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Hasan Hariri
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Journal of Adaptive Education
Published by Universitas Lampung
ISSN : -     EISSN : 29858135     DOI : https://doi.org/10.23960/joaedu
Core Subject : Education,
Education Other
Journal of Adaptive Education (JoAEdu) is an academic journal that publishes various studies in the field of adaptive education, including aspects of learning, teaching, curriculum development, learning environment, teacher education, educational technology, and educational innovation based on qualitative, quantitative research, development research (R&D), experiments, classroom action research, or mixed-methods, with an emphasis on theoretical value and practical application in the world of education. JoAEdu is a forum for academics, researchers, consultants, and educational practitioners to publish original works that contribute to the development of science and education policy.
Arjuna Subject : Umum - Umum
Articles 20 Documents
 1   2 
Implementation of Variative Methods Based on a Scientific Approach to Improve the Understanding of Islamic Jurisprudence in Elementary Madrasah Students Wulan Octi Pratiwi; Nelly Herawati Jasuma; Eri Purwanti
Journal of Adaptive Education Vol. 3 No. 1 (2025): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v3i1.1246

Abstract

This study aims to describe the implementation of a variety of methods based on a scientific approach to improve students' understanding of Islamic jurisprudence (fiqh) at Nurul Hidayah Roworejo Elementary School. The study used a qualitative approach with data collection techniques through interviews and observations. The research respondents consisted of Islamic jurisprudence teachers and the principal of the school. The results showed that teachers implemented various methods, such as lectures, questions and answers, discussions, and demonstrations, combined with the steps of the scientific approach, namely observing, asking, exploring, associating, and communicating. However, several obstacles were found, including limited reading materials and learning media, teachers' suboptimal understanding of the scientific approach, and a lack of support for facilities and infrastructure. Improvement efforts were made through increasing teacher creativity in developing learning media, searching for alternative learning resources, and expanding discussion spaces with students. In addition, support from the principal in providing facilities and training is essential to improve the effectiveness of curriculum implementation. This study recommends synergy between teachers and schools to strengthen the quality of Islamic jurisprudence learning at the Elementary School.
Development of Jumping Task-Based Student Worksheets to Improve the Critical Thinking Skills of Elementary School Students Ari Rahayu; Dedi Suwito
Journal of Adaptive Education Vol. 3 No. 1 (2025): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v3i1.1267

Abstract

This study aims to develop student worksheets based on jumping tasks to improve the critical thinking skills of elementary school students in science practicals on the subject of temperature and heat. The research subjects were 20 fifth-grade students at SDN 01 Sangkaran Bhakti in Way Kanan Regency, Lampung Province. The development stages used the ADDIE model, which has five steps: Analysis, Planning, Development, Implementation, and Evaluation. The field test used a One Group Pretest-Posttest Design, which is a form of pre-experimental research method. This design used one group. The types of data in the study were qualitative and quantitative. The effectiveness test obtained a pretest score of 55.38 in the low category and a posttest score of 80.00 in the high category. The conclusion of the research on the development of jumping task-based worksheets in elementary schools is that jumping task-based worksheets are practical and suitable for use in improving the critical thinking skills of fifth-grade elementary school students.
Students' Science Literacy Ability: Study on the Topic of Environmental Pollution at SMPN 2 Merbau Mataram Maulina, Dina; Triyaningsih, Fatimah; Yolida, Berti; Cipta, Sayid
Journal of Adaptive Education Vol. 1 No. 1 (2023): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v1i1.1428

