EDUKASIA Jurnal Pendidikan dan Pembelajaran
type: channel
publisher: LP. Ma'arif Janggan Magetan
language: en
publication name: EDUKASIA Jurnal Pendidikan dan Pembelajaran
issn: 2721-1150
items: Global Englishes in Indonesian and International ELT Textbooks: A Comparative GELT Framework Analysis
items: Implementation of Digital Teaching Materials Based on Local Wisdom of the Banten Region as a Media for Indonesian Language Literacy in Elementary Schools
items: Digital Competence and Higher Education Policy: A Quantitative Analysis of Lecturer Performance in Indonesia
items: Accelerating Educational Technology Adoption in Elementary Schools: The Role of Student Interns as Catalysts for Teacher Acceptance
items: Neurologically Compatible Digital Resources: Developing a Brain-Based Learning E-Book for an Introductory Nahw Course
items: Instructional Alignment of PjBL in ECE: An Analysis of Learning Strategies, Methods, and Techniques
items: Integrating Digital Microlearning into Pragmatic Instruction: TikTok-Assisted Simulation in Negotiation Speaking Education
items: The Neurocognitive Architecture of Qur’anic Memorization: Synthesizing Working Memory and Memory Consolidation Mechanisms
items: The Effect of A Practical Life-Based Digital Literacy Approach on Students’ Digital Competence and Workload Efficiency
items: Strategic Educational Management in Rural Public Schools: Driving Institutional Quality and Local Competitiveness
items: Integrating Artificial Intelligence in Islamic Religious Education: Pedagogical Opportunities, Ethical Challenges, and Teacher Competencies
items: Fostering Elementary Students' Critical Thinking Skills Through an Ethno-STEAM E-Book: Integrating Bungurasih Local Wisdom into Digital Learning
items: Gamified Project-Based Learning for Digital Hajj Training: A Systematic Literature Review on Procedural Understanding and Practical Skills
items: Reconceptualizing Civic Competencies: A Multiple-Case Study on Multicultural Teacher Training in Urban Junior High Schools
items: Development and Expert Validation of Augmented Reality-Integrated Innovative Learning Materials on Plant Cells and Tissues for Problem-Based Learning: An Approach Using Aiken’s V
items: Reconceptualizing Mathematical Problem-Solving Skills in The Digital Age: Teachers’ Perspectives Through the Lens of Theory of Didactical Situations
items: Mitigating Hallucinations in Large Language Models via Retrieval Augmented Generation: A Systematic Review of n8n-Based Implementations
items: Learning Style Tendencies of Early Adult Community Education Students Across Cohorts
items: Techno-Humanistic Paradigm in Physical Education: Integrating Love-Based Curriculum and Digital Technology in Islamic Schools
items: Digital Wellbeing in Higher Education: A Sufi Approach as a Strategy to Overcome Information Overload
items: Beyond Metrics in Christian Education: A Conceptual-Hermeneutic Study of Reflective Evaluation and Kierkegaardian Selfhood in the Indonesian Context
items: Nurturing Lecturer Performance in Maritime Education: The Interplay of Campus Climate, Visionary Leadership and Spiritual Intelligence
items: Ethno Literacy-Based Early Childhood Articulation Intervention through Unplugged Coding Maze Media
items: Empowering Blind Children through Future Technology: Protective Factors Associated with AI-Based Audio and Braille Dictionaries in English Learning
items: A Qualitative Inquiry into Institutional and Pedagogical Strategies for Integrating the Eight Dimensions of Graduate Profile through Visual Arts Learning in Indonesian Primary Schools
items: ChatGPT as Digital Scaffolding in Argumentative Writing for First-Year Students: A Systematic Literature Review (2020–2025)
items: Strategy for Improving the Quality of Education in Madrasas through the Integration of Islamic Values ​​in the Era of Digital Transformation
items: The Effectiveness of the Technology-Based Flipped Classroom Model Integrated with TPACK in Improving Students’ Critical Thinking Skills at Al Majidiyah Islamic Senior High School
items: Digital Transformation of Islamic Education through the Utilization of Artificial Intelligence Technology
items: The Impact of Blended Learning on Cognitive and Affective Outcomes in Fiqh Education

Global Englishes in Indonesian and International ELT Textbooks: A Comparative GELT Framework Analysis
type: item
description: This study investigates the extent to which Global Englishes principles are represented in Indonesian and international English Language Teaching (ELT) textbooks. Specifically, it compares the Indonesian Curriculum 2013 (K13) English textbook and the Interchange Third Edition using the Global English Language Teaching (GELT) framework to examine representations of people, cultural perspectives, cultural practices, and cultural artefacts. The analysis findings reveal that international ELT textbooks are beginning to reflect the global use of English by incorporating a wider range of English varieties and cultural contexts. In contrast, features of Global Englishes are only partially incorporated into Indonesian ELT textbooks, which largely adhere to traditional native-speaker norms. The study underscores crucial research gaps and emphasizes the urgent need for comprehensive comparative analyses of textbook content, pedagogical approaches, and teacher training in Indonesian and international contexts. It also advocates for empirical research into how exposure to global Englishes influences students' perceptions and outcomes. The study highlights the necessity for more inclusive and effective ELT materials that prepare students for international communication. The findings contribute to the growing literature on Global Englishes by demonstrating how centralized national curricula may constrain textbook representation of linguistic diversity. In practical terms, the study provides recommendations for textbook developers, curriculum designers, and teacher educators seeking to incorporate Global Englishes into ELT materials.
subject: Articles
  topic: section
subject: Global Englishes; Indonesian Textbook; International ELT Textbook
  topic: keywords
creator: Meita Lesmiaty Khasyar
creator: Ahmad Bukhori Muslim
creator: Fazri Nur Yusuf
creator: Rojab Siti Rodliyah
rights: Copyright (c) 2024 Meita Lesmiaty Khasyar, Ahmad Bukhori Muslim, Fazri Nur Yusuf, Rojab Siti Rodliyah https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-29
publication date: 2024-12-29
starting page: 989
ending page: 1002
doi: 10.62775/edukasia.v5i2.2216

Implementation of Digital Teaching Materials Based on Local Wisdom of the Banten Region as a Media for Indonesian Language Literacy in Elementary Schools
type: item
description: Community Literacy Development (IPLM) and reading interest. The method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The teaching materials developed are interactive animated videos highlighting Bantenese folktales. Implementation was carried out on 75 students (N = 75) from three elementary schools in Pandeglang Regency using a purposive sampling technique. The results showed a significant increase in students' literacy skills, with an average pre-test score of 26.0 increasing to 76.7 in the post-test. Analysis using a paired t-test showed a significant difference (p < 0.001). Student responses to the teaching materials were very positive: 89% stated that the material was interesting, 85% found it easier to understand the reading, and 82% were motivated to read other folktales. From the teacher's perspective, 92% acknowledged the ease of the learning process and 90% felt more confident in integrating technology. This proves that the implementation of digital teaching materials based on Banten local wisdom is effective in improving students' Indonesian language literacy skills, both in reading and writing skills and understanding of local culture. This study concludes that digital teaching materials based on local wisdom are not only relevant for improving student literacy, but also able to strengthen cultural identity, instill character values, and provide interactive and contextual learning. These findings support the theory of Culturally Responsive Teaching (CRT) by showing that the integration of local culture in digital learning can increase student engagement, motivation, and learning outcomes, thus contributing to the development of culturally responsive educational practices in a global context.
subject: Articles
  topic: section
subject: digital teaching materials; folklore; literacy; elementary school
  topic: keywords
creator: Trisnawati Trisnawati
creator: Deni Pratidiana
creator: Septi Riyani
creator: Mimi Maemunah
rights: Copyright (c) 2026 Trisnawati Trisnawati, Deni Pratidiana, Septi Riyani, Mimi Maemunah https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-09-06
publication date: 2026-09-06
starting page: 877
ending page: 890
doi: 10.62775/edukasia.v7i2.2199

