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[The Impact of Technoference on Parenting Styles towards Children ]]>
<![CDATA[Tarigan, Ribkha Esterlina]]>;
<![CDATA[Setiasih , Setiasih]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.1930
<![CDATA[The This study examines the impact of technoference on parenting styles and its implications for children’s development. Technoference, defined as interruptions in family interactions caused by technology use, poses significant challenges to effective parenting. This quantitative study employs a cross-sectional survey method, involving 60 parents with children aged 7-10 years. Data were collected using standardized instruments, including the Technoference Scale, Parenting Style Questionnaire, and Child Social-Emotional Development Scale. Descriptive statistics, correlation, regression, and moderation analyses were conducted to analyze the data. Results reveal a moderate level of technoference among parents, which correlates significantly with children’s cognitive and behavioral challenges. Initial abilities (????=0.850, ????<0.001) and socioeconomic status (????=0.102, ????=0.001) were strong predictors of parenting style outcomes. The interaction effect (????=0.045, ????=0.003) suggests that higher SES amplifies the positive impact of initial abilities on parenting effectiveness. The findings underscore the importance of addressing technoference and tailoring interventions to enhance both children’s abilities and parental resources. This study contributes to understanding the complexities of parenting in the digital age.]]>
<![CDATA[Exploring Mathematical Concepts in Buna Woven Fabric Motifs of the Amanuban Community and Their Integration into Mathematics Education ]]>
<![CDATA[Daniel, Farida]]>;
<![CDATA[Turmudi, Turmudi]]>;
<![CDATA[Juandi, Dadang]]>;
<![CDATA[Kusnandi, Kusnandi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2117
<![CDATA[This study explores the mathematical concepts embedded in the woven motifs of Buna, specifically Tais Kaimnutu and Buna Panbuat, from the Amanuban community, and their potential integration into mathematics education. Using a qualitative ethnographic approach, the researchers conducted six months of observations, interviews with indigenous weavers and cultural experts, and documentation of woven patterns. The study reveals that Buna woven motifs embody rich mathematical concepts such as symmetry, geometric transformations, fractals, and group theory, while also reflecting deep cultural values, identity, and spirituality. These motifs serve as intuitive artistic and cosmological expressions, with mathematical interpretations offering a new form of cultural appreciation that respects local contexts. Educationally, these motifs support learning across all levels: introducing symmetry and spatial visualization in elementary school; deepening understanding of transformations and congruence in middle school; exploring fractals and algebraic structures in high school; and fostering culturally responsive teaching in higher education through ethnomathematics integrated with mathematical modeling and topology. Beyond pedagogy, the study emphasizes the importance of integrating indigenous knowledge into formal curricula to strengthen cultural identity, community involvement, and empowerment. It highlights ethnomathematics as a transformative bridge linking academic research, cultural preservation, and community development. Future research should explore participatory curriculum design and community perspectives on the mathematical interpretation of indigenous crafts to enhance educational and cultural sustainability.]]>
<![CDATA[The Influence of Cognitive and Environmental Stimulation on Children's Language Acquisition ]]>
<![CDATA[M, Asia]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2130
<![CDATA[Early childhood language development relies heavily on cognitive processes together with environmental quality of stimulation. This quantitative investigation determines the measures to which both cognitive engagement and environmental elements contribute towards children's language growth. A standard survey and official language testing instruments gathered information from three hundred children between ages 3 and 6 from distinct economic groups. The statistical analysis using multiple regression demonstrates that cognitive stimulation (β = 0.55, p < 0.001) as well as environmental stimulation (β = 0.41, p < 0.001) serve as significant predictors of language acquisition with an explanation of 56% (R² = 0.56). The study confirmed that socio-economic status affects language development (β = 0.29, p < 0.001) yet both cognitive and environmental stimulation variables mediated the relationship between these factors thereby reducing the impact of socio-economic factors on language development. The research helps expand current knowledge through quantitative evidence supporting cognitive and environmental factors while analyzing the combined learning environments of homes and schools and overcoming rigid views about SES's effect on language development. The analysis demonstrates why educational approaches that include student interactions matter together with early literacy initiatives and controlled linguistic and education programs during early childhood. Researchers emphasize the necessity of government programs that actively improve both intellectual and environmental stimulation in child education facilities. The study yields valuable findings yet future research must use longitudinal studies to track longer-term consequences between these factors and diverse dimensions of language development.]]>
<![CDATA[School-Based Management Approach in Improving Academic Performance: A systematic Review ]]>
<![CDATA[Nurhayati, Lia]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2156
