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
292 Documents
<![CDATA[Implementation of TPACK-Integrated Problem-Based Learning to Improve Students' Higher-Order Thinking Skills on Newton's Laws ]]>
<![CDATA[Meltinur Asqory]]>;
<![CDATA[Fibrika Rahmat Basuki]]>;
<![CDATA[Dedi Sastradika]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3110
<![CDATA[The low Higher Order Thinking Skills of Indonesian students in Physics lessons encouraged the conduct of this quasi experimental research to investigate the influence of the problem based learning model integrated with technological pedagogical content knowledge on newton's law material. Involving 65 MAN 1 Jambi City students divided into three groups, the results of the kruskal wallis test showed a significant difference (p=0.000) with the technological pedagogical content knowledge integrated problem based learning experimental group achieving the highest average score (90.45) compared to the problem based learning group alone (81.36) and control (75.91). The integration of technologies such as PhET simulation and google sites has been proven to be significantly more effective in improving students' evaluation and creation skills. This study concludes that the combination of problem-based pedagogy with technological proficiency is the main key in transforming learning from memorization into critical and creative self discovery to face the digital era.]]>
<![CDATA[Improving Female Students' Descriptive Writing Skills Through the Microselection Learning Strategy: A Classroom Action Research Study ]]>
<![CDATA[Rosmen Rosmen]]>;
<![CDATA[Syahran Yusuf]]>;
<![CDATA[Muhammad Hassan]]>;
<![CDATA[Shilhatus Syakiyah]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3127
<![CDATA[Writing in English as a Foreign Language (EFL) represents one of the most demanding competencies for Indonesian junior high school students, particularly those enrolled in Islamic boarding schools (pesantren) where instructional time is constrained by dual academic and religious curricula. This study examined the effectiveness of the Microselection Learning Strategy in improving descriptive text writing skills among ninth-grade female students at Khoirotul Usroh Islamic Boarding School, Stabat, Langkat Regency, North Sumatra, Indonesia. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model was employed across two cycles over five weeks, involving all 36 female students as participants through a saturated sampling technique. Data were collected using pre-tests and post-tests evaluated with a five-dimension rubric (title, identification, description, vocabulary, and closing), supplemented by observation sheets, semi-structured interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive percentage statistics; qualitative data followed Miles and Huberman's reduction–display–conclusion framework. Results showed a dramatic improvement in classical mastery: from 13.89% in the pre-test to 50.00% after Cycle I, and reaching 100.00% at the conclusion of Cycle II. The class mean score rose from approximately 46.9 to 87.1 points. Qualitative findings corroborated these gains, documenting improvements in vocabulary selection, sentence cohesion, paragraph organisation, and student confidence. The Microselection strategy proved highly effective as a scaffolded, cognitive-theory-grounded approach to EFL writing instruction in a boarding school context.]]>
<![CDATA[Implementation of Academic Cultural Values in Student Campus Life: A Study ]]>
<![CDATA[Nurmalina Nurmalina]]>;
<![CDATA[Mesiono Mesiono]]>;
<![CDATA[Hasan Asari]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3183
<![CDATA[This study examines the implementation of academic cultural values in student campus life at the State Islamic Institute (IAIN) Takengon, Aceh Tengah, Indonesia. Academic culture plays an important role in shaping students’ attitudes, behaviors, and intellectual development within higher education institutions. This research aims to analyze how academic norms, academic activities, and academic works are implemented among students in order to create a productive academic environment. The study employed a qualitative research design with a phenomenological approach. Data were collected through in-depth interviews, non-participant observations, and document analysis involving university leaders, faculty members, and students. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The findings reveal that the implementation of academic culture at IAIN Takengon is carried out through several strategies, including the socialization of academic regulations through student orientation programs, the role modeling of academic behavior by lecturers and university leaders, and the integration of academic norms in daily learning activities. In addition, the development of academic literacy, the ethical use of digital technology and social media, and the promotion of academic activities such as seminars, workshops, research collaboration, and student organizational involvement contribute to strengthening academic culture among students. Institutional support, adequate academic facilities, and active participation of lecturers and students were identified as key factors supporting the development of academic culture, although challenges related to student motivation and engagement remain.]]>
