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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 273 Documents
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Trends and Effectiveness of Indonesian Language Learning Models: A Systematic Literature Review (SLR) Muhammad Binur Huda; Dani Dwi Saputra; Roby Muhammad Mahib
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.812

Abstract

Indonesian language learning has a strategic role in developing literacy skills, critical thinking skills, and communicative skills of students at various levels of education. Curriculum changes, technological developments, and 21st-century skills need demand more varied, innovative, and adaptive learning models. However, previous research has shown that the use of learning mod-els in the classroom is still not optimal, while teachers need empirical refer-ences regarding effective learning models. This study aims to map the trends and effectiveness of various Indonesian language learning models through the Systematic Literature Review (SLR) approach. The research method fol-lowed the PRISMA protocol by analyzing 24 selected articles from national and international databases. The results of the analysis showed that con-structivism-based models such as Problem-Based Learning, Project-Based Learning, Discovery Learning, and Cooperative Learning more consistently improved the ability to read, write, speak, and think critically. In addition, learning trends show a shift towards a collaborative and integrative approach that is relevant to the Independent Curriculum. The discussion emphasized that the effectiveness of each model is greatly influenced by the learning context, student characteristics, and digital media support. This research contributes in the form of comprehensive mapping to assist teachers and re-searchers in determining learning strategies that are more effective and re-sponsive to the needs of Indonesian language learning
The Application of the Principle of Collaborative Governance in the Management of Beggars, Homeless People, and the Displaced (PGOT) in the City of Cirebon Zahratun Nazieha; N Nursahidin
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.816

Abstract

PGOT refers to beggars, vagrants, and the impoverished, recognized as marginalized groups reliant on public spaces for survival. This research investigates the use of collaborative governance principles in managing PGOT in Cirebon city. Utilizing a descriptive qualitative methodology with a case study approach, the study focuses on documenting, analyzing, and interpreting the relevant phenomena. Data analysis is grounded in the Collaborative Governance theory by Chris Ansell and Alison Gash (2008), particularly in relation to local government agencies such as the Population and Civil Registration Office (Disdukcapil), the Health Department, the Social Affairs Department, and the Public Order Agency (Satpol PP). The findings reveal that while initial collaboration among local government agencies exists, it is primarily sectoral, ad hoc, and lacks sustainable integration. Institutional design is bolstered by a solid legal framework established through Local Regulation No. 13 of 2019, along with Memorandums of Understanding between agencies; however, these have not yet led to comprehensive collaborative services. In terms of facilitative leadership, there is a lack of effective collaborative leadership that allocates value, as leaders' roles are limited to formal coordination. Although trust and commitment among stakeholders have been fostered, collaboration remains selective and conditional, primarily responding to PGOT during enforcement operations or emergency situations. Major challenges include limited financial resources, weak regulatory enforcement, and persistent reliance on street-based livelihoods, while opportunities for strengthening collaboration lie in the engagement of social partners, the utilization of digital governance, and community-based preventive approaches.
The Psychological and Pedagogical Aspects of Developing Deontological Competence in Medical Students M Ganiyev
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.823

Abstract

The modernization of healthcare systems and the growing complexity of medical practice require physicians who possess not only clinical expertise but also strong ethical principles and professional responsibility. Deontological competence has become one of the key indicators of professional readiness in medical education, yet existing literature rarely explains how its psychological and pedagogical mechanisms interact, or how curricula should pair them deliberately. This article addresses that gap. It examines four psychological mechanisms, professional self-awareness, reflection, empathy and emotional intelligence, and professional identity formation, and five pedagogical mechanisms, the axiological approach, contextual learning, simulation-based learning, participatory technologies, and the hidden curriculum and mentorship, showing how each pair develops specific deontological duties such as informed consent, confidentiality, and truth-telling. Building on this analysis, the article proposes an integrated psychological-pedagogical model that links each mechanism to a corresponding assessment strategy, including reflective portfolios, objective structured clinical examination ethics stations, and the Professionalism Mini-Evaluation Exercise. The findings demonstrate that deontological competence is an integrative quality formed through the interaction of psychological development, pedagogical influence, and assessment, and argue for its deliberate, rather than incidental, cultivation within post-Soviet medical curricula.
Enhancing Students' Interpersonal Competence Through Outdoor Learning Space-Based Learning: A Case Study at SMAIT Balikpapan, Indonesia Indar Sri Wahyuni; Bambang Sudarsono; Enung Hasanah
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.825

