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MULAJIMATUL FITRIA
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INDONESIA
Jurnal Wahana Literasi Pendidikan
Published by CV Lentara Literasi Indonesia
ISSN : -     EISSN : 31242820     DOI : https://doi.org/10.58472/jwlp.v1i2.361
Core Subject : Education,
Education Other
Jurnal Wahana Literasi Pendidikan adalah jurnal ilmiah yang memuat hasil penelitian dan kajian konseptual di bidang pendidikan, dengan fokus pada pengembangan literasi dalam berbagai aspek pembelajaran. Jurnal ini hadir sebagai wadah publikasi bagi akademisi, pendidik, peneliti, dan mahasiswa untuk menyebarluaskan gagasan serta temuan yang relevan dengan peningkatan mutu pendidikan. Melalui penerbitan karya ilmiah yang berkualitas, Jurnal Wahana Literasi Pendidikan berupaya mendorong tumbuhnya budaya literasi, inovasi pembelajaran, dan penguatan karakter peserta didik di era modern.
Arjuna Subject : Umum - Umum
Articles 30 Documents
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Strategi Guru PAI dalam Membentuk Akhlak Peserta Didik di Era Digital pada SMK NU Darussalam Rejoagung Srono Mas Hilmi Mubarrok; Saiful Gufron Duwila; Safta Hidayat; Slamet Slamet
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.219

Abstract

The rapid development of information and communication technology has brought significant changes to learning patterns, social interactions, and the moral development of students, particularly in Vocational High Schools (SMK), where adolescents are highly vulnerable to the influence of digital culture. This study aims to conduct an in-depth analysis of the strategies employed by Islamic Education (PAI) teachers in shaping students’ character at SMK NU Darussalam Rejoagung Srono, as well as to examine the challenges that arise amid the rapid flow of digitalization, which presents both opportunities and obstacles. Using a qualitative research method with a descriptive case study approach, this research describes the phenomenon naturally based on the experiences of teachers and students as primary subjects. The findings indicate that character-building strategies are implemented through exemplary behavior (uswah hasanah), the integration of moral values in learning activities, the positive utilization of digital media, routine worship practices, and individualized spiritual guidance that helps students understand Islamic values in a contextual and digitally relevant manner. However, PAI teachers face various challenges such as limited digital literacy, inadequate technological facilities, weak parental supervision, and the strong penetration of negative digital content that often contradicts Islamic moral values. This study concludes that the effectiveness of character formation greatly depends on the consistency of teacher strategies, institutional support, and synergy between school and family so that character education can adapt to digital-era developments and foster a generation that is virtuous, religious, and wise in utilizing technology.
Pembentukan Karakter Siswa Melalui Keteladanan Guru PAI di SMP Darul Falah Ngadirejo Purwoharjo M. Zain Kamal; Anas Jauhar Firmansyah; Wildan Nasruloh; Slamet Slamet
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.220

Abstract

Character education is a fundamental mandate within the national education system, particularly in preparing students to become individuals who are faithful, ethical, and responsible. The role of teachers, especially Islamic Education (PAI) teachers, is highly strategic because their personal example directly influences students’ behavior. In the context of a pesantren-based school, such exemplification becomes even more essential as part of cultivating religious values. This study was conducted at SMP Darul Falah Ngadirejo to examine how PAI teachers shape students’ character through daily acts of role modeling within classroom instruction and school interactions. Employing a descriptive qualitative method with data triangulation through interviews, observations, and document analysis, this research analyzed data using the interactive model of Miles, Huberman, and Saldana, consisting of data reduction, data display, and conclusion drawing. The findings reveal that PAI teachers play a significant role in character formation through exemplary practices in worship, ethics, and social interaction. A religious school environment, pesantren culture, and positive teacher–student relationships serve as major supporting factors, while digital media influence, limited parental supervision, and inconsistency in teacher modeling represent notable challenges.
Eksplorasi Praktik Deep Learning dalam Pembentukan Karakter Religius Siswa di Sekolah Dasar M Choirul Muzaini; Syahrul Aziz
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.224

