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[Learning Media Based on the Sun Bear Educational Module on Indonesian Biodiversity Material ]]>
<![CDATA[Muluk, Verena Suryati]]>;
<![CDATA[Rambitan, Vandalita M.M.]]>;
<![CDATA[Palenewen, Evie]]>;
<![CDATA[Akhmad, Akhmad]]>;
<![CDATA[Candra, Krishna P.]]>;
<![CDATA[Tindangen, Makrina]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2371
<![CDATA[This study aims to develop a learning media based on a honey bear education module used in the Indonesian biodiversity material for seventh-grade junior high school students. The background of this study is based on the importance of strengthening biodiversity material through a contextual approach that includes environmental conservation values, especially the protection of endemic species such as the honey bear (Helarctos malayanus). This study uses the ADDIE development model which includes five stages, namely: analysis, design, development, implementation, and evaluation. The research instruments include expert validation sheets (material, media, and language), science teacher validation sheets, student response questionnaires, and learning outcome tests (pre-test and post-test). The limited trial subjects were 25 seventh-grade students at a junior high school in Balikpapan. The results of the material expert validation showed a feasibility percentage of 78.67%, media expert validation of 56.36%, and validation by science teachers of 81.33%. The module was declared feasibility after being revised based on input from experts. The effectiveness test results using a paired t-test showed a significance value of 0.033 (p < 0.05), which means there is a significant difference between student learning outcomes before and after using the module. Furthermore, student responses to the module showed a high level of interest in the content and presentation of the material, as well as an increased awareness of the importance of biodiversity conservation. Thus, this sun bear education module has proven to be feasible and effective for use in science learning on biodiversity material.]]>
<![CDATA[The Influence of Problem Based Learning Models on the Learning Outcomes of Students of Grade III of State Elementary School 002 Sintong ]]>
<![CDATA[Julia Lingga , Leny]]>;
<![CDATA[Fitriyani, Nofira]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2398
<![CDATA[This study was prompted by the low learning outcomes of third-grade students at SD Negeri 002 Sintong, particularly in Science (IPA), due to conventional teaching methods that inadequately engage students. Innovation in learning models, such as Problem Based Learning (PBL), is crucial for enhancing the quality of basic education and motivating students. The objective of this research was to analyze the effect of the PBL model on the learning outcomes of third-grade students at SD Negeri 002 Sintong. This research adopted a quantitative approach with a quasi-experimental design, specifically the Nonequivalent Control Group Design. The population comprised all 64 third-grade students at SD Negeri 002 Sintong. The entire population of 64 students was also selected as the research sample using a purposive sampling technique. The sample was divided into two groups: 32 students in the experimental group, who received PBL instruction, and 32 students in the control group, who received conventional instruction. Data were collected through pretests and posttests using cognitive learning outcome instruments that had been validated and tested for reliability. Data analysis involved normality (Shapiro- Wilk) and homogeneity (Levene's Test) pre-requisite tests, followed by an Independent Sample T-Test. The results indicated that the data were normally distributed and homogeneous, satisfying the statistical assumptions. The Independent Sample T- Test revealed a significant difference in student learning outcomes between the experimental and control groups, with a t- value of 24.1716 and a p-value of 0.000 (p < 0.05).]]>
<![CDATA[Advancing Academic Resilience through Emotion Regulation in Digital Learning Environments ]]>
<![CDATA[Silaen, Sondang Maria Jacqueline]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2437
<![CDATA[demanding that students manage emotions in order to sustain persistence. This study explored how undergraduate students regulate their emotions as they navigate the challenges of online education. Using in-depth interviews and qualitative thematic analysis, the research uncovered four interwoven processes through which resilience was enacted. Emotional strain, often experienced as frustration or isolation, became a trigger for regulatory awareness. Cognitive reappraisal enabled students to reinterpret setbacks as growth opportunities, preserving motivation in the face of adversity. Mindfulness and self-awareness provided grounding practices that stabilized attention and emotional balance in distraction rich settings. Relational connections with peers, instructors, and family supplied the scaffolding that transformed individual strategies into sustainable resilience. Together these findings show that resilience is not a static trait but a dynamic practice forged through the interplay of meaning making, embodied regulation, and social support. The study contributes to theory by integrating these dimensions into a more comprehensive model of resilience in digital education and offers practical guidance for designing learning environments that intentionally cultivate both emotional wellbeing and academic persistence.]]>
<![CDATA[The Impact of Learning Environment and Study Discipline on Social Studies Learning Motivation among Primary School Students ]]>
<![CDATA[Mahmud, Yane Hardiyanti]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2164
