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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 50 Documents
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Twenty Years of Multicultural Education Scholarship: Insights from the Journal for Multicultural Education and the Multicultural Education Technology Journal Prahmana, Rully Charitas Indra; Ishartono, Naufal; Ahyan, Shahibul
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16131

Abstract

Despite the rapid growth of multicultural education research worldwide, systematic insights into how this field has evolved across major scholarly outlets over time remain limited. This study presents a literature review of twenty years of multicultural education scholarship published in two leading journals, the Multicultural Education Technology Journal and the Journal for Multicultural Education. Drawing on systematic content and narrative analysis of 521 Scopus-indexed articles, the review explores publication trends, author affiliations, thematic development, citation patterns, and keyword co-occurrence across two editorial phases. The findings reveal a clear shift from a technology-oriented focus (2007–2013) toward a broader and more interdisciplinary multicultural education agenda (2014–2025). Malaysia and the United States emerge as the most prolific contributors, while dominant research themes include inclusive education, teacher preparation, linguistic diversity, and culturally responsive pedagogy. Citation patterns suggest growing scholarly influence, including among early-career publications, alongside increasing international and interdisciplinary collaboration. Although the analysis is limited to Scopus-indexed sources, the findings provide valuable insights for scholars, editors, and policymakers seeking to strengthen equity-oriented educational research. Overall, this review contributes institutional knowledge on the evolution, internationalization, and educational impact of multicultural education research over the past two decades.
The Landscape of Textbook Evaluation Research: A Bibliometric Analysis of Changing Media and Evaluative Approaches Dianastiti, Firstya Evi; Assidik, Gallant Karunia; Syahroni, Mashud
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.14474

Abstract

This study aims to describe performance analysis and co-occurance analysis of “textbook evaluation” keywords based on bibliographic analysis. This research uses quantitative descriptive methods in the form of bibliometric analysis that used the Vosviewer application as the data processor and conducts using the PRISMA method. Research articles collected on the Scopus with a publication period of the last 12 years, from 2013 to 2025. The results of research based on (a) performance analysis and (b) the conceptual structure of the research based on the relationship between keywords The data analysis showed that medical science and language science were the two most researched subjects. Furthermore, from the research findings, it can be concluded that the research trend with textbook evaluation topic has two major themes; textbook content analysis and digital textbooks. The future researchers suggest examining the content of textbooks with changes in students' skills and/or attitudes or evaluating the content of textbooks with a particular learning approach. In terms of digital textbook topics, the development of digital textbooks that utilize the latest technology and the utilization of textbook evaluation is still very possible to be observed.
Developing a Peer Tutoring–Based Social Scaffolding Model in Project-Based Learning to Enhance University Students’ Academic Writing Skills Hari Kusmanto; Eko Purnomo; Tri Santoso; Zuniar Kamaluddin Mabruri; Anisa Gita Putri; Desy Setiyoningtiyas
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16081

Abstract

Increased focus on academic writing within higher education has not been matched by appropriate models of instruction that can bring about the collaborative learning and social scaffolding necessary for optimal student writing performance. The objectives of this study are (1) to analyse students’ needs and characteristics, (2) to develop a Project Based Learning of peer tutoring model as integrated social scaffolding in the academic writing instruction, and (3) to see the validity, practicality, and effectivity of the developed model. This study used a Research and Development (R&D) strategy in the 4D model (define, design, develop, and disseminate). One hundred twenty undergraduates participated in the study, which was conducted at Universitas Muhammadiyah Surakarta and UINSurakata in their academic writing courses. MethodsThe study used mixed methods to analyze data collected from needs analysis surveys, expert validation sheets, student response questionnaires, pre- and post-tests, interviews, and documentation. Results show that developed model has a high rate of validity (CVI = 0.94) & high rate of practicality (89.1%). Additionally, students improved significantly in their academic writing abilities from pretest (M = 54.62) to posttest (M = 76.14) over the course of several weeks, creating a gain of 21.52 (p <. 001; Cohen’s d = 1.98). This study shows that the improvement of students in academic writing was shown from the process and product quality with peer tutoring as social scaffolding implemented in PjBL model.
Decoding the Architectural Geometry of Plaosan Temple: An Ethnographic Exploration for Contextual Mathematics Education Karolyne Michelia Putri; Naufal Ishartono
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.16204

