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Yulingga Nanda Hanief
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Journal of Science and Education (JSE)
Published by CV. Media Digital Publikasi Indonesia
ISSN : -     EISSN : 27455351     DOI : -
Core Subject : Science, Education, Engineering,
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics
Journal of Science and Education (JSE) aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: Language and literature education Social science education Sports and health education Economics and business education Math and natural science education Vocational and engineering education
Arjuna Subject : Umum - Umum
Articles 170 Documents
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Implementation of the Differentiated Learning Model in Islamic Religious Education at Elementary Schools in Cianjur Dewi , Rika Rostika; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.712

Abstract

The heterogeneity of elementary school classrooms presents persistent challenges for Islamic Religious Education (IRE), demanding pedagogical approaches that transcend uniform instruction. This study was motivated by the need to enhance IRE effectiveness by examining the implementation of the differentiated learning model. This descriptive qualitative study utilized a comparative case study design at SD Negeri Tugusari and SD Negeri Pataruman Cianjur. Data were collected via non-participant observation, semi-structured interviews with teachers and students, and document analysis of lesson plans and instructional materials. The results demonstrate that both schools successfully implement differentiation by adjusting content, process, and product according to diverse student readiness, interests, and learning profiles. This implementation was found to significantly enhance student engagement and intrinsic motivation in IRE. The study concludes that differentiated learning is an effective and impactful methodology for IRE in these contexts. This research contributes to the practical development of learning strategies that are responsive to student diversity in elementary education.
Cultivating the Soul in Public Education: Internalizing Islamic Values Through School Culture to Construct Student Moral Character Mohammad Iqbal; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.713

Abstract

In the midst of global moral decadence and the digital crisis affecting youth, the integration of religious values within public education has become a critical pedagogical imperative. This study investigates the processes, strategies, and impacts of internalizing Islamic values through school culture at SMP Negeri 3 Cianjur and SMP Negeri 4 Cianjur, Indonesia. Utilizing a qualitative case study approach with a descriptive-narrative design, data were gathered through participant observation, in-depth interviews, and documentation. The study analyzes how these public institutions transcend secular limitations by embedding religious praxis into the hidden curriculum. The findings reveal a multi-layered internalization strategy: (1) Uswah Hasanah (exemplary role modeling) by educators; (2) Structural habituation of rituals (congregational prayers, Quranic literacy); and (3) Environmental conditioning through Islamic-based regulations. The research concludes that the efficacy of moral formation relies not on dogmatic instruction, but on a symbiotic ecosystem involving school policy, teacher integrity, and parental synergy. These findings offer a reproducible model for value-based education in state-run schools facing modernization challenges.
Cultivating Compassion: Rohis as a Strategic Medium for Internalizing Islamic Values and Constructing Anti-Bullying Behavior in Indonesian Public Schools Fitri Meidasari; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.714

Abstract

 Bullying remains a pervasive pathology within secondary education, necessitating interventions that transcend punitive measures and address the root moral vacuity. This study investigates the role of Islamic Spiritual Activities (Rohis) as a strategic medium for internalizing Islamic values to construct anti-bullying behaviors at SMP Negeri 1 Lemahabang and SMP Negeri 2 Karawang Timur. Employing a qualitative case study design, data were gathered through in-depth interviews, participant observation, and documentation. The study reveals that Rohis functions not merely as an extracurricular entity but as a dynamic ecosystem for moral conditioning. The findings indicate a tripartite mechanism of internalization: (1) cognitive enlightenment through theological literacy, (2) affective engagement through spiritual mentorship, and (3) conative actualization through social advocacy. The integration of values such as empathy (ta’awun) and mutual respect significantly reduces aggressive tendencies. The study concludes that Rohis serves as a vital subsystem in school ecology, transforming religious rituals into social ethics, thereby creating a compassionate shield against peer violence. These findings advocate for the elevation of spiritual organizations from peripheral activities to central pillars of character education policy.
The Catalytic Role of Transformational Principal Leader-ship in Enhancing Islamic Religious Education Teacher Performance via Professional Competence: A Dual-Site Case Study in West Java Yati Rumiati R; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.715

