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[Improving the Ability of Deaf Students to Construct Subject, Predicate, Object, and Adverb Sentences Using Wordwall Media ]]>
<![CDATA[Rimi Kalteza]]>;
<![CDATA[Suparno Suparno]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i3.3062
<![CDATA[This study aims to improve the ability of deaf students to construct simple sentences using the Subject, Predicate, Object, and Adverb pattern through Wordwall media. The study was conducted with 10th grade deaf students at a State Special Needs School in Dumai City. This research employed Classroom Action Research using the Kemmis and McTaggart model, which consisted of planning, action, observation, and reflection stages. The research was implemented in three cycles. Data were collected through sentence construction tests, observation sheets, and documentation. The data were analyzed using qualitative and quantitative descriptive techniques by comparing students’ learning progress from the pre action stage to each cycle. The findings showed a gradual improvement in students’ ability to identify sentence elements and construct SPOK sentences. The average score increased from 20 in the pre action stage to 30 in Cycle I, then reached 70 in Cycle II, and improved further to 90 in Cycle III. The number of students who achieved the predetermined Learning Objective Criteria also increased from three students in Cycle I to six students in Cycle II and all nine students in Cycle III. These findings indicate that Wordwall media supported a more visual, interactive, and structured learning process for deaf students. The use of Wordwall helped students recognize sentence elements, arrange words into correct SPOK patterns, and construct simple sentences more accurately. Therefore, Wordwall media can be considered an effective learning medium for improving SPOK sentence construction skills among deaf students.]]>
<![CDATA[Developing Historical Awareness in Elementary Teacher Education: A Narrative Literature Review from a Meaning-Making Perspective ]]>
<![CDATA[Karina Wanda]]>;
<![CDATA[Anik Ghufron]]>;
<![CDATA[Ibnu Syamsi]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i3.3067
<![CDATA[This article examines the development of historical awareness in elementary teacher education through a meaning-making perspective. Responding to ongoing concerns about the limited relevance of history learning and the dominance of memorization-based approaches, this study employs a narrative and interpretive literature review to synthesize international research in history education. Historical awareness is conceptualized as a dynamic process involving sensitivity to the past, understanding the past, and self-representation in relation to history, each supported by specific meaning-making processes. The findings reveal three interconnected dimensions of historical meaning-making: experiencing historical temporality to cultivate sensitivity to the past, interpreting historical material through inquiry, narrative, and perspective-taking to develop understanding, and orienting toward practical life to construct historical presence and identity. The synthesis demonstrates that historical awareness emerges not as a linear set of competencies but as an integrative process shaped by cognitive, affective, cultural, and ethical engagement with the past. This study highlights the importance of pedagogical approaches that foreground reflection, personal connection, and ethical deliberation in history learning. The article concludes by emphasizing the relevance of meaning-making-oriented history education for preparing prospective elementary teachers to foster reflective and meaningful historical learning in schools.]]>
<![CDATA[Development of Interactive Digital Modules Based on Local Wisdom of Gandrung Lombok Dance on Plane Figures Material ]]>
<![CDATA[Erna Anggraini]]>;
<![CDATA[Djuita Hidayati]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i4.3198
<![CDATA[Integrating cultural contexts into mathematics learning has increasingly been recognized as an effective strategy to enhance students’ conceptual understanding and engagement. However, the incorporation of local cultural resources into digital learning media remains limited, particularly in mathematics education. This study aims to develop an interactive digital learning module based on the local wisdom of the Gandrung Lombok dance to support the teaching of plane geometry concepts. The research employed a Research and Development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 32 third-semester students of the Primary School Teacher Education Program at Universitas Islam Negeri Mataram. Data were collected using expert validation sheets and user response questionnaires and were analyzed using quantitative descriptive analysis through percentage calculations. The results indicate that the developed module is highly feasible for instructional use. Expert validation of the learning material reached 95.83%, while media validation achieved 92.86%, both categorized as highly feasible. Lecturer response reached 95.25%, while student response reached 98.50%, indicating a very high level of user acceptance. These findings demonstrate that integrating cultural elements from the Gandrung Lombok dance into a digital learning module has strong pedagogical potential to support plane geometry learning while providing a culturally relevant and contextual learning experience.]]>
<![CDATA[The Dialectics of Aesthetics and Philosophy in Tandang Mendet Dance: Analysis and Its Implications for Cultural Education ]]>
<![CDATA[Rifki Ayu Rosmita]]>;
<![CDATA[Reni Anggraeni]]>;
<![CDATA[Yuni Iriani Suganda Putri]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i3.3226
<![CDATA[This study examines the relationship between aesthetic structures and philosophical meanings in Tandang Mendet Dance as a cultural practice of the Sasak community. Departing from the prevalent tendency to separate aesthetics from meaning in traditional art studies, this research employs an interpretive qualitative approach, integrating semiotic analysis, symbolic anthropology, and the sociology of art. Data were collected through observation, interviews, and documentation of Tandang Mendet performances at the Sembalun Mountain Festival 2025. The findings reveal that the aesthetic structure comprising repetitive movement patterns, collective synchronization, the use of properties, and musical rhythm functions as an operational system in the articulation of values. The philosophy of Lombok Mirah Sasak Adi, particularly the value of honesty, is not verbally represented but is internalized through consistent and coordinated performative practices. The analysis demonstrates a dialectical relationship between aesthetics and philosophy, in which form not only represents meaning but also produces and reproduces it within a dynamic social context. The study further highlights that traditional arts can function as an experiential medium of cultural education, while simultaneously confronting challenges of commodification and the transformation of meaning in the context of globalization.]]>