Digital Competence and Higher Education Policy: A Quantitative Analysis of Lecturer Performance in Indonesia
type: item
description: This study aims to investigate the role of digital strategy on lecturer performance by positioning digital competence as a mediating variable. This quantitative study uses primary data obtained through a survey of lecturers in Indonesia. A total of 248 respondents responded, and the data were then processed using SEM-PLS 4.0. The results indicate that digital strategy has a strong positive influence on shaping lecturers' digital competence. However, digital strategy alone does not necessarily improve lecturer performance directly. The results of this study show an interesting finding, the phenomenon of full mediation, in which digital competence acts as a crucial bridge. Without adequate technological mastery within human resources, an organization's digital strategic policy will lose its effectiveness in boosting productivity. Therefore, the success of digital transformation in educational institutions depends heavily on the integration between strategic planning and the continuous development of lecturers' digital capacity. Practically, this study serves as a strategic guide for higher education policymakers to reallocate budgetary priorities from mere LMS infrastructure procurement to intensive digital competence training, preventing underutilized technology and ensuring a higher return on digital policy implementation. The universities must embed sustained digital competence development programs alongside digital strategy formulation, as strategic policies alone are insufficient to enhance lecturer performance without adequate technological mastery.
subject: Articles
  topic: section
subject: Digital Strategy
  topic: keywords
subject: Digital Competence
  topic: keywords
subject: Lecturer’s Performance
  topic: keywords
subject: Higher Education
  topic: keywords
creator: Muhammad In’am Esha
creator: Wuryaningsih Wuryaningsih
creator: Rini Safitri
rights: Copyright (c) 2026 Muhammad In’am Esha, Wuryaningsih Wuryaningsih, Rini Safitri https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-09-06
publication date: 2026-09-06
starting page: 861
ending page: 876
doi: 10.62775/edukasia.v7i2.2187

Accelerating Educational Technology Adoption in Elementary Schools: The Role of Student Interns as Catalysts for Teacher Acceptance
type: item
description: Digital transformation in education requires teachers to integrate technology effectively into teaching and learning processes. However, teachers’ acceptance of educational technology remains uneven and is influenced not only by cognitive perceptions but also by professional interaction in school settings. This study examines the influence of academic interaction between student interns and elementary school teachers on teachers’ attitudes toward adopting learning technology by using the Technology Acceptance Model (TAM). This study employed a quantitative correlational design involving 108 elementary school teachers from partner schools of the Primary School Teacher Education Program at Universitas Katolik Indonesia Santu Paulus Ruteng in East Manggarai Regency. The data were analyzed using Structural Equation Modeling (SEM). The findings show that academic interaction has a positive and significant effect on perceived ease of use and perceived usefulness of technology. Perceived ease of use also positively affects perceived usefulness and teachers’ attitudes toward technology, while attitude toward technology significantly strengthens behavioral intention to use technology in teaching practice. Mediation analysis further indicates that perceived ease of use and perceived usefulness significantly mediate the relationship between academic interaction and teachers’ attitudes toward technology. These findings suggest that academic interaction between student interns and teachers can function as a contextual learning mechanism that accelerates educational technology adoption in elementary schools.
subject: Articles
  topic: section
subject: academic interaction
  topic: keywords
subject: internship students
  topic: keywords
subject: technology acceptance
  topic: keywords
subject: teacher attitudes
  topic: keywords
subject: elementary education
  topic: keywords
creator: Yohannes Marryono Jamun
creator: Zephisius Rudiyanto Eso Ntelok
creator: Rikardus Jundu
rights: Copyright (c) 2026 Yohannes Marryono Jamun, Zephisius Rudiyanto Eso Ntelok, Rikardus Jundu https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-09-06
publication date: 2026-09-06
starting page: 847
ending page: 860
doi: 10.62775/edukasia.v7i2.2172

Neurologically Compatible Digital Resources: Developing a Brain-Based Learning E-Book for an Introductory Nahw Course
type: item
description: This research aims to develop an introductory Arabic syntax (nahw) textbook integrating the Brain-Based Learning (BBL) approach and educational technology principles to enhance students’ syntactic competence and learning motivation in the Arabic Language Education Department at State Islamic University of Kiai Ageng Muhammad Besari, Ponorogo. Employing the Research and Development (R&D) methodology through the ADDIE model, data were collected using interviews, questionnaires, observations, and pre-/post-tests. Expert validation from material, media, and linguistics specialists confirmed that the textbook meets high-quality standards in content accuracy, visual layout, and cognitive-technological design. During implementation, classroom observations and assessments demonstrated significant improvements in students' understanding of basic syntax, practical rule application, and active participation. Statistical analysis using a paired-samples t-test indicated a significant improvement in the experimental group's scores from pre-test (M = 54,70, SD = 14,125) to post-test (M = 78,43, SD = 11,026). Furthermore, an independent samples t-test revealed that the experimental group significantly outperformed the control group (p = 0,023 < 0,05). These empirical learning gains were supported by positive student feedback regarding the textbook's readability and presentation. The evaluation confirms that blending BBL with modern educational technology tools successfully fosters neurologically compatible, interactive, and meaningful learning experiences. Consequently, the developed textbook is highly feasible, effective, and suitable as an innovative learning resource for undergraduate syntax instruction, serving as an essential reference for future digital textbook development.
subject: Articles
  topic: section
subject: Brain-Based Learning; Textbook Development; Nahw; ADDIE; Arabic Grammar
  topic: keywords
creator: Ahmad Zubaidi
creator: Muhimmatul Mukaromah
creator: Alvin Lailatul Maghfiroh
creator: Muhammad Anwar Bin Ahmad
rights: Copyright (c) 2026 Ahmad Zubaidi, Muhimmatul Mukaromah, Alvin Lailatul Maghfiroh, Muhammad Anwar Bin Ahmad https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-09-06
publication date: 2026-09-06
starting page: 835
ending page: 846
doi: 10.62775/edukasia.v7i2.2168

Instructional Alignment of PjBL in ECE: An Analysis of Learning Strategies, Methods, and Techniques
type: item
description: This study was prompted by the discovery of instructional alignment gaps in the implementation of STEAM-based Project-Based Learning (STEAM-PjBL) in early childhood education (PAUD), particularly with regard to the alignment of objectives, strategies, methods, techniques, learning activities, and assessments. The study aims to analyse instructional alignment in STEAM implementation based on PjBL in PAUD, focusing on the relationship between learning strategies, methods, and techniques. The study used a qualitative approach with a case study design at TK ABA Ngampilan Yogyakarta, with one head teacher and three teachers selected through purposive sampling. Data was collected through observation, semi-structured interviews, and documentation, and analysed using Braun and Clarke's thematic analysis. The results of the study show that the implementation of STEAM-PjBL has demonstrated alignment between the learning objectives, activities, strategies, methods, techniques, and assessments through the active involvement of children in exploration, collaboration, experimentation, and reflection. However, challenges were still found in the form of extrinsic reward dominance, imbalanced participation in group work, insufficient reflective scaffolding, and discrepancies between written plans and the implementation of learning activities. This study emphasises the importance of strengthening teachers' pedagogical competencies in designing inclusive and meaningful STEAM-PjBL learning activities in early childhood education.
subject: Articles
  topic: section
subject: alignment
  topic: keywords
subject: early childhood education
  topic: keywords
subject: learning strategy
  topic: keywords
subject: Project
  topic: keywords
creator: Avanti Vera Risti Pramudyani
creator: Diah Ayu Praharani
creator: Hani Irawati
creator: Risanti Dhaniaputri
creator: Tanaya Qotrunada Rutriningtyas
creator: Irma Sukarelawan
rights: Copyright (c) 2026 Avanti Vera Risti Pramudyani, Diah Ayu Praharani, Hani Irawati, Risanti Dhaniaputri, Tanaya Qotrunada Rutriningtyas, Irma Sukarelawan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-17
publication date: 2026-08-17
starting page: 773
ending page: 790
doi: 10.62775/edukasia.v7i2.2163

