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[Development and Training of Islamic Religious Education Supervisors in the Implementation of the Independent Curriculum ]]>
<![CDATA[Intan, Nursikah]]>;
<![CDATA[Mesiono, Mesiono]]>;
<![CDATA[Khadijah, Khadijah]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2821
<![CDATA[This study aims to analyze the mechanism of competency development and the supervision patterns of Islamic Education supervisors (PAI) in supporting the implementation of the Merdeka Curriculum in Simalungun Regency. Using a qualitative approach with a multi-site study design, data were collected through in-depth interviews, observations, and documentation involving PAI supervisors, teachers, principals, and related parties from three non-driving public elementary schools. The results of the study indicate that the role of PAI supervisors has contributed to improving teachers' understanding of learning tools, assessment, and the strengthening of religious character, although the communication pattern applied is still predominantly top-down and not yet fully participatory. The main challenges encountered include the limited technological competence of teachers, infrequent supervision due to the wide coverage of mentees, and uneven support in terms of facilities and institutional resources. This study emphasizes the need to develop a coaching and mentoring-based guidance model and to optimize inter-institutional collaboration through the use of information technology as an effort to strengthen supervisors' capacity as agents of change. These findings have implications for formulating a more adaptive, sustainable, and contextual supervisory guidance strategy for PAI supervisors in supporting the implementation of the Merdeka Curriculum in non-pioneer regions.]]>
<![CDATA[The Dynamics of Educational Leadership Acculturation: A Fiel Study with Peter L. Berger Social Construction Approach ]]>
<![CDATA[Riyadi, Ivan]]>;
<![CDATA[Siddeh, Khoirul Anam]]>;
<![CDATA[Musdiani, Musdiani]]>;
<![CDATA[Christanti, Yana Dwi]]>;
<![CDATA[Thohir, Moh]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2866
<![CDATA[This study investigates the dynamics of educational leadership acculturation at MA Al-Fatah Palembang through the lens of Peter L. Berger’s social construction theory. Using a qualitative field study design, the research explores how school leaders internalize, construct, and institutionalize leadership values within the cultural, religious, and organizational contexts of the madrasah. Data were collected through in-depth interviews, observation, and documentation, involving principals, vice principals, teachers, and student organization leaders. The findings reveal that leadership practices at MA Al-Fatah are shaped by a continuous dialectic process: externalization of Islamic-based leadership values, objectivation through institutional rituals and organizational norms, and internalization by individuals within the school community. These processes foster a hybrid form of leadership that integrates traditional Islamic values with contemporary educational management practices. The study also highlights factors that support and hinder acculturation, including organizational culture, leadership communication, teacher participation, and stakeholder engagement. Overall, the research provides theoretical and practical insights into how leadership identities are socially constructed and negotiated within Islamic educational settings.]]>
<![CDATA[Strengthening Students’ Civic Character through the Pancasila Student Profile Project in the Merdeka Curriculum: A Qualitative Study ]]>
<![CDATA[Haloho, Bongguk]]>;
<![CDATA[Napitu, Ulung]]>;
<![CDATA[Corry, Corry]]>;
<![CDATA[Harianja, Tuangkus]]>;
<![CDATA[Sonanggok, Maria]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2907
<![CDATA[This study explored how the concept of the Pancasila Student Profile Project can be used within the framework of the Merdeka Curriculum and how it can be used to foster the development of the civic character of SMIP Universitas Simalungun students. Due to the perceived mismatches between moral teaching and practical implementation in civic education, a qualitative methodological approach was implemented to evaluate how the project-based learning and institutional practices were implemented in the enactment of character values. The data were gathered through the in-depth interview with school leaders and teachers, classroom observations, and institutional documentation analysis. Data were analyzed using an iterative coding and thematic interpretation to evoke patterns of pedagogical practice, engagement of students, and organizational support. Results indicate that before the project was carried out, civic learning was more theoretical and external thus constraining the internalization of moral values. Constant engagement in participative and situational learning processes contributed to the gradual enhancement of responsibility, social awareness and participatory confidence in the students. Some of the most important facilitators of this change were institutional coordination, reflective evaluation and collaboration among teachers. In addition, the element of the Simalungun local wisdom solidified the moral identity of the students by connecting the national civic principles to the traditionally based ethics. The research indicates that participatory pedagogy, unified institutional design, and culturally sensitive learning conditions are the conditions of the successful construction of civic character in the context of the Merdeka Curriculum.]]>
<![CDATA[Internalization of Qur’anic Values in Islamic Religious Education Learning: A Qur’anic Pedagogical Perspective ]]>
<![CDATA[Zein, Muhammad]]>;
<![CDATA[Ramadhona, Agustian]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2922