Abstract

Scientific literacy is one of the determining factors in preparing competent human resources in the future. This study aimed to determine students' scientific literacy skills based on the PISA framework. This research is ex post facto research, with a crosssectional survey design. The research sample was selected by purposive sampling of 224 students in class VIII SMP Negeri 2 Merbau Mataram. Quantitative data from students' scientific literacy competency scores obtained with PISA questions were then analyzed descriptively. The results of students' scientific literacy competence in this study were in the "very low" category (30.06 ± 1.8). Based on the aspect of scientific competence, identifying scientific problems (33.35 ± 2.58) has the highest score, then using scientific evidence (36.18 ± 3.21), and the lowest score is the aspect of explaining scientific phenomena (20.7 ± 1,7). Thus, the results of this study concluded that students' scientific literacy abilities at SMPN 2 Merbau Mataram were in the very low category.
Bullying Prevention Counseling for Students High School Miftahul Zannah Raharjo Putri; Anisa Natalia; Asrina Yeni; Evi Martina; Ridariah; Yuli Puspita; Riswandi; Muhammad Nurwahidin
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1516

Abstract

Bullying is a form of violence that still often occurs in schools and has a negative impact on the psychological, social, and academic development of students. This Community Service (PkM) activity aims to increase students' knowledge and awareness of bullying prevention through counseling, group discussions, educational video screenings, and quizzes at SMAN H. This activity was carried out in response to the high incidence of bullying among adolescents, as reported in various studies, including the findings of Bachri et al., and linked to extreme cases resulting from psychological pressure on bullying victims. The results of the activity showed an increase in students' understanding of the definition, forms, causes, and effects of bullying, accompanied by positive attitude changes such as increased empathy and courage to report cases of bullying. Guidance counselors and homeroom teachers also benefited from learning strategies for preventing and handling bullying. This activity was effective in building a safe and anti-bullying school culture and is recommended to be implemented on an ongoing basis
Scaffolding Academic Writing for First-Year EFL University Students: A PRISMA-Guided Systematic Review and Thematic Synthesis Vike Aprilianin Marwintaria Saputri
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1282

Abstract

Background: First-year EFL university students frequently encounter significant challenges in developing writing skills, necessitating effective instructional support. Although extensive research exists, gaps persist in understanding the impact of scaffolding strategies on writing abilities in higher education. Objective: This systematic review investigates scaffolding strategies for enhancing writing skills among first-year EFL students, focusing on (1) definitions and theoretical foundations, (2) strategies that improve writing ability, and (3) perceived challenges and benefits from both educators' and students' perspectives. Method: A systematic literature review was conducted in accordance with PRISMA guidelines across Scopus, ERIC, Web of Science, ProQuest, and Google Scholar (2019–2024). The search utilized keywords such as "scaffolding strategy," "teaching writing," and "writing ability." Of 1,148 initial records, 60 studies met the inclusion criteria after rigorous screening. Data were analyzed through thematic synthesis, and study quality was evaluated using the Mixed Methods Appraisal Tool (MMAT). Results: Scaffolding strategies were identified across various writing stages: post-writing revising (80.0%), while-writing drafting (78.3%), pre-writing planning (68.3%), and editing and proofreading (48.3%). Five categories of scaffolding emerged: instructional, peer, technological, metacognitive, and affective. Major challenges included diverse proficiency levels (72%), limited instructional time (65%), balancing scaffolding with learner autonomy (58%), and restricted vocabulary (60%). Reported benefits comprised improved writing quality (80%), enhanced learner autonomy (75%), increased motivation (70%), and more effective peer learning (65%). Conclusion: Scaffolding is a critical component of EFL writing instruction, with its effectiveness contingent upon teachers' ability to tailor strategies to student proficiency and integrate multiple scaffolding types. Limitations of this review include a focus on English-language publications and the exclusion of unpublished dissertations. Future research should employ longitudinal and experimental designs, explore digital scaffolding tools, and investigate differentiated strategies across varying proficiency levels.
Internalizing Indonesian Values in the Digital Era: A Qualitative Study of Guidance and Counseling Students at an Islamic University Mega Aria Monica; Uswatun Hasanah
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1602