Integrating Digital Microlearning into Pragmatic Instruction: TikTok-Assisted Simulation in Negotiation Speaking Education
type: item
description: The background of this research stems from students’ inadequate speaking abilities caused by passive attitudes, lack of confidence, and limited practice opportunities. This study aims to measure the effectiveness of the TikTok-Assisted Simulation Learning Model in improving negotiation speaking skills among high school students. A quantitative quasi-experimental approach with a nonequivalent control group design was applied, involving 36 students in the experimental class and 36 in the control class. Data were collected through pre-test and post-test instruments. Since the data did not follow a normal distribution, the Mann-Whitney U test was employed as the analytical tool, yielding an Asymp. Sig. (2-tailed) value of 0.000 (P < 0,05), which indicates a statistically significant difference between the two groups. Furthermore, N-Gain analysis revealed a mean score of 0.59 (moderate category) in the experimental group and 0.28 (low category) in the control group. These findings demonstrate that the TikTok-Assisted Simulation Learning Model is an effective, innovative, and applicable learning alternative for negotiation speaking at the high school level.
subject: Articles
  topic: section
subject: negotiation speaking; simulation model; Tiktok media
  topic: keywords
creator: Sofia Yanifah
creator: Isah Cahyani
creator: Novi Resmini
creator: Encep Kusumah
creator: Teti Sobari
rights: Copyright (c) 2026 Sofia Yanifah, Isah Cahyani, Novi Resmini, Encep Kusumah, Teti Sobari https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-17
publication date: 2026-08-17
starting page: 761
ending page: 772
doi: 10.62775/edukasia.v7i2.2162

The Neurocognitive Architecture of Qur’anic Memorization: Synthesizing Working Memory and Memory Consolidation Mechanisms
type: item
description: This systematic review synthesizes 13 studies on Qur'anic memorization through cognitive neuroscience. Using PRISMA-guided screening of Scopus and PubMed records, the study identifies three taxonomic clusters: working-memory gating, consolidation-support strategies, and contextual-spiritual modulation. The findings show that Qur'anic memorization depends on attention control, phonological rehearsal, semantic linking, rhythmic repetition, multisensory encoding, muraja'ah-based retrieval, and cognitive load control. The review proposes a Neuro-Tahfidz model that connects sacred verbal input, working-memory regulation, memory consolidation, Islamic learning context, and instructional design. Its novelty lies in translating tahfidz as a theological-practical tradition into an empirical neuroeducational synthesis. It also extends memory theory beyond common Western language stimuli by focusing on a rhymed, repetitive, non-Western sacred text. The model remains conceptual because the reviewed studies use varied designs and limited direct neurocognitive measurements. The synthesis is therefore useful as a theoretical guide, not as a final causal claim. Future research should test the model experimentally across age groups, pesantren settings, and tahfidz learning methods.
subject: Articles
  topic: section
subject: working memory
  topic: keywords
subject: memory consolidation
  topic: keywords
subject: Qur’anic memorization
  topic: keywords
subject: cognitive neuroscience
  topic: keywords
subject: systematic literature review
  topic: keywords
creator: Ary Asy’ari
creator: Eva Latipah
creator: Suyadi Suyadi
rights: Copyright (c) 2026 Ary Asy’ari, Eva Latipah, Suyadi Suyadi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-16
publication date: 2026-08-16
starting page: 747
ending page: 760
doi: 10.62775/edukasia.v7i2.2159

The Effect of A Practical Life-Based Digital Literacy Approach on Students’ Digital Competence and Workload Efficiency
type: item
description: This study examines the effect of a Practical Life-Based Digital Literacy (PLDL) approach on university students’ digital competence and workload efficiency within Islamic higher education. Guided by experiential learning theory and the DigComp 2.1 framework, the research investigates how practical life–oriented digital literacy activities contribute to students’ technological proficiency and task management. Data were obtained from 172 teacher education students who completed validated self-assessment instruments measuring digital competence and workload efficiency. ANOVA and MANOVA results indicate that the PLDL approach has a significant effect on digital competence (F = 12.636, p < 0.001) and workload efficiency (F = 7.000, p < 0.001), with the multivariate test (Wilks’ Λ = 0.220, p < 0.001) explaining 71.2% and 57.8% of variance in the respective outcomes. Students engaged in PLDL activities demonstrated stronger skills in digital information management, collaboration, and ethical and reflective technology use. These findings highlight PLDL as an effective experiential model for enhancing competence and efficiency, offering strategic insights for the digital transformation of Islamic higher education.
subject: Articles
  topic: section
subject: practical life-based learning
  topic: keywords
subject: digital literacy
  topic: keywords
subject: digital competence
  topic: keywords
subject: workload efficiency
  topic: keywords
creator: Uswatun Hasanah
creator: Arpinda Syifa'a Awalin
rights: Copyright (c) 2026 Uswatun Hasanah, Arpinda Syifa'a Awalin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-21
publication date: 2026-08-21
starting page: 791
ending page: 802
doi: 10.62775/edukasia.v7i2.2158

Strategic Educational Management in Rural Public Schools: Driving Institutional Quality and Local Competitiveness
type: item
description: This study examines the contribution of the principal’s strategic management to improving educational quality and school competitiveness at SD Negeri 1 Wajak Lor. Using a descriptive qualitative approach, data were collected through semi-structured interviews, observations, and documentation, with the principal serving as the main informant. The findings indicate that effective strategic management is reflected in several key practices: (1) establishing a clear and measurable school vision as the basis for decision-making; (2) enhancing teacher competencies through continuous training and supervision to improve learning quality; (3) cultivating a positive school culture that encourages stakeholder engagement; (4) optimizing facilities and infrastructure to support teaching and learning activities; (5) strengthening partnerships with parents and external stakeholders to expand resource support; and (6) applying transformational leadership to address budget limitations and bureaucratic challenges. These strategies have contributed to increased student achievement, stronger community participation, and an improved school reputation. The study concludes that the principal’s strategic management plays a crucial role in advancing educational quality and institutional competitiveness. Consistent implementation of strategic planning, execution, and evaluation leads to better educational services and sustainable school development. Therefore, strengthening principal mentoring programs and practical managerial competencies is essential for supporting continuous improvement and long-term transformation in elementary education.
subject: Articles
  topic: section
subject: Competitiveness, Strategic Management; Education Quality, School Principal
  topic: keywords
creator: Moh. Gufron
creator: Hikmah Eva Trisnantari
creator: Junaidi Junaidi
creator: Galuh Ajeng Nurazizah
rights: Copyright (c) 2026 Moh. Gufron, Hikmah Eva Trisnantari, Junaidi Junaidi, Galuh Ajeng Nurazizah https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-08-27
publication date: 2026-08-27
starting page: 802
ending page: 818
doi: 10.62775/edukasia.v7i2.2157

