic learning contexts. This study aimed to describe the Qur’anic reading ability of eight-year-old children learning through the Ummi Method at Rumah Qur’an Baitus Shuffah, Bandar Lampung, and to identify the supporting and inhibiting factors influencing the learning process. Employing a descriptive qualitative case-study design, the study involved one Qur’an teacher and two eight-year-old students selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and documentation, and were analyzed using the stages of data reduction, data display, and conclusion drawing. The findings reveal that the Ummi Method was implemented through direct instruction, teacher modelling, talaqqi, repeated reading practice, corrective feedback, and interactive learning activities adapted to children’s developmental characteristics. The students demonstrated positive Qur’anic reading competence, as indicated by their ability to recognize hijaiyah letters, pronounce most letters according to makharij al-huruf, apply basic tajwid rules, and read Qur’anic texts with adequate fluency. Supporting factors included the teacher’s pedagogical creativity, consistent repetition, direct correction, and a conducive learning environment, whereas limited concentration and difficulty articulating specific Arabic letters, particularly ṭā’ (ط), emerged as learning obstacles. This study implies that structured, repetitive, and teacher-guided Qur’anic instruction through the Ummi Method can strengthen early Qur’anic literacy in nonformal Islamic education, while collaboration among teachers, institutions, and parents is essential to sustain children’s reading development beyond classroom practice.
Pengaruh Teknik Value Clarification Technique (VCT) Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Pancasila Kelas IV SDN 9 Martapura Sumatra Selatan Hasna Ghoitsa Shofa; Muhammad Akmansyah; Yuli Yanti
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.623

Abstract

The low learning outcomes of students in Pancasila Education indicate the need for an instructional technique that can enhance active participation, value understanding, and students’ ability to connect learning materials with everyday life. This study aimed to examine the effect of the Value Clarification Technique (VCT) on students’ learning outcomes in Pancasila Education among fourth-grade students at SDN 9 Martapura, South Sumatra. This study employed a quantitative approach using a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 44 fourth-grade students divided into two groups: an experimental class and a control class, with 22 students in each group. The experimental class was taught using the Value Clarification Technique (VCT), while the control class was taught using the Small Group Discussion technique. The research instrument was a multiple-choice learning outcomes test administered as a pretest and posttest. The data were analyzed through prerequisite tests, including normality and homogeneity tests, followed by hypothesis testing using an Independent Sample t-Test with the assistance of IBM SPSS Statistics. The results showed that the mean posttest score of the experimental class was 83.18, which was higher than that of the control class, which obtained a mean score of 61.14. The hypothesis test showed a significance value of 0.000 < 0.05, indicating that the Value Clarification Technique (VCT) had a positive and significant effect on students’ learning outcomes in Pancasila Education. These findings imply that VCT can be used as an effective alternative instructional technique to promote more active, reflective, contextual, and meaningful Pancasila Education learning in elementary schools.
Pembelajaran Pendidikan Agama Islam yang Kontekstual dan Interaktif: Pengaruh Contextual Teaching and Learning Berbantuan Wordwall terhadap Motivasi Belajar Achmad Fadli Romadhon; Syaiful Anwar; M. Indra Saputra
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.624

Abstract

Students’ learning motivation in Islamic Religious Education remains a persistent concern when the instructional process is predominantly characterized by conventional methods, limited interactivity, and insufficient connection between learning materials and students’ real-life experiences. This study aims to analyze the effect of the Contextual Teaching and Learning model assisted by Wordwall media on students’ learning motivation in Islamic Religious Education at SMP Taman Siswa Bandar Lampung. This research employed a quantitative approach using a quasi-experimental method with a Posttest-Only Control Group Design. The research population consisted of 60 eighth-grade students, with Class VIII A serving as the experimental group comprising 30 students and Class VIII B as the control group comprising 30 students. Data were collected through a Likert-scale learning motivation questionnaire administered after the treatment. The data were analyzed through normality testing, homogeneity testing, and an independent samples t-test using SPSS. The findings indicate that the data were normally distributed and homogeneous. The t-test results revealed a significance value of 0.001 < 0.05, with a mean difference of 3.60860. Therefore, the Contextual Teaching and Learning model assisted by Wordwall media has a significant effect on students’ learning motivation in Islamic Religious Education. These findings suggest that the integration of contextual learning and interactive digital media can serve as a more engaging, meaningful, and relevant instructional strategy aligned with students’ learning needs.
ZEP Quiz sebagai Media Video Game Edukatif: Upaya Meningkatkan Motivasi Belajar Fikih Siswa Madrasah Ibtidaiyah Winda Dwi Lestari; Eti Hadiati; Evi Febriani
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.631

