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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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A Multi-modal HOTS-Oriented Worksheet Based on the PISA Reading Framework: Development and Validation Study in Middle School Dewi, Lia Sylvia; Damaianti, Vismaia S.; Mulyati, Yeti; Nugroho, Rudi Adi
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.v13i1.31867

Abstract

This study developed and validated a digital multimodal student worksheet that integrates Higher-Order Thinking Skills (HOTS) and the PISA reading literacy framework for Indonesian middle school reading instruction. Although HOTS and literacy outcomes are emphasized in curriculum policy, teachers still have limited access to classroom-ready worksheets that systematically operationalize PISA cognitive processes (locating information, understanding, and evaluating/reflecting) within a single coherent learning tool. Addressing this gap, the study employed a Research and Development approach using the ADDIE model to design an LKPD that maps national competencies to PISA-oriented reading tasks supported by multimodal texts (e.g., infographics and charts). The product was reviewed by expert validators and piloted with seventh-grade students in a classroom setting. Validation results indicated that the LKPD met high standards of didactic, constructional, and technical quality and that the accompanying assessment items were appropriate for eliciting higher-order reading responses. The try-out data further showed that the LKPD can function diagnostically by revealing students’ recurring challenges in inferential comprehension and information integration, while also supporting engagement with evaluative and reflective prompts through multimodal task design. Overall, the findings suggest that the developed LKPD is a valid and feasible tool for implementing HOTS-oriented, PISA-aligned reading activities and for informing instructional decisions based on students’ domain-specific reading profiles. Future studies should examine broader implementation across diverse school contexts and evaluate learning impact over sustained use.
Enhancing Literacy and Numeracy in Indonesian Elementary Schools:  Principal Led Strategies in a Resource-Limited Amri, Amri; Murniati, Murniati; Usman, Nasir; Fajri, Munawar
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.v13i1.32148

Abstract

This study examines how school principals plan, implement, and evaluate literacy- and numeracy-oriented learning programs in Cluster 1 elementary schools in Krueng Sabee, as well as the challenges they face in improving students’ learning outcomes in resource-limited contexts. Employing a qualitative case study design, data were collected over a three-month period from six school principals, teachers, and seven school committee members through semi-structured interviews, classroom observations, and document analysis. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source and method triangulation and member checking. The findings reveal three principal-led strategies: (1) strategic distribution of reading and numeracy resources to support integrated literacy–numeracy learning; (2) principal leadership in enhancing teacher competence through literacy and numeracy interventions; and (3) school-wide initiatives and collaborative team support that strengthen students’ motivation toward literacy. Despite limitations in facilities and learning resources, principals demonstrated adaptive and collaborative leadership that enabled schools to optimize available resources and sustain literacy and numeracy programs. Overall, the study confirms that focused and systematic principal leadership plays a critical role in strengthening literacy and numeracy learning in elementary schools operating under resource constraints.
Principal Management Strategies for Improving Teacher Discipline in Junior High Schools: A Qualitative Study in South Aceh Arifin, Syamsul; Ismail, Ismail; Bahrun, Bahrun; Fajri, Munawar; Kamaluddin, Kamaluddin
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.v13i1.32149

Abstract

Teacher discipline remains a persistent challenge in many junior high schools and demands systematic management from school principals. This study explores principal management strategies for improving teacher discipline in public junior high schools in South Aceh Regency, Indonesia. Employing a descriptive qualitative case study design, data were collected through semi-structured interviews, field observations, and document analysis (e.g., attendance records, school regulations, and supervision notes). Participants were purposively selected to ensure information-rich perspectives and included two principals, six teachers, and two administrative staff from SMP Negeri 3 Trumon and SMP Negeri 4 Trumon Timur (N = 10). Data were analyzed thematically using an interactive process of data reduction, data display, and conclusion drawing, with trustworthiness strengthened through triangulation and member checking. The findings show that principals enact three interrelated strategies: (1) establishing and consistently enforcing clear disciplinary regulations (attendance, morning assembly, learning administration, and professional ethics); (2) applying a balanced reward–sanction system to reinforce compliance and responsibility; and (3) conducting continuous supervision through reminders, attendance monitoring, classroom observation, and periodic evaluation followed by coaching. These strategies were facilitated by effective communication, collaborative work culture, and supportive school policies, while limited resources and low teacher participation emerged as key constraints. Overall, integrated principal management contributes to a more orderly professional culture and supports improved school effectiveness in resource-constrained contexts.    
Coaching-Based Academic Supervision for junior High School Teachers: From Planning to Evaluation and performance Improvement Afaidi, Markas Ismi; Bahrun, Bahrun; Rasyid, Suparta; Lismeni, Cut
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.v13i1.32150