<![CDATA[This study aims to examine the impact of the Learning Environment and Study Discipline on Social Studies Learning Motivation among fifth-grade students at State Elementary School Gugus I, South Kota District, Gorontalo. Using a quantitative approach with an explanatory design, the study seeks to analyze the relationship between these two factors and students' learning motivation. A survey method was employed with a questionnaire distributed to 41 students selected through purposive sampling. The validity and reliability tests showed that the instruments used in this study are valid and reliable. Based on multiple linear regression analysis, it was found that the Learning Environment has a greater impact on students' learning motivation than Study Discipline, although both factors have a significant influence. The coefficient of determination (R²) of 0.956 indicates that over 95% of the variation in Social Studies learning motivation can be explained by these two variables. This study concludes that a conducive Learning Environment and the development of good Study Discipline play a crucial role in enhancing students' learning motivation. Creating a positive and well-organized learning environment not only affects students' engagement in learning but also improves their academic achievements, especially in Social Studies. Therefore, improving both factors is expected to have a positive impact on students' motivation and academic performance at the primary education level.]]>
<![CDATA[A Comparative Study of English Education Department ]]>
<![CDATA[Muhamad, Hujaefa Hi.]]>;
<![CDATA[Ibrahim, Ratu Balgis]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i4.2405
<![CDATA[The comparative study of English Department students' achievement at Khairun University explores significant variations in speaking skills among 300 students from the 1st, 3rd, and 5th semesters. This research uses quantitative-descriptive methods. The research employs questionnaires and interviews to assess demographic information, speaking challenges, influencing factors, and supporting elements. Findings reveal an average age of 19.2 years impacting speaking achievement, with a noteworthy correlation between proficiency, Grade Point Average (GPA), and academic grades. Higher-than-average GPA and grades correspond to enhanced speaking skills. Additionally, parents' educational backgrounds and occupations significantly influence speaking achievement, with 17.1% having a Bachelor's degree and 53.6% working as farmers. Students from educated and employed families excel in speaking English. Study habits indicate limited commitment, with most students spending less than an hour per week practicing speaking. English speaking courses show advantages for participants, particularly those dedicating more hours to study. The study emphasizes the need to enhance students' awareness and motivation for developing speaking proficiency beyond academic contexts. Overall, the research provides insights for targeted educational interventions to improve students speaking skills in English Department at Universitas Khairun.]]>
<![CDATA[Character Education Values in Traditional Malay Songs ]]>
<![CDATA[Lubis, Maya Ningsih]]>;
<![CDATA[Sunarto, Sunarto]]>;
<![CDATA[Sinaga, Syahrul Syah]]>;
<![CDATA[Nugrahani, Rahina]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2410
<![CDATA[Character Education is important in facing global challenges. The moral crisis that causes the young generation to lose their identity due to the influence of foreign culture makes character education important. This research focuses on the lyrics of traditional Malay songs that instill the values of character education. Traditional Malay songs that contain character education values are titled Timang Cenggok and Iyolah Molek. This study uses a qualitative design with a phenomenological approach. The research location is in North Sumatra. Researchers collected data by means of observation, interviews and document collection. The results of the study found that traditional Malay songs entitled Timang Cenggok and Iyolah Molek instill religious values, discipline, responsibility and independence. The religious character in traditional Malay songs directs obedience to religious commands. The character of discipline in traditional Malay songs leads to an attitude of perseverance in carrying out a job or task. The character of responsibility in traditional Malay songs leads to the importance of responsibility at work. The independent character in traditional Malay songs leads to the importance of an independent person and not doubting oneself.]]>
<![CDATA[Overcoming English Speaking Challenges: A Role-Playing Simulation Approach in Vocational Education ]]>
<![CDATA[Madjid, Merla]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2451
<![CDATA[The ability to speak English is crucial in today's globalized era, especially for vocational students in agro-industrial engineering. However, traditional teaching methods often fail to develop speaking skills effectively, leading to low confidence and motivation among students. Constructivist theories emphasize active student involvement and real-life simulations as effective learning approaches. This study aimed to evaluate the effectiveness of the role-playing simulation method in improving the English-speaking skills of Agro-Industrial Engineering students at Politeknik ATI Makassar. A quasi-experimental research design with a mixed-method approach was employed. The participants were 30 second-semester students. Data were collected through speaking tests (Test 1, Test 2, Test 3), observation sheets, and interviews. Quantitative data were analyzed using descriptive statistics and Cohen's d for effect size. The research involved six meetings with various business communication scenarios. The average speaking test scores significantly increased from 66.67 (Test 1) to 75.03 (Test 2) and 81.27 (Test 3). Cohen's d values indicated a medium effect for Test 1 vs Test 2 (d=0.72) and Test 2 vs Test 3 (d=0.61), and a large effect for Test 1 vs Test 3 (d=1.29). Students showed increased confidence, motivation, and active participation, with more intelligent students assisting their peers. The role-playing simulation method significantly improved English-speaking skills, confidence, and motivation among agro-industrial engineering students. This method provides a practical and effective alternative to conventional teaching, aligning with constructivist learning principles and preparing students for industry needs. Future research should explore this method in different contexts with larger sample sizes]]>
