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
238 Documents
<![CDATA[Optimizing Teacher Creativity: The Role of Local Wisdom and Organizational Support ]]>
<![CDATA[Nugraha, Mohammad Lutfi]]>;
<![CDATA[Hardhienata, Soewarto]]>;
<![CDATA[Hidayat, Rais]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2619
<![CDATA[This study develops a model for enhancing early childhood education (ECE) teacher creativity based on local wisdom and organizational support in Tasikmalaya, Indonesia. Using path analysis and SITOREM methodology, the research examines direct and mediated effects among 160 ECE teachers selected through simple random sampling. Findings reveal that local wisdom significantly influences teacher creativity both directly (β = 0.52, p < 0.001) and indirectly through organizational support (β = 0.23, p < 0.01), with a total effect of β = 0.75. Organizational support demonstrates substantial direct effects (β = 0.41, p < 0.001), particularly through leadership encouragement, collaborative environments, and resource provision. The SITOREM analysis categorizes 28 indicators into four quadrants, identifying seven high-performing indicators to maintain (including traditional games integration, M = 4.12) and twelve requiring priority improvement. The three most critical gaps are: use of local arts as learning media (β = 0.44, M = 2.31), collaborative opportunities in culture-based learning design (β = 0.41, M = 2.45), and incentive systems for innovation (β = 0.39, M = 2.18). Key barriers include teacher confidence deficits in traditional arts (67%), resource limitations, and time constraints. The study proposes a three-tier implementation framework addressing institutional foundations, professional development, and systemic quality enhancement, differentiated by school resource levels, principal cultural competency, and teacher experience. Results underscore the need for contextual teacher development integrating cultural values with organizational reform. The study offers evidence-based strategies for fostering culturally-rooted teacher innovation in organizationally supportive environments.]]>
<![CDATA[The Influence of Multicultural Education and Learning Motivation on Student Academic Achievement ]]>
<![CDATA[Labuan, Bernadina Waha]]>;
<![CDATA[Pangemanan, Stefhanus Hanny]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2676
<![CDATA[This study aims to determine the extent of influence of multicultural education and student motivation on student academic achievement at St. Familia Catholic Vocational School. The method used in this study is a quantitative research method using a correlative approach with the aim of testing the hypothesis regarding the magnitude of the influence and whether or not there is a relationship between the independent variables (X1 and X2) and the dependent variable (Y). The sample in this study according to the Slovin formula was 62 people. The research instrument used was distributing questionnaires with alternative answers in the form of statements provided. Before conducting data analysis, analysis requirements were first tested, namely the normality test, linearity test and multicollinearity test. Hypothesis testing used multiple Linear Regression analysis. The results of the study showed that multiculturalism education partially influenced student academic achievement at Santa Falimia Tomohon Vocational School with a percentage of 81.9% and was in the very good category. Learning motivation partially influenced student academic achievement at Santa Falimia Tomohon Vocational School with a percentage of 54.3% and was in the good category. Multicultural education and learning motivation together influence students' academic achievement at Santa Falimia Tomohon Vocational School with an influence percentage of 91.7% and is in the very good category.]]>
<![CDATA[Implementing an Inquiry-Based Learning Model to Deepen Students’ Conceptual Understanding ]]>
<![CDATA[Hanum, Fida]]>;
<![CDATA[Sebayang, Alexander]]>;
<![CDATA[Ariyon, Muhammad]]>;
<![CDATA[Tarigan, Efrata]]>;
<![CDATA[Herawati, Ira]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2645
<![CDATA[This study examines the effectiveness of the Inquiry-Based Learning model in enhancing students’ conceptual understanding of the SMAW and GMAW welding processes, an area that remains underexplored in vocational education. The research addresses the gap between the development of procedural skills and the acquisition of conceptual reasoning by investigating whether inquiry-oriented instruction can promote deeper cognitive engagement. A quasi-experimental design was implemented involving two intact groups, with the control group receiving conventional teacher-centered instruction and the experimental group experiencing structured IBL activities. Data were collected through pretests, posttests, observations, and semi-structured interviews, and analyzed using paired-sample and independent-sample t-tests, ANCOVA, effect size calculations, and normalized gain measures. The findings reveal that the experimental group demonstrated a substantial and statistically significant improvement in conceptual understanding compared with the modest gains observed in the control group. The intervention produced a very large effect size and a medium-high normalized gain, indicating strong learning effectiveness. Students exposed to IBL were better able to analyze parameter interactions, interpret defect mechanisms, and connect theoretical principles with laboratory outcomes. Overall, the study provides strong empirical evidence that Inquiry-Based Learning is a highly effective pedagogical approach for strengthening conceptual mastery in welding technology and should be considered for broader integration into vocational curricula.]]>
<![CDATA[Recontextualization of the Concept of Kiai Leadership through a Distributed and Regenerative Approach for the Resilience of Islamic Boarding School Educational Institutions in the 21st Century ]]>
<![CDATA[Komariah, Nur]]>;
<![CDATA[Jaenudin, Jaenudin]]>;
<![CDATA[Amin, Khairul]]>;
<![CDATA[Asmariani, Asmariani]]>;
<![CDATA[Indrawan, Irjus]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2666
