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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 193 Documents
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Nature-Based Motor Stimulation to Improve Gross Motor Development for Stunting Prevention in Early Childhood Eleonora, Ruth Donda; Sinaga, Lia Rosa Veronika; Aritonang, Juneris; Haslin, Sharfina; Lidian Putri Harita
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.v6i2.648

Abstract

Stunting remains a major public health problem in Indonesia, with prevalence still above the WHO target. Most prevention strategies focus on nutritional interventions, while motor stimulation in early childhood is often overlooked. This study aims to analyze the effectiveness of nature-based motor stimulation in improving gross motor development and supporting stunting prevention in early childhood. The study used a quasi-experimental design with a one-group pretest–posttest approach , conducted in Bangun Sari Village, Deli Serdang Regency, involving 27 children aged 3–5 years using a total sampling technique. The intervention, in the form of structured outdoor motor stimulation activities using natural elements (soil, water, rocks, plants), was carried out three times a week for five weeks. Anthropometric data, gross motor development, and physical activity patterns were collected before and after the intervention. Analysis used a paired t-test or Wilcoxon test. The results showed a significant increase in gross motor skills (p < 0.01), physical activity (p < 0.05), and a positive trend in nutritional status. These findings demonstrate that nature-based motor stimulation is effective in enhancing gross motor development and can be a holistic strategy for preventing stunting in early childhood.
Investigating the Correlation Between Formal Tax Law Violations and the Manifestation of Tax Crimes in Batam, Indonesia F Fetri; Bhakti, Rizki Tri Anugrah; Maileni, Dwi Afni
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.v6i2.768

Abstract

This study examines how formal (administrative) tax non-compliance may, under specific legal and procedural conditions, escalate into tax crimes in Indonesia, using Batam as a case study. Batam is a free trade zone with intensive cross-border transactions and stringent VAT documentation requirements, making it a relevant setting for observing the administrative–criminal boundary in enforcement practice. Employing normative legal research, we analyze statutes and implementing regulations (including KUP provisions on Articles 38, 39, and 39A), OECD guidance as a comparative analytical lens and selected Indonesian court decisions (2020–2025) to map escalation thresholds and taxpayer safeguards consistent with the ultimum remedium principle. The findings suggest that formal violations, such as late or non-filing, deficient bookkeeping, and documentary irregularities, primarily serve as compliance-risk signals and should typically receive administrative attention. Criminal exposure becomes plausible only when these violations are accompanied by qualifying elements such as intent (dolus), patterned repetition, falsification/forgery, and demonstrable fiscal consequences supported by preliminary evidence procedures. Overly expansive criminalization may undermine legal certainty, taxpayer trust, and investor confidence. We recommend standardizing escalation indicators, strengthening the consistency of preliminary evidence assessment, and enhancing taxpayer legal literacy and administrative rectification pathways to ensure a fair and measurable boundary between administrative sanctions and criminal prosecution.
Development of a Digital Module Based on Local Wisdom of Balinese Folklore to Improve the Learning Outcomes of IPAS Students in Grade IV of Elementary School Sumartini, Ni Wayan; I Nengah Suastika; Desak Putu Parmiti
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.v6i2.770

Abstract

This development research aims to design and produce a digital module based on Balinese local wisdom of folklore on the ecosystem topic to improve IPAS learning outcomes of fourth-grade elementary school students that is valid, practical, and effective. The development model used in this study is the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The validity of the digital module was assessed by media experts and subject-matter experts using the Learning Object Review Instrument (LORI). Furthermore, practicality was evaluated through questionnaires distributed to teachers and students. The effectiveness test employed a pre-experimental design with a one-group pretest–posttest design. IPAS learning outcome data were collected using tests and analyzed using a one-tailed t-test. The results of the study reveal the following findings: (1) The design of the digital module based on Balinese local wisdom of folklore consists of a cover, preface, user guidelines, learning outcomes, learning objectives, concept map, ecosystem material integrated with Balinese folklore containing the values of Tri Hita Karana (Parhyangan, Pawongan, and Palemahan), unique fact columns,  summaries, instructional videos, practice questions, evaluations, references, and author profile. The module is presented as an interactive digital book developed using the Book Creator application, incorporating text, images, audio, video, and interactive evaluation links. (2) The results of media and material validity tests indicate that the average scores fall into the very valid category. (3) The practicality test results show that the digital module is categorized as very practical based on teacher and student responses. (4) The effectiveness test using a one-tailed t-test shows that the calculated t-value is greater than the t-table value, indicating that the use of the digital module based on Balinese local wisdom of folklore is effective in improving IPAS learning outcomes of fourth-grade elementary school students at SD Saraswati 4 Denpasar.
Data-Based Information System Management in Improving the Quality of Junior High School Education Budi Mulyadi; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.663

