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
242 Documents
<![CDATA[Full Day School Learning Model on the Formation of Religious Attitudes and Social Attitudes of Students ]]>
<![CDATA[Erawati, Vera]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2811
<![CDATA[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.]]>
<![CDATA[Exploration of the Application of Gamification Methods in Pancasila Education Learning ]]>
<![CDATA[Hajar, Nurfahmi]]>;
<![CDATA[Haris , Hasnawi]]>;
<![CDATA[Mustari, Mustari]]>;
<![CDATA[Kasmawati, Andi]]>;
<![CDATA[Najamuddin, Najamuddin]]>;
<![CDATA[Sahabuddin , Romansyah]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2816
<![CDATA[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.]]>
<![CDATA[Islamic Religious Education Strategy Based on Multiple Intelligences ]]>
<![CDATA[Junaidi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2817
<![CDATA[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.]]>
<![CDATA[Strengthening Student Character Through Qur’anic Values in Islamic Education ]]>
<![CDATA[Syamsuri, Syamsuri]]>;
<![CDATA[Musgamy, Awaliah]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2845
<![CDATA[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.]]>
<![CDATA[Quality of Academic Services: A Phenomenological Study at the Bureau of Academic and Student Affairs ]]>
<![CDATA[Munari Munari]]>;
<![CDATA[Mohamad Irfan Mufti]]>;
<![CDATA[Abd. Hakim]]>;
<![CDATA[Muh. Zainuddin Badollahi]]>;
<![CDATA[Telly Hetty Isje Kondoj]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2858
<![CDATA[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.]]>
<![CDATA[Development of Interactive Flipbook Media to Enhance Science Literacy Based on Sustainable Lifestyle in Elementary Schools ]]>
<![CDATA[br Limbong, Winny Sunfriska]]>;
<![CDATA[Silalahi, Taruli Marito]]>;
<![CDATA[Fadli, Muhammad]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2697
<![CDATA[This study is motivated by the urgency of rapid digitalization in the 21st century, which necessitates the development of innovative, interactive, and contextual learning media. The purpose of this research is to develop a flipbook-based learning medium that integrates sustainable lifestyle values to enhance science literacy among elementary school students. The study employed the ADDIE development model comprising Analysis, Design, Development, Implementation, and Evaluation through stages that included needs analysis, media design, product development, classroom implementation, and evaluation. Data were collected through surveys, interviews, observations, and tests involving fifth-grade students from eight elementary schools in Medan City. The results indicate that the developed flipbook met the criteria of validity, practicality, and effectiveness based on expert validation and classroom implementation tests. The flipbook, which incorporates learning materials, simulations, evaluations, animations, and interactive visuals, effectively stimulates students’ learning motivation and improves their science literacy skills. A novel finding of this study is the integration of science literacy with sustainable lifestyle values, which not only introduces scientific concepts but also instills positive habits for environmental preservation and social responsibility from an early age. The discussion emphasizes that the use of flipbook media can serve as an innovative alternative for teachers in science learning at the elementary level. This research produces an empirically tested flipbook medium and a teacher’s instructional guide, thereby contributing to the advancement of educational science and the practice of sustainable education.]]>
<![CDATA[Analysis of Role, Challenges, and Impact of Educational Supervision on Teacher Professional Development ]]>
<![CDATA[Ruchmayano, Nova Virdamahaputra]]>;
<![CDATA[Suryadi, Suryadi]]>;
<![CDATA[Nurdin, Diding]]>;
<![CDATA[Khofifah, Juliani Musti]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2726
<![CDATA[The tension between institutional accountability and pedagogical autonomy remains a central challenge in school leadership, yet the mechanisms modulating this interplay within professional development are often overlooked. This study examines the operational synergy between supervisory roles, systemic challenges, and teacher growth through a quantitative analysis of 27 practitioners. Findings reveal a high-performance baseline in supervisory roles (Mean 4.21), anchored by rigorous curriculum alignment (Mean 4.48) and consistent clinical observations (Mean 4.26). We identify a critical "relational bottleneck" where communication friction (Mean 3.44) acts as a more significant barrier than traditionally cited constraints like time or resource scarcity. Despite this interpersonal dissonance, the impact on teaching quality (Mean 4.37) and professional collaboration (Mean 4.30) remains robust. These data expose a fundamental tension: the pursuit of digital transparency and standardized monitoring is inherently limited by the psychological safety required for substantive instructional change.]]>
