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Galih Suryadmaja
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MANDALA WIDYA: Jurnal Ilmu Pendidikan
Published by CV. Global Cendekia Inti
ISSN : -     EISSN : 31100309     DOI : https://doi.org/10.71094/mandalawidya
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
MANDALA WIDYA: Jurnal Ilmu Pendidikan, merupakan jurnal yang diterbitkan dan dikelola oleh Global Cendekia Inti dengan nomor terdaftar e-ISSN: 3110-0309 , yang menerbitkan artikel penelitian multidisiplin yang berkaitan dengan pendidikan, meliputi penerapan teknologi dalam pendidikan, penerapan konsep psikologi dalam pendidikan, pentingnya pengembangan kurikulum, sosiologi pendidikan, strategi pengajaran, evaluasi pendidikan, dan penilaian. Istilah Mandalawidya berasal dari gabungan dua kata Sansekerta: mandala dan widya . Mandala berarti lingkaran, kesatuan, atau harmoni, yang melambangkan keterkaitan antarunsur, sementara widya berarti pengetahuan, ilmu pengetahuan, atau kebijaksanaan. Dengan demikian, Mandalawidya dapat diartikan sebagai kesatuan ilmu pengetahuan, yang mencerminkan semangat integrasi dan kolaborasi lintas disiplin dalam bidang pendidikan. Konsep ini menekankan pentingnya memandang pendidikan bukan hanya sebagai satu disiplin ilmu, melainkan sebagai suatu sistem multidisiplin yang saling terhubung dan saling memperkaya. Tujuan jurnal ini adalah untuk mempublikasikan penelitian berkualitas tinggi di bidang pendidikan, baik menggunakan metode kualitatif, kuantitatif, maupun campuran. Jurnal ini dirancang dan ditujukan bagi dosen, peneliti, guru sekolah, dan pendidik guru, yang ingin mempublikasikan karya asli mereka dengan data empiris yang valid dan reliabel.
Arjuna Subject : Umum - Umum
Articles 25 Documents
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Kegiatan Praktik dalam Pembelajaran Sekolah Dasar: Kajian Literatur tentang Fungsi Eksperimen dan Demonstrasi dalam Pengembangan Pemahaman Konseptual dan Keterampilan Proses Sains Muhamad Fajri
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i3.221

Abstract

Practical activities constitute an important component of elementary science learning because they provide students with opportunities to connect scientific concepts with observable phenomena. This literature review examines the pedagogical functions of experiments and demonstrations in elementary school learning, particularly in developing conceptual understanding, science process skills, critical thinking, learning engagement, scientific attitudes, social competencies, and authentic assessment. A narrative-integrative literature review was conducted by examining 25 relevant scientific and policy sources published primarily between 2004 and 2026. Sources were selected based on thematic relevance, scholarly credibility, methodological contribution, and direct relevance to science learning, inquiry, practical work, experiments, or demonstrations. The synthesis indicates that practical activities are most effective when they integrate physical engagement (hands-on) with cognitive processing (minds-on). Experiments provide greater opportunities for students to manipulate variables, collect evidence, and construct conclusions, whereas demonstrations are particularly useful when activities involve safety risks, complex equipment, limited resources, or the need for teacher modeling. However, physical activity alone does not automatically produce conceptual understanding. Teacher questioning, scaffolding, prediction, observation, discussion, evidence-based explanation, and reflection are critical mediating factors. The review concludes that experiments and demonstrations should be positioned as complementary pedagogical strategies within guided inquiry rather than as competing instructional methods.
Distraksi Digital di Kelas dan Kinerja Matematika Siswa Indonesia: Analisis Sekunder PISA 2022 dalam Perspektif Regulasi Diri Lalu Abdul Azis; Yuntawati Yuntawati
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i3.242

Abstract

Digital devices can expand access to learning while simultaneously fragmenting attention in classrooms. This study examines digital distraction among Indonesian 15-year-old students by conducting a descriptive-comparative secondary analysis of official PISA 2022 indicators and interpreting them through self-regulated learning and limited-attention perspectives. The nationally representative Indonesian sample comprised 13,439 students in 410 schools. Official estimates show that 25% of students reported being distracted by their own digital-device use and 27% by peers’ device use in most or all mathematics lessons. Only 18% reached at least Level 2 mathematics proficiency, while the national mathematics mean was 366, substantially below the OECD average. The analysis does not infer causality from aggregate indicators; instead, it identifies a pedagogical risk configuration in which low baseline proficiency, uneven teacher support, and attention competition coexist. Evidence synthesis suggests that blanket prohibition alone is insufficient. More promising classroom responses combine explicit device-use routines, task-relevant technology, metacognitive prompts, teacher monitoring, and gradual development of students’ self-regulation.
Generative AI sebagai Mitra Belajar atau Jalan Pintas Kognitif? Tinjauan Integratif tentang Literasi AI dan Desain Asesmen Baiq Iling Kiranawati
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i3.244

