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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 4 Documents
 1 
Search results for , issue "Volume 38 No 1, March 2026" : 4 Documents clear
Differentiated Instruction Management for Enhancing Student Well-Being in Unggulan Aisyiyah Bantul Primary School Jannah, Mailatul; Maryani, Ika; Santosa, Achadi Budi; Okimustava, Okimustava; Shaafi, Nur Farha
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.11217

Abstract

Unggulan Aisyiyah Primary School, as a flagship Sekolah Penggerak in Bantul Regency, has consistently implemented differentiated instruction within the Merdeka Curriculum. However, while previous studies have widely examined differentiated instruction as a teaching strategy, limited research has focused on how it is managed systematically to foster student well-being in primary schools. This study addresses this gap by asking: How is differentiated instruction managed to enhance student well-being in a primary school context? The objective is to formulate a contextual management model that supports students’ cognitive, social, and emotional well-being. A descriptive qualitative approach was used, involving interviews with the principal, the vice principal for curriculum, two fourth-grade teachers, and two students, complemented by classroom observations and document analysis. Data were analyzed using thematic analysis procedures, including coding, theme development, and interpretation. The findings reveal that differentiated instruction management aligns with Tomlinson’s framework and encompasses four components: planning, organizing, implementation, and supervision. Planning involves identifying student needs and collaborative module preparation through team teaching. Organizing focuses on flexible grouping and creating a positive learning environment. Implementation uses multi-method and multi-source instructional strategies tailored to student profiles. Supervision is conducted through coaching, counseling, and mentoring to ensure continuous improvement. This model highlights that effective differentiated instruction management can enhance student engagement, social interaction, and emotional security, thus strengthening student well-being. Strengthening implementation requires practical guidelines, sustained mentoring, time management, and collaboration with psychological support professionals.
Mapping Global Trends in Digital Leadership for Quality Education: A Bibliometric and Visual Analysis From 2000 to 2025 Imama, Mohammad Luthfi; Putranto, Rahma Huda; Wahyuningsih, Diah; Agustian, Edo; Suparman, Suparman
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.12428

Abstract

Digital leadership has become a transformative paradigm for achieving quality education in the digital era. However, existing studies are mostly narrative and fragmented, offering limited understanding of how this concept evolves globally across educational contexts. This study provides a novel bibliometric and visual analysis of global research on digital leadership from 2000 to 2025. It differs from previous works by combining a PRISMA-guided approach with VOS viewer visualization to systematically map intellectual structures, thematic evolution, and collaboration networks in the field. A total of 647 journal articles indexed in Dimensions.ai were analyzed quantitatively to trace the development of digital leadership research related to quality education. The analysis examined publication trends, author networks, and dominant themes to identify conceptual and regional shifts. The results reveal a clear transition from technology-oriented and managerial perspectives to value-based and human-centered frameworks emphasizing ethics, inclusion, and sustainability. This study contributes to consolidating digital leadership as a multidimensional construct that bridges technology, pedagogy, and moral responsibility. The findings provide a conceptual foundation for policymakers and educational leaders to design strategies that promote adaptive, ethical, and future-ready leadership in alignment with Sustainable Development Goal 4 on quality education.
The Role of Gender Responsive Facilities and Infrastructure in Supporting Students' Learning Motivation: A Qualitative Study Hannisa, Artisia; Wakhudin, Wakhudin
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13244

Abstract

This study aims to describe the role of elementary schools in providing and managing gender responsive facilities and infrastructure to support students’ learning motivation. A descriptive qualitative approach was employed to explore the experiences, perceptions, and practices of six elementary schools, varying in location, type, and completeness of facilities. Data were collected through interviews with principals, teachers, and students, observations of school facilities, and document analysis, and analyzed using a qualitative interactive process. The findings reveal that schools strive to provide various facilities, including comfortable classrooms, separate toilets, health rooms, libraries, sports fields, and both digital and printed learning media that portray balanced representations of male and female figures. School policies and teachers’ awareness of gender equality are reflected in the planning, utilization, and supervision of facilities, thereby fostering a learning environment that values all students regardless of gender. Students reported positive experiences, feeling comfortable and safe, as well as motivated to actively participate in classroom learning and extracurricular activities. These findings highlight the importance of integrating gender equality values into the management of school facilities and infrastructure to create an inclusive, participatory, and enjoyable learning experience. The study also emphasizes that attention to comfort, safety, and equal access contributes to shaping students’ perceptions of a fair learning environment and supports the development of their intrinsic motivation.
The The Implementation of Teaching Factory in Vocational Education: A Systematic Review Rifai, Dede Syukrillah; Ardiansyah, Achmad; Yahya, Aliya Izet Begovic; Fitriyani, Riska
Jurnal VARIDIKA Volume 38 No 1, March 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i1.13289

Abstract

This study aims to comprehensively review the literature on Teaching Factory (TeFa) within vocational education, focusing on its role in narrowing the gap between classroom learning and industry demands. Through a Systematic Literature Review (SLR), the research synthesizes theoretical perspectives and empirical findings from peer-reviewed journals, conference papers, and other indexed publications published between 2020 and 2025. A structured screening and thematic coding process guided the selection of relevant works, enabling the identification of core variables, implementation strategies, and contextual factors shaping TeFa across countries. The review highlights that infrastructure readiness, teacher expertise, industry partnerships, and financial support influence successful TeFa practices. TeFa offers students authentic, industry-oriented experiences that strengthen technical and soft skills, thereby enhancing overall work-readiness. However, several challenges remain, such as resource limitations, uneven teaching practices, and the integration of digital manufacturing technologies. Moreover, gaps are evident in research concerning long-term digital factory planning, effective knowledge management, and data-based decision-making in vocational contexts. By systematically mapping these findings, this study advances the discourse on vocational education, offering evidence-based insights into the strengths, limitations, and future directions of TeFa. The results provide valuable input for educators, policymakers, and researchers to improve vocational education models, reinforce collaboration between schools and industry, and design sustainable frameworks for Teaching Factory implementation.

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