Journal La Edusci
Journal La Edusci ISSN 2721-1258 (Online) and ISSN 2721-0979 (Print) includes all the areas of research activities in all fields of Education such as Teacher education, Population education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Women education, Educational management, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, Moral education, Philosophy of education, University systems, E learning, Library and etymology, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education, Developmental Education, Educational technology, Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, CSPE (Civil, Social, and Political Education), Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community.
Articles
205 Documents
<![CDATA[Transforming Literacy and Social Skills through Storytelling in a Community-Based Setting ]]>
<![CDATA[Nurhidayati, Alfidah Rahmasari]]>;
<![CDATA[Yasmin, Nabila]]>
<![CDATA[ Journal La Edusci Vol. 5 No. 4 (2024): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v5i4.1652
<![CDATA[The research question of this study evaluates the impact that the storytelling tradition at Rumah Baca Rambutan has on children concerning literacy, emotions, social skills, and creativity. Through the qualitative case study, the study discovers that storytelling enhanced the children’s reading appreciation, language, and literacy learning as well as culture. Emotional literacy interconnection was also achieved through the use of storytelling since learners developed empathy and social relationships with characters. In addition, storytelling can develop creative thinking and imagination, through which children can act as main constructors of narratives what would support their cognitive flexibility and problem solving. Notably, the study enjoys the use of storytelling in the passing of cultural values of a certain group besides enhancing the sense of belonging in children. The study contributes to the knowledge that informal narrative intervention enhancing formal and community learning can promote literacy, well-being, and cultural identity when implemented in low and rural context, such as Indonesia. Implications of these outcomes for reform in education include the need to embrace cultural production approaches that are educationally relevant so as to facilitate consideration of children’s developmental experiences.]]>
<![CDATA[Leadership Training Program at Faculty of Psychology, Bosowa University ]]>
<![CDATA[Purwasetiawatik, Titin Florentina]]>;
<![CDATA[Ibrahim, Misykat Malik]]>;
<![CDATA[Rasyid, Muhammad Nur Akbar]]>
<![CDATA[ Journal La Edusci Vol. 5 No. 5 (2024): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v5i5.1760
<![CDATA[This study aims to describe the implementation of the Kirkpatrick model evaluation of levels 1, 2 and 3 of the student leadership training programs at the Faculty of Psychology, Bosowa University, Makassar. This study uses a mix method (quantitative-qualitative). This study involved 33 participants. Data were collected through questionnaires, interviews, observations, and documentation. The results of the study showed that level 1, participant reactions measured by a Kirkpatrick reaction sheet questionnaire, that leadership training participants were satisfied with the available schedule components and were very satisfied with the committee components, facilities, content, speakers and materials. At level 2, which was measured through a pre-post t-test, there was a change in participant knowledge and skills with a significant average learning evaluation value. At level 3, which was described from the interview results, there was a change in behavior in 4 components, namely personality, interpersonal communication, cooperation skills and leadership skills, although the changes were not significantly consistent for 33 participants within 1.5 months. The Kirkpatrick evaluation model is effective in assessing the level of participant satisfaction, increased knowledge and changes in behavior of leadership training participants. The leadership training program is very effective to be carried out continuously every year as an effort to shape the character of students who are ethical, innovative, broad-minded, and have global competitiveness. The material provided is more varied, adjusted to the development and context of the generation. Carrying out activities according to the training guidelines and inviting more students to actively participate.]]>
<![CDATA[Implications of the Theory of Meaning in Language Learning: Perspectives on Language Acquisition on the ESP Classroom ]]>
<![CDATA[Maulida, Ida]]>;
<![CDATA[Zuriyati, Zuriyati]]>;
<![CDATA[Setiadi, Samsi]]>
<![CDATA[ Journal La Edusci Vol. 5 No. 5 (2024): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v5i5.1766
<![CDATA[This study investigates the role of language in the theory of meaning on communication in the education. The aims of the study to examine how theory of meaning emphasize the contextual word and phrases. The study uses qualitative descriptive by using case studies. The sample of the study consisted of 35 students’ on ESP Classroom at Universitas Subang. Data collection techniques by using questionnaires, interview, and observation. The questionnaire used a Likert Skale focus on students’ response regarding the influence of context on word meaning, the effectiveness of visual references. Interviews focus on exploring students’ understanding of context on word meanings and perceptions of referential on their fields of study. Based on the result of study show that the majority of students’ (43%-57%) agree that contextual comprehend significantly influences their focus of the meaning of words. Additionally, the data show that theories of meaning as important in accurately interpreting field-specific vocabulary, enabling them to understand differences in meaning that emerge between contexts.]]>
<![CDATA[The Effectiveness of Differentiating Mathematics Learning in Arithmetic Sequence to Support Computational Thinking Ability ]]>
<![CDATA[Rahmadhani, Fitri]]>;
<![CDATA[Mulyono, Budi]]>;
<![CDATA[Hapizah, Hapizah]]>
<![CDATA[ Journal La Edusci Vol. 5 No. 5 (2024): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v5i5.1782
