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Harun Joko Prayitno
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Indonesian Journal on Learning and Advanced Education (IJOLAE)
Published by Universitas Muhammadiyah Surakarta
ISSN : 2655920X     EISSN : 26562804     DOI : 10.23917
Core Subject : Education, Social,
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal on Learning and Advanced Education (IJOLAE) aims to promote creativity, innovation, and entrepreneurship in education in order to face global challenges such as education in the disruption era, internet of things in education, child-friendly education, HOTS-based education, STEAM Education, blended learning, humanity literation education, life-skill learning, digital class, and other educational innovations.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2 Documents
 1 
Search results for , issue "vol. 8, no. 3, september 2026" : 2 Documents clear
Innovative Contextual Learning Using West Kalimantan Biodiversity as a Resource for Organism Classification in Junior High Schools Mas Akhbar Faturrahman; Kurnia Ningsih; Afandi Afandi; Reni Marlina; Ashley B. Heim; Lerato Kim Ndlovu; Thokozani Isaac Mtshali; Dian Wahyuningsih; Mai Haruno
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19317

Abstract

The biodiversity of West Kalimantan offers a rich and relevant context for Natural Sciences learning. However, no study has examined its potential for teaching organism classification in junior high schools using clearly defined learning resource requirements. Therefore, this study aims to explore the potential of West Kalimantan’s biodiversity in creating a conceptual foundation for integrating and utilizing it as a learning resource for teaching organism classification in junior high schools. Qualitative study was utilized, beginning with a literature review to identify peer-reviewed publications related to West Kalimantan’s biodiversity across the Monera, Protista, Fungi, Plantae, and Animalia kingdoms. The identified biodiversity data were then analyzed using a biology learning resource analysis framework that covers six requirements, employing qualitative evaluation to evaluate whether West Kalimantan’s biodiversity could support the conceptual and procedural demands of organism classification in junior high schools. The results indicated that West Kalimantan hosts an outstanding level of biodiversity, including several endemic species, which can provide relevant, concrete, and contextual examples for teaching organism classification. The biology learning resource analysis framework revealed that information on West Kalimantan’s biodiversity meets all six requirements, demonstrating its exceptional potential for use in learning activities, particularly problem-based learning that can incorporate authentic issues related to the biodiversity. Therefore, this study contributes to the development of a conceptual foundation by structured evaluation of West Kalimantan’s biodiversity, providing a basis for creating localized and contextualized learning resources on organism classification in junior high schools that have the potential to support students’ academic performance.
Civic Skills as a Priority for Project-Based Learning in Pancasila Education: A Mixed-Methods Needs Analysis in Elementary Schools David Lailelleru; Fathurrohman Fathurrohman; Arya Chandra Kirana; Cathetine Rose Middleton; Fatima Al-Kuwari; Amelia Septi Nur Afriza; Ai Haidar Syahmanan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 8, No. 3, September 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v8i3.19458

Abstract

Pancasila Education in elementary schools requires learning experiences that develop civic knowledge, civic skills, and civic disposition. This study aims to describe fifth-grade students’ civic competence, examine differences across schools and gender, identify associations among the measured dimensions, and compare student and teacher responses to PjBL-related learning indicators. A sequential explanatory mixed-methods design involved 112 fifth-grade students and five teachers from five public elementary schools in Sleman, Indonesia. Quantitative data were collected using a 19-item dichotomous student questionnaire and a teacher questionnaire, while qualitative data were obtained from students’ open-ended responses and teacher interviews. Data were analyzed using descriptive statistics, Kruskal–Wallis, Mann–Whitney U, Spearman correlation, and qualitative content analysis. The results showed scores of 92.6% for civic knowledge, 74.9% for civic skills, 85.1% for civic disposition, and 51.3% for PjBL-related indicators. Civic skills showed the strongest association with PjBL-related indicators (ρ = 0.465, p < 0.001), while student and teacher responses differed substantially on PjBL-related indicators (51.3% vs. 80.0%). Qualitative findings indicated students’ interest in collaborative, creative, and project-oriented activities. These findings provide preliminary evidence for considering PjBL as a potential approach to support civic-skills development, while further research should employ more comprehensive and psychometrically validated instruments and examine PjBL implementation and effectiveness.

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