Integrating Artificial Intelligence in Islamic Religious Education: Pedagogical Opportunities, Ethical Challenges, and Teacher Competencies
type: item
description: The rapid integration of Artificial Intelligence (AI) in education presents unprecedented pedagogical opportunities and profound ethical dilemmas, particularly within Islamic Religious Education (PAI) for Generation Z. This study aims to explore AI's substantive opportunities, algorithmic ethical challenges, and the requisite teacher competencies needed to navigate this disruption. Methods: A qualitative Systematic Literature Review (SLR) was conducted adhering to PRISMA guidelines. Scientific documents published between 2019 and 2024, indexed in Scopus, Web of Science, and SINTA databases, were analyzed using thematic synthesis. Findings indicate that AI offers significant pedagogical opportunities, including adaptive learning personalization, enhanced student engagement through interactive conversational agents, and data-driven holistic evaluation. Conversely, crucial ethical challenges emerge, primarily concerning student data privacy, algorithmic biases reflecting secular paradigms, pedagogical transparency, and the potential degradation of spiritual authenticity due to AI hallucinations. To mitigate these risks, PAI teachers must fundamentally elevate their technical, digital-pedagogical, and Islamic-ethical competencies. The study proposes a comprehensive ethical framework grounded in the Islamic worldview (Tawhid, Khalifah, Ta'dīb) and Maqasid al-Shariah. Policy recommendations emphasize restructuring the national curriculum to include digital ethics, modernizing teacher training, establishing strict sectoral guidelines, and transforming evaluation instruments to be AI-proof. Ethical AI integration does not replace teachers but repositions them as essential spiritual architects.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Islamic Religious Education
  topic: keywords
subject: Generation Z
  topic: keywords
subject: Digital Ethics
  topic: keywords
creator: Aji Setiaji
creator: Andri Marta Sudirja
rights: Copyright (c) 2026 Aji Setiaji, Andri Marta Sudirja https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-08
publication date: 2026-07-08
starting page: 677
ending page: 688
doi: 10.62775/edukasia.v7i1.2152

Fostering Elementary Students' Critical Thinking Skills Through an Ethno-STEAM E-Book: Integrating Bungurasih Local Wisdom into Digital Learning
type: item
description: This study aimed to develop an Ethno-STEAM-based interactive e-book integrating Bungurasih local wisdom and to evaluate its validity, practicality, and effectiveness in improving elementary students' critical thinking skills. The study employed a Research and Development (R&D) approach using the ADDIE model and a one-group pretest–posttest design involving 30 third-grade students. Data were collected through expert validation, questionnaires, classroom observations, and critical thinking tests. The developed e-book achieved a validity score of 91.7% and a practicality score of 92.5%, both categorized as very valid and very practical, respectively. Students' critical thinking skills improved significantly after the intervention, with an average N-Gain of 0.61, indicating a moderate level of improvement. These findings demonstrate that integrating local wisdom, interactive multimedia, and Ethno-STEAM learning creates meaningful and contextual science learning experiences. The study implies that Ethno-STEAM digital learning media can support the implementation of culturally responsive science education while fostering critical thinking and other twenty-first-century competencies in elementary schools.
subject: Articles
  topic: section
subject: -book; Ethno-STEAM; Critical thinking; Elementary School; Digital learning
  topic: keywords
creator: Firda Emilia
creator: Ganes Gunansyah
creator: Mareta Dellarosa
rights: Copyright (c) 2026 Firda Emilia, Ganes Gunansyah, Mareta Dellarosa https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-08
publication date: 2026-07-08
starting page: 663
ending page: 676
doi: 10.62775/edukasia.v7i1.2150

Gamified Project-Based Learning for Digital Hajj Training: A Systematic Literature Review on Procedural Understanding and Practical Skills
type: item
description: This study aims to analyze the characteristics, approaches, and effectiveness of Gamified Project-Based Learning (GPBL), as well as examine its role in supporting the development of procedural understanding and practical skills in digital hajj training. The method used is Systematic Literature Review (SLR) with the PRISMA procedure on articles obtained from the Scopus database using keywords related to GPBL, procedural understanding, practical skills, and digital learning. Of the 115 articles identified, 14 articles met the inclusion criteria, namely Scopus indexed articles published in the 2020–2026 range and discussed the implementation of GPBL, procedural understanding, practical skills, or digital learning in the context of education. The results of the study show that GPBL has the characteristics of project-based active learning that is integrated with gamification so that it is able to increase student involvement, motivation, and learning outcomes. In addition, practice-based learning has been shown to strengthen procedural understanding through systematic and contextual learning experiences. Interactive digital media combined with gamification and project activities also support the development of practical skills more effectively. The main theoretical impact of the synthesis of 14 articles suggests that GPBL serves as a pedagogical framework that connects procedural understanding with practical skills through active, collaborative, and meaningful learning experiences. This study concludes that the integration of GPBL, procedural understanding, and digital learning is a potential approach in supporting the development of more effective digital hajj training.
subject: Articles
  topic: section
subject: Gamified Project-Based Learning; Digital Hajj Training; Procedural Understanding; Practical Skills
  topic: keywords
creator: A. Zainal Abidin
creator: Rusijono Rusijono
creator: Andi Mariono
rights: Copyright (c) 2026 A. Zainal Abidin, Rusijono Rusijono, Andi Mariono Andi Mariono https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-08
publication date: 2026-07-08
starting page: 647
ending page: 662
doi: 10.62775/edukasia.v7i1.2151

Reconceptualizing Civic Competencies: A Multiple-Case Study on Multicultural Teacher Training in Urban Junior High Schools
type: item
description: This study examines how multicultural-based Civic Education training contributes to the transformation of teacher competencies in public junior high schools in Makassar City. A qualitative multiple-case study design was employed involving 28 participants from ten schools through interviews, classroom observations, and document analysis. Data were analyzed using thematic qualitative analysis involving coding, categorization, and interpretation of emerging themes. The findings show substantial improvements in pedagogical, social, and professional competencies. Teachers shifted from lecture-dominated instruction toward collaborative discussion, case-based learning, and problem-solving activities. They also demonstrated stronger sensitivity to classroom diversity, more democratic communication patterns, and greater ability to design contextual learning materials. These changes positively influenced student participation, critical engagement, and understanding of practical civic values. However, the degree of transformation varied depending on teacher readiness, school leadership support, mentoring continuity, and facility availability. The study further proposes the Sustained Multicultural Competency Transformation Model (SMCTM), which explains how multicultural teacher competencies are shaped through the interaction of institutional, cultural, and psychological factors. The study highlights that multicultural-based professional development can serve as an effective strategy for strengthening teacher competencies in pluralistic school settings. Sustainable mentoring systems, collaborative teacher communities, and adequate institutional support are required to maintain long-term impact.
subject: Articles
  topic: section
subject: teacher competencies,
  topic: keywords
subject: multicultural education,
  topic: keywords
subject: civic education,
  topic: keywords
subject: professional development,
  topic: keywords
creator: Ahmad Jamalong
creator: Muhammad Sudirman
creator: Sulha Akhmad
rights: Copyright (c) 2026 Ahmad Jamalong, Muhammad Sudirman, Sulha Akhmad https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-28
publication date: 2026-07-28
starting page: 703
ending page: 716
doi: 10.62775/edukasia.v7i1.2149