<![CDATA[The purpose of this research work is to examine the impact of differentiation in mathematics on CT performance of high school learners. Using a pre-experimental one-shot case study design, the study enslisted 35 students from SMAN 8 Palembang teaching mathematics with the topic arithmetic sequences. Quantitative data revealed significant improvements in all CT components, with decomposition and pattern recognition emerging as strengths (mean score: 85.3, ttt-value;14.25, ppp value; 0.00001. Observations included quantitative results for student participation, valuable peer interactions, and appropriate and appropriate uses of Strategies CT, as well as qualitative results for the visual and tiered means of differentiation incorporated into the lesson. The work supports what can be done in terms of differentiation and the assurance of learning and competencies of learners in mathematics education for all. Still, the obstacles like the asynchronous development of abstraction and algorithmization make it pertinent for refining the directions of instructions. This theoretical and practical work advances two bodies of knowledge: incorporating CT within settings of differentiation learning and promoting interdisciplinary use of the concept. That is why future studies should be directed toward experimental application, the relation of such interventions to other mathematical concepts, and their long term outcomes.]]>
<![CDATA[Understanding the Role of Personality and Emotional Factors in Learners' Metacognitive Performance in Mathematics ]]>
<![CDATA[Amanah, Atika]]>;
<![CDATA[Djadir, Djadir]]>;
<![CDATA[Wahyuni, Maya Sari]]>
<![CDATA[ Journal La Edusci Vol. 5 No. 5 (2024): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v5i5.1607
<![CDATA[The research analyzes how metacognitive awareness and Five-Factor Model based personality traits and anxiety degrees affect students' mathematical problem-solving performance. The study used SEM with SmartPLS to gather data from secondary school students who answered self-assessment questionnaires consisting of MAI, BFI and STAI. Student performance in problem-solving improves notably when they possess advanced metacognitive abilities because they effectively use planning and evaluation alongside monitoring of their cognitive approaches. People who are open to new experiences along with those who are conscientious show stronger metacognitive abilities which supports their problem-solving effectiveness. Research discoveries revealed that enhancing anxiety raises obstacles to metacognitive processing that results in reduced academic performance among students in mathematics. The research showed personality traits and anxiety independently affect metacognition but failed to identify any direct influence between these constructs. Educational strategies should focus on building metacognitive capabilities and anxiety control systems because studies indicate they will boost mathematical performance outcomes. This investigation demonstrates how personalized educational strategies that regard individual personality characteristics might deliver positive outcomes.]]>
<![CDATA[Exploring AI's Ethical Impact on Teacher-Student Dynamics in English Language Learning ]]>
<![CDATA[Aly, Abdul Hamid]]>;
<![CDATA[Setiadi, Samsi]]>;
<![CDATA[Zuriyati, Zuriyati]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i1.1703
<![CDATA[This study explores the impact of Artificial Intelligence (AI) in English as a Foreign Language (EFL) learning, aiming to understand how AI influences teacher-student dynamics, the ethical challenges involved, and students' perceptions of AI in the classroom. The research adopts a qualitative ethnographic approach, engaging with 220 students and 58 lecturers from universities in the Jabodetabek region. Data were collected through participant observation, in-depth interviews, and document analysis, focusing on the integration of AI tools such as ChatGPT and Gamma. Thematic analysis was employed to identify key patterns in teacher-student interactions, ethical concerns, and student engagement. Findings indicate that AI enhances student autonomy and learning personalization while reducing the direct communication between teachers and students. Ethical challenges identified include data privacy concerns, the risk of over-dependency on AI, and the potential dehumanization of the learning process. From the student perspective, AI reduces language anxiety and increases engagement through flexible, personalized learning experiences, but some students miss the emotional connection traditionally provided by human teachers. The study concludes that while AI offers significant educational benefits, careful consideration must be given to maintaining ethical standards and human-centered teaching practices. Future research should focus on integrating AI tools that support not only cognitive learning but also emotional and ethical aspects to ensure balanced educational outcomes.]]>
<![CDATA[The Application of Project-Based Learning with Constructivism Theory in Enhancing Creativity of Elementary School Students: A Literature Review ]]>
<![CDATA[Milla, Daindo]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i1.1720
<![CDATA[The age of twenty-first century demands the development of creative abilities that begins during childhood. Project-Based Learning (PBL) which derives from constructivist theory functions as an efficient method to develop creativity in elementary school environments. Researchers have conducted an organized review of scholarly works that analyze how PBL influences creativity development through evaluation of fluency and flexibility together with originality and elaboration. The research indicates PBL enables students to become autonomous while engaging them and collaborating with peers which leads them to acquire creative problem-solving skills applicable to actual scenarios. The extensive use of PBL faces various obstacles that prevent its full implementation. The main barriers to PBL's implementation include restricted time availability and insufficient teacher capacity and lack of resources and inadequate assessment systems for creativity. Lack of schooling for PBL implementation exists among numerous instructors while rigid curricular frameworks usually constrain project-based methods. The inability of traditional assessment methods to accurately determine creativity creates boundaries in measuring long-term effects. The complete implementation of PBL in elementary education requires policy revision combined with teacher training programs and different assessment approaches specific for creative learning. These challenges need proper resolution so PBL can establish classrooms as student-engaging learning spaces for developing students who succeed in school and work. Future research about PBL demands extensive investigations of its enduring creativity effects together with effective methods to enlarge its application across different educational environments.]]>
