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Academy of Education Journal
Published by Universitas Cokroaminoto Yogyakarta
ISSN : 19072341     EISSN : 26854031     DOI : 10.47200
Core Subject : Education, Social,
Education Social Sciences Other
Academy of Education Journals are journals that contain online diffusion media articles and the exchange of the latest information on the latest research findings. This journal covers various perspectives on education, social, law with special interest in the field of Pancasila and Citizenship Education (PPKn) as the main focus and scope.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 576 Documents
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Inovasi Pendidikan Infak Dalam Pengembangan Multiple Intellegences Siswa RA Al Fitroh Kabupaten Jember Ellyda Setya Rini; Nita Puspitasari
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3788

Abstract

Religious based education at Raudhatul Athfal level is often carried out routinely without being structured as a planned and integrated learning process. This study aims to describe the renewal form of the infak education program and its implementation in developing various intelligence potentials of children aged 5–6 years at RA Al‑Fitroh, Jember Regency. This research employed a descriptive qualitative approach to portray the actual conditions in the field. Data were collected through participatory observation, in‑depth interviews with school principals, teachers, parents, and students, as well as documentation review. Data validity was ensured using source and method triangulation techniques. The results reveal that infak activities have been comprehensively renewed into a planned, creative, and engaging learning medium,rather than merely a routine religious practice. Innovations include diverse learning methods, attractive educational media, and active child participation throughout the activities. The program’s implementation proved effective in stimulating integrated development of language, logical‑mathematical, physical‑motor, and spatial abilities, while also strengthening social awareness, religious values, responsibility, and independence from early childhood. These findings serve as a reference for developing religious‑based learning that is fully integrated with children’s holistic development in similar educational institutions.
Konsep Pengetahuan Muhammad Baqir Shadr dan Karl R. Popper: Komparasi Teori Disposesi dan Falsifikasi Windari
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3798

Abstract

Post-positivist epistemology remains trapped in an ongoing demarcation crisis: how to distinguish scientific knowledge from non-knowledge without dismissing metaphysics a priori. The principle of verification failed to provide clear boundaries while stigmatizing metaphysics as meaningless. Popper states that something is scientific if it is potentially falsifiable. Consequently, what cannot be falsified falls outside the scientific category. However, beneath the firmness of this criterion, Popper leaves a gap: the recognition that scientific observation is always laden with a preceding theoretical framework—opening space for non-empirical elements in knowledge production. This gap serves as a bridge toward Muhammad Baqir Shadr. Through disposition theory, Shadr provides a more fundamental foundation: the distinction between primary conceptions (from the senses) and secondary conceptions (produced by reason as a rational apprehension of universal realities such as causality). Secondary conceptions constitute the legitimate ground for metaphysics—products of reason that are valid and necessary conditions for any knowledge claim. The convergence between Popper and Shadr lies in the recognition that knowledge is not solely measurable by empirical standards, for the determination of scientific versus non-scientific always proceeds from rational reason—causality, identity, non-contradiction, and coherence. Metaphysics—including rationally formulated religious claims—possesses a clear foundation: a logical foundation and a source of hypotheses for science, while simultaneously serving as a condition of possibility for scientific knowledge itself. This foundation does not rest on falsifiability, but on its foundational role as a conceptual framework that provides the conditions for scientific reasoning. This study offers a paradigmatic revolution: transcending the rigid boundary of scientific/non-scientific toward a spectrum of rational knowledge encompassing both the empirical and the metaphysical equally, while opening the legitimacy of metaphysical rationality in modern scholarship.
Strategi Pembentukan Sosial Emosional Anak Melalui Sinergi Peran Orang Tua Dan Guru Di Era Digital Dewi Fatimah; Akhmad Iqbal
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3799

Abstract

The rapid advancement of digital technology has significantly increased gadget use among young children, raising concerns about its potential impact on their social-emotional development. This study aims to examine the effects of gadget use on early childhood social-emotional development and to explore strategies for fostering these competencies through the collaborative roles of teachers and parents in the digital era. A descriptive qualitative approach with a case study design was employed, involving children aged 4–5 years at SPS Anggur 2, Umbulsari Village, Umbulsari District, Jember Regency, Indonesia. Data were collected through observations, interviews, and documentation, and analyzed using the interactive data analysis model developed by Miles, Huberman, and Saldaña. The findings reveal that excessive gadget use reduces children's social interaction, promotes egocentric behavior, hinders their ability to cooperate with peers, and limits their capacity for emotional regulation. Conversely, the consistent implementation of responsibility, patience, discipline, and cooperation as daily habits by teachers, reinforced through active parental involvement via WhatsApp communication, contributed positively to children's social-emotional development. These findings suggest that effective collaboration between teachers and parents, supported by digital communication, represents a promising strategy for optimizing early childhood social-emotional development in the digital era.
Citizenship Ecological in Citizenship Education: Strengthening Awareness Environment in Secondary Education Vinna Dinda Kemala; Ryan Taufika; Nadziroh; Vinni Dini Pratiwi; Alil Rinenggo
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3802

