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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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Online Tahsin and Affective Engagement: Exploring Emotional and Spiritual Experiences of Islamic Education Students Syafii, Imam; Sariyani, Sariyani
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.v12i2.31438

Abstract

This study explores how students experience emotional and spiritual engagement in Universitas Terbuka’s (UT) online tahsin al-Qur’an (Qur’anic recitation) course. Using a mixed-methods design with a qualitative emphasis, data were collected from 30 undergraduate students of the Islamic Religious Education (PAI) program through a 20-item survey and reflective writing prompts. Quantitative data were analyzed descriptively, while qualitative data underwent six-step thematic analysis. Findings reveal three major themes: (1) enhanced motivation to improve tajwīd and correct recitation errors through compassionate feedback; (2) strengthened spiritual engagement resulting from tutor presence, reflective practices, and communal rituals; and (3) deepened daily interaction with the Qur’an, evidenced by consistent muroja’ah, mindful prayer, and increased voluntary worship. These outcomes indicate that online tahsin can cultivate both technical proficiency and spiritual intimacy when designed with empathy, reflection, and structured mentorship. Theoretically, the study extends Reeve’s affective engagement framework into the domain of digital Islamic pedagogy, while practically offering design principles for spiritually-enriched distance learning. It concludes that online Qur’anic education, when humanized and reflective, can serve not only as a medium of instruction but as a transformative spiritual journey.
From Constraint to Agency: The Phenomenology of EFL Writing Development in Process-Oriented Pedagogy Putri, Hikmah Zalifah; Herizal, Herizal; Marzulina, Lenny; Erlina, Dian; Holandyah, Muhammad; Dwiana, Nadya Rezkhita
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.v12i2.31573

Abstract

Writing remains one of the most demanding skills for EFL learners, who often face difficulties in generating ideas, organizing content, and producing coherent and accurate texts. This study aimed to explore EFL students’ writing practices through a qualitative thematic analysis of their engagement in the writing process identify recurring patterns in students’ writing behaviors and perceptions.The participants were third-semester university students enrolled in an Intermediate Writing course. Data were collected through classroom observations, student reflections, questionnaires, and teacher journals, and analyzed thematically. Findings revealed three major themes: (1) the evolving awareness of writing as a recursive process, (2) the development of self-regulated strategies during revising and editing, and (3) the emergence of more positive attitudes toward writing. The thematic analysis suggests that implementing the writing process supports learners’ writing development not only in terms of textual quality but also in their metacognitive engagement and confidence as writers. The study highlights the pedagogical value of process-oriented instruction in fostering meaningful writing practices in EFL classrooms.
From Traditional Games to Intractive e-Comics: Tungkupan-Based Learning Media for Early Literacy Rosa, Elvira; Sumarni, Sri; Syarifuddin, Syarifuddin
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.v12i2.31583

Abstract

Early childhood literacy skills form a crucial foundation for developing of critical thinking and academic readiness. In Indonesia, low reading interest and a lack of culturally contextualized learning media pose significant challenges. This study addresses this gap by aiming to developing and evaluating the validity, practicality, and effectiveness of an interactive e-comic based on the traditional Palembang game, Tungkupan as an innovative tool for early childhood literacy instruction. Employing a Research and Development (R&D) approach following the ADDIE model, the research involved three expert validators and 27 children from group B at Pembina 7 State Kindergarten in Palembang. Experts rated the product as highly validaverage 80.00% – 83.56%, whileeachers rated it very practicalaverage 91.60%. The effectiveness test, measured by N-Gain, showed a significant increase in scores (from 37.4 to 84.44), with an average N-Gain score of 0.73 (high category), confirming its effectiveness (73.75%) in improving children's literacy skills. These results demonstrate that the interactive Tungkupan based e-comic is a highly valid, practical, and effective medium for both improving early literacy and preserving local cultural heritage.
Developing and Validating Deep Learning-Based Tools for Higher-Order Thinking Skills in Indonesian Elementary Schools Chotimah, Umi; Maharani, Siti Dewi; Jaenudin, Riswan
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.v12i2.31970

