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Journal on Education
Published by Universitas Pahlawan Tuanku Tambusai
ISSN : 26551365     EISSN : 26545497     DOI : -
Core Subject : Education,
Education
Journal On Education is a journal that publishes articles related to research (Case Study, Qualitative, Quantitative, Action Research), or development in the field of education such as early education, basic education, secondary education, out-of-school education, higher education, assessment in education, education curriculum, management education, educational philosophy, and other topics related to education. Journal On Education publishes publications four times a year, in December, March, June and September. The Journal is registered with E-ISSN: 2654-5497 and P-ISSN: 2655-1365.
Arjuna Subject : -
Articles 6,025 Documents
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Evaluasi Program Ekstrakurikuler D’valist pada Divisi Perpustakaan Putri Pesantren Darunnajah 2 Cipining Intan Febriani; Anjaludin; Mahmun Nurudin
Journal on Education Vol. 8 No. 1 (2025): Journal on Education: Volume 8 Nomor 1 September-November Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i1.8588

Abstract

There are several obstacles in the implementation of the D’VALIST extracurricular program in the Girls’ Library Division of Pesantren Darunnajah 2 Cipining, including low student participation, limited and rarely updated book collections, lack of innovation in activities, as well as scheduling conflicts with other pesantren activities. These obstacles require evaluation and improvement so that the D’VALIST program can run more effectively, considering its important role in enhancing literacy, creativity, and character building among students. This research is a qualitative study conducted within the Girls’ Student Affairs Department. Data collection methods included interviews, observations, and documentation. The research subjects were the Director of Student Affairs, the dormitory head, library supervisors, and female students who are members of D’Valist. The research was conducted at Pesantren Darunnajah 2 Cipining. The objectives of this study are to identify: (1) the relevance of the D’VALIST program to students’ needs (context), (2) the readiness of human resources and facilities (input), (3) the process of implementing D’VALIST activities (process), and (4) the results or impact of the program on students’ reading interest and skills (product). The findings show that in terms of context, the D’VALIST program aligns with the pesantren’s vision of building a literacy culture. In terms of input, the library facilities are fairly adequate, but student participation remains low and the book collection lacks variety. In terms of process, activities are implemented but not consistently, as they often overlap.
Analisis Faktor Penghambat Pembelajaran Membaca Permulaan pada Siswa Kelas I SDN Jati Mulya Kabupaten Tangerang Putri Rizki Nursabila; Yeni Nuraeni; Septy Nurfadhillah
Journal on Education Vol. 8 No. 1 (2025): Journal on Education: Volume 8 Nomor 1 September-November Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i1.8589

Abstract

Basic reading skills are essential for success in further education. However, it has been found that many students at Jati Mulya Public Elementary School in Tangerang Regency are still unable to read fluently or recognise letters. This study aims to analyze the inhibiting factors in early reading instruction for first-grade students at SDN Jati Mulya, Tangerang Regency. The research used a descriptive qualitative approach with data collected through observation, interviews, tests, and documentation. The results reveal four main factors hindering students' early reading ability: low memory capacity, lack of reading interest, insufficient parental guidance, and low self-confidence when reading aloud. These findings are supported by observations and interviews with teachers, students, and parents, as well as reading tests based on five indicators: syllable reading, reading attitude and engagement, intonation, fluency, and letter recognition. The study concludes that both internal and external factors significantly impact students’ reading development. Collaboration between teachers, parents, and the school environment is essential to overcome these barriers and improve students’ foundational reading skills.
Class Division in “12th Fail” Movie: Marxism Theory Dita Diandra S. Arrienza; Muhammad Kiki Wardana
Journal on Education Vol. 8 No. 1 (2025): Journal on Education: Volume 8 Nomor 1 September-November Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i1.8590

Abstract

This research explores the representation of social class division in “12th Fail” movie using Marxism theory approach. The movie shows the struggle of individuals from the lower class in facing an unequal education system as a reflection of social inequality in society. This research aims to find out the representation of social classes such as the bourgeoisie, middle class, and proletariat, as well as how the class struggle is depicted through characters and storylines. In addition, this research also uses the concept of base and superstructure from Karl Marx, where the base refers to the economic structure acts as the foundation of social life and production, while the superstructure including institutions such as culture, law, education, and ideology that supports and maintains the existing class structure. In the context of “12th Fail”, the movie illustrates how limited economic access (base) impedes educational opportunities, and how schools, the legal system, and social norms (superstructure) uphold systemic inequalities. The method used is descriptive qualitative with literature study, through the analysis of dialog, character interaction, and visual narration in the movie. The research concludes that “12th Fail” movie reflects the core of Marxism theory, showing that education can be both a tool of domination and social emancipation. This analysis contributes to a deeper understanding of class issues in literature, and confirms that movie can be a medium for social criticism and awareness.
Pengembangan Bahan Ajar Berbasis Radec Read, Answer, Discuss, Explain, Create) Pada Mata Pelajaran IPAS Kelas V SD/MI Desca Rio Takbirul Fitri; Nurul Hidayah; Yudesta Erfayliana
Journal on Education Vol. 8 No. 1 (2025): Journal on Education: Volume 8 Nomor 1 September-November Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i1.8600

