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[Utilization of Digital Media in Second Language Acquisition: A Psycholinguistic Perspective on Learning ]]>
<![CDATA[M, Asia]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2834
<![CDATA[This study investigates the utilization of digital media in second language acquisition from a psycholinguistic perspective among elementary school students in Makassar City. As digital technologies increasingly shape contemporary learning environments, understanding their cognitive, linguistic, and motivational impacts is essential for strengthening instructional practices. Employing a qualitative research design, this study draws on in-depth interviews with teachers, classroom observations, and document analysis to explore how digital media influences students’ comprehension, memory encoding, and engagement during English language learning. The findings reveal that digital media significantly enhances learners’ cognitive engagement by capturing attention through multimodal features such as animation, sound, and interactivity. These elements reduce cognitive load and support sustained focus, allowing students to process linguistic input more effectively. The study also demonstrates that digital media facilitates deeper comprehension by providing immediate contextual cues visual, auditory, and symbolic that help young learners grasp vocabulary and sentence structures without relying on translation. Furthermore, repetitive and visually supported digital content strengthens memory encoding, enabling students to retain and recall language items more reliably. Various types of digital media including videos, interactive learning applications, digital games, and presentation tools were found to serve complementary pedagogical functions that teachers employed strategically to support linguistic development. Overall, the study concludes that digital media, when thoughtfully integrated, acts as a powerful tool that enriches cognitive processing, reinforces memory, and fosters a more engaging and inclusive learning environment. These insights highlight the need for continued professional development and infrastructural support to maximize the pedagogical potential of digital media in elementary second language education.]]>
<![CDATA[Teachers’ Personality Competence in Strengthening Character Education at Muhammadiyah Elementary Schools ]]>
<![CDATA[Anas, Maulidah Hasnah]]>;
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Sitorus, Ahmad Syukri]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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<![CDATA[This study analyzes teachers’ understanding, practices, supporting and inhibiting factors, and the influence of teachers’ personality competence on character education at SD Swasta Muhammadiyah 02 Medan and SDS Muhammadiyah 11 Medan, using a multi-site qualitative approach. Data were collected through interviews, observations, and documentation, and analyzed through data condensation, data presentation, and conclusion drawing. The findings reveal that teachers’ understanding of personality competence is generally good, reflected in their discipline, responsibility, honesty, politeness, and noble character consistently applied in the learning process. Character values are integrated through exemplary speech and actions, including responsibility, discipline, empathy, and cooperation, reinforced by school culture and regular religious activities. Supporting factors include teacher training, regular religious gatherings, and peer support, while obstacles involve limited funding, heavy workloads, suboptimal teacher-parent communication, and diverse student backgrounds. Nevertheless, teachers demonstrate high dedication as role models. Overall, teachers’ personality competence has a significant influence on shaping students’ character, positioning teachers not only as educators but also as strategic agents in personality development at the primary education level.]]>
<![CDATA[Management Education through Learning, Motivation, and Personal Independence in Coffee Shop Business Actors ]]>
<![CDATA[Arifin, Muhammad]]>;
<![CDATA[Arif, Muh.]]>;
<![CDATA[Apriani, Hilda]]>;
<![CDATA[Rita, Rita]]>;
<![CDATA[Laori, Sabran]]>;
<![CDATA[Arifin, Hinaya Aulia]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.2839
<![CDATA[This study examines the influence of learning, motivation, and personal independence on management education among coffee shop business actors in Makassar, South Sulawesi, a region experiencing rapid growth in café culture and entrepreneurial activity. As small-scale enterprises increasingly occupy a strategic role in Indonesia’s urban creative economy, understanding the behavioral and cognitive determinants that strengthen managerial capacity has become essential. Using a quantitative approach, the research surveyed 120 coffee shop owners and managers selected through purposive sampling, ensuring that respondents possessed adequate managerial exposure and operational experience. Data were collected using a structured, validated questionnaire and analyzed through multiple regression to determine the extent to which each predictor variable contributed to management education outcomes. The results demonstrate that learning, motivation, and personal independence each exert significant positive effects, collectively explaining a substantial proportion of variance in managerial competencies. These findings underscore the importance of continuous learning engagement, intrinsic entrepreneurial motivation, and autonomous decision-making as core components of management development in micro-enterprise settings. The study contributes empirical clarity to management education studies by highlighting the interplay of psychological and experiential factors that shape managerial effectiveness outside formal institutional frameworks. It also offers practical insights for policymakers, training institutions, and industry stakeholders seeking to elevate the capabilities of small business actors through targeted educational interventions. The research concludes by emphasizing the need to integrate experiential, context-sensitive, and behaviorally oriented learning pathways to strengthen the sustainability and competitiveness of coffee shop enterprises.]]>
<![CDATA[The Learning of Pancasila Values Construction Through Moral Inquiry: A Phenomenological Study of Prosocial Character of Health Vocational Students ]]>
