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Jurnal Eduscience (JES)
Published by Universitas Labuhanbatu
ISSN : 2303355x     EISSN : 26852217     DOI : 10.36987/jes
Core Subject : Education,
Education Other
Jurnal Eduscience is a peer-reviewed journal that is published by LPPM of Labuhanbatu University. This journal publishes biannually in June and December. This Journal publishes current original research on education studies using an interdisciplinary perspective, especially within Mathematic Education, Biology Education, Civic Education, Science Education, Physics Education, and all about teaching and learning research. Reviewers will review any submitted paper. The review process employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 514 Documents
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TRENDS AND KNOWLEDGE STRUCTURE IN GLOBAL STUDIES OF EDUCATION AND SOCIAL TRANSFORMATION: A BIBLIOMETRIC ANALYSIS (2000–2024) Imanulyaqin, Muhammad Nur; Wahyuni, Fauziah Sri; Utami, Patrisia Rahayu; Ramadhan, Iwan
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.7392

Abstract

Purpose--Education functions not only as an instrument for advancing social transformation toward improved quality of life but also as a medium for preserving cultural identity amid global modernization. Despite the growing attention to these themes, no prior bibliometric study has systematically mapped the intellectual structure and global development of research on the connections between education and social transformation. Filling this gap, the article conducts a systematic bibliometric comparison of documents indexed in Scopus between 2000 and 2014, encompassing both journal articles and conference papers.Methodology--The study constructs the knowledge structure based on VOSviewer and explores trends in publications, influential authors, core journals, contributing countries, and frontier research in this field. Five publication phases were identified: the early, slower-growth phase (2000–2005), the period of fluctuating expansion (2006–2014), a surge in publications (2015), continued growth up to 2022, and a recent decline in new research output from 2023 to 2024.Findings--The Journal of Transformative Education appears to be the most prolific outlet, whereas Streck, D.R., and Zembylas, M., are identified as the most central authors. The United States remains the leading contributor, with dominant keywords centered on education, social change, critical pedagogy, and sustainability.Contribution--The originality of this study lies in establishing the first bibliometric mapping of education and social transformation research, which contributes to conceptual clarity of this interdisciplinary field and provides strategic directions for future studies and policy development in transformative education.
GAWI SABUMI EDUCATIONAL ANIMATION: STRENGTHENING STUDENTS CULTURAL LITERACY ON BANJAR PHILOSOPHY Ferdiyansyah, Aldy; Iskandar, Bagus Aulia
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.8085

Abstract

Purpose – This study examines the effectiveness of the GAWI SABUMI educational animation video in strengthening students' cultural literacy related to the philosophy of the Banjar community. The study was motivated by findings that students' cultural literacy remains low, especially in internalizing the values of GAWI SABUMI, due to the limited availability of engaging and contextual learning media.Methodology – A Research and Development (R&D) approach was applied using the DDD-E model (decide, design, develop, evaluate). The participants consisted of 60 undergraduate students from the Elementary School Teacher Education Program at Lambung Mangkurat University, divided into two groups: 30 in the experimental class and 30 in the control class. Data were collected through expert validation questionnaires and pre- and post–test assessments. Cultural literacy was assessed through three indicators: understanding cultural complexity, knowledge of one's own culture, and cultural awareness. Data analysis was conducted using the Wilcoxon and Mann-Whitney tests, along with N-Gain calculations.Findings – The results showed improvement in both groups, but the experimental class demonstrated more substantial gains. The Wilcoxon test indicated significant differences between pretest and posttest scores in both classes, with Z = -3.898 (Sig. = 0.000) for the control group and Z = -4.816 (Sig. = 0.000) for the experimental group. The higher Z value in the experimental class reflects greater effectiveness. The Mann-Whitney test confirmed a significant difference between the two groups (Sig. = 0.000 < 0.05). The average N-Gain of 0.83 in the experimental group fell into the high category, indicating the substantial effectiveness of the animation video.Contribution – This study contributes to the development of innovative, local wisdom-based learning media. It highlights the potential of animation as a pedagogical tool for internalizing cultural values, particularly Banjar philosophy, in higher education.
IMPLEMENTATION OF DEEP LEARNING-BASED CURRICULUM: READINESS OF ELEMENTARY SCHOOL TEACHERS Sudirman, Sudirman; Firdaus, Firdaus; Mujahidah, Mujahidah; Jafar, Muhammad Idris
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.8082

