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Al-Musannif
Published by Madrasah Tsanawiyah DDI Cilellang
ISSN : 26572362     EISSN : 26847736     DOI : https://doi.org/10.65046/msn
Core Subject :
Al-Musannif is a peer-reviewed academic journal dedicated to the advancement of education research, covering Islamic education, education policy and management, teacher training, learning and student development, and contemporary issues in community-based education environments. The journal serves as a platform for scholars, educators, and researchers to disseminate original studies, theoretical frameworks, and evidence-based practices in the field of education.
Arjuna Subject : -
Articles 51 Documents
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Case-Based Learning for Enhancing Occupational Health Biomedical Literacy: Evidence from Exercise-Induced Oxidative Stress Education Asih Luklu Susiati; Trinarti Senolangi; Andi Nadya Eka Putri; Sahari Bulan; Nur Amalia Alif
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.17

Abstract

Occupational fatigue and oxidative stress have become important concerns in Occupational Health and Safety (OHS) education due to their impact on workers’ physiological health and workplace performance. However, biomedical learning in OHS programs is often theoretical and lacks contextual learning experiences that promote scientific reasoning and biomedical literacy. This study aimed to investigate the effect of Case-Based Learning (CBL) on occupational health biomedical literacy among OHS students in the context of exercise-induced oxidative stress. A quasi-experimental pretest–posttest control group design was employed involving 42 undergraduate OHS students divided into an experimental group (n = 21) and a control group (n = 21). The experimental group received CBL instruction using authentic biomedical cases related to Malondialdehyde (MDA), Serum Glutamic Pyruvic Transaminase (SGPT), VO₂max, and occupational fatigue, while the control group received conventional lecture-based instruction. Data were collected using a biomedical literacy test assessing conceptual understanding, biomedical data interpretation, scientific reasoning, and occupational health decision-making. The results showed that the experimental group achieved a higher posttest score (84.52 ± 6.73) than the control group (71.38 ± 7.84). The normalized gain was also higher in the experimental group (0.65) than in the control group (0.35). Paired-samples t-test analysis revealed significant improvements in biomedical literacy scores in both groups (p < 0.001), with substantially greater gains observed in the CBL group. These findings indicate that integrating authentic biomedical cases through CBL effectively enhances biomedical literacy and scientific reasoning among OHS students and may serve as an effective strategy for contextual occupational health education.
History Education, Historical Consciousness, and the Development of National Identity, Patriotism and Democracy Citizenship: A Systematic Literature Review Anzar Abdullah; Rahmaniah Rahmaniah; Muhammad Asdam; Norhasni Zainal Abidin
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.35

Abstract

This study examines the role of history education in fostering nationalism and patriotism through the development of historical consciousness in the digital era. Although numerous studies have highlighted the importance of history education in strengthening national identity, limited research has systematically synthesized how history learning contributes to the formation of nationalism and patriotism across different educational contexts. Employing a systematic literature review approach, this study analyzed filtering national and international scholarly publications selected through predefined inclusion and exclusion criteria. The findings indicate that history education functions not only as a medium for transmitting historical knowledge but also as a mechanism for developing historical consciousness, national identity, and civic responsibility. The review further reveals that contextual, participatory, and reflective learning approaches are more effective in fostering constructive forms of nationalism and patriotism than traditional content-oriented instruction. This study proposes a conceptual framework linking history education, historical consciousness, national identity formation, and democratic citizenship. The findings contribute to the growing scholarship on history education by offering a theoretical perspective on how nationalism and patriotism can be cultivated in increasingly globalized and digitalized societies.
Systematic Literature Review: Reframing Riverbank Erosion as a Contextual Learning Tool in Environmental Education Sulistiawaty Sulistiawaty; Rusnita Rusnita; Erma Suryani Sahabuddin; Eka Apriyanti
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.36

Abstract

Riverbank erosion is a significant environmental issue that affects ecological systems, socioeconomic conditions, public health, and community resilience. Despite its widespread impacts, its potential as a contextual learning resource in environmental education has received limited scholarly attention. This study aims to synthesize existing evidence on the impacts of riverbank erosion and examine how the phenomenon can be reframed as a contextual learning medium within environmental education. A Systematic Literature Review (SLR) adapted from the PRISMA guidelines was conducted using articles retrieved through Publish or Perish from the Scopus database. Using the keywords “riverbank erosion,” “contextual learning,” and “environmental education,” the selection process resulted in 10 relevant articles, which were analyzed through qualitative descriptive techniques. The findings reveal that riverbank erosion contributes to environmental degradation, damage to land and settlements, population displacement, and increased socioeconomic vulnerability. More importantly, this review highlights the educational value of riverbank erosion as an authentic environmental context that supports contextual learning, place-based learning, and environment-based learning approaches. By synthesizing evidence across environmental and educational studies, this review provides a conceptual linkage between local environmental challenges and meaningful learning experiences. The findings suggest that integrating riverbank erosion issues into environmental education can foster environmental literacy, critical thinking, and students’ awareness of sustainability challenges, while offering educators a framework for connecting real-world environmental problems with classroom learning.
Environmental Education for Healthy Childhoods: Exploring Sanitation Awareness and Nutritional Behavior among School-Age Children Yuliyanti Setiawati; A. Bida Purnamasari; Erma Suryani Sahabuddin; Eka Apriyanti
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.37

