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Education and Human Development Journal
Published by Universitas Nahdlatul Ulama Surabaya
ISSN : 25410156     EISSN : 25990292     DOI : https://doi.org/10.33086/
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Social Sciences Other
Educatioan and Human Development Journal (EHDJ) Published by the Teaching and Education Faculty (FKIP). Published since April 7, 2017 with two versions, namely the printed version of ISSN: 2541-0156 and online e-SSN: 2559-0292. Rear-published twice every April and September. Committed to improving the quality of education. EHDJ focuses on human development through basic education in basic education.
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Articles 241 Documents
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Sustainable Development in English Language Teaching: Prevailing Trends, Challenges, and Outcomes Azizah, Nurul Latifatul; Ali Mustofa; Pratiwi Retnaningdyah
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.6763

Abstract

The current trends, challenges, and outcomes of integrating the Sustainable Development Goals into English Language Teaching (ELT) are examined in this review. This study employed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) technique and systematically reviewed 25 research articles identified through a targeted search with keywords such as "SDGs," and "ELT." The data set includes 25 articles sourced from Taylor Francis, ScienceDirect, and Google Scholar, covering publications between 2020 to 2024. Findings reveal that integrating SDGs in ELT content fosters critical thinking, empathy, and engagement among students, enhancing both their language skills and global citizenship values. Despite the benefits, there are challenges, including limited awareness of SDGs, inadequate resources, and alignment issues with language curriculum goals. The review highlights positive outcomes in student engagement and language acquisition when SDGs content is incorporated, as well as increased motivation among teachers to pursue sustainability-oriented pedagogies. Future recommendations stress the need for continuous teacher training, the development of interdisciplinary approaches, and institutional support to facilitate meaningful SDGs integration in ELT.
I Igniting Lerning: How Leadership and Teaching Prowess Transform Primary Schools in Pedurungan, Semarang Afina Sulistyahati; Kusumaningsih, W; Nurkolis
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7430

Abstract

The quality of primary education is a fundamental determinant of individual life trajectories and national development. This research aims to analyze the partial and simultaneous impact of principals’ instructional leadership and teachers’ pedagogical competence on learning quality of elementary schools in Kecamatan Pedurungan of Semarang. Employing a quantitative, explanatory research design, the study involved 389 elementary school teachers, from whom a sample of 197 was designated using the Slovin formula and proportional random sampling. Data were collected via questionnaires and analyzed using multiple linear regression. The findings reveal that principals’ instructional leadership and teachers’ pedagogical competence significantly affect learning quality of elementary schools, both partially and simultaneously. The robust correlation, quantified at 77.9%, between the synergistic influence of instructional leadership and pedagogical competence on learning quality carries profound implications for educational practice and policy. Effective instructional leadership transcends mere administrative oversight; it encompasses the proactive engagement of school leaders in curriculum development, instructional supervision, and the professional growth of educators. Concurrently, pedagogical competence refers to an educator’s proficiency in planning, executing, and evaluating instruction
Academic Supervision and Teachers’ Pedagogical Competencies: Their Impact on Learning Quality in Indonesian Primary Schools Mekarsari, M Maya; Bunyamin; Sudana, I Made
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7505

Abstract

Quality education in primary schools faces persistent challenges, particularly regarding the role of academic supervision and pedagogical competencies in learning outcomes. This study aims to examine the individual and combined effects of academic supervision and teachers’ pedagogical competencies on learning quality in Indonesian primary schools. A quantitative survey using ex post facto correlational design was conducted with 110 primary school teachers from 10 schools in Gugus Bawana Ageng, Tembalang District, Semarang City, selected through proportionate random sampling. Data were collected using validated questionnaires and analyzed through descriptive statistics, correlation analysis, and multiple regression. Results reveal strong positive correlations between academic supervision and learning quality (r = 0.749) and pedagogical competence and learning quality (r = 0.619). Academic supervision contributed 56.1% to learning quality variance, while pedagogical competence contributed 38.3%. Combined, both variables explained 67.1% of learning quality variance (R2 = 0.671). The study concludes that academic supervision demonstrates stronger predictive power than pedagogical competence in determining learning quality. Implications suggest prioritizing structured supervisory systems and targeted teacher development programs. Future research should explore longitudinal relationships and investigate the remaining unexplained variance through mixed-methods approaches.
Implementation of Flipbook Based Teaching Materials Pancasila Education Subjects to Improve the Mutual Cooperation Character of Class IV Students at SDN Karah 1 Surabaya Alfina Ifadah; Nafiah; Aris Budianto
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.6214

