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[Masculinity as an Educational Process in the Reproduction of Gender Roles ]]>
<![CDATA[ZM, Hamidsyukrie]]>;
<![CDATA[Sumitro, Sumitro]]>;
<![CDATA[Nursaptini, Nursaptini]]>;
<![CDATA[Malik, Imam]]>;
<![CDATA[Aryati, Risma Ade]]>;
<![CDATA[Dewi, Baiq Yulia Rahma]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2242
<![CDATA[This paper questions the symbolic production and educational reproduction of masculinity among the Sade community of Lombok, Indonesia. Based on ethnographic evidence, it critically analyzes the ways in which the traditional male authority is not only maintained through cultural practices and kinship systems but is actually taught, moralized and reproduced through generations. Although emergent forms of transitional masculinity, including male participation in household chores and shared household decision-making, may seem to be progressive, the results demonstrate that such changes frequently act to re-legitimize, rather than challenge, patriarchal authority. In this setting, masculinity is not so much a role as a symbolic regime, coded in ritual speech, spatial hierarchies, rights of inheritance, and public moral acknowledgment. The study will help in making critical contributions to the sociology of education by conceptualizing masculinity as a culturally constituted symbolic regime of governance and gendered pedagogy. It claims that learning in traditional societies is much more than schooling, and that it is carried out in ritualized speech, intergenerational imitation, and spatial-cultural coding. This gendered pedagogy socializes boys into power and speech and girls into service and silence and defines what is possible, permissible and desirable to both. The research criticizes equity-based educational interventions that focus on access or participation without focusing on the symbolic narratives of legitimacy and leadership. The results demand a radical reconsideration of gender-responsive education: an education that deconstructs the cultural logics of masculinity, de-centers patriarchal symbolism, and re-builds the moral architectures in which authority is learned and reproduced.]]>
<![CDATA[Analysis of Blended Learning Design to Enhance Elementary Students' Creativity and Motivation ]]>
<![CDATA[Purnomo, Edy]]>;
<![CDATA[Waris, Waris]]>;
<![CDATA[Adhim, Fauzan]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2243
<![CDATA[In this research, it was critical to implement a blended learning model with the aim of improving creativity and learning motivation of the elementary students of Pasirian 01 Public Elementary School, Pasirian Subdistrict, Lumajang Regency. The study used a descriptive qualitative case study design to discuss the involved process and experiences, difficulties and adaptive techniques in the amalgamation of resource-limited face-to-face and web-based education in a rural setting. Direct observations, in-depth interviews of the teachers, students and the principal, and review of supporting data such as student portfolios, lesson plans as well as communication records were used to collect the data. These results indicate that the blended learning model, based on the low-bandwidth digital tools, flexibility in scheduling, and creatively based on project-based assignments, has an important contribution to making students engaged, expressing themselves, and self-motivated. Teachers also transformed their role towards facilitating student-centered learning where learners were also more confident and excited to work, especially on assignments that requiring creativity and accentuating autonomy. Nevertheless, the study also emphasizes such difficulties as unequal access to devices and connectivity, deficiencies of digital literacy among teachers and parents, and the increased workload due to the preparation of dual-modality instruction. Responsive approaches implemented by the school, inter alia, by increasing personal meetings and strengthening partnerships between schools and home as well as improving capacity development of teachers via peer-led workshops, loaning technologies, and reinforcing links between students and parents helped address them.]]>
<![CDATA[The Influence of Principal Academic Supervision, Lead Teacher Competence, and Work Environment on Lead Teacher Capacity ]]>
<![CDATA[Shintawati, Shintawati]]>;
<![CDATA[Hanafie, H. M. Syadeli]]>;
<![CDATA[Hendrayana, Aan]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2258
