Global Perspectives in Education Journal
Collaborative Learning in Digital Environments and Student Achievement: A Cross-Sectional Quantitative Study
This study aimed to examine the relationship between collaborative learning in digital environments and student achievement among high school students in Rokan Hulu Regency. The research was conducted from January to April 2025 to investigate how digital cooperative activities are associated with educational performance and student involvement in secondary education. A quantitative cross-sectional design was used involving 176 students selected through stratified random sampling from several public high schools. Data were collected using a validated 28-item questionnaire measuring digital messaging, peer interaction, collaborative issue resolution, and knowledge sharing. Student achievement data were obtained from semester examination records and standardised assessments. The instrument demonstrated strong reliability (Cronbach’s α = .91). Data were analysed using descriptive statistics, Pearson's correlation, and multiple regression. Overall collaborative learning was significantly associated with student achievement (r = .68, p < .001). Regression analysis indicated that collaborative learning in digital environments variables were significant predictors of academic achievement (β = .57, t = 8.42, p < .001), explaining 46% of the variance (R² = .46). Peer interaction and online communication were the strongest predictors. Students actively engaged in collaborative digital learning achieved higher academic scores (M = 84.72, SD = 6.14) than less active students (M = 76.35, SD = 7.28). These results indicate that coordinated digital learning environments heighten engagement, critical thinking, and academic achievement, supporting the embedding of student-centred digital pedagogy in secondary education.
Copyright (c) 2026 Zuraini Binti Idris, Halimahtul Sa’diyah Binti Mohamad, Yuliharti (Author) https://creativecommons.org/licenses/by/4.0
Direct Instruction and Higher-Order Thinking Skills: Evidence from the Merdeka Curriculum Implementation
This study reviews the effectiveness of Direct Instruction in enhancing Higher-Order Thinking Skills (HOTS) during the implementation of the Merdeka Curriculum in secondary schools in Pekanbaru. The research was conducted from August to December 2025 using a quantitative quasi-experimental design involving 128 students divided into experimental and control groups. The experimental group received Direct Instruction integrated with HOTS-oriented tasks, while the control group experienced conventional instruction. Data were collected through validated HOTS assessment instruments covering analysis, evaluation, and creation domains. Statistical analysis used independent-samples t-tests and effect-size analysis. The results showed that the experimental group achieved a significantly higher mean score (M = 84.67, SD = 6.21) than the control group (M = 76.14, SD = 7.03), with t(126) = 7.18, p < .05, and a large effect size (Cohen’s d = 0.87). The evidence suggests that structured explanation, guided practice, and immediate feedback effectively support students’ analytical reasoning and analytical problem-solving skills in the implementation of the Merdeka Curriculum. The findings also suggest that explicit instructional approaches remain compatible with Higher-Order Thinking Skills (HOTS)-oriented learning when combined with cognitively demanding activities and systematic instructional scaffolding.
Copyright (c) 2026 Nur Amalina, Wan Hasmah Laili Binti Wan Hamat (Author) https://creativecommons.org/licenses/by/4.0
Teachers’ Pedagogical Competence and Students’ Metacognitive Skills in Islamic Religious Education
This study examined the relationship between teachers’ pedagogical competence and students’ metacognitive skills in Islamic Religious Education among eighth-grade students at an Indonesian junior high school. The study used a quantitative correlational design involving 73 students selected through saturated sampling. Data were collected using Likert-scale questionnaires and analysed using normality and linearity tests and simple linear regression in SPSS 22. The findings showed that teachers’ pedagogical competence was categorised as very high (85%), while students’ metacognitive skills were also categorised as very high (82%). Regression analysis demonstrated a significant positive relationship between teachers’ pedagogical competence and students’ metacognitive skills (p < .05). The coefficient of determination (R²) that pedagogical competence explained 43.5% of the variance in students’ metacognitive skills, with the remaining variance attributable to other factors. The findings indicate that stronger pedagogical competence is associated with higher levels of students’ metacognitive skills and reflective learning processes in Islamic Religious Education.