<![CDATA[Islamic Counseling and Educational Integration: A Holistic Model from Indonesian Pesantren ]]>
<![CDATA[Heri Azmi]]>;
<![CDATA[Lahmuddin Lubis]]>;
<![CDATA[Abdurrahman Abdurrahman]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3223
<![CDATA[The dominance of Western-centric paradigms in mental health and educational counseling has often marginalized spiritual and communal dimensions that are essential to non-Western societies. This study aims to examine the integration of Islamic counseling and education within the unique educational ecosystem of Indonesian pesantren, focusing on three modern institutions: Darul Arafah Raya, Nurul Hikmah An-Nahdly, and Darul Ihsan in North Sumatra. Employing a qualitative multiple case study design, data were collected through in-depth interviews, participant observation, and document analysis to explore how counseling is embedded within educational practices. The findings reveal that Islamic counseling is not implemented as a separate service but is systematically integrated into the educational process, encompassing classroom learning, dormitory life, and religious activities. This integration fosters a holistic model of student development that combines spiritual, emotional, and social dimensions. Core values such as sabr (patience), tawakkal (reliance on God), and muhasabah (self-reflection) function as pedagogical tools for emotional regulation and character formation, continuously reinforced through structured programs and daily interactions. The effectiveness of this model is further supported by institutional synergy among kyai, teachers, counselors, and dormitory supervisors, creating a comprehensive and collaborative educational environment. Unlike conventional Western approaches that tend to separate counseling from instructional processes, this model represents a proactive and value-driven framework that integrates counseling into the core of educational practice. The study concludes that the integration of Islamic counseling and education offers a culturally responsive and sustainable approach to holistic student development, contributing to the broader discourse on decolonizing educational and counseling practices.]]>
<![CDATA[The Mediating Role of Organizational Culture in the Relationship between Work Motivation, Professional Responsibility, and Teacher Performance ]]>
<![CDATA[Nurdiana Nurdiana]]>;
<![CDATA[Mesiono Mesiono]]>;
<![CDATA[Muhammad Fadhli]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3240
<![CDATA[This study examines the mediating role of organizational culture in the relationship between work motivation, professional responsibility, and teacher performance among 165 public junior high school teachers in Kota Kisaran, Indonesia. Using path analysis, the research tested direct and indirect effects within a structural model based on organizational behavior theory. Results revealed that organizational culture significantly mediates the influence of both work motivation and professional responsibility on teacher performance, transmitting 42.4% of each variable's total effect. While all three predictors demonstrated significant direct effects on performance, organizational culture emerged as the strongest predictor (β = 0.561, p < 0.001), explaining 47.4% of performance variance. The simultaneous model achieved robust explanatory power (R² = 0.484, F = 50.295, p < 0.001) with perfect model fit (Q = 1.00). These findings demonstrate that teacher performance results from synergistic interactions between individual characteristics and organizational contexts rather than isolated factors. The study contributes to educational management literature by empirically validating culture as a critical transmission mechanism linking motivation and accountability to professional outcomes. Implications suggest that school leaders should prioritize integrated interventions addressing motivation, responsibility, and culture simultaneously rather than fragmented approaches to enhance teaching quality effectively.]]>
<![CDATA[The Effect of a Motivation-Based STAD Learning Model on Students’ Academic Achievement in Mathematics and Science ]]>
<![CDATA[Partono Siswosuharjo]]>;
<![CDATA[Al-Bahra Al-Bahra]]>;
<![CDATA[Andri Cahyo Purnomo]]>;
<![CDATA[Ewin Suciana]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3286
