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INDONESIA
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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Exploring Gender Differences in Students’ Perceptions of STEM Careers, Systems Thinking Skills, and Environmental Literacy Oktavia, Indri; Shidiq, Ari Syahidul; Yamtinah, Sri; Putri, Putu Anindita Widya
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.v41i1.25689

Abstract

STEM-based learning plays an important role in preparing students to face the challenges of the 21st century, particularly in developing systems thinking skills, environmental literacy, and career orientation in science and technology fields. Indonesia's performance in international assessments such as PISA and TIMSS, which remains below the global average, indicates the need to strengthen STEM education in schools. This study aims to analyze high school students' perceptions of STEM careers, systems thinking abilities, and environmental literacy in the context of chemistry learning. A quantitative descriptive method was used in this research, involving 101 high school students, consisting of 28 males and 73 females. Data were analyzed using descriptive statistics in the form of frequencies and percentages. Overall findings indicate that students have positive perceptions of the three variables studied. However, the ability to formulate solutions to complex chemistry problems and confidence in solving environmental issues still need improvement. For future research, it is recommended to develop more contextual STEM-based learning models to further strengthen students' systems thinking skills and environmental literacy.
Fatimah Az Zahra Sermon in Developing the Character of Courage in Female Students at School Arsa, Aisyah Salsabila; Akmaliyah, Akmaliyah; Ridho, Mohammad Rosyid; Nurasiah, Iis
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.v41i1.25726

Abstract

This study aims to analyze the representation of Fatimah Az Zahra's courage in the Fadakiyah Sermon through the perspective of Pierre Bourdieu's sociology of literature, and to examine its relevance in fostering the character of courage among female students at SDIT Aisyiyah. The method used is a descriptive qualitative method with a literature review, using primary data in the form of the Fadakiyah Sermon text and the biography of Fatimah Az-Zahra, as well as secondary data from bibliometric analyses of various related journals. The results of the study indicate that Fatimah Az-Zahra's courage is a symbolic practice formed from habitus in the political arena. This courage is realized through the use of symbolic capital (status as the daughter of the Prophet Muhammad), social capital (relationships with the people of Medina), cultural capital (mastery of the Qur'an), and economic capital (inheritance rights of the Prophet's family) in opposing injustice related to the land of Fadak. The analysis also shows a relationship between the application of sermon values and the development of courage in female students.  This research suggests that the sermon method may affect the development of courage among female students. This is a recommendation to conduct research on implementing this method in the world of language and education.
Eco-Theology as an Ontological Foundation for Islamic Education in The 21st Century Hasanah, Uswatun; Addzaky, Khoirul Umam
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.v41i1.24144

Abstract

The global ecological crisis has become one of the most urgent challenges of the 21st century, yet educational responses within Islamic contexts often remain limited to moral exhortations or cognitive instruction. This situation raises a fundamental question about the ontological basis of Islamic education and how it can address the ecological dimension of human existence. The present study seeks to examine eco-theology as an ontological foundation for Islamic education, exploring how the relationship between God, humanity, and nature can reshape the aims and practices of education. A review of philosophical and theological literature reveals a research gap. While many studies discuss environmental ethics in Islam, few investigate eco-theology as a foundational ontology for education. To address this gap, this study employs a qualitative philosophical method, using textual analysis of classical sources (the Qur’an, Hadith, and Islamic scholarship) alongside contemporary works on Islamic philosophy of education and environmental theology. The findings suggest that eco-theology provides three key ontological principles: tawhid (the unity of existence), khalifah (human stewardship), and Mizan (cosmic balance). These principles define human beings not only as spiritual and rational but also as ecological entities. As a result, Islamic education must integrate ecological consciousness into its philosophy and praxis. The study concludes that eco-theology, understood ontologically, reframes Islamic education for the 21st century. Its implications include curriculum development that embeds environmental ethics, pedagogies that use nature as a learning space, and identity formation that links faith with ecological responsibility.
Implementing an Integrated Learning Model (Blegur Model) to Enhance Students' Critical Academic Writing, Digital Literacy, and Autonomous Learning Tlonaen, Zuvyati Aryani; Rajagukguk, Christin Prima Mery; Ena, Zet; Blegur, Jusuf
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.v41i1.25692