<![CDATA[School based management (SBM) and the academic outcomes of the students are subjects of theories but not evenly supported, on the bases of evidences, in the context of education. This systematic review summarizes results of ten high-quality studies published in 20132024 and consider in detail how SBM affects academic outcomes and when its positive effects can be achieved. The review ascertains that SBM has the ability to boost academic performance especially when underpinned by effective leadership, interscholastic types of school cultures and good based management practices. Further examination has, however, thwarted by the existence of formidable contextual contingencies; the success of SBM, based on leadership ethics, community participation, structural equity and political support. Additionally, the existing evidence base has several major limitations, such as the lack of longitudinal research, the underemphasis on the aspect of equity, and bias towards the middle-income and urban environments. Unless specific protection mechanisms and capacity-building are put in place, space is created to expand the established inequalities instead of realizing the promised democratizing effects of SBM. The results encourage a new generation of SBM research that will seek to be more critical about the questions of power, equity and justice without being too narrowly balled as a strictly technocratic procedure with the aim of enhancing more inclusive and transformational modes of school governance.]]>
<![CDATA[The Effectiveness of Gorontalo Local Wisdom-Based Ethnomathematics in Enhancing Mathematics Understanding ]]>
<![CDATA[Pongoliu, Yusraningsih H.]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i1.2161
<![CDATA[The present research addressed the question of how ethnomathematics-led learning can promote the learning of plane geometry in elementary students by combining the local cultural heritage elements of the Gorontalo community, namely Payango traditional house, to mathematics education. Seeking to utilize a quasi-experimental pre-test post-test design, 30 students in three elementary schools were randomly divided into experimental and control groups. The experimental group was exposed to mathematics learning in the context of the geometry of the Payango house whereas the control group was taught normally. In the statistical analysis, the experimental group reported that much better results were attained in the Comprehension of mathematics, both in terms of post-test score and standard deviation than the control group (p = 0.002). In addition to enhanced cognition, the students who encountered ethnomathematics expressed increased motivation, engagement, and relevance in the learning of mathematics as well as its owning. These results denote that ethnomathematics has more to offer to enhance performance: this mathematics is introduced as meaningful, culturally related knowledge, which contributes to conceptualisation and positive mathematical attitude. The study highlights the potential of ethnomathematics to promote educational equity, cultural affirmation, and deeper learning. It calls for its systematic integration into curricula, supported by teacher development and inclusive instructional design, and identifies the need for future longitudinal and cross-context research to further explore its transformative possibilities.]]>
<![CDATA[The Relevance of Blended Learning to Students' Critical Thinking Skills ]]>
<![CDATA[Miftah Faridli, Efi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2168
<![CDATA[This research examines how blended learning affects students' ability to think critically. This kind of quantitative study uses A design for a time series and a Semi-Experimental method. This During the odd semester of 2023–2024, research was done at a Public Junior High School in Banyumas Regency. A total of 35 students were selected from two classes to be used as research samples. Essay questions, critical thinking variable surveys, Using HOTS in blended learning techniques, as well as field notes are the tools used. The research findings show that students' critical thinking skills increased when the blended learning approach is combined with the HOTS strategy. This conclusion is supported by the results of the ANOVA analysis, which shows an F value of 6.253 at a level of significance of 0.039. Because the calculated F exceeds the F table, The suggested hypothesis's findings are acknowledged. Specifically, 6.253> 4.196. The study's findings demonstrate that pupils' critical thinking abilities improve when the blended learning model and the HOTS approach are used simultaneously.]]>
<![CDATA[The Impact of the Project-Based Learning Model on Students Collaboration Skills in Social Studies Learning at the Elementary School Level ]]>
<![CDATA[Binggo, Fandi H]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2176
<![CDATA[This study examines the effectiveness of the Project-Based Learning (PjBL) model in enhancing students' collaboration skills in Social Studies (IPS) education at the elementary school level. Using a one-group pretest-posttest experimental design, the study involved 20 students at SD Laboratorium UNG. Students' collaboration skills were measured before and after the implementation of PjBL through pretest and posttest assessments. Statistical analysis using paired samples t-test and Cohen's d was conducted to evaluate the significance and effect size of the observed changes. The results indicated a significant improvement in collaboration skills, as reflected in the increase of the average score from 53.1 on the pretest to 69.45 on the posttest. Additionally, Cohen's d value of 2.20 indicated a large effect size, confirming that PjBL not only significantly enhanced students' collaboration skills but also provided a practical and impactful learning experience. This study concludes that PjBL is a highly effective method for enhancing collaboration skills in Social Studies education, preparing students to face challenges in both educational and professional settings.]]>
