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Erwin Akib
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INDONESIA
Journal La Edusci
Published by Newinera Publisher
ISSN : 27210979     EISSN : 27211258     DOI : 10.37899
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 205 Documents
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Full Day School Learning Model on the Formation of Religious Attitudes and Social Attitudes of Students Erawati, Vera
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i6.2811

Abstract

This study examines the implementation of the full day school model at Madrasah Ibtidaiyah Ar-Razzaq Pekanbaru and its role in shaping students’ religious and social attitudes. Using a qualitative descriptive approach, data were collected through observations, in-depth interviews, and documentation to explore how daily routines, character-building programs, and learning activities contribute to holistic student development. The findings show that structured practices such as Dhuha prayer, tahfidz, muroja’ah, literacy programs, extracurricular activities, and classroom habitualization significantly strengthen students’ religious values, discipline, empathy, cooperation, and social awareness. The full day school environment provides continuous guidance, allowing students to internalize Islamic values and positive behavior throughout the school day. However, the study also identifies variations in students’ character development influenced by home environment, parental involvement, and individual readiness. These results highlight the importance of strong school–family collaboration and sustained teacher support to optimize character formation. Overall, the full day school model at MI Ar-Razzaq demonstrates meaningful potential in fostering well-rounded, religious, and socially responsible students.
Exploration of the Application of Gamification Methods in Pancasila Education Learning Hajar, Nurfahmi; Haris , Hasnawi; Mustari, Mustari; Kasmawati, Andi; Najamuddin, Najamuddin; Sahabuddin , Romansyah
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i6.2816

Abstract

This study examines the implementation of gamification in Pancasila Education at the senior high school level within a resource-constrained learning environment. It aims to analyze the design and implementation of gamification, identify challenges encountered during its application, and formulate optimization strategies to enhance student engagement and participation. Using a qualitative descriptive case study approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving one Pancasila Education teacher and eight eleventh-grade students at a public senior high school in West Sinjai Regency. Data were analyzed using an interactive thematic analysis model consisting of data reduction, data display, and conclusion drawing. The findings indicate that gamification was implemented through structured stages of planning, implementation, and evaluation, incorporating game elements such as points, levels, challenges, badges, and leaderboards via digital platforms including Kahoot, ZepQuiz, Wordwall, and Bamboozle. The application of gamification enhanced student engagement across behavioral, emotional, cognitive, and social dimensions. However, several challenges emerged, including unstable internet connectivity, limited digital devices, uneven student digital literacy, and learner anxiety related to individual competition. To address these issues, teachers adapted instructional designs by employing group-based leaderboards, hybrid online–offline learning activities, and peer-assisted learning strategies. This study demonstrates that gamification can serve as an effective pedagogical approach in Pancasila Education when supported by adaptive instructional design and contextual sensitivity. The originality of this research lies in its evidence that gamification can be meaningfully implemented in value-based subjects within digitally limited school contexts.
Islamic Religious Education Strategy Based on Multiple Intelligences Junaidi
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i6.2817

Abstract

This study examines the implementation of Multiple Intelligences (MI)-based strategies in Islamic Religious Education (PAI) at MTs Al-Ittihadiyah Pekanbaru, focusing on how these strategies address student heterogeneity in learning abilities, styles, and motivations. Using a qualitative case study approach, data were collected through observations, interviews, and documentation to explore the planning, implementation, and evaluation of MI-based PAI learning. The findings reveal that MI-oriented strategies enhance student engagement and comprehension by aligning instructional activities with diverse intelligence profiles, including linguistic, logical, interpersonal, kinesthetic, and visual-spatial strengths. The study also highlights the importance of teacher competence, technology integration, and contextualized curriculum design in supporting effective MI implementation. Despite challenges such as limited facilities and partial teacher readiness, the use of MI-based strategies contributes positively to both cognitive and affective learning outcomes. The study concludes that MI-based pedagogy offers a promising and relevant approach to improving the quality of Islamic education in contemporary madrasah settings and recommends stronger institutional support and ongoing professional development for educators.
Strengthening Student Character Through Qur’anic Values in Islamic Education Syamsuri, Syamsuri; Musgamy, Awaliah
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i6.2845

Abstract

This study explores how Islamic education grounded in Qur’anic values strengthens the character of students through pedagogical practices implemented by teachers in an Islamic school context. Using a qualitative descriptive design, the research investigates how teachers interpret Qur’anic values, integrate them into instructional activities, and employ strategies to ensure the internalization of moral principles among students. Data were collected through in-depth interviews, classroom observations, and documentation review, and analyzed using the Miles and Huberman model of data condensation, display, and conclusion drawing. The findings show that teachers view Qur’anic values not as abstract religious concepts but as practical ethical guidelines that must be embedded into daily behavior, interpersonal interactions, and learning routi9nes. Integration occurs through lesson planning infused with moral objectives, value-centered classroom activities, reflective dialogue, and narrative-based instruction that links Qur’anic teachings with real-life situations. Teachers also employ strategies such as habit formation, experiential moral tasks, compassionate discipline, and role modeling to facilitate character internalization. These practices collectively form a moral ecosystem that enables students to experience, practice, and reflect upon Qur’anic ethics in their daily school life. The study concludes that the effectiveness of Qur’anic-based character education depends on its holistic implementation, where values are consistently demonstrated by teachers, reinforced within the learning environment, and absorbed through continuous behavioral and spiritual engagement. This research contributes to a deeper understanding of Islamic pedagogy and highlights the importance of integrating Qur’anic values in nurturing morally grounded and socially responsible learners.
Quality of Academic Services: A Phenomenological Study at the Bureau of Academic and Student Affairs Munari, Munari; Mufti, Mohamad Irfan; Hakim, Abd.; Badollahi, Muh. Zainuddin; Kondoj, Telly Hetty Isje
Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v6i6.2858

Abstract

This study investigates the quality of academic services at the Bureau of Academic, Student Affairs, and Planning (BAKP) of Tadulako University in Palu. The research uses a qualitative phenomenological approach to explore how academic services are delivered and perceived by students, focusing on five key dimensions: reliability, assurance, physical evidence (tangibles), empathy, and responsiveness. Data were collected through interviews, observations, and documentation from both students and administrative staff. The findings reveal a range of issues that hinder optimal service delivery, including long waiting times, lack of punctuality, inadequate infrastructure, insufficient responsiveness, and undertrained personnel. Students often face delays and miscommunications due to bureaucratic inefficiencies and limited access to information. Moreover, the physical environment, such as cramped waiting areas and poor air conditioning, contributes to user dissatisfaction. Although Standard Operating Procedures (SOPs) are in place, they are not consistently implemented or publicly displayed, further complicating the service process. Officers acknowledge constraints such as understaffing and technical challenges, including frequent network disruptions. Despite efforts to improve services via online platforms, many processes still require manual handling, reducing efficiency and service satisfaction. The study concludes that academic service quality at BAKP requires strategic improvements in human resources, infrastructure, and digital integration to meet students’ expectations and support the university’s academic reputation.

Page 21 of 21 | Total Record : 205

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