Abstract

This phenomenological study explored school-age children’s lived experiences of environmental sanitation awareness and nutritious dietary behavior within environmental education in South Sulawesi, Indonesia. Using a qualitative design, data were collected through in-depth interviews, participant observation, and documentation involving school-age children, parents, and teachers selected purposively from elementary and junior secondary schools. Thematic phenomenological analysis revealed five interrelated themes: developing sanitation awareness through daily practices, family and school as nutritional learning spaces, environmental education as behavioral transformation, social and cultural influences on healthy living, and healthy living as a shared responsibility. The findings indicate that children’s understandings of hygiene and healthy eating are shaped less by formal instruction than by repeated interactions, role modeling, and experiential learning in home, school, and community settings. Environmental education emerged as a meaningful framework for connecting sanitation, nutrition, and child well-being by fostering responsibility, comfort, and environmental care. The study implies that schools and families should collaborate to embed sanitation literacy and nutritional awareness into everyday routines and child-centered environmental programs.
Integrating Authentic Tuberculosis Cases into Problem-Based Learning: A Case Study of Analytical Reasoning among Public Health Students La Ode Asrianto; Hamka Hamka; Erma Suryani Sahabuddin; Eka Apriyanti
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.40

Abstract

This qualitative case study explored public health students’ analytical reasoning experiences during the implementation of authentic tuberculosis cases in Problem-Based Learning (PBL). The study was conducted in an undergraduate public health program in Indonesia and involved students who actively participated in tuberculosis case discussions, collaborative inquiry, and reflective learning activities. Data were collected through classroom observations, semi-structured interviews, reflective journals, and learning documents, then analyzed using thematic analysis. The findings showed that authentic tuberculosis cases encouraged students to identify core public health problems, interpret contextual factors such as stigma, overcrowding, limited health literacy, and healthcare access, and evaluate evidence-based solutions collaboratively. Four major reasoning patterns emerged: contextual understanding, evidence-based analysis, collaborative reasoning, and reflective engagement. The use of authentic cases enabled students to connect theoretical concepts with real community health conditions and strengthened their problem-solving orientation and professional awareness. The study concludes that integrating authentic tuberculosis cases into PBL is an effective strategy for fostering analytical reasoning in public health education. This approach supports deeper learning, meaningful engagement, and preparation for evidence-informed decision-making in professional public health practice.
Item Analysis of a Physics Technological Literacy Test on Work and Energy Abdul Rafid Fakhrun Gani; Dewi Wulandari; Yuni Warty
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.41

Abstract

This study aimed to develop and analyze a physics technological literacy test instrument on the topic of work and energy for senior high school students. This study addresses the limited availability of technological literacy assessment instruments specifically designed for the topic of work and energy in physics education. The research used a Research and Development (R&D) approach with the ADDIE development model, consisting of analysis, design, development, implementation, and evaluation stages. The instrument was developed based on three dimensions of technological literacy: knowledge, capabilities, and critical thinking and decision making. The study involved 200 students from several senior high schools in Binjai City, Indonesia. Data were analyzed using validity, reliability, and Rasch model analyses to evaluate the quality of the instrument. The results showed that the instrument was highly feasible, with evaluation expert validation of 92,13% and material expert validation of 90,4%. Practicality testing also indicated that the instrument was practical and easy to use. All items were categorized as valid and reliable, with a Cronbach’s Alpha coefficient of 0.935. The Rasch analysis demonstrated that the instrument could accurately measure students’ technological literacy abilities across various ability levels. The findings indicate that the developed instrument is valid, reliable, practical, and effective for measuring students’ technological literacy in physics learning, and it can serve as an assessment tool for teachers to evaluate and improve students’ technological literacy skills.
Integrating GitMind into Socio-Scientific Inquiry-Based Learning: Impacts on Science Literacy and Argumentation Skills Afifah Zahrah Pamela; Susriyati Mahanal; Sitoresmi Prabaningtyas
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.51