Abstract

This study examines the planning, implementation, and evaluation of coaching-based academic supervision as an effort to improve teacher performance at the junior high school level. Employing a descriptive qualitative design, the study involved 12 participants consisting of school principals, teachers, and school supervisors. Data were collected over a three-month period through observation, semi-structured interviews, and document analysis using purposive sampling. Data analysis followed an interactive model comprising data reduction, data display, and verification, supported by restatement, analytical description, and interpretation to capture patterns, relationships, and meanings within the supervision process. The findings reveal that (1) supervision planning is systematically conducted at the beginning of the academic year through deliberation, needs analysis, goal formulation, instrument preparation, and scheduling; (2) the implementation of coaching-based academic supervision follows three stages—pre-observation, classroom observation, and post-observation—emphasizing reflective dialogue and collaborative interaction; and (3) evaluation results are utilized to refine supervision programs, address teachers’ instructional challenges, and adjust coaching strategies to support continuous professional development. Overall, the study concludes that coaching-based academic supervision contributes to improved teacher performance through participatory planning, structured and supportive implementation, and reflective evaluation that fosters professional growth and sustainable instructional improvement.
Teachers’ Reception of Technology for Professional Competence: Overcoming Barriers in Junior High Schools Iraningsi, Rini Ilma; Hizir, Hizir; Bahrun, Bahrun; Desmi, Desmiri
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.v13i1.32153

Abstract

Technology integration in schools continues to face challenges related to inadequate infrastructure, unstable internet connectivity, and gaps in teachers’ digital competencies. This study aims to explore teachers’ perceptions and acceptance of technology use in enhancing professional competence amid these constraints in junior high schools. Employing a descriptive qualitative design, the study was conducted at SMPN 1 Salang and SMPN 4 Salang, Simeulue Regency, over a three-month period. Eight participants, including principals, teachers, and school administrators, were selected using purposive sampling based on their direct involvement in educational technology use. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis involving data reduction, data display, and conclusion drawing. The findings revealed that teachers’ reception of technology is reflected in three key aspects: participation in technology-based training, shifts in attitudes from resistance to acceptance, and self-initiated learning activities. Despite these positive responses, teachers’ efforts remain constrained by limited technological facilities, uneven internet access, and varying levels of digital literacy. The study concludes that positive teacher reception plays a crucial role in strengthening professional competence, although sustained institutional support through continuous training, supportive policies, and infrastructure development is essential to optimize technology integration in schools.  
Performance Management in Islamic Boarding Schools: Implementing Balanced Scorecard and Key Performance Indicators Sumiati, Iis; Aedi , Nur; Permana , Johar; Amaliah, Nurrohmatul
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.v13i1.32471

Abstract

Educational institutions face increasing demands for accountability, effectiveness, and strategic performance management. This study aims to examine the implementation of the Balanced Scorecard (BSC) as a performance management tool in an Islamic boarding school. A qualitative case study design was employed at Nurul Fikri Boarding School Lembang. Data were collected through semi-structured interviews with school leaders, teachers, and educational staff, supported by observations and document analysis. The data were analyzed using thematic analysis to identify key patterns related to BSC implementation. The findings reveal that BSC implementation has been initiated and is primarily understood at the leadership level, while understanding among teachers and staff remains uneven. Performance indicators are formulated through a predominantly top-down process within each work unit and implemented through routine performance evaluations; however, their application is not yet optimal due to limited data availability and constrained human resource capacity. The study also finds that the integration of Islamic values into performance indicators has not been systematically standardized. Leadership commitment, foundation support, and the availability of strategic planning documents were identified as key supporting factors for BSC implementation. In conclusion, while the Balanced Scorecard has begun to function as a performance management framework, strengthening understanding across organizational levels, improving data systems, and developing Islamic values-based performance indicators are necessary to enhance its effectiveness. These findings imply the need for capacity building, data infrastructure development, and contextual adaptation of BSC in Islamic educational institutions.    
Project-Based Learning with Qreatif Educative: Improving Early Writing Skills in Elementary Schools Lasmidewi, Reni Noviani; Nurjamin, Asep; Hamdani, Agus; Nurwahidah, Lina Siti
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.v13i1.33609

Abstract

Beginning writing is a foundational literacy skill in early elementary education because it supports students’ ability to form letters, build words, and construct simple sentences to express ideas. However, classroom instruction at the early writing stage often remains procedural and copy-based, with limited media to stimulate idea development, engagement, and confidence in initiating written texts. This study developed and tested a Project-Based Learning (PjBL) model supported by the interactive digital application Qreatif Educative to improve Grade 1 students’ beginning writing skills. Using a Research and Development (R&D) approach, the study followed sequential stages of needs analysis, information gathering, product design, expert validation, limited trial, field trial, and final revision. The research site was SDN 3 Sukamaju. Validators consisted of two content experts and two media experts. A small-group trial involved 7 students, followed by a field trial involving 16 students. Data were collected through observations, interviews, questionnaires, documentation, and pretest–posttest writing assessments. Qualitative data were analyzed thematically to capture usability feedback and implementation challenges, while quantitative data were analyzed descriptively using feasibility percentages and inferentially using a paired-sample t-test. The developed model and media were rated very feasible by experts, with content and media validation results reaching 88%. Student responses in the small-group trial indicated very positive usability and engagement, with an average feasibility score of 85.56%. Effectiveness testing in the field trial demonstrated a significant improvement in students’ beginning writing performance after implementation (paired-sample t-test, p = .000 < .05). Overall, integrating PjBL with Qreatif Educative provides a feasible and effective approach to strengthening beginning writing through structured projects, interactive practice, and guided feedback in early elementary classrooms.
Learning Assessment Model for the Society 5.0: Integration of AI and Teacher-Based Affective Assessment through Sipaq' Mandar Values Yunus, Ayyub; Iqbal, Iqbal; Aswad, Muhammad
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.v13i1.33627