Abstract

Purpose- The effectiveness of learning, mainly when it adopts innovative approaches such as deep learning, is greatly influenced by teachers' readiness. This study aims to investigate the readiness of primary school teachers to understand and implement a curriculum based on the principles of deep learning. Methodology- A qualitative research approach with a phenomenological design was used to explore teachers' experiences and perspectives. This study involved nine teachers from various grade levels in five primary schools in Cina Subdistrict, Bone Regency. Data were collected through in-depth interviews. Interview transcripts were analysed using NVivo 12 software. This analysis follows the model of data reduction, data presentation, and conclusion drawing to ensure the validity and credibility of the research results.Findings- Teachers regard deep learning as active and discovery-based, but their readiness remains limited due to insufficient training, weak dissemination, and dependence on support from colleagues, schools, communities, and government. Deep learning adoption will remain uneven due to weak support networks, reliance on a few facilitators, and teacher resistance. Stronger collaboration and sustained professional development are required to address these challenges. Contribution- The findings of this study confirm the extent to which teachers are prepared to implement deep learning approaches in primary schools. This provides empirical evidence of the need for continuous professional development for teachers, especially in adopting learning innovations. The results of this study serve as a recommendation to the government of Bone Regency to take strategic steps to accelerate the effective implementation of deep learning in primary schools.
ETHNOMATHEMATICAL E-COMIC: ENHANCING STUDENTS’ SELF-EFFICACY AND DIVERGENT THINKING Pertiwi, Budi Wahyu; Gunawan, Gunawan
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8302

Abstract

Purpose—Mathematics learning often remains abstract and disconnected from students’ cultural experiences, which limits creativity and engagement. This study addresses that gap by integrating ethnomathematical content into digital comic media to strengthen students’ self-efficacy and divergent thinking skills.Methodology—A quasi-experimental design using a pretest–posttest control group was employed. The population consisted of seventh-grade junior high school students, and the sample included two classes (N = 52) selected through cluster random sampling. Each class comprised 26 students, with one designated as the experimental group and the other as the control group. The experimental group received instruction using ethnomathematics-based e-comics, while the control group used PowerPoint. Instruments included a self-efficacy questionnaire and a divergent thinking test. Data were analyzed using descriptive statistics and a one-way MANCOVA.Findings—The MANCOVA results showed a significant effect of ethnomathematical e-comic media on both self-efficacy and divergent thinking (Wilks’ Lambda = 0.152, F (2,47) = 131.381, p < 0.05, η² = 0.848). Self-efficacy indicators such as persistence and task commitment improved significantly, while divergent thinking indicators, fluency and flexibility, also increased markedly between pretest and posttest.Contribution—Theoretically, this study contributes to mathematics education by integrating ethnomathematics and digital learning media to support creativity-related skills. Practically, it provides teachers with innovative tools to make geometry learning more engaging and culturally relevant for students in the digital era.
FROM CLASSROOM TO COMMUNITY: BATIK-MAKING EDUCATION AS A MODEL OF CULTURAL PRESERVATION AND SOCIAL ENGAGEMENT FOR STUDENTS Ramadhan, Angga Fajar; Syakir, Syakir; Djatiprambudi, Djuli; Syarif, Muhammad Ibnan
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8277

Abstract

Purpose – Despite Indonesia’s Projek Penguatan Profil Pelajar Pancasila (P5), empirical evidence remains limited on how local-wisdom projects in secondary madrasahs operationalize equal school–community partnerships and through what mechanisms these partnerships shape students’ cultural identity and social engagement. This study examines a teacher–artisan co-teaching model and its outcomes for cultural identity and school–community engagement.Methodology – A qualitative case study was conducted at MA Ma'arif 20 Tarbiyatul Huda, Sendangduwur Village. The subjects were 73 students and 23 teachers. Data from participant observation, in-depth interviews, and documentation were analyzed thematically (reduction–appearance–conclusion) using CTL, collaborative learning, and cultural socialization as lenses. Triangulation and member checking supported data reliability.Findings – Thematic analysis revealed a six-phase project architecture culminating in a public exhibition, enabled by a distributed-expertise configuration: teachers coordinated learning objectives, reflection, and assessment; artisans taught core craft techniques and motif meanings; and alums mediated logistics and mentoring. Batik co-production fostered students' cultural identity pride, aesthetic literacy, and creative agency, while strengthening cooperation, responsibility, and empathy through task division, peer support, and public-facing accountability. The partnership also mitigated constraints such as limited specialist teacher capacity and the absence of formal batik teaching modules.Contribution – This study offers a replicable P5-oriented batik pedagogy model that formalizes artisans as co-educators and articulates design principles for curriculum support and sustainable school–community networks, particularly for madrasahs with constrained arts-teaching expertise and instructional infrastructure. 
PERCEPTIONS OF PHYSICS EDUCATION STUDENTS AT UNIVERSITAS NEGERI MEDAN ON THE ROLE OF PHYSICS EDUCATION IN SUSTAINABLE DEVELOPMENT GOALS Simanjuntak, Yanthy Leonita Perdana; Rangkuti, Muhammad Aswin; Hardianti, Tuti
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.8073

