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[Culturally Responsive Humanistic Islamic Education among the Anak Dalam Indigenous Community ]]>
<![CDATA[Darmawi, Darmawi]]>;
<![CDATA[Warsah, Idi]]>;
<![CDATA[Fakhruddin, Fakhruddin]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2627
<![CDATA[This study explores the implementation of Islamic Religious Education within the Suku Anak Dalam communities of Bukit Duabelas by examining how a humanistic approach enables religious learning to unfold in ways that honor cultural identity and everyday lived experience. Using a qualitative case study design, the research draws on in depth interviews, participatory observations, and document analysis to understand how Islamic teachings are introduced, interpreted, and gradually internalized in communities shaped by semi nomadic movement, strong ancestral traditions, and an oral knowledge system. The findings reveal that religious learning emerges most meaningfully when educators adopt flexible and dialogical strategies such as storytelling, modeling, and culturally grounded conversations that align with the emotional pace and social rhythms of the community. These approaches allow Islamic values to intersect naturally with local wisdom related to solidarity, ecological ethics, and kinship obligations. The study also identifies persistent challenges, including low literacy levels, the enduring authority of adat, and limited access to formal educational resources, which require educators to negotiate teaching with sensitivity and patience. Despite these constraints, observable social transformations indicate growing familiarity with Islamic practice, particularly among children and women. The study concludes that a humanistic and culturally responsive orientation is essential for fostering inclusive and sustainable religious education in indigenous settings and contributes to broader discussions on the development of contextually grounded Islamic pedagogy in multicultural societies]]>
<![CDATA[Analysis of Factors that Influence Students in Continuing Their Education ]]>
<![CDATA[Rosnidarwati, Rosnidarwati]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2669
<![CDATA[This study aims to analyze the factors influencing students' decisions to pursue higher education majoring in Islamic Studies. Using a mixed methods explanatory sequential design approach, this study explores five key constructs influencing student choice: family support, personal interest, religious understanding, perceptions of the quality of Islamic educational institutions, and career prospects. Quantitative data were collected through a Likert-type questionnaire and analyzed descriptively, while qualitative data were obtained through structured interviews to strengthen and explain the numerical findings. The study involved 105 students from three Muhammadiyah schools and one non-Muhammadiyah school. The results indicate that students' decisions are not determined by a single factor, but rather the result of an interaction between family values, institutional experiences, and spiritual motivation. Family support emerged as the most dominant factor in shaping students' religious orientation, while personal interest and institutional quality were strengthened by religious experiences at school and teacher role models. Religious understanding became an intrinsic driver for students to systematically deepen their religious knowledge, while career prospects had the least influence because Islamic education was seen more as a path to meaning than as economic considerations. Comparisons between schools indicate that environments with a religious identity, such as Muhammadiyah, foster a greater interest in Islamic studies. These findings confirm that the choice of Islamic studies is a multidimensional process influenced by the configuration of values, school culture, and students' spiritual aspirations.]]>
<![CDATA[Determinants of Parents’ School Choice and Its Implications on Student Occupancy: Evidence from Private Schools ]]>
<![CDATA[Taruna, Johannes Agus]]>;
<![CDATA[Harianto, Eric]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2696
<![CDATA[Increasingly intense with the growing number of educational options available to parents. This study aims to identify the key factors influencing parents’ decisions in selecting schools while linking these factors to student occupancy rates as an indicator of institutional sustainability. The research employs an Explanatory Factor Analysis (EFA) involving 113 parent respondents from Super Brilliant Kidz (SBK Center) and My School Palembang. The research instrument consists of 48 statement items that were tested for validity and reliability, yielding a Cronbach’s Alpha of 0.914, which indicates a very high level of internal consistency. The analysis revealed four dominant factors school quality and excellence, school reputation and image, cost and accessibility considerations, and religion and moral values which together explain 41.98% of the variance. The findings emphasize that teacher quality, school reputation, cost transparency, and value-added programs must be consistently maintained across all levels to strengthen student retention. Theoretically, this study contributes by linking school-choice factors with student occupancy sustainability, while practically offering insights for private school administrators in Palembang to design strategies for enhancing competitiveness.]]>
<![CDATA[Efforts to Improve Teacher Discipline and Performance Through Peko: Regulations and Commitments ]]>
<![CDATA[Sugianingsih, Juli]]>;
<![CDATA[Nugraha, Nurhadji]]>;
<![CDATA[Hartono, Yudi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2725