<![CDATA[This study examined the effectiveness of a motivation-based Student Teams Achievement Division (STAD) learning model on junior high school students' academic achievement in mathematics and science in Banten Province, Indonesia. Employing a quasi-experimental non-equivalent control group design, 750 students were purposively selected through stratified cluster sampling and assigned to experimental (n = 375) and control (n = 375) groups. The experimental group received the motivation-enhanced STAD intervention, while the control group experienced conventional instruction. Data were collected using validated achievement tests and a learning motivation questionnaire, then analyzed through Multivariate Analysis of Covariance (MANCOVA), controlling for pretest scores, prior GPA, socioeconomic status, and age. Results revealed a statistically significant multivariate difference between groups for combined mathematics and science posttest scores (Wilks' Λ, p < 0.001). Univariate ANCOVA further indicated that the experimental group significantly outperformed the control group in mathematics (F(1,743) = 905.38, p < 0.001, η² = 0.549) and science (F(1,743) = 684.56, p < 0.001, η² = 0.479), with large effect sizes. These findings demonstrate that integrating motivational scaffolds such as autonomy support, competence feedback, and positive interdependence within cooperative learning structures substantially enhances both cognitive achievement and affective engagement. The study concludes that the motivation-based STAD model represents a scalable, equity-promoting pedagogical innovation suitable for improving STEM education outcomes in diverse secondary school contexts.]]>
<![CDATA[Decolonizing Christian Education in Batak: Initiating Curriculum Transformation ]]>
<![CDATA[Herman Tampubolon]]>;
<![CDATA[Izak Y. M. Lattu]]>;
<![CDATA[Mariska Lauterboom]]>;
<![CDATA[Tony Tampake]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3292
<![CDATA[This article examines the enduring colonial legacy within Christian education in the Batak region, which has systematically marginalized indigenous knowledge and privileged Western pedagogical paradigms as the normative expression of Christianity. Focusing on the Sunday School ministry of the Huria Kristen Indonesia (HKI) church, the study initiates a critical inquiry into curriculum transformation through the lens of decolonial theory. Employing an interdisciplinary methodology that integrates the sociology of education, sociology of religion, and decolonial studies, qualitative data were gathered through in-depth interviews with two pastoral practitioners and contextual observations. The Batak philosophy of Sala Mandasor Sega Luhutan (SMSL) serves as a critical framework to deconstruct entrenched Eurocentric curricula and reconstruct pedagogical practices that center indigenous epistemology. Findings reveal that despite HKI’s historical resistance to missionary hegemony, its Sunday School curriculum remains dominated by hierarchical, banking-model pedagogy that treats children as passive recipients. Indigenous cultural elements are largely confined to ceremonial performances rather than substantive instructional integration, perpetuating epistemic alienation and dehumanization. The study argues that authentic decolonization requires pastors and educators to transition toward dialogical, problem-posing methodologies that recognize Sunday School children as active epistemic subjects bearing the imago Dei. By embedding Batak kinship values, oral traditions, and symbolic frameworks into core biblical instruction, Christian education can become a liberating practice that honors cultural heritage while fostering theological contextualization. This research offers a strategic pathway for ecclesiastical curriculum reform ahead of HKI’s centenary in 2027.]]>
<![CDATA[Production of the English Voiceless Labiodental Fricative /f/ by Sundanese EFL Student Teachers: A Case Study ]]>
<![CDATA[Aisyah Hamidiyah]]>;
<![CDATA[Bambang Kaswanti Purwo]]>;
<![CDATA[Faizah Sari]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3311
<![CDATA[The production of English consonants can be challenging for EFL learners, particularly when the target sounds are absent or have limited use in their first language. This study investigated the production and substitution patterns of the English voiceless labiodental fricative /f/ among Sundanese EFL student teachers in Banten. A qualitative case study design supported by descriptive frequency analysis was employed. The participants were 12 undergraduate English Education students aged 20–21 years who regularly used Sundanese in daily communication and had completed pronunciation and phonetics courses. Data were collected through two oral-reading recording sessions using 30 isolated words and 22 sentences containing English labiodental fricatives. The analysis focused on 78 occurrences of /f/ in initial, medial, and final word positions. The recordings were transcribed using the International Phonetic Alphabet, classified according to their phonetic realizations and phonological environments, and validated by two expert raters. The findings showed that /f/ was substituted with the voiceless bilabial stop [p], voiced labiodental fricative [v], voiced velar stop [g], and voiceless velar stop [k]. The substitution of /f/ with [p] was the most frequently identified pattern. These substitutions occurred across different word positions and were influenced by surrounding sounds and orthographic forms, particularly words containing <ph> and <gh>. The findings highlight the need for explicit pronunciation instruction focusing on articulatory features, phonological environments, and English sound–spelling relationships.]]>