Copyright (c) 2026 Sri Wahyuni, Nurul Hanis Amiruddin Jafry (Author) https://creativecommons.org/licenses/by/4.0
Student Engagement in Islamic Religious Education: Examining Jigsaw Cooperative Learning in Indonesian Secondary Schools
This study aimed to examine the relationship between the Jigsaw cooperative learning model and student engagement in Islamic Religious Education among seventh-grade students at an Indonesian junior high school. The study applied a quantitative correlational design involving 70 students selected through saturated sampling. Data were collected using Likert-scale questionnaires and analyzed using normality testing and simple linear regression with SPSS version 22. The findings showed that the implementation of the Jigsaw cooperative learning model was rated high (88.97%), while student engagement was rated very high (90.84%). Regression analysis demonstrated a significant positive relationship between the Jigsaw cooperative learning model and pupil engagement (p < .05). The coefficient of determination (R² = .395) indicated that the Jigsaw cooperative learning model accounted for 39.5% of the variance in student engagement. This evidence shows that collaborative learning activities were positively associated with student engagement in Islamic Religious Education.
Copyright (c) 2026 Ibra Abdillah, Raihana, Mohamad Firdaus Ahmad (Author) https://creativecommons.org/licenses/by/4.0
Association Between the STAD Cooperative Learning Model and Students’ Interpersonal Intelligence in Islamic Religious Education
This study examined the relationship between the Student Teams Achievement Division (STAD) cooperative learning model and students’ interpersonal intelligence in Islamic Religious Education. The study applied a quantitative correlational design involving 70 seventh-grade students at a public junior high school in Indonesia. Data were collected using Likert-scale questionnaires measuring the implementation of the STAD cooperative learning model and students’ interpersonal intelligence. The instruments were tested for validity and reliability prior to data collection. Data analysis was carried out using descriptive statistics, normality testing, and simple linear regression through SPSS 22. The findings indicated that both the implementation of the STAD cooperative learning model and students’ interpersonal intelligence were categorized at high levels. Regression analysis demonstrated a significant positive relationship between the STAD cooperative learning model and students’ interpersonal intelligence (p < .05), with the model explaining 51.4% of the variance in interpersonal intelligence scores (R² = .514; R = .717). These results indicate that cooperative learning practices accentuating collaboration, communication, and peer interaction are associated with stronger interpersonal competencies among students in Islamic Religious Education contexts.
student teams achievement division (STAD)
Copyright (c) 2026 Aprizal, Dian Namora, Wan Shariza Wan Zainal Abidin (Author) https://creativecommons.org/licenses/by/4.0
Etika Sains dan Filsafat Moral Pada Artificial Inteligence
Perkembangan pesat kecerdasan buatan (AI) generatif telah menghadirkan tantangan etika yang signifikan dalam kerangka etika ilmiah dan filsafat moral. Meningkatnya ketergantungan pada keluaran yang dihasilkan AI menimbulkan kekhawatiran mengenai tanggung jawab moral, bias epistemik, dan batasan antara penalaran manusia dan kecerdasan mesin. Studi ini bertujuan untuk meneliti keterbatasan etika pemanfaatan AI melalui perspektif etika ilmiah dan filsafat moral. Metode tinjauan naratif digunakan untuk mensintesis literatur yang relevan tentang isu-isu etika dan filosofis seputar AI generatif. Data dikumpulkan melalui pencarian sistematis di basis data Scopus dan Google Scholar menggunakan kata kunci yang terkait dengan etika AI, filsafat moral, dan AI generatif. Proses tinjauan mengidentifikasi 12 artikel yang ditinjau sejawat yang secara eksplisit membahas kerangka kerja moral-filosofis dalam penerapan AI generatif. Temuan menunjukkan bahwa filsafat moral berfungsi sebagai batasan etika kritis dalam membimbing penggunaan AI yang bertanggung jawab, khususnya dalam meminimalkan bias kognitif dan mencegah penggantian penilaian manusia secara tidak kritis dengan keluaran algoritmik. Hasil penelitian lebih lanjut menunjukkan bahwa kendala etika tidak muncul dari keterbatasan teknologi AI itu sendiri, tetapi dari nilai-nilai moral yang berkembang yang mengatur adopsinya secara luas. Integrasi filsafat moral ke dalam tata kelola AI berkontribusi pada penyeimbangan kemajuan teknologi dengan penalaran etis yang berpusat pada manusia. Studi ini menyiratkan bahwa kerangka kerja etis dan filosofis sangat penting dalam mendefinisikan ruang lingkup penggunaan AI generatif yang diperbolehkan dan dalam memperkuat akuntabilitas, keadilan, dan tanggung jawab moral dalam masyarakat digital kontemporer.