<![CDATA[This study aims to analyze the implementation of the PEKO (Regulations and Commitments) strategy in improving teacher and educational staff discipline and performance at SD Negeri 02 Madiun Lor, Manguharjo District, Madiun City in 2025. The research employs a descriptive qualitative approach with data collected through observation, in-depth interviews, and document studies. The results indicate that the PEKO model effectively integrates structural and motivational dimensions in human resource management within educational institutions. The enforcement of clear regulations such as digital attendance, uniform compliance, and daily duty schedules—significantly increased discipline levels, while continuous coaching, transformational leadership, and proportional reward–punishment systems strengthened commitment and intrinsic motivation. The findings show an improvement in teacher attendance from 87% to 98%, enhanced teaching preparation, and more professional school culture. The principal’s exemplary leadership played a key role in fostering collaboration, transparency, and collective accountability. In conclusion, the PEKO strategy successfully transformed the work culture from loose and individualistic into professional, orderly, and collaborative, providing a sustainable model for enhancing educational quality through disciplined and committed human resources.]]>
<![CDATA[Critical Pedagogy in Social Studies Education: Empowering Students Through Democratic Dialogue ]]>
<![CDATA[Pada, Damir]]>;
<![CDATA[Rusli, Muhammad]]>;
<![CDATA[Jumadi, Jumadi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2730
<![CDATA[This study explores how critical pedagogical practices are enacted and experienced within a social studies classroom through a qualitative case study approach. Drawing on critical pedagogy, the study examines how dialogical teaching shapes students’ participation, meaning making, and emerging critical awareness over time. The classroom is treated as a bounded case, enabling close attention to pedagogical processes as they unfold in everyday instructional practice. Data were generated through classroom observations, in depth interviews with the teacher and students, focus group discussions, and students’ reflective journals collected over one academic year. An interpretative analysis was conducted to trace patterns of interaction, shifts in classroom dialogue, and participants’ evolving understandings of learning. The study does not aim for generalization but seeks to develop contextual and process oriented insights. Findings show that critical pedagogy functioned as a relational and evolving practice rather than a fixed method. Classroom dialogue gradually shifted from teacher centered exchanges toward more collective meaning making, with students becoming more willing to question assumptions, engage with multiple perspectives, and connect social studies content to broader social issues. Moments of tension and emotional discomfort emerged as integral to learning, supporting reflection and deeper engagement rather than hindering instruction. This study contributes to critical pedagogy scholarship by demonstrating how dialogical practices develop over time within a single classroom and by highlighting the value of qualitative case study methods for capturing the relational and affective dimensions of critical learning.]]>
<![CDATA[Positive Discipline as a Transformative Approach to Strengthening Students’ Worship Practices ]]>
<![CDATA[Putri, Elza Eka]]>;
<![CDATA[Harmi, Hendra]]>;
<![CDATA[Sari, Dewi Purnama]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2741
<![CDATA[The formation of worship practices in Islamic boarding schools cannot be reduced to rule enforcement or ritual scheduling, because students’ engagement in worship grows through relationships, emotional experiences, and the meaning they construct in daily life. This study argues that positive discipline becomes transformative only when it is lived as a humane, relational, and spiritually grounded practice within the pesantren environment. Through a phenomenological exploration of teachers, caregivers, and students at Madinatul Ulum Pamenang, the research reveals that the shift from punitive control to a compassionate and dialogic approach fundamentally reshapes how students understand and perform worship. Rather than compelling compliance, teachers cultivate commitment by modeling sincerity, guiding students through reflective conversations, and creating rhythms of life where worship becomes integrated into personal identity. Students internalize worship not because they fear reprimand but because they witness authentic devotion, receive empathetic support, and participate in structured routines that gradually evolve into personal habits. The findings show that positive discipline functions less as a technique and more as a moral culture that nurtures students’ responsibility, emotional maturity, and spiritual awareness. In this environment, worship becomes an expression of inner readiness instead of external obligation. This study demonstrates that when discipline is reframed as a relational and meaning-oriented process, pesantren life provides fertile ground for cultivating enduring spiritual practices that students sustain even beyond institutional supervision.]]>
<![CDATA[The Role of Islamic Religious Education Teachers in Developing Students’ Discipline Character: A Qualitative Study ]]>
<![CDATA[Fauzannur, Fauzannur]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 5 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i5.2755
<![CDATA[Teachers play an important role in the formation of students' disciplined character, but there are still some teachers who cannot provide good examples in terms of discipline. This study aims to identify the approach to the formation of disciplined character and analyze the application of disciplined character carried out by Islamic Religious Education (PAI) teachers at SMA PGRI 2 Sampit, as well as analyzing the transformation of student behavior as a result of the process. The research method used is qualitative with a naturalistic approach, where data is obtained through observation, in-depth interviews, and documentation with research subjects, namely PAI teachers, and informants from the principal, BK teachers, student affairs teachers, homeroom teachers, and students. Data validation uses triangulation techniques and source triangulation, and data analysis uses the steps of reduction, data presentation, drawing conclusions and verification. The results of the study indicate that the approach to the process of forming