<![CDATA[A Sociolinguistic Approach to Language Levels in Social Interaction and Cultural Identity ]]>
<![CDATA[Aminah, Mimin]]>;
<![CDATA[Lustyantie, Ninuk]]>;
<![CDATA[Chaeruman, Uwes Anis]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i1.1775
<![CDATA[This study explores the application of a sociolinguistic approach to language variations in the context of social interaction and cultural identity, particularly in the teaching of reading. By employing a qualitative research methodology, the study examines how formal and informal language, idiomatic expressions, and culturally specific terms within texts influence students’ reading comprehension and cultural literacy. Data were collected through interviews and discourse analysis involving students and educators engaged in reading instruction, with diverse texts such as literary works, folk tales, and non-formal narratives serving as primary materials. Findings indicate that students’ awareness of language variations significantly enhances their ability to decode contextual and cultural nuances, enabling deeper engagement with texts. Students who recognized the implications of linguistic choices—such as the use of formal versus informal registers—were better equipped to analyze character interactions, social dynamics, and embedded cultural values. Challenges emerged when students encountered idiomatic or culturally specific expressions, but these were mitigated through contextual analysis, consultation with external resources, and guided instruction. This study highlights the transformative potential of integrating sociolinguistic principles into reading pedagogy. It underscores the importance of fostering students’ critical literacy skills by exposing them to diverse linguistic styles and encouraging discussions on how language reflects social and cultural identities. The findings suggest that such approaches not only enhance reading comprehension but also promote cultural awareness and sensitivity, preparing students to navigate the complexities of a linguistically and culturally diverse world.]]>
<![CDATA[The The Use of Augmented Reality Diorama Media in Natural and Social Sciences Subjects for Fourth Grade Elementary School ]]>
<![CDATA[Rahmiati, Devi]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Sudarmin, Sudarmin]]>;
<![CDATA[Cahyono, Adi Nur]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i1.1871
<![CDATA[Fourth-grade elementary students learn Natural and Social Sciences thanks to the pedagogical effects of employing Augmented Reality (AR) diorama media. The study utilizes descriptive qualitative methods to determine how students respond cognitively, conceptually and emotionally to learning environments based on AR technology. The author collected data using interviews combined with observations which involved a descriptive analysis for learner performance alongside participation monitoring. AR dioramas create multi-sensory learning conditions which help students interact directly with contextualized educational content to explore scientific and social phenomena better. The technology improved student motivation and created individualized learning paths at the same time that it supported education practices built on principles of Universal Design for Learning (UDL). The study exposed two main hurdles to implementation: restrictions from technology usage combined with the necessity to properly integrate learning methods. The research findings emphasize that teachers should mediate between students and instructional programs through strategic implementation. The study confirms that thoughtfully implemented AR diorama media functions as an effective transformative tool for educational development by connecting novel methodologies with intentional educational practices.]]>
<![CDATA[The Influence of Image Media on Early Childhood Learning Motivation ]]>
<![CDATA[Wahyuni, Gusti]]>;
<![CDATA[Pebriani, Sri Ismi]]>;
<![CDATA[Lestari, Suci Ayu]]>;
<![CDATA[Lesbatta, Delkia]]>;
<![CDATA[Herman, Herman]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i1.1880
<![CDATA[This study investigates the impact of image-based media on early childhood learning motivation at Al-Furqon Islamic Kindergarten in Makassar, Indonesia. From the perspectives of intrinsic motivation and multimedia learning the study implements both quantitative data with a quasi-experimental one-group pretest–posttest design and qualitative classroom observation methods. The intervention involved Group B children viewing visual materials showing familiar cultural farm animals and their settings. This section included nineteen participants. After implementing image media the learning motivation scores of participants significantly increased as confirmed by a paired sample t-test (p < 0.05; Cohen’s d = 4.73) indicating a very large effect size. The qualitative results demonstrated that participants showed higher levels of emotional engagement along with verbal communication and they continued tasks while working with peers based on classroom observations. The research shows that image-based media help both increase motivation levels and encourage valuable cognitive and social engagement during early childhood education. This study demonstrates how culturally relevant visual content available at low cost can build highly engaging learning places that respect child development in underfunded early education facilities. The paper presents implications for early childhood motivation research together with recommendations for educational implementation.]]>