Development and Expert Validation of Augmented Reality-Integrated Innovative Learning Materials on Plant Cells and Tissues for Problem-Based Learning: An Approach Using Aiken’s V
type: item
description: Augmented Reality (AR) has the potential to improve Problem-Based Learning (PBL) in higher education by easing the visualisation of difficult biological ideas and encouraging active participation. The purpose of this study was to assess the viability and content validity of AR-integrated teaching resources created for PBL. The study concentrated on the validation stage using the ADDIE development paradigm and included three expert validators in instructional design, educational technology, and biology education. Aiken's V was used to evaluate content validity in terms of language appropriateness, presentation viability, and topic feasibility. To enhance the teaching materials, qualitative input from validators was also examined. The findings showed strong validity across all dimensions, with Aiken's V values more than 0.85. The display of AR elements, the clarity of instructions, and the alignment of learning exercises with problem-solving objectives were the main areas of expert recommendation. The quality and usability of the updated materials were improved by incorporating these suggestions. All things considered, the AR-integrated teaching resources showed excellent content validity and viability for postsecondary education. According to the results, the products are appropriate for use in classrooms and can help students grasp difficult biological ideas through interactive, technologically enhanced learning opportunities.
subject: Articles
  topic: section
subject: Higher education; Innovative learning; Problem solving based learning; Validation of teaching materials
  topic: keywords
creator: A Bashri
creator: R P Puspitawati
creator: Wisanti Wisanti
creator: S Indana
creator: P Yakub
creator: R Rukmana
creator: J Shodiq
rights: Copyright (c) 2026 A Bashri, R P Puspitawati, Wisanti Wisanti, S Indana, P Yakub, R Rukmana, J Shodiq https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-21
publication date: 2026-07-21
starting page: 689
ending page: 702
doi: 10.62775/edukasia.v7i1.2148

Reconceptualizing Mathematical Problem-Solving Skills in The Digital Age: Teachers’ Perspectives Through the Lens of Theory of Didactical Situations
type: item
description: Mathematical problem-solving skills are a critical 21st-century competency, yet their development still faces various challenges in the digital age. This study aims to explore teachers’ perspectives on students’ mathematical problem-solving skills, analyze teaching practices through the Theory of Didactical Situations framework, and formulate a reconceptualization of mathematical problem-solving skills relevant to the era of artificial intelligence. The study employed a qualitative approach with an exploratory design involving 11 junior high school mathematics teachers selected through purposive sampling. Data were collected via semi-structured interviews and analyzed using the Bogdan and Biklen model. Findings indicate that mathematics instruction remains dominated by a procedural approach that reinforces students’ reliance on examples and teacher authority. Students struggle to understand non-routine problems, design independent strategies, engage in reflection, and verify solutions. Furthermore, the use of digital technology remains instrumental and does not yet support exploration or critical thinking. From a TDS perspective, the digital milieu has not yet functioned as an exploratory environment, while the didactic contract still positions the teacher as the primary authority. Based on a synthesis of empirical findings and studies on AI hallucination and Retrieval-Augmented Generation, this research proposes an expansion of the problem-solving framework by adding a dimension of digital information verification and formulating a conceptual model of the Didactic RAG-System to support mathematics learning in the era of artificial intelligence.
subject: Articles
  topic: section
subject: mathematical problem solving skills; theory of didactical situations; retrieval-augmented generation; AI hallucination; digital mathematics learning
  topic: keywords
creator: Siti Ruqoyyah
creator: Kana Hidayati
creator: Jailani Jailani
creator: Heri Retnawati
creator: Wahyu Setyaningrum
rights: Copyright (c) 2026 Siti Ruqoyyah, Kana Hidayati, Jailani Jailani, Heri Retnawati, Wahyu Setyaningrum https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-06
publication date: 2026-07-06
starting page: 633
ending page: 646
doi: 10.62775/edukasia.v7i1.2144

Mitigating Hallucinations in Large Language Models via Retrieval Augmented Generation: A Systematic Review of n8n-Based Implementations
type: item
description: This study systematically examines hallucination phenomena in Large Language Models (LLMs), focusing on their characteristics, causal factors, and mitigation strategies through Retrieval-Augmented Generation (RAG) and low-code orchestration platforms such as n8n. Using a Systematic Literature Review (SLR) approach based on PRISMA 2020 guidelines, this study analysed 40 peer-reviewed articles published between 2020 and 2025 from major scientific databases. The findings reveal that hallucinations are multidimensional, consisting of factual, semantic, and contextual hallucinations influenced by static training data, probabilistic token prediction, prompt ambiguity, and insufficient validation mechanisms. The review further demonstrates that RAG significantly improves factual accuracy by integrating external retrieval systems with LLM generation processes. Recent innovations such as Hybrid Retrieval and GraphRAG enhance contextual relevance and knowledge representation. A major finding of this study is the identification of “Conflict of Information” between external retrieved data and internal LLM knowledge in automated RAG pipelines. Furthermore, this study proposes a novel conceptual framework and taxonomy for hallucination mitigation in low-code AI environments, integrating retrieval, validation, conflict resolution, and workflow orchestration mechanisms. These findings contribute to the development of more reliable, transparent, and scalable AI systems.
subject: Articles
  topic: section
subject: Large Language Models (LLMs); Natural Language Processing (NLP); Retrieval-Augmented Generation (RAG)
  topic: keywords
creator: I Ketut Widhi Adnyana
creator: Rosalin Theophilia Tayane
creator: Fahmi Fahmi
creator: Freddy Wicaksono
creator: Bagja Nugraha
creator: Enjang Yusup Ali
rights: Copyright (c) 2026 I Ketut Widhi Adnyana, Rosalin Theophilia Tayane, Fahmi Fahmi, Freddy Wicaksono, Bagja Nugraha, Enjang Yusup Ali https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-04
publication date: 2026-07-04
starting page: 605
ending page: 618
doi: 10.62775/edukasia.v7i1.2141

Learning Style Tendencies of Early Adult Community Education Students Across Cohorts
type: item
description: This study examines learning style tendencies among early adult Community Education students and compares their distribution across three cohorts. It responds to limited evidence on Kolb-informed experiential learning tendencies in community education, especially when such data are used for program-level pedagogical reflection rather than psychological labeling. A quantitative cross-sectional descriptive-comparative survey was conducted with total sampling of complete and valid responses from active students in the 2022, 2023, and 2024 cohorts (N = 210). An 18-item practical inventory, conceptually mapped to Kolb's experiential learning dimensions, classified tendencies into diverging, assimilating, accommodating, and converging. Data were analyzed using frequency distribution, cross-tabulation, chi-square test, and Cramer's V. Results showed that diverging was the most common tendency (34.8%), followed by assimilating (33.8%), accommodating (19.5%), and converging (11.9%). Cross-cohort differences were not statistically significant (χ²(6, N = 210) = 4.60, p = .596, V = .10). The findings indicate a stable reflective profile and support multimodal experiential pedagogy for classroom learning and community lab-site practice.
subject: Articles
  topic: section
subject: community education;
  topic: keywords
subject: experiential learning;
  topic: keywords
subject: learning styles;
  topic: keywords
subject: early adulthood;
  topic: keywords
subject: learning tendencies
  topic: keywords
subject: multimodal pedagogy
  topic: keywords
creator: Muhammad Irfan Hilmi
creator: Jajat Sudrajat Ardiwinata
creator: Deditiani Tri Indrianti
creator: Sucianingsih Sucianingsih
creator: Lutfi Ariefianto
rights: Copyright (c) 2026 Muhammad Irfan Hilmi, Jajat Sudrajat Ardiwinata, Deditiani Tri Indrianti, Sucianingsih Sucianingsih, Lutfi Ariefianto https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 593
ending page: 604
doi: 10.62775/edukasia.v7i1.2139

