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[Internalization of Islamic Educational Values through the Merariq ]]>
<![CDATA[Mukminah, Mukminah]]>;
<![CDATA[Hirlan, Hirlan]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2871
<![CDATA[The marriage tradition of the Sasak Merariq is ideally a vehicle for Islamic character education, based on the philosophy of "Customs with the joint of Syara', Syara' with the joint of Kitabullah" (Customs are based on Islamic Law, Islamic Law is based on the Book of Allah). However, contemporary practices reveal a significant erosion of meaning due to modernization, pragmatism, and external stigma. This research aims to fill the literary gap, going beyond previous research that only describes the Merariq ritual or identifies its values, by deconstructing the psychological and sociological mechanisms of internalizing the value of Islamic education in it. Using a qualitative approach with a case study design in Central Lombok, this study collected data through in-depth interviews, participant observations, and documentation. Key findings reveal that the internalization of values does not occur through indoctrination but through risk-based pedagogy and social drama. Processions such as selarian (eloquence) and selabar (deliberation) function as a structured experiential learning curriculum where values such as syaja'ah (courage), amanah (responsibility), solidarity, and consultation are tested and lived in practice. The study also confirms the challenges posed by commercialization and the pressures of modernist and puritan views. As a solution, this study recommends revitalizing meaning through cultural literacy, expanding the role of key actors such as negotiators to cultural educators, thus transforming Merariq back into a functional and relevant medium for character education.]]>
<![CDATA[Strategies for Improving Teacher Performance through Discipline among Elementary School Teachers ]]>
<![CDATA[Maili, Sjafty Nursitii NP]]>;
<![CDATA[Setyaningsih, Sri]]>;
<![CDATA[Herfina, Herfina]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2932
<![CDATA[This study aims to identify strategies for improving elementary school teacher performance through discipline. Discipline is an important factor in creating a conducive learning environment and ensuring optimal achievement of educational goals. This research employs a quantitative approach using survey method and path analysis techniques. The population consisted of 516 elementary school teachers in Region 2 of East Jakarta, with a sample of 225 teachers selected through purposive sampling. Data were collected through questionnaires and analyzed using path analysis. The results show a direct and significant influence of discipline on teacher performance with a path coefficient value of y1 = 0.424, p < 0.05. This indicates that teachers with high discipline levels tend to demonstrate better performance in lesson planning, lesson implementation, evaluation of student learning outcomes, and additional tasks. The findings emphasize the need to increase awareness and improve discipline in the school environment to optimize basic education quality. Strategies for improving teacher performance include strengthening weak discipline indicators, namely time management (3.52) and compliance in following rules (3.66), while maintaining strong indicators such as rule enforcement (4.21) and responsibility (4.1). This study concludes that strong discipline can significantly improve teacher performance, and the stronger the discipline applied, the better the teacher performance outcomes.]]>
<![CDATA[Improving Qur’anic Literacy through the Tafahhum Method: A Qualitative Case Study ]]>
<![CDATA[Misliani, Herlin]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2946
<![CDATA[This study examines the use of the tafahhum method in improving Quranic literacy among students at the Institut Ilmu Al Quran Jakarta. It begins from the concern that Quranic learning often emphasizes fluent recitation and memorization more than meaningful understanding. Using a qualitative case study design, the research involved 30 undergraduate students from the 2022 cohort and 3 lecturers of tahsin and tahfiz. Data were collected through classroom observations, semi structured interviews, documentation, and student response sheets used as supporting descriptive material. The findings show that students’ Quranic literacy was generally strong in recitation, but still uneven in tajwid accuracy and comprehension of meaning. Tafahhum was practiced in tahsin, tahfiz, and murojaah sessions through guided explanation, reflective engagement, and contextual connection between verses and everyday life. However, not all students were able to engage the process equally well. Some still struggled to explain the meanings of memorized verses, connect verses thematically, and relate Quranic messages to lived experience. These difficulties were influenced by differences in Arabic proficiency, educational background, interpretive readiness, and confidence in active participation. The study concludes that tafahhum plays an important role in bridging recitation and comprehension. Its successful implementation, however, depends on sustained pedagogical guidance, contextual learning, language support, and collaborative classroom practices that help students engage the Quran as both a recited and meaningful text.]]>
<![CDATA[Translingual Practices as Spatial Repertoires Employed by Interlocutors in Classroom Interaction ]]>
<![CDATA[Saswati, Risna]]>;
<![CDATA[Sugiharto, Setiono]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2954
<![CDATA[The study investigates the transligual practices as spatial repertiores in classroom interaction. The method applied is a descriptive qualitative approach. It uses the classroom observation, interview and stimulated recall interview as the techniques of the data collection. The study employs the theories of sociocognitive affordances, translingual, classroom language use, and pragmatics. The outcomes reveal that the natural functions as the goals are achieved. The participants can shift the roles as the interlocutors who can apply the appropriate speech acts and the politeness strategies. The roles are changed and the study reveals the interaction is natural in which there is symmetrical relationship among the interlocutors in classroom interaction. It is as the results of the use of sosiocognitive affordances from the very beginning of the classroom interaction by the teachers and learners and continues to the end of the class. In the process, the roles of the teachers and learners gradually change into the interlocutors who have already the pragmatic competences to interact with other parties.]]>
<![CDATA[Teacher Work Commitment: Analysis of Work Team Factors, Work Motivation, and Job Satisfaction ]]>
