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Naufal Ishartono
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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 30 Documents
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Ethnomathematics: Learning Geometric Transformation Through the Formation of Lagosi Motif Pathuddin, Hikmawati; Busrah, Zulfiqar
Jurnal VARIDIKA Volume 36 No 2, December 2024
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.v36i2.5969

Abstract

The Lagosi motif, a prominent design in the traditional fabric of the Wajo district, is well-known but increasingly rare among local weavers. This motif, drawing inspiration from natural elements such as flowers and stems, holds significant philosophical and cultural meaning for the Wajo people, serving as a key element of their endangered cultural heritage. Despite its cultural importance, the motif has been minimally explored in the context of ethnomathematics. Consequently, this study investigates the mathematical concepts inherent in the design of Lagosi motifs, aiming to utilize them as educational tools for students and to support cultural preservation efforts. Employing a qualitative research methodology with an ethnographic approach, data were collected through observations, interviews, and documentation. The validity and reliability of the data were ensured through triangulation and confirmability. The study reveals that geometric transformations, specifically translation and reflection, play a central role in the creation of Lagosi motifs. These findings highlight the natural emergence of mathematical concepts within local cultural practices, offering potential for their integration into contextualized mathematics education. Furthermore, the results aim to instill a sense of cultural pride in students, thereby contributing to the preservation of Wajo's cultural heritage. The study also underscores the opportunity to leverage Lagosi motifs as culturally relevant educational tools and to foster interdisciplinary collaboration between mathematics and cultural studies.
The Geometry of Ijo Temple: Bridging Cultural Heritage and Mathematical Learning through Ethnomathematics Olly Orva Peggy Kim Carla; Ishartono, Naufal; Putri, Rizky Oktaviana Eko
Jurnal VARIDIKA Volume 36 No 2, December 2024
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.v36i2.7143

Abstract

This study explores the geometric concepts within the architecture of Ijo Temple, a significant cultural heritage site in Yogyakarta, Indonesia, through the ethnomathematics framework. Previous research has examined mathematical elements in various temples, but Ijo Temple's geometric aspects remain underexplored. Addressing this gap, the study employs an ethnographic approach to identify and analyze the temple's geometric principles, aiming to enhance mathematics education through culturally contextualized learning. Using qualitative methods, including observation, interviews, and documentation, the data were analyzed through reduction, presentation, and conclusion drawing, with findings validated by expert triangulation. The study identifies geometric sub-concepts such as planar geometry (triangles, rectangles, squares, trapezoids, circles), spatial geometry (cubes, rectangular prisms, cylinders), geometric transformations (translation, reflection, dilation), and congruence principles. The research underscores the potential of integrating cultural heritage into mathematical learning, promoting deeper engagement and understanding of mathematical concepts through the cultural context of Ijo Temple. This approach not only enriches mathematics education but also contributes to the preservation and appreciation of cultural heritage.
Low-Carbon Literacy Profile of Senior High School Students in Indonesia: Implications for Future Climate Change Mitigation Qumariyatul Intani; Yuliyanto, Eko; Winaryati, Eny; Guarin, Rica Mae
Jurnal VARIDIKA Volume 36 No 2, December 2024
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.v36i2.8171

Abstract

Climate change represents a critical global challenge with profound impacts on human societies. One prominent strategy to mitigate its effects involves fostering low-carbon behavior, often termed low-carbon literacy. Although prior research has investigated various aspects of low-carbon literacy, there has been limited focus on high school students in Central Java, a region acutely impacted by climate change. This study evaluates the low-carbon literacy of high school students in Central Java, Indonesia. Using a validated survey instrument, the research measured three primary domains: knowledge, attitudes, and behaviors, through 31 items. The study sampled 400 high school students, revealing an overall literacy score of 4.3 out of 5 across these domains. Despite the relatively high average score, each domain exhibited specific deficiencies, underscoring the necessity to enhance low-carbon literacy further. A significant limitation of this study is the instrument's contextual specificity to Central Java, which calls for the development of more comprehensive assessment tools and the inclusion of a more geographically diverse sample in future investigations. 
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 Gamifying Cooperative Learning: The Impact of Team Games Tournament and Wordwall Media on Student Engagement in Elementary Science Education Damayanti, Dela Aprilia; Utami, Pinasti Dwi; Sutanto, Alfian Bayu; Ishartono, Naufal; Lestari, Diana Novita
Jurnal VARIDIKA Volume 37 No 2, 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.v37i2.8986

Abstract

This study addresses the critical pedagogical challenge of low student engagement in learning the Natural and Social Sciences (NSS) topic, particularly manifested through passive participation and limited focus during collaborative activities. Employing a classroom action research framework across two iterative cycles – each comprising planning, implementation, observation, and reflective evaluation phases – the investigation examines the efficacy of combining the Team Games Tournament (TGT) cooperative learning model with interactive Wordwall media in revitalizing student participation. The research cohort consisted of 25 fourth-grade students at SD Negeri Pucangan 03, with data triangulated through systematic observation, semi-structured interviews, and documentary analysis. Initial baseline assessments revealed only 50% student engagement levels, highlighting the urgency for pedagogical intervention. Implementation of the TGT-Wordwall integration yielded substantial improvements, with engagement metrics rising to 74% in Cycle 1 and further escalating to 84% in Cycle 2, demonstrating consistent positive trajectory. The findings substantiate that gamified cooperative learning strategies effectively transform passive learners into active participants by leveraging competitive team dynamics coupled with digital interactivity. This pedagogical synergy not only enhanced immediate lesson engagement but also fostered sustained interest in the NSS curriculum. The study contributes to contemporary educational discourse by providing empirical evidence for technology-enhanced cooperative learning models in elementary STEM education, while offering a replicable framework for addressing engagement deficits in comparable contexts. Practical implications suggest the potential for broader application of integrated TGT-digital approaches across subject domains requiring high conceptual engagement and collaborative problem-solving competencies.
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.
Embedding Character Education through Transformational Leadership: A Qualitative Study of Principal-Led Human Resource Development in an Indonesian Muhammadiyah Primary School Context Prasetiyo, Andi; Sutama; Puji Rahmawati, Fitri; Marpuah, Siti
Jurnal VARIDIKA Volume 37 No 2, 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.v37i2.9037

Abstract

This study investigates the transformational leadership practices of elementary school principals in the context of human resource management, an area often overlooked compared to organizational or corporate settings. Conducted at an Indonesian Muhammadiyah Elementary School. This ethnographic qualitative research explores the cultural dynamics and leadership behaviors influencing the management of school personnel. Participants included the principal, curriculum coordinator, facilities staff, treasurer, teachers across grades I–VI, school employees, and grade VI students. Data were gathered through observation, interviews, and document analysis, and analyzed via data reduction, data display, and conclusion drawing. The findings reveal that the principal exhibits a blend of democratic, visionary, and semi-authoritarian leadership styles. Notably, transformational leadership was enacted through inspirational motivation and idealized influence, demonstrated via multimedia, storytelling, and structured spiritual routines. The principal communicated the school’s vision and mission clearly, serving as a role model while initiating various human resource development initiatives—such as refining standard operating procedures (SOPs), enhancing teacher and staff competencies, improving academic performance, and expanding professional networks. The study underscores that the principal’s effective transformational leadership significantly contributes to elevating teacher motivation, enthusiasm, achievement, and performance, ultimately enhancing the overall educational quality at the school.

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