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Vidya Karya
Published by Universitas Lambung Mangkurat
ISSN : 02159619     EISSN : 26147149     DOI : http://dx.doi.org/10.20527
Core Subject : Education,
Education
Vidya Karya terbit dua kali setahun pada bulan April dan Oktober, berisi artikel hasil penelitian dan kajian analitis krtitis setara dengan hasil penelitian di bidang teori dan atau praktik kependidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 303 Documents
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Educational History Game Based on Hero Struggle Stories to Strengthen the Patriotic Character of Elementary School Students Siska, Yulia; Wicaksono, Andri; Harjanto, Ambyah; Tanod, Mareyke Jessy; Saputra, Irfan Bayu
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25591

Abstract

Local history learning in elementary schools plays an important role in developing students’ national identity and patriotic character. However, history instruction is often delivered through memorization-based approaches with limited interactive media, resulting in low engagement and weak value internalization. This study aimed to develop and evaluate a narrative-based educational history game incorporating local hero struggle stories to strengthen the patriotic character of elementary school students. The research employed a research and development method using the ADDIE model. Participants consisted of three expert validators, one teacher, and 25 fifth-grade students in an elementary school in Bandar Lampung, Indonesia. Data were collected through validation questionnaires, user responses, and pretest–posttest instruments. Results showed the game achieved very high feasibility (97.5%), was very practical for teachers (92.5%), and highly attractive for students (95%). Effectiveness testing indicated significant improvement in students’ historical understanding and patriotic character, supported by moderate N-gain results (0.66). The findings contribute practically by providing an interactive learning medium for elementary history instruction and theoretically by supporting the integration of narrative-based game learning for character education.
Developing E-Comics Based on Central Kalimantan Cultural Wisdom to Enhance the Local Creative Economy Purtina, Arna; Aufa, Mohamad Nor; Hasanah, Muqor Rama
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25539

Abstract

This study was motivated by the limited availability of learning media that integrate Central Kalimantan's local wisdom with creative economy learning in an engaging and contextual way. It aimed to develop an e-comic based on Central Kalimantan cultural wisdom and to examine its feasibility and student responses as a learning and promotional medium for the creative economy. The study used a research and development approach with the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The cultural content focused on Dayak traditional crafts, especially rattan weaving and woven products, presented through a visual narrative. Expert validation produced a mean score of 3.78, indicating that the e-comic was highly feasible in terms of appearance, content, language, and goal relevance. Student responses yielded a mean score of 3.6, indicating positive acceptance in terms of interest, usability, and relevance to the material. These findings show that the developed e-comic is feasible and practical for use in creative economy learning while also introducing local cultural and economic potential. The study implies that culturally grounded digital media can support contextual learning, local culture promotion, and awareness of community-based creative economy opportunities
Application of Culturally Responsive Transformative Teaching (CRTT) Assisted by Podcasts and E-Assessments to Improve Student Creativity and Science Literacy Safitri, Puput Dyah Nur; Yamtinah, Sri; Wiyarsi, Antuni; Widarti, Hayuni Retno; Shidiq, Ari Syahidul
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25605

Abstract

This study investigated the impact of the influence of the Culturally Responsive Transformative Teaching (CRTT) Model, assisted by podcasts and e-assessments, on students' creativity and science literacy abilities in reaction rate materials. Quasi-experimental design with a cluster random sampling technique to select experimental classes and a control group from a public high school in the city of Karanganyar. Descriptive and inferential analyses were conducted by the Mann-Whitney test for the testing of the creativity hypothesis with significant results (<0.05), the independent samples t-test for testing the science literacy hypothesis with significant results (<0.05), and the Kruskal-Wallis test for the simultaneous hypothesis of two variables with significant results (<0.05). In conclusion, the podcast-assisted CRTT model and e-assessment on reaction rate materials can affect students' creativity and science literacy skills. In addition, this model includes culture-based learning equipped with podcasts as a flexible media facility, and e-assessments provide ease of assessment. These findings support the use of a podcast-assisted CRTT model and e-assessment as effective tools for enhancing chemistry learning, boosting students’ motivation, and improving their skills in line with the demands of 21st-century education.
Experiential Learning through Sensory Integration in Improving Vocabulary Mastery of Children with Autism: A Single-Subject Study Mirnawati, Mirnawati; Susanti, Dewi Juwita; Anjani, Lusiana Vera
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25510

