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lenny marzulina
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Edukasi: Jurnal Pendidikan dan Pengajaran
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : https://doi.org/10.19109/hf26hz57
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Arjuna Subject : Umum - Umum
Articles 248 Documents
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Feeding Minds, Building Dignity: Indonesia’s Free Nutritious Meal Policy (MBG), Barriers, Prospects, and  Policy Recommendations Marzulina, Lenny; Mukminin, Amirul; Harto, Kasinyo
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.32308

Abstract

This policy analysis examines Indonesia's ambitious Free Nutritious Meal Program (Program Makan Bergizi Gratis), launched in 2025 as a flagship initiative to address chronic malnutrition and stunting among children and pregnant women. The program aims to provide free nutritious meals to millions of beneficiaries across the archipelago, targeting improved health outcomes, enhanced educational performance, and long-term human capital development. Drawing on implementation science frameworks and comparative policy analysis, this paper identifies critical barriers to program success, including logistical challenges in remote and archipelagic regions, quality assurance across diverse socioeconomic contexts, inadequate infrastructure in participating schools and health facilities, and coordination complexities among multiple stakeholders spanning education, health, and agriculture sectors. The analysis reveals promising prospects grounded in Indonesia's existing social protection infrastructure, strong political commitment at the highest levels, potential for local economic stimulation through agricultural partnerships, and growing public awareness of nutrition's role in breaking intergenerational poverty cycles. However, sustainability concerns emerge regarding long-term financing mechanisms, supply chain reliability, and human resource capacity at the district level. The paper concludes with evidence-based policy recommendations organized across five domains: strengthening intersectoral governance through dedicated coordinating bodies; investing in cold chain infrastructure and local food procurement systems; developing comprehensive nutrition literacy programs for parents and communities; establishing robust monitoring and evaluation frameworks with real-time data systems; and creating sustainable financing models that balance national budgets with district-level implementation costs. These recommendations emphasize the imperative of contextualizing global nutrition interventions within Indonesia's unique geographic, cultural, and institutional landscape while maintaining the program's core commitment to equity and dignity for all children.
Cultural Incorporation into Graphic Design Learning in South Africa: Learners’ Voices Blose, Princess; Adekola, Ayobami Precious
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/jtx0tb36

Abstract

The incorporation of cultural traditions into education is gaining recognition worldwide. In South Africa, the Curriculum and Assessment Policy Statement for the subject of Technology encourages learners to explore the intersection of societal values, technology, community, and the natural world. This study investigated the impact of cultural traditions on the acquisition of graphic design skills among senior-level technology learners, guided by the social learning theory. We examined how cultural norms influenced graphic design education, focusing on a group of Grade 9 learners in the Mgwenya circuit in Mpumalanga Province, South Africa. The data were collected through qualitative semi-structured interviews and classroom observations. The analysis was conducted using the interpretative phenomenological analysis framework. The study found that while learners understood the subject content, they lacked awareness of graphic design methodologies and did not effectively incorporate cultural elements into their work. This was attributed to the absence of supportive environments, opportunities for cultural expression, and genuine appreciation for cultural diversity. This study highlights the vital role of cultural practices in graphic design education within the Technology curriculum, emphasizing the need for a more inclusive and culturally responsive approach.
Development of Illustrated Story Books for Anti-Corruption Education in Early Childhood Putri, Mayra Amanda; Masykuroh, Khusniyati
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/szv20533

Abstract

This study was aimed to develop effective picture storybooks for instilling anti-corruption values in early childhood. Research and Development (R&D)  was used in this study. This study developed illustrated storybooks as learning media to instill anti-corruption character values in early childhood using the ADDIE method. This research was conducted at an early childhood education institution in South Jakarta. The study involved three participants;   principals and   teachers of kindergarten. Interview was used in  analysis phase. During the development phase, three illustrated storybooks conveying messages of honesty, care, and responsibility were created. Expert validation result indicated that the books are suitable for use as learning media. Implementation in the early childhood institutions received positive responses from teachers and principals, indicating the books’ effectiveness in instilling anti-corruption character values. The study recommends developing diverse learning media, providing teacher training, and involving parents to support anti-corruption character education from an early age. The findings demonstrate that illustrated storybooks serve as effective media for promoting the learning of anti-corruption values in early childhood.
Navigating Language Alteration: A Case Study on English Language teachers’ code Switching and Mixing in Classroom Speaking Activities Wulandahri, Desti; Ilma, Ridha; Desvitasari, Deta
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.29253