Abstract

Student Many ethnomathematical studies in Indonesia have explored mathematical concepts embedded in cultural products such as batik, traditional houses, and other temple architectures. However, there has been little to no research specifically investigating the geometric aspects of Plaosan Temple as a cultural heritage site. Therefore, the current study aims to explore the geometrical concepts embedded in Candi Plaosan using an ethnographic approach. The study used ethnography as an approach by answering four principal questions, namely, "Where do I start looking?", "how do I find it?", "how do I recognize that it has found something significant?", and "how to understand what it is?". By answering these questions, the researchers successfully examined the geometrical concepts contained in Plaosan Temple. This study reveals that the concepts embedded in Plaosan Temple are focused on the geometrical aspect, namely, (1) plane geometry such as squares, rectangles, rhombuses, right triangles, trapezoids, and circles; (2) solid geometry such as cubes, rectangular prisms, and triangular prisms; (3) geometric transformations such as dilation and reflection; and (4) symmetry, similarity, and congruence. The findings are expected to introduce Plaosan Temple to students through contextual mathematics learning while supporting its preservation as cultural heritage. Future studies may further examine the effectiveness of Plaosan Temple–based learning with GeoGebra in enhancing students’ understanding of geometry concepts.
Learning Analytics in Low-Connectivity Educational Environments: A Systematic Review of Offline-First and Edge Architectures Ayumi Febrianty; Nuur Wachid Abdul Majid; Mohamed Nor Azhari Azman; Mark Jhon Ramos Prestoza
Jurnal VARIDIKA Volume 39 No 1, March 2027
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v39i1.17273

Abstract

Learning Analytics (LA) in low-connectivity educational environments remains severely underdeveloped, despite growing evidence that offline-capable infrastructure is critical for equity in the Global South. While a growing body of research explores offline-first and edge architectures for LA, these approaches remain fragmented and lack formally specified, end-to-end pipelines required for deployment in zero-connectivity environments. The dominant LA literature continues to treat reliable cloud connectivity as a design premise rather than a variable, leaving students in rural and marginalized regions without data-driven educational support during offline periods. This systematic literature review (SLR) examines peer-reviewed evidence on the integration of LA with offline-first and edge computing architectures in low-connectivity educational settings. Conducted in accordance with the PRISMA 2020 framework, a structured search across Scopus, IEEE Xplore, and ScienceDirect covering the period 2020 to 2026 yielded 1,539 records; after deduplication, screening, and full-text assessment, 35 studies were included in the final synthesis. Three research questions guided the review: (RQ1) identification of offline-first and edge-based architectural paradigms; (RQ2) evaluation of synchronization and data integrity mechanisms; and (RQ3) assessment of LA algorithms in resource-constrained contexts. Results reveal three validated offline-first paradigms, namely hardware-based local servers, progressive web applications with service worker buffers, and on-device AI inference, alongside consistent evidence that edge architectures reduce latency by up to 71.3% compared with cloud-only configurations. However, no study provided a formally specified protocol for conflict resolution in LA event logs under zero connectivity. This review formally articulates five research gaps (G1-G5) and argues that the formalization of offline-first infrastructure is a foundational prerequisite for both privacy-preserving synchronization and algorithmic advancement in resource-constrained settings.
External vs. Internal Didactic Transposition of the Definition of Limit in Calculus Wilda Syam Tonra; Dewi Amiroh; Windia Hadi; Hasan Basri; Winda Syam Tonra; Dahlan Wahyudi; Muhammad Ikhsan
Jurnal VARIDIKA Volume 39 No 1, March 2027
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v39i1.17312