Abstract

The imperative of digital transformation in education requires adaptive and evidence-based institutional governance. This study aims to critically and thoroughly analyze the managerial process of data-based information systems (DBIS) in efforts to improve the quality of education in junior high schools (SMP). Using a qualitative approach with a case study design at SMPN 1 Sukanagara and SMPN 1 Sukaresmi, this study explores the implementation of management functions—planning, organizing, executing, and controlling (POAC)—in a digital context. Data were collected through in-depth interviews with the principal, vice principal, operators, and teachers, supported by participatory observation and documentation studies. Data analysis was conducted interactively following the Miles and Huberman model. The results of the study show three main findings. First, the planning and organization of MSIBD in both schools is contextual, with SMPN 1 Sukanagara adopting a pragmatic-adaptive approach while SMPN 1 Sukaresmi implementing a visionary-integrative strategy, both based on participatory needs analysis. Second, the effective implementation of the system transformed administrative work processes to be more efficient and accurate, and became a catalyst for a shift in organizational culture towards data-driven decision making. Third, the dynamic monitoring process, despite facing challenges of digital literacy and infrastructure limitations, was successfully overcome through adaptive strategies that reflected the continuous improvement cycle (PDCA). This study concludes that the success of MSIBD is not only determined by technological sophistication, but also by managerial process maturity, supportive leadership, and the organization's capacity to learn and adapt.
Managing Learning Communities to Enhance Elementary Teacher Pedagogical Competence Iwan Taryana; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.664

Abstract

Enhancing teacher pedagogical competence is a cornerstone of educational quality improvement. Professional Learning Communities (PLCs) have emerged as a strategic model for fostering collaborative, sustained professional development. However, their implementation is often inconsistent, limiting their impact on classroom practice. This study aims to analyze the management processes underpinning the implementation of PLCs designed to improve the pedagogical competence of elementary school teachers. This research employed a qualitative approach with a multiple case study design conducted at two Indonesian public elementary schools: SDN Rawasirna and SDN Selajambe 1. Data were collected through in-depth interviews with principals and teachers, non-participant observations of PLC activities, and analysis of institutional documents. The data were analyzed using the interactive model of Miles and Huberman, involving cycles of data reduction, display, and conclusion drawing. The findings reveal that the management of PLCs was highly contextual. Planning was participatory, grounded in teachers' self-identified needs. Organization differed, with one school adopting a formal structure and the other a more flexible, emergent model. PLC activities evolved from simple discussions to collaborative inquiry, including lesson study and student work analysis. Oversight mechanisms, including principal supervision and peer feedback, were established to ensure accountability and reflection. The effective management of PLCs significantly contributed to enhancing teacher pedagogical competence. Success was contingent on transformative instructional leadership, a strong collaborative culture, and adaptive management of challenges such as time constraints and varying facilitator skills. The study concludes that the efficacy of PLCs is determined not by their mere existence but by the deliberate management of their planning, organization, implementation, and oversight processes.
Enhancing Islamic Education Quality: A Case Study of Principal's Leadership Management in Elementary Schools Fitriyani, Yanti Humaira; Maman Suherman
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.665

Abstract

This study is predicated on the strategic role of principal leadership in enhancing the quality of Islamic Religious Education (PAI) in elementary schools, a domain still confronting multifaceted challenges. This research aimed to describe and analyze the principal's leadership management in improving the quality of PAI learning at SDN Ciawi and SDN 4 Pakemitan, Tasikmalaya Regency. The research employed a qualitative approach with a case study design. Data were collected through a triangulation of methods, including observation, in-depth interviews, and documentation studies, to ensure data validity and richness. The findings reveal that principals in both schools implement transformational and participatory leadership styles. Key strategies include active involvement in collaborative planning, continuous professional development for teachers, strengthening the school's religious culture through habituation programs, and fostering effective collaboration with teachers and parents. These interventions resulted in a significant increase in student learning motivation, the quality of instructional delivery, and overall academic and character-based learning outcomes in PAI. The study concludes that effective and visionary leadership management by the school principal is a critical determinant that substantially contributes to the enhancement of PAI learning quality at the elementary school level.
Principal Supervision Management to Enhance Teacher Professional Competence Ani Nuraeni; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.666

Abstract

The principal's role as an instructional supervisor is critical for fostering teacher professional competence, a key determinant of educational quality. However, a significant gap often exists between the policy mandate for supervision and its effective implementation. This study aims to analyze the management of principal supervision in enhancing the professional competence of elementary school teachers. This research employed a qualitative approach with a multiple-case study design at two Indonesian public elementary schools, SDN Padamamur and SDN Jambudipa 1. Data were collected through in-depth interviews with principals and teachers, non-participant observations of supervisory activities, and analysis of institutional documents. Data credibility was ensured through source and technique triangulation, and the analysis followed the interactive model of Miles and Huberman. The findings reveal that both principals managed supervision through systematic planning, organization, implementation, and evaluation. Planning was based on teacher needs assessments and school quality targets. Implementation utilized a clinical supervision model (pre-conference, observation, post-conference) with developmental and humanistic approaches. Evaluation was integrated with the formal Teacher Performance Appraisal (PKG) system and followed by targeted professional development. The management approach directly contributed to measurable improvements in teachers' professional competence. The effective management of supervision is a powerful mechanism for improving teacher competence. This study concludes that a structured, developmental, and collaborative supervisory process, managed systematically by the principal, is essential for translating policy into impactful practice. It recommends strengthening principals' capacity to lead supervision as a continuous cycle of professional learning rather than an administrative compliance task.
Managing Child-Friendly Education and Behavioral Counseling to Cultivate Noble Character in Elementary Schools Sani Nurani; Hanafiah, Hanafiah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.668