Techno-Humanistic Paradigm in Physical Education: Integrating Love-Based Curriculum and Digital Technology in Islamic Schools
type: item
description: The rapid integration of digital technology in physical education has transformed teaching and learning practices while simultaneously raising concerns regarding the dehumanization of educational interactions. This study investigates the implementation of the Techno-Humanistic Paradigm through the integration of a Love-Based Curriculum and digital technology in physical education learning at MTsN 1 Bandung Ciparay, Indonesia. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews with three physical education teachers, two school administrators, and twenty-four students, as well as document analysis. The data were analyzed using thematic analysis supported by source and method triangulation to ensure credibility and trustworthiness. The findings indicate that the Techno-Humanistic Paradigm is manifested through student-centered digital learning, compassion-oriented teacher–student interactions, reflective learning practices, and the incorporation of empathy, cooperation, sportsmanship, and respect into technology-enhanced physical education activities. Despite challenges related to maintaining interpersonal relationships, balancing technological efficiency with humanistic values, and disparities in digital literacy, the integration process generated positive outcomes, including increased student engagement, personalized learning experiences, improved digital competence, emotional awareness, collaboration skills, and character development. This study contributes to the literature by proposing the concept of Digital Compassion in Physical Education, a novel framework that integrates technological innovation with human dignity, empathy, and care. The framework offers an alternative model for developing holistic and value-based physical education practices in Islamic schools within the digital era.
subject: Articles
  topic: section
subject: Techno-Humanistic Paradigm; Love-Based Curriculum; Digital Technology; Physical Education; Islamic Schools; Digital Compassion
  topic: keywords
creator: Sri Widaningsih
creator: Erni Kusmiat
creator: Ulfa Futri Hasyimiyah Qissa'Ali
creator: Deswita Supriyatni
creator: Veny Juniarni Hardi
rights: Copyright (c) 2026 Sri Widaningsih, Erni Kusmiat, Ulfa Futri Hasyimiyah Qissa'Ali, Deswita Supriyatni, Veny Juniarni Hardi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-30
publication date: 2026-06-30
starting page: 575
ending page: 592
doi: 10.62775/edukasia.v7i1.2138

Digital Wellbeing in Higher Education: A Sufi Approach as a Strategy to Overcome Information Overload
type: item
description: This study examines digital well-being among university students amid increasing information overload in digital learning environments. While digital transformation has expanded access to education, it has also intensified challenges such as technostress, digital fatigue, and fragmented attention. Existing self-regulation approaches, largely rooted in Western mindfulness, may not fully address the needs of Muslim students whose experiences are shaped by Islamic spiritual values. Using an exploratory qualitative design with an interpretative phenomenological orientation, data were collected from 18 students across three Indonesian universities through semi-structured interviews and reflective digital diaries. Reflexive thematic analysis revealed that information overload is experienced as continuous cross-channel exposure that blurs boundaries between academic and personal life, leading to cognitive and emotional exhaustion and a shift in learning meaning toward task completion. Sufi practices—dhikr, muraqabah, and tazkiyatun nafs—emerged as effective self-regulation strategies by fostering calmness, attentional focus, impulse control, and intentionality in learning. The findings highlight digital wellbeing as an integration of cognitive capacity, emotional balance, and spiritual clarity, and underscore the need for more holistic and contextually grounded digital learning ecosystems.
subject: Articles
  topic: section
subject: digital wellbeing; information overload; digital learning; Sufism; dhikr
  topic: keywords
creator: M. Sutoyo
rights: Copyright (c) 2026 M. Sutoyo https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-21
publication date: 2026-06-21
starting page: 563
ending page: 574
doi: 10.62775/edukasia.v7i1.2134

Beyond Metrics in Christian Education: A Conceptual-Hermeneutic Study of Reflective Evaluation and Kierkegaardian Selfhood in the Indonesian Context
type: item
description: Contemporary evaluation practices in Christian education are increasingly shaped by standardized metrics and outcome-driven assessment, reducing faith-based learning to measurable performance while neglecting spiritual formation, vocation, and relational life before God. Although existing studies acknowledge the role of spirituality, they often remain descriptive and lack a theologically grounded evaluative framework. This study develops an integrative model of evaluation rooted in Christian spiritual formation, reorienting assessment from external achievement toward reflective, Christ-centered transformation. Adopting a qualitative conceptual and hermeneutic approach, the study engages Ignatian spirituality—particularly the Examen—and Søren Kierkegaard’s account of selfhood to construct a normative framework. The findings suggest that the Examen, interpreted through Kierkegaardian inwardness and authenticity, offers a structured mode of reflective assessment centered on discernment, gratitude, repentance, and vocational becoming before God. Moving beyond approaches that treat spirituality as supplementary or rely on quantitative proxies, this study advances a novel synthesis that formalizes spiritual discernment as evaluative practice. It concludes that evaluation in Christian education should shift from measuring achievement to discerning faithful becoming, thereby advancing a transformative paradigm for pedagogy and practice.
subject: Articles
  topic: section
subject: Holistic Education
  topic: keywords
subject: Ignatian Examen
  topic: keywords
subject: Integrative Evaluation
  topic: keywords
subject: Kierkegaardian Selfhood
  topic: keywords
subject: Reflective Assessment
  topic: keywords
creator: Sugiyanto Sugiyanto
rights: Copyright (c) 2024 Sugiyanto Sugiyanto https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2024-12-31
publication date: 2024-12-31
starting page: 977
ending page: 988
doi: 10.62775/edukasia.v5i2.2131

Nurturing Lecturer Performance in Maritime Education: The Interplay of Campus Climate, Visionary Leadership and Spiritual Intelligence
type: item
description: In maritime education, lecturer performance faces unique challenges because lecturers are expected not only to deliver academic instruction but also to support competency-based training, safety culture, discipline, and industry-aligned professional standards. This study is grounded in the importance of lecturer performance as a key determinant of higher education quality, particularly in maritime education, which requires strong professionalism, resilience, and academic commitment. The study aims to examine the effect of campus climate on lecturer performance with visionary leadership and spiritual intelligence as mediating variables among lecturers at Politeknik Pelayaran Sumatera Barat, Politeknik Ilmu Pelayaran Semarang, and Politeknik Pelayaran Barombong. A quantitative causal design was employed through a survey of 149 lecturers selected using total sampling. The data were analyzed using SEM-PLS with SmartPLS 3 to test validity, reliability, path coefficients, and mediation effects. The findings reveal that campus climate has a positive and significant effect on lecturer performance, visionary leadership, and spiritual intelligence. In addition, both visionary leadership and spiritual intelligence have positive and significant effects on lecturer performance. The results also indicate that visionary leadership and spiritual intelligence significantly mediate the influence of campus climate on lecturer performance. These findings suggest that lecturer performance is shaped not only by a supportive work environment but also by future-oriented leadership and the strengthening of individual spiritual capacity. The study provides practical implications for maritime education institutions in designing policies for competency development, discipline-based work culture, leadership training, and continuous performance improvement that are aligned with maritime education standards and institutional safety values.
subject: Articles
  topic: section
subject: Campus climate
  topic: keywords
subject: Lecturer performance
  topic: keywords
subject: Spiritual intelligence
  topic: keywords
subject: Visionary leadership
  topic: keywords
subject: Maritime Vocational Higher Education
  topic: keywords
creator: Arya Widiatmaja
creator: Adhi Pratistha Silen
creator: Markus Asta Patma Nugraha
creator: Syafni Yelvi Siska
creator: Fauziah Roselia
creator: Vilentina Rosa
rights: Copyright (c) 2026 Arya Widiatmaja, Adhi Pratistha Silen, Markus Asta Patma Nugraha, Syafni Yelvi Siska, Fauziah Roselia, Vilentina Rosa https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-21
publication date: 2026-06-21
starting page: 545
ending page: 562
doi: 10.62775/edukasia.v7i1.2130

