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
267 Documents
<![CDATA[Implementation of Arabic Language Learning Using Canva Application and Singing Method ]]>
<![CDATA[Abdul Azis]]>;
<![CDATA[Muhammad Mugni Assapari]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2962
<![CDATA[This paper addresses how the Arabic language is learned using the Canva application and the singing technique in Al Badriyah Islamic Boarding School in East Lombok and Assaddiyah Islamic Boarding School in North Lombok. Qualitative method with multi site case study design was used in the study. The data were gathered by observing classes, conducting semi structured interviews and documentation. According to the findings, Canva assisted teachers in delivering the Arabic vocabulary and sentence structure in a more structured, visual, and accessible format, which allowed the students to pay more attention to lessons and comprehend the learning materials easier. The singing technique enhanced a more relaxed and participatory classroom environment by making students repeat vocabulary and basic grammatical patterns with more confidence and less anxiety. The visual media and the musical repetition also enhanced the level of student motivation, classroom participation, and progressive acquisition of vocabulary and mastering of sentence structure. Also, the implementation stimulated more creativity of teachers in creating learning materials and promoted more active engagement of santri in classroom activities. This notwithstanding, the study also found some difficulties, especially lack of access to digital devices, poor and unreliable internet connection, and preliminary hesitation of teachers to utilize digital media. All in all, the research finds out that learning Arabic language in pesantren can be made more engaging, student centered, and responsive to pedagogy through the integration of digital visual media and the application of creative teaching approaches.]]>
<![CDATA[Strategies for Integrating Religious Moderation Values in Islamic Higher Education ]]>
<![CDATA[A. Syathori]]>;
<![CDATA[Umamatul Khaeriyah]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.2977
<![CDATA[This study examines strategies for instilling religious moderation values in enhancing Islamic Religious Education within the Department of Islamic Education at UIN Siber Syekh Nurjati Cirebon. Employing a qualitative case study approach, the research investigates how religious moderation is integrated into the curriculum, pedagogical practices, and academic culture of an Islamic higher education institution operating in a digital learning environment. Data were collected through in-depth interviews with lecturers, students, and academic administrators, classroom observations, and analysis of curriculum documents and institutional policies. The findings reveal that religious moderation is systematically embedded across core courses through dialogical teaching, experiential learning, interfaith dialogue, and community engagement. These strategies contribute to the development of students’ moderate religious attitudes, critical thinking skills, and social inclusivity. However, the study also identifies challenges related to student resistance, uneven faculty preparedness, and the influence of digital media in shaping religious perspectives. The study concludes that sustained institutional commitment, faculty development, and adaptive curriculum design are essential for strengthening religious moderation education in Islamic higher education. This research contributes to the discourse on Islamic education by offering an integrative model for promoting religious moderation in pluralistic and digital contexts.]]>
<![CDATA[Development of Story-Based E-Modules to Improve Reading Interest And Learning Outcomes of Fifth Grade Elementary School Students ]]>
<![CDATA[Zaman, Akhmad Qomaru]]>;
<![CDATA[Febrianti, Intan Fajrin]]>;
<![CDATA[Satianingsih, Rarasaning]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.3023
<![CDATA[The interest in reading is one of the most important problems of elementary education and tends to affect the learning outcomes of students. The purpose of this study was to design an electronic module based on picture story to enhance reading interest and learning outcomes among the fifth grade elementary school students. The research utilized Research and Development model that was adapted to eight steps namely needs analysis, product design, initial development, expert validation, limited trial, revision, extensive trial, and final evaluation. The research was carried out at Tambaksawah Elementary School, Sidoarjo, using expert validators, small trial group, and 57 students in the general implementation phase. The data were collected using observation, interviews, expert validation sheets, reading interest questionnaires, pretest and posttest instruments and analyzed using qualitative descriptive and quantitative descriptive methods. The findings demonstrated that the module developed was very feasible with subject matter validation of 88 percent, media validation of 90 percent and language validation of 85 percent. The limited trial showed that the module was practical and received positive responses from students, although some students required initial guidance in using it, although some needed to be initially guided on the use of the module. The wider application demonstrated that the interest of students in reading grew by 61.0 percent to 85.1 percent. There was also an improvement in learning outcomes as indicated by the increase in average pretest score of 60.5 to the average posttest score of 85.0 with an average N Gain of 0.62 in moderate category.]]>
<![CDATA[Fitrah-Based Education: A Holistic Model for Realizing the Rahmatan Lil'alamin Personality ]]>
<![CDATA[Mardalena]]>;
<![CDATA[Harmi, Hendra]]>;
<![CDATA[Sari, Dewi Purnama]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.3120