Abstract

Deep learning–based approaches have been implemented across various school subjects, such as mathematics, social studies, and literacy; however, their application in Pancasila Education remains limited, despite the subject’s strategic role in fostering students’ character development and national values. This study aims to design and validate an innovative deep learning–based instructional tool to enhance higher-order thinking skills in Indonesian elementary schools. Employing a development research design, the study was conducted in three stages: (1) a preliminary investigation to identify teachers’ instructional needs, (2) the design and prototyping of the learning tool, and (3) an assessment phase involving expert validation. Data were collected through questionnaires, semi-structured interviews, and expert review instruments. Six teachers from SD Islam A Kota Palembang participated in the needs analysis phase. The data were analyzed descriptively to determine levels of instructional need and product feasibility. The preliminary findings revealed that 84.76% of teachers recognized the importance of deep learning approaches, yet continued to rely predominantly on conventional instructional methods. Teachers also expressed strong interest in developing and implementing deep learning–based lesson plans. Expert validation results demonstrated a high level of feasibility of the developed product, with validity scores of 92% for material aspects, 96% for media aspects, and 84% for language aspects, resulting in an overall validity score of 90%, which falls into the very feasible category. These findings indicate that the deep learning–based instructional tool is valid in terms of content accuracy, media design, and language clarity, and is suitable for further classroom implementation and empirical evaluation. This study contributes to the advancement of deep learning practices in Pancasila Education and provides a foundation for strengthening students’ higher-order thinking skills through innovative instructional design.
Emotional Analysis of the Main Character in Leiden by Dwi Nur Rahmawati: Implications for Literature Education in the Merdeka Curriculum Saripudin, Agus; Fikri, Fikri; Gunaika, Raka; Angelia, Tassya
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.v12i2.32362

Abstract

This study examines the emotional dynamics of the main character in Dwi Nur Rahmawati's Leiden and analyzes how these emotions can inform literature teaching within the Merdeka Curriculum. Employing a descriptive mixed-methods design, the research integrates qualitative literary psychology analysis with quantitative frequency mapping. Data were collected through systematic reading, identification of emotional expressions, structured recording, and coding of 76 emotional quotations from the novel. Analysis followed Miles, Huberman, and Saldaña's interactive model to classify emotion types, examine narrative contexts, identify patterns, and interpret pedagogical relevance. The findings revealed three significant patterns. First, sadness emerged as the dominant emotion (18.4%), followed by love and fear (14.5% each) and guilt (11.8%), indicating the protagonist's psychological vulnerability characteristic of adolescent development. Second, nonverbal behavior (39.5%) and author narration (35.5%) appeared more frequently than dialogue (25%), demonstrating a "show, don't tell" characterization strategy requiring inferential reading. Third, complex emotions appeared in 10.5% of instances, exclusively through author narration, reflecting psychological nuance demanding higher-order interpretation. These emotional patterns are pedagogically relevant because they mirror adolescents' socioemotional experiences and provide opportunities for developing empathy, emotional literacy, and analytical reading skills. The findings demonstrate that emotional analysis can serve as a foundation for designing character-oriented literature activities aligned with Phase F learning outcomes in the Merdeka Curriculum. The study contributes empirical support for integrating literary psychology into Indonesian literature classrooms through structured emotional mapping and offers practical guidance for teachers seeking to enhance students' character formation and critical comprehension within curriculum frameworks emphasizing competency-based, analytical, and reflective learning.
Literacy Strategies in Mathematics Learning: A Reflective Review in Teacher Education Maharani, Anggita; Nazilah, Amy Siti; Laelasari; Hartono, Wahyu
Edukasi Vol 12 No 01 (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/gzpjh253

Abstract

This study aims to explore the experiences of Teacher Professional Education [TPE] students in applying literacy strategies in mathematics learning and evaluate their impact on students' understanding of mathematics concepts and literacy skills. Using a qualitative approach, this study involved TPE students of the Mathematics Education Study Program at Universitas Swadaya Gunung Jati Cirebon in batch 1 of 2023, selected through a purposive sampling technique. Data were collected through interviews and subsequently analyzed qualitatively, following systematic steps that included thematic mapping, pattern searching, category identification, and meaning interpretation. The findings show that the implementation of literacy strategies, such as visualization, discussion, and reading of mathematical texts, positively impacts students' understanding and engagement in mathematics learning.  Challenges encountered while integrating literacy strategies include time constraints and the selection of relevant materials.   However, a strong desire to learn and a commitment to constant evaluation helped to overcome these obstacles.. To promote future literacy strategies in mathematics education, actions such as teacher training, technology integration, curriculum adjustment, and appropriate reading materials are required. 
Teacher’s Asynchronous Written Corrective Feedback in Online Esp Classroom: Students' Perceptions Sibuea, Todo; Rahmawati, Irma
Edukasi Vol 12 No 01 (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: 10.19109/8qrwqq35