Ethno Literacy-Based Early Childhood Articulation Intervention through Unplugged Coding Maze Media
type: item
description: Speech sound disorders (SSD) in early childhood hinder communicative and social aspects. Conventional, repetitive teaching methods often fail because they ignore the cultural context and emotional involvement of children. This approach places ethno literacy as the main framework of intervention which is operationalized through the unplugged coding maze media in stimulating articulation. The research used a descriptive qualitative approach with a case study design on seven children aged 4-5 years with mild SSD criteria at TK Muslimat NU Nawa Kartika, Kudus Regency. Data were collected through participant observation, in-depth interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model with triangulation of sources and techniques and member checking. The results of the study showed an average increase in phoneme accuracy of 30.5%. Within the framework of ethno literacy, the use of cultural narratives operationalized through the unplugged coding maze media has been proven to reduce speaking anxiety and increase children's intrinsic motivation. In contrast to conventional speech therapy methods that emphasize repetition exercises, this approach integrates computational thinking and culturally based neurolinguistic stimulation, thereby accelerating the phonological encoding process. The novelty of this research lies in the use of ethno literacy as the main framework of intervention, with unplugged coding maze as a mediation medium in stimulating early childhood articulation. These findings provide implications in the form of a holistic and contextual language intervention model for early childhood educators.
subject: Articles
  topic: section
subject: Articulation; Etno Literacy; Unplugged Coding Maze; Speech Sound Disorders
  topic: keywords
creator: Naili Sakinatina
creator: Irfai Fathurohman
creator: Wawan Shokib Rondli
rights: Copyright (c) 2026 Naili Sakinatina, Irfai Fathurohman, Wawan Shokib Rondli https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-21
publication date: 2026-06-21
starting page: 533
ending page: 544
doi: 10.62775/edukasia.v7i1.2128

Empowering Blind Children through Future Technology: Protective Factors Associated with AI-Based Audio and Braille Dictionaries in English Learning
type: item
description: This study investigates how an AI-integrated Braille and audio dictionary supports academic resilience among blind students learning English. Employing a qualitative phenomenological design, the study involved seven blind tenth-grade students from two special schools in West Kalimantan, Indonesia, along with parents, English teachers, and school principals. Data were gathered through in-depth interviews, focus group discussions, classroom observations, and documentation, then analyzed thematically using Masten’s resilience theory, Ungar’s resource negotiation perspective, and Bronfenbrenner’s Ecological Systems Theory. Findings reveal three interrelated themes: (1) AI-supported audio features fostered individual protective factors, including persistence, self-efficacy, and adaptive problem-solving; (2) the Braille-audio integration functioned as a protective technological resource by enhancing multisensory learning, autonomy, and pronunciation accuracy; and (3) resilience was strengthened through teacher and parental environmental support. The study proposes a Digital Resilience Framework highlighting how internal capacities, accessible technology, and ecological support interact to sustain blind learners’ engagement in English learning. These findings contribute to inclusive education literature by demonstrating that assistive AI technologies serve not only as learning tools but as resilience-enhancing resources for students with visual impairments.
subject: Articles
  topic: section
subject: academic resilience; blind students; AI-integrated audio dictionary; Braille dictionary; English language learning; digital resilience
  topic: keywords
creator: Yuli Nuranawati
creator: Urai Salam
creator: Venny Karolina
creator: Aunnurrahman Aunnurrahman
creator: Eka Ariyati
rights: Copyright (c) 2026 Yuli Nuranawati, Urai Salam, Venny Karolina, Aunnurrahman Aunnurrahman, Eka Ariyati https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-09-05
publication date: 2026-09-05
starting page: 819
ending page: 834
doi: 10.62775/edukasia.v7i2.2127

A Qualitative Inquiry into Institutional and Pedagogical Strategies for Integrating the Eight Dimensions of Graduate Profile through Visual Arts Learning in Indonesian Primary Schools
type: item
description: Although character education policies in Indonesia have expanded considerably in recent years, relatively little is understood about how schools strategically embed the newly mandated eight graduate profile dimensions within subject-specific instruction, particularly visual arts education. This study analyzes the institutional and pedagogical strategies employed at the school and classroom levels to integrate these eight dimensions through visual arts learning at the primary school level. A qualitative method was adopted, with the research conducted at SDN 14 Cakranegara, involving the school principal, Grade IV and Grade V classroom teachers, and ten purposively selected students. Data were collected through participant observation and in-depth interviews, then analyzed using data reduction, thematic categorization, and interpretive analysis. The trustworthiness of the findings was ensured through triangulation and peer debriefing. Findings indicate that school-level strategies include aligning vision and mission, the cultivation of a character-affirming school culture, the implementation of artist-in-residence programs, organizing extracurricular activities, conducting routine evaluations, and documenting character traits. At the classroom level, teachers integrate the dimensions into lesson planning, implement PjBL, utilize digital media, and promote collaborative reflection. Students reported internalizing key values: faith, citizenship, critical thinking, creativity, collaboration, independence, health awareness, and communication. The study proposes an integrative conceptual framework linking institutional practices, pedagogical design, and students’ creative experiences.
subject: Articles
  topic: section
subject: Principal and Teachers; Character Education; Visual Arts Learning; Elementary School; Eight Dimensions of Graduate Profile
  topic: keywords
creator: Nurul Kemala Dewi
creator: I Ketut Widiada
creator: Siti Istiningsih
creator: Muhammad Erfan
creator: Abdul Rasyid
creator: M. Irji Irlian Sandi
rights: Copyright (c) 2026 Nurul Kemala Dewi, I Ketut Widiada, Siti Istiningsih, Muhammad Erfan, Abdul Rasyid, M. Irji Irlian Sandi https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-07-28
publication date: 2026-07-28
starting page: 713
ending page: 732
doi: 10.62775/edukasia.v7i1.2126

ChatGPT as Digital Scaffolding in Argumentative Writing for First-Year Students: A Systematic Literature Review (2020–2025)
type: item
description: This study examines the use of ChatGPT as a form of digital scaffolding in teaching argumentative writing for first-year college students. Although prior studies highlight the benefits of AI-assisted writing tools, there is still a lack of critical synthesis on how ChatGPT functions across cognitive, metacognitive, and pedagogical dimensions, as well as the risks associated with its use. Addressing this gap, this study employs a Systematic Literature Review (SLR) following PRISMA guidelines, analyzing 40 selected articles (2020–2025) from major academic databases. The findings show that ChatGPT serves as both a writing assistant and an interactive dialogue partner, providing multidimensional scaffolding that enhances idea organization, argument clarity, coherence, and students’ writing confidence. However, this study also identifies key challenges often underexplored in the literature, including over-reliance, academic integrity concerns, and limitations in verifying AI-generated content. These findings contribute a more critical perspective by emphasizing that while ChatGPT has strong potential to support adaptive and interactive learning, its integration must be accompanied by structured pedagogical strategies, strengthened digital and AI literacy, and the promotion of students’ critical thinking to ensure meaningful and independent learning outcomes.
subject: Articles
  topic: section
subject: Digital Scaffolding
  topic: keywords
subject: Systematic Literature Review
  topic: keywords
subject: Argumentative Writing,
  topic: keywords
creator: Dadan Djuanda
creator: Riana Irawati
creator: Diah Gusrayani
creator: Nurdinah Hanifah
creator: Rana Gustian Nugraha
creator: Sidqia Nurfadilah
creator: Regina Lichteria Panjaitan
creator: Enjang Yusup Ali
rights: Copyright (c) 2026 Dadan Djuanda, Riana Irawati, Diah Gusrayani, Nurdinah Hanifah, Rana Gustian Nugraha, Sidqia Nurfadilah, Regina Lichteria Panjaitan, Enjang Yusup Ali https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 523
ending page: 532
doi: 10.62775/edukasia.v7i1.2125

