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[Developing Cirebon Local History Teaching Materials to Increase Historical Awareness of High School Students ]]>
<![CDATA[Permana, Candra]]>;
<![CDATA[Saripudin, Didin]]>;
<![CDATA[Supriatna, Nana]]>;
<![CDATA[Yulifar, Leli]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3016
<![CDATA[This research is motivated by the lack of local history content of the Cirebon Sultanate in history textbooks used at the high school level. This research aims to: (1) identify Cirebon local history teaching materials that can be integrated into high school history learning in Cirebon City; (2) formulate an initial design for Cirebon local history teaching materials; (3) develop Cirebon local history teaching materials; and (4) implement these teaching materials to increase students' historical awareness and local wisdom. This research uses the 10-step research and development method of the Borg and Gall model. The effectiveness test was conducted through a quasi-experimental method by comparing the experimental class and the control class. The results of the study indicate that the integration of local history material of the Cirebon Sultanate in high school history learning is important. The developed teaching materials have been shown to have a positive effect on increasing students' historical awareness and local wisdom in the experimental class compared to the control class. This study concludes that the Cirebon Sultanate local history teaching materials are effective for use as Cirebon local history teaching materials in high school.]]>
<![CDATA[Lesson Study-Based Collaborative Mathematics Learning Model in Higher Education ]]>
<![CDATA[Capriyanti, Orisa]]>;
<![CDATA[Khairunnisa, Arista]]>;
<![CDATA[Yulita, Dina]]>;
<![CDATA[Amelia, Tia]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3027
<![CDATA[This study examines the implementation of a Lesson Study based collaborative mathematics learning model and its contribution to student learning outcomes, learning activities, and lecturers’ pedagogical development in higher education. The study employed a mixed methods approach with an embedded design, integrating quantitative data from pretest, posttest, and learning activity observations with qualitative data from classroom observations, lecturer reflections, peer lecturer feedback, and learning documentation. The research was conducted in the Islamic Economics Study Program at STIES Nahdlatul Ulama Bengkulu, involving 28 students enrolled in the Economic Mathematics course, one course lecturer, and peer lecturers participating in the Lesson Study team. The intervention was implemented through three Lesson Study cycles consisting of planning, implementation, and reflection. The quantitative findings show that students’ overall mathematics learning outcomes increased from a pretest mean score of 58.00 to a posttest mean score of 77.50, with improvements observed across conceptual understanding, formula application, problem solving, mathematical reasoning, and contextual connection with Islamic economics. The highest gain was found in students’ ability to connect mathematical concepts with Islamic economics contexts. Qualitative findings further revealed that Lesson Study supported more reflective, adaptive, and student centered teaching practices through collaborative planning, classroom observation, and post lesson reflection. These findings suggest that integrating Lesson Study with collaborative mathematics learning can provide a meaningful instructional model for non mathematics students in Islamic higher education, especially when mathematical concepts are connected to relevant disciplinary contexts.]]>
<![CDATA[Modernization of Islamic Education in Indonesia: An Analysis of Malik Fadjar's Thoughts ]]>
<![CDATA[Fawziyah Tansyah Siregar]]>;
<![CDATA[Rusydi Ananda]]>;
<![CDATA[Ali Imran Sinaga]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3029
<![CDATA[This study examines the modernization of Islamic education in Indonesia through an analysis of the educational thought of Malik Fadjar. Employing a qualitative approach with a figure-based study design, the research explores Malik Fadjar’s ideas and practical contributions to educational reform, particularly in the areas of human resource development, curriculum modernization, and institutional governance. Data were collected through in-depth interviews, observation, and documentary analysis, and analyzed using thematic content analysis. The findings reveal that Malik Fadjar conceptualized modernization as a holistic and integrative process aimed at overcoming the dichotomy between religious and general knowledge while preserving Islamic values. His reform agenda emphasizes ethical leadership, teacher professionalism, curriculum integration, and participatory governance as key pillars of sustainable educational development. The study further demonstrates that Malik Fadjar’s ideas remain highly relevant in addressing contemporary challenges faced by Islamic education, including globalization, technological change, and institutional competitiveness. This research contributes to the discourse on Islamic education reform by highlighting a value-based modernization model that harmonizes tradition and modernity within the Indonesian educational context.]]>
<![CDATA[Development of Learning Module of Lampung Ship ornament for Students ]]>
<![CDATA[Dwiprayoga, Ismayan]]>;
<![CDATA[Sunarya, I Ketut]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3031
