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
300 Documents
<![CDATA[Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Future Learning ]]>
<![CDATA[Abd Gafur]]>;
<![CDATA[Suryo Prabowo]]>;
<![CDATA[Memet Casmat]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3326
<![CDATA[The development of Artificial Intelligence (AI) has significantly influenced educational transformation by supporting more adaptive, flexible, interactive, and personalized learning. This study aims to analyze the utilization of AI in education, identify its opportunities and challenges, and explain its implications for future learning. This research employed a qualitative approach with a library research design. Data were obtained from scientific journal articles, books, book chapters, proceedings, and relevant academic sources discussing AI in education. The selected literature was mainly focused on recent publications and was analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. Source triangulation was applied to strengthen the credibility of the findings. The results show that AI is utilized in education through adaptive learning systems, intelligent tutoring systems, educational chatbots, automated assessment, learning analytics, and interactive digital media. AI provides opportunities to support personalized learning, improve learning efficiency, expand access to education, strengthen digital literacy, and develop 21st-century skills. However, its implementation also faces challenges, including limited technological infrastructure, low teacher digital competence, digital inequality, academic ethics issues, data privacy concerns, technology dependence, and reduced social interaction. The study also indicates that AI changes the roles of teachers and students, where teachers are increasingly positioned as facilitators, mentors, learning designers, and ethical guides, while students are encouraged to become more independent, critical, and digitally literate learners. Therefore, AI should be integrated into education as a supporting tool that strengthens, rather than replaces, human-centered learning. Its implementation requires adequate infrastructure, continuous teacher training, ethical regulation, and responsible digital literacy development.]]>
<![CDATA[Development of a Metal Craft Learning Package Based on Local Ornamental Motifs for Extracurricular Students ]]>
<![CDATA[Sarifudin Sarifudin]]>;
<![CDATA[Erna Anggraini]]>;
<![CDATA[Galih Suryadmaja]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i5.3336
<![CDATA[This study aimed to develop and evaluate a metal craft learning package based on local ornamental motifs for students participating in extracurricular visual arts activities at SMK Negeri 2 Makassar. The study employed a Research and Development approach adapted from the Borg and Gall model and organized into three phases: needs analysis, product development, and evaluation. The learning package consisted of a teacher’s guidebook, student handbook, metal craft textbook, presentation media, and student creativity assessment instrument. The participants were 32 extracurricular students. Data were collected through observations, interviews, expert-validation questionnaires, student-response questionnaires, creativity assessments, and documentation. Quantitative data were analyzed descriptively using mean scores and a five-point conversion scale, while qualitative data were analyzed through classification, interpretation, and conclusion drawing. The material expert validation produced an overall mean score of 4.31, while the media expert validation obtained 4.23, both categorized as excellent. The one-to-one, small-group, and large-group trials yielded overall mean scores of 4.55, 4.43, and 4.45, respectively, indicating a high level of practicality. Observations and participant responses showed that the visual examples, step-by-step procedures, and local motif illustrations helped students understand design development, repoussé techniques, and artwork-finishing stages more systematically. In the large-group trial, the mean student creativity score reached 84, exceeding the Minimum Mastery Criterion of 75. These findings indicate that the developed learning package met the criteria of validity, practicality, and effectiveness and was suitable for supporting local culture-based metal craft learning in extracurricular activities.]]>
<![CDATA[Contextual Teaching Materials Development and Its Impact on Science Learning Outcomes ]]>
<![CDATA[Maryunita Maryunita]]>;
<![CDATA[Helmi Helmi]]>;
<![CDATA[Muhammad Arsyad]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3351
<![CDATA[This study aimed to develop contextual-based science teaching materials on the topic of pressure and to evaluate their validity, practicality, and effectiveness in improving students’ science learning outcomes at YHS Christian Junior High School Makassar. The study employed a Research and Development (R&D) approach using the 4-D model, consisting of the Define, Design, Develop, and Disseminate stages. The effectiveness of the developed teaching materials was examined using a quasi-experimental design involving an experimental group and a control group. The field testing involved 30 Grade IX students, consisting of 16 students in the experimental group and 14 students in the control group. Data were collected using expert validation sheets, teacher practicality questionnaires, and students’ learning achievement tests. The validation results indicated that the developed teaching materials achieved an average Aiken’s V coefficient of 0.90, indicating high validity. The practitioners’ evaluation yielded an average practicality score of 92.91%, categorizing the teaching materials as very practical. The effectiveness analysis showed that students who learned using contextual-based teaching materials achieved higher learning outcomes than those who learned using conventional teaching materials. The Independent Samples t-test revealed a calculated t-value of 6.15, which exceeded the critical t-value of 1.40 at the 5% significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the developed contextual-based science teaching materials are valid, practical, and effective in improving junior high school students’ science learning outcomes.]]>