Abstract

The rapid development of globalization has brought significant changes to the world. In the current era, many media programs highlight weaknesses and promote negative behaviors, which, if left unchecked, may be easily imitated by children. This situation poses a risk of developing habits that undermine good character. Therefore, schools have an important role in instilling positive values. One such value is the spirit of mutual cooperation, which can be cultivated through the use of flipbook teaching materials in the Pancasila Education subject. This research aims to improve the mutual cooperation character of students by implementing flipbook-based teaching materials in Pancasila Education for Grade IV A students at SDN Karah 1 Surabaya. The research employed Classroom Action Research (PTK) conducted in two cycles. The subjects were Grade IV A students at SDN Karah 1 Surabaya. Data were collected before the intervention (pre-cycle) and after each cycle to measure the improvement in mutual cooperation. Pre-cycle: 28% of students achieved the expected character development, while 72% did not. Cycle I: Improvement to 45% complete and 55% incomplete. Cycle II: Further improvement to 90% complete and only 10% incomplete. These results demonstrate a significant increase, meeting the success indicators set for the study. The use of flipbook teaching materials in Pancasila Education effectively improved the mutual cooperation character of Grade IV A students at SDN Karah 1 Surabaya when implemented in accordance with PTK procedures. It is recommended that educators integrate innovative digital teaching materials, such as flipbooks, to foster positive character values in students, and further research can explore its application in other subjects and grade levels.
Improving EFL Learners’ Affective Skills Through the Use of Digital Game-Based Learning Sri Wahyuni; Irawan, Nico; Ghofur, Abd; Pramujiono, Agung
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7234

Abstract

This research explores how digital game-based learning models work in EFL classrooms to develop affective competencies among learners and evaluates their effectiveness. The research also investigates the obstacles that emerged during its execution. The main objective of the game-based intervention was to develop affective competencies among students during their English language learning process. The research used classroom action research to study 36 high school students in Surabaya through interviews and questionnaires. The research shows that digital games in classroom teaching boost student affective engagement while making learning more enjoyable and motivating. The research indicates that game selection remains challenging because it requires matching games to instructional targets, and teachers need specialized training to execute the approach effectively. The research findings offer essential knowledge to educational institutions and teachers about digital games as tools to enhance emotional student involvement in language education and improve academic quality.
Analyzing the Online Reading Strategies of Indonesian In-Service EFL Teachers Laeli, Anita Fatimatul; Werdiningsih, Indah; Hanafi
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7271

Abstract

The rapid advancement of technology in the 21st century has transformed English language learning, particularly in reading activities. The shift from print to digital texts not only requires adapting traditional reading strategies but also introduces new strategies, such as searching for and synthesizing information online. This study examines the online reading strategies employed by English language teachers in East Java. Using a quantitative research design with a survey method, 97 English language teachers participated by completing the SLORSI (Second Language Online Reading Strategies Inventory) questionnaire. The results revealed that Traditional Cognitive Strategies, including inferring, skimming, and translating, were the most commonly used, with high scores across all subscales. In the New Cognitive Strategies dimension, strategies like locating, synthesizing, saving, and navigating were also frequently employed, with the saving strategy being the most dominant (Mean = 4.24). The Evaluation Strategy dimension indicated that teachers frequently assessed the credibility of online information. However, Communication Strategies were used the least (Mean = 3.33), particularly in terms of online collaboration and discussion. In conclusion, the study highlights that English language teachers effectively use a range of cognitive, evaluative, and communicative strategies in reading online texts. Nevertheless, there is potential for further development, particularly in enhancing communicative strategies. This underscores the importance of equipping teachers with the skills to navigate and critically engage with digital texts in their teaching practices.
Management of Multimedia Learning Media in Early Childhood Education Classes Luthfy, Perdana Afif; Munawar, Muniroh; Prasetiyawati D.H., Dwi; Karmila, Mila
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 2 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to analyse the management of multimedia learning media in early childhood classes, with the components of planning, development, implementation, evaluation and feedback, maintenance and updating, and training and support. This study uses a survey method with a quantitative approach. The research used a structured questionnaire with closed questions for getting the data distributed to 303 respondents of early childhood teachers. They were analysed using SPSS application. The findings show that in managing multimedia learning tools, most teachers—whether they design their own media or adapt it from other sources—share several common views. First, multimedia planning should be aligned with the learning objectives and context. Second, the development process needs to emphasize student engagement, which involves conducting needs analysis, considering learner characteristics, applying multimedia principles (such as coherence, redundancy, temporal contiguity, and modality), and integrating sound instructional design. Third, the use of multimedia is seen as highly beneficial for students. Fourth, regular evaluation is essential to measure its effectiveness and to give students opportunities to provide feedback. Fifth, teachers must ensure that multimedia content stays relevant and updated in line with current themes. Finally, teachers highlight the importance of adequate training in effective multimedia use, as well as broader support to ensure accessibility, including for students with special needs. The researchers recommend that results of this study be a guideline for teachers in managing multimedia learning media in early childhood classes
The The Effect of Lapbook Media on Grade 1 Students’ Early Reading Skills Fitriana, Dwi; Nafiah; Susanto, Rudi Umar; Mariati , Pance
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7726