Strategy for Improving the Quality of Education in Madrasas through the Integration of Islamic Values ​​in the Era of Digital Transformation
type: item
description: The development of digital transformation has brought about significant changes in the education system, requiring madrasas to improve their quality through the integration of technology and Islamic values ​​to remain relevant to the needs of modern society. This study aims to analyze strategies for improving the quality of education in madrasas through the integration of Islamic values ​​in the era of digital transformation. The study employed a library research approach with descriptive qualitative methods, analyzing various scientific journals, books, Islamic education, and the quality of madrasa education. Data analysis was conducted using content analysis and thematic analysis techniques to identify patterns, concepts, and relationships among previous research findings. The research results show that strategies to improve the quality of madrasa education are implemented through strengthening digital infrastructure, enhancing teachers' digital competencies, developing an Islamic digital-based curriculum, digitizing educational management, and strengthening Islamic digital culture. The integration of Islamic values ​​into digital learning has been proven to improve the quality of learning, learning motivation, digital literacy. This study concludes that digital transformation based on Islamic values ​​is a crucial strategy for holistically improving the quality of madrasa education. Consequently, madrasas need to strengthen educational digitalization policies that align with strengthening students' Islamic character and ethics.
subject: Articles
  topic: section
subject: Strategy; Improving; Quality Education Madrasas; Integration of Islamic Values; Digital Transformation
  topic: keywords
creator: Syahrul Hasibuan
creator: Maralottung Siregar
creator: Ilham Hasibuan
rights: Copyright (c) 2026 Syahrul Hasibuan, Maralottung Siregar, Ilham Hasibuan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 509
ending page: 522
doi: 10.62775/edukasia.v7i1.2121

The Effectiveness of the Technology-Based Flipped Classroom Model Integrated with TPACK in Improving Students’ Critical Thinking Skills at Al Majidiyah Islamic Senior High School
type: item
description: This study aims to examine the effectiveness of the technology-based Flipped Classroom model integrated with the TPACK framework in improving students’ critical thinking skills at Al Majidiyah Islamic Senior High School. The study was motivated by the limited implementation of TPACK-integrated flipped classroom learning in Islamic secondary education, where conventional teacher-centered instruction still dominates and students’ critical thinking skills remain underdeveloped. Previous studies have widely discussed flipped classrooms; however, few have specifically explored the integration of technology, pedagogy, and content knowledge through the TPACK framework to enhance higher-order thinking skills in madrasah contexts. This study employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group design. The research participants consisted of two classes: an experimental class taught using the technology-based Flipped Classroom integrated with TPACK and a control class taught using conventional learning methods. Data were collected through pretests, posttests, and documentation. The research instruments were tested for validity and reliability, while data analysis was conducted using normality tests, homogeneity tests, paired sample t-tests, and independent sample t-tests. The findings showed a significant improvement in students’ critical thinking skills after the implementation of the model. The experimental class achieved higher posttest and N-Gain scores compared to the control class, with significance values below 0.05. The main contribution of this study is the development of a student-centered learning model that effectively integrates technology, pedagogy, and content knowledge to foster critical thinking skills and support innovative 21st-century learning practices in Islamic education.
subject: Articles
  topic: section
subject: Effectiveness; Flipped Classroom Model; Technology; Critical Thinking Skills; Students.
  topic: keywords
creator: Koiy Sahbudi Harahap
creator: Abdul Hadi
creator: Mhd Amin Pohan
rights: Copyright (c) 2026 Koiy Sahbudi Harahap, Abdul Hadi, Mhd Amin Pohan https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-15
publication date: 2026-06-15
starting page: 495
ending page: 508
doi: 10.62775/edukasia.v7i1.2120

Digital Transformation of Islamic Education through the Utilization of Artificial Intelligence Technology
type: item
description: This research intends to examine how Islamic education is changing digitally with the integration of Artificial Intelligence (AI) technology, the influence it has on the efficiency of the educational experience, and the obstacles and possibilities for its application in advancing Islamiceducation during the digital age. The study used a qualitative approach with the Systematic Literature Review (SLR) method through the stages of identification, selection, evaluation, and synthesis of various national and international scientific journals published between 2021 and 2026. Data sources were obtained from academic databases such as Google Scholar, Scopus, ScienceDirect, and Garuda. Data analysis techniques used content analysis to identify relevant themes, concepts, and research findings. The results show that the use of Artificial Intelligence plays a significant role in supporting the digital transformation of Islamic education through adaptive learning, digital learning media, automated evaluation, educational chatbots, and technology-based learning systems. The use of AI has a positive impact on learning effectiveness by increasing interactivity, flexibility, personalization of learning, and digital literacy of students and teachers. However, the implementation of AI also faces challenges such as limited digital competence of educators, technological infrastructure, and ethical and spiritual issues in the use of technology. The contribution of this research is to provide a comprehensive synthesis of the implementation of AI in Islamic education and to serve as a conceptual reference for the development of digital technology-based Islamic education policies and learning innovations that remain based on Islamic values.
subject: Articles
  topic: section
subject: Artificial Intelligence; digital transformation; Islamic education; learning effectiveness
  topic: keywords
creator: Iwan Agus Supriono
rights: Copyright (c) 2026 Iwan Agus Supriono https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-06-07
publication date: 2026-06-07
starting page: 477
ending page: 494
doi: 10.62775/edukasia.v7i1.2119

The Impact of Blended Learning on Cognitive and Affective Outcomes in Fiqh Education
type: item
description: This study aims to examine the impact of Blended Learning on students' cognitive and affective outcomes in Fiqh education at Madrasah Aliyah Irsyadul Islamiyah Bagan Batu. The research employed a quantitative approach using a quasi-experimental method with a Pretest-Posttest Control Group Design. The participants consisted of 60 students divided into an experimental class and a control class. Data were collected through cognitive tests, affective questionnaires, and documentation. The data were analyzed using validity and reliability tests, normality and homogeneity tests, correlation analysis, and Independent Sample t-test with the assistance of SPSS 25. The findings revealed that the implementation of Blended Learning significantly improved students' cognitive and affective learning outcomes. The cognitive variable obtained a significance value of 0.000 < 0.05 with a correlation coefficient of 0.768, indicating a strong relationship. Meanwhile, the affective variable showed a significant value of 0.001 < 0.05 with a correlation coefficient of 0.721, also categorized as strong. These results indicate that Blended Learning effectively enhances students' understanding of Fiqh concepts, learning motivation, discipline, responsibility, and active participation in learning activities. This study contributes theoretically by strengthening constructivist and social learning theories in Islamic education and practically by providing innovative digital learning strategies for improving the quality of Fiqh instruction in the digital era.
subject: Articles
  topic: section
subject: Blended Learning; Cognitive Outcomes; Affective Outcomes; Fiqh Education; Islamic Education
  topic: keywords
creator: Imran Rido
creator: Muhammad Amin
rights: Copyright (c) 2026 Imran Rido, Muhammad Amin https://creativecommons.org/licenses/by-nc-sa/4.0
date: 2026-05-19
publication date: 2026-05-19
starting page: 451
ending page: 462
doi: 10.62775/edukasia.v7i1.2118