Abstract

This study aims to explore the process of integrating ecological citizenship into Civic Education (PKn) learning in secondary schools, as well as identifying its impacts, challenges, and implementation strategies within the context of the Kurikulum Merdeka. Using a qualitative approach with a single-case study design, this study was conducted in a high school in Medan City with Adiwiyata status. Data were collected through multi-source techniques including in-depth semi-structured interviews with Civic Education teachers and the principal, non-interventional participant observation during six class sessions, critical analysis of curriculum documents, and three student Focus Group Discussions (FGDs). All qualitative data were analyzed interactively using the Miles, Huberman, and Saldaña model with open and axial coding techniques. The results showed that the integration of ecological citizenship through active-participatory strategies, the "Sustainable Lifestyle" project, and the Green Living Values ​​(GLV) syntax significantly increased ecological empathy (moral feeling) and encouraged students' real actions (moral action), while reconfiguring their thinking paradigm from anthropocentrism to ecocentrism. However, the effectiveness of this implementation is still limited by structural challenges, including a civics curriculum heavily weighted toward formal state administration, teachers' limited ecopedagogical capacity, and limited green facilities in schools. This study concludes that strengthening ecological citizenship requires reform of national curriculum policies, ongoing ecopedagogy and postdigital literacy training for teachers, the implementation of a whole-institution approach, and multi-stakeholder collaborative synergy between schools and local communities.
Pengaruh Kompetensi Kepribadian Guru, Motivasi Dan Lingkungan Kerja Terhadap Kinerja Guru Di Gugus 2 Gerung, Kecamatan Gerung, Kabupaten Lombok Barat Nurul Hakiki Sabila; Bahtiar; Badrun
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3817

Abstract

The study aims to determine the influence of teacher personality competence on teacher performance, the influence of motivation on teacher performance, the influence of the work environment on teacher performance, and the combined influence of teacher personality competence, motivation, and work environment on teacher performance in Cluster 2. The study adopts a quantitative approach using a survey research method and an experimental research design. Data collection is conducted using a questionnaire technique. The population of this study consists of all teachers in Cluster 2, totaling 45 individuals. The sample is selected using the census of saturation sampling method, resulting in a sample size equal to the population, which is 45 individuals. Data collection is performed through questionnares, and data analysis includes descriptive analysis, multiple linear regression analysis, t-test, and F-test. The findings of this study indicate that teacher personality competence has significant influence on teacher performance in Cluster 2, as the significance value (t) is 0,000, which is smaller than α= 0,005, with a regression coefficient of 0,332. The work environment has a significant influence on teacher performance in Cluster 2, as the significance value (t) is 0,000, which is smaller than α= 0,005, with a regression coefficient of 0,223. Furthermore, the combined influence of teacher personality competence, motivation, and work environment significantly affect teacher performance in Cluster 2.
A Discourse Analysis Of Students' Metaphorical Language Comprehension In Interpretative Listening At The English Education Study Program Of Universitas Nias Elwin P. Zebua
Academy of Education Journal Vol. 17 No. 2 (2026): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v17i2.3825

Abstract

Interpretative listening asks learners to move beyond decoding surface acoustic input and to reconstruct meaning that a speaker leaves implicit, a demand that intensifies considerably when spoken discourse is organised around metaphor. This study offers a discourse-analytic account of the recurrent errors that second-semester students of the English Education Study Program at Universitas Nias (UNIAS) produce when inferring implicated, non-literal meaning during interpretative listening. Framed within a qualitative descriptive design (Creswell and Poth, 2018), the study was conducted from March to May 2026 with the entire cohort of 43 second-semester students enrolled in the 2025/2026 academic year, engaged through total sampling. Three complementary instruments generated the data set: a Listening Comprehension Worksheet cross-referenced with an Audio Transcript Matrix, Think-Aloud Protocols (TAPs) capturing real-time inferential reasoning, and a Semi-Structured Interview Guide eliciting retrospective metacognitive reflection. The three data sets were analysed through discourse-analytic coding informed by relevance-theoretic and conceptual-metaphor perspectives, and triangulated across instruments to strengthen credibility. Six recurrent categories of inferencing error emerged: literal-meaning fixation, source-domain mismapping, discourse-context neglect, prosodic and paralinguistic cue oversight, first-language schema overgeneralisation, and processing-load-induced shallow inferencing. These patterns are traced to learners' as yet underdeveloped capacity to construct the ad hoc, context-adjusted concepts that relevance theory holds to be central to metaphor resolution, compounded by conceptual-metaphor schemas transferred from Indonesian and Nias. The study closes with a proposal to embed explicit metaphor-awareness instruction and reflective, TAP-based listening tasks into the Course Learning Outcomes of interpretative listening subjects under the Outcome-Based Education (OBE) curriculum, so that listening pedagogy is more closely aligned with the inferential demands of authentic spoken discourse.

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