<![CDATA[Centralized Kiai leadership, despite being the historical foundation of Islamic boarding schools (pesantren), faces significant challenges in addressing the complexities of the 21st century. This article discusses the recontextualization of Kiai leadership through the integration of distributed approaches and systematic regeneration to build institutional resilience. This research uses a Systematic Literature Review (SLR) following an adapted PRISMA framework. A literature search was conducted in indexed academic databases using a combination of keywords such as "Kiai leadership," "distributed pesantren leadership," and "pesantren leadership regeneration." Data analysis was conducted thematically on selected studies. The study produced a hypothetical model that transforms the Kiai's role from a single operational leader to a visionary-spiritual leader. Distributed leadership is realized through the empowerment of the asatidz council, senior santri, and professional staff in operational decision-making. This model is implemented in three integrative phases: foundation preparation, empowerment implementation, and ongoing maintenance. The synergy between distributed leadership and regeneration creates a sustainable leadership pipeline. Distribution of responsibilities serves as a laboratory for cadre development, while systematic regeneration ensures the availability and quality of potential successors. This integration allows Islamic boarding schools to maintain their traditional values (such as Uswah Hasanah and Zuhd) while increasing their adaptive capacity and pedagogical innovation, thus building strong organizational resilience in a disruptive era.]]>
<![CDATA[Application of the Syntax Learning Model Based on the Umbrella Model to Improve Cognitive Learning Outcomes in Volleyball Material. ]]>
<![CDATA[Endriani, Dewi]]>;
<![CDATA[Gultom, Syamsul]]>;
<![CDATA[Daulay, Basyaruddin]]>;
<![CDATA[Destya, Muhammad Reza]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2713
<![CDATA[This study aims to apply a syntax-based learning model using the umbrella model approach to enhance students’ cognitive learning outcomes in volleyball material. The research was conducted through two stages: a limited trial and an expanded trial. The limited trial was carried out in Class E, Semester II, involving 20 students. After revisions and improvements, the expanded trial was conducted in Class A, Semester II, with 40 students. Both trials used a one-group pretest-posttest design, and data analysis employed the Shapiro-Wilk test using SPSS Version 25. The results showed that the control class obtained an average cognitive score of 30.03 (47.50%) with a standard deviation of 1.54, while the experimental class achieved an average score of 35.02 (50.00%) with a standard deviation of 1.714. Statistical testing at a 95% confidence level revealed a significance value of 0.00 (<0.05), indicating that Ho was rejected. This means there was a significant difference between students taught using conventional methods and those taught using the syntax learning model based on the umbrella model. Thus, it can be concluded that the application of the umbrella model-based syntax learning model effectively improves students’ cognitive learning outcomes in volleyball material. The model encourages active learning, structured understanding, and better mastery of cognitive concepts compared to traditional teaching methods.]]>
<![CDATA[Teacher Competence, Innovation, and Commitment in Improving the Quality of Language Learning in the Independent Curriculum Era ]]>
<![CDATA[Alwi, Muhammad]]>;
<![CDATA[Safitri, Nursan]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2717
<![CDATA[This study aims to analyze the influence of teacher competence, innovation, and commitment on the quality of language learning in the Merdeka Curriculum era. The background of the study departs from the need to improve teacher quality in facing changes in the learning paradigm that emphasizes creativity, collaboration, and student independence. The research method used is a quantitative approach with a survey of 100 language teachers at the secondary school level. Data analysis was carried out using multiple linear regression with the help of SPSS version 26. The results showed that teacher competence had a significant effect on the quality of learning (t = 2.278; Sig. = 0.026), learning innovation was the most dominant factor (t = 4.126; Sig. = 0.000), and teacher commitment also had a significant positive effect (t = 2.531; Sig. = 0.013). Simultaneously, these three variables had a significant effect on the quality of learning (F = 38.957; Sig. = 0.000) with R² = 0.872. These findings confirm that competent, innovative, and highly committed teachers have a strategic role in increasing the effectiveness and relevance of language learning in schools.]]>
<![CDATA[Academic Productivity of Private University Lecturers: Analysis of the Impact of Workload, Motivation, and Institutional Support ]]>
<![CDATA[Syaifulloh, Muhammad]]>;
<![CDATA[Triputra, Dedi Romli]]>;
<![CDATA[Riono, Slamet Bambang]]>;
<![CDATA[Mulyanto, Heru]]>;
<![CDATA[Wulandari, Anna]]>;
<![CDATA[Utami, Suci Nur]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2719
<![CDATA[This study examines the relationship between workload, motivation, institutional support, and academic productivity among lecturers in private universities. Despite the growing emphasis on research output and academic productivity in higher education institutions, private university lecturers face unique challenges that may impact their productivity. Using a quantitative approach with a cross-sectional survey design, this study collected data from 217 full-time lecturers from 7 private universities across Brebes Regency, Tegal City, and Tegal Regency. The research employed stratified random sampling and utilized validated questionnaires measuring workload dimensions, academic motivation, perceived institutional support, and academic productivity indicators. Multiple regression analysis revealed that workload has a significant negative effect on academic productivity (β = -0.342, p < 0.01), while motivation (β = 0.418, p < 0.001) and institutional support (β = 0.376, p < 0.001) both demonstrated significant positive effects. Institutional support was found to moderate the relationship between workload and productivity, suggesting that strong institutional support can mitigate the negative effects of high workload. Path analysis indicated that motivation partially mediates the relationship between institutional support and academic productivity. The findings highlight the importance of balanced workload allocation, motivational strategies, and institutional support systems in enhancing academic productivity. This research contributes to the growing literature on academic productivity determinants in private higher education institutions in Indonesia and provides practical implications for institutional policy development aimed at fostering productive academic environments.]]>