Abstract

This study aims to explore the practice of deep learning in Al-Qur'an learning and its contribution to the formation of religious character in elementary school students. The study was conducted at SD Negeri 1 Jatidatar, Bandar Mataram District, Central Lampung Regency, with a focus on the use of sound wave analysis media in Al-Qur'an reading learning. The research approach used was qualitative with a case study type. The research subjects included Islamic Education teachers and fourth and fifth grade students. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using thematic analysis. The results showed that sound wave analysis-based learning encouraged students to actively engage in the learning process through activities such as observing, comparing, analyzing, and reflecting on reading errors. This practice not only improves the accuracy and precision of reading the Qur'an, but also contributes to the formation of students' religious character, such as discipline, honesty, responsibility, self-reflection, and perseverance. The integration of deep learning with simple technology has proven to be capable of creating meaningful and contextual Islamic Religious Education learning. This research provides a theoretical contribution to the development of deep learning in Islamic education as well as a practical contribution in the form of an innovative learning model that can be applied in elementary schools.
Mismatch Developmental-HOTS Load pada Siswa Kelas 1 SD dan Dampaknya terhadap Prestasi Belajar Novi Wibowo
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.226

Abstract

This study aims to examine the appropriateness of higher order thinking skills (HOTS) assessment for Grade 1 elementary students and its impact on learning achievement from a cognitive developmental perspective. The research employed a qualitative approach using a descriptive case study conducted at SD Negeri 2 Parijatah Kulon. The participants consisted of 17 Grade 1 students and one classroom teacher. Data were collected through classroom observations, semi-structured interviews, and document analysis of HOTS-based assessment items. The findings indicate that most students experienced significant difficulties in understanding instructions and engaging in analytical and evaluative thinking required by HOTS items, resulting in learning achievement that did not accurately reflect their actual abilities. This study identifies a phenomenon termed Mismatch Developmental-HOTS Load, referring to the misalignment between the cognitive demands of HOTS questions and the developmental cognitive capacity of early-grade students. The novelty of this research lies in its conceptual contribution to educational psychology by emphasizing the importance of developmentally appropriate assessment. The study highlights the need for adaptive HOTS design aligned with children’s cognitive development to ensure valid, fair, and psychologically meaningful evaluation practices in early elementary education.
Peran Pendidikan Karakter dalam Pembentukan Sikap Sosial Remaja di SMA Plus Al-Matholi Vevi Putri
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.241

Abstract

This study aims to describe the role of character education in the formation of adolescent social attitudes at Al-Matholi Plus High School. The research method used is qualitative descriptive with a field research approach. The data source was obtained through interviews, observations, and documentation of the Principal, Deputy Head of Curriculum, and 1 teacher of SMA Plus Al-Matholi. The results of the study show that character education has an important role in shaping students' personalities and social attitudes, especially in fostering empathy, responsibility, and cooperation. The implementation of character education is carried out through curriculum, extracurricular activities, and daily interactions in the school environment. The main supporting factors include teacher examples, family support, and student motivation, while the obstacles found include the negative influence of digital media, low interest in learning, and student apathy. Overall, character education has proven to be effective in shaping positive social attitudes of adolescents, noting the need for synergy between schools, families, and communities to achieve optimal results.
Analisis Teoritis Pendekatan Resource-Based Learning dalam Meningkatkan Kemandirian Belajar : Sebuah Tinjauan Pustaka Sistematis Sofyatun Nisa; Kini Tri Utami; Riza Faishol
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.267

