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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 307 Documents
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Development of a Transformational–Distributed Leadership Model to Build Teacher Collaborative Culture and Professionalism in Elementary Schools Usman Usman; Abdul Majid; Syed Kaleem Ullah Shah Bukhari
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.v41i1.25552

Abstract

Low levels of teacher collaboration and varying professional competence remain key challenges in improving the quality of elementary education. This study aims to develop and examine the effectiveness of a transformational–distributed leadership model in fostering a collaborative teacher culture and enhancing professional competence. This study employed a research and development (R&D) approach based on the model of Walter R. Borg and Meredith D. Gall, consisting of planning, model development, trial, and revision stages. The participants included principals, teachers, and school supervisors. Data were collected through questionnaires, interviews, observations, and document analysis and analyzed using both quantitative and qualitative approaches. The findings indicate that the developed model is effective in improving teacher collaboration and professional competence. The mean score of teacher collaboration increased from 2.85 to 4.21, while professional competence improved from 3.02 to 4.18. The model also demonstrated high levels of practicality and relevance. Qualitative results revealed increased teacher engagement in joint planning, collaborative decision-making, and professional development activities. The novelty of this study lies in integrating transformational and distributed leadership into a validated operational model that simultaneously targets collaborative culture and teacher professional competence in elementary schools. In conclusion, the transformational–distributed leadership model is effective and offers a practical framework for school leaders to promote sustainable, collaboration-based school improvement.
The Mediating Role of Metacognitive Awareness in the Relationship Between Teaching Practice and Early Teacher Identity Rahmita Noorbaiti; Taufiq Hidayanto
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.v41i1.25797

Abstract

Teacher professional identity plays a crucial role in supporting the realization of quality learning. Furthermore, the early teacher identity formed during pre-service teacher education and early career tends to persist throughout a teacher's career. However, the identification of factors shaping teacher identity and the direction of their correlations has not been extensively conducted in Indonesia, particularly concerning pre-service teacher education. Among the factors theoretically influential are metacognitive awareness and teaching practice experience. This study aims to determine the role of the mediating variable, metacognitive awareness, in influencing the relationship between students' experiences from teaching practice activities in schools and the formation of their early identity as teachers. This research is quantitative and employs a relational screening model. The instruments used are questionnaires for related variables adapted from relevant research, then translated and validated by various experts. Subsequently, correlation analysis will be conducted on the data from the three variables to determine the significance and direction of the correlation, with metacognitive awareness as the mediating variable. The results show an indirect effect of 0.344, which is greater than the direct effect of 0.131, meaning that metacognitive awareness has a significant mediating role in the relationship between teaching practice experience and early teacher identity. The implication of this research is the need for teaching practice activity designs that can facilitate pre-service teachers in developing their metacognitive awareness to achieve quality learning processes.
Emotional Intelligence and Its Impact on Students' Science Learning: A Systematic Literature Review Kamaluddin Kamaluddin; I Ketut Suma; Ni Ketut Rapi; I Wayan Suastra; Edi Firmansyah; Sofyan Syamratulangi
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.v41i1.25549

Abstract

Emotional intelligence has become an important component that influences how well students succeed in learning, including in science. The purpose of this study specifically focuses on the role of emotional intelligence in the context of science learning. This article is a systematic literature review that investigates the relationship between emotional intelligence and science learning. PRISMA guidelines were used in this study to review empirical articles published from 2015 to 2024. In total, 22 articles met the criteria for the systematic literature review. Emotional intelligence acts as an essential basis that connects the emotional side of scientific learning to its cognitive side. Emotional intelligence not only aids in increasing engagement but is also beneficial for enhancing conceptual understanding and can thus be used effectively during the learning process. Studies show that emotional intelligence significantly improves student engagement, critical thinking, and learning outcomes in science learning. This article also discusses the mechanisms of these relationships and suggests ways emotional intelligence can be used in science education. 
Strategy for Integrating RTRW-Based Disaster Education to Control Land Use in Protected Natural Areas Elsa Nur Aida; Hariyanto Hariyanto; Eva Banowati; Rahma Hayati; Erni Suharini
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.v41i1.25681