<![CDATA[The discourse on teacher leadership in developing contexts has long suffered from a narrow gaze, obsessed with competencies, yet blind to conditions; fixated on training, yet inattentive to power. This study disrupts that pattern. Anchored in the evolving landscape of Indonesia’s Guru Penggerak (Mobilizing Teacher) program, we offer a systems-level examination of what truly drives teacher capacity in public elementary schools. Through a robust quantitative analysis, we illuminate the triadic architecture of capacity-building: principled supervision, professionally grounded competence, and an ecologically supportive work environment. The results are not subtle; together, these factors explain 93.4% of the variance in mobilizing teacher capacity. But the implication is not merely statistical. It is structural, cultural, and political. We argue that academic supervision must be reimagined, not as a mechanism of oversight but as a dialogic practice of pedagogical stewardship. Teacher competence must be untethered from static checklists and understood as a socially constructed, morally anchored, and continuously evolving enactment of professionalism. The work environment, too often treated as backdrop, is revealed here as a core determinant of whether teacher leadership is cultivated or crushed. This is not a call for more policy, it is a demand for coherence. Without structural alignment among leadership practices, professional learning ecosystems, and institutional cultures, no reform initiative, no matter how visionary, will outlive its training modules.]]>
<![CDATA[Development of Teaching Materials and Harmonized Semester Learning Plan for the Aircraft Basic Workshop Theory Course through Learner-Centered Instructional Design in Indonesian Aviation Polytechnics ]]>
<![CDATA[Nur, Mulyadi]]>;
<![CDATA[Sabur, Fatmawati]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2244
<![CDATA[This paper meets the on-going challenge of gaps in the training of Aircraft Basic Workshop Theory course as part of Indonesian aviation polytechnic that seeks to develop an organized competency-based teaching material and integrated RPS (Rencanna Pembelajaran Semester). By using both a Research and Development (R&D) structure borrowed on the 4D model-Define, Design, Develop, and Disseminate and a qualitative (1W) section, the research will combine the validation of stakeholders with the query of the learners to evidence that the pedagogy is relevant and the implementation is possible within the institution. Primary data were collected using the analysis of the curriculum, the consultation of experts, and instrumentation based on the cadets, such as structured questionnaire and semi-structured interviews of Surabaya and Makassar Aviation Polytechnics. Define and Design phase findings showed severe shortage between the formal curriculum requirements and course delivery that involved lack of sequencing of learners; Matching words to learning outcomes and provision of instructional support materials. The created teaching unit and updated RPS has been directly targeting these shortcomings by providing a weekly structure of goals, procedures, and evaluations based on national standards of competencies. At the Disseminate step, the institutional review verified that the instructional tools were usable, adaptable and had systemic worth in various campuses. Above all, acute learner disenfranchisement was identified by the 1W component: cadets claimed that there was a significant level of confusion, the absence of instructional structure, and procedure uncertainty in workshop learning settings.]]>
<![CDATA[Impact of Game-Based Discovery Learning on Elementary Students' Engagement and Learning Motivation in Social Studies ]]>
<![CDATA[Andari, Yenny Dwi]]>;
<![CDATA[Waris, Waris]]>;
<![CDATA[Adhim, Fauzan]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2270
<![CDATA[The study was conducted to analyze the effect of discovery learning using the Ludo King educational game on student learning activeness and motivation in Social Studies. The study involved the fifth-grade students of Pasirian 06 State Elementary School, with a total of 27 students. This research is categorized as quasi-experimental with a one-group pretest-posttest design, and hypothesis testing was performed using the Mann-Whitney U test. The results indicated a significance value of 0.000 < 0.05 for student learning activeness and motivation. Therefore, it can be concluded that the application of the discovery learning model using the Ludo King game has a significant effect on increasing student activeness and motivation in fifth-grade Social Studies at Pasirian 06 State Elementary School]]>
<![CDATA[Personalizing Student Major Selection through Artificial Neural Network Prediction Models ]]>
<![CDATA[Palupi, Dian Exsi]]>;
<![CDATA[Liantoni, Febri]]>;
<![CDATA[Efendi, Agus]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2312