Abstract

Background: Values education is essential for shaping individuals with character and national identity, yet Islamic universities face growing challenges in internalizing Indonesian values amid students' increasing exposure to global influences and digital media. Objective: This study aims to describe the forms and practices of internalizing Indonesian values among BKPI students at UIN Raden Intan Lampung, identify supporting and inhibiting factors, and formulate strengthening strategies, guided by three research questions: (1) How are Indonesian values internalized? (2) What are the supporting and inhibiting factors? (3) What strategies can strengthen values education? Method: A descriptive qualitative approach was employed with 10 purposively selected BKPI students (semesters 5 and 7) and 2 academic advisors. Data were collected over four months through semi-structured interviews, participatory observation, and documentation, analyzed using Miles and Huberman's interactive model, with trustworthiness ensured through triangulation and member checking. Results: Internalization occurs through academic, social, and religious activities across five value dimensions: religiosity (9/10), humanity (8/10), unity (8/10), democracy (7/10), and social justice (7/10). Supporting factors include lecturers' role modeling, inclusive campus culture, and value-oriented activities, while inhibiting factors comprise social media influence (6/10), lack of structured reflection, and suboptimal curriculum integration. Three strategies were formulated: curriculum integration, digital media optimization, and sustainable mentoring. Conclusion: The findings align with Bandura's social learning theory and support Bronfenbrenner's ecological systems theory. Limitations include single-institution focus and small sample size (n=10), limiting generalizability. This research contributes conceptually to values education in Islamic higher education, reinforcing BKPI students' roles as agents of religious, nationalist, and humanistic values.
Technology and Digital Literacy in Mathematics Learning at Vocational High School Muhammadiyah 3 Metro Suci Kumala Dewi; Arin Syahamah; Ela Puspitasari; Maulfin Alvansuri; Adelia Saputri
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1604

Abstract

Background: Digital literacy is a critical competency for vocational students; however, its integration into mathematics instruction at SMK Muhammadiyah 3 Metro remains limited, as evidenced by low student engagement and insufficient use of technological resources. Objective: This study seeks to characterize the mathematics learning process and analyze the alignment between theoretical frameworks and classroom implementation. Method: A descriptive-quantitative approach was employed, using a 40-item Likert-scale questionnaire addressing student motivation, digital media use, teacher roles, and school facilities. The instrument was administered to 31 students and one mathematics teacher during the odd semester of 2024/2025. Data analysis involved index score calculations. Results: Student motivation was reported as very high (85.80%), whereas engagement (59.35%) and enjoyment (54.19%) were moderate. Teacher involvement and school facilities achieved full scores (100%), resulting in a 40-percentage-point disparity between system readiness and student participation. These findings suggest that infrastructure and teacher readiness alone are insufficient to ensure active student learning. Conclusion: The principal challenge is not related to facilities or teacher competence, but rather to adopting pedagogical strategies that promote interactive and enjoyable learning experiences. Digital literacy can enhance learning quality when integrated into student-centered instructional methods. It is recommended that schools prioritize pedagogical innovation over mere technological provision to foster meaningful student engagement. The study's limitations include a small sample size from a single school, which necessitates caution when generalizing the findings.
Development of Sites Google Learning Media to Improve Student Learning Comprehension Nessa Nabila Nessa; Meini Sondang Sumbawati
Journal of Adaptive Education Vol. 4 No. 1 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i1.1770

Abstract

Objective: This study aimed to develop Google Sites-based learning media for Basic Electronics Engineering, focusing on active and passive components, and to evaluate their feasibility and impact on student comprehension. The research was guided by three questions: (1) How is the media developed? (2) How feasible is it? (3) Does it improve comprehension?Method: The Research and Development (R&D) approach utilized the 4D model (Define, Design, Develop, Disseminate), with dissemination limited to a field trial. Three experts, including two lecturers and one vocational teacher, validated the media, materials, and test items using a 1–4 Likert scale. The media was implemented with 34 Grade X students from SMK Negeri 1 Jetis, Mojokerto. Student comprehension was assessed using a validated 20-item multiple-choice pretest and post-test. Results: The developed media, named El-Learn, was highly feasible (mean validation score = 3.80/4.00 or 95%). Student comprehension improved significantly from a pretest mean of 53.00 to 86.53 (N=34), with an N-Gain of 0.69, showing moderate improvement and approaching the high threshold of 0.70. Conclusion: The Google Sites-based learning media was highly feasible and enhanced comprehension of abstract electronics concepts in vocational education. Limitations of the study include the use of a one-group pretest-posttest design and implementation at a single school. Future research should incorporate control groups, larger sample sizes, and additional vocational subjects.
Workplace Happiness and Self-Efficacy as Correlates of Innovative Work Behaviour Among Mass Education Employees in Southwest Nigeria: A Mixed Method Approach Waliyi Olayemi Aransi; Funmilola Elizabeth Akinyooye; Kamorudeen Taiwo Sanni; Olatunbosun Sunday Emmanuel Odusanya
Journal of Adaptive Education Vol. 4 No. 2 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i2.1834