Abstract

This research is motivated by the limited variety of teaching materials and learning resources used in the classroom as well as the suboptimal use of technology. During the learning process, students generally relied only on the thematic textbooks provided by the school, while teachers occasionally used pre-prepared PowerPoint presentations. This condition made students less enthusiastic in learning. The purpose of this study is to develop flipbook-based teaching materials using the RADEC (Read, Answer, Discuss, Explain, Create) model for the IPAS subject on the topic of light and vision for fifth grade elementary school students, and to examine their feasibility and the responses of both students and teachers. The research employed the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). The results show that the flipbook-based teaching material with the RADEC model is feasible to use. Validation by material experts obtained an average score of 90%, media experts 90%, and language experts 93%. Teachers’ responses reached 93%, while students’ responses averaged 90%. Therefore, the flipbook-based teaching material developed with the RADEC model is considered feasible, effective, and attractive for use in the learning process.
Pengaruh Kecerdasan Emosional Terhadap Interaksi Sosial Siswa Kelas V Sekolah Dasar Sa'diyah, Halimatus; Nugroho, Arya Setya; Afakhrul Masub Bakhtiar; Nataria Wahyuning Subayani
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8638

Abstract

Interaksi sosial adalah aspek kunci dari perkembangan siswa, namun banyak siswa sekolah dasar masih mengalami kesulitan dalam mengelola emosi mereka dalam pengaturan sosial. Kecerdasan emosional dianggap sebagai faktor penting yang memungkinkan siswa untuk mengenali, mengatur, dan mengekspresikan emosi secara efektif dalam hubungan sosial. Penelitian ini bertujuan untuk mengkaji pengaruh kecerdasan emosional siswa sekolah dasar terhadap interaksi sosial siswa melalui permainan tradisional gobak sodor asli Indonesia. Penelitian - penelitian tentang hubungan kecerdasan emosional dengan interaksi sosial tidak melibatkan kurikulum dan permainan tradisional. Design penelitian dilakukan dengan kuasi eksperimen melibatkan satu kelompok siswa dengan pretest – posttest dan menggunakan sampling jenuh. Jumlah subjek yang terlibat sebanyak 24 siswa SD di Gresik. Data dikumpulkan menggunakan instrument kuisioner yang tervalidasi. Analisis data dilakukan dengan uji normalitas dan homogenitas, uji-t regresi. Hasil penelitian menunjukkan bahwa siswa dengan kecerdasan emosional yang lebih tinggi cenderung terlibat lebih efektif dalam interaksi sosial. Studi ini berkontribusi pada semakin banyak bukti yang menyoroti peran kecerdasan emosional dalam mendorong perkembangan sosial siswa. Kebaruan penelitian ini terletak pada penerapan pelatihan kecerdasan emosional dalam konteks sekolah dasar negeri Indonesia. Hal ini membuktikan bahwa kecerdasan emosional berpengaruh signifikan terhadap interaksi sosial dalam permainan gobak sodor yang di integrasikan dalam kurikulum pembelajaran di Sekolah Dasar. Berdasarkan hasil ini sangat direkomendasikan untuk mengintegrasikan permainan-permainan tradisional dalam pembelajaran di kelas guna memberikan efek positif terhadap kemampuan interaksi sosial siswa.
Urgensi Syarat Penanaman Nilai-Nilai Religius di Sekolah Sebagai Basis Pengembangan Kecerdasan Spiritual Peserta Didik di SMAN 1 Srengat Blitar Aisyatur Ridlo Al Baidlo’; Siti Khoirun Nisak
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8645

Abstract

The inculcation of religious values ​​in schools is highly urgent in shaping character and developing students' spiritual intelligence. This study aims to examine the requirements that must be met in instilling religious values ​​in schools and their implications for the development of students' spiritual intelligence at SMAN 1 Srengat Blitar. This study uses a qualitative case study approach with data collection techniques through observation, interviews, and documentation. The results show that the requirements for instilling religious values ​​applied at SMAN 1 Srengat are in accordance with the goals of national education and school objectives, active participation from all school members, an environment and facilities that support the instillation of religious values ​​in schools, religious activities that are carried out routinely every day, and certain penalties for students who do not implement religious values ​​at school. Fulfilling these requirements has been proven to strengthen students' spiritual intelligence, which is reflected in increased awareness of worship, attitudes of tolerance, honesty, and social responsibility. Thus, instilling religious values ​​in schools is not only a moral necessity, but also an important basis for building students' spiritual intelligence as a whole.
Sintesis Teoretis Kompetensi Digital Guru Biologi untuk Penguatan Implementasi Kurikulum Merdeka Melalui Pendekatan Systematic Literature Review Gede Widnyana, I Gusti Agung; Labesani, Cirtye; Novince, Atika; Tjenemundan, Delfince; Alfian, Melky; F.M Ambotuo, Viskarita
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8651