Abstract

In the landscape of modern education, the performance of Islamic Religious Education (PAI) teachers is pivotal not only for academic transmission but for the moral fortification of students against the volatility of globalization. This study investigates the strategic influence of school principal leadership on PAI teacher performance, mediated by the enhancement of professional competence. Employing a qualitative case study design at SMPN 1 Pacet and SMPN 2 Cipanas, West Java, data were harvested through semi-structured interviews, participant observations, and extensive documentation analysis. The findings reveal a tripartite mechanism: (1) The Principal as a Transformational Architect, where leadership transcends administrative management to foster an intellectual and spiritual work climate; (2) The Trajectory of Competence Development, where principals actively facilitate continuous professional development (CPD) through supervision and digital integration; and (3) The Synergistic Manifestation of Performance, where enhanced competence translates into innovative, student-centered pedagogy. The study concludes that the principal's role is not merely supervisory but catalytic; effective leadership acts as the scaffold that converts potential teacher competence into kinetic educational performance. These findings advocate for a paradigm shift in principalship training towards instructional and transformational leadership models to sustain the quality of religious education.
Bridging the Digital Divide: Management of Platform Merdeka Mengajar for Self-Regulated Teacher Profes-sional Development in Remote Elementary Schools Listia Rismayanti
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.716

Abstract

The implementation of the Merdeka Curriculum in Indonesia necessitates a paradigm shift in teacher professional development towards digital self-regulated learning. This study investigates the management of the Platform Merdeka Mengajar (PMM) as a strategic instrument for enhancing the academic capacity of elementary school teachers, specifically within the technological constraints of SDN Girimukti and SDN Pacet 1, West Java. Employing a qualitative case study design, data were harvested through participant observation, in-depth interviews, and document analysis. The findings reveal a tripartite management mechanism: (1) Adaptive Planning and Structural Organization, where school leadership navigates infrastructural scarcity through resource mapping and the appointment of digital champions; (2) Implementation Dynamics, characterized by peer-scaffolding models and hybrid online-offline learning strategies to overcome connectivity barriers; and (3) Surveillance and Evaluative Feedback, where the principal transitions from an administrator to a digital pedagogical supervisor. The study concludes that while digital infrastructure is a prerequisite, the management of human resources—specifically the principal's active leadership and the cultivation of a collaborative learning culture—is the decisive factor in the successful adoption of PMM. These findings challenge the technological determinism view, suggesting that managerial agility can mitigate infrastructural deficits in educational transformation.
Fostering Social Interdependence: Management of Coop-erative Learning in Arts and Crafts to Enhance Collabo-rative Skills in Indonesian Elementary Schools Kuntari, Ari Kukuh; Abdurrahman , Nana Herdiana
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.717

Abstract

In the landscape of 21st-century education, the cultivation of collaborative skills is as critical as cognitive development. This study investigates the effectiveness of learning management within Arts and Culture and Crafts (SBdP) based on cooperative group strategies at SDN Dewi Sartika and SDN Sindangsari. Utilizing a qualitative descriptive approach within a Classroom Action Research framework, data were harvested through participant observation, in-depth interviews, and structured rubric assessments. The study reveals that a systematic management approach—encompassing strategic planning, heterogeneous organization, multimodal execution, and holistic evaluation—significantly enhances students' communication, empathy, and collective responsibility. The findings indicate that when Arts education is managed through the lens of social interdependence theory, it transcends aesthetic creation to become a medium for character building. The research concludes that structured group learning management acts as a scaffold for social competence, aligning with national character education goals. These insights offer a pedagogical blueprint for educators seeking to integrate soft skills development within creative subjects.
Collaborative Management as a Catalyst for Artificial Intelligence Adoption in Elementary Education: A Case Study Nenden Kurniati; Sri Handayani
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.718

Abstract

This study examines the optimization of collaboration between school principals and school committees as a strategic catalyst for the adoption of Artificial Intelligence (AI) technologies in elementary schools. The research addresses the critical need for digital transformation in primary education, particularly within resource-constrained environments, emphasizing that technology adoption hinges on effective multi-stakeholder management. Employing a qualitative case study methodology (Creswell, 2014) at two Indonesian elementary schools, data were collected through in-depth interviews, observation, and document analysis. The findings are structured around the POAC framework (Robbins & Coulter, 2020), revealing that structured collaboration facilitates three strategic objectives: participatory planning of AI integration, adaptive policy implementation that addresses digital literacy gaps, and data-driven monitoring for accountability. The study concludes that formalized, sustained principal-committee collaboration accelerates AI adoption, strengthens institutional adaptability, and mitigates cultural resistance, positioning it as an essential model for systemic digital readiness.
Management of School-Parent Partnerships in Enhancing Student Learning Independence in Elementary Schools Setiani, Erna Erawati
Journal of Science and Education (JSE) Vol. 6 No. 2.1 (2026): Special Collection for Universitas Islam Nusantara
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.1.719