Abstract

This study examines the improvements in students' critical academic writing skills, digital literacy, and autonomous learning through the implementation of an integrated learning model (Blegur model). This study adopted a mixed-methods explanatory sequential design. Quantitative data (pretest-posttest) from 32 students were collected using standardized instruments: the Fundamentals of Academic Writing Rubric (20 items), the Students' Digital Competence Scale (SDiCoS, 28 items), and the Autonomous Learning Scale (ALS, 12 items). The quantitative data were analyzed using paired-samples t-tests. The intervention was implemented over one semester through eight structured learning syntaxes (orientation, distribution, experimental, presentation, analysis, problem solving, competition, and award). Additional qualitative data were obtained through in-depth interviews, which were analyzed thematically to validate the findings. The quantitative results showed highly significant improvements in all three variables (p <0.001). Critical writing skills improved across all indicators, followed by improvements in six digital literacy indicators and aspects of autonomous learning. Qualitative findings revealed five themes that support the quantitative results, reflecting shifts in students’ writing, digital literacy, learning independence, critical thinking, and academic self-confidence. Therefore, both quantitative and qualitative analyses indicated that the integrated model improves students’ critical academic writing, digital literacy, and autonomous learning. Four factors influenced the improvements: active engagements in the learning process, exposure to and use of academic technology, clear and directed learning structure, and collaborative practices. Thus, this integrated learning model has proven effective and is recommended for courses that emphasize critical thinking skills, digital literacy, and autonomous learning.
The Effectiveness of the Creative Writing Learning Model Based on the Literacy Approach Faisal, Muh; Syamsuddin, Afdhal Fatawuri; Rahman, Ahmad Ardillah; Sayidiman, Sayidiman
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.v41i1.25686

Abstract

In the context of enhancing students' creative story-writing skills, an effective pedagogical model is essential. This study seeks to ascertain (1) the disparity in story-writing proficiency between students utilizing a literacy-approach-based creative writing model and those who do not, and (2) the efficacy of the literacy-approach-based creative writing model. The independent variable in this study is the literacy-approach-based creative writing model, while the dependent variable is the students' story-writing ability. The research was conducted at SDN 13 Biru Watampone, Bone Regency, with the population comprising grade V students. Class VA served as the control group and class VB as the experimental group. Data collection was facilitated through a story-writing test. The Kolmogorov-Smirnov Test of Normality and the Homogeneity of Variance Test were employed to assess normality and homogeneity, respectively, using SPSS 23.0 for Windows. An independent sample t-test, with a 95% confidence level, was conducted to evaluate the differences in story-writing abilities between the control and experimental groups. The gain-score equation was utilized to assess the model's effectiveness. The findings indicate that: (1) there is a significant difference in story-writing ability between students engaged in a literacy approach-based creative writing model and those who are not, and (2) the literacy approach-based creative writing model is highly effective in enhancing students' story-writing proficiency.
Profile of Environmental Knowledge and Attitudes Toward Environmental Care Among High School Students in Rural Areas Amrullah, Fairuzzabadi; Setiawan, Arum; Yustian, Indra; Zulkifli, Hilda
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.v41i1.25604

Abstract

Environmental education is an important foundation for developing students' ecological awareness, yet evidence on how biology instruction shapes environmental knowledge and environmental attitudes, particularly in Madrasah Aliyah (Islamic Senior High School) settings in Indonesia, is limited. Previous studies have shown that environmental knowledge does not automatically translate into pro-environmental attitudes, making it important to assess both dimensions simultaneously. This study employed a quantitative descriptive design with a sample of 80 students drawn from a population of 120 students at MA Nurul Jamil, using a validated Likert-scale questionnaire to measure two constructs: environmental knowledge and environmental attitudes. Results indicated that environmental knowledge was distributed across the categories of very good (11%), good (36%), sufficient (33%), and less good (20%), while environmental attitudes were concentrated in the categories of fair (56.25%), very good (13.75%), good (30%), and less good (0%), descriptively suggesting that attitude expression was not fully aligned with knowledge acquisition, although no inferential statistical analysis was conducted to confirm this relationship. These findings suggest that biology learning at MA Nurul Jamil has made a positive contribution to environmental awareness while highlighting the need for experiential and project-oriented learning strategies to bridge the gap between knowledge and attitudes; future research should employ correlational or regression analysis to examine this relationship more thoroughly.
Integrating WASAKA Local Wisdom Into Scientific Learning to Enhance Pre-Service Physics Teachers’ Competence Salam, Abdul; Setiawan, Agus; Putra, Aminuddin Prahatama; Ruyadi, Yadi
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.v41i1.25473