Abstract

This study investigates the effect of lapbook media on the early reading skills of grade 1 students. A quasi-experimental design with a nonequivalent control group was applied, involving 50 students divided into an experimental class (n = 26) using lapbook media and a control class (n = 24) using books and PowerPoint. The data were collected through performance tests and analyzed with the Mann-Whitney test due to non-normal distribution. The results show that the experimental class achieved 96.15% mastery compared to 70.83% in the control class, with a significant difference confirmed by statistical testing (p < 0.05). These findings indicate that lapbook media has a strong positive effect on students’ early reading skills. Practically, lapbooks provide an engaging, interactive medium that supports literacy development, offering teachers an effective alternative to conventional instructional tools in elementary education.
A Comparative Study of Students' Learning Interests Using Scrapbook Media and Lapbook Media In Elementary School Lidia Nur Tanti, Lidia Nur Tanti; Nafiah; Afib Rulyansah; Muslimin Ibrahim
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to compare students’ learning interest in Pancasila Education using two types of instructional media scrapbook and lapbook based on the ARCS model (Attention, Relevance, Confidence, Satisfaction). This research employed a quantitative approach with a comparative design. The subjects consisted of 52 fourth-grade students at SDN 1 Semampirejo, with Class IVA using scrapbook media and Class IVB using lapbook media. The primary instrument was a learning interest questionnaire constructed based on the ARCS indicators and measured using the Guttman scale. The normality test showed that the data were normally distributed, while the homogeneity test indicated that both groups had equal variances (p > 0.05). The findings revealed that both media were effective in increasing students’ learning interest, with both groups reaching a very high category. The lapbook group scored higher in relevance (92%), confidence (97%), and satisfaction (95%). However, the independent sample t-test indicated no statistically significant difference between the two groups (p = 0.574). These results suggest that while both media are effective, lapbooks provide a more interactive and enjoyable learning experience. This study acknowledges several limitations, including a small sample size and the absence of a pre-test.
Exploring the Influence of Sociocultural and Parenting Styles on Enhancing Children's English Learning: A Narrative Case Study from Indonesia Nada, Nabilah; Nukmatus Syahria; Nico Irawan
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 1 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i1.7788

Abstract

This study explores sociocultural factors based on Bourdieu’s theory (1987) and parenting styles based on Baumrind's theory (1991) to support children's EFL learning, emphasizing the perspectives and experiences of parents and families. This narrative case study encompasses six parents with children aged 5 to 11 years and families from diverse regions in Indonesia. Data were collected through semi-structured interviews and analysis of children's English language practice video documents. They were analyzed through deductive thematic analysis with NVivo software to explore prominent themes. The results reveal that sociocultural factors, predominantly the theme of social capital, supported by the role of habitus and cultural capital, alongside the authoritative parenting style, as reflected through parents' perspectives and experiences, with family support in have affected children's EFL learning. Moreover, sociocultural factors and parenting styles can also proficiently convey EFL learning values and foster a positive environment for English learning. It can be implied that the research has beneficial for the parents’ roles in creating a positive learning environment through balanced engagement of sociocultural factors and the utilization of appropriate parenting styles. Nonetheless, if the sociocultural factors are less than optimal, this is not a hitch because the appropriate parenting style can support them.

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