<![CDATA[This research investigates and develops the Fitrah Based Education model to develop the Rahmatan Lil’alamin personality through a holistic single case study at SALIM School. This study responds to the demand for translating Islamic philosophical ideas of fitrah into educational components that link spiritual cultivation, talent cultivation, environmental responsibility, interaction adab and parental involvement. The data was gathered through participant observation, semi structured interviews, document study, and focus group discussion with students, facilitators, parents and school administration. The study suggests that the MPF RL model is built based on five interrelated components; the Tauhidic Curriculum, the Talent Civilization Project, the School of Life, the Interaction Adab, and the Parent Sessions. These components form an integrated educational ecosystem where students are guided to develop knowledge by means of Tafakkur fil Kawn, apply their talent to give benefits to the society through Talent to Mission, enhance their ecological responsibility through nature based education, practice peaceful relations through Interaction Adab, and sustain fitrah development through school home cooperation. The research concludes that the MPF RL model offers a contextual and empirical approach to operationalise Fitrah Based Education into educational practices. While the findings are only based on one case, they provide useful insights for Islamic educational institutions to produce students who are moral, life skilled, socially useful, ecological, and in line with the Rahmatan Lil’alamin paradigm.]]>
<![CDATA[The Urgency of Developing Instructional Materials for Civic Education Learning in Higher Education ]]>
<![CDATA[Mulyani, Heny]]>;
<![CDATA[Rahmat]]>;
<![CDATA[Abdulkarim, Aim]]>;
<![CDATA[Bestari, Prayoga]]>;
<![CDATA[Malika, Aura Sabrina]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.3126
<![CDATA[Civic Education in higher education is a strategic factor in influencing civic awareness, national commitment, tolerance and character of the students. The actuality of Civic Education is, however, in a way often perceived as a normative and less relevant course because the teaching materials available are not yet rich enough contextually, participatory and connected with the social realities of the students. This paper seeks to explore how important it will be to come up with teaching materials on Civic Education that will be accompanied by the values of religious moderation especially national devotion and tolerance. This research utilized a qualitative research design using case study as its design. Data were gathered via interviews, observation, documentation and field notes and analyzed using the Miles and Huberman model which involves data reduction, displaying data and drawing conclusions. The results indicate that the current Civic Education instructional resources already include the necessary civic issues, including the national identity, democracy, rights and duties of the citizens, the life of a constitutional system, and the multicultural society. Though, these materials remain mostly normative and descriptive, are not adequately tied to learning experiences of students, and have not systematically incorporated values of religious moderation into learning objectives, activities, and assessment. The study concludes that teaching materials in Civic Education should be re-oriented to contextual, participatory and value integrated learning. This kind of development will help reinforce the civic character of students, critical consciousness, devotion to the nation and even tolerance within the multicultural Indonesian society.]]>
<![CDATA[Determinants of Twelfth-Grade Students’ Intentions to Choose Distance Learning ]]>
<![CDATA[Hendrian, Hendrian]]>;
<![CDATA[Manggarani, Cynthia Ayu]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.3251
<![CDATA[This study examines the determinants of twelfth-grade students’ intentions to choose Universitas Terbuka in digital learning. Using an explanatory quantitative approach with a cross-sectional survey design, data from 428 simulated respondents were analyzed באמצעות Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that Brand Trust is the strongest predictor of enrolment intention, followed by Perceived Digital Learning Flexibility, Perceived Employability, and Perceived Academic Reputation. The model explains 68.4% of the variance in enrolment intention, indicating strong predictive power. Mediation analysis shows that Brand Trust significantly mediates the effects of all antecedent variables, strengthening their influence on students’ intentions. Additionally, Importance–Performance Map Analysis identifies Brand Trust as the most critical factor requiring strategic improvement. The study concludes that students’ decisions are driven not only by awareness but also by trust, perceived relevance, and career value, highlighting the importance of strengthening institutional credibility in digital higher education.]]>
<![CDATA[User Acceptance of Assistive Electric Motorcycles for Physical Disabilities: An Analysis of the Technology Acceptance Model in the Context of Special Education ]]>
<![CDATA[Mais, Asrorul]]>;
<![CDATA[Yaum, Lailil Aflahkul]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.2877
<![CDATA[This study aims to analyze user acceptance of assistive electric reverse trike motorcycles for individuals with physical disabilities within the context of Special Education in Higher Education using the Technology Acceptance Model (TAM) approach. This research employed a descriptive qualitative method with interview and observation techniques involving 16 informants consisting of users, lecturers, technicians, and members of the disability community. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that perceived usefulness and perceived ease of use have a positive influence on attitudes toward use and the actual use of the assistive motorcycle. This vehicle is proven to enhance campus accessibility, learning independence, and academic participation of students with physical disabilities. However, acceptance is also influenced by external factors such as family support, university policies, and infrastructure. This study confirms that assistive mobility technology plays a crucial role in realizing inclusive higher education]]>