Abstract

Students’ learning motivation in Fiqh instruction at Madrasah Ibtidaiyah remains a persistent concern when the learning process is predominantly characterized by conventional teaching methods and reliance on textbooks. Such conditions may lead students to become less active, less enthusiastic, and insufficiently engaged in comprehending religious subject matter. This study aims to analyze the effect of using ZEP Quiz-based video game media on the learning motivation of fourth-grade students in Fiqh instruction at Madrasah Ibtidaiyah Negeri 2 Bandar Lampung. Employing a quantitative approach, this study adopted a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of 56 fourth-grade students, comprising 28 students in the experimental class who received instruction using ZEP Quiz-based video game media and 28 students in the control class who received conventional instruction. Data were collected using a Likert-scale learning motivation questionnaire administered in the form of pretest and posttest. The data were analyzed using normality tests, homogeneity tests, N-Gain analysis, and an Independent Sample t-test through SPSS. The findings revealed that the mean learning motivation score of students in the experimental class increased from 64.20 to 84.47, while the control class increased from 61.85 to 74.77. The t-test results indicated a significance value of 0.005 < 0.05, demonstrating a significant difference between the two groups. Therefore, ZEP Quiz-based video game media is empirically proven to enhance students’ learning motivation in Fiqh instruction.
Peran Media 3D Interaktif Berbasis Gamifikasi Terhadap Hasil Belajar Peserta Didik Sekolah Dasar: Systematic Literature Review Adila Naswa Kurniardi; Chairul Amriyah; Yudesta Erfayliana
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.635

Abstract

Technology-based learning media has increasingly become an alternative for improving the quality of learning in elementary schools. This systematic literature review aims to synthesize empirical findings on the role of gamification-based interactive 3D media in improving elementary school students' learning outcomes, identify factors that support or hinder its effectiveness, and formulate an implementation framework for classroom learning. The study adapted the PRISMA 2020 and PRISMA-S guidelines to guide literature identification, screening, eligibility assessment, and inclusion. Article searches were conducted through Scopus, Google Scholar, Crossref, and Semantic Scholar using keywords related to interactive 3D media, gamification, learning outcomes, student engagement, and elementary schools. Of the 2,997 records initially identified, 8 core studies met the inclusion criteria and were analyzed thematically. The synthesis shows that gamification-based interactive 3D media contributes positively to students' cognitive, affective, and skills-based learning outcomes by improving motivation, engagement, conceptual understanding, retention, and meaningful learning experiences. The effectiveness of this media is influenced by visual design quality, relevant game elements, teacher readiness, student digital literacy, and the availability of technological infrastructure. However, limited devices, uneven access to technology, low digital literacy, and the complexity of media development remain important barriers. This review concludes that gamification-based interactive 3D media can support innovative elementary learning when its design is pedagogically aligned, accessible, and accompanied by teacher readiness and adequate school infrastructure.
Budaya Literasi Digital-AI dalam Pendidikan Agama Islam: Penguatan Tabayyun Digital dan Integritas Akademik Ais Isti'ana
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.644

Abstract

Generative artificial intelligence (GenAI) has transformed how students access information, construct arguments, and complete academic tasks. In Islamic Religious Education (PAI), this transformation is not only technological but also epistemic and ethical because religious knowledge requires source validity, contextual interpretation, scholarly authority, and teacher guidance. This study aims to formulate an AI-digital literacy culture framework for strengthening digital tabayyun and academic integrity in PAI learning. Using an integrative literature review, this study synthesized 40 publications published between 2004 and 2026, with 37 publications concentrated in 2019–2026. Data were analyzed through literature extraction, thematic coding, and conceptual synthesis. The findings show that AI-digital literacy culture in PAI consists of six operational dimensions: information access literacy, AI limitation literacy, critical prompting literacy, digital tabayyun, academic integrity, and scholarly authority literacy. These dimensions indicate that AI can support exploratory learning, but its output must be verified through credible religious, academic, and pedagogical sources. The novelty of this study lies in transforming digital tabayyun from a moral recommendation into an observable academic procedure. The study implies that teachers, schools, and madrasahs need AI-use guidelines, source-verification rubrics, process-based assessment, and transparent AI disclosure to promote ethical and accountable learning in PAI.

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