Abstract

The current study investigates the types and focus of an EFL teacher’s corrective feedback and the students’ perceptions about their teacher’s feedback. This study adopts a mixed-method approach by combining quantitative and qualitative data to examine the teacher’s electronic asynchronous feedback. The data for this study were collected by conducting online observations of the teacher’s classes which were mediated by a Learning Management System (LMS), an online survey distributed to the course’s students and a semi-structured interview with selected participants. The respondents who filled out the survey were 17 undergraduate students from the communication department at a private university in Jakarta, Indonesia. The students took a mandatory English for Specific Purposes (ESP) course and participated in this study voluntarily. The findings revealed that the ESP teacher preferred providing direct and focused feedback in her online classes. The focus of her feedback was oriented toward the processes of learning and the levels of self-regulation. In terms of perception, the part-time students perceive the teacher’s direct and focused feedback as helpful in indicating their weak areas in L2 competency and appropriate for online courses.
Enhancing EFL Reading: Student Teachers' Metacognitive Practices in Islamic Higher Education Erlina, Dian; Marzulina, Lenny; Holandyah, Muhammad; Herizal; Fajrin, Nyayu
Edukasi Vol 12 No 01 (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/wqtnc970

Abstract

Metacognition refers to the awareness and regulation of one’s cognitive processes. In the context of reading, it involves the employment of metacognitive strategies to promote reading comprehension. This qualitative case study aims to explore the perceptions of English as a Foreign Language (EFL) student teachers regarding their reading processes and the strategies they consider effective. The research focuses on the metacognitive reading experiences of EFL student teachers who were purposively selected from an Islamic university in Palembang, South Sumatra, Indonesia. To gather data, semi-structured interviews were conducted, allowing participants to reflect on their metacognitive reading practices. The thematic analysis of the interview data revealed that student teachers regarded metacognitive strategies as essential tools for enhancing reading comprehension. They employed a variety of metacognitive strategies to plan, monitor, and evaluate their reading processes. These strategies can be categorized into three distinct types: (1) global reading strategies, (2) problem-solving reading strategies, and (3) support reading strategies. Such strategies enable student teachers to reflect on their reading processes, navigate texts effectively, assess their understanding, identify difficulties, and adjust their approaches as necessary. This study emphasizes the importance of metacognitive strategies in reading and highlights the necessity of integrating strategic and reflective reading practices for EFL student teachers. This integration not only fosters their development as proficient readers but also equips them to teach these strategies effectively to their future students.
Enhancing Architectural Learning: Integrating Building Technology with Innovative Pedagogy Samudro, Harida; Bahar, Moh. Arsyad; Firmansyah, Aldrin Yusuf; Yulianto; Darma, Muhammad Akbar Setia
Edukasi Vol 12 No 01 (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: 10.19109/1qy4kx12

Abstract

Architectural education is essential in shaping the future of the profession, and as technology evolves, integrating building technology into design studios becomes crucial. This study evaluates the integration of building technology within architectural design studio learning, with a focus on pedagogical effectiveness, curriculum alignment, and student engagement. Conducted within the Department of Architecture at Maulana Malik Ibrahim State Islamic University in Malang, the research involved 100 third-year undergraduate architecture students in a studio-based educational setting. Using a mixed-methods approach, including structured student surveys and literature-based benchmarking, the research assesses how well design studios incorporate technical knowledge, foster interactive learning, and support applied problem-solving. The findings reveal that while 62.6% of pedagogical components meet the desired benchmarks, significant gaps remain in the application of interactive and game-based learning methods. Collaborative learning scores were strong, ranging from 69.6% to 80.6%, but gamification and hands-on activities had low participation rates of 27% to 44.8%. Students showed solid analytical skills at 63.8% but struggled with innovative design, scoring only 59%. To improve the program, enhancements in experiential learning, course alignment with studio practice, and creative assessments are needed to better prepare graduates for modern architectural challenges. 
Navigating Speaking Problems: Insights from an Indonesian EFL Learner’s Experience Saputra, Eko Restu; Suryati, Nunung
Edukasi Vol 12 No 01 (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/r9qa9b66

Abstract

Indonesian EFL (English as a Foreign Language) learners frequently encounter challenges when speaking English in formal settings. Thus, this study aims to explore the problems faced by a low-performing student and the solutions to the problems. The participant of this study was an English Department student of Universitas Negeri Malang who was taking the Speaking for Academic Purposes course in the study. A case study methodology was employed to address the research questions, utilizing an observation checklist protocol for data analysis during the observation phase, as well as a three-stage qualitative data analysis approach for the semi-structured interview data. The result showed that the participant encountered affective, social, and linguistic problems. To address these problems, the participant expressed that regular practice of English would be beneficial, along with the integration of technology into the learning process to enhance effectiveness. The participant, likewise, emphasized the importance of teacher involvement, advocating for the provision of ample opportunities for students to engage in speaking activities. In addition, teachers should be mindful of cultivating an optimal learning environment that positively influences classroom dynamics. The findings of this study may serve as a valuable reference for teachers addressing problems faced by low-performing students in English speaking.

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