<![CDATA[The aim of this study was to determine the understanding of vocational students using the learning module of Lampung ship ornaments. This research uses the development method or Research and Development adopted from Borg and Gall. The stages of this research include needs analysis, planning, initial product development, initial field test, revision of test results, main product field test, product revision, results of learning modules. The subjects in this study were vocational students totaling 28 students consisting of 7 students for the limited feasibility test, and 21 students for the field trial. The data were collected through validation sheets, creativity questionnaires, and learning outcomes. The results of this study are as follows. (1) The learning module of Lampung ship ornaments is declared feasible to improve understanding for vocational students. (2) The learning module on Lampung ship ornaments can improve students' understanding with very good criteria. This shows that the Lampung ship ornament learning module can improve understanding and learning outcomes for vocational students.]]>
<![CDATA[Merdeka Curriculum Management in Strengthening the Pancasila Student Profile ]]>
<![CDATA[Widiyawati, Atik]]>;
<![CDATA[Rasiman]]>;
<![CDATA[Wuryandini, Endang]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 2 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i2.3060
<![CDATA[This study aims to analyze the management of the Merdeka Curriculum in strengthening the Pancasila Student Profile at H Moenadi State Vocational School. Employing a qualitative approach with a case study design, the research involved key stakeholders, including the principal, vice principal for curriculum, teachers, students, and parents. Data were collected through in-depth interviews, direct observations, and document analysis, and were analyzed using thematic analysis. The findings indicate that the implementation of the Merdeka Curriculum has been carried out relatively well across the stages of planning, implementation, and evaluation. Teachers generally understand the curriculum as a flexible and student-centered framework and have integrated project-based learning through the Project for Strengthening the Pancasila Student Profile (P5) to foster students’ character and 21st-century skills. The results also reveal positive impacts on students’ cooperation, independence, creativity, critical reasoning, and self-confidence. However, challenges remain in the form of variations in teacher readiness, administrative workload, limited instructional time, and inconsistent reflective documentation. The study concludes that effective curriculum management, supported by continuous professional development, structured collaboration, and systematic evaluation, is essential to ensure the sustainability and quality of Merdeka Curriculum implementation in vocational education.]]>
<![CDATA[The Influence of Leadership Behavior, Quality of Work Life and Work Motivation on the Performance of Lecturers ]]>
<![CDATA[Ananda, Rusydi]]>;
<![CDATA[Isnaini, Farida]]>;
<![CDATA[Rifai, Muhammad]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3078
<![CDATA[This study examines the effects of leadership behavior, quality of work life, and work motivation on lecturer performance at IAIN Takengon. Using a quantitative ex post facto research design, data were collected from 97 lecturers through structured questionnaires and analyzed using descriptive statistics, correlation analysis, and path analysis. The results indicate that leadership behavior and quality of work life have significant direct effects on both work motivation and lecturer performance. Work motivation emerges as the strongest predictor of lecturer performance and also functions as a significant mediating variable in the relationships between leadership behavior and performance, as well as between quality of work life and performance. The simultaneous analysis shows that leadership behavior, quality of work life, and work motivation jointly explain a substantial proportion of the variance in lecturer performance. These findings highlight the importance of effective leadership practices, supportive working conditions, and sustained motivation in enhancing lecturer performance in higher education institutions. The study contributes to the existing literature by providing empirical evidence of an integrated model that explains lecturer performance through the interaction of organizational and psychological factors within the context of Islamic higher education]]>
<![CDATA[Digital Community Synergy: Integrating Parents and Teachers to Build Children's Character and Language Skills ]]>
<![CDATA[Bawamenewi, Arozatulo]]>;
<![CDATA[Telaumbanua, Arisman]]>;
<![CDATA[Riana, Riana]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3089
<![CDATA[This study examines a community-based digital education synergy model that integrates parents, teachers, and community support to strengthen children’s character and language skills in Gunungsitoli City. Focusing on listening, speaking, reading, and writing, the research employed a mixed-methods design with a dominant qualitative descriptive approach. Data were collected through observation, in-depth interviews, questionnaires, documentation, and a short micro-intervention involving technology-assisted language tasks. Participants included teachers, parents, students, and community informants from two elementary schools in rural settings with limited internet access, device availability, and varying levels of digital literacy. The findings show that children’s language development in the digital era is influenced not merely by technology use, but by the quality, consistency, and direction of adult guidance. Descriptive results indicate strong performance in gadget supervision (mean 3.58), literacy support (mean 3.57), and content mentoring and communication (mean 3.44), while parent-school