<![CDATA[This research focuses on a well-known problem in secondary education that a student may have a hard time in choosing their study major to fit their interest, gifts, and long-term goals. Concentrating on the SAINTEK (science and technology) and SOSHUM (social sciences and humanities) streams of Indonesian high schools, the study will incorporate an Artificial neural network (ANN) to provide an insight into the student preferences based on multidimensional data through modeling and predicting purposes. A 44-item questionnaire was distributed to 205 students of SMA Negeri 1 Karanganom to gather the inputs that involved personal interests, parental influence, career perspective, and psychosocial characteristics. It was trained and validated with Stratified K-Fold Cross Validation that delivered good performance scores of average accuracy at 87% and precision value at 89- 91 recall and an F1-score of 90. In addition to the algorithmic validation, qualitative interviews of some of the students indicated that the prediction of the model corresponds to what these students perceive about their academic leanings. The obtained results argue that ANN systems can be used, not only as an error-free classifier but also as an educational decision-support system that can be used to augment student guidance with personally-tailored, data-driven advice. The proposed study locates ANN in the larger pedagogical mission of responsiveness and student-centered planning as such, the study also advances the new discourse of ethical and effective uses of artificial intelligence in education.]]>
<![CDATA[Educational Policy and Curriculum Innovation: A Study on Impactful Learning in Primary Schools ]]>
<![CDATA[Arsalim, Arsalim]]>;
<![CDATA[Parisu, Chairan Zibar L.]]>;
<![CDATA[Saprudin, Saprudin]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2320
<![CDATA[This study focuses on the implications of Kurikulum Merdeka to pedagogical delivery and student motivation in primary schools and the subjective institutional and infrastructural environment through which it is carried out. As it uses a convergent mixed-methods design, the study combines environmental scans administered to 100 teachers and 20 principals with qualitative classroom observations and interviews of urban and rural schools in Kendari. The results show that even though several teachers support the declared goals of practitioner-led, situation-based learning of the curriculum, the level of its implementation is strongly subject to the long-term professional growth of the teachers as well as enough availability of materials. The urban schools associate with more effective learning patterns, reinforced with better infrastructure and collaborative pedagogy ethic, and the rural teachers often establish a tradeoff against pedagogical change. Qualitative reviews show that once learners are involved in authentic and community-oriented activities, their agency, ethical sensibility, and learning self-regulation increase. Nevertheless, the results still hang uncertainly on the conditions, evenly and otherwise distributed, that are their conditions. This research supports the argument that the success of the Independent Curriculum ultimately depends not only on particular design features but also on the systematic appreciation of the teacher, fair learning conditions offered and the development of the school culture that does not treat innovation as an invariable prescription.]]>
<![CDATA[Indonesian Language Learning Based on Local Wisdom: Derivational and Inflectional Morphological Processes ]]>
<![CDATA[Sesa, Elia]]>;
<![CDATA[R, Mantasiah]]>;
<![CDATA[Syamsudduha, Syamsudduha]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 2 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i2.2388
<![CDATA[This study examines the derivative and morphological inflection processes in the ritual speech of Rambu Solo in the Toraja tribe and how these are applied in learning the Indonesian language through local wisdom. By utilizing qualitative approach, the study explores the pattern of affixations e.g., pa-, si-, ma-, and ta-, and suffixes e.g., -na which are dialects of the Toraja language that express possession, agency, voice, and grammatical ties. The researcher surveyed cultural leaders, school teachers and language scholars by interviewing them and also recording the sacred speeches. The observations show that such morphological structures are not only rich in language but also rich in the cultural significance of the Toraja community because it demonstrates values to the core and social makeup. This research paper also shows how incorporation of these morphological aspect in the Indonesian language learning enhance contextual learning, increase the level of metalinguistic awareness and conducive towards ensuring the survival of indigenous languages. The study fills the core deficiency located in the sphere of language education literature, which tended to ignore including the local linguistic resources into formal studies. Teachers, cultural elders, were some of the participants who did not object to the use of traditional forms of speech as learning aids, but caution had to be taken to ensure that it is done respectfully and correctly. This incorporation is seen as corresponding to the objectives of Independent Learning curriculum because it removes rigid culturally-oriented learning environments.]]>