Abstract

Purpose – This study explores the perspectives of physics education students to understand the integration of SDGs in physics learning. Furthermore, to examine these perspectives, it is important to determine the extent of physics education students’ perceptions of SDGs.Methodology – This research adopts a quantitative questionnaire and is also supported by qualitative approaches. There are 120 physics education students from Universitas Negeri Medan selected through purposive sampling. The questionnaire consists of Likert-scale items, followed by semi-structured interviews with 10 randomly selected respondents. Triangulation was applied to integrate both datasets, providing a comprehensive understanding of students’ knowledge, attitudes, and experiences related to ESD in physics learning.Findings – The results reveal that students perceive physics as a key discipline that contributes to addressing global challenges, including climate change, renewable energy innovation, and sustainable technology development. Physics is viewed as providing conceptual and analytical frameworks essential for sustainability oriented problem solving. However, students’ literacy regarding the SDGs remains limited. Many participants demonstrate general awareness but lack the ability to explicitly connect SDG concepts with physics topics or classroom practices. The integration of ESD in physics learning is still partial.Contribution – One of the contributions of this study presents a significant opportunity to begin integrating physics education, particularly in relation to the perceptions of physics education students, with the SDGs. This study also make a valuable reference for understanding the real contribution of physics education toward achieving the SDGs.
BUILDING SUSTAINABLE FUTURES: PROFILING SDGS UNDERSTANDING AND ESD INTEGRATION CAPACITY AMONG PRE-SERVICE PRIMARY SCHOOL TEACHERS Kartono, Kartono; Muskania, Ricka Tesi; Sinurat, Oktavila Nauli; Christie, Agatha; Meli, Meli
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8336

Abstract

Purpose – This study aims to (1) empirically measure the level of Indonesian pre-service primary school teachers’ knowledge of Sustainable Development Goals (SDGs), (2) analyze variations in knowledge levels based on demographic and academic characteristics, and (3) statistically examine the relationship between SDG knowledge levels and pre-service primary school teachers’ ability to integrate Education for Sustainable Development (ESD) into science learning.Methodology – This study employed a quantitative descriptive, cross-sectional design. Empirical data were collected through a survey of 190 pre-service primary school teachers from 21 universities across Indonesia, selected through purposive sampling based on their completion of science education coursework. The research instrument was a 30-item SDG knowledge questionnaire. Data analysis involved descriptive and inferential statistics, including subgroup comparisons and the Chi-Square test of independence.Findings – The empirical findings indicate that pre-service primary school teachers’ SDG knowledge levels were predominantly in the good-to-very-good category (M = 24.74 out of 30). Variations across demographic and academic subgroups were relatively limited, with higher knowledge levels observed among respondents with science (IPA) and primary education (PGSD) backgrounds. The Chi-Square test revealed a statistically significant relationship between SDG knowledge and the ability to integrate ESD into science learning (p < 0.05).Contribution – This study provides quantitative empirical evidence of Indonesian pre-service primary school teachers' readiness to implement sustainability-oriented science instruction. The findings underscore the importance of systematically integrating SDGs and ESD into teacher education curricula to strengthen future teachers’ roles as evidence-based agents of change in advancing sustainable primary science education.
BALANCING INNOVATION AND INTEGRITY: STUDENTS' PRACTICES IN USING AI FOR ACADEMIC AND CREATIVE TASKS Hanum, Atiqa Nur Latifa; Purwaningsih, Dewi Ismu
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8096