Copyright (c) 2026 Ratna Kartika Irawati, Eko Wahyu Nur Sofianto (Author) https://creativecommons.org/licenses/by/4.0
An Integrative Curriculum Model for Arabic Instruction Integrating Traditional Values and Modern Pedagogies Pesantren Indonesian
This study aims to develop an integrative curriculum model for pure Arabic language instruction in Indonesian Islamic boarding schools (pesantren). Traditionally, pesantren emphasize turāth-based instruction through methods such as sorogan and bandongan, fostering deep textual comprehension and scholarly dispositions. However, contemporary educational and societal demands necessitate the development of communicative, academic, and professional Arabic competencies. Employing a Design and Development Research (DDR) methodology, this study collected data from salaf, modern, and semi-modern pesantren through interviews, classroom observations, document analysis, and expert focus group discussions. The data were analyzed thematically and comparatively to examine existing curriculum structures, explore tensions and complementarities between traditional and modern pedagogical approaches, and identify points of convergence between turāth values and communicative, task-based language instruction. The resulting curriculum model delineates philosophical foundations, instructional objectives, content organization, learning strategies, assessment mechanisms, and the creation of an intentional Arabic language environment. Expert validation and limited field try-outs indicate that the proposed model is conceptually robust and practically feasible for gradual implementation, offering a contextually grounded framework for Arabic curriculum reform in pesantren settings.
Copyright (c) 2026 Ismail Akzam, Najmi Hayati (Author) https://creativecommons.org/licenses/by/4.0
Digital Literacy and Islamic Values: Strengthening Religious Understanding in The Era of AI-Based Learning
This study aims to examine the relationship between students’ digital literacy and their understanding of Islamic values in the context of AI-based learning at SMK Farmatikom Pekanbaru. Conducted in August 2025 with 121 student respondents, the research explores how digital competencies influence religious comprehension as learning environments increasingly integrate artificial intelligence. A quantitative approach was employed using a correlational survey design. Digital literacy and understanding of Islamic values were measured using validated Likert-scale instruments, and the data were analyzed through descriptive statistics, Pearson correlation, and multiple regression techniques. The results indicate that students’ digital literacy levels fell into the medium-to-high category, and a significant positive correlation was found between digital literacy and understanding of Islamic values. Multiple regression analysis further revealed that digital literacy significantly predicted students' understanding of religion within AI-supported learning platforms. These findings suggest that strengthening digital literacy can enhance students’ ability to interpret, evaluate, and apply Islamic values in technologically advanced learning environments. The study highlights the importance of integrating value-based digital education to support both cognitive and moral development among vocational high school students.
Copyright (c) 2026 Mohammad Fauzan, Nur Amalina, Muhamad Ismail (Author) https://creativecommons.org/licenses/by/4.0
Intrinsic versus Extrinsic Motivation in Online Learning: A Self-Determination Theory Approach
This study aimed to examine the roles of intrinsic and extrinsic motivation in shaping students’ engagement and academic performance in online learning environments, using Self-Determination Theory as the guiding framework. The research was conducted in August 2025 at the Institut Agama Islam Negeri SUSKA, Indonesia, involving 98 third-semester students enrolled in online coursework. A quantitative correlational design was employed, utilizing the Intrinsic Motivation Inventory (IMI) and the Academic Motivation Scale (AMS) to measure students’ intrinsic and extrinsic motivation levels. Online learning performance was assessed through official course grades obtained from the academic department. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis. The results showed that intrinsic motivation was positively and significantly associated with online learning performance, whereas extrinsic motivation demonstrated a weaker but still meaningful relationship with students’ engagement. Regression findings indicated that intrinsic motivation emerged as the strongest predictor of online learning outcomes. These findings underscore the importance of creating autonomy-supportive digital learning environments that foster students’ internal motivational processes.