Abstract

The transition into Society 5.0 necessitates educational assessment models that are not only technologically advanced but also culturally meaningful. This study developed and tested an integrated learning assessment model for the Society 5.0, synergizing Artificial Intelligence (AI) for cognitive-psychomotor evaluation with teacher-based affective assessment grounded in Sipaq’ Mandar local values. Employing an explanatory sequential mixed -methods design, the research involved 300 junior high school students and 60 teachers in Majene Regency, West Sulawesi. Quantitative data were collected through pre-post tests and questionnaires, while qualitative data were gathered via interviews, FGDs, and observation. Result demonstrated a statistically significant improvement in cognitive-psychomotor achievement, with an average score increase of 11.7 points (p < .001, Cohen’s d = 1.12). The Sipaq’ Mandar values (siri’, siarondoi, sipakalaq’bi, makkeada, dipokannyang) were successfully operationalized into a valid and reliable affective assessment rubric. The resulting SIAMASEI-AI model was deemed highly feasible (M=4.43/5) and contributed 71.2% to holistic assessment affectiveness. The study concludes that the integration of AI with culturally contextual affective assessment offers a viable, balanced, and humanized evaluation framework, addressing both the technological demands and the character-building imperative of modern education.    
EFL Students’ Pragmatic Competence in writing: Request Strategies in Formal and Informal Letters Trimadona, Eliza; Sulistiyo, Urip; Hadiyanto, Hadiyanto; Abrar, Mukhlash
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.v13i1.33737

Abstract

This study examines students’ pragmatic competence in using request strategies in English formal and informal letter writing, with particular attention to how learners adjust their linguistic choices according to context, social distance, and power relations. Adopting a qualitative case study design, the participants were twelve undergraduate EFL students who produced one formal and one informal letter containing request expressions. Data were collected through written tasks and supported by follow-up semi-structured interviews with selected participants to clarify pragmatic choices. The written data were analyzed based on Braun and Clarke’s six phases of thematic analysis, with NVivo software employed to support systematic coding and data organization. The analysis focused on patterns of request strategies to explore students’ contextual appropriateness in written communication. The findings indicate that students demonstrated emerging pragmatic competence by differentiating their use of request strategies across formal and informal contexts. In formal letters, students predominantly employed conventionally indirect strategies, particularly query preparatory forms, to show respect and avoid being too direct with institutional authority, although instances of excessive directness were still observed. In informal letters, however, flexibility, emotional expressiveness, and a wider combination of direct and indirect strategies were highlighted which reflected closer social relationships and reduced formality. The results suggest that students are developing their contextual awareness and politeness sensitivity, yet their pragmatic control remains uneven across communicative settings. The study offers the pedagogical importance of integrating explicit instruction on pragmatic features into EFL writing courses to support students’ ability to formulate contextually appropriate requests.
Integrating Augmented Reality and Zero Waste Content in EFL Instruction: A Need Analysis Study Fasya, Nadira Mutiara; Silvhiany, Sary; Eryansyah, Eryansyah
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.v13i1.33749

Abstract

Environmental literacy is crucial to overcome sustainability issues such as zero waste, especially in educational environments. This study evaluates the needs of students for augmented reality (AR) based zero waste content to improve environmental literacy in an English as a Foreign Language (EFL) context at MAN 2 Palembang. A descriptive quantitative design was employed using a needs analysis approach with 92 eleventh grade students. Data were collected through a questionnaire assessing environmental knowledge, attitudes, material needs, familiarity with AR technology, and the demand for AR-based learning media. Descriptive statistical analysis revealed distinct patterns across five indicators: Environmental Material Needs had the lowest mean score (M = 3.02, SD = 0.73), followed by Environmental Attitude and Responsibility (M = 3.41, SD = 0.34), and Environmental Knowledge and Awareness (M = 3.63, SD = 0.42). In contrast, AR-related indicators received higher mean scores, with AR Technology Knowledge attaining the highest (M = 3.88, SD = 0.39) and the Need for AR Based Learning Media showing strong support (M = 3.78, SD = 0.50). Furthermore, 58.7% of respondents indicated a high need for AR based learning media, while only 6.5% expressed low needs. These findings suggest that integrating zero waste content with AR based learning media can effectively support environmental literacy in EFL education. Practically, the results offer educators and curriculum developers evidence based guidance for creating contextually relevant and enhanced environmental learning materials that align students' technological readiness with their need for meaningful environmental content.

Page 24 of 25 | Total Record : 248

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