<![CDATA[Enhancing Service Encounter Proficiency through Structured Input and Output in Tourism Education ]]>
<![CDATA[Hasrul, Hasrul]]>;
<![CDATA[Salim, Muhammad Arfin Muhammad]]>;
<![CDATA[Hambali, Uyunnasirah]]>;
<![CDATA[Saputri, Faradillah]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2771
<![CDATA[This research investigates the persistent gap between theoretical English instruction and the practical demands of the global tourism industry. While travelers rely on seamless communication to steer various service encounters students often struggle with a profound lack of confidence and linguistic passivity that hinders their professional growth. We implemented a structured input and output framework based on the presentation and practice and production sequence to determine its impact on the communicative effectiveness of sixty vocational learners. Our quantitative analysis utilized pre-test and post-test performance metrics to measure oral fluency and linguistic accuracy and pragmatic competence across two distinct groups. The data reveals that the experimental group achieved statistically significant gains in all domains with a speech rate reaching over one hundred syllables per minute and an accuracy ratio of seventy seven percent. These results prove that intentional instructional sequencing acts as a vital bridge for preparing industry ready professionals who can respond spontaneously in high stakes travel scenarios. This study provides a replicable roadmap for vocational institutions seeking to transform English from a passive subject into a dynamic asset for international service excellence.]]>
<![CDATA[From Knowledge Seeking to Ethical Action: The Elaboration of Taha Abdurrahman’s Philosophy to Address Student’s Information Overload ]]>
<![CDATA[Saputra, Kurniawan Dwi]]>;
<![CDATA[Utomo, Agus Himmawan]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2777
<![CDATA[Rather than cultivating critical thinking, the ease of access to information in digital world, leads many students into confusion. By developing Taha Abdurrahman’s theory of subject and Linda Zagzebski’s intellectual virtues, this study aims to propose an onto-ethical approach to address students learning problem caused by information overload. Using library-based qualitative research, the authors compare and synthesis Taha’s view on subject and Zagzebski’s intellectual virtue to foster a critical-responsible digital subject. Tahaian notion of subject, which received ethico-spiritual commitment through transcendental encounter with God, is proposed as a resilient subject for information overload. Authors argue that to overcome information overload among students, the praxis of digital engagement must be altered from information seeking activity towards a responsible ethical action. To engage in digital activities is to responsibly executes certain intellectual virtues in order to do something ethical. The two-folded attributes of Tahaian subject: criticism and responsibility are essential in fostering an ethical-aware autonomous learner. Complementing this framework, this article engages through Linda Zagzebski’s theory of intellectual virtues, to tackle digital-related pedagogical problems.]]>
<![CDATA[Bilingual Learning Strategies of Arabic and English: A Perspective of Noam Chomsky's Linguistic Thought ]]>
<![CDATA[Hasanuddin, Muhammad Iqbal]]>;
<![CDATA[Irwan, Muhammad]]>;
<![CDATA[Rusydi, Muhammad]]>;
<![CDATA[Said, Abd. Muis]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
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DOI: 10.37899/journallaedusci.v6i6.2780
<![CDATA[This systematic literature review evaluates Arabic English bilingual strategies through the lens of Noam Chomsky’s Universal Grammar and generative linguistics. By synthesizing 30 high quality studies from an initial 585 records, the review confirms that generative frameworks provide substantial explanatory power for bilingual acquisition. Key findings indicate that L1 Arabic transfer significantly shapes English L2 development, particularly in pro drop and verb raising parameters. While the Full Transfer Full Access model suggests learners retain the ability to achieve native like proficiency, adult learners struggle with parameter resetting when relying solely on positive evidence. Pedagogical implications are profound: explicit instruction using negative evidence and heightened awareness of syntactic differences are essential to reduce interference errors. Additionally, mastering collocations requires targeted focus beyond simple translation equivalence. The review highlights critical research gaps in longitudinal data and child bilingualism, offering vital directions for curriculum design and teacher training.]]>