Copyright (c) 2026 Desma Husni (Author) https://creativecommons.org/licenses/by/4.0
The Role of Attention, Memory, and Metacognition in Student Learning Outcomes
This study aimed to examine the role of attention, memory, and metacognition in predicting student learning outcomes in the Developmental Psychology course. Conducted in September 2025 in the Department of Islamic Religious Education, Faculty of Islamic Studies, Riau Islamic University, the research involved 101 third-semester students. Using a quantitative correlational design, data were collected through validated instruments: an Attention Assessment Scale, a Working Memory Questionnaire, and the Metacognitive Awareness Inventory (MAI). Student learning outcomes were measured using final course grades. Descriptive statistics, Pearson correlations, and multiple regression analyses were used to assess the relationships among variables. The results showed that attention, memory, and metacognition were each positively and significantly correlated with student learning outcomes. Regression analysis further indicated that metacognition was the strongest predictor, followed by memory and attention, collectively explaining a substantial proportion of variance in academic performance. These findings highlight the importance of strengthening cognitive and metacognitive skills to enhance learning outcomes in higher education settings
Copyright (c) 2026 Najmi Hayati (Author) https://creativecommons.org/licenses/by/4.0
Integrasi Nilai Islam dalam Pendidikan Sains: Analisis Kontekstual Pada Mata Kuliah Keterpaduan Islam dan Sains
This study explores the contextual integration of Islamic values within science education through the "Islam and Science Integration" course in an Islamic higher education institution. Using a qualitative case study approach, the research involved five students from the Physics Education Study Program at Universitas Islam Negeri Antasari Banjarmasin. Data were collected through interviews and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings reveal that students demonstrate Islamic integration by applying fiqh principles to contemporary scientific and technological issues. However, integrating Islamic values with science does not override fiqh rulings rooted in the Qur'an and Sunnah. Instead, this integration enriches students' contextual understanding of religion and science. The study concludes that the value of Islamic integration in science education is best reflected in the fiqh framework, offering a meaningful model for harmonizing religious understanding with scientific reasoning. This research contributes to developing context-based Islamic science education in higher education.
Copyright (c) 2025 Eko Wahyu Nur Sofianto, Ratna Kartika Irawati (Author) https://creativecommons.org/licenses/by/4.0
Educating Consumer Awareness on Halal Issues: A Case Study of Viral Products Mixue and Ai-Cha in Malaysia
This qualitative study explores the rise of viral beverage brands Mixue (China) and Ai-Cha (Indonesia) among Malaysian Muslim consumers, focusing on the implications of their uncertified halal status. Despite Malaysia’s comprehensive halal certification system governed by JAKIM, many consumers—especially youth—exhibit limited awareness and verification practices regarding halal compliance. This study aims to assess halal literacy, identify behavioral gaps, and propose educational strategies to address syubhah (doubtful) consumption. Using document-based content analysis of official guidelines (MS1500:2019), Islamic jurisprudence, media discourse, and consumer behavior literature, findings indicate that brand aesthetics, social media influence, and pricing often outweigh religious considerations. The results underscore an attitude-behavior gap, where consumers affirm halal values but do not consistently act on them. The study concludes that enhanced formal and informal halal education, particularly among youth, is critical to strengthening faith-aligned consumption. Recommendations include multi-platform public outreach and curriculum integration to foster informed, ethical, and faith-conscious consumer behavior.
Copyright (c) 2025 Nur Amalina, Normarlina (Author) https://creativecommons.org/licenses/by/4.0
Innovation in Teaching and Learning Education in the Digital Era
As human needs become more complex, educational technology is not only using tools (machines) for learning in the current era of information technology. Innovative teachers can create a learning environment that motivates students, increases creativity, and stimulates their interest in learning. This study aims to determine the description of innovation in teaching and learning education in the digital era. The research method used is the Library Research Method. The data that has been collected is triangulated and reduced to produce conclusions. Education, especially State Senior High School 1, Pasir Penyu District, Indragiri Hulu Regency, is one of the instruments affected by the reform movement with four students as subjects. Researchers found several important aspects regarding teaching and learning in the digital era, namely, learning in the digital era has different characteristics from student learning in the past; the generation in this era are those with digital native characters. Students today are born, grow, and grow up in direct contact with the digital world, so the information obtained will be different from previous students. Innovation in teaching and learning is a discovery that can be an idea, item, event, or method observed as something new for the world of education, such as using media in the learning process and utilizing smartphones for learning. Other media that can help students learn well, media here is an innovation. Teachers, as partners in learning, must be able to design learning activities so that students obtain more information than the time provided.