Abstract

This study analyzes the implementation of the Regional Spatial Plan (RTRW) in controlling land use within natural protection areas of Salatiga City. It focuses on land use conformity, influencing factors, and environmental implications. A mixed-method approach was employed, with data collected through field observations, in-depth interviews, and document analysis. Data were analyzed using data reduction, data display, and conclusion-drawing techniques. The results show that RTRW implementation is not yet optimal, as some land uses remain inconsistent with the spatial plan, particularly in areas under development pressure. Supporting factors include regulatory availability and local government commitment, while inhibiting factors involve weak supervision, limited inter-agency coordination, and low public awareness. These conditions may reduce the ecological functions of protected areas. SWOT and QSPM analyses indicate that strengthening spatial planning education, improving supervision, and enforcing regulations are key priorities to support sustainable land use control in natural protection areas.
Re-examining Pre-service EFL Teachers’ Readiness for Technology Integration: A TPACK Analysis in the Indonesian Context Asmi Rusmanayanti; Rusmansyah Rusmansyah; Nasrullah Nasrullah; Arief Ertha Kusuma
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.v41i1.25377

Abstract

The rapid expansion of digital technologies in education has renewed scholarly interest in how teachers conceptualize and enact technology integration. The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretically robust lens to comprehend the interconnected interaction among technology, pedagogy, and disciplinary knowledge. This study investigates Indonesian pre-service English as a foreign language (EFL) teachers’ self-perceived TPACK competencies and their readiness to integrate technology into future instructional practice. Using a quantitative design, a validated TPACK questionnaire was administered to 100 pre-service teachers. The findings demonstrated a familiar yet theoretically significant pattern: participants report strong technological knowledge but comparatively weaker pedagogical, content, and pedagogical-content knowledge. This imbalance suggests that technological familiarity alone does not translate into integrated professional competence. The study argues that TPACK development must be understood as a situated, iterative process shaped by institutional structures, epistemic beliefs, and disciplinary demands. Implications are offered for redesigning teacher education curricula to foreground epistemic integration rather than tool-centered training.      
Toilet Training for Children with Moderate Intellectual Disabilities: Influence of Modeling Technique Siti Jaleha; Nurbayti Rahmah
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.v41i1.25694

Abstract

Toilet training is an important aspect in the development of children at toddler age and must receive parental attention when urinating and defecating. Based on preliminary studies, it was found that not all children with disabilities are ready to undertake toilet training when they are 5 years old. Data show that of 35 children with intellectual disabilities, 21 children were unable to use the toilet, 19 children were unable to clean themselves after urinating, and 24 children were unable to clean themselves after defecating. This study aims to determine the effect of modeling techniques on the success of toilet training in children with moderate intellectual disabilities. This research uses an experimental method in the form of Single Subject Research (SSR) with an A-B design. The subjects of this research were 5 children with moderate intellectual disabilities at SLB Negeri 3 Banjarmasin. The data obtained were analyzed using visual graphics analysis techniques. The modeling technique was carried out by providing education to parents and children by displaying pictures and direct practice of implementing good and correct toilet training. Modeling techniques can positively increase the success of toilet training. The results of the study showed that five children's toilet training abilities significantly increased from the baseline phase (A) to the intervention phase (B) after being given intervention using modeling techniques.
Implementing Jambi Culture-Based Interactive E-Book with Toontastic 3D Animation Using RME to Improve Learning Interest Mujahidawati Mujahidawati; Asih Nur Ismiatun; Syaiful Syaiful; Novferma Novferma; Febbry Romundza
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.v41i1.25672

Abstract

This study aims to examine the effectiveness of implementing a Jambi culture-based interactive e-book integrated with FILATOD, a Toontastic 3D animation-based learning medium, using the Realistic Mathematics Education (RME) approach to improve students’ learning interest in mathematics. This study employed a quasi-experimental design with a pretest–posttest control group involving 64 students of SMPN 7 Muaro Jambi. Data were collected using a learning interest questionnaire and classroom observation sheets. The results showed that the experimental group experienced a significant increase in learning interest, with the mean score improving from 66.31 in the pretest to 84.47 in the posttest, while the control group increased from 65.84 to 72.06. Independent-samples t-test analysis indicated a significant difference between the two groups (p < 0.05), with a very large effect size (d = 1.28). These findings demonstrate that integrating Jambi cultural contexts, Toontastic 3D animation, and RME specifically improves students’ learning interest by connecting mathematical concepts to familiar local experiences, presenting contextual problems through engaging animated narratives, and guiding students to construct mathematical understanding from realistic situations. The combination of these three elements strengthens students’ attention, curiosity, enjoyment, participation, and persistence during mathematics learning. Therefore, culturally contextualized digital learning media supported by animation and RME can serve as an innovative instructional strategy to enhance students’ affective engagement and improve the quality of mathematics learning.

Page 31 of 31 | Total Record : 307

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