Abstract

This study aims to synthesize findings on teachers' digital competence in the implementation of the Merdeka Curriculum, specifically within the context of biology education. Using a Systematic Literature Review (SLR) methodology, this research analyzes 36 articles discussing the relationship between teachers' digital competence and the success of the Merdeka Curriculum, factors supporting and hindering digital competence development, and the theoretical models used in technology-based learning. The results indicate that teachers' digital competence significantly impacts the success of curriculum implementation, particularly in enhancing technology-based learning and fostering critical thinking among students. Key supporting factors include school leadership, contextual training, and educational policies, while major barriers include limited access to technology and resistance to change. This study proposes an integrated model combining TPACK Framework, Reflective Learning Theory, and Sustainability Pedagogy to strengthen biology teachers' digital competence. The findings contribute to the development of more effective and relevant biology curricula based on technology, aligned with the Merdeka Curriculum.
Rekonstruksi Identitas Sosial Melalui Peran Sosial Kecerdasan Buatan Dalam Pembelajaran: Analisis Sistematis Kajian Sosiologi Pendidikan Anderson Ruagadi, Henry
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8652

Abstract

This study aims to analyze the role of Artificial Intelligence (AI) as a social agent in shaping interactions, values, and the social identity construction of learners within digital education. Using a Systematic Literature Review (SLR) of 38 peer-reviewed articles published between 2022 and 2025, this research identifies the conceptual, theoretical, and methodological patterns employed in previous studies. The findings reveal that AI functions not only as a pedagogical tool but also as a social entity that reshapes learning structures and creates new educational habitus. AI-mediated learning fosters digital self-reflection and autonomy but also generates system dependency and shifts traditional social values within education. This study contributes to the field of sociology of education by positioning AI as a social factor mediating the relationship between humans and technology. The findings highlight the necessity of reflective, ethical, and context-aware approaches when integrating AI into future educational systems.
Model Rekonstruksi Administrasi Publik Inklusif Untuk Pencegahan Konflik Berulang di Poso: Analisis Sistematis Literatur Multidisiplin Ngguna, Yakin
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8654

Abstract

This study aims to reconstruct a public policy model based on inclusive administration to prevent recurring conflicts in post-conflict regions. Using a Systematic Literature Review (SLR) approach guided by the PRISMA framework, this research analyzed fifteen multidisciplinary studies spanning psychology, sociology, education, law, theology, culture, and ecology published between 2008 and 2025. The synthesis reveals five dominant models supporting inclusive governance: psychosocial approaches emphasizing trust-building and threat perception reduction; multicultural and transitional justice education fostering tolerance and empathy; cultural and theological values reinforcing social legitimacy; community-based moderation and dialogue promoting interfaith harmony; and socio-ecological resilience enhancing sustainable peace. The results indicate that inclusive administration provides a comprehensive framework integrating structural, cultural, and psychological dimensions into public policy. The study contributes theoretically by consolidating fragmented empirical evidence into a cohesive conceptual model, methodologically by employing multidisciplinary synthesis, and practically by offering policy guidance for participatory and sustainable post-conflict governance. Inclusive public administration is thus positioned as an effective paradigm for achieving restorative and lasting peace in diverse societies.
Analisis Kompetensi Sosial Guru terhadap Pembentukan Karakter Siswa di SD/MI: Kajian Literatur Kualitatif Nengseh, Hofsawati; Imron Fauzi
Journal on Education Vol. 8 No. 2 (2025): Journal on Education: Volume 8 Nomor 2 Desember - Februari 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v8i2.8670

Abstract

Character education is a fundamental aspect of shaping students’ personality and morality from an early age. In this context, teachers’ social competence plays a crucial role, as it directly influences their ability to create meaningful and value-based educational interactions. This study aims to describe the role of teachers’ social competence in shaping students’ character at elementary schools and Islamic elementary schools (SD/MI). The research employs a qualitative method with a library research approach, analyzing 35 scientific sources published between 2020 and 2025, including accredited national journals, reference books, and relevant research reports. The findings indicate that teachers’ social competence, particularly communication skills, empathy, cooperation, and exemplary behavior has a significant impact on the development of students’ character, especially in the aspects of responsibility, discipline, and honesty. Teachers with strong social competence are able to create a positive learning environment, internalize moral values, and serve as role models for their students. The implication of this study emphasizes the importance of strengthening teachers’ social competence through professional development and training programs to support the effective and sustainable implementation of character education in elementary and Islamic elementary schools.

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