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Tunjuk Ajar: Journal of Education and Culture
Published by Jambi Tuah Tengganai Foundation
ISSN : -     EISSN : 31108083     DOI : https://doi.org/10.64929/ta.v1i2.32
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Tunjuk Ajar: Journal of Education and Culture focuses on the intersection of education and culture in local, national, and global contexts. The journal highlights the contextualization of education in multicultural and digital societies, and the role of cultural heritage in shaping educational development. The scope of the journal includes, but is not limited to: teaching methods and learning innovation, curriculum design and development, educational policy, management, and evaluation, multicultural and digital education, language, literature, and cultural studies in education, traditions, arts, history, and local wisdom related to educational practices and character building
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Utilization of Social Media in Living Qur’an Learning: An Analysis of Generation Z Students Muhamad Zaenal Muttaqin; Safa Husayn Alrumayh; Sami Alkamil Muhammad Barkah
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 1 (2026): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v1i2.34

Abstract

This study examines the use of social media in Living Qur’an learning among Generation Z students, aiming to understand how digital social interaction contributes to the teaching and understanding of Qur’anic teachings. Data were collected through questionnaires and narrative analysis from 203 Generation Z student active on digital social media. A qualitative approach was adopted, and analysis was guided by Marc Prensky’s Digital Learning Theory, danah boyd’s Social Media and Communication Theory, and Lev Vygotsky’s Social Constructivism, providing an interdisciplinary perspective on student engagement. Findings indicate that 48.7% of respondents acknowledged the significant influence of digital social media interactions on their Qur’anic understanding. This research contributes to the discourse on digital platform engagement, emphasizing cyberspace’s role in shaping Islamic comprehension. Limitations include sample homogeneity and the need for more diverse methodological approaches. Future studies are recommended to explore the thematic and contextual influence of social media more comprehensively to develop relevant, engaging, and impactful educational strategies.
Integration of Eco-Islamic Values and Local Wisdom of the Suku Anak Dalam: A Model for Conservation Education and Cultural Resilience Strengthening Pahmi Pahmi; Alhusni Alhusni; Khaidir Ali; Mukhlas Nugrah
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 1 (2026): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i1.44

Abstract

This study analyzes the integration of Eco-Islamic values with the local wisdom of the Suku Anak Dalam (SAD) in Jambi to develop a culture-based conservation education model. Through a qualitative ethnographic approach involving in-depth interviews, participant observation, and document analysis, the research reveals that the ecological practices of SAD, such as hompongan (customary forest enclosures), tanah peranakan (ancestral land conservation), and the besale ritual, not only represent environmental ethics aligned with Islamic principles (kalifah, amanah, mizan, ‘adl) but also contain rich pedagogical values. This integration gives rise to an Eco-Islamic Indigenous Framework, which is operationalized into a culture-based conservation education model. This model offers a contextual learning approach to strengthen ecological literacy, cultural identity, and community resilience. The study concludes that integrating spiritual values and local wisdom into conservation education can be an effective strategy for achieving environmental and cultural sustainability simultaneously.
Translanguaging as a Cultural Practice: A Critical Discourse Analysis of Indonesian Pop Culture for Reframing Bilingual Education in a Multicultural Society Haikal Romadhan Al Yusad; Diaarkan Ombakkita
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 1 (2026): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i1.47