<![CDATA[Siagian, Mhd. Darwis]]>;
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Rifai, Muhammad]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2973
<![CDATA[This study aims to analyze the effects of work teams and work motivation on teachers’ work commitment, with job satisfaction acting as a mediating variable, at State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Langkat Regency, Indonesia. Employing a quantitative ex post facto design, data were collected from 191 teachers selected through proportional random sampling. The research instruments consisted of validated and reliable Likert-scale questionnaires, and the data were analyzed using path analysis with SPSS. The findings reveal that work teams and work motivation have significant positive effects on job satisfaction and work commitment. Job satisfaction emerges as the most dominant predictor of work commitment and significantly mediates the relationship between work teams, work motivation, and work commitment. Collectively, work teams, work motivation, and job satisfaction explain 78% of the variance in teachers’ work commitment. These results support the Integrated Model of Organizational Behavior, emphasizing the importance of both individual and organizational factors in fostering teacher commitment. The study highlights the need for strengthening collaborative work cultures, enhancing motivation, and improving job satisfaction to sustain teachers’ commitment and improve the quality of education in Islamic secondary schools.]]>
<![CDATA[The Use of Articulate Storyline 3-Based Learning Media on the Understanding of Mathematical Concepts is Reviewed from the Learning Style ]]>
<![CDATA[Zulmaulida, Rahmy]]>;
<![CDATA[Setiawan, Setiawan]]>;
<![CDATA[Ikramah, Nuratul]]>;
<![CDATA[Saputra, Edy]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2978
<![CDATA[This study aims to examine the effectiveness of Articulate Storyline 3-based learning media on students’ understanding of mathematical concepts when reviewed from learning styles. The research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The participants consisted of 26 seventh-grade students of MTsN 1 North Aceh in the 2023/2024 academic year. Data were collected through a mathematical concept understanding test and a learning style questionnaire to classify students into visual, auditory, and kinesthetic categories. The collected data were analyzed using a normality test, paired sample t-test, and one-way ANOVA with the assistance of IBM SPSS Statistics version 29.00. The results showed a significant improvement in students’ understanding of mathematical concepts after the implementation of Articulate Storyline 3-based learning media. The paired sample t-test indicated a significant difference between pretest and posttest scores, demonstrating the effectiveness of the interactive learning media. Furthermore, the ANOVA results revealed no significant differences in students’ conceptual understanding based on learning styles, indicating that the media effectively accommodates diverse learning preferences. These findings suggest that Articulate Storyline 3-based learning media can enhance conceptual understanding in mathematics and provide an inclusive learning experience for students with different learning styles.]]>
<![CDATA[Reconceptualizing Environmental Education through Indigenous Knowledge: A Community-Based Pedagogical Model from Customary Forest Practices ]]>
<![CDATA[Ramlan, Muh. Arief Budiman]]>;
<![CDATA[Sulbadana, Sulbadana]]>;
<![CDATA[Suardi, Suardi]]>;
<![CDATA[Tampubolon, M.Hatta Roma]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.3000
<![CDATA[This study reconceptualizes environmental education by examining customary forest governance as a community based pedagogical ecology. While environmental education is often framed within formal schooling and curriculum reform, indigenous communities have long sustained ecological knowledge through lived practice, moral guidance, and intergenerational transmission. Drawing on qualitative case study research in a customary forest community in Central Sulawesi, Indonesia, this study explores how environmental learning is embedded in everyday activities, spatial zoning practices, ritual life, institutional deliberation, and livelihood routines. Data were collected through in depth interviews, participant observation, and analysis of community narratives. The findings reveal that the forest functions not only as an ecological resource but as a formative educational landscape where ecological awareness is cultivated through participation, relational ethics, and collective accountability. Customary institutions model reflective governance, rituals reinforce moral commitment to land stewardship, and livelihood practices nurture long term ecological reasoning across generations. By interpreting customary forest practices as an integrated pedagogical system, this study expands the conceptual boundaries of environmental education beyond formal institutional settings. It argues that sustainable education must recognize indigenous pedagogical ecologies as legitimate and sophisticated forms of knowledge production and moral formation. The study contributes to ongoing debates on decolonizing environmental education and highlights the importance of community-based learning in fostering ecological consciousness.]]>
<![CDATA[Development of Collaborative Blended Learning Instructional Model Based on the ADDIE Framework to Foster Analytical Writing Skills ]]>
<![CDATA[Mulyadi, Ernitasari]]>;
<![CDATA[Prasetyaningsih, Rahayu]]>;
<![CDATA[Idayani, Andi]]>;
<![CDATA[Managkari, Ismail]]>;
<![CDATA[Lubis, Mukhlis]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.3015
<![CDATA[This study explores the implementation of a collaborative blended learning model for teaching English analytical exposition texts. The model was developed using the ADDIE framework, which consists of the stages of analysis, design, development, implementation, and evaluation. The study addresses challenges faced by students, such as difficulties in individual writing tasks and limited experience with collaborative learning. Through a combination of online and offline activities, including the use of digital tools such as Padlet, the collaborative blended learning model encourages interactive group discussions and peer feedback to enhance students’ writing skills. The findings indicate a significant improvement in students’ writing performance, motivation, and engagement. The developed model also provides an interactive learning environment that facilitates deeper collaboration and active participation among students. This study underscores the potential of integrating collaborative blended learning into writing instruction to address students’ challenges and improve learning outcomes.]]>