<![CDATA[This study explores the integration of Qur’anic values within Islamic Religious Education (IRE) by employing a Qur’anic pedagogical lens that emphasizes holistic character formation, spiritual awareness, and transformative learning. The research addresses the central question of how Qur’anic principles can be systematically internalized in classroom practices to enhance students’ ethical, cognitive, and affective development. Using a qualitative descriptive approach supported by textual analysis of Qur’anic verses, curriculum documents, and classroom observations, the study maps pedagogical strategies that align instructional processes with Qur’anic educational ideals. The findings reveal that internalization occurs effectively through three interconnected dimensions: value-oriented learning design, dialogical and reflective teaching methods, and teacher modeling grounded in prophetic pedagogy. These dimensions foster deep moral consciousness, strengthen students’ spiritual identity, and encourage ethical decision-making in daily life. The study concludes that Qur’anic pedagogy offers a robust framework for cultivating meaningful learning experiences in IRE, requiring educators to integrate scriptural values not merely as cognitive content but as lived practices embedded in pedagogical interactions.]]>
<![CDATA[Analysis of Challenges and Solutions to Students' Understanding of Mathematical Concepts in Algebra Material from Gender Perspective ]]>
<![CDATA[Calista, Fionda Febrila]]>;
<![CDATA[Fauzan, Ahmad]]>;
<![CDATA[Armiati, Armiati]]>;
<![CDATA[Harisman, Yulyanti]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.2960
<![CDATA[Algebra is one of the crucial topics in mathematics. However, many students struggle to master algebra concepts. If this is left unchecked, it will have a negative impact on the students' future. Students will have difficulty following mathematics lessons at higher levels, because algebra is the foundation of many advanced mathematical concepts. This research aims to conduct a case study on the understanding of mathematical concepts from a gender perspective and a literature review to determine the challenges and solution approaches to the understanding of mathematical concepts among middle school students in algebra. The methods applied are Systematic Literature Review (SLR) and case study research. The research results show that female students' understanding of algebra concepts is very good. Female students can explain examples and algebraic operations well and correctly. However, male students do not master the material well because they often make mistakes in algebraic operations. The main cause of the low understanding of algebra concepts among students is their inability to connect formulas and concepts with practical applications, lack of student engagement in the learning process, insufficient interactive learning media, and inadequate teaching methods. The proposed solutions are the use of more engaging and interactive media, the implementation of active and collaborative learning methods, and the utilization of technology in education.]]>
<![CDATA[Development of the Mini Smart Cashier Application to Improve the Counting Ability of Students with Mild Intellectual Disabilities ]]>
<![CDATA[Fitri, Resvi]]>;
<![CDATA[Pujaningsih]]>;
<![CDATA[Rijal, Muhamad Aflaha]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 1 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i1.3047
<![CDATA[This study aims to develop the Mikacer (Mini Smart Cashier) application as an Android-based counting aid to improve the ability to count money for students with mild intellectual disabilities phase D at SLB Negeri 2 Padang. Based on Piaget's cognitive development theory, Vygotsky's Scafolding, and the principles of Universal Design (UD) in learning media, Mikacer is an assistive technology designed as an adaptive and interactive money counting medium, and is easily accessible to all students who need it. The research method used the Design, Development, and Research (DDR) procedure from Richey and Klein, which produced the Mikacer (Mini Smart Cashier) mobile application with ten students with mild intellectual disabilities at a special needs school (SLB) as subjects. Data collection techniques used were observation, interviews, questionnaires, and performance observation. The results of this research are an Android-based application available on the Google Play Store for direct download. The application contains a step-by-step cashier simulation menu for calculating the amount of money, reducing money, calculating total purchases and calculating change in simple purchases. After being validated by six expert validator teams, the product results are in the very feasible category and the validation results can be used according to revisions and suggestions. Interventions to improve the ability to count money for students with mild intellectual disabilities use the Mikacer application that has been developed. Based on the results of performance observations from all subjects, they succeeded in improving their counting abilities from the initial baseline, intervention and final baseline.]]>
<![CDATA[Faith-Based Organizations as Learning Intermediaries in Pandemic Governance ]]>
<![CDATA[Tirtana, Endang]]>;
<![CDATA[Samudra, Azhari Aziz]]>;
<![CDATA[Murod, Ma'mun]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.3069
<![CDATA[This study examined the role of learning-oriented educational governance in crisis response through a qualitative case study of the Muhammadiyah Disaster Management Centre (MDMC) during the COVID-19 pandemic in Indonesia. Drawing on community participation theory, collaborative governance, and public sector innovation frameworks, the study explored how participation, collaboration, and innovation functioned as interconnected educational processes. Data were collected through semi-structured interviews, document analysis, and non-participant observation, and analyzed using thematic analysis. The findings indicate that MDMC’s crisis response extended beyond humanitarian action and operated as an educational governance mechanism that strengthened community learning, institutional coordination, and adaptive innovation. Participatory educational engagement enhanced public health literacy and social trust, while collaborative governance facilitated inter-organizational learning across sectors. Innovation emerged as a learning-driven process that institutionalised knowledge into sustainable crisis-response practices. This study proposes an integrative participation model that highlights education as a central mechanism in managing complex societal crises. The findings contribute to educational governance literature by demonstrating the capacity of faith-based organisations to act as learning intermediaries that enhance community resilience and policy legitimacy during emergencies]]>