Abstract

The cultivation of noble character is a foundational yet increasingly challenged objective of elementary education. A significant gap exists between the aspiration for moral development and the implementation of effective, systemic strategies within schools. This study explores how the integrated management of Child-Friendly Education (CFE) principles and behavioral counseling techniques can strategically foster the noble character of students. This research employed a qualitative methodology with a comparative, multiple-case study design conducted at two distinct Indonesian elementary schools, SDN Tegalsari and SDN Salammulya. Data were gathered through in-depth interviews with principals, teachers, and students; participant observation of school culture and classroom activities; and an extensive analysis of institutional documents. Thematic analysis was rigorously conducted following the interactive model of Miles, Huberman, and Saldaña. The findings reveal a comprehensive management process orchestrated through a cycle of planning, implementation, and evaluation. Planning involved the collaborative integration of specific character goals into school-wide strategic plans (RKAS), guided by both CFE principles and behavioral objectives. Implementation was bifurcated: school-wide strategies fostered a positive culture through teacher modeling and positive habituation, while targeted interventions utilized behavioral techniques like reinforcement systems and individual counseling. Evaluation was managed through continuous observation, non-academic assessments, and reflective institutional meetings, which demonstrated significant improvements in student discipline, empathy, and responsibility. The synergistic management of a child-friendly school environment with systematic behavioral counseling interventions provides an effective and replicable framework for cultivating noble character. This study concludes that this integrated model offers a robust solution for building a generation grounded in positive morals, recommending that school leaders manage both the school's supportive culture and the specific behavioral strategies needed to translate values into observable actions.
Managing the Learning Process to Cultivate Disciplinary Behavior in Early Childhood Education Baini, Baini; Khoeriah, N. Dede Khoeriah
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.669

Abstract

Cultivating disciplined behavior is a cornerstone of early childhood education, yet educators often lack the managerial competence to implement integrated learning that effectively fosters this trait. This study was prompted by the need for a systematic learning management approach to address inconsistencies in fostering student discipline. The purpose of this research is to analyze how learning management, guided by Deming’s Plan-Do-Check-Act (PDCA) cycle, can enhance the disciplinary behavior and socio-emotional development of young children. This study employed a qualitative approach with a descriptive, multiple-case study design conducted at two inclusive early childhood centers in East Jakarta: PAUD Pelita Hati and TK Sa’adatuddarain. Data were collected through in-depth interviews with teachers and parents, direct observation of classroom activities, and analysis of documentation such as daily lesson plans. Data analysis followed the interactive model of Miles and Huberman. The findings demonstrate that a systematic management cycle effectively cultivated discipline. Planning involved creating structured daily plans (RPPH) that embedded character-based objectives. Implementation utilized varied, engaging methods, with a consistent focus on modeling, positive reinforcement, and habituation of rules. Evaluation was conducted through continuous formative and summative assessments. The follow-up phase used these evaluation data to refine strategies and provide differentiated support, creating a continuous improvement loop. This study concludes that the systematic management of the learning process, grounded in the PDCA cycle, is a highly effective framework for enhancing disciplinary behavior in young children. The consistent application of planning, implementation, evaluation, and adjustment fosters an environment where children internalize rules, manage emotions, and develop a strong sense of responsibility. This research provides a replicable model for early childhood educators to transform discipline from a reactive measure into a proactively managed component of holistic child development.
Principal Management in Enhancing the Work Discipline of Elementary School Teachers Mulyani, Dede Tupah; Deti Rostini
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (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.v6i2.2.670

Abstract

Teacher work discipline is a critical determinant of educational quality, yet it remains a significant challenge in many schools. The principal's managerial role is central to fostering a culture of discipline. This study was prompted by the need to understand how systematic management can address issues of teacher indiscipline. The purpose of this research is to analyze how a principal's management, guided by the Plan-Do-Check-Act (PDCA) cycle, enhances teacher work discipline. This study employed a qualitative approach with a single-case study design at Sukahegar Public Elementary School in Cianjur, Indonesia. Data were collected through in-depth interviews with the principal and teachers, non-participant observations of school operations, and an analysis of institutional documents. Data credibility was ensured through source and technique triangulation, with the analysis following the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the principal’s management systematically followed the PDCA cycle. The Plan phase involved data-driven problem identification and the collaborative development of a discipline program. The Do phase saw the consistent implementation of this plan through direct supervision, role modeling, and a reward system. The Check phase consisted of continuous monitoring and formal evaluation of teacher attendance and performance. The Act phase involved providing targeted coaching and making systemic policy adjustments based on evaluation data. The principal's systematic application of the PDCA management cycle proved highly effective in improving teacher work discipline, leading to enhanced punctuality, instructional readiness, and administrative compliance. This study concludes that a structured, continuous improvement approach to management is a powerful tool for principals to cultivate a professional and disciplined work culture, thereby elevating the overall quality of education.

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