Abstract

This study examines how translanguaging works as a cultural practice in Indonesian popular culture and what this implies for bilingual education. The corpus comprises 40 multimodal texts: 10 popular song lyrics from YouTube (2020–2025), 10 Instagram and TikTok excerpts, and 20 scene transcripts from Indonesian films and television series. Data were analysed using Norman Fairclough’s three-dimensional model of Critical Discourse Analysis, covering textual, discursive practice, and socio-cultural practice dimensions, to identify translanguaging patterns together with their ideological functions. The analysis shows that translanguaging here is a deliberate and creative communicative strategy that widens audience reach, shapes hybrid identities, and negotiates socio-cultural meanings, rather than a stylistic accident. The practice quietly unsettles monolingual ideologies of the national language by normalising linguistic diversity and projecting a more inclusive, plural national identity. At the same time, the data reveal an internal tension: English tends to accrue prestige and can reproduce new hierarchies among languages. The gap between everyday multilingual practice and the rigid separation models still common in bilingual education motivates a pedagogical reorientation. The article proposes translanguaging pedagogy that treats learners’ full linguistic repertoires as educational capital, supported by curriculum integration of relevant pop culture texts, assessment reform, and teacher professional development so that Indonesian bilingual education can become more responsive, inclusive, and linguistically just.
Public Policy, Educational Quality, and Digital Culture: A Mixed-Methods Analysis of Indonesia’s Intellectual and Technological Gap Nabila Marsha Safitri; Rizky Wahyu Hijazy; Syaisa Ayurid Mihrain; Muhammad Andi Septiadi; Muhammad Fadhil Hadziq
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 1 (2026): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i1.42

Abstract

Indonesia faces two intertwined structural problems: low Programme for International Student Assessment (PISA) scores and slow technological innovation reflected in heavy reliance on imported goods. These are compounded by uneven education-budget distribution and persistent gaps in internet access between Java and the frontier, outermost, and underdeveloped (3T) regions. This study examines how public policy shapes educational quality, digital culture, and technological dependence in Indonesia, and tests whether these problems originate from policy design alone or from interconnected systemic factors. A sequential explanatory mixed-methods design was used. Quantitative data came from 392 respondents across major Indonesian regions (purposive-quota sampling; minimum size benchmarked via Slovin's formula at a 5% error margin), and qualitative data from six semi-structured interviews with students, a teacher, a community member, and a regional parliament member. Content validity was established using Aiken's V (0.81–0.86) and reliability with Cronbach's alpha (0.79–0.84). Analysis applied Thomas R. Dye's Public Policy Theory, linking socio-economic conditions, institutions and processes, and policy outputs. Findings show that low PISA scores, inequitable budgeting, import dependence, and digital inequality are direct consequences of political and policy failures: weak transparency, lax import regulation, and corruption, reinforced by institutional weakness and socio-economic inequality, especially in 3T regions. The study contributes to public policy and education literature by positioning political dynamics as the root cause shaping educational quality and digital culture, and offers targeted instruments for reforming pedagogy, budget governance, and digital inclusion.
Integrating Digital Ethics and Etiquette into Digital Literacy: A Hybrid Learning Framework for Elementary Schools in Indonesia Anggia Rita Andriana; Imam Khalid
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 1 (2026): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i1.48

Abstract

This study proposes a hybrid learning framework to integrate digital ethics and etiquette into digital literacy in Indonesian elementary schools. Analysis reveals a gap between contemporary digital literacy concepts, which encompass digital citizenship dimensions, and national curriculum implementation that still focuses on technical aspects. The designed framework consists of three main components: (1) Tiered Content Integration to build self-awareness and responsibility; (2) Synchronization of Online-Offline Methods that connects digital exploration with offline reflection; and (3) Value-Based Contextualization that uses Indonesian local wisdom such as tepo seliro (mutual respect) and gotong royong (cooperation) as its foundation. The research employs a qualitative approach with content analysis of literature, policies, and teaching materials. The findings identify an urgent need for a holistic approach and strategic implications such as enhancing teacher competencies and addressing infrastructure gaps. This framework is expected to help shape a young generation that is not only technologically proficient but also ethical and responsible in the digital ecosystem.
Educational Hegemony and Culture Wars: Reframing Patriotic Education as Epistemic Control in Trump-Era U.S. Schooling Idarianty Idarianty; Dion Ginanto; Felix Peter Umeana
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 2 (2026): DECEMBER (IN PROGRES)
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i2.52