<![CDATA[Development of the KALISAD Application to Improve Structured Sentence Writing Skills among Deaf Students ]]>
<![CDATA[Suci Rismawati]]>;
<![CDATA[Endang Pudjiastuti Sartinah]]>;
<![CDATA[Pamuji Pamuji]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3316
<![CDATA[Children with hearing impairments often experience barriers in accessing language, which affects their mastery of grammar and sentence structure. These limitations make it difficult for deaf students to construct sentences according to Subject, Predicate, Object, and Complement/Adverbial (SPOK) patterns. In addition, conventional learning methods often reduce students’ interest and make it difficult for them to understand sentence structure properly. Therefore, digital learning media are needed to support visual-based learning that suits the characteristics of deaf students. This study aimed to develop the KALISAD application to improve structured sentence writing skills among deaf students and to facilitate a more interactive, attractive, and understandable learning process. This research employed a research and development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study used a pretest-posttest approach with quantitative data analysis. The subjects were eight deaf students at the senior high school level of SLB A. Data were collected through observation, interviews, tests, expert validation sheets, and practicality questionnaires. The validation results showed that the KALISAD application was very valid and feasible for use. The instrument validation reached 94.59%, material expert validation 93.18%, media expert validation 94.38%, and deaf education expert validation 96.88%. The practicality score was 88.89%, indicating that the application was practical to use. The effectiveness test using the N-Gain formula showed an average score of 0.42, categorized as moderate. These findings indicate that the KALISAD application is effective, practical, interactive, and appropriate for improving structured sentence writing skills among deaf students.]]>
<![CDATA[Linguistic Microaggressions in Indigenous Educational Community Environments: A Pragmatic Study of Language Use ]]>
<![CDATA[Nuzmi Sasferi]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3325
<![CDATA[Linguistic microaggression is a subtle form of discriminatory communication that frequently occurs in multicultural educational interactions and may affect social relationships, cultural identity, and language practices within indigenous communities. This study aimed to examine the forms and levels of linguistic microaggression in indigenous community environments and to analyze the relationship between indigenous educational environments and pragmatic language politeness. An explanatory sequential mixed methods design was employed. Quantitative data were collected from 30 participants representing native-speaking communities, religious education communities, and migrant communities in Kerinci and Sungai Penuh through a structured questionnaire. The data were analyzed using descriptive statistics, the Kruskal–Wallis test, and Spearman rank correlation. Qualitative data were obtained through in-depth interviews, conversational observations, and naturalistic recordings and analyzed using thematic analysis. The quantitative findings revealed significant differences in pragmatic language politeness among the three community groups (χ² = 29.000, p < 0.001). A strong positive relationship was found between intercultural and ethnolinguistic engagement and pragmatic language politeness (ρ = 0.866, p < 0.001), while linguistic microaggression dimensions showed moderate negative correlations with pragmatic language politeness (ρ = −0.500, p < 0.05). Qualitative findings identified recurring patterns of microinsult, microinvalidation, and microassault, alongside mitigation, face-saving, and intercultural adaptation strategies used to maintain social harmony. The study concludes that linguistic microaggression is closely associated with sociocultural values, identity negotiation, and power relations, while indigenous education contributes to the development of pragmatic sensitivity and culturally respectful communication.]]>