Abstract

Interpersonal competence is an essential skill that should be developed among students to prepare them for social life and future professional challenges. However, classroom instruction remains predominantly teacher-centered, providing limited opportunities for students to develop communication, collaboration, empathy, and conflict-resolution skills. This study aimed to describe the implementation of Outdoor Learning Space (OLS) in enhancing students' interpersonal competence at SMAIT Istiqamah Balikpapan Selatan. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, vice principal for curriculum affairs, head of the asset department, teachers, the Outdoor Character Building (OCB) coordinator, and students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing and verification. Trustworthiness was ensured through source and methodological triangulation. The findings revealed that OLS enhanced students' interpersonal competence through four interconnected components: experiential learning, collaborative discussion and group work, Outdoor Character Building (OCB) activities, and teachers' roles as facilitators. These components created authentic learning experiences that fostered communication, collaboration, empathy, leadership, and constructive conflict-resolution skills. The study concludes that OLS functions not merely as an outdoor learning environment but as a holistic learning ecosystem that simultaneously promotes academic achievement and students' interpersonal competence.
Effective Mechanisms for Implementing School Strategy Based on Digital Management Platforms Jamshid Rafiqjon o‘g‘li Raximjonov
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.836

Abstract

Schools everywhere are being asked to run themselves more like data-driven organizations, and digital management platforms are usually presented as the tool that will make this possible. This article synthesizes literature from multiple national and resource contexts using an integrative (narrative) review method, examining what separates cases where a platform genuinely changed how a school operates from cases where it became just another administrative burden. Five interacting mechanisms emerge from this synthesis: strategic alignment, capacity-building, infrastructural readiness, leadership and governance, and continuous monitoring. The study's theoretical contribution lies not in listing these factors separately, but in modeling their interdependence (e.g., infrastructure as a precondition for capacity-building, leadership shaping monitoring) and in showing how AI-enabled decision-support systems may extend this framework. The article concludes that a platform's strategic value comes from the organizational work built around it rather than its technical sophistication, and recommends that the proposed model be empirically tested through future multi-case studies.
Integrated School Branding Strategies for Rebuilding Public Trust: A Case Study of an Islamic Private Junior High School in Indonesia Febri Susilowati; Achadi Budi Santosa; Bambang Sudarsono
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.837

Abstract

Public trust is a critical determinant of the sustainability and competitiveness of private schools in an increasingly competitive educational environment. This study aims to analyze the integrated school branding strategies implemented by SMPIT Istiqamah Balikpapan to rebuild public trust following a decline in student enrollment. A qualitative case study design was employed to obtain an in-depth understanding of the branding practices adopted by the school. Data were collected through semi-structured interviews with 15 purposively selected participants, including the principal, foundation representatives, the Student Admission Committee (SPMB) coordinator, vice principals, teachers, administrative staff, and a school committee representative. The interview data were complemented by observations and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing and verification. The findings reveal five interrelated branding strategies that contributed to rebuilding public trust: (1) strengthening school identity through the alignment of vision, graduate competency standards, and school culture; (2) expanding strategic partnerships with government agencies, community organizations, industries, and international institutions; (3) developing achievement-based branding by systematically promoting academic and non-academic excellence; (4) strengthening student admission services (SPMB) through scholarship programs, service excellence, and responsive communication; and (5) implementing integrated promotional communication that combines digital branding, experiential marketing, and positive word-of-mouth. These strategies collectively enhanced institutional reputation, strengthened stakeholder engagement, and contributed to increased student enrollment. This study proposes an integrated school branding perspective, emphasizing that sustainable public trust is built through the interaction of institutional identity, educational quality, stakeholder relationships, service excellence, and strategic communication rather than through promotional activities alone. The findings provide practical implications for school leaders and policymakers seeking to strengthen the competitiveness and long-term sustainability of private educational institutions.
Indigenous Knowledge-Responsive Blended Learning in Mathematics Teacher Education: A Conceptual Framework for Engagement and Learning Thabisa Maqoqa; Vuyokazi Momoti
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.835

Abstract

This conceptual review examines how Indigenous Knowledge Systems (IKS) can strengthen blended learning in mathematics teacher education. It synthesises 30 peer-reviewed and policy sources through a structured narrative review guided by four questions concerning pedagogical orchestration, culturally grounded mathematical meaning-making, student engagement and enabling conditions. The review finds that effective blended learning depends on purposeful connections between online and face-to-face activity; IKS contributes when community practices generate mathematically rigorous inquiry rather than decorative examples; engagement is behavioural, emotional, cognitive and agentic; and learning benefits remain conditional on equitable access, lecturer capability, multilingual participation and ethical knowledge governance. Drawing on social constructivism, culturally responsive pedagogy, ethnomathematics and the Community of Inquiry, the article proposes an integrated framework linking theoretical foundations, pedagogical design, engagement processes and learning outcomes. The framework indicates that culturally grounded hybrid pedagogy can strengthen mathematical reasoning, learner voice, belonging, and transferable problem-solving skills. Its principal limitation is conceptual status; multi-institutional empirical testing is required before claims of effectiveness or achievement can be established.
Developing the Socio-Cultural Environment in General Secondary Schools: Pedagogical Mechanisms and Implementation Model Dilraboxon Malikova
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.838