collaboration showed the lowest score (mean 3.26), indicating the need for stronger two-way communication. The study formulates the 3P Cycle model Planning, Mentoring, and Assessment supported by four pillars: home-school communication, content curation and gadget governance, meaningful language practice, and community support. Girls tended to show stronger verbal expression and interpersonal communication, suggesting the importance of gender-sensitive mentoring strategies. The study concludes that technology becomes educationally effective when used wisely, consistently, and collaboratively. Strengthening home-school-community partnerships can foster children’s language competence, prosocial behavior, digital ethics, and safer learning ecosystems in the digital era. Practical recommendations include digital parenting training, reflective feedback journals, and community literacy spaces for sustained support.]]>
<![CDATA[Multicultural Character Formation in Islamic Religious Education ]]>
<![CDATA[Mohamad Alifian Zanuar]]>;
<![CDATA[Thoriq Al-Anshori]]>;
<![CDATA[Dwi Mariyono]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.2940
<![CDATA[The implementation of multicultural education in Indonesia often encounters epistemological challenges, namely the dominance of Western educational theories that tend to be secular and only focus on socio-cognitive engineering, while ignoring the spiritual dimension that is the core of Islamic Religious Education. This condition triggers disparities in students who may understand tolerance intellectually, but are emotionally and spiritually fragile. This article seeks to reconstruct the position of Islamic Religious Education as the main discursive authority in character education, by making local wisdom in the Book of Jawahirul Adab as a pedagogical case study to fill this spiritual void. Using a qualitative approach with content analysis methods and contextual hermeneutics, this study dialogues the dimensions of James A. Banks' multicultural education with the concept of tazkiyatun nafs (purification of the soul). The results of the comparative analysis show that Islamic ethics provides axiological reinforcement to Banks' theory through the "Tazkiyah-Based Multiculturalism" model that prioritizes inner management. An analysis of the Jawahirul Adab (The Book of Adab) finds that the elimination of the trait of ujub (inheritance) serves as an internal mechanism for Prejudice Reduction, while the prohibition against ngutek-ngutek drengki (introverted behavior) is a psycho-spiritual prerequisite for the success of Equity Pedagogy. This study also reveals that the rhythmic structure of nadhom in the book serves as a more effective pedagogical instrument for internalizing values than instructional prose texts. This integration of traditional values offers a fundamental solution to the problem of "spiritual emptiness" in modern multicultural education.]]>
<![CDATA[Child-Friendly School Management ]]>
<![CDATA[Hilva Ramadhani]]>;
<![CDATA[Nabila Amanina]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3009
<![CDATA[This study examines the implementation of Child-Friendly School (CFS) management at Madrasah Ibtidaiyyah Uways Alqorni Pekanbaru as an effort to fulfill and protect children’s rights within the educational environment. Employing a qualitative descriptive approach, data were collected through literature review and field observations to capture school policies, leadership practices, learning processes, and daily interactions that reflect child-friendly principles. The findings reveal that the principal plays a pivotal role in leading and sustaining child-friendly management through rights-based policies, positive discipline, inclusive learning strategies, and collaborative school culture. The implementation of CFS at MI Uways Alqorni emphasizes non-discrimination, student participation, safety, and emotional well-being, contributing to the prevention of violence and bullying while promoting students’ holistic development. Supportive facilities, clear operational procedures, and strong involvement of parents and the community further strengthen the effectiveness of child-friendly practices. The study concludes that effective school leadership and integrated management are key determinants in translating child-friendly policies into sustainable educational practices. These findings highlight the potential of Child-Friendly School management as a practical strategy for improving educational quality and safeguarding children’s rights.]]>
<![CDATA[Uncovering the Obstacles Faced by Fifth-Grade Students in Solving Mixed-Operation Calculation Problems: A Perspective on Conceptual Understanding and Procedural Knowledge ]]>
<![CDATA[Kartinah Kartinah]]>;
<![CDATA[Dina Prasetyowati]]>;
<![CDATA[Aries Tika Damayani]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i3.3030
<![CDATA[Fifth-grade students who experience obstacles when solving mixed calculation problems. The purpose of this study is to describe the obstacles in conceptual understanding and procedural knowledge experienced by fifth-grade students in solving mixed calculation problems. This study uses qualitative and methods was conducted at Public Elementray School Pandeanlamper 03, Semarang City with three research subjects using research instruments consisting of questions about mixed fraction calculations and interview guidelines to reveal the obstacles experienced by the subjects. The three subjects showed that they had organized their knowledge into a coherent whole, but the subjects where they are unable to see the relationship between concepts and procedures and are unable to provide arguments to explain why some facts are the result of other facts.]]>