<![CDATA[Narrative-Based Curriculum Design for Christian Religious Education among Generation Z: A Strategy for Spiritual Value Internalization ]]>
<![CDATA[Ernida Marbun]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i5.3354
<![CDATA[Digital transformation has significantly reshaped the learning characteristics of Generation Z, directly impacting the effectiveness of Christian Religious Education (CRE). This study aims to develop a narrative-based CRE curriculum model integrated with digital media to support holistic faith formation. The research employs a qualitative approach with a case study design conducted at the Youth Fellowship of the Indonesian Baptist Church of Helvetia, involving 10 respondents. Data were collected through semi-structured interviews, observation, and documentation, and analyzed using thematic analysis. The findings reveal four key themes: (1) mismatch of conventional teaching methods, (2) dominance of visual and digital learning preferences, (3) gap between doctrinal content and lived experience, and (4) effectiveness of narrative approaches in enhancing reflection and value internalization. This study proposes a narrative-based CRE curriculum model integrating cognitive, affective, and experiential dimensions. The novelty lies in the simultaneous integration of narrative pedagogy, digital culture, and spiritual formation within a unified pedagogical framework.]]>
<![CDATA[Qur’anic Gender Equality and Arab Patriarchy: Implications for Islamic Education ]]>
<![CDATA[Muhamad Arfan]]>;
<![CDATA[Junaidi Junaidi]]>
<![CDATA[ Journal La Edusci Vol. 6 No. 6 (2025): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v6i6.3357
<![CDATA[This article examines gender interpretation from the perspectives of the Qur’an and Arab tradition and explores its implications for the development of Islamic education grounded in equality and universal Islamic values. The study employs a qualitative literature review using content analysis, historical analysis, and hermeneutic approaches to classical and contemporary scholarship on gender, Qur’anic exegesis, Arab tradition, and Islamic education. The findings reveal that the Qur’an positions men and women as equal moral agents through the principles of ontological equality, the shared mandate of vicegerency (khilāfah), recognition of women’s leadership, and equal rights to social, political, and economic participation. In contrast, many forms of women’s subordination are rooted in patriarchal social structures and Arab cultural traditions that subsequently influenced certain interpretations of Islamic law and exegesis. These findings underscore the importance of Islamic education as a space for critical literacy that distinguishes between the universal teachings of Islam and historically contingent patriarchal traditions. Islamic education informed by al-musāwah (equality), al-‘adālah (justice), al-ḥurriyyah (freedom), and al-tasāmuḥ (tolerance) has the potential to serve as a strategic instrument for fostering inclusive religious consciousness and addressing the challenges of contemporary global society.]]>
<![CDATA[The Effect of Integrating the Claim–Evidence–Reasoning Framework into the Argument-Driven Inquiry Model on Students’ Scientific Argumentation Skills and Green Chemistry Learning Outcomes ]]>
<![CDATA[Risna Amalia]]>;
<![CDATA[Ramlahwati Ramlahwati]]>;
<![CDATA[Halimah Husain]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i5.3386
<![CDATA[This study aimed to describe the level and improvement of students’ scientific argumentation skills and learning outcomes and to examine the effect of integrating the Claim–Evidence–Reasoning (CER) framework into the Argument-Driven Inquiry (ADI) learning model in green chemistry. A quasi-experimental method with a nonequivalent pretest–posttest control group design was employed. The participants were 60 Grade X students at SMAN 13 Makassar, comprising 30 students in the experimental class taught using CER-integrated ADI and 30 students in the control class taught using ADI without explicit CER integration. Data were collected through a scientific argumentation essay test and a multiple-choice learning-outcome test. The data were analyzed using descriptive statistics, N-Gain, an independent-samples t-test, and the Mann–Whitney U test. The experimental class obtained a higher scientific argumentation posttest mean than the control class (51.10 vs. 48.07), with N-Gain scores of 0.70 and 0.64, respectively, both categorized as moderate. The experimental class also achieved higher percentages in claim, evidence, and reasoning. For learning outcomes, the experimental class obtained a higher posttest mean (12.40 vs. 11.63), although the N-Gain scores were similar and categorized as moderate (0.55 vs. 0.56). Significant differences were found in scientific argumentation skills (t = −3.410, p = 0.001) and learning outcomes (U = 310.500, p = 0.035). Therefore, CER-integrated ADI significantly supported students’ scientific argumentation skills and learning outcomes in green chemistry.]]>
<![CDATA[The Effectiveness of Wordwall on English Tense Mastery and Learning Motivation ]]>
<![CDATA[Robertus Ruben]]>;
<![CDATA[Sultan Baa]]>;
<![CDATA[Abdullah Abdullah]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i5.3392
<![CDATA[This study investigates the effectiveness of Digital Game-Based Learning (DGBL) in improving students’ grammar mastery in English as a Foreign Language (EFL) context. The integration of digital games into language instruction has gained increasing attention as an innovative pedagogical approach that promotes interactive, engaging, and student-centered learning environments. This research employed a quasi-experimental design with a non-equivalent control group involving two intact classes of tenth-grade students. The experimental group received grammar instruction through Wordwall-based DGBL activities, while the control group was taught using conventional teaching methods. Data were collected through pre-tests and post-tests to measure students’ grammar achievement. The results were analyzed using statistical procedures to determine the effectiveness of the treatment. The findings indicate that students in the experimental group showed significantly higher improvement in grammar performance compared to those in the control group. This suggests that the implementation of DGBL, particularly through Wordwall, can effectively enhance students’ understanding and retention of grammatical structures. Furthermore, the study highlights that DGBL not only improves cognitive outcomes but also increases students’ motivation and engagement in learning English. Therefore, it is recommended that English teachers integrate digital game-based platforms into classroom instruction to create more interactive and meaningful learning experiences.]]>
