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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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Integrating Qur’anic Values against Radicalism: An Ethnographic Study at a Boarding School Muttaqo, Moh. Ali; Saihu, Made
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: 10.19109/2x2hqq97

Abstract

This research examines the integration of Qur'anic values in the curriculum of Darul Amin Salafi islamic boarding school as an effort to build contextual and inclusive anti-radicalism education. The background of the research is based on the increasing challenges of radicalism due to textual and literal religious understanding. The purpose of the research is to understand how Qur'anic values are integrated in the curriculum, the role of exemplary teachers as Living Qur'an, critical dialog space, and the relationship between pesantren and local wisdom in shaping the tolerant and anti-radicalism character of santri. This research uses a qualitative approach with ethnographic methods, through participatory observation, in-depth interviews, and documentation studies conducted over a three-month period. The results showed that Darul Amin developed a thematic tafsir-based curriculum with the value of rahmatan lil 'alamin as the main framework, as well as providing historical and social contexts for sensitive verses such as jihad. Teachers as Living Qur'an figures encourage dialogic and tolerant character learning, while open discussion spaces strengthen student's critical and inclusive attitudes. The integration of Islamic values with Dayak local wisdom has proven effective in creating social harmony and facilitating multicultural education. The implication of this research confirms the importance of pesantren as strategic institutions for deradicalization through contextual curriculum, character building, and inclusive social dialogue.
Investigating EFL Students’ Perceptions and Performance in Blended Problem-Based Speaking Instructions Lestari, Yunda; Hartono, Rudi; Yuliasri, Issy; Pratama, Hendi
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/k0g0x911

Abstract

This study explores the implementation of the Blended Problem-Based Learning (PBL) approach in teaching EFL speaking and examines students’ perspectives on its use. Using a qualitative method, data were collected from 32 fourth-semester students in a Speaking for Academic Purposes course through classroom observations, audio-visual recordings, and open-ended questionnaires. Thematic analysis revealed that Blended PBL promotes active student engagement, critical thinking, collaboration, self-reflection, and the integration of technology. Students reported increased speaking confidence, improved problem-solving skills, and greater autonomy. Despite some challenges, such as technical issues and unstable internet connections, the approach proved effective in enhancing speaking fluency and learner independence. These findings suggest that Blended PBL is a valuable instructional strategy for fostering both language proficiency and essential 21st-century skills in EFL contexts.
Enhancing Interest and Achievement: Development of Smartbox Learning Media in Pancasila Education Chintya, Chintya Asti Halizha; Fathurrahman, Mohammad
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/gfafdk27

Abstract

This study aimed to develop Smartbox learning media to enhance student interest and learning achievement in Pancasila Education for third-grade elementary students. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted at SD Negeri Salamsari, involving 30 third-grade students as participants. Data were collected through expert validation forms, student questionnaires on learning interest, pre-test and post-test assessments, classroom observations, and teacher interviews. The media received high validity scores from experts: 93.3% from media experts and 97.5% from material experts. After implementation, student motivation and participation increased significantly, and the average academic scores improved from 58 in the pre-test to 82 in the post-test. These results suggest that the Smartbox is an effective learning tool for transforming abstract Pancasila concepts into engaging, concrete learning experiences that support both student motivation and academic achievement.    
Metacognitive Strategies and Deep Learning in EFL Reading Engagement: A Case Study Erlidawati; Rahayu, Ririn; Rasyimah; Wahdaniah; Iqbal, Muhammad
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/tc312s62

Abstract

This study aims to explore the impact of the integration of metacognitive strategies and deep learning approaches on reading engagement of EFL students at IAIN Lhokseumawe. Using a qualitative case study design, the study involved 30 students of the English Language Study Program who were observed for 12 weeks. Data were collected through classroom observations, semi-structured interviews with 23 participants, and analysis of 90 student reflection journals. Data analysis was carried out thematically by triangulation to validate the findings. The results showed that the combination of metacognitive strategies (planning, monitoring, self-evaluation) and deep learning principles (inquiry-based learning and problem-solving) significantly increased reading engagement. Key findings include: (1) a 62% increase in the use of metacognitive strategies, (2) the transformation of interactions from mechanical to collaborative-critical, and (3) the internalization of strategies observed during the 12 weeks of the English Study Program, which occurred through three adaptation phases and were achieved in a span of 4 to 6 weeks. Implementation challenges such as infrastructure limitations and cultural resistance were successfully overcome through gradual scaffolding and contextual adaptation. This research provides practical contributions on innovative learning implementation models in resource-constrained environments, while simultaneously enriching the literature on contextual EFL pedagogy in Indonesia. The findings underscore the importance of a culturally sensitive approach in the implementation of Western learning strategies.
The Development of a Differentiated Workbook Based on Students’ Learning Styles: An Evaluation of Its Validity, Practicality, and Effectiveness Anggraini, Hesti Wahyuni; Zuraida, Zuraida; Maharrani, Dwi
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: 10.19109/36ejnp34