Copyright (c) 2025 Afrida Yanis (Author) https://creativecommons.org/licenses/by/4.0
The Role of Motivation, Self-Efficacy, and Peer Support in Driving Student Engagement: Bridging Theory and Practice
This study explores the role of motivation, self-efficacy, and peer support in influencing student engagement in higher education, aiming to connect theoretical perspectives with practical applications. A quantitative correlational research design was utilized, involving 223 university students from various faculties. Participants completed validated questionnaires measuring intrinsic and extrinsic motivation, academic self-efficacy, perceived peer support, and student engagement's behavioral, emotional, and cognitive dimensions. Data were analyzed using multiple regression techniques to determine the predictive strength of each variable. Results revealed that motivation and self-efficacy were significant predictors of student engagement, explaining a substantial portion of the variance. Peer support also demonstrated a comparatively more minor positive effect on engagement. These findings highlight the importance of internal psychological and external social influences in enhancing student engagement. The study supports integrating motivation theory and social learning principles into educational practice. Practical implications suggest that educators should foster supportive peer environments while promoting student motivation and confidence to improve learning outcomes. This research contributes to the growing body of literature emphasizing the multifaceted nature of student engagement and offers a foundation for future intervention-based studies in diverse educational settings.
Copyright (c) 2025 Ramlan Mustapha, Shahlan Surat, Azam Syukur Rahmatullah (Author) https://creativecommons.org/licenses/by/4.0
Perceived Social Support dan Academic Buoyancy: Studi Korelasi Pada Mahasiswa Rantau
Students who live away from home are more vulnerable to high levels of stress, which makes it important for them to have good academic buoyancy in order to face academic challenges and succeed in their studies. Perceived social support refers to a person’s perception of social support, which is believed to influence students’ resilience in difficult situations. This study aims to examine whether there is a relationship between perceived social support and academic buoyancy among students who live away from home. Academic buoyancy in these students may increase along with a higher level of perceived social support. This research is a quantitative and correlational study involving 260 students selected through purposive sampling. The instruments used were the Perceived Social Support Scale and the Academic Buoyancy Scale. Data were analyzed using Kendall’s Tau correlation test with the help of the Statistical Package for Social Science (SPSS) version 25 for Windows. The results showed a significant relationship between perceived social support and academic buoyancy. This means that the higher the level of perceived social support, the higher the academic buoyancy of the student. These findings show the importance of consistently receiving support from parents, friends, and significant others to help reduce the burden of academic demands.
Copyright (c) 2025 Tarania Qudri, Fara Ulfa, Reni Susanti , Liliza Agustin (Author) https://creativecommons.org/licenses/by/4.0
Peer Social Support Enhances a Student's Motivation to Engage in Studying
This study was carried out at SMPS IT AL-HUSNA, located in the Siak Hulu district of Kampar, Indonesia. The research focused on students in the ninth grade and aimed to examine the impact of peer social support on students' willingness to learn. This research employs a quantitative strategy utilising the correlation approach. A questionnaire was distributed to 120 students to gather responses. Some students continue to experience a lack of social engagement with their peers, leading to feelings of loneliness and isolation. This generates a perception of disparity among classmates, which has a negative impact on the student's motivation to learn, leading to a decrease in their learning drive. The decline in motivation serves as a significant indicator for the necessity of fostering peer-to-peer comprehension in order to effectively engage in interactions both within and beyond the classroom, encompassing intellectual, social, and behavioural aspects. Enable the instructor to offer assistance in promoting comprehension, as well as implementing strategies to enhance peer involvement, motivation, and opportunities for future student achievement. Descriptive statistical analysis is employed to characterise respondent profiles and address research inquiries by quantifying the mean and standard deviations. The determination coefficient value of 78% demonstrates a substantial influence of peer social support on student learning motivation. It signifies that as the level of social assistance from peers rises, the level of motivation among pupils to acquire knowledge would also increase. Facilitating teachers in fostering peer-to-peer engagement through interactive activities among students will enhance motivation in classroom learning.
Copyright (c) 2025 Najmi Hayati, Muhamad Ismail, Pardi Zukri (Author) https://creativecommons.org/licenses/by/4.0
Analysis of Dialogue Texts in The First Volume of The Arabic Book in Your Hands 2014 Case Study on Teaching Arabic to Non-Native Speakers
تتناول هذه الدراسة تحليل ثمانية وأربعين نصًا حواريًا في الجزء الأول من كتاب العربية بين يديك 2014 باستخدام منهج تحليل المحتوى الكيفي. تناولت الدراسة الخصائص الأسلوبية واللغوية لهذه الحوارات، مع التركيز على المفردات المستخدمة، بنيتها النحوية، والموضوعات التي تغطيها. وذلك بهدف تسليط الضوء على طبيعتها ومكوناتها ومدى ملاءمتها لاحتياجات المتعلمين غير الناطقين بالعربية. كما سعت إلى تحليل مدى تحقيق هذه الحوارات للأهداف التعليمية المرتبطة بتطوير مهارات المحادثة لدى المتعلمين غير الناطقين بالعربية، بالإضافة إلى مساهمتها في تحسين فهمهم الثقافي والسياقي للغة. يهدف هذا النوع من البحث إلى الوصول لفهم شامل للموضوع المدروس بناءً على أسس علمية واضحة. وقد أظهرت النتائج وجود تدرج لغوي فعّال وسياقات ذات صلة، إلا أن هناك حاجة إلى تعزيز تنوع المفردات والتمثيل الثقافي. وتشمل التوصيات إدماج مواقف تعليمية أكثر تنوعًا وأنشطة تفاعلية لتعزيز مهارات التواصل الشفهي.