<![CDATA[Robby, Silmi Kapatan Inda]]>;
<![CDATA[Hakam, Kama Abdul]]>;
<![CDATA[Hidayat, Mupid]]>;
<![CDATA[Warlim, Warlim]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2857
<![CDATA[The pedagogical challenge in health vocational education lies in preventing the reduction of Civic Education to a mere formalistic exercise that fails to influence professional behavior. This study investigates the construction of Pancasila values through the implementation of Moral Inquiry as a deliberative instructional strategy designed to foster prosocial character among health vocational students. We explored the lived experiences of eight participants from Speech Therapy, Radiodiagnostic and Radiotherapy, and Hospital Administration programs who engaged in a systematic value internalisation process. By utilizing professional ethical dilemmas as the primary stimulus for cognitive disequilibrium, the research sought to move students beyond conventional rule-following toward a post-conventional civic disposition. Adopting a transcendental descriptive phenomenological approach, we focused on the structural and textural descriptions of the students' moral development. Our findings indicate that the construction of prosocial character is achieved through a rigorous process of ego reduction where the students’ self-oriented professional motives are surrendered to the civic imperatives of humanity and social justice. We identified a critical transition from theoretical value recognition to a habitual "moral automation" where prosociality becomes a core component of the students' vocational identity. This study demonstrates that the integration of civic values into specialized vocational training creates a "moral-technical synthesis" that empowers students to act as moral agents within the healthcare system. We conclude that this deliberative pedagogy is essential for developing a workforce that embodies the ethical spirit of the state philosophy while maintaining technical excellence in their respective health fields.]]>
<![CDATA[Entrepreneurial Readiness of Students in Entrepreneurship Courses: SEM Analysis of Family Background, Motivation, and Character ]]>
<![CDATA[Suharto, Suharto]]>;
<![CDATA[Andrini, Vera Septi]]>;
<![CDATA[Hidayati, Umi]]>;
<![CDATA[Etika, Erdyna Dwi]]>;
<![CDATA[Sandy, Teguh Arie]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2869
<![CDATA[This study examines the factors influencing entrepreneurial readiness among students enrolled in entrepreneurship courses at Universitas PGRI Mpu Sindok Nganjuk. Specifically, it explores the roles of family background, motivation, character, and entrepreneurship education in shaping students' preparedness to engage in entrepreneurial ventures. Data was collected from 200 students using a structured questionnaire, and Structural Equation Modeling (SEM) was used to analyze the relationships between these factors. The results indicate that family background and entrepreneurship education significantly impact both entrepreneurship course participation and entrepreneurial readiness. Motivation and character, while positively associated with the outcomes, did not show statistically significant effects on entrepreneurial readiness. These findings suggest the importance of early exposure to entrepreneurship and the critical role of formal education in enhancing students' readiness to start their own businesses. The study highlights the need for curricula that integrate both theoretical knowledge and practical, hands-on entrepreneurial experiences.]]>
<![CDATA[Human Resource Transformation at Al-Jam'iyatul Washliyah Educational Institution: Multi-site Research ]]>
<![CDATA[Sundowo, Edi]]>;
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Dahlan, Zaini]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2872
<![CDATA[This multisite qualitative study explores the transformation of human resources at two Islamic educational institutions under Al-Jam’iyatul Washliyah: MAS Muallimin UNIVA Medan and MAS Al-Washliyah 12 Perbaungan. Using interviews, observation, documentation analysis, and institutional records, the research examines four core dimensions: the existing condition of human resources, the strategies employed to enhance teacher and staff capacity, the forms of transformation that strengthen performance and technological adaptation, and the institutional approaches used to navigate challenges and internal resistance. Findings show that both schools possess solid foundational structures adequate staffing in core subjects, strong collegial culture, and policies aligned with institutional values yet face persistent issues such as uneven workload distribution, limited welfare support, generational gaps in digital competence, and inconsistent data governance. Human resource transformation is driven through competency-based development, value-oriented recruitment, technology-assisted administration, and intergenerational mentoring, all supported by persuasive, participatory leadership rooted in Islamic ethics. The study concludes that sustainable transformation requires integrated strategies that merge professional capacity building, digital modernization, and reinforcement of religious identity. These findings contribute a novel hybrid model of HR development for Islamic educational institutions in contemporary contexts.]]>
<![CDATA[The Role and Function of Islamic Counseling in Fostering Student Morals ]]>
<![CDATA[Asriana, Asriana]]>;
<![CDATA[Lubis, Saiful Akhyar]]>;
<![CDATA[Nurmawati, Nurmawati]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2905
<![CDATA[This study examines the role and function of Islamic counseling in fostering students’ moral character across state Islamic senior high schools (MAN) in Padangsidimpuan. Using a qualitative multisite design, the research investigates how Islamic counseling practices integrated with the roles of PAI (Islamic Education) teachers contribute to strengthening students’ religious values and behavioral discipline. Data were obtained through in-depth interviews, observations, and documentation across two MAN institutions, revealing that counseling interventions grounded in Qur’anic principles, prophetic character, and spiritual development effectively address contemporary moral challenges faced by adolescents in the digital era. The findings highlight that collaboration between BK (Guidance and Counseling) teachers and PAI teachers plays a crucial role in creating a supportive environment for moral cultivation, particularly in mitigating issues such as declining discipline, digital addiction, and weakening religious awareness. The study concludes that Islamic counseling provides a holistic framework for character formation, integrating cognitive, affective, and behavioral domains. Strengthening professional competence among counselors and enhancing school-based religious programs are recommended to ensure sustainable character development in madrasah settings.]]>