<![CDATA[The Effectiveness of the Problem-Based Learning Model in Enhancing Critical Thinking Skills in Science Education ]]>
<![CDATA[Mooduto, Yulanti S]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 1 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i1.2177
<![CDATA[This study evaluates the effectiveness of the Problem-Based Learning (PBL) model in enhancing critical thinking skills in elementary school Science education. The research was conducted in the Pulubala District, involving two groups: an experimental group using the PBL model and a control group following conventional teaching methods. A quantitative experimental design was adopted, with pre-test and post-test assessments to measure the change in students’ critical thinking skills. Data analysis was performed using paired t-tests to examine the significant differences in pre-test and post-test scores between the two groups. Descriptive statistics indicated that the experimental group had an average pre-test score of 78.13, which increased to 89.20 in the post-test, with a reduction in standard deviation (SD) from 4.97 to 3.90, showing improved consistency in student understanding. In contrast, the control group showed an increase from 74.13 in the pre-test to 82.67 in the post-test, with a slightly higher SD of 4.19 in the pre-test and 3.90 in the post-test. Paired t-test results showed a significant difference in the experimental group (t-value = 10.75, p-value = 0.000) compared to the control group (t-value = 5.29, p-value = 0.000). The study also evaluated teachers’ competency in implementing PBL, revealing strong performance in most categories, though challenges in classroom management and student engagement need addressing. The study concludes that the PBL model is effective in enhancing critical thinking skills in elementary Science education and offers a viable alternative to improve teaching quality at the elementary level.]]>
<![CDATA[The Influence of Learning Models and Motivation on Student Learning Outcomes in the Basic Science Concepts Course ]]>
<![CDATA[Suleman, Suleman]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2206
<![CDATA[This study aims to examine the impact of learning models and motivation on student learning outcomes in the Basic Science Concepts course within the Elementary School Teacher Education Program. The research employs an experimental method with a 2x2 treatment-by-level design involving two independent variables: learning models (STAD and TSTS) and motivation (high and low). A sample of 127 students was divided into four experimental groups. Learning outcomes were measured using a learning achievement test aligned with the course objectives. Data were analyzed using a 2x2 analysis of variance (ANOVA) to assess differences in learning outcomes based on these two factors, and Tukey's test was used to identify significant differences between groups. The ANOVA results indicated that the learning model had a significant effect with F = 4.09 (F table = 4.03), motivation had a very significant effect with F = 25.85 (F table = 4.03 and 7.17), and the interaction between learning models and motivation had a significant effect with F = 17.86 (F table = 4.03 and 7.17). Tukey's test revealed significant differences between experimental groups, particularly between the TSTS group with high motivation (A2B1) and the STAD group with high motivation (A1B1), with Q = 5.60 (Q table = 3.77). This study concludes that the TSTS model is more effective than STAD, especially for students with high motivation. Motivation plays a crucial role in enhancing learning outcomes, and it is essential for educators to align learning models with students' motivation levels.]]>
<![CDATA[Learning Innovations in Enhancing Teachers' Emotional and Spiritual Skills ]]>
<![CDATA[Rahman, Yurni]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i2.2207
<![CDATA[Learning innovations relating to emotional and spiritual intelligence based on this study are how the innovations contribute to the advancement of the teachers professional capacity of the elementary schools in Gorontalo Regency, Indonesia. The research understands that not just the knowledge of the material is sufficient to become a good teacher and looks into the pedagogical activities that would be involved in emotional regulation, moral presence, and spiritual clarity. A qualitative case study method was used to collect the data by means of interviews, classroom observations, and document analysis among five elementary schools that participated in the associated training program actively. The results indicate that teachers who develop emotional and spiritual skills show an improvement of self-regulation, strengthening relationship to their students and self-rediscovery of ethical commitment in their professions. Nevertheless, the combination of such competencies may be hampered by structural impediments, such as time requirements, diminished institutional assistance, and the prevalence of academically minimizing structures of policy-making. The research suggests a shift in teacher growth and school culture that claims emotional and spiritual intelligence as an essential part of life, rather than optional extras. The personal experiences of the teachers brought into the foreground with the support of this research will be integrated into the greater literature concerning wholistic education, character development, and the buzzs so-called ethical reconstruction of instruction.]]>