<![CDATA[Evaluation of the Readiness of Islamic Religious Education Teachers in the Implementation of the Independent Learning Curriculum ]]>
<![CDATA[Mufti, Alex Yusron Al]]>;
<![CDATA[Agustiana, Sylvia Putri]]>;
<![CDATA[Ali, Zuraimy]]>;
<![CDATA[Gunawan, Muhammad Ali]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2722
<![CDATA[This study investigates the readiness of Islamic Education (PAI) teachers at MA Mathalibul Huda Mlonggo in implementing the Merdeka Belajar Curriculum, which emphasizes flexibility, student-centered learning, and the development of the Pancasila Student Profile. Using qualitative methods through interviews with teachers, school leaders, and curriculum coordinators, the research reveals that PAI teachers have shown commendable enthusiasm and conceptual understanding of the curriculum. They have participated in workshops, socialization programs, and independent training; however, practical application remains limited, particularly in preparing teaching modules, assessment planning, and the integration of differentiated instruction. Institutional efforts, including training and collaboration with educational stakeholders, have strengthened this transition. Nevertheless, challenges persist in digital readiness, curriculum design skills, and comprehensive pedagogical adaptation. Overall, the findings highlight that successful implementation of the Merdeka Curriculum requires continuous professional development, managerial support, and technological integration to align educational practices with national transformation goals in fostering competent, character-driven, and culturally grounded learners.]]>
<![CDATA[The Role of Organizational Culture, Leadership Behavior, and Job Satisfaction in Enhancing Teacher Productivity in Early Childhood Education Management ]]>
<![CDATA[Budimayansah, Bambang Lestrika]]>;
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Khadijah, Khadijah]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2739
<![CDATA[This study aims to analyze the influence of organizational culture, leadership behavior, and job satisfaction on the work productivity of kindergarten teachers in Binjai City. Using a quantitative research approach, data were collected through questionnaires distributed to 120 teachers across several early childhood education institutions. The data were analyzed using descriptive statistics, reliability tests, and multiple regression analysis. The results revealed that all three independent variables significantly affect teacher productivity, both partially and simultaneously. The coefficient of determination (R²) value of 0.726 indicates that 72.6% of productivity variation is explained by these factors, while job satisfaction emerged as the most dominant variable. The findings suggest that a strong organizational culture promotes discipline and cooperation, effective leadership encourages motivation and commitment, and job satisfaction enhances enthusiasm and performance. Overall, the synergy among these three aspects creates a conducive and productive educational environment for early childhood teachers. This study emphasizes the importance of strengthening organizational culture, applying transformational leadership, and improving job satisfaction to optimize teacher productivity in early education institutions.]]>
<![CDATA[Analysis of the Pedagogical Competence of Indonesian Language Lecturers: A Study of Learning Strategies and Quality ]]>
<![CDATA[Repelita, Tridays]]>;
<![CDATA[Hidayat, Sholeh]]>;
<![CDATA[Anriani, Nurul]]>;
<![CDATA[Prihamdani, Depi]]>;
<![CDATA[Nugraha, Yogi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2756
<![CDATA[Higher education plays a strategic role in producing qualified professional educators, one of which is through strengthening the pedagogical competence of lecturers. This competence is a key factor in determining the quality of learning in higher education. In the Indonesian Language Study Program at Buana Perjuangan University Karawang, lecturers' pedagogical competencies play an important role in the application of learning strategies and the achievement of student learning outcomes. However, research that specifically examines the relationship between lecturers' pedagogical competencies, learning strategies, and learning quality is still limited. This study aims to evaluate the pedagogical competencies of Indonesian language lecturers based on two main focuses, namely the learning strategies applied and the quality of learning produced. The research uses a qualitative descriptive approach with an evaluative study design. The research subjects were lecturers teaching Indonesian language courses, while the objects included aspects of learning planning, implementation, and evaluation. Data were collected through interviews, observations, documentation, and student questionnaires. Data analysis was conducted using the Miles and Huberman model through the stages of reduction, presentation, and conclusion drawing, and was validated using source and technique triangulation. The results of the study indicate that the pedagogical competence of lecturers is in the good category, with the highest achievement in the aspects of learning evaluation (88%) and understanding student characteristics (85%). However, the aspects of technology utilization and student potential development still need to be improved.]]>