Abstract

The limit of a function is a foundational concept in calculus, yet its transition from scholarly knowledge into knowledge to be taught, taught knowledge, and learned knowledge may produce shifts in meaning that affect students’ conceptual understanding. Limited studies have examined how these shifts occur through external and internal didactical transposition. This study examines how the meaning of the limit definition is transformed through these stages and how such transformations are reflected in students’ understanding. A qualitative approach was employed through document analysis of calculus textbooks, analysis of students’ lecture notes to reconstruct the lecturer’s taught knowledge, and analysis of students’ responses to a diagnostic task. Using purposive sampling, 25 undergraduate students enrolled in a Calculus course were selected as participants. The findings show that, through external didactical transposition, the formal ε–δ definition is simplified into intuitive and procedural forms in textbooks, thereby reducing its epistemological scope. Through internal didactical transposition, this simplification is further reinforced in the taught knowledge reconstructed from students’ lecture notes, which predominantly emphasize algebraic manipulation and direct substitution. Consequently, students’ understanding is expressed through three main response patterns: interpreting the limit as approaching a value, applying procedural techniques, and equating the limit with direct substitution. These findings reveal a shift from the formal mathematical meaning of the limit toward intuitive and procedural interpretations. The study highlights the need for didactical designs that explicitly connect intuitive representations and procedural techniques with the formal ε–δ definition. Keywords: External didactical transposition, internal didactical transposition, limit of function, calculus learning, knowledge transformation
Immersive Virtual Reality Improves Vocational Students’ Industry-Based Building Material Design Skills Galeh Nur Indriatno Putra Pratama; Mochammad Bruri Triyono; Candra Dinata; Thomas Koehler; Mario Gandra; Basanta Prasad Adhikari; Dias Aziz Pramudita
Jurnal VARIDIKA Volume 39 No 1, March 2027
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v39i1.17780

Abstract

The rapid advancement of immersive technology has reshaped vocational education, emphasizing the need for effective learning strategies to enhance industry-based design skills. Virtual Reality (VR) offers an immersive, interactive environment that bridges academic learning and industry requirements. This study aims to the effectiveness of VR simulation media in building construction for improving design skills. A quasi-experimental pretest–posttest design was used involving 84 students from the Civil Engineering and Planning Education Study Program, Yogyakarta State University, divided into experimental and control groups of 42 students each. Data were collected through observation, tests, and portfolio assessments based on VR simulation activities, and analyzed using a t-test. The results show that the use of VR-based building construction simulation media in construction design courses was effective in enhancing students’ design competencies, which was confirmed by the t-test analysis results (sig. < 0.05). Students’ design abilities were further developed through various design experiments carried out using the VR simulation outputs.
Needs Analysis of a Meta-Ethnoscience Learning Model Assisted by 3D Augmented Reality to Enhance Science Literacy and Analytical Ability of PGSD Students in Eastern Indonesia Rizalul Fiqry; Trianik Widyaningrum; Dian Artha Kusumaningtyas
Jurnal VARIDIKA Volume 39 No 1, March 2027
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v39i1.17687

Abstract

Elementary teacher education in Indonesia, particularly in regions of high cultural diversity such as Bima and Dompu, confronts a dual gap that remains unresolved: the absence of a learning model that systematically integrates metacognitive reflection on local knowledge systems with the abstraction of formal scientific concepts, and the non-utilization of 3D technology as cognitive scaffolding within teacher education programs. This study aimed to: (1) map the profiles of science literacy, analytical ability, learning experience, and science learning difficulties among PGSD students; (2) analyse the structural relationships among these variables; (3) identify pedagogical gaps through the perspectives of lecturers and programme coordinators; and (4) construct an empirical and conceptual justification for the development of an AR-assisted meta-ethnoscience model. An explanatory sequential mixed-methods design was employed, involving 170 PGSD students from four institutions in Bima and Dompu, eight lecturers, and four programme coordinators. Descriptive analysis revealed that 64.7% of students exhibited science literacy and analytical ability at low to very low levels, with mean scores of 3.25 and 3.21, respectively, on a 1–5 scale. Pearson correlation analysis across institutions confirmed a very strong relationship between science literacy and analytical ability (r = 0.772–0.899; mean r = 0.816), while learning experience functioned as a critical structural mediator (mean r = 0.787 with learning difficulties). Qualitative findings identified three systemic gaps: the dominance of conventional discussion-based pedagogy that does not systematically facilitate higher-order thinking skills (HOTS), the descriptive rather than conceptual nature of ethnoscience integration, and the complete absence of AR throughout the learning process. This study provides a robust empirical and conceptual justification for the development of an interactive 3D AR-assisted meta-ethnoscience learning model that dialectically connects the Dana Mbojo local knowledge system with abstract scientific concepts, thereby offering a new pedagogical framework for culturally responsive science teacher education in Indonesia.
Gamification for Enhancing EFL Students’ Procedure Text Writing Skills Fadhil Ramadhani; Ika Lestari Damayanti
Jurnal VARIDIKA Volume 39 No 1, March 2027
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v39i1.16833

