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
322 Documents
<![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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<![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[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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<![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[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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<![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[Trauma-Informed Practices in Early Childhood Education: Supporting Emotional Recovery and Classroom Reintegration After Disaster ]]>
<![CDATA[Abdul Salam]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 4 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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<![CDATA[Disasters disrupt not only children’s psychological security but also the stability of early learning environments. In early childhood education settings, post-disaster trauma may directly affect emotional regulation, classroom participation, and learning engagement. This study aimed to examine manifestations of trauma among children aged 3–6 years in a post-disaster context and to analyze how classroom-based psychosocial interventions support emotional stabilization and educational reintegration. A descriptive qualitative design was employed in a kindergarten functioning as a child-friendly psychosocial support setting. Data were collected through participatory classroom observation, semi-structured interviews with caregivers and educators, and children’s expressive activities, including drawing and symbolic play. Thematic analysis was conducted to identify patterns of trauma expression and changes in learning engagement. Findings indicate that trauma was primarily expressed through non-verbal behaviors, including regression, separation anxiety, sleep disturbances, hyperarousal, and reduced attention span, which interfered with structured classroom participation. Play-based and expressive strategies integrated into daily routines facilitated emotional regulation, peer interaction, and gradual re-engagement in learning activities. Recovery was most effective when family involvement and consistent caregiver–teacher collaboration supported classroom routines. The study highlights the importance of trauma-informed, developmentally appropriate practices embedded within early childhood education settings to promote both psychological recovery and educational continuity in post-disaster contexts.]]>
<![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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<![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[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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<![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[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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<![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[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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<![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[Social Media, Artificial Intelligence, and Teachers’ Professional Competence as Predictors of School Performance: Evidence from Elementary Schools in Indonesia ]]>
<![CDATA[Eni Sulistyarini]]>;
<![CDATA[Achmad Buchori]]>;
<![CDATA[Fakhruddin Fakhruddin]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 6 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i6.5605
<![CDATA[The rapid advancement of digital technology has transformed educational management, requiring schools to integrate digital technologies while strengthening teachers' professional competence to improve school performance. This study aimed to examine the effects of social media, Artificial Intelligence (AI), and teachers' professional competence on the performance of public elementary schools in Jumo District, Temanggung Regency. A quantitative ex post facto design was employed involving 90 teachers selected through proportional random sampling from a population of 117 teachers across 14 public elementary schools. Data were collected using validated and reliable questionnaires and analyzed through descriptive statistics, assumption testing, multiple linear regression, t-tests, and F-tests. The findings indicate that social media has a positive and significant effect on school performance, suggesting that its use has contributed to improving communication, information dissemination, and educational service delivery. In contrast, Artificial Intelligence (AI) does not have a significant partial effect, indicating that its implementation has not yet been sufficiently integrated into instructional and managerial practices to enhance school performance. Teachers' professional competence demonstrates the strongest positive influence, highlighting the critical role of pedagogical expertise, subject-matter knowledge, technological proficiency, and continuous professional development in improving school quality. Simultaneously, social media, Artificial Intelligence, and teachers' professional competence significantly influence school performance. These findings suggest that improving school performance in the digital era requires strengthening teachers' professional competence, optimizing the strategic use of social media, and gradually enhancing AI literacy and implementation to support sustainable educational improvement.]]>
<![CDATA[How Innovative Leadership Improves Primary School Service Quality: Evidence from Teacher Collaboration and Educational Data Management ]]>
<![CDATA[Endang Purwanti]]>;
<![CDATA[Senowarsito Senowarsito]]>;
<![CDATA[Harjito Harjito]]>
<![CDATA[ Journal La Edusci Vol. 7 No. 6 (2026): Journal La Edusci ]]>
Publisher : <![CDATA[Newinera Publisher ]]>
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DOI: 10.37899/journallaedusci.v7i6.5619
<![CDATA[Educational service quality has become a strategic indicator of school effectiveness, requiring principals to adopt innovative leadership approaches while strengthening collaborative professional practices and evidence-based educational management. This study aimed to analyze the direct and indirect effects of innovative leadership on elementary school service quality through the mediating roles of teacher collaboration and educational data management. A quantitative explanatory survey design with a cross-sectional approach was employed. The study involved 114 teachers from public elementary schools in Talun District, Pekalongan Regency, Indonesia, selected through proportional random sampling. Data were collected using validated questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The findings revealed that innovative leadership had a positive and significant effect on service quality, teacher collaboration, and educational data management. Teacher collaboration and educational data management also significantly enhanced school service quality. Furthermore, both variables functioned as partial mediators in the relationship between innovative leadership and service quality, with educational data management demonstrating a stronger mediating effect than teacher collaboration. These findings indicate that improving school service quality requires not only innovative leadership but also organizational mechanisms that foster professional collaboration and data-informed decision-making. This study contributes to the educational leadership literature by proposing an integrated model that explains how innovative leadership enhances school service quality through organizational collaboration and effective educational data management. The findings provide practical implications for strengthening principal professional development, collaborative school culture, and data-driven leadership to support continuous school improvement.]]>