disciplined character is carried out through: (1) habituation of worship, which instills spiritual and moral discipline; (2) teacher role models in consistent attitudes, words, and actions; and (3) spiritual strengthening through intensive religious learning and guidance at SMA PGRI 2 Sampit. Meanwhile, the application of discipline as a character builder in schools is reflected in Islamic communication, fairness and social empathy, and role models in daily interactions. The transformation of student behavior is evident in increased discipline, honesty, responsibility, independence, and self-control. This finding aligns with Al-Ghazali's view of moral education as a process of purifying the soul (tazkiyatun nafs) and cultivating good behavior, while also strengthening the relevance of modern character education theory. This study confirms that Islamic Religious Education teachers have a strategic role in building disciplined character at SMA PGRI 2 Sampit]]>
<![CDATA[Exploration of the Role of Real Context in Developing Mathematical Understanding Through the Realistic Mathematics Education Approach ]]>
<![CDATA[Setioningsih, Dian Krissila]]>;
<![CDATA[Wardani, Imas Srinana]]>;
<![CDATA[Prayogo, Prayogo]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2759
<![CDATA[This study explores the role of real-world contexts in developing students’ mathematical understanding through the Realistic Mathematics Education (RME) approach at Gunung Sekar Elementary School, Sampang. The background of this research lies in the low mathematical comprehension of elementary students, largely due to abstract, teacher-centered instruction. Using a qualitative exploratory case study, data were collected through classroom observations, interviews, and documentation involving 25 sixth-grade students, with six selected for in-depth analysis. The findings revealed that implementing RME by introducing contextual problems such as daily life situations involving division, measurement, and fractions significantly enhanced students’ conceptual understanding, engagement, and confidence in mathematics learning. Students demonstrated improvements in explaining concepts, using multiple representations, and applying mathematical ideas to new contexts. Moreover, the learning process promoted active participation, collaboration, and critical thinking. Teachers transitioned from information providers to facilitators who guided exploration and reflection. The study concludes that the integration of real contexts within RME makes abstract concepts more meaningful and accessible to students, thereby improving both cognitive and affective learning outcomes. These results emphasize the potential of RME as an effective pedagogical strategy to strengthen mathematical literacy and cultivate positive attitudes toward mathematics in Indonesian elementary education.]]>
<![CDATA[The Influence of Principal Leadership, Teacher Training, Organizational Culture, and Academic Supervision on the Performance of High School Teachers ]]>
<![CDATA[Nurojiyah, Siti]]>;
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Hadijaya, Yusuf]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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<![CDATA[This study investigates the influence of principal leadership, teacher training, organizational culture, and academic supervision on teacher performance in senior high schools in Labuhanbatu Selatan Regency. Using a quantitative approach with path analysis, data were collected from 152 teachers through questionnaires and analyzed to determine both direct and indirect relationships among the variables. The results indicate that principal leadership, teacher training, organizational culture, and academic supervision each have significant positive effects on teacher performance, both individually and collectively. Academic supervision also plays a mediating role, reinforcing the influence of leadership, training, and organizational culture on teacher performance. These findings highlight the importance of strong educational leadership, continuous professional development, and a positive school culture as key factors in enhancing teacher performance and educational quality. The study emphasizes that an integrated strategy combining effective leadership, collaborative culture, professional training, and consistent academic supervision can significantly improve the overall quality of education in senior high schools.]]>
<![CDATA[Managing Curriculum Development in Islamic Boarding Schools: Integrating Faith and Pedagogical Values. ]]>
<![CDATA[Hazaa, Zuhair Mubarrak]]>;
<![CDATA[Rezeki, Dinda Puteri]]>;
<![CDATA[Ameer, Khairul]]>;
<![CDATA[Wijaya, Candra]]>;
<![CDATA[Hidayat, Rahmat]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2785
<![CDATA[This study examines curriculum needs in Islamic boarding schools through a qualitative needs analysis approach grounded in in depth interviews with key educational stakeholders. Participants included teachers students curriculum division staff and institutional leaders who are directly involved in curriculum enactment and decision making within the pesantren system. The study aims to explore how curriculum needs are experienced and articulated across different roles and to identify shared priorities that can inform value oriented curriculum development. Data were analyzed thematically to capture recurring patterns of needs embedded in everyday educational practices. The findings reveal that curriculum needs in Islamic boarding schools are systemic and relational rather than technical in nature. Participants consistently emphasized the importance of meaningful integration of Islamic values across subjects pedagogical flexibility learning relevance and coherent evaluation practices. These needs reflect a shared aspiration to maintain Islamic identity while responding to contemporary educational demands. The study concludes that a needs driven and participatory approach provides a robust foundation for curriculum reform in Islamic boarding schools by aligning curriculum development with lived experiences institutional values and future oriented educational goals.]]>