Abstract

This article aims to analyze the theoretical relationship between the Resource-Based Learning (RBL) approach and the enhancement of self-directed learning through a systematic literature review. The research background is based on the shift in the educational paradigm from teacher-centered to learner-centered, driven by technological developments and access to increasingly diverse learning resources. RBL is seen as a relevant approach to empowering learners in managing independent learning. However, previous studies tend to focus on specific learning outcomes without investigating the mechanisms underlying the relationship between RBL and self-directed learning in depth. Therefore, this study has the following objectives: (1) to identify key RBL principles that support self-directed learning; (2) to analyze the psychological and pedagogical mechanisms in the process; and (3) to map the supporting and inhibiting factors of RBL effectiveness in the context of developing self-directed learning. The research method used is a systematic literature review with a qualitative approach based on thematic analysis. Data were collected from SINTA-indexed national journals and international publications accessed through Google Scholar, the Garuda Portal, and the SINTA database, with publications limited to the last 10 years (2014–2024). The analysis procedure adapted the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework through the stages of identification, screening, eligibility assessment, and inclusion of articles. The validity of the findings was enhanced through source triangulation and peer debriefing. The results revealed three key principles of RBL: source diversity, learner autonomy, and inquiry-based learning. These three principles encourage independent learning through mechanisms of increasing self-efficacy, strengthening self-regulation, and shifting the locus of control to internal learners. The implementation of RBL is supported by factors such as teacher competence, the availability of learning resources, and a conducive school culture, but is hampered by the digital literacy gap, misaligned evaluation systems, and a dense curriculum load. This study provides an integrated conceptual framework for the development of empowering learning practices and recommendations for further empirical research.
Analisis Konseptual Pembelajaran Jarak Jauh: Tinjauan Pustaka Tentang Kelebihan, Kekurangan, dan Tantangan di Era Digital Vina Nailil Afida; Ikfina Ilma Salwa; Riza Faishol
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.268

Abstract

This scientific article analyzes the concept of distance learning in the digital era through a systematic literature review, focusing on an integrated identification of its advantages, disadvantages, and challenges. This research uses a library research method with a descriptive qualitative approach, synthesizing various recent primary and secondary literature. The results show that distance learning offers main advantages in the form of flexibility of time and place, cost efficiency, and expanded access to digital learning resources. However, these advantages are offset by disadvantages such as reduced direct social interaction, high demands for self-motivation, and shifts in the roles and workloads of educators. Furthermore, the implementation of distance learning in Indonesia still faces systemic challenges such as the digital divide, uneven digital literacy, and difficulties in maintaining the quality and integrity of online learning. The novelty of this article lies in the triadic synthesis that links these three dimensions in one comprehensive analytical framework, with an emphasis on the post-pandemic Indonesian context. The implication is that the effectiveness of distance learning requires a holistic ecosystem approach, including equitable infrastructure, strengthening educator capacity, implementing contextual hybrid learning models, and active involvement of parents and the community. Thus, this article provides a conceptual contribution to the development of more inclusive, adaptive, and sustainable distance learning policies and practices in Indonesia.
Peran Media dan Sumber Belajar dalam Meningkatkan Efektivitas Pembelajaran Khikmatul Fajriyah; Riska Nur Amalia; Riza Faishol
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.270

Abstract

This study aims to comprehensively analyze the role of instructional media and learning resources in enhancing learning effectiveness through a systematic literature review. The research was motivated by the need for an integrative conceptual model that synergizes the two elements holistically, as most previous studies in Indonesia still examined them separately. Using a qualitative approach with library research methods, data were collected from scientific documents published in the last ten years (2015-2025) through Google Scholar, Garuda Portal, and SINTA. Data analysis was conducted using qualitative content analysis with the stages of data reduction, data display, and conclusion drawing/verification. The findings indicate that media and learning resources have complementary roles: media acts as a mediating system that bridges abstract ideas, while learning resources serve as the content and context that provide substance and meaning. Three dominant synergy patterns were identified: amplification-concretization, contextualization-authenticity, and collaboration-construction, each contributing to cognitive, affective, and psychomotor aspects. As a novelty, this study formulates an integrative conceptual framework called the Synergistic Design Cycle (SIDES), which emphasizes strategic matching between media and learning resources in a cyclical, reflective process. This framework is intended as a practical guide for educators and curriculum developers to design more effective, efficient, and relevant learning experiences in the digital era.
Pemanfaatan Konten Digital dalam Pendidikan Politik untuk Meningkatkan Literasi Demokrasi Zaki Al Mubarok; Slamet Slamet
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.290