Abstract

Generative artificial intelligence (GenAI) can provide rapid explanations, feedback, ideation, and language support, but the same affordances can displace cognitive work that assessment is intended to reveal. This integrative review synthesizes recent empirical studies, systematic reviews, and policy analyses on GenAI in higher education. Twenty traceable scholarly and institutional sources published primarily between 2022 and 2025 were analyzed through five themes: learning support, cognitive outsourcing, feedback, AI literacy, and academic integrity. The evidence suggests that learning benefits are strongest when students interrogate, verify, revise, and explain AI outputs rather than submit them as finished products. Risks increase when GenAI performs core reasoning, source evaluation, or composition without learner oversight. The review proposes a three-zone assessment architecture: AI-free tasks for measuring independent competence, AI-assisted tasks requiring process disclosure, and AI-required tasks when AI literacy itself is an intended outcome. Effective integration therefore depends less on universal permission or prohibition than on preserving cognitive ownership, transparent attribution, verification routines, and assessment designs that make students’ reasoning visible. Keywords : Generative AI; AI literacy; Assessment; Academic integrity; Kognitive outsourcing;
Self-Efficacy dan Keterlibatan Belajar dalam Pembelajaran Digital dan Blended: Tinjauan Integratif Psikologi Pendidikan Ichad Awan Kausar; Kholik Alansori; I Komang Oka Tegar Permana; Muhamad Yudika; Muhamad Nabil Sukma
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i3.245

Abstract

Academic self-efficacy is often treated as general confidence, although educational psychology conceptualizes it as a task- and context-sensitive belief about one’s capability to organize and execute learning actions. This integrative review examines how self-efficacy shapes student engagement in digital and blended learning. Twenty-one traceable sources, including systematic reviews and empirical studies, were synthesized around behavioral, cognitive, emotional, and agentic engagement. Evidence indicates that self-efficacy is associated with persistence, strategy use, academic commitment, and willingness to participate, while teacher autonomy support and teaching presence can strengthen engagement partly through self-efficacy and self-regulated learning. Digital environments intensify this mechanism because students must manage technology, time, attention, and help-seeking with less continuous external structure. The review proposes a four-path instructional model: mastery experiences through calibrated tasks, visible progress and formative feedback, autonomy-supportive choice with structure, and explicit self-regulation scaffolds. Engagement should consequently be evaluated multidimensionally rather than inferred only from logins, clicks, or task completion. Strengthening self-efficacy requires evidence of successful learning, not motivational reassurance alone.
Pembelajaran Berdiferensiasi sebagai Strategi Responsif terhadap Keragaman Peserta Didik: Tinjauan Integratif Bukti Empiris M. Kholis Taptazono; Husnu Satya Yuda; Irza Maulana; I Ketut Oka Teguh Permana; Ismi Nabila Zakia
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 2 No. 3 (2026): MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2026
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v2i3.246

Abstract

Generative artificial intelligence (GenAI) can provide rapid explanations, feedback, ideation, and language support, but the same affordances can displace cognitive work that assessment is intended to reveal. This integrative review synthesizes recent empirical studies, systematic reviews, and policy analyses on GenAI in higher education. Twenty traceable scholarly and institutional sources published primarily between 2022 and 2025 were analyzed through five themes: learning support, cognitive outsourcing, feedback, AI literacy, and academic integrity. The evidence suggests that learning benefits are strongest when students interrogate, verify, revise, and explain AI outputs rather than submit them as finished products. Risks increase when GenAI performs core reasoning, source evaluation, or composition without learner oversight. The review proposes a three-zone assessment architecture: AI-free tasks for measuring independent competence, AI-assisted tasks requiring process disclosure, and AI-required tasks when AI literacy itself is an intended outcome. Effective integration therefore depends less on universal permission or prohibition than on preserving cognitive ownership, transparent attribution, verification routines, and assessment designs that make students’ reasoning visible.

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