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INDONESIA
EDUCATIO : Journal of Education
Published by STAI Miftahul Ula
ISSN : 25798383     EISSN : 25798405     DOI : -
Core Subject : Education, Social,
Education Environmental Science Social Sciences
EDUCATIO is a multi-disciplinary, peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning.
Arjuna Subject : -
Articles 221 Documents
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Influence Influence of Collaborative Learning on Mathematics Comprehension of Grade 10 Students Sta. Maria, Jonard De Jesus; Herrea, Noemi Joyce Mangayao; Trinidad, Alysa Padua; Legaspi, Mark Jimrey Buan; Tagatac, Keith Martin Ong
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1703

Abstract

Mathematics comprehension continues to be a challenge among Filipino students, as reflected in recent international assessments that show low proficiency levels. This study investigated the effect of collaborative learning on the mathematics comprehension of Grade 10 students at Sto. Rosario National High School, focusing on the topic of permutations. Using a quasi-experimental design, the researchers compared two groups: 22 students engaged in collaborative learning strategies, and 22 students taught using traditional methods. Pre-tests and post-tests were administered to assess the impact of the intervention. Statistical analysis of the results showed no significant difference in the performance of both groups, suggesting that the collaborative approach did not produce measurable improvement in students’ comprehension of mathematical concepts. The findings highlight the importance of evaluating not just the method, but also its implementation, duration, and alignment with student needs. The study contributes to mathematics education by offering insights into the challenges of applying collaborative learning and the importance of refining instructional approaches to enhance learning outcomes.
The Effectiveness of Bilingualism in Mathematics Achievements of the Grade Seven students Santos, Gianne Chanelle Sardual
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1705

Abstract

This study explored the impact of bilingualism (Filipino and English) as a medium of instruction on students' Mathematics achievement and engagement. Two similarly performing sections were compared: 40 students in English-only and 40 students using bilingualism as instruction. A quasi-experimental design with purposive sampling was used, along with pre- and post-assessments, observation checklists, and statistical tools such as mean, T-test, and Mann-Whitney U test. Results showed that the bilingual group outperformed the English-only group in both achievement and engagement(t = 2.11, p> 0.038), suggesting bilingual instruction can effectively enhance learning in Mathematics.
Exploring The Use And Impact Of Graphic Organiser In Science Learning Environment Of University Students In Ikere Ekiti, Nigeria OGUNYEBI, Tunji Henry
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1707

Abstract

Abstract This study investigated the impacts of graphic organizer on University students’ learning in Ikere Ekiti, Nigeria. Literatures relevant to the topic were reviewed and three research questions and hypotheses were raised to guide the study. Also, the influence of gender on the performance of students exposed to graphic organizer was examined. The research was a quasi-experimental design. The population of the study comprises of all Science Education students in the University. The samples used for the study consisted of 100 respondents who were purposively selected from second year students in the department. The students pre-test and post test scores were subjected to Student t- test. The findings of the study showed that the performance of students exposed to graphic organizer were better than their counterparts exposed to the conventional classroom instruction. However, no significant difference existed in the performance of male and female students exposed to graphic organizer. Based on the research findings recommendations were made on the need to develop relevant graphic organizer packages for teaching science education programs in Nigerian universities
Disposition And Academic Performance Of Early Childhood Education Pre-Service Teachers Nicolas, Nonie; Rayon, Angel Rose; Digman, Mikhalea; Barbosa, Ann Gabrielle; Sahagun, Gladys
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1708

