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 Influence of Self-Efficacy on Entrepreneurship Intention Mediated by Sharia Entrepreneurship Behavior in the Context of Islamic Students' Education ]]>
<![CDATA[Istikhayatin, Istikhayatin]]>;
<![CDATA[Soelistya, Djoko]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i4.2482
<![CDATA[This study aims to determine the effect of self-efficacy and Sharia Entrepreneurship Education on entrepreneurial intentions in Surabaya Islamic students. This study uses a quantitative method with an associative explanatory approach. The data analysis technique used is in the form of multiple linear analysis with hypothesis taking using path analysis. The results of this study are in the form of a positive and significant relationship between self-efficacy and entrepreneurial intentions with a significance value of 0.000. Furthermore, the results obtained are that Sharia Entrepreneurship Education significantly influences student entrepreneurial intentions with a significance of 0.000. That is, the higher the self-efficacy that is owned and accompanied by qualified knowledge about entrepreneurship, the more it increases the intention of Surabaya Islamic students in entrepreneurship. Then Sharia Entrepreneurship Education was significantly successful in mediating between self-efficacy and student entrepreneurial intentions with the results of the Sodel test with a tcount of 7.190 (t count > t table, namely 1.976). This means that H0 is rejected and Ha is accepted or it can be concluded that self-efficacy has a positive and significant influence on Entrepreneurial Intentions through Sharia Entrepreneurship Education.]]>
<![CDATA[Improving Teacher Performance in Educational Institutions at Semen Indonesia Foundation: The Mediating Role of Work Motivation between Work Discipline and Training ]]>
<![CDATA[Febrianti, Siska]]>;
<![CDATA[Soelistya, Djoko]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i3.2487
<![CDATA[This study aims to analyze and test the Teacher performance variables at Semen Indonesia Foundation under the auspices of PT Semen Gresik. Both direct and indirect influences between variables. The research method used in this study is quantitative. The population in this study were all Employees at Semen Indonesia Foundation under the auspices of PT Semen Gresik. Data analysis test using the SEM PLS model with the Smart PLS version 4.0 test tool. with saturated sampling of 100 respondents. From the hypotheses presented, the results of this study indicate that Work Discipline has a positive and significant effect on Teacher performance. Training has a positive and significant effect on Teacher performance. Work Discipline has a positive and significant effect on Motivation. Training has a positive and significant effect on Motivation. Motivation has a positive and significant effect on Teacher performance. Work Discipline has a positive and significant effect on Teacher performance through full Work Motivation. Training has a positive and significant effect on Teacher performance through full Work Motivation. This study provides new insights or expands existing theories and provides research implications that are explained practically and theoretically, and through the implementation of clear rules, reward and punishment systems, and extraordinary leadership, companies can improve their employees' performance. In addition, discipline and training that are evaluated periodically and based on employee needs can improve work skills and motivation. Employees should also be encouraged through performance-based rewards, career development opportunities, a positive work environment, and work flexibility that supports life balance.]]>
<![CDATA[Implementation of Class Policy Based on the Reception of Vocational High School Teachers ]]>
<![CDATA[Sukma, Dimas Pramata]]>;
<![CDATA[Supriyanto, Teguh]]>;
<![CDATA[Mardikantoro, Hari Bakti]]>;
<![CDATA[Pristiwati, Rahayu]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i3.2498
<![CDATA[The role of teachers in shaping students’ character and ideology in Vocational High Schools (SMK) is essential, particularly in internalizing the values of heroism courage, sacrifice, integrity, and dedication. This study explores how gender differences among teachers influence classroom policy implementation as a medium for instilling the ideology of heroism. Using a qualitative descriptive approach and Moser’s research design (1989), the study analyzes how 50 SMK teachers (25 male and 25 female) in Tegal Regency respond to heroic values after reading Eko Prasetyo’s novel "Poor People Are Forbidden from Going to School." Data were collected through instruments reflecting teachers' classroom policies and analyzed based on gender differences. Results show that female teachers generally implement classroom policies with greater tolerance, such as permitting students to leave class for competitions or excusing those who accompany peers in the school clinic. In contrast, male teachers are more likely to adhere to strict rule enforcement, such as reprimanding students who fall asleep despite working for their families. However, both male and female teachers avoided imposing severe punishments, demonstrating a shared understanding of the educational context. This study confirms that while the core values of heroism are shared, gender influences the methods of ideological internalization. These findings contribute to understanding pedagogical gender dynamics and emphasize the need for a standardized and consistent approach to character education to avoid value confusion among students.]]>
<![CDATA[Sources of Work Stress of English Language Teachers in Secondary Government Schools ]]>
<![CDATA[Harahap, Aziddin]]>;
<![CDATA[Siregar, Sakinah Ubudiyah]]>;
<![CDATA[Purnama, Iwan]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i3.2516