<![CDATA[Dormitory-Based Experiential English Immersion and Proficiency Outcomes Among Maritime Cadets ]]>
<![CDATA[Muh. Hasrun Fitriady]]>;
<![CDATA[Nur Aeni]]>;
<![CDATA[Andi Asrifan]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i5.3396
<![CDATA[This study evaluated whether the DREAM (Dormitory for Real English Acquisition and Mastery) Dormitory, an experiential English immersion program at the Merchant Marine Polytechnic of Makassar (PIP Makassar), improved maritime cadets’ English proficiency. Grounded in experiential learning theory, the program requires cadets to use English in structured and informal daily activities. A quantitative one-group pre-test–post-test pre-experimental design was applied. Participants were first-year male cadets residing in Dormitory C2, and a TOEIC prediction test measuring listening, reading, speaking, and writing was administered before and after participation in the program. A total of 179 cadets were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test, with Cohen’s d computed as the effect size. The results showed that the mean total TOEIC score increased significantly from 646.37 (SD = 223.12) to 816.90 (SD = 228.42), a mean gain of 170.53 points, t(178) = 11.13, p < .001, with a large effect size (d = 0.83). All four skills improved significantly, with reading, writing, and listening showing moderate effects and speaking the smallest gain. Improvement was observed in 80.4% of cadets, and intermediate-level cadets gained the most. The findings indicate that experiential, dormitory-based English immersion was associated with meaningful proficiency gains in a maritime education setting, supporting continued institutional investment in structured immersion environments.]]>
<![CDATA[Implementation of Multicultural Values in Developing Student Tolerance ]]>
<![CDATA[Ahmad Falah]]>;
<![CDATA[Taufikin Taufikin]]>;
<![CDATA[Moh. In’ami]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i4.3104
<![CDATA[Cultivating tolerance attitudes across various groups, including adolescents, is essential for fostering harmony in every aspect of society. This importance is demonstrated in schools throughout Indonesia. SMK Raden Umar Said and SMK Duta Karya exemplify schools that consistently display tolerance, hospitality, and acceptance of diverse ethnicities and cultures. These values are manifested through various activities implemented both curricularly and co-curricularly. This significance necessitates the implementation of this research. The study seeks to analyze and describe the implementation processes conducted by the schools and the impacts experienced by students and the surrounding environment regarding the multicultural value implementation. This research employs a qualitative approach. The researchers reveal the processes and impacts experienced by students and the surrounding environment through data analysis techniques obtained from interviews with school principals, teachers, students, documentation, and in-depth observation. The research findings indicate: 1) the principles of instilling multicultural education values in schools are based on several principles, namely openness, tolerance, unity in diversity, and Islam rahmatan lil'alamin; 2) the implementation of instilling multicultural education values is patterned into two categories: multicultural knowledge and multicultural feeling. Multicultural knowledge is provided through several activities such as religious activities, Quranic recitation, Islamic holiday celebrations, and PAI subject learning in classrooms. Meanwhile, multicultural feeling is instilled through daily student activities.]]>
<![CDATA[Strengthening Character Education through Multicultural Values-Based Civic Education (PPKn) to Promote Students’ Tolerance ]]>
<![CDATA[Darmawati Darmawati]]>;
<![CDATA[Andi Bahrun Syam]]>;
<![CDATA[Hartati Malkab]]>;
<![CDATA[Khair Khalis Syurkati]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 5 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i5.3273
<![CDATA[This study examines the role of multicultural values-based Civic Education (PPKn) in strengthening character education and promoting students’ tolerance. Grounded in the growing concern over declining tolerance among students in diverse societies, the research adopts a qualitative case study approach to explore how values are integrated and internalized within classroom practices. Data were collected through in-depth interviews, classroom observations, and document analysis involving PPKn teachers and students in a secondary school setting. The findings reveal that the implementation of multicultural values in PPKn is carried out through interactive and student-centered learning strategies, such as group discussions, case-based learning, and reflective activities, which encourage students to engage with diversity meaningfully. These practices contribute to the strengthening of character education by fostering values such as respect, empathy, responsibility, and social awareness. Furthermore, the study finds that students’ tolerance develops through continuous exposure to inclusive classroom environments, dialogic interactions, and collaborative learning experiences that promote mutual understanding and appreciation of differences. Teachers play a crucial role as facilitators and role models in guiding students toward positive attitudes and behaviors. The study concludes that multicultural values-based PPKn is an effective approach to integrating cognitive, affective, and behavioral dimensions of learning, thereby enhancing both character formation and tolerance among students. This research contributes to the discourse on character education and multicultural learning by highlighting the importance of contextual and value-oriented pedagogical practices in fostering inclusive and harmonious social relationships.]]>