Abstract

Children with Autism Spectrum Disorder (ASD) often experience difficulties in language development, particularly in vocabulary acquisition, which is essential for communication and learning participation. This study aimed to examine the effect of experiential learning integrated with sensory integration on vocabulary mastery in a child with autism using a Single Subject Research (SSR) design. An A₁–B–A₂ design was employed across 22 sessions, consisting of baseline (4 sessions), intervention (11 sessions), and withdrawal phases (7 sessions). The intervention involved direct experiential activities supported by multisensory stimulation using 50 functional target words. Data were collected through a vocabulary performance test and analyzed using visual analysis, including trend, level, stability, and data overlap. The results showed an increasing trend in vocabulary performance during the intervention phase and relatively stable performance during the withdrawal phase. These findings suggest that experiential learning combined with sensory integration may support vocabulary development within the context of this single-subject study. However, the results are limited to the characteristics of the participant and research conditionsExperiential Learning through Sensory Integration in Improving Vocabulary Mastery of Children with Autism: A Single-Subject Study 
Trends and Patterns in Digital Game-Based Learning for English Vocabulary Acquisition: A Bibliometric Analysis (2021–2025) Sujarwo, Fatkhur Rohman; Widiarti, Nuni; Ellianawati, Ellianawati; Rozi, Fahrur
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.24490

Abstract

This study aims to map the trends and dynamics of research on Digital Game-Based Learning(DGBL) for vocabulary acquisition in English language learning within the EFL (English as a Foreign Language) context during the 2021–2025 period using bibliometric analysis. Rapid advancements in digital technology have driven the use of digital games to enhance engagement and effectiveness in English language learning. Previous studies indicate that DGBL improves vocabulary acquisition, motivation, and retention.In addition, most have focused on limited applications; bibliometric research on DGBL in the EFL context remains scarce. This study provides a current bibliometric analysis using various databases and visualization techniques to uncover research patterns and thematic structures. Data were collected using Publish or Perish version 8 from Crossref, Google Scholar, and Scopus, and analyzed with VOSviewer. Of 2,027 articles, 132 were selected for analysis. The results show steady growth in publications, with Crossref as the primary source. Indonesia, China, and Saudi Arabia are the main contributors. Three main clusters were identified: digital technology in education, game-based learning strategies, and vocabulary acquisition in learning English. These findings provide useful references for teachers and researchers in developing and implementing learning.
Local Wisdom in Literacy: A Needs Analysis for Developing Culturally Relevant Reading Materials in Primary Schools Hamidah, Jamiatul; Jumadi, Jumadi; Rafiek, Muhammad; Mu'in, Fatchul; Noortyani, Rusma; Kailani, Ahmad
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25551

Abstract

The development of literacy in primary schools is a global priority; however, reading materials often fail to reflect local cultural contexts. In South Kalimantan, low literacy competence is influenced by the limited availability of contextualized teaching materials. This study aimed to analyze teachers’ and students’ needs for reading materials based on local wisdom in public primary schools in Banjar Regency. A mixed-methods approach was employed. Quantitative data were collected through questionnaires administered to 317 students in Grades IV, V, and VI, while qualitative data were obtained through in-depth interviews with 23 Grade V classroom teachers. The findings reveal that although government-issued textbooks are frequently used, the representation of local wisdom is extremely limited, with only 6.6% of students reporting exposure to such content. Students expressed a strong preference for visually rich, colorful books featuring folktales from their own region. Meanwhile, teachers reported difficulties in independently developing teaching materials and emphasized the urgent need for references that systematically integrate cultural values into reading instruction. It is concluded that a significant gap exists between the availability of reading materials and the actual needs in classroom practice. The development of culturally responsive reading materials is therefore essential not only to enhance students’ learning motivation but also to support the preservation of local cultural identity. This research offers a novelty approach by systematically integrating local wisdom values into Indonesian language reading materials, resulting in effective and culturally relevant learning resources for elementary school students. The practical implication of this research is the need for contextual, local wisdom-based reading materials to provide teachers with practical guidance and to maintain local culture in education.        
From Symbol to Meaning: Philosophy of Bulungan Ornamental Motifs as Living Cultural Heritage in Arts Education Muhlis, Muhlis; Irwanto, Irwanto; Rahman, Muhammad Aulia Rahman Aulia; A, Sainal
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25540

Abstract

This research examines the philosophy embedded in Bulungan ornamental motifs as a form of living cultural heritage in North Kalimantan. These motifs function not only as decorative elements but also as representations of values such as harmony, bravery, respect for nature, and reverence for ancestors. Employing a descriptive qualitative method, the study collected primary data through in-depth interviews with artisans, cultural leaders, teachers, and students, supported by purposively selected visual documentation from archival sources and field observations. The data were analyzed using thematic coding and visual content analysis to uncover symbolic meanings reflected in patterns, colors, and forms. The findings indicate that certain motifs, such as the dragon, signify protection of the Kayan River, whereas floral and plant motifs symbolize fertility and the continuity of life. Beyond their aesthetic function, these symbols act as markers of cultural identity and as valuable learning resources in art education, encouraging creativity, cultural awareness, and character formation. Overall, the study highlights how traditional artistic expressions operate both as philosophical representations and as educational instruments for preserving local wisdom.
Developing a Formative Assessment Based on Self-directed Learning Oriented Assessment (SLOA) for Circle Topics in Senior High School Prasetya, Khiara Ching; Pasani, Chairil Faif; Hidayanto, Taufiq; Hassan, Zainudin bin
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25650