Abstract

The development of digital technology has brought significant changes to the implementation of political education, particularly through the utilization of digital content as a learning medium. This study aims to analyze the use of digital content in political education and its impact on enhancing democratic literacy. The research employs a qualitative approach with a descriptive method and is conducted in Banyuwangi Regency. Data collection techniques include in-depth interviews, observation, and documentation, while data analysis is carried out inductively through the stages of data reduction, data display, and conclusion drawing. The findings indicate that digital content in political education is utilized through various digital platforms, such as social media, educational videos, and online information portals, which are able to present political materials in a contextual, up-to-date, and easily accessible manner. This utilization contributes positively to the enhancement of democratic literacy, as reflected in increased understanding of citizens’ rights and obligations, greater awareness of political participation, and improved critical thinking skills in filtering political information and avoiding hoaxes. The integration of digital citizenship based political education has proven effective in shaping citizens who are critical, ethical, and responsible in democratic life.
Inovasi Metode Pembelajaran Perspektif Hadis dalam Kitab Ar-Rasūl al-Mu’allim wa Asālibuhu fī al-Ta‘līm Karya Abdul Fattah Abu Ghuddah Kaimudin Kaimudin; Nurhasan Nurhasan; Slamet Priyadi
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.303

Abstract

This study aims to explore innovative learning methods derived from the perspective of the Prophet Muhammad's hadith through an in-depth analysis of Abdul Fattah Abu Ghuddah's book Ar-Rasūl al-Mu'allim wa Asālibuhu fī al-Ta'līm. As the main reference work, this book codifies the Prophet's teaching methods that have been proven to be pedagogically effective. The research uses a qualitative approach with an exploratory-analytical library research method. Primary data was obtained from the book, while secondary data came from reputable journal articles discussing Islamic educational innovation, hadith-based learning methods, and Abu Ghuddah's thoughts. The results of the study show that Abu Ghuddah successfully mapped at least ten main methods of innovative learning sourced from the Prophet's sunnah: 1. Dialogical (Hiwār) and Question and Answer Methods: From Monologue to Interaction. 2. Parable (Amtsāl) and Contextual Analogy (Abstraction to Concreteness) Methods. 3. The Story Method (Qasas) with an Emotional and Reflective Approach. 4. The Habituation and Repetition Method (Tikrār) with Variations: Towards Mastery Learning. 5. The Practical Demonstration Method (al-Tathbīq al-‘Amalī) and Learning by Doing. 6. Differentiated Instruction Method (Ta'līm Fardī): Accommodating Diversity and Individual Responsiveness. 7. Method of Using Media and the Surrounding Environment (al-Ittikhādz al-Wasā'il wa al-Bī'ah). 8. Positive Reinforcement Method (al-Ta'zīz) and Wise Correction (al-Tashhīḥ al-Hakīm). 9. Method of Giving Examples and Role Models (al-Uswah al-Hasanah). 10. Method of Simplification and Staging (al-Tadrīj wa al-Tabsīth). Analysis of these findings in the context of contemporary education reveals that these methods are not only relevant but also contain innovative principles such as student-centered learning, contextual learning, and differentiation that are in line with modern educational theory. This study concludes that the Prophet Muhammad's teaching tradition is a rich and valid source of inspiration for the development of innovative learning methods in the modern era. The integration of the hadith treasury curated by scholars such as Abu Ghuddah with contemporary educational insights can give rise to an authentic, effective, and transformative model of Islamic education.

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