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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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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.
Integrating the Eco Explorers Game to Enhance Elementary Students’ Problem-Solving Skills in Ecosystem Learning Meifilindati, Intan; Maryani, Ika; Okimustava, Okimustava; Kristiawan, Muhammad; Salmo, Josephine Magay
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.v37i2.10638

Abstract

Science education at the primary level plays a critical role in fostering students’ higher-order thinking skills, particularly their problem-solving abilities. However, many elementary students continue to face challenges in developing these competencies, leading to generally low levels of performance. This study investigates the effectiveness of the Eco Explorers educational game in enhancing the problem-solving skills of fifth-grade students within the topic of ecosystems. A pre-experimental one-group pretest-posttest design was employed, involving 25 participants selected through a non-probability sampling technique. Data were collected using observation sheets and standardized problem-solving tests, and analyzed using descriptive statistics, paired sample t-tests, and effect size calculations (Cohen’s d) with SPSS version 26. The results revealed a statistically significant improvement in students’ problem-solving abilities (p = 0.000 < 0.05), with a large effect size (Cohen’s d = 2.55). These findings reinforce previous studies highlighting the benefits of game-based learning for cognitive development. In conclusion, the Eco Explorers game is a highly effective instructional tool for improving students’ problem-solving skills in science education, particularly within ecological contexts. The study implies that incorporating interactive digital games into science instruction can significantly enhance student engagement and higher-order thinking, ultimately supporting more meaningful and effective learning experiences in primary education.
Mathematical Self-Efficacy and Creative Thinking in Social Arithmetic: Insight from Junior High School students in Papua Purwati; Tanujaya, Benidiktus; Istia, Maryo Sopater
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.v37i2.10837

Abstract

Research on mathematical self-efficacy and creative thinking has grown in recent years. However, studies examining their interaction in fostering mathematical creativity remain limited. Understanding this relationship is crucial, as self-efficacy influences students’ responses to open-ended challenges and their ability to generate creative solutions. This research gap is particularly relevant in the context of Papua, where cultural and contextual factors shape students' thinking patterns and problem-solving strategies. This study investigates the relationship between students’ mathematical self-efficacy and their creative problem-solving ability within the context of social arithmetic, an area often underexplored. Anchored in Bandura’s social cognitive theory, self-efficacy is conceptualized as a key psychological construct that influences student engagement, strategy use, and persistence in mathematical tasks. Employing a descriptive-exploratory design with embedded qualitative insights, this study involved 72 eighth-grade students from West Papua. Data were collected through a validated Likert-scale questionnaire, open-ended problem-solving tasks based on Torrance’s creativity framework, and semi-structured interviews analyzed thematically. Results show that 52.8% of students had moderate self-efficacy, while 25% were classified as high. In creative problem-solving, students excelled in fluency and elaboration but struggled with originality and flexibility. A strong positive correlation was found between self-efficacy and creative thinking (ρ = 0.849, p < 0.001). These findings underscore the importance of designing instructional strategies that enhance both confidence and cognitive flexibility through contextualized, open-ended, and collaborative learning environments. .
Integration of Cangkal Cultural Values in Financial Literacy Education: Its Impact on Financial Attitudes, Knowledge, and Skills of Junior High School Students Sari, Raihanah; Hadi, Sutarto; Setiawan, Ananda; Putro, Herry Porda Nugroho; Abbas, Ersis Warmansyah; Rochgiyanti
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.v37i2.11679

Abstract

Financial literacy among students is at 23.4% and is categorized as low. This has led to increasingly high levels of consumerism and even stress. The Banjar community has a work culture known as cangkal. Cangkal refers to a persistent and diligent work ethic. Financial literacy education has an impact on students' attitudes, knowledge, and financial skills. This study aims to analyze the influence of integrating the cultural values of cangkal into financial literacy education on attitudes, knowledge, and skills. This is a quantitative study using Structural Equation Modeling-Partial Least Squares (SEM-PLS). This study was conducted in the city of Banjarmasin and Barito Kuala Regency, involving seven junior high schools with a sample size of 422 respondents from grade VII. The findings of this study are: (1) Cangkal culture has cultural values such as trust, hard work, and preference; (2) The integration of Cangkal cultural values in financial literacy education has a positive influence on attitudes, knowledge, and skills. This can be seen from the path coefficient values that are close to +1, indicating a positive and increasingly strong relationship between these variables, with results of 0.932 for knowledge, 0.921 for attitude, and 0.909 for financial skills. The conclusion of this study is that the integration of Cangkal cultural values into financial literacy has a positive influence on financial knowledge, financial attitudes, and financial skills. Further research with a different focus is expected to strengthen this study.
Implementing Deep Learning Approaches in Primary Education: A Literature Review Feri, Muhammad; Nur Ismiati; Widya Rahmawati Al-Nur; Farah Nabila Akbar
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.v37i2.12151

Abstract

Deep learning in education has often been associated with technology and artificial intelligence, while its pedagogical meaning remains underexplored, particularly in the context of primary education. Although joyful, meaningful, and mindful learning strategies are widely practiced, there is still a lack of systematic reviews that integrate these approaches into a coherent framework of deep learning in the Indonesian context. This gap highlights the need to examine how deep learning can be adapted to foster holistic student development. This study explores the application of deep learning approaches in primary education through a literature review. Utilizing the PRISMA framework, relevant national and international publications from 2014 to 2024 were reviewed and analyzed. The results indicate that while the term deep learning is often linked to technology, its pedagogical dimensions are still underutilized in classrooms. Key obstacles to implementation include limited teacher training, rigid curricula, inadequate facilities, and resistance to change in educational mindsets. Despite these challenges, deep learning offers significant potential to cultivate critical thinking, empathy, collaboration, and lifelong learning in students. The findings are expected to benefit educators, policymakers, and curriculum developers by providing insights into how deep learning approaches can be aligned with student needs and future educational demands. This review also serves as a reference for researchers to design contextually relevant models of deep learning in Indonesian primary schools
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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