Abstract

Purpose- This study aims to describe students' practices in using AI as a creative partner in coursework, analyze strategies that support creativity and critical thinking, and explore ethical challenges, including plagiarism.Methodology- This is a qualitative phenomenological approach; data were collected through non-participant observations and in-depth interviews with students and librarians from five universities in Pontianak. The study also utilized secondary sources and NVivo software to manage, code, and visualize data.Finding- The findings reveal that students use AI tools such as ChatGPT, Google Bard, and other AI-based platforms to complete assignments, search for references, and create multimedia content. AI was reported to increase efficiency, support creative exploration, and personalize learning experiences. However, risks such as overdependence, plagiarism, and reduced independent thinking were also evident. Educators emphasized the need for digital and AI literacy training to ensure ethical and responsible use of AI.Contribution- AI provides significant benefits in supporting academic and creative tasks but simultaneously poses ethical and pedagogical challenges. The study recommends developing institutional policies, training programs, and guidelines that balance innovation with academic integrity.
CULTIVATING LINGUISTIC COMPETENCE IN THE SPIRIT OF ISLAMIC HIGHER EDUCATION: A CSE-UCLA-BASED EVALUATION OF THE ARABIC LANGUAGE DEVELOPMENT PROGRAM Mahmudi, Ihwan; Sista, Taufik Rizki; Saifulloh, Ahmad; FADILAH, SITI
JURNAL EDUSCIENCE Vol 12, No 6 (2025): Jurnal Eduscience (JES), (Authors from Thailand, Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i6.7572

Abstract

Purpose - This research aims to evaluate the effectiveness of the Arabic Language Development Program at the University of Darussalam Gontor by reviewing the alignment between institutional objectives, program planning, field implementation, and achieved outcomes within the context of pesantren-based Islamic higher education.Methodology - This research uses a Sequential Explanatory Mixed-Method design, beginning with the quantitative stage through the use of a structured evaluation checklist to assess four components of the CSE-UCLA model (Need Assessment, Planning, Implementation, and Outcomes), then continuing with the qualitative stage through semi-structured interviews, observation, and document analysis to explain and validate the quantitative results. The research participants consist of relevant stakeholders in the management and implementation of the Arabic language program, with qualitative data analysis conducted using a thematic approach.Findings - The findings show that the Need Assessment and Planning aspects are in the category of very good, with strong alignment between the institutional vision, program rationale, and curriculum design. However, there is a gap in the Implementation stage, which is influenced by variations in student abilities, the dynamics of academic–pesantren activities, and the limitations of productive assessment instruments. Nevertheless, the summative evaluation indicates that the program has a significant impact on improving students’ academic competence and strengthening the institution's scientific identity.Contribution - This research contributes to the expansion of the application of the CSE-UCLA evaluation model in the context of Islamic higher education, and provides policy recommendations for strengthening performance-based assessment, harmonizing academic–pesantren environments, and improving program quality in a sustainable manner.
DECONSTRUCTING ACADEMIC MISCONDUCT: THE MODERATING ROLE OF IT IN A DIAMOND OF FRAUD ANALYSIS Sangka, Khresna Bayu; Suryaningsih, Kinanthi; Pradianto, Mi'raj Akbar
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.7667

Abstract

Purpose – This study aims to determine how the use of information technology deconstructs and moderates the influence of the diamond fraud perspective on the academic cheating behavior of economics education students.Methodology – This study employs a quantitative research approach, using both descriptive and inferential statistics to analyze relationships among variables thoroughly. Descriptive statistics are used to summarize the data from 183 respondents, highlighting key patterns such as central tendency and data dispersion. At the same time, Moderated Regression Analysis (MRA) and the prerequisite tests were used to provide a clearer understanding of the sample characteristics and lay the groundwork for hypothesis testing.Findings – The results show that the use of information technology does not strengthen or weaken the influence of pressure on academic cheating behavior, the use of information technology does not strengthen or weaken the opportunity for academic cheating behavior, the use of information technology does not strengthen or weaken the influence of rationalization on academic cheating behavior, and the use of information technology does not strengthen or weaken the influence of ability on academic cheating behavior.Contribution – The contribution of this research is for study programs and faculties, as well as lecturers, as evaluation material related to academic cheating actions when completing assignments or exams by establishing strict rules and norms that must be implemented to reduce academic cheating committed by students.

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