Abstract

The development of the socio-cultural environment in general secondary schools has become a priority of contemporary educational policy because of its influence on students' socialization, value formation, civic responsibility, and social competence. This study aimed to substantiate the theoretical and methodological foundations of pedagogical mechanisms for developing the socio-cultural environment and to evaluate their effectiveness through pedagogical experimentation. A mixed-methods research design was employed involving 800 participants (160 teachers and 640 students) from eight general secondary schools in Fergana Region, Khorezm Region, and Tashkent City. Data were collected through questionnaires, interviews, classroom observations, document analysis, expert assessment, and pedagogical experiments. Pearson's chi-square test was used to determine statistical significance. The findings demonstrated that the effectiveness of the socio-cultural environment depends on the integration of five interconnected components: value-oriented, subject-oriented, activity-based, environmental, and management. Following the implementation of the proposed pedagogical mechanisms, the overall level of socio-cultural environment development increased from 59.4% to 83.6%, with statistically significant differences across all indicators (p < .001). The study developed a conceptual model and implementation algorithm that can be applied in general secondary schools to strengthen socio-cultural environments, improve educational quality, and support evidence-based educational management.
Using TIMSS International Assessment to Develop Natural Science Literacy in Prospective Chemistry Teachers Gulnoza Asadullayeva Asadulla Qizi
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.848

Abstract

This study addresses the problem of preparing prospective chemistry teachers for the cognitive requirements of TIMSS and, through this preparation, developing their natural science literacy. The objective was to design and empirically test a methodology for developing natural science literacy in prospective chemistry teachers based on TIMSS-type tasks. A quasi-experimental design with control and experimental groups was applied at three Uzbek higher education institutions (Navoiy State University, Urganch State Pedagogical Institute and Termez State Pedagogical Institute) during 2023-2026, involving 434 second- and third-year chemistry-major students. Experimental groups studied Inorganic Chemistry, Organic Chemistry and Methods of Teaching Chemistry through graphic-design, context-based tasks aligned with the TIMSS cognitive domains of knowing, applying and reasoning, while control groups received traditional instruction. Reliability of the differences was verified using Pearson's chi-square criterion. Observed values (8.72-9.36, mean 9.13) exceeded the critical value (7.815, p=0.05, df=2) at all institutions, confirming statistical significance. Experimental groups achieved 16.8% higher overall performance than control groups. It is concluded that systematic integration of TIMSS-type context tasks into chemistry teacher training curricula effectively develops natural science literacy, and corresponding recommendations for curriculum design and teacher-training modules are proposed.
Collaborative by Design, Fragmented in Delivery: A Scoping Review of National Digital Talent Programmes Lia Puspitasari; Alfira Sofia; Lili Adi Wibowo; Agus Rahayu
Journal of Science and Education (JSE) Vol. 7 No. 1 (2026): September 2026
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v7i1.850

Abstract

Governments across income groups now fund national programmes to build digital talent, yet whether they work, and how anyone would know, remains unclear. This scoping review maps how their performance is conceptualised, measured and governed. Following established scoping review guidance, we searched Scopus and screened 265 records against criteria fixed in advance, retaining 25 peer-reviewed reports published between 2018 and 2026. Data were charted using a 67-variable form; 98 governance mechanisms and 105 performance indicators were then coded to evaluation and collaborative governance frameworks and synthesised thematically. Performance is defined explicitly in 14 of 25 reports, measured mainly by self-report (44%), and reported without any time horizon in 60%. One report uses a comparison group and none estimates a counterfactual. Only three measure how much of the intended population was reached, and all three find that most was not. Governance mechanisms are coded as barriers in 33% of design-stage units but 70% of delivery-stage units. No report with an enabling reading attains the highest appraisal rating, so the negative pattern is not an artefact of weak evidence. We propose, as hypotheses requiring empirical validation rather than as a validated extension, that reach, financing structure, post-programme filters and regime status be modelled as variables rather than assumed.

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