<![CDATA[This study aims to analyze the implementation of regional education policies to improve the understanding of the Qur'an in public elementary schools in South Labuhanbatu Regency. This policy is based on Regional Regulation No. 10 of 2015 concerning Improving Understanding of the Holy Book. The study used a naturalistic qualitative approach with interview, observation, and documentation study techniques. The results show that the Qur'an-based education policy is implemented through several main strategies: teacher recruitment based on religious competency, intensive training, the preparation of a standard syllabus, annual work contracts, and the implementation of Qur'an learning outside of main school hours. The success of this program is supported by the synergy between the local government, the Education Office, the Ministry of Religious Affairs, schools, and the community. The analysis shows that this policy is aligned with the principles of strategic management, transformational leadership, and systems theory, despite limitations in funding and teacher capacity. The implications of this study emphasize the importance of regional education policies as a model for improving Qur'an literacy in public elementary schools.]]>
<![CDATA[Moral Intelligence of Senior High School Students in Bandung City as a Foundation for Developing Global Citizenship ]]>
<![CDATA[Insani, Nisrina Nurul]]>;
<![CDATA[Abdulkarim, Aim]]>;
<![CDATA[Komalasari, Kokom]]>;
<![CDATA[Rahmat, Rahmat]]>;
<![CDATA[Anggraini, Diana Noor]]>;
<![CDATA[Sopianingsih, Pitria]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i3.2551
<![CDATA[The moral intelligence development is becoming critical in equipping adolescents to be able to address the twenty first century ethical, societal and global challenges. This research analyzes the moral intelligence of high-school pupils in Bandung who are in their senior years with emphasis to four major aspects, which include integrity, responsibility, self-control and empathy. The quantitative design was conducted by use of a validated questionnaire that was administered at different grades. Data analysis was conducted using descriptive summaries, reliability test, confirmatory factor analysis, and inferential statistics conducted on the data (correlation and regression) to map the moral intelligence profiles of the students. The results have shown that the total moral intelligence is high, and empathy and self-control were found as the strongest areas, whereas integrity and responsibility exhibited lower scores. Internal consistency was measured by reliability and validity which confirmed that moral intelligence is multidimensional. The correlation analysis indicated that there were some significant interrelations between the dimensions, and regression indicated that empathy and self-control were the most effective predictors of the orientation of the students towards the global citizenship. There were also gender disparities in that female students scored higher in empathy whereas males exhibited a margin of self-control. Students were less consistent with regard to responsibility and integrity despite high sensitivity and behavioral regulation. The paper also identifies the necessity of experiential and digitally enriched, including service learning, digital citizenship programs, to reinforce weaker aspects and contribute to responsible and ethical involvement in the global environment.]]>
<![CDATA[EFL Learners’ Attitudes Toward Native-Like English Pronunciation Versus Intelligibility: A Study of Undergraduate Students ]]>
<![CDATA[Kholid, M. Ridho]]>;
<![CDATA[Hidayat, Agus]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i4.2565
<![CDATA[As English becomes increasingly global, particularly in Islamic university contexts, understanding students’ pronunciation goals is crucial for designing effective and culturally responsive instruction. This study explores the attitudes of English Education students at UIN Raden Intan Lampung toward native-like English pronunciation versus intelligibility. This study aims to examine students' beliefs, preferences, and challenges related to English pronunciation, focusing on their aspirations to sound native-like versus their practical need for intelligibility. Using a qualitative descriptive approach, data were collected through semi-structured interviews and reflective journals involving purposively selected participants from various academic years. Thematic analysis was employed to identify recurring patterns and perspectives within the data. The findings reveal ten major themes: students' admiration for native-like pronunciation, prioritization of intelligibility, cultural and religious identity influence, pronunciation anxiety, exposure to diverse English accents, and the lack of explicit pronunciation instruction. While some students aspire to speak like native speakers for prestige or professionalism, most prioritize clear communication over accent imitation. Many students also desire to preserve their cultural identity and value intelligibility in real-life contexts such as classrooms and job interviews. The study highlights the importance of acknowledging learners’ identities, goals, and the role of English as a global lingua franca. These insights suggest the need for more inclusive, identity-affirming pronunciation pedagogy that balances clarity with cultural respect in EFL settings, particularly within Islamic higher education.]]>
<![CDATA[Development of Honest Character Values in Students: a Study of the Influence of CFI-CE Services on Content Mastery ]]>
<![CDATA[Lase, Famahato]]>;
<![CDATA[Halawa, Noibe]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i4.2582