Copyright (c) 2025 Muhammad Ikhwan Fauzi (Author) https://creativecommons.org/licenses/by/4.0
Pengaruh Pemahaman Materi Akhlak Terpuji Terhadap Perilaku Sosial Peserta Didik di Madrasah Aliyah Plus Keterampilan Adzqia Kecamatan Batang Gansal
Tujuan penelitian ini adalah untuk menganalisis pengaruh pemahaman materi akhlak terpuji terhadap perilaku sosial peserta didik Madrasah Aliyah Plus Adzqia. Metode penelitian ini adalah kuantitatif dengan populasi 52 siswa. Intrumen penelitian dengan menggunakan Tes yang berbentuk pertanyaan dan lembar angket. Hasil penelitian dengan analisis data melalui uji normalitas, uji korelasi, dan uji regresi linear sederhana, menunjukkan distribusi data yang normal karena nilai signifikansi 0,200 lebih besar dari 0,05 menunjukkan hubungan searah, dimana semakin baik pemahaman materi siswa, semakin baik pula perilaku sosial peserta didik di Madrasah Aliyah Plus Keterampilan Adzqia, Kecamatan Batang Gansal, Kabupaten Indragiri Hulu.
Copyright (c) 2025 Nurwahid Ihsanudin, Radika Desta Prayenli (Author) https://creativecommons.org/licenses/by/4.0
Efektivitas Penerapan Metode Total Physical Response (TPR) Untuk Peningkatan Penguasaan Mufradat Siswa Kelas V SD Babussalam Pekanbaru
Penelitian ini bertujuan untuk mengukur efektivitas metode Total Physical Response (TPR) untuk meningkatkan penguasaan kosakata bahasa Arab pada siswa kelas V SD Babussalam Pekanbaru. Menggunakan Pendekatan Kuantitatif dan True-Experimental Desain, penelitian ini membandingkan dua kelompok siswa yang diambil secara acak: yaitu kelompok eksperimen yang menerapkan metode TPR dan kelompok kontrol yang menggunakan metode konvensional. Data dikumpulkan melalui tes awal dan tes akhir untuk kedua kelompok dan dianalisis dengan menggunakan metode perbandingan Uji-T dengan SPSS. Hasil penelitian menunjukkan bahwa penerapan metode TPR memberikan peningkatan penguasaan kosakata yang lebih signifikan dibandingkan metode konvensional, dengan rata-rata peningkatan sebesar 24,28 (0,452) pada kelompok eksperimen dan 13,13 (0,218) pada kelompok kontrol. Hasil uji-t menunjukkan perbedaan yang signifikan antara kedua kelompok, dengan nilai t_hitung lebih besar dari t_tabel pada taraf signifikansi 5% dan 1%. Dengan demikian Metode TPR terbukti efektif untuk meningkatkan penguasaan mufrodat, sehingga disarankan untuk diterapkan lebih luas dalam pengajaran bahasa Arab, terutama untuk meningkatkan kemampuan penguasaan kosakata.
Copyright (c) 2025 Nur Ismaliza, Astiah Malika, Asti Maharani, Putri Lestari, Promadi Promadi (Author) https://creativecommons.org/licenses/by/4.0
Kebijakan Pengembangan Kompetensi Guru Melalui Program Sertifikasi
Sertifikasi guru berperan penting dalam meningkatkan kompetensi, kinerja, dan kualitas pendidikan. Kajian ini menggunakan pendekatan kuantitatif berbasis studi literatur dengan analisis data sekunder dari 35 artikel jurnal, buku, dan dokumen kebijakan yang relevan, yang diterbitkan antara tahun 2010 hingga 2023. Data dianalisis menggunakan metode meta-analisis kuantitatif untuk mengidentifikasi pola, tren, dan hubungan yang terukur dari hasil penelitian sebelumnya. Hasil kajian menunjukkan bahwa sertifikasi guru berdampak positif terhadap peningkatan kompetensi pedagogik dan profesional guru, serta memberikan motivasi melalui tunjangan profesi. Ukuran efek menunjukkan peningkatan rata-rata kompetensi pedagogik sebesar 25% dan kompetensi profesional sebesar 30%. Meski demikian, efektivitas program ini dipengaruhi oleh faktor seperti komitmen individu, dukungan institusi, dan kendala implementasi di lapangan.