Abstract

This study investigates the management of school-parent partnerships aimed at enhancing learning independence among elementary school students in two public schools in Cianjur, Indonesia: SDN Ibu Dewi 1 and SDN Cibulakan. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis to explore the planning, implementation, and evaluation phases of partnership management, along with enabling and hindering factors. The findings reveal that structured partnership management involving effective communication, active parental involvement, and collaboration with external stakeholders significantly supports students' learning independence. Differences between schools highlight the role of technology access and resource allocation in partnership effectiveness. Recommendations focus on strengthening planning, communication, and participatory programs to sustain partnership benefits. This study contributes to educational management literature by integrating theoretical frameworks with practical insights into fostering effective school-parent collaborations.
Innovative and Value-Based Learning Design in the Context of 21st-Century Learning Hendrawati, Titi
Journal of Science and Education (JSE) Vol. 6 No. 2 (2026): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.720

Abstract

Industry 4.0 and Society 5.0 are reshaping vocational education by demanding graduates who are not only technically competent but also able to think critically and creatively, collaborate and communicate (4C), use technology responsibly, and demonstrate strong character. This study analyzes an innovative, value-based learning design at SMK Al-Amin Cikarang Utara that integrates 4C skills, higher-order thinking skills (HOTS), the TPACK framework, and Pancasila Student Profile values. Using a qualitative descriptive case study, data were collected through in-depth interviews with the vice principal and three productive teachers, classroom observations of project-based learning, and analysis of KOSP documents and teaching modules/lesson plans, then analyzed using the Miles and Huberman model. The findings show that teachers embed these pillars in initial diagnostic assessments, Project-Based Learning, the use of digital media, and authentic assessments of products, processes, and reflections. The design positions teachers as learning experience designers who bridge the transfer of knowledge and values, supporting the development of competent, independent, and characterful vocational graduates. This study was limited to one educational unit, so the findings cannot be generalized widely and suggest opportunities for comparative research across diverse vocational school contexts.
Development of Japanese Language Teaching Materials Based on Activity-Based Learning with A Communicative Language Teaching Approach for Vocational Training Participants Rezki Fajriannoor; Robinson, Situmorang; Tuti, Iriani
Journal of Science and Education (JSE) Vol. 6 No. 2 (2026): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.721

Abstract

This study examines how grammar-focused practices in vocational training institutes (LPKs) impair learners' communicative ability despite the Japanese Specified Skilled Worker (SSW) program. The study seeks to produce CLT-based activity-oriented Japanese teaching materials, assess their feasibility through expert validation, and test their effectiveness in improving speaking ability. This study's focus on LPK trainees as apprenticeship prospects and authentic, interactive assignments to improve communicative speaking abilities is innovative. This study was motivated by students' low communicative engagement in Japanese language practice and the need for materials that show communicative activities at vocational training institutes. Analyze, Design, Develop, Implement, and Evaluate comprise the ADDIE development model. The CLT technique was used to create and develop the instructional materials, emphasizing structural, quasi-communicative, functional communication, and social interaction learning activities. Learning media, Japanese language, and learning design professionals examined the instructional materials for viability. We then evaluated with interviews and questionnaires. The pretest-posttest findings of 17 LPK Kokorono Siji students were used to test effectiveness using N-Gain testing. The Japanese teaching materials were "feasible" according to the feasibility test results, which averaged 2.83 (learning media), 3.60 (material), and 3.22 (learning design). The average N-Gain score of 0.45 (moderate criteria) indicated that the teaching materials improved learning outcomes. This proves the instructional materials are successful for occupational Japanese language acquisition. The findings show that activity-based Japanese teaching materials using a CLT method for trainees at this vocational training institution are practicable in content, media, and learning design and improve communicative skills. Thus, vocational training institutions can incorporate these instructional materials into Japanese language learning.

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