<![CDATA[Educational Implications of Early Menarche in a Socio-Cultural Context ]]>
<![CDATA[Mukminah, Mukminah]]>;
<![CDATA[Hirlan, Hirlan]]>
<![CDATA[ Journal La Edusci Vol. 5 No. 6 (2024): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v5i6.2501
<![CDATA[This study aims to explore the psychosocial experiences and socio-cultural influences related to early menarche among elementary school girls (grades 4–6) in Central Lombok Regency. Employing a qualitative approach with a focused ethnographic-phenomenological design, the main participants were students who experienced early menarche, supported by key informants (mothers, teachers, peers, community leaders) selected through purposive and snowball sampling. Data were collected through in-depth interviews, observation, FGDs, and document analysis, and analysed thematically. Data credibility was ensured through triangulation, member checking, prolonged engagement, thick description, audit trails, and reflexivity. Findings indicate that early menarche can trigger confusion, fear, and potential trauma due to a mismatch between physical changes and emotional-cognitive readiness, compounded by lack of understanding. Negative associations with blood, pain, and perceived otherness intensify psychological distress. Girls may experience shame, anxiety, low self-esteem, and challenges in hygiene management. From a psychoanalytic lens, reactions include irrational fears and internalised stigma. Socially, early-maturing girls are vulnerable to isolation and bullying, exacerbated by peer misunderstanding and cultural taboos. Limited family support and silence around menstruation further heighten psychological burdens. The study highlights the need for comprehensive early puberty education for children, parents, and schools. Creating supportive, inclusive environments, destigmatising menstruation, and offering accessible psychological support are essential to help students adapt positively to pubertal changes.]]>
<![CDATA[Anak Rimba School Management Strategy for the Preservation of Local Wisdom in Sarolangun Regency: A Literature Review of the Development of Environment-Based Teaching Materials ]]>
<![CDATA[Mulyadi, Mulyadi]]>;
<![CDATA[Handoko, Yudo]]>;
<![CDATA[Muspawi, Mohamhamad]]>;
<![CDATA[Sastrawati, Eka]]>;
<![CDATA[Vahlepi, Sahrizal]]>;
<![CDATA[Soleh, Warissuddin]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2335
<![CDATA[This paper focuses on discussing the school management philosophie of Sekolah Anak Rimba located in the Sarolangun Regency of Indonesia, the role of which was to preserve local wisdom through the development of educational materials based on nature. Based on a qualitative literature review basing on 28 peer-reviewed articles identified in the last 10 years in the areas of indigenous pedagogy, place-based knowledge systems, and ecological teaching, the research synthesizes some empirical evidence, and it dawns on us that both worlds should be combined to manage effectively in Indigenous environments, which means a combination of formal pedagogy experiences with cultural epistemologies and exposure to the natural world. Sekolah anak rimba is a good example of such integration by making its curriculum more sensitive towards knowledge in forests, and including the community stakeholders in structures of governance and as well as using experiential and ecology-basedm materials to teach. At the same time, the research identifies the structural barriers to the development of Özlig which include the lack of teacher preparation, a lack of alignment of the program with the national education policy, and a lack of support within the institution. Reframing educational management as an aspect of Indigenous schooling to be more than cultural resilience and ecological stewardship can be a strategic dimension, the study provides a unique angle of viewing Indigenous schooling in Indonesia. Findings are topically applicable in larger movements towards integrating formal education and the local cultural and environmental setting, especially on the margins, that live in the forests.]]>