Copyright (c) 2025 Irjus Indrawan, Eka Indah Rahayu, M. Ramzany Satendra, Silvia Wulandari (Author) https://creativecommons.org/licenses/by/4.0
Adaptasi Mahasiswa di Masa Pandemi: Peran Kebersyukuran dalam Meningkatkan Resiliensi Akademik
Pandemi covid-19 memberikan perubahan bagi seluruh aspek kehidupan manusia termasuk bagi pendidikan di perguruan tinggi. Perubahan tersebut turut menimbulkan stress dan kesulitan di perguruan tinggi. Perubahan tersebut perlu dihadapi dengan usaha untuk mengatasi stress dan kesulitan dalam pembelajaran daring dengan resiliensi akademik. Penggunaan resiliensi akademik dapat dipengaruhi oleh berbagai faktor termasuk kebersyukuran. Penelitian ini bertujuan untuk mengetahui ada atau tidaknya hubungan yang positif antara kebersyukuran dengan resiliensi akademik pada pembelajaran daring mahasiswa universitas di kota Pekanbaru dimasa pandemic covid-19. Subjek penelitian terdiri atas 100 mahasiswa dengan teknik pengambilan sampel purposive sampling. Pengumpulan data dilakukan menggunakan skala The Academic Resilience Scale (ARS-30), (Cassidy, 2016) dan skala kebersyukuran berdasarkan aspek yang dikemukakan oleh (Al-Munajjid, 2006). Data dianalisis menggunakan teknik regresi linear sederhana dan diperoleh hasil koefisien regresi (R) sebesar 0,268 dengan taraf signifikansi (p) =0,007 dimana p ≤ 0,01. Hal ini menunjukkan bahwa hipotesis diterima, yaitu terdapat hubungan yang positif antara kebersyukuran dan resiliensi akademik pada pembelajaran daring mahasiswa universitas di kota Pekanbaru dimasa pandemi covid-19.
Copyright (c) 2025 Misnaini Misnaini, Liliza Agustin (Author) https://creativecommons.org/licenses/by/4.0
Leveling Up Writing Skills: The Effects of Duolingo on The Eleventh Grade Students
The purpose of this study is to evaluate the impact of the Duolingo application on the writing skills of eleventh-grade students at SMA Negeri 7 Tanjung Pinang and to gather feedback on the use of the application. English writing skills are essential, and the use of appropriate media can aid in teaching. Duolingo is a game-based platform that helps students improve their writing abilities. This quantitative study involved a sample of 50 students of eleventh-grade selected through purposive sampling. This research was carried out at SMAN Negeri 7 Tanjung Pinang, Jl. Kampung Sungai Carang, Km.13, Tanjung Pinang, Riau Province. it was held in July 2024. Data was collected through tests and questionnaires, and IBM SPSS Version 21 was used for statistical analysis. The results of the normality test showed a Sig. value of 0.073 for the experimental class, 0.470 for the control class, and 0.246 for the pre-test and post-test, respectively. The results of the homogeneity test showed a Sig. value of 0.777. As indicated by the 2-tailed significance level of 0.000, the use of Duolingo had a positive and significant impact on students' writing abilities. After confirming the validity of the questionnaire, each of the ten items had a calculated r-value greater than the table r-value of 0.396. The reliability test yielded a Cronbach's alpha value of 0.855, indicating a high degree of consistency. The questionnaire results showed strong support from students for Duolingo; the majority of respondents strongly agreed with the given statements, indicating that using Duolingo helped improve their writing skills. It concludes that the use of Duolingo application significantly enhances students' English writing skills, as evidenced by statistical analysis revealing a strong positive effect.
Copyright (c) 2025 Eka Mayasari, Leni Apriyani (Author) https://creativecommons.org/licenses/by/4.0