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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 47 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 Kusmanto, Hari; Purnomo, Eko; Santoso, Tri; Kamaluddin Mabruri, Zuniar; Gita Putri, Anisa; Setiyoningtiyas, Desy
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 Michelia Putri, Karolyne; Ishartono, Naufal
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.

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