Abstract

The research investigates the efficacy of gamification in advancing seventh-grade EFL students’ mastery of the generic structures and linguistic features required for procedure text composition, specifically catering to the interactive learning preferences of digital-native students.  Although game-based learning has demonstrated success in enhancing general student engagement, empirical evidence regarding its application to specific text types remains largely unexplored in localized contexts. This lack of targeted research limits the development of effective pedagogical strategies for procedural writing. To address this gap, the primary purpose of this study is to assess how the integration of game mechanics impacts both the procedural writing proficiency and the engagement levels of EFL students. Employing an action-oriented case study at a private school, the methodology involves integrating gamified elements, such as collaborative competition, into the curriculum, with data gathered through documents and observations. The findings reveal that gamification positively influences communication skills and linguistic competence by fostering a cooperative yet competitive environment. While students showed significant progress, the study also identified challenges, including varying engagement levels, over-gamification distracting from core objectives, and technical platform glitches, which necessitate a balanced approach to game integration. The significance of these findings lies in demonstrating that gamification can effectively bridge the gap between traditional instruction and student needs, provided there is continual teacher training and evaluation. Ultimately, this research underscores the transformative potential of gamified learning in language education while advocating for future studies with broader, more diverse sample sizes to ensure inclusive educational practices and a more universal design for procedure text instruction.
Educational versus Non-Educational Backgrounds: A Nationwide Assessment of Physics Teacher Competencies in Indonesia Dian Artha Kusumaningtyas; Fahrudin Nugroho; Muhammad Syahriandi Adhantoro; Efi Kurniasari
Jurnal VARIDIKA Volume 38 No 3, December 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v38i3.19431

Abstract

The caliber of teacher training in Indonesia poses a significant obstacle, especially within the Teacher Professional Education Program (TPEP), which enrolls individuals from both educational and non-educational fields. Although common beliefs imply that graduates from educational disciplines exhibit enhanced pedagogical preparedness, comprehensive national comparative data is markedly limited. This ex post facto quantitative investigation seeks to fill this void by assessing the professional abilities of 728 physics TPEP graduates from 31 institutions. The study specifically contrasts performance based on academic backgrounds, explores institutional disparities, identifies determinants of Pedagogical Content Knowledge (PCK), and delineates graduate competencies. Statistical evaluations—including ANOVA, ANCOVA, and multiple regression—indicated that undergraduate background does not significantly influence professional competence following TPEP completion. Graduates from educational and non-educational tracks showed no statistically significant differences in PCK, UKIN (Portfolio), or UTUL (Written Test) scores. Instead, institutional context emerged as a notable source of variation. Regression modeling demonstrated that UTUL scores and recency of graduation are robust predictors of PCK, whereas undergraduate background is negligible. Interestingly, UKIN scores exhibited a negative association with PCK. Furthermore, cluster analysis segmented graduates into distinct low, moderate, and high-performance profiles, highlighting significant heterogeneity among the cohort. Ultimately, these findings indicate that a teacher's professional competence is driven by general academic preparedness, institutional environment, and study recency, rather than their initial undergraduate discipline. By providing a nationwide mapping of TPEP outcomes, this research challenges traditional assumptions regarding teacher preparation and provides a foundation for targeted, differentiated professional development strategies.

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