Abstract

This research investigated the various types and functions of code switching and code mixing employed by English teachers in teaching speaking activities. Utilizing a qualitative case study approach, the research involved two eleventh-grade English teachers. Data collection was conducted through classroom observations and semi-structured interviews. The data were then analyzed by using thematic analysis, which enabled the researchers to systematically identify, code, and categorize patterns across the data set. As a result of this analysis, the findings regarding the types and functions of code switching and code mixing emerged from recurring themes observed during classroom practices and interviews. The research identified three types of code switching: tag-switching, inter-sentential switching, and intra-sentential switching. Additionally, three types of code mixing were observed: insertion, alternation, and congruent lexicalization. Regarding functions, six functions of code switching were recognized: referential, directive, expressive, phatic, metalinguistic, and poetic. Furthermore, seven functions of code mixing were identified: quotation, addressee specification, repetition, interjection, message qualification, personalization/objectivization, and facilitation of expression. The results indicated that both code switching and code mixing significantly supported students’ engagement, understanding, and active involvement in speaking activities. These linguistic strategies allow teachers to manage the classroom effectively and deliver material more clearly by adjusting the language based on students’ needs and contexts. This research provided valuable insights for English teachers in multilingual classrooms, particularly in EFL contexts.
The Relationships among Classroom Management, Work Culture, and Pedagogical Competence among Islamic High School Teachers Moch. Abdul Rohman; Ruhiat, Yayat; Atikah, Cucu
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/3g0xs490

Abstract

This study was aimed to analyze the relationship between classroom management, teacher work culture, and pedagogical competence among Islamic high school teachers in Cikande District, Serang Regency. The research was conducted in four schools, with a total sample of sixty-nine teachers. Data were collected using closed questionnaires based on a Likert scale, which had been validated through a t-test. The collected data were analyzed using inferential statistics with a correlational approach, employing SPSS version 23 software. The results of this study indicated that classroom management had a significant relationship with pedagogical competence; specifically, classroom management was directly related to pedagogical competence. In contrast, teacher work culture exhibited a weaker relationship with pedagogical competence. The Pearson Correlation Value was 0.683 for classroom management and 0.774 for teacher work culture. The R value of 0.793 indicated a strong relationship between classroom management, teacher work culture and pedagogical competence. This finding proved that classroom management had a central role in improving pedagogical competence and creating a good work culture.
Culturally Responsive Teaching Instrument Development to Increase CultureInvolvement in Teaching Irdiyansyah, Iyan; Rosdiana, Rina; Chodijah, Siti; Mardiani, Dini; Rahmadani, Eneng Syifa
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/hmsa2j03

Abstract

Culturally Responsive Teaching (CRT) is a pedagogical approach that emphasizes the importanceof considering students' cultural backgrounds in the learning process in order to create an inclusive,equitable and effective learning environment. This study aims to develop a valid and reliable CRTpractice measurement instrument in accordance with the Indonesian educational context. Theresearch method used was Research and Development (R&D) with the Four-D model (Define,Design, Develop, Disseminate). The instrument was developed based on literature review andexpert validation, then tested on Teacher Professional Education Program (PPG) students throughvalidity and reliability analysis. The validity test results using Aiken's V showed that 20 out of 24statement items were declared valid, while the reliability test resulted in a Cronbach's Alpha valueof 0.984 which showed a very high level of internal consistency. The resulting CRT instrumentincludes five main dimensions, namely Validating, Multidimensional, Empowering,Transformative, and Emancipatory. This instrument can be used by teachers, researchers andpolicy makers to assess and improve the implementation of culturally responsive learning, as wellas a basis for the development of more inclusive and contextualized education policies inIndonesia.
Web-Based CLIL for Oracy Development: A Case Study in Engineering Education Aflahatun, Nur; Mujiyanto, Januarius; Wuli Fitriati, Sri; Pratama, Hendi
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/n5tg2z19

