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INDONESIA
Jurnal VARIDIKA
Published by Universitas Muhammadiyah Surakarta
ISSN : 08520976     EISSN : 24603953     DOI : 10.23917
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal Varidika is an open access journal published by Lembaga Pengembangan Publikasi dan Buku Ajar, Universitas Muhammadiyah Surakarta, twice a year (June and December). The journal focus on both empirical and literature studies in educational field, specifically on HOTS-based education, distance learning, digital technology in education, character and culture based education, and STEAM-based education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Volume 37 No 1, June 2025" : 7 Documents clear
Communicative Competence: Its Implications for English-as-a-Foreign-Language Teachers in Indonesia Faisal, Faisal
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.8226

Abstract

This paper forms part of a broader study investigating the competencies required of secondary-school English teachers and the implications of communicative competence for teaching English as a foreign language (TEFL) within the Indonesian context, as emphasized in national curriculum documents. Employing a document analysis methodology, the study examines these curriculum frameworks to identify key implications for English language teachers at the secondary level in Indonesia. The findings highlight essential considerations for instructional practices, including an emphasis on fluency, student-centered learning, and communicative-based approaches. Specifically, the study suggests that English teachers in Indonesia should prioritize fluency over accuracy, adopt student-centered pedagogies, and integrate communicative strategies to facilitate effective language acquisition and help students achieve desired learning outcomes. By enhancing the understanding of TEFL practices in Indonesia, this study offers valuable insights for English language educators in designing effective teaching programs that align with the competencies outlined in the national curriculum.
Using Interactive Teaching Materials to Improve Indonesian Students' Numeracy Skills: A Systematic Literature Review Kartikasari, Maharani; Triyanto; Fitriana, Laila; Nurhasanah, Farida
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.8336

Abstract

The use of appropriate teaching materials can be used to improve numeracy skills of students in Indonesia. The use of teaching materials at various levels of education in Indonesia is still limited and even if there are not many that are interactive. This research uses the Systematic Literature Review (SLR) method which is guided by PRISMA. The SLR in this article aims to find out the types of interactive teaching materials used to improve numeracy skills at various levels, how they are used and in what materials the use of interactive teaching materials is applied. The articles reviewed are in indexed Indonesian language and specifically contain interactive teaching materials to improve numeracy skills in mathematics learning. Articles were searched using the Publish or Perish application and the Google Scholar database from 2020 to 2024. Based on the inclusion criteria there were 14 articles as primary studies out of 670 articles found. . The conclusion obtained is that the types of interactive teaching materials used to improve the numeracy skills of students at various levels are those that use digital devices or not. The way of utilizing interactive teaching materials to improve numeracy skills can be done independently or integrated with media, models or learning approaches. In general, the use of interactive teaching materials to improve numeracy skills is not specific to certain materials. Educators are recommended to develop interactive teaching materials that are a combination of using digital and non-digital devices to improve students' numeracy skills.
Digital Ethics and Objectification: A Character and Culturally Based Education Approach to Addressing Online Misconduct Toward Public Figures Uswatul Ulya, Alaiky; Susiati
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.8796

Abstract

This study examines digital ethics violations through the sexual objectification of young female celebrities like Billie Eilish, whose culturally significant self-expression in works such as Lunch (2024) and Guess makes her a prime case study for analyzing online misconduct toward public figures. Employing Nussbaum's (1995) objectification framework and qualitative content analysis, the research reveals platform-specific patterns of harassment, with Instagram's visual interface fostering bodily fetishization while X/Twitter facilitates lyric-based vitriol, alongside the weaponization of artistic content for objectification purposes. These findings underscore the failure of current digital etiquette training and highlight the urgent need for character and culturally based education approaches that address online misconduct at its roots. By developing intersectional pedagogical strategies that examine platform architectures, deconstruct cultural narratives enabling public figure objectification, and cultivate critical awareness of digital power dynamics, this study proposes a paradigm shift from reactive moderation to proactive prevention. The research advocates for implementing culturally responsive character education programs incorporating real-world case studies of celebrity harassment, aligning with Sustainable Development Goal 16 while offering practical solutions to transform online spaces through education that tackles both individual behavior and the structural factors perpetuating gendered cyberviolence.
From Retrieval to Reflection: Profiling the Cognitive Levels and Stimulus Characteristics of Summative Reading Literacy Items in Indonesia Prameswari, Astria; Suyono, Suyono; Nurhadi
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.8819

Abstract

Indonesia faces significant literacy challenges, as evidenced by persistently low Programme for International Student Assessment (PISA) scores. To address this issue, a multifaceted analysis is required, particularly examining the characteristics of literacy questions featured in Indonesian language assessments administered to students. One critical factor contributing to poor literacy outcomes is the quality of instruction, which necessitates further scrutiny of assessment design to evaluate the efficacy of learning materials. This study investigates the structural and cognitive dimensions of reading literacy questions in Indonesian language assessments to identify potential shortcomings. Employing a descriptive research approach, the study analyzes the typology of questions, cognitive demand levels (including 1) information retrieval, 2) comprehension, and 3) evaluation and reflection), question quantity, and textual stimuli utilized in summative assessments for eleventh-grade high school students. The findings reveal that the assessments predominantly consist of multiple-choice questions, with a total of 30–50 items per test. The distribution of cognitive levels was uneven: Level 1 (basic information retrieval) accounted for 17% of questions, Level 2 (comprehension) constituted 66%, while Level 3 (evaluation and reflection) represented only 4%. Additionally, the textual stimuli were primarily presented as excerpts or fragmented continuous texts. These findings are subject to limitations, as the study did not account for teacher backgrounds or testing infrastructure conditions. Nevertheless, the results provide valuable insights for Indonesian language educators, serving as a foundation for refining assessment strategies and diversifying evaluation methods to enhance literacy development.
The Cultivating Ethical Communicators: Role-Playing as Character Education for Javanese Linguistic Etiquette Mastery Wiraman, Mahdum; Pravitasari, Pinkan Dwi; Dewi, Faustine Fiona Eka Farah; Ishartono, Naufal; Sukoco, Aris
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.8987