Abstract

This study investigated the connection between professional dispositions and academic performance among Early Childhood Education (ECE) pre-service teachers at Central Mindanao University during the 2024–2025 academic year. The research aimed to understand how specific qualities, including responsibility, integrity, sensitivity, enthusiasm, communication, and reflection, impacted academic success. Second—and third-year ECE students participated, with their dispositions assessed using the Bradley-Isac Assessment and their academic performance measured by General Weighted Averages (GWAs). The findings revealed that these ECE pre-service teachers had a strong professional disposition. Specifically, responsibility, sensitivity, enthusiasm, and integrity were rated "Very High," while communication and reflection were highly regarded, receiving "High" ratings. Academically, the pre-service teachers consistently achieved above-average performance. A key outcome was the correlational analysis, which established a significant relationship between academic performance and communication and reflection. This suggests these two dispositions are directly linked to academic success. Furthermore, the study observed strong correlations among the dispositions, indicating that these qualities often co-develop and reinforce each other. In conclusion, while CMU's ECE pre-service teachers exhibit robust dispositions and commendable academic achievement, the intricate interplay between certain dispositions, particularly communication and reflection, and educational success warrants further consideration in teacher education programs. Keywords: Disposition, Academic Performance, Early Childhood Education, Pre-service Teacher
Pyschological implications of sexual harassment on student interns Davira, Tamuka; Faith Majoni, Anne; Chidarikire, Munyaradzi; Mwapangira, Innocent; Gudyani, Shepherd
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1712

Abstract

The study explores the psychological implications of sexual exploitation and Harassment on student interns. The study highlights that sexual exploitation and harassment have become a perennial issue within the corridors of higher and tertiary education and this has negative implications on student performance. The researchers highlight that sexual exploitation of students can not only be relegated to higher learning institution corridors but sexual exploitation has also permeated the industries where students are attached. In exploring this study, the researchers made use of Herman (1992)’s Trauma and Recovery theory which stipulates that an unwanted event such as war, sexual exploitation, or rape can affect a person’s psychological functions. Thus there is a need to address such traumatic experiences by coming up with vibrant mechanisms. Hence the research uses this theory to highlight that sexual exploitation and harassment of student interns negatively affects the psychological makeup and being of student interns. A qualitative research design was used for this study and participants were purposively selected. Findings from the study highlight that sexual exploitation and harassment psychologically affect students' attachment as it leads to poor academic performance, increased incidence of depression and self–blame, suicidal tendencies, and the spread of diseases among others. The research highlighted that there is a need to establish stringent laws to safeguard student interns as well as provide a social support system for student interns who have been psychologically affected and impacted by the issue under study.
Bridging the Digital Divide: The Role of Female Principals in Advancing 4IR in Rural South African Education Nkosi, Thembi Busisiwe; Moyo, Zvisinei
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1788

Abstract

Women principals in rural public primary schools have proven themselves to be the change agents despite the numerous constraints in leading the Fourth Industrial Revolution (4IR) in their schools. The purpose of this study was to describe the efforts of women principals leading the 4IR in public rural elementary schools in South Africa. The findings showed that all the respondents had started to integrate 4IR in both administrative and curriculum-related activities although their schools were in the early phases of the 4IR. They indicated that there had been continuous progress in 4IR as teachers and learners are using more e-learning materials, online sites, tablets, smart boards and Wi-Fi to support teaching and learning and in managing the school. In administration, the principals have introduced digital solutions to support school operations such as the South African Schools Administration and Management System (SA-SAMS) and Data Driven District (DDD) systems for administrative purposes, emails and social media for communications, and data analysis to keep track of learners’ performance. The women principals are also teaming up with various stakeholders who can assist in this direction such as their SGBs, technologically knowledgeable young teachers, parents, business and community partners. The principals have also shown themselves to be creative and resilient in the face of limited infrastructure and skills development for teachers and themselves. They are committed to continuous learning and professional development and demonstrate this through their development of a culture of innovation and questioning, as well as actively encouraging and facilitating their staff to be upskilled in ways which connect with 4IR skills. The women principals clearly demonstrated their influential roles by inspiring stakeholders to actively participate in the 4IR.
The perception of Students about Teaching Practice in the Foundation phase in South African Schools Agyeman, Nana Yaw Brenya
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1800