Abstract

This paper was intended to explore how web-based Content and Language Integrated Learning (CLIL) was used as a task and a tool for oracy growth in mechanical engineering education. The participants were purposively selected to represent varying levels of CLIL engagement and English proficiency, consisting of one English instructor and three second-semester mechanical engineering students from Pancasakti University, Tegal. Data were collected via semi-structured interviews and document analysis of lesson plans, followed by thematic analysis to interpret the findings. The results showed that web-based CLIL improved students' spoken English skills and helped them to understand engineering ideas by means of real-time films, simulations, and online materials. Moreover, various challenges persisted, particularly at Common European Framework of Reference for Languages (CEFR) levels A2–B1, where they hindered comprehension, language production, and equitable digital access. To foster more inclusive and effective CLIL implementation, this paper highlighted the need for explicit scaffolding strategies, dual-focused assessment rubrics, and thoughtful syllabus revision. The findings highlighted the need of professional development and lecturer facilitation in maximizing the incorporation of CLIL for oracy in engineering environments.
Breaking Stereotypes: Male Teachers’ Perspectives on Gender Roles in Early Childhood Education Syam, A. Sri Mardiyanti; Sulfianita, Sulfianita
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/1c4sqe12

Abstract

This study examined how male in-service and pre-service teachers in Makassar, Indonesia, navigated gender stereotypes in early childhood education (ECE), a profession often viewed as inherently feminine. Using a mixed-methods design, data were collected from ten participants through surveys and semi-structured interviews. Quantitative results showed moderate to high levels of stereotype absorption (M=3.9), understanding (M=4.2), and critical evaluation (M=4.1). Thematic analysis revealed four dominant stereotypes: ECE as a feminized occupational identity, devaluation of professional status, economic disincentive, and institutional neglect. Despite these challenges, participants expressed strong vocational commitment and a desire to redefine masculine roles in nurturing work. The findings emphasized the need for inclusive teacher preparation, gender-responsive policies, and broader public engagement to normalize male participation in ECE. This study offers empirical insight into the lived experiences of male educators and contributes to the pursuit of more gender-equitable and humanistic early education systems.  
The Effectiveness of the 2022 Student Exercise Program in Improving the Physical Fitness of PGMI Students Akbar, Andi Khemal; Mulyaningsih, Eka
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/9g58cv30

Abstract

This study examined the effectiveness of the 2022 Student Exercise Program in improving the physical fitness of PGMI students at IAIN Bone. Employing a quantitative pre-experimental design with a one-group pretest-posttest model, a sample of 20 female students was selected from a population of 240 using random sampling. Participants underwent six sessions of rhythmic aerobic exercise. Physical fitness was assessed using a standardized test for ages 16–19, including a 60-meter sprint, pull-ups, sit-ups, vertical jump, and a 1,000-meter run. Data were analyzed using descriptive and inferential statistics. A paired sample t-test revealed a significant improvement in posttest scores (t = -9.647; p = 0.000), indicating that the program effectively enhanced students’ physical fitness. These findings support the integration of structured physical activity into higher education, particularly in teacher training programs.
Academic Self-Confidence and Peer Attachment: A Correlational Study of Islamic Junior High School Students Sagita, Dony Darma
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v12i2.30284

Abstract

This study investigates the correlation between peer attachment and academic self-confidence among students in Islamic junior high schools (Madrasah Tsanawiyah). Employing a quantitative correlational approach, the study involved 77 early adolescent students selected randomly. Data were collected using two standardized instruments: the Peer Attachment Inventory (α= 0.95) and the Academic Self-Confidence Scale (α= 0.93). Before hypothesis testing, the normality assumption was verified using the Kolmogorov-Smirnov test, and linearity was assessed through the Test of Linearity in ANOVA, with both test met the significance criterion (p>0.05). The Pearson Product-Moment correlation analysis revealed a strong and statistically significant positive relationship between peer attachment and academic self-confidence (r=0.798, p<0.001). The results underscore the crucial roles of emotional closeness, trust, and communication among peers in shaping students’ academic resilience. Future studies are recommended to adopt experimental or longitudinal designs to examine the causal pathways and effectiveness of peer-based interventions in enhancing student well-being and performance.

Page 18 of 25 | Total Record : 248

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