<![CDATA[The Impact of Educational Service Quality on Student Satisfaction in Samarinda’s Higher Education Institutions ]]>
<![CDATA[Marsuq Marsuq]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i3.3270
<![CDATA[This study examines the effect of educational service quality on student satisfaction in higher education institutions in Samarinda, Indonesia. Using a quantitative explanatory design, the study focused on five dimensions of educational service quality, namely tangibles, reliability, responsiveness, assurance, and empathy. Data were collected from 313 undergraduate students from public and private higher education institutions in Samarinda through a structured questionnaire using a five point Likert scale. The data were analyzed using multiple linear regression to determine the partial and simultaneous effects of service quality dimensions on student satisfaction. The findings show that tangibles, reliability, responsiveness, assurance, and empathy have positive and significant effects on student satisfaction at the 0.05 significance level. Among these dimensions, empathy has the strongest influence, followed by responsiveness and reliability, indicating that students place high value on personal attention, responsive services, and consistent service delivery. The model explains 61.1 percent of the variance in student satisfaction, suggesting that educational service quality is an important determinant of students’ evaluative perceptions of their institutional experience. These findings highlight the need for higher education institutions to strengthen student centered service practices, particularly by improving relational quality, administrative responsiveness, and institutional reliability. The study contributes to educational management by emphasizing that student satisfaction is shaped not only by physical facilities but also by the quality of interaction between students and institutional service providers.]]>
<![CDATA[The Role of Educational Policy in Mitigating Cyberbullying and Its Impact on Students’ Cognitive Development ]]>
<![CDATA[Kadi Sukarna]]>;
<![CDATA[Ika Nurwulandari]]>;
<![CDATA[Zainal Arifin]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 3 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i3.3279
<![CDATA[The rapid development of information and communication technology has significantly transformed students’ social interactions, particularly through digital platforms, which has also increased the risk of cyberbullying. This study aims to examine the role of educational policy in mitigating cyberbullying and its impact on students’ cognitive development. A quantitative approach with an ex post facto design was employed, involving elementary school students as research participants. Data were collected using Likert-scale questionnaires measuring educational policy implementation, cyberbullying experiences, and cognitive development, and were analyzed using descriptive statistics, multiple regression, and path analysis.The findings indicate that educational policy has a significant negative effect on cyberbullying, suggesting that better policy implementation contributes to reducing cyberbullying incidents. Furthermore, cyberbullying has a significant negative impact on students’ cognitive development, particularly in terms of concentration, critical thinking, and problem-solving abilities. The mediation analysis reveals that cyberbullying acts as an intervening variable in the relationship between educational policy and cognitive development. This means that educational policy not only has a direct influence on cognitive outcomes but also indirectly affects them through the reduction of cyberbullying.These results highlight the importance of strengthening educational policies that integrate digital literacy, character education, and preventive strategies to create a safe learning environment. Effective policy implementation can minimize the negative impact of cyberbullying and support optimal cognitive development among students. This study contributes to the existing literature by providing empirical evidence on the interconnected relationship between educational policy, cyberbullying, and cognitive development in the context of digital education.]]>
<![CDATA[Modeling and Optimizing Strategies for Strengthening PKBM Sustainability ]]>
<![CDATA[Suyadi Suyadi]]>;
<![CDATA[Bibin Rubini]]>;
<![CDATA[Dian Wulandari]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37899/journallaedusci.v7i4.3288
<![CDATA[This study aimed to develop strategies for strengthening the sustainability of Community Learning Centers or PKBM by examining the direct and indirect effects of servant leadership, organizational climate, Organizational Citizenship Behavior, and the effectiveness of education and training. This study employed a quantitative correlational approach involving 165 heads and tutors from 39 PKBM units in East Bogor Regency. Data were collected through a structured questionnaire and analyzed using descriptive statistics, prerequisite tests, path analysis, and SITOREM analysis. The findings showed that servant leadership, organizational climate, Organizational Citizenship Behavior, and the effectiveness of education and training had positive direct effects on PKBM sustainability. Servant leadership and organizational climate also had indirect effects on PKBM sustainability through Organizational Citizenship Behavior and the effectiveness of education and training. The SITOREM analysis identified several indicators requiring priority improvement, including conceptualization, forward looking orientation, satisfaction with activities, meeting community needs, development and empowerment, availability of teaching staff, PKBM development, and work mechanisms. These findings indicate that PKBM sustainability is shaped not only by leadership and organizational conditions, but also by voluntary work behavior and continuous human resource development. The study recommends strengthening servant leadership, improving organizational climate, enhancing tutors’ extra role behavior, and designing more relevant education and training programs to support the long term sustainability of PKBM.]]>