<![CDATA[Development of a Technology- Based STEAM Curriculum Model for Improving 21st Century Skills ]]>
<![CDATA[Kurniawan, Satunggale]]>;
<![CDATA[Kanaha, Ibnu]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2191
<![CDATA[This study aims to develop a technology-based STEAM (Science, Technology, Engineering, Arts, and Mathematics) curriculum model to enhance students' 21st-century skills. These skills including creativity, critical thinking, collaboration, and communication are essential in preparing students for the demands of the digital era and global workforce. Using a Research and Development (R&D) approach with the ADDIE (Analyze, Design, Develop, Implement, Evaluate) model, the curriculum was designed, implemented, and evaluated in several high schools in North Halmahera, Indonesia. The results indicate significant improvements: creativity (30%), critical thinking (25%), collaboration (20%), and communication (22%). Students were more engaged and motivated, while teachers reported increased confidence in using educational technology. However, challenges such as time management and technological readiness were noted. Continuous training and curriculum adjustments are needed to optimize implementation. This technology-based STEAM curriculum model offers a practical and innovative approach for future-oriented education. It can serve as a strategic solution for developing holistic competencies aligned with global educational needs and digital transformation.]]>
<![CDATA[Evaluation of the Flagship Qur'an Memorization Program Using the Countenance Stake Model: Challenges and Opportunities for Development ]]>
<![CDATA[Qomah, Ashri Nafiah Nur Isti]]>;
<![CDATA[Absa, Muhammad Rafif Yuliza]]>;
<![CDATA[Fatih, Muhammad Iqbal Al]]>;
<![CDATA[Puhan, Junita Evie]]>;
<![CDATA[Istanto, Istanto]]>;
<![CDATA[Maksum, Muh Nur Rochim]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2864
<![CDATA[This study aims to evaluate the implementation of the Superior Tahfidz Program at MI Muhammadiyah Tahfidzul Qur'an Matesih using the Countenance Stake Model which assesses three main components, namely antecedent, transaction, and outcome. The evaluation was conducted to determine the level of program readiness, the suitability of the implementation process with the planning, and the achievement of results obtained through Tahfidz activities. Data collection was carried out through documentation, observation, interviews, and review of student memorization achievements, which were then analyzed descriptively through a comparison between intents and observations according to the structure of the evaluation model. The study results indicate that the Superior Tahfidz Program has a clear planning basis, adequate institutional support, and a curriculum structure that supports the formation of a Qur'anic culture in madrasas. During the implementation phase, the program ran fairly consistently with its initial objectives, although several challenges were still encountered, such as variations in student abilities, limited learning time, and the need to improve the capacity of Tahfidz teachers. Meanwhile, the outcome component shows that the program has a positive contribution to the development of memorization and religious character of students, although its effectiveness depends on the continuity of guidance and strengthening collaboration between teachers, madrasas, and parents. Further analysis revealed opportunities for program development, particularly through improved learning methods, the use of supporting media, and strengthening the memorization evaluation system]]>
<![CDATA[Effectiveness of Elementary School Management through Digital Literacy, Infrastructure Readiness, Hybrid-Based Organizational Culture (Integration of Artificial Intelligence and Data-Driven Decision Making): An Empirical Study ]]>
<![CDATA[Nurhayati, Lia]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2867
<![CDATA[This paper explored the effectiveness of elementary school management based on a hybrid model that means fusing data driven decision making with artificial intelligence in government elementary schools in the Gorontalo Regency of Indonesia. The study utilized a quantitative explanatory research design to explore the impact of digital literacy, infrastructure preparedness, and organization culture on the effectiveness of school management. The sample size consisted of principals, teachers, and administrative personnel and 205 respondents were chosen by proportional stratified random sampling. A Likert scale questionnaire was used to gather data and Structural Equation Modeling with Partial Least Squares was used to analyze the data. The results found that digital literacy, infrastructure preparedness, and organizational culture had a positive impact on management effectiveness. The strongest predictor was found to be digital literacy and then organizational culture and infrastructure readiness became the predictors. These three predictors had a high explanatory power, and the value of R square was 0.714, which showed that three predictors explained 71.4 percent of the variance in the effectiveness of management in schools. These findings imply that effective deployment of hybrid data based and AI supported school management does not merely require the presence of technology but also the ability of school actors to comprehend data, cooperate and maintain adaptable organizational behavior. This research concludes that the promotion of effective and context sensitive digital transformation in the management of elementary schools must be made priorities by enhancing digital literacy and cultivating a positive organizational culture.]]>