Abstract

The implementation of the Merdeka Curriculum emphasizes meaningful learning processes supported by appropriate assessment practices. In mathematics learning, formative assessment is essential for monitoring students’ conceptual understanding and learning progress. However, existing practices remain predominantly teacher-centered and provide limited opportunities for students to engage in reflection and self-assessment, and studies integrating student-centered assessment approaches in senior high school mathematics are still limited. This study aims to develop a formative assessment based on Self-directed Learning Oriented Assessment (SLOA) for circle topics in senior high school that is valid, practical, and effective. SLOA is an assessment approach that promotes self-directed learning by integrating reflection, monitoring, and self-evaluation into the assessment process. This study employed a research and development approach using the ADDIE model. The study involved 26 grade XI students in one class at SMAN 7 Banjarmasin without a control group. The instruments included expert validation sheets, essay-type formative tests, self-assessment questionnaires, and a teacher practicality questionnaire. The results showed that the formative tests and self-assessment questionnaires were highly valid, with average scores of 3.50 and 3.46 on a 4-point scale. The practicality score reached 80%, categorized as very practical. Based on a minimum passing grade of 75 and a classical completeness criterion of 85%, the implementation results showed that 92% of students in the first test and 96% in the second test achieved mastery. These findings indicate that SLOA-based formative assessment is feasible and effective in supporting students’ self-directed learning and provides practical implications for mathematics teachers in implementing more student-centered assessment practices.
Empowering Teachers to Shape Intelligent Children with Local Character Through Green-School-Based Strategies: A Multi-Case Study in Kindergarten Purwanti, Ratna; Suriansyah, Ahmad; Bachri, Ahmad Alim; Noorhapizah, Noorhapizah
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.25722

Abstract

The importance of a leader in empowering others to achieve goals optimally, especially in forming intelligent children with local character in early childhood education, is still limited. Therefore, this study aims to describe teacher empowerment strategies in shaping intelligent children with local character through a green school approach. This study utilizes a qualitative method with a multi-case design. Data collection techniques include in-depth interviews, observations, and document analysis. The validity of the findings is credibility, transferability, dependability, and confirmability. Data analysis utilizes an interactive model from Miles and Huberman (2014): data collection, data condensation, data presentation, and data conclusion. The results of the study showed that leadership values and beliefs, such as religious values, local character values, exemplary values, and collegiality values , are fundamental in implementing teacher empowerment strategies to shape intelligent children with local character. including improvement (mentoring; competency improvement-based digitalization); nurturing (providing work motivation; individual involvement in work teams; involving all teachers based on their competencies); maintenance (providing freedom to innovate; creating positive work culture; and creating work climate with a sense of family); protecting (building positive communication; and providing recognition); and integrated into learning to form the local character of early childhood accompanied by monitoring and evaluation both internally and externally. The results of this study can be used as a reference and consideration in developing a principle in empowering others.
Implementation of the RODE Model to Enhance Students’ Science Numeracy Skills in Higher Education Agustina, Degi Alrinda; Kusuma, Arief Ertha; Suciati, Suciati; Nurislamiyah, Maulidah; Hikma, Sri Radiatul; Novitasari, Neni
Vidya Karya Vol 41, No 1 (2026): APRIL 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jvk.v41i1.24815

Abstract

 This study examines the implementation of the RODE learning model in supporting students' science numeracy skills in a higher education context. The research was conducted in the Primary School Teacher Education department within the Basic Concepts of Astrophysics course, focusing on fluid materials. A qualitative design was employed to describe the planning, implementation, and assessment stages of the RODE model. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman. The findings indicate that, at the planning stage, the lecturer team aligned course learning outcomes with science numeracy indicators and developed instructional materials, including lesson plans, teaching resources, student worksheets, and assessment instruments. During implementation, the RODE syntax was applied through four stages: Read (engagement with learning materials), Outline (concept organization and worksheet-based activities), Discussion (group presentations and interactive dialogue), and Evaluation (reflection and assessment activities). At the assessment stage, students' performance was evaluated through worksheet activities and essay tests designed to reflect science numeracy indicators. The results suggest that the RODE model can be feasibly implemented to support science numeracy by orienting learning processes in higher education. However, the findings are limited to a specific instructional context and do not imply generalizable causal effects. This study contributes by providing a context-specific description of how the RODE model can be integrated with science numeracy practices at the university level.

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