Abstract

The study explored workplace happiness and self-efficacy as correlates of innovative work behaviour (IWB) among mass education employees in southwest Nigeria using a mixed method approach. The study was motivated by the vital role of exhibiting IWB towards ensuring organisational resilience, effectiveness and sustainable performance. The study employed explanatory sequential mixed-method design, while multi-stage and purposive sampling procedures were used to select two-hundred and eight (208) mass education employees from five southwestern states, Nigeria. The study used Innovative Work Behaviour  Questionnaire (α=0.86), Workplace Happiness Questionnaire (α=0.84), and Self-Efficacy Questionnaire (α=0.84), respectively, coulped with interview guide. Mean, standard deviation, regression and correlation analysis were used to analyse the generated data while responses from the interview were content analysed. The findings indicated that mass education employees maintained low level of workplcae happiness (x̄ = 2.33), and high self-efficacy (x̄ =4.05) towards organisation’s tasks. The results further revealed that workplace happiness (β = 0.255, t = 0.589, 0.005<.05) and self-efficacy (β = 1.597, t = 6.219, 0.000 <.05) had positive contributions to employees’ IWB. Results further revealed a significant positive moderately strong association between self-efficacy and IWB (r = .60, p < .001), but a significant positive weak association between workplace happiness and IWB (r = .30, p < .001). The study concluded that workplace happiness and self-efficacy determined mass education employees’ IWB. Employees should take ownership of their generated ideas, and be willing to promote them as well as recognise that workplace happiness is contagious in nature.
Teaching and Learning Styles as Predictors of Students’ Achievement in English Language in some Selected Secondary Schools Opeyemi Olajumoke OLOFINSAWO; Francis Ogbonnaya EZEOKOLI; Isaac Adebayo ADEROJU; Oluwatosin Hossanah ADENIYI
Journal of Adaptive Education Vol. 4 No. 2 (2026): Journal of Adaptive Education
Publisher : Program Doktor Pendidikan FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/joaedu.v4i2.1892

Abstract

The English language plays a leading role in academic success and advancement of students in Nigeria. Students’ low competence in English has led to unacceptable rate of failure in it and other content area subjects, especially at the secondary school level. Research in English language teaching has to a large extent, sought to enhance effective teaching and learners’ performance and communicative skills. Literature reveals a preponderance of studies in English language teaching and learning in relation to attitudes, interests, gender, approaches, methods, strategies and use of technology. However, teaching and learning styles as essential elements of the teaching-learning process have drawn the attention of few researchers and stakeholders. This study therefore, examined teaching and learning styles of teachers and students as predictors of students’ achievement in English. Correlational research design was adopted. Purposive and simple random sampling techniques were used to select 115 teachers and 446 students for this study. Instruments used were: Teaching Style Questionnaire (r=87), Learning Style questionnaire (r=0.77) and Achievement test in English Language (r=0.67). Results indicate that students most preferred learning styles are: kinesthetic (44.8%) and visual learning styles (28.7%) while teachers most preferred teaching styles include: Demonstrator (43%), facilitator (19%) and delegator (17%). Furthermore, there was a significant positive but weak relationship between learning style and achievement in English (r= 0.168). Additionally, learning style has a positive significant contribution to students’ achievement (B= 0.351,t=2.616; p<.05). This study therefore, recommend that teachers should be match teaching  styles with learning styles and  and should use teaching styles  that are students centered.

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