Abstract

A variety of differentiated approach students’ worksheets depict pivotal role to support meaningful and interesting English language learning. Through the application of developmental research, this study aimed at designing and developing the feasibility of a differentiated-based workbook to improve students’ reading comprehension skills. The developed product was expected to meet the students’ needs in accordance with their learning styles. This study was conducted at Faculty of Teacher Training and Education, Sriwijaya University, Indonesia, by applying a model by Akker (1999), which involves the phases of analysis, design, evaluation and revision modified by Tessmer (1993). A model by O’Brein (1985) was also used to identify students’ learning styles, namely visual, auditory, and kinesthetic learners. Questionnaire, test and interview were delivered to gain the data from 38 students, in which three participants in one-to-one evaluation, nine students in small group evaluation, and 26 participants in field test. Content validity demonstrated high validity, with the average score of 4,15. Through the construct validity, the workbook had high validity with the average score of 4,65 while technology validity proved its validity with revision in the average score of 4,4. The one-to-one evaluation included three students, with one student exemplifying three distinct learning styles, achieving an average score of 3.8. The practicality and effectiveness of this developed workbook based on learning styles showed excellent result with the average score of 4.16. In summary, differentiated approach-based students’ worksheet can be used to teach and improve students’ reading comprehension skills.
An IoT-Based Smart Training Kit for Futsal Athlete Fitness Monitoring: Effectiveness and Perception Rossi, Andriansyah; Achmad, Fendi; Zuhrie, M. Syariffudien; Wiyono , Agus
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/ajhvh760

Abstract

This study aimed to evaluate the effectiveness and users perceptions of STARK (Smart Training Kit), an Internet of Things (IoT)-based device for monitoring the physical fitness of futsal athletes. The research adopted a Qualitative research design with descriptive apporach. The study was conducted at a futsal training center in Indonesia, involving ten athletes aged 17–25 years and one coach, selected through purposive sampling. Data collection tools included structured observation sheets, semi-structured interviews, and device-generated physiological data (heart rate and estimated VO₂ Max). Instruments were validated by sport science experts. Data were analyzed through descriptive qualitative techniques involving data reduction, thematic coding, and triangulation to ensure trustworthiness. The findings demonstrated that STARK effectively recorded real-time biometric data, showing an average heart rate increase of 86.42% post-training and an average estimated VO₂ Max of 43.76 ml/kg/min, indicating good aerobic fitness. Athletes and coaches reported high satisfaction with the device’s usability, accuracy, and training relevance. STARK also contributed to optimizing training load management and injury prevention. Despite limitations such as a small sample size and focus on limited physiological parameters, STARK offers a promising, user-friendly, and affordable solution for enhancing training quality in futsal. This study provides a foundation for future research on the broader application of IoT technology in sports science and practice.
Higher Education Internationalization and English Language Practices: Academics Perspectives Puspita, Indah Triyana; Silvhiany, Sary; Petrus, Ismail
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/npj84575

Abstract

The process and outcomes of higher education's internationalization have been enhanced in this internet era as the world becomes increasingly connected. The phenomenon of “internationalization of higher education” has emerged over the past 30 years, including in Indonesia. Internationalization refers to the integration of an international perspective into a university or college’s teaching and learning, research, services, and overall operations. This study was conducted at Sriwijaya University and aimed to explore English language practices within the institution, as well as the perspectives of study program coordinators and lecturers regarding the internationalization of higher education. A qualitative method was employed to gather data through semi-structured interviews, and the data were analyzed using thematic analysis. The results showed that English is a vital component of instruction, communication, and institutional development, playing a significant role in promoting the internationalization process. Moreover, the findings indicated that language barriers remain a major obstacle to the globalization of higher education, particularly in integrating international students into classroom environments. However, consistent exposure to English through classes, conversations, and institutional programs, such as international seminars and bilingual academic events, significantly improves students' language engagement and proficiency.
Student Voices on Digital Pedagogy: A Case Study of Zoom-Based TOEFL Preparation for Non-English Department Students Tristiana, Novita Eka; Episiasi, Episiasi; Seftika, Seftika
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.31149