Abstract

This critical qualitative research examines the discourse and policy of patriotic education during the era of Donald Trump’s administration in the United States as a form of epistemic control within culture wars. The study analyzes how this hegemonic project is operationalized through three interconnected levels: the articulation of an official narrative in The 1776 Report, the migration and reincarnation of its core logic into state-level legislation such as Florida’s Individual Freedom Act, and its implications and contestations in the classroom. The research findings indicate that The 1776 Report functions as a blueprint for standardizing a “state epistemology” that excludes critical narratives, while threats to abolish the Department of Education and defunding policies aim to weaken the institutional capacity for counter-knowledge. These control efforts, which metamorphosed into state law, ironically triggered epistemic fragmentation and gave birth to various forms of pedagogical resistance. Using a comparative perspective, this study places the U.S. case within the global map of nationalist education politics. It concludes that educational culture wars represent a fundamental struggle over the production of collective memory and the legitimation of knowledge, with serious implications for the shared knowledge foundation required for deliberative democracy.
Reframing Financial Education in the Algorithmic Age: A Critical Inquiry into Digital Lending and Consumptive Culture among Indonesian University Students Novriana Dewi; Pragawati Pragawati; Nofica Andriyati
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 2 (2026): DECEMBER (IN PROGRES)
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i2.86

Abstract

This study conducts a critical inquiry into the phenomenon of digital lending and consumptive culture among Indonesian university students, with the aim of reframing financial education in the algorithmic age. Using a qualitative critical inquiry design, the study interviewed 20 students from various types of higher education institutions who had experience using digital lending platforms such as ShopeePay Later, Kredivo, Akulaku, and Dana PayLater. A reflexive thematic analysis produced three main findings. First, frictionless onboarding, in the form of registration taking 10 to 30 minutes without adequate verification, together with limit-increase notifications and illusory discounts, functions as a structural trap that exploits students’ psychological vulnerabilities. Second, the motivations behind borrowing span a wide spectrum, from aspirational consumption (game skins, concert tickets, viral skincare) to academic survival (tuition fees, fieldwork costs, thesis components, medicine for sick parents), indicating that the failure of the education system is the true root of the problem. Third, a severe pedagogical gap exists between the normative financial education students receive and the algorithmic reality of the platforms, yet algorithmic awareness can emerge through dialogic reflection. The study concludes that reframing financial education requires simultaneous intervention: platform regulation that protects users, reform of the education financing system, and the development of a critical financial pedagogy that equips students to resist algorithmic manipulation.
Two Routes to Depth: Deep Learning in Indonesian and Uzbek Educational Philosophy Fridiyanto Fridiyanto; Madina Khakimova Abror Kizi
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 2 (2026): DECEMBER (IN PROGRES)
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i2.87

Abstract

This study examines deep learning, rendered in Indonesian policy discourse as pembelajaran mendalam, through a comparative philosophical analysis of Ki Hadjar Dewantara’s educational philosophy and the philosophical foundations of Uzbekistan’s post-independence educational reform. A named primary corpus of two Dewantara volumes, one Indonesian ministerial regulation, and four Uzbek legal and strategic instruments was read through thematic content analysis guided by four dimensions: epistemic depth, learner agency, moral and existential formation, and contextual and cultural embeddedness. Deep learning is applied retrospectively as an analytical lens, not as a category either tradition used for itself. Both traditions contain principles that support it, articulated by Dewantara through the Sistem Among, Tri-Nga, and Trikon, and by Uzbekistan through the integration of Islamic-Turkic heritage with modernisation goals. Both reject instrumental education and commit to forming the whole person, while diverging between individual emancipation and collective nation-building. The paired reading shows the same four dimensions satisfied through opposite institutional routes, one bottom-up and community-anchored, the other top-down and state-anchored. Support is uneven: epistemic depth is philosophically elaborated on the Indonesian side but expressed on the Uzbek side as system architecture and benchmarking. The study contributes to decolonising deep learning discourse and proposes four testable propositions for bilateral cooperation.

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