Abstract

Science literacy and argumentation skills are two essential competencies for addressing socio-scientific issues, yet both remain relatively low among high school students in Indonesia. No prior study has integrated digital mind-mapping tools within a Socio-Scientific Inquiry-Based Learning (SSIBL) framework to simultaneously develop these competencies, constituting the primary novelty of this work. This quasi-experimental study compared three instructional conditions: GitMind-assisted SSIBL, Guided Inquiry, and Direct Instruction. Participants were senior high school biology students studying the human reproductive and excretory systems, and ANCOVA was applied to control for pre-existing ability differences. The GitMind-assisted SSIBL class achieved the highest enhancement in science literacy (66.22%), outperforming Guided Inquiry (53.17%) and Direct Instruction (44.87%). Argumentation skills followed the same pattern, with SSIBL recording the greatest improvement (58.47%), followed by Guided Inquiry (46.09%) and Direct Instruction (34.35%). ANCOVA confirmed significant effects of instructional treatment on science literacy, F(2, 89) = 63.615, p < .001, partial η² = .588, and on argumentation skills, F(2, 89) = 82.253, p < .001, partial η² = .649. These findings provide theoretical support for the role of socioscientific context and digital knowledge externalisation in fostering higher-order competencies, and offer biology educators a structured, evidence-based instructional model applicable beyond conventional inquiry approaches.
Pengembangan Buku Pengayaan Jenis Invertebrata di Pantai PandaratanTapanuli Tengah Berbasis Kontekstual untuk Meningkatkan Hasil Belajar Siswa Kelas X SMA: Development of a Contextual Enrichment Book Based on Invertebrate Diversity at Pandaratan Beach, Central Tapanuli to Improve Grade 10 Senior High School Students’ Learning Outcomes Marina Azzahra Nasution; Khairiza Lubis; Ashar Hasairin; Ely Djulia
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.52

Abstract

Utilizing local potential as a learning resource can create more contextual and meaningful learning. This study aims to develop a non-textbook on invertebrate Animalia diversity in Pandaratan Beach, Central Tapanuli based on contextual validity that is valid, practical, and effective in improving students' cognitive learning outcomes. The research method used is Research and Development (R&D) with the Four-D (4-D) model which includes define, design, develop, and disseminate. The research subjects consisted of expert validators, biology teachers, and grade X students of SMA Negeri 1 Tukka. Data were collected through validation sheets, response questionnaires, and cognitive learning outcome tests. The results showed that there were 31 invertebrate Animalia species used as the basis for developing non-textbooks. The validation results showed very high feasibility from material experts (95.3%), learning design experts (94.01%), and graphic design experts (84.51%). The teacher's response obtained 99.47% with a very good category, and the student's response was also very good. The effectiveness test showed an N-Gain value of 0.71 (high category), while the t-test obtained a significance of 0.000 (p < 0.05). This indicates that the use of contextual-based non-textbooks has a significant effect on improving students' cognitive learning outcomes. Thus, the developed product is declared valid, practical, and effective as a learning resource for Animalia.
Pengembangan Booklet Jenis Echinodermata Berbasis Potensi Lokal Pantai Pandaratan untuk Meningkatkan HOTS Siswa Kelas X SMA: Development of a Local Potential-Based Echinoderm Booklet from Pandaratan Beach to Enhance the Higher-Order Thinking Skills of Grade 10 Senior High School Students Putri Nora; Martina Restuati; Syahmi Edi
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.53

Abstract

Students' Higher-Order Thinking Skills (HOTS) remain relatively low, while the utilization of local potential as a biology learning resource is still limited. This study aimed to develop an Echinoderm diversity booklet based on the local potential of Pandaratan Beach and examine its effectiveness in enhancing students' HOTS. The study employed the 4D Research and Development model consisting of Define, Design, Develop, and Disseminate stages. Data were collected using validation sheets, response questionnaires, and HOTS tests. The booklet was rated highly feasible by material experts (92.96%), instructional design experts (94.31%), and graphic design experts (86.02%). Teacher and student responses were highly positive, with scores of 99.00% and 97.04%, respectively. The experimental class obtained a higher posttest mean score (83.80) than the control class (73.95), with N-Gain values of 0.74 (high category) and 0.59 (moderate category), respectively. An independent samples t-test revealed a significant difference between the two groups (p < 0.05). These findings indicate that the booklet is both feasible and effective in improving students' HOTS. Therefore, the booklet can serve as an alternative local potential-based learning resource to support contextual biology learning in senior high schools.
Pengembangan Booklet Crustacea Pantai Ujung Patikalo Untuk Meningkatkan Hasil Belajar Kognitif: Development of a Crustacean Booklet Based on Ujung Patikalo Beach to Improve the Cognitive Learning Outcomes Surya Karinanta Sembiring; Widya Arwita; Fauziyah Harahap
Al-Musannif Vol. 8 No. 1 (2026)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v8i1.55

Abstract

Animalia learning in high schools is still dominated by general textbooks that rarely integrate local biodiversity, resulting in limited cognitive learning outcomes. This study aimed to develop a Crustacea Booklet of Ujung Patikalo Beach as a learning resource for Animalia and to evaluate its validity, practicality, and effectiveness. This Research and Development (R&D) study employed the 4D model (define, design, develop, and disseminate). The study involved six expert validators, one biology teacher, and two Grade X classes of SMA Negeri 1 Tukka as the experimental and control groups. Data were collected through observations, interviews, questionnaires, documentation, and cognitive achievement tests. The booklet was rated highly valid by experts (87.01–91.73%) and received very positive responses from the teacher and students (91.66–99.00%). The experimental class achieved a high N-Gain score (0.71), exceeding that of the control class (0.39). The Independent Sample t-test indicated a significant difference in cognitive learning outcomes between the two groups (p < 0.05). These findings demonstrate that the developed booklet is a valid, practical, and effective local potential-based learning resource for improving students’ cognitive learning outcomes in Animalia.

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