<![CDATA[Religious Moderation as a Negotiation Process: Implementation of the Policy on the Right to Learn Islamic Religious Education for Muslim Students ]]>
<![CDATA[Sanusi, Sanusi]]>;
<![CDATA[Ihsan, Ihsan]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.2917
<![CDATA[This study examines the implementation and negotiation process of the Islamic Religious Education (ISE) right-to-learn policy in Christian-based schools with a majority of Muslim students, through a case study of SMK Kristen Nusantara Kudus. Religious moderation is understood as a dynamic social process, shaped through the interaction of daily practices, symbolic constructions, and power relations within the school environment. The study used a qualitative approach with a case study design through in-depth interviews, observations, and document analysis with the principal, Islamic Religious Education (ISE) teachers, and Muslim students. The results show that the implementation of Islamic Religious Education (ISE) not only represents administrative compliance with regulations but also serves as an institutional strategy for managing diversity while maintaining institutional identity. Interview data revealed that formally the school has fulfilled institutional justice by providing Muslim teachers, worship facilities, and learning arrangements. However, at the practical level, all participants revealed that at the beginning of each lesson, and in every formal activity such as prayer ceremonies, there are two prayers, one in Islamic and one in Christian, indicating the existence of symbolic and emotional boundaries in social interactions. Islamic Religious Education (ISE) teachers also negotiate pedagogical practices of caution in delivering material, by avoiding sensitive and potentially conflict-inducing material. This includes students' self-discipline during Christian prayer, as well as their feelings of gradually becoming accustomed to the presence of symbols of Christian identity.]]>
<![CDATA[Reconstruction of Ethnopedagogy: The Implementation of Teaching Materials Based on the Local Wisdom of the Talang Mamak Tribe in Enhancing Students’ Morality and Ethics ]]>
<![CDATA[Mayenti, Yelvia Septi]]>;
<![CDATA[Hakam, Kama Abdul]]>;
<![CDATA[Malihah, Elly]]>;
<![CDATA[Mupid, Mupid]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.2996
<![CDATA[This study aims to analyze the process and outcomes of implementing character education teaching materials that integrate the local wisdom of the Talang Mamak Tribe (STM) in order to mitigate moral degradation among adolescents. The research adopts a Mixed Methods approach with an Exploratory Sequential design, integrating qualitative ethnographic exploration and quantitative quasi-experimental testing. The qualitative phase involved participatory observation and in-depth interviews with key community informants, focusing on fundamental rituals such as Begawai, Bulian, and death ceremonies to extract core ethical values. These values were reconstructed into teaching materials that combine the philosophy of Alam Takambang Jadi Guru with the National Curriculum, bridging traditional wisdom and contemporary educational relevance. The quantitative phase tested the effectiveness of the teaching materials using a quasi-experimental design with a nonequivalent control group. Data analysis employing paired and independent sample t-tests, as well as N-gain calculations, revealed statistically significant improvements in moral self-efficacy and ethical behavior. The experimental group achieved an N-gain score of 0.6257 (high category) and 100% completeness above the Minimum Competency Criteria (KKM 75), indicating strong cognitive and affective internalization of local values. Findings suggest that ethnopedagogical teaching materials serve as an effective instrument for pattern maintenance (latency), internal boundary management, and value deformalization, allowing students to navigate ethical challenges in modern and digital contexts while remaining rooted in cultural identity. The study confirms that integrating local wisdom into formal education is not merely a cultural preservation effort but a forward-looking strategy for character formation, moral resilience, and social cohesion.]]>
<![CDATA[Pedagogy, Personality, and Proficiency: Disentangling the Effects of Character-Creativity Instruction and Instructor Qualifications on Student Achievement in Program Design Methodology ]]>
<![CDATA[Darmojo, Hardjito S.]]>;
<![CDATA[Siswosuharjo, Partono]]>;
<![CDATA[Rossa, M Adila]]>;
<![CDATA[Al-Bahra]]>;
<![CDATA[Qohar, Abdul]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3003
<![CDATA[This research advances a more integrative model of programming education. It challenges the enduring myth that programming is solely a “hard skill” domain governed by innate logic, and instead positions it as a socio-cognitive-ethical practice shaped by how and by whom it is taught. This study employs a quasi-experimental, non-equivalent control group design with pretest–posttest measurements to examine the independent and interactive effects of two key predictors Character-Creativity Instruction (CCI) and instructor qualifications on student achievement in a foundational Program Design Methodology course. The finding that mathematical-logical ability explains only 22.3% of variance in programming achievement; Our moderation analysis reveals a crucial insight: pedagogical innovation is not self-actualizing. CCI’s efficacy is contingent upon the instructor’s capacity to enact it meaningfully; The large effect sizes observed in higher-order competencies such as algorithmic design and problem decomposition challenge the artificial dichotomy between “hard” technical skills and “soft” human attributes; Practically, our findings advocate for a dual investment strategy that is curriculum reform and Faculty development. The conclusion is these findings dismantle the persistent “math myth” in computing education and reframe programming as a socio-cognitive-ethical practice where character, creativity, and teaching quality are not peripheral “soft skills,” but core determinants of technical mastery]]>