Abstract

Teaching practice is a crucial program that provides aspiring student teachers with practical teaching experience to prepare them for the challenges of teaching in school settings. Teaching practice in the foundation phase is fundamental for the education and development of student teachers. Teaching practice enables them to apply their theoretical knowledge in real teaching scenarios. A recent study examined student teachers' perspectives during their practice in the foundation phases, revealing a range of responses. The study explored student teachers' perceptions of teaching practices using a qualitative research method with a case study design. Six student teachers were purposively selected and interviewed using semi-structured interviews. The findings highlighted the importance of dedicating enough time to teaching practice for professional development. Also, they shed light on the challenges teachers face, such as handling large classrooms and balancing university coursework with teaching practice. Furthermore, the findings underscored the need for improved classroom management and support systems. Schools must address student teachers' challenges during teaching practice while providing adequate support systems to help them maximise their experiences in teaching in the foundation phase. The study recommends that schools and teacher training institutions offer support and resources to help student teachers enhance their professional skills.
Exploring the role of school assumptions and artefacts in building sustainable and prosperous secondary schools Sithole, Mukateko Louisa
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1801

Abstract

This study explores how school assumptions and artefacts contribute to building sustainable and prosperous secondary schools. Guided by an interpretive paradigm and qualitative approach, data were collected through semi-structured interviews with six purposively selected participants from a high-performing secondary school. Thematic analysis revealed that shared assumptions, such as religion, equality, commitment, and professionalism, shape school culture and promote sustainability. Key artefacts, including school uniforms, sports, ceremonies, and logos, reinforced identity, pride, and discipline. The study recommends embedding shared assumptions into school practices, leveraging artefacts purposefully, promoting holistic development, and fostering stakeholder partnerships to support sustainable school environments.
The GenAI Fuzziness Towards Constructivist Pillars in Higher Education Institutions in Tanzania Banele, Shima Dawson
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1805

Abstract

The paper evaluated the constructivist pillars’ standpoint in the GenAI integration in the classroom settings among students in the selected Higher Education Institutions (HEIs). Objectives covered were to examine the module instructors’ feelings and determine the students’ views on constructivism gaps resulting from utilization of GenAI. The mixed approaches were followed and engaged 5 randomly and the sample size of 150 respondents selected Higher Learning Institutions (HEIs) from Dar es Salaam City, in Tanzania. Data were collected through semi-structured interviews and a four-point Likert scale questionnaire, analysed using thematic content and Microsoft Excel. Findings were presented using quotations of the themes, table, and figures. Findings disclosed that the GenAI deployments disrupted the teaching and learning triangle; instructors required enough time to authentically guide the students on proper usage of GenAI for building constructivism pillars, 90% of Learners are highly depending on GenAI for learning, ChatGPT was found to be the popular GenAI among the students. Still was found knowledge, competences, contextual comprehension, and social attributes continued to perform well in the constructivist pillars. The practice recommendations are made to module instructors and students to ensure there are balance in the use of GenAI to support the acquisition of constructivist pillars.
The Role of Islamic Religious Education Teachers in Improving the Ability to Read the Qur'an through the Al Wafa Method Wahyuni Ahadiyah, Hanifah Eliyansah,; Wahyuni Ahadiyah, Hanifah Eliyansah ,
EDUCATIO : Journal of Education Vol 9 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i2.1830

Abstract

This research is motivated by the low ability of students to read the Qur’an at SMP Negeri 5 Lamongan, where many students are still unable to recognize hijaiyah letters or read the Qur’an properly according to tajweed rules. Therefore, the active role of Islamic Religious Education teachers and the implementation of appropriate learning methods are urgently needed to improve students’ Qur’anic reading skills. This study aims to describe the role of Islamic Religious Education teachers in improving students’ Qur’anic reading skills through the Al Wafa method at SMP Negeri 5 Lamongan, as well as to identify the supporting and inhibiting factors in its implementation. This research uses a descriptive qualitative approach with data collected through observation, interviews, and documentation. The results show that teachers play a vital role as educators, instructors, mentors, facilitators, and role models in Qur’anic education. The Al Wafa method is considered effective due to its enjoyable, illustrated, and easily understood approach, which enhances students' ability to read the Qur’an. Supporting factors include teacher enthusiasm, the availability of learning materials such as the Al Wafa book, and student motivation. Meanwhile, obstacles include limited instructional time, lack of parental support, and a shortage of teaching staff. Therefore, consistent application of the Al Wafa method significantly improves students' Qur’anic reading skills.

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