Abstract

The increasing reliance on synchronous video-conferencing platforms in post-pandemic higher education has transformed the delivery of high-stakes language preparation programs, including TOEFL courses. While previous studies have largely focused on test score improvement and general online learning implementation, limited research has explored students’ reflective experiences in Zoom-mediated TOEFL preparation contexts. This qualitative case study investigates non-English department students’ feedback and reflections on the use of Zoom in a TOEFL preparation program at a private university in Indonesia. Data were collected through reflective journals and semi-structured interviews and analyzed using thematic analysis. The findings reveal two overarching themes. First, students perceive Zoom as facilitating learning effectiveness, flexibility, and real-time interaction, which support their understanding of TOEFL materials and test-taking strategies. Second, although the platform enhances motivation and accessibility, technical constraints such as unstable internet connections and reduced face-to-face interaction remain challenges. By foregrounding student voice, this study contributes nuanced insights into how synchronous digital pedagogy shapes learners’ experiences in test-oriented language instruction. The findings offer pedagogical implications for instructors and institutions seeking to optimize Zoom-based TOEFL preparation programs while addressing technological and interactional limitations.
Developing a Problem-Based Application to Enhance Students’ Digital Literacy in EFL Learning Krisdiana, Amy; Mardiana, Wiwik; Anggraini, Andri Yulia
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.31167

Abstract

The integration of mobile technology with Problem-Based Learning (PBL) offers a promising pathway to enhance students’ digital literacy in EFL contexts. This study developed and validated an Android-based English learning application grounded in PBL principles to support junior high school students’ digital literacy development. Employing a research and development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), the product was evaluated through expert validation and field testing. Three expert validators assessed the application in terms of content, language, and media quality, while 81 ninth-grade students from two Indonesian public junior high schools (SMPN 2 Mojoanyar and SMPN 3 Mojokerto) participated in a four-week implementation. The application was designed around five PBL principles: authentic problem presentation, student-centered learning, collaboration, self-directed learning, and metacognitive reflection. Expert validation indicated strong quality in content (86%), language (91%), and media (76%). Students’ digital literacy scores increased from M = 28.47 (SD = 2.84) to M = 47.48 (SD = 1.52), t(80) = 58.84, p < .001. Indicator-level analysis showed the highest gains in self-regulated learning, interactive feature use, and digital communication. Practicality results indicated that students perceived the application as practical and supportive (overall 75.58%). While the pretest–posttest improvement suggests substantial learning gains, the one-group design warrants cautious interpretation. Overall, the findings support the feasibility of integrating PBL into mobile-assisted EFL learning to foster students’ digital literacy in alignment with the Merdeka Curriculum.
Secondary School Teachers’ Perspectives on Recent Curriculum Reform in South Sumatera: Resources and Demographic Influences Ardiansyah, Welly; Gustiani, Sri; Aryanti, Nurul; Duyanh, Nguyen Pham
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.31279

Abstract

Curriculum reform remains a central strategy for improving educational quality; however, its success largely depends on teachers’ perspectives and readiness to implement reform. This study investigates the perspectives of Indonesian secondary school teachers in South Sumatra regarding recent curriculum reforms, identifies the resources that influence these perspectives, and examines the role of demographic characteristics. Employing a quantitative cross-sectional survey design, data were collected from 342 secondary school teachers using a structured questionnaire. Analyses included descriptive statistics, Pearson correlation, independent samples t-tests, one-way ANOVA, post-hoc Tukey HSD tests, and multiple regression. The findings indicate that teachers hold moderately positive but cautious perspectives toward curriculum reform (M = 3.47). Teachers strongly acknowledge the necessity of curriculum reform, yet express reservations regarding implementation challenges and the adequacy of support and resources. Correlation and regression analyses reveal that adequate training, administrative support, and resource availability significantly and positively influence teachers’ perspectives, collectively explaining 52.3% of the variance. Demographic analyses show urban teachers report more positive perspectives than rural ones, while early-career teachers hold more favorable views than their more experienced counterparts. Overall, the results suggest that teachers are not resistant to curriculum reform; rather, their perspectives are shaped by the extent of institutional support, professional learning opportunities, and contextual conditions. The study highlights the need for sustained professional development, strong school leadership, and equitable resource distribution, particularly in rural schools, to ensure effective curriculum implementation.

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