<![CDATA[Evaluating the Guidance and Counseling Service Program through a Comprehensive CIPP Model Framework Addressing the Strategic Gaps Between Educational Policy and Implementation Effectiveness ]]>
<![CDATA[Novianti, Iluminata]]>;
<![CDATA[Aunurrahman, Aunurrahman]]>;
<![CDATA[Sanulita, Henny]]>;
<![CDATA[Radiana, Usman]]>;
<![CDATA[Rosnija, Eni]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2933
<![CDATA[Guidance and counseling (GC) services occupy a strategic role in supporting students’ academic development, personal–social growth, and career readiness; however, the effectiveness of their implementation in secondary schools still requires systematic evaluation to ensure they meet the demands of modern education. We directed this study to evaluate the GC service program at SMA Negeri 1 Sekadau using the Context, Input, Process, and Product (CIPP) model as a basis for continuous improvement. This research employs a qualitative evaluative approach, weaving together in-depth interviews, field observations, and document analysis to capture the authentic perspectives of school administrators, practitioners, and students. By situating our investigation within the real-world dynamics of the school ecosystem, we aimed to uncover the tensions between policy ideals and operational realities. Our investigation reveals a compelling narrative of a program caught between normative aspirations and operational constraints. We found that while the GC program is formally aligned with national educational policies and the Merdeka Curriculum, its context remains largely reactive, relying on incident reports rather than systematic diagnostic needs assessments. Furthermore, although the school benefits from professionally qualified personnel, they are significantly hindered by structural deficits, specifically a lack of validated service instruments and facility support. The implementation process follows a routine schedule yet is often characterized by administrative informality, lacking the rigorous documentation and collaborative mechanisms necessary for truly reflective practice. Finally, while the services produce initial positive personal-social impacts on students, these outcomes remain largely anecdotal, unmeasured, and unevenly distributed across the student body.]]>
<![CDATA[Development of an Islamic-Integrated Pancasila Education Learning Module ]]>
<![CDATA[Sayuti, Ujang]]>;
<![CDATA[Nurdin, Syafruddin]]>;
<![CDATA[Kosim, Muhammad]]>;
<![CDATA[Azhari, Devi Syukri]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2934
<![CDATA[This study aims to develop an Islamic-integrated Pancasila Education learning module for senior high school students at SMAN 1 Gunung Talang, Solok Regency, and to examine its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach adapted from established instructional design models, encompassing stages of needs analysis, design, development, expert validation, revision, and limited field testing. Data were collected through observations, interviews, validation questionnaires, response questionnaires, and learning outcome tests. The results of expert validation indicated that the developed module achieved a very high level of validity in terms of content relevance, integration of Islamic values, language clarity, and instructional design. Practicality test results showed positive responses from both teachers and students, indicating that the module is easy to use and suitable for classroom implementation. Furthermore, effectiveness testing revealed a significant improvement in students’ learning outcomes after using the module. These findings suggest that integrating Islamic values into Pancasila Education through a structured learning module can enhance students’ understanding of civic values, moral awareness, and learning motivation. The developed module therefore offers a promising instructional alternative to strengthen character education in senior high schools.]]>
<![CDATA[Presentation Performance: Transforming Anxiety to Confidence of EFL Students in Classroom Seminar at Higher Education Context ]]>
<![CDATA[`Abdul, Nurdevi Bte]]>;
<![CDATA[Nagauleng, Andi Mukarramah]]>;
<![CDATA[Daddi, Herlina]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.3010
<![CDATA[Anxiety in the classroom, especially in presentation has a debilitating effect on students’ performance, academic development, success in learning a foreign language. Some of the students could deliver their speaking fluently and influentially. This study is limited to the aim at exploring cause of anxiety in seminar presentation, and explore the ways to be confident in presentation. The participants consisted of 3 non-native English lecturers who teach Seminar in ELT course and ten students involved in this study; five students who have anxiety problems, and five students who have good confident in classroom presentation. They were advanced students in seventh semester. Observation and interview were used to collect the data. The data were analysed in a linear hierarchical approach building from the bottom to the top. The raw data were organized and prepared for analysis. This involves transcribing interviews typing up field notes, sorting and arranging the data into different types depending on the sources of information. Dealing with the aims of the study, results revealed presentation anxiety is caused by lack of preparation, fear of audience’s judgment, personality problems, language mastery, and academic demands; the suggested ways in mitigating anxiety to be confident in classroom presentation are drilling practice, doing preparation, getting feedback, strengthening concept, and expressing nonverbal communication. Thus, the transformation of presentation anxiety to confidence occurs through interrelated process of cognitive, affective, and psychometric practices.]]>