Abstract

Strengthening the academic competence of pre-service physics teachers requires instructional designs that not only emphasize scientific processes but also draw on local wisdom as a meaningful learning context. This study examined the effectiveness of integrating the scientific approach with WASAKA local wisdom in improving the academic competence of physics education students. A quantitative method with a pre-experimental design was employed during the second semester of the 2024/2025 academic year. The study participants consisted of 9 students in the limited trial and 21 students in the extensive trial. Academic competence was assessed using pretest–posttest essay questions, while students’ responses were analyzed through an ARCS-based questionnaire. The results indicate a clear improvement in students’ academic competence following the intervention. The gain scores were in the moderate category for both the limited trial (g = 0.55) and the extensive trial (g = 0.43), suggesting a meaningful increase in academic performance. Improvements were observed across all competence indicators, with relatively higher achievement in conceptual understanding and experimental design skills, whereas mathematical reasoning showed a more moderate increase. Student responses were highly positive across all ARCS dimensions, reflecting strong attention, relevance, confidence, and satisfaction with the learning experience. These findings confirm that integrating the scientific approach with WASAKA local wisdom offers a promising contextual learning strategy in physics teacher education, with further emphasis recommended on scaffolding to strengthen mathematical reasoning.
Implementation of WEGOS with TikTok in Problem-Based Differentiated Learning to Enhance Self-Efficacy Simatupang, Gugun Manosor; Mujahidawati, Mujahidawati Nur; Romundza, Febbry; Novferma, Novferma
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.v41i1.25657

Abstract

This study investigated the effectiveness of implementing WEGOS (Web Google Sites) integrated with TikTok within a Differentiated Learning framework to improve students' academic self-efficacy. A quasi-experimental pretest-posttest control group design was conducted involving 84 second-year students of the Mathematics Education Study Program at the University of Jambi. The experimental group received instruction via WEGOS (Web Google Sites) supported by TikTok-based learning videos in differentiated problem-solving activities, while the control group received conventional instruction. Data were collected using an adapted Academic Self-Efficacy Scale consisting of 20 Likert-type items. The results showed that the experimental group achieved a higher mean posttest score (84.21) compared to the control group (74.35), with a statistically significant difference (p < 0.05). The calculated effect size (Cohen's d = 0.95) indicated a substantial practical impact. These findings suggest that integrating a structured web-based learning environment and short-form social media content in differentiated problem-based learning significantly strengthens students' self-confidence in managing academic tasks. This study contributes to the development of technology-supported differentiated pedagogy in higher education and highlights the importance of aligning digital tools with intentional instructional design to support affective learning outcomes.
The Effectiveness of Video-Based Audiovisual Media in Enhancing Elementary School Students’ Motivation to Elementary School Students to PPKN Pujiastuti, Endang; Sholeha, Herisa Hardiyanti; Ruhaya, Siti
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.v41i1.25040

Abstract

This study aims to analyze the effectiveness of applying motion video-based audiovisual media in increasing the learning motivation of fourth-grade students in PPKN at Cibadak Public Elementary School, Sukaresmi District, Cianjur Regency. The study used a quantitative approach with a quasi-experimental pretest-posttest control group design. The research sample consisted of 60 fourth-grade students divided into two groups: the experimental group (30 students) and the control group (30 students), who received conventional learning using the lecture method. Data were collected using a learning motivation questionnaire based on a Likert scale. Instrument testing showed that all questionnaire items were valid with correlation coefficients ranging from r = 0.41–0.78. The reliability test using Cronbach’s Alpha showed a value of α = 0.89, indicating that the instrument was highly reliable. Prior to hypothesis testing, the data were analyzed using the Shapiro–Wilk normality test and Levene’s homogeneity test. The data were normally distributed and homogeneous (p > 0.05). Hypothesis testing was conducted using one-way ANOVA with a significance level of α = 0.05. The results showed a significant difference in learning motivation between the experimental and control groups (p < 0.05). Cohen's d = 4.32 (experimental) and d = 4.13 (control) indicated a significant effect of motion video media on learning motivation. The study concludes that motion-video-based audiovisual media effectively increase the motivation to learn among fourth-grade PPKN students. The practical implication of this study is the need to integrate video media into the PPKN lesson plan and provide ICT facilities in elementary schools.
“MALAM SAJAK”: A Digital Learning Media Application Integrating Madurese Poetic Texts at Indonesian Language Learning in Junior High School Puspitasari, Mega; Sari, Desi Indah; Chumkham, Nonthaphat
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.v41i1.25587

Abstract

This research aims to identify the components of local wisdom contained in the application, as well as the feasibility and practicality of the learning media, which was evaluated through student responses of the "Malam Sajak" (Madura dalam Sajak) learning media application for teaching folk poetry texts with Madurese local wisdom to VII grade junior high school students. The research method used is the 4D development model, which includes (1) define, (2) design, (3) develop, and (4) disseminate. The study involved two groups of participants: the first group consisted of media, design, and language validators who evaluated the content and interface of the application, while the second group consisted of junior high school students who tested the usability and learning practicality of the digital learning media. The resulting learning media product contains material and practice questions related to folk poetry texts. The application media was deemed highly feasible with a total implementation score of 89.5%. The detailed validation results are as follows: material validation scored 91%, language validation scored 87.5%, and design validation scored 90%. The practicality of the media usage was 87%, as evidenced by students’ responses supporting the ease of use of the application in learning poetry texts for junior high school students.

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