<![CDATA[Analysis of Students Creative Thinking Skills in Solving Problems on Global Warming Material Using the Rasch Model ]]>
<![CDATA[Nurlita, Andreny Dwi]]>;
<![CDATA[Suwarma, Irma Rahma]]>;
<![CDATA[Aminudin, Ahmad]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2460
<![CDATA[This study aims to analyze students’ creative thinking skills in solving physics problems related to the topic of global warming using the Rasch Model approach. Creative thinking is an essential component of 21st century skills, encompassing four main indicators: fluency, flexibility, originality, and elaboration. The research utilized a descriptive qualitative design supported by quantitative analysis using the Rasch Model to assess the quality of test items and the distribution of students’ abilities. A total of 25 eleventh-grade students from a public high school in Lebak Regency, Banten, participated in the study. The sample was selected using cluster random sampling. The instrument used consisted of eight open-ended essay questions that were validated by experts and tested for internal consistency, yielding a high reliability coefficient (α = 0.86). The results indicated a wide variation in students’ creative thinking skills. Most students fell into the high (28%) and moderate (24%) categories. The fluency aspect showed the highest achievement level (72%), reflecting students’ ability to generate ideas, while flexibility (63.5%) showed the lowest, suggesting challenges in producing ideas from diverse perspectives. Rasch model analysis showed that most test items were categorized as easy and did not sufficiently challenge higher-ability students. Interview data supported these findings, showing that students frequently gave generic responses lacking originality and depth. These results indicate that current physics instruction has not fully fostered students’ creative potential. Therefore, it is crucial to implement contextual, open-ended, and real-world problem-solving-oriented learning strategies to better support the development of creative thinking in physics education.]]>
<![CDATA[The Power of Educational leadership and School Culture: A Strategic Approach to Enhancing Teacher Performance through Job Satisfaction ]]>
<![CDATA[Hamdani, Achmad]]>;
<![CDATA[Soelistya, Djoko]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i3.2480
<![CDATA[The purpose of this research is to study things that influence teacher performance. Specifically, this research examines the influence of school culture and transformational educational leadership style on teacher performance, with job satisfaction as an intervention variable. The quantitative approach uses a saturated sampling method, where the entire population is sampled. The research method used in this research is quantitative research. The population in this study were all Teachers and Educational Staff of Yayasan Islam Malik Ibrahim (YIMI) Gresik and a saturated sample of 100 respondents. Data was collected through a questionnaire given to all Teachers and Educational Staff at Yayasan Islam Malik Ibrahim (YIMI) Gresik. The results of the research conducted show that Transformational Educational leadership Style has a significant influence on teacher performance, School culture has a significant influence on teacher performance, Transformational Educational leadership Style has a significant influence on job satisfaction, School culture has a significant influence on job satisfaction, Job satisfaction has a significant influence on teacher performance, and indirect influence Transformational educational leadership style has an influence on teacher performance through job satisfaction as full mediation, School culture has an influence on teacher performance through job satisfaction as full mediation. The results of this research indicate that transformational school culture and educational leadership style influence employee satisfaction and performance. Job satisfaction also contributes to improving teacher performance; in fact, good educational leadership and a positive school culture will increase job satisfaction, which in turn has an impact on overall teacher performance]]>
<![CDATA[Hidden Mechanisms in Educational Performance: Revealing the Role of Motivation in Transformational Leadership and School Culture ]]>
<![CDATA[Karim, Rusli]]>;
<![CDATA[Soelistya, Djoko]]>;
<![CDATA[Mahjudin, Mahjudin]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i4.2481
<![CDATA[This study aims to examine the influence of transformational leadership style and school culture on educational performance through the mediation role of motivation. This study uses descriptive and verification research methods with a quantitative approach. The data collection technique in this study used a questionnaire with a measurement scale used the Likert scale. The population and sample in this study were employees of Pondok Al-Furqon Desa Srowo. The sampling technique in this study used a saturated sampling technique, totaling 102 respondents. The results of the study indicate that Transformational Leadership Style, and School culture, and Motivation have an effect on Educational performance. In addition, other results show that Transformational Leadership Style and School culture have a positive and significant effect on Motivation. The results of the motivational mediation of the relationship between Transformational Leadership Style and Educational performance, that Transformational Leadership Style on Educational performance is directly greater than Transformational Leadership Style on Educational performance through Motivation mediation, this indicates a partial mediation effect. The results of the motivational mediation of the relationship between School culture and Educational performance, that School culture on Educational performance is directly smaller than School culture Style on Educational performance through Motivation mediation, this indicates a full mediation effect. This study provides Islamic boarding school managers with important insights to optimize their organization's performance and effectiveness. Developing the communication, empathy, and motivation skills needed to improve manager performance is necessary for wise and responsive leadership.]]>