<![CDATA[Classroom-format intelligent character education (CFI-CE) combined with content mastery services (CMS) can foster the development of intelligent and honest character values in students. The purpose of this study was to examine the influence of CFI-CE and CMS on the development of intelligent and honest character values in students. Multiple linear regression analysis was used to test the proposed research hypotheses. The study population comprised all students in the Guidance and Counseling Study Program, Faculty of Teacher Training and Education, Nias University. A purposive sampling method was used to select 45 students. The data collection tool used was a closed-ended questionnaire. The results revealed that the CFI-CE and CMS service significantly contributed to the development of intelligent and honest character values in participants, both collectively and partially. Every 1.00% increase in CFI-CE and CMS was followed by an increase in students' intelligent and honest character. Counselors are advised to plan and implement this service to foster the development of intelligent and honest character values in students.]]>
<![CDATA[Ecological Model of Global Citizenship Education Curriculum in Pesantren-Based Universities ]]>
<![CDATA[Saifulloh, Ahmad]]>;
<![CDATA[Utomo, Bambang Setyo]]>;
<![CDATA[Azizah, Nurul]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 3 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i3.2558
<![CDATA[Global Citizenship Education (GCE) has emerged as an important tool to prepare students for addressing the challenges of globalized world. However, Islamic higher education institutions are still struggling in implementing GCE. This study examines the design and implementation of GCE curricula at pesantren-based universities in Indonesia. Utilizing Bronfenbrenner’s Ecological Systems Theory as a framework, the study focuses on how GCE is integrated into the formal, informal, and hidden curricula within pesantren’s unique ecological systems. This research which employs case study design with interactive analysis model finds that both universities participated in this research develop students’ global competencies such as critical thinking, cultural adaptability, and social responsibility. UNIDA employs an integrative approach, embedding GCE across its curriculum, whereas UDN adopts a cross-curricular strategy. Despite strengths in informal and hidden curricula within both universities, challenges remain in transitioning from teacher-centered to student-centered pedagogy in formal learning. This study underscores the moral and humanistic orientation of GCE in pesantren-based universities and sets the groundwork for future research to develop a comprehensive GCE model tailored to residential higher education institutions.]]>
<![CDATA[Education with the Paradigm of Integration-Interconnection of Science and Islam in Responding to the Challenges of Modernity at the Integral-Interconnection ]]>
<![CDATA[Sutiono, Riki]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i4.2635
<![CDATA[Classroom-format intelligent character education (CFI-CE) combined with content mastery services (CMS) can foster the development of intelligent and honest character values in students. The purpose of this study was to examine the influence of CFI-CE and CMS on the development of intelligent and honest character values in students. Multiple linear regression analysis was used to test the proposed research hypotheses. The study population comprised all students in the Guidance and Counseling Study Program, Faculty of Teacher Training and Education, Nias University. A purposive sampling method was used to select 45 students. The data collection tool used was a closed-ended questionnaire. The results revealed that the CFI-CE and CMS service significantly contributed to the development of intelligent and honest character values in participants, both collectively and partially. Every 1.00% increase in CFI-CE and CMS was followed by an increase in students' intelligent and honest character. Counselors are advised to plan and implement this service to foster the development of intelligent and honest character values in students.]]>
<![CDATA[Teacher Discourse in Postdigital Education: A Critical and Systematic Literature Review ]]>
<![CDATA[Feriyansyah, Feriyansyah]]>;
<![CDATA[Murtiningsih, Siti]]>;
<![CDATA[Nugroho, Hastanti Widy]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 4 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v6i4.2570
<![CDATA[This study reviews research trends on teacher discourse in postdigital education by examining 26 Scopus-indexed publications from 2019 to 2024 retrieved using the keywords “postdigital education” and “teacher.” Findings reveal limited scholarly attention, with the Postdigital Science and Education journal leading in publication volume. A cluster analysis uncovered ten thematic groupings higher education, digital citizenship, professional digital competence, critical pedagogy, teacher education, COVID-19 responses, and datafication, among others. Seminal contributions include Rapanta et al. (2020) on teacher presence in online instruction; Hrastinski et al. (2019) on educators’ critical imaginaries amid AI and robotics; Green et al. (2020) on transition design for remote learning; Fawns et al. (2021) on ecological datafication frameworks; and Örtegren (2022) on digital competence for citizenship. By synthesizing these insights, the study reconceptualizes teachers as relational, ethical, dialogical, critical, and transformative “subjects-in-becoming” who actively shape learning environments, counteract algorithmic reduction, and foster democratic empowerment. It argues that future teacher-governance models must embrace socio-technical complexity through enhanced digital competence, locally grounded postdigital identities, critical pedagogy and curriculum co-creation, ecological data practices, and flexible, dialogical pedagogies aligned with digital-citizenship ethics. These insights inform future research and policy directions in education.]]>