Abstract

This study examines the effectiveness of role-playing pedagogy in enhancing Javanese language proficiency aligned with traditional etiquette principles among fifth-grade students at SD Negeri Pucangan 3. Recognizing that Javanese linguistic-cultural competence serves as both a character-building tool and a vehicle for cultural preservation, the research employed a two-cycle Classroom Action Research (CAR) methodology comprising planning, implementation, observation, and reflection phases. Twenty participants were assessed through performance-based observations using instruments adapted from established protocols, with data analyzed through reduction, systematic presentation, and cyclical interpretation. Initial assessments revealed only 37.5% mastery of etiquette-appropriate Javanese communication, evaluating four key linguistic dimensions: (1) conversational fluency in formal contexts, (2) grammatical accuracy of honorific structures, (3) phonological precision in stratified vocabulary, and (4) contextually appropriate lexico-cultural choices. Post-intervention results demonstrated significant improvement to 71.25% mastery, confirming role-playing's efficacy in developing both linguistic competence and cultural awareness. The findings highlight how experiential learning methods can effectively bridge the gap between language acquisition and cultural transmission, particularly in maintaining indigenous linguistic etiquette among younger generations. Furthermore, the study underscores the pedagogical value of integrating performance-based strategies into character education curricula, suggesting their potential application in other indigenous language preservation contexts. These results contribute to ongoing discussions about culturally responsive teaching methodologies while providing empirical evidence for role-playing as a mechanism for sustaining linguistic heritage and reinforcing the socio-cultural values embedded within stratified language systems like Javanese. The implications extend beyond language education, offering insights into innovative approaches for holistic character development through culturally grounded pedagogies.
Integration of Digital Technologies in Environmental Education: A Systematic Review of Trends, Impacts, and Future Directions Husamah, H.; Rahardjanto, Abdulkadir; Permana, Tutut Indria; Shukri, Ahmad Adnan Mohd
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.9908

Abstract

The integration of digital technologies in environmental education (EE) has emerged as an important research area. However, a comprehensive synthesis of international research remains scarce. This systematic literature review (SLR), adhering to the PRISMA guidelines, aims to fill this gap by synthesizing peer-reviewed articles published in the past decade, specifically from the Scopus database. While the Scopus database was prioritized due to its comprehensive collection of high-quality, peer-reviewed journals in the field, future research should consider incorporating studies from other databases to ensure broader coverage of the topic. The primary objectives of this review are to analyze: (1) the predominant research approaches and instruments used in digital technology research in EE; (2) key findings regarding the application of digital technologies in EE; (3) thematic categories that explain the role of digital tools in environmental learning; and (4) the impact of digital technologies on promoting pro-environmental behavior through pedagogical integration. This review synthesizes current research practices and outlines how technologies such as augmented reality (AR), virtual reality (VR), and mobile applications enhance student engagement, environmental knowledge, and pro-environmental behavior. Additionally, the review explores the potential risks associated with the adoption of digital technologies, including the phenomenon of "techno-solutionism." It emphasizes the importance of culturally and ethically responsive pedagogies to mitigate these risks. Methodologically, the review adopts a critical approach, evaluating how different studies have addressed these challenges and suggesting strategies for responsible and context-aware implementation of digital tools in EE. The findings of this review underscore the need for critical thinking in the use of digital technologies in EE. The future of digital EE research should focus on long-term impact assessments and the integration of indigenous knowledge into digital pedagogies, ensuring a more inclusive and effective approach to environmental education.
Skill Artificial Intelligent Supported Duolingo: Enhancing Students’ Speaking Skills and Reducing Speaking Anxiety in Vocational Education Arika Pusparini, Luky; Silitonga, Lusia Maryani; Senowarsito
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.10431

Abstract

The integration of artificial intelligence (AI) into language education has introduced adaptive, interactive learning experiences that enhance student engagement, particularly in English language instruction. For vocational students, strong communication skills are essential alongside technical competencies. However, challenges such as limited speaking exposure, low self-confidence, and high anxiety persist, often intensified by traditional grammar-focused teaching methods. This study investigates the effectiveness of AI-supported Duolingo in enhancing speaking skills and reducing speaking anxiety among 64 students at SMKN 1 Kunduran, a vocational high school in Indonesia. Utilizing a mixed-methods approach, quantitative data were analyzed using ANOVA and ANCOVA, while qualitative insights were gathered through student interviews and analyzed via MAXQDA. Results show that Duolingo significantly improved students’ speaking skills such as their vocabulary, pronunciation, and fluency, with the experimental group consistently outperforming the control group. The platform’s AI-driven speech recognition and instant feedback mechanisms fostered a low-anxiety environment, increasing learners’ speaking confidence. Student perceptions further highlighted Duolingo’s ease of use, engaging gamification, and collaborative learning benefits. Nevertheless, the study reinforces the importance of real-life speaking interactions to achieve comprehensive fluency.

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