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Educenter: Jurnal Ilmiah Pendidikan
Published by Arka Institute
ISSN : 28278542     EISSN : 28277988     DOI : 10.32670
Core Subject : Education,
Education
Educenter: Jurnal Ilmiah Pendidikan, mencakup bidang penelitian pendidikan dalam proses belajar mengajar, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan pengembangan pendidikan.
Arjuna Subject : Umum - Umum
Articles 461 Documents
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School culture patterns for curriculum reform adaptation across two junior high schools Arina, Arina; Rahmawati, Tina
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i2.2280

Abstract

This multi-case qualitative study compares how organizational culture supports adaptation to Kurikulum Merdeka in two junior high schools in Gunung Mas Regency, Central Kalimantan, Indonesia: SMPN 6 Kurun in Kuala Kurun and SMPN Satu Atap 1 Kurun in Desa Penda Pilang. Seven internal actors participated. Data were generated through semi-structured interviews, observations, and document review, and analyzed using first-cycle coding and axial coding, supported by within-case memos and cross-case synthesis. The findings show two contrasting organizing logics. Implementation in SMPN Satu Atap 1 Kurun was shaped by feasibility-driven adjustments that protected instructional continuity under access and capacity constraints. Routines for attendance, scheduling, and documentation remained flexible so that evidence work did not displace teaching time. In SMPN 6 Kurun implementation relied on consolidation through scheduled supervision, role distribution, and routine monitoring that stabilized coordination and enabled more consistent follow-up using documents. The study contributes a mechanism-oriented explanation of reform adaptation by showing how sensemaking, coordination routines, and accountability artefacts translate policy expectations into daily practice.
Work pressure management in Islamic educational administration: insights from Fathi Abu Nasr Atep Muhammad Lutfi; Mukhamad Najikh; Iska Fatmawati; Ateng Ruhendi; Izzuddin Musthafa
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.1952

Abstract

This study examined work pressure management within Islamic educational administration by bringing Fathi Abu Nasr’s ideas into dialogue with contemporary management theory. The study addressed a gap in the literature: modern discussions of organizational stress are largely framed through psychological and behavioral perspectives, while systematic comparative analyses that connect Islamic educational administration with contemporary management remain limited. Using qualitative library research and comparative content analysis, the study analyzed Abu Nasr’s educational management framework alongside modern perspectives on stress regulation, emotional intelligence, and organizational support. The findings show that both perspectives emphasize self-regulation, motivation, and supportive environments, but differ in their epistemological foundations and ultimate aims. Abu Nasr’s framework grounds work pressure management in spiritual discipline, ethical responsibility, and accountability before God, whereas contemporary management primarily approaches it as a matter of adaptation, effectiveness, and well-being. Based on this comparison, the study proposes a holistic model of work pressure management that integrates spiritual regulation, ethical leadership, cognitive-behavioral adaptation, and organizational support. This model contributes to Islamic educational administration by linking productivity, psychological resilience, and transcendental accountability in a more integrated conceptual framework.
Pre-service teachers’ awareness of students’ learning styles and adaptation of speaking instruction in EFL classrooms Arlinda Dwita Ramadianti; Putu Dian Danayanti Degeng
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.2236

Abstract

This study investigated pre-service teachers’ awareness of students’ learning styles and their strategy adaptation in English as a Foreign Language (EFL) speaking classrooms. The study employed a descriptive quantitative design using a questionnaire consisting of 12 items covering four aspects: awareness of different learning styles, awareness of learning styles in speaking contexts, speaking instructional strategy adaptation, and multimodal and task-based speaking support. The participants were 66 seventh-semester students of the English Language Education Program at one of prominent universities in Malang who had completed their teaching practicum during the 2025/2026 academic year. The participants were selected using purposive sampling because they had prior teaching experience through teaching practicum in EFL classrooms. Data analysis included coding questionnaire responses, conducting reliability analysis using Cronbach’s Alpha, calculating mean and standard deviation values, and interpreting the results based on predetermined category intervals. The findings revealed that pre-service teachers demonstrated a very high level of awareness of students’ varied learning styles and recognized the importance of adapting speaking instruction to accommodate these differences. The results also indicated that participants perceived varied speaking strategies and multimodal resources as important in supporting diverse learners. The findings highlight the importance of integrating differentiated instruction and learning style awareness in teacher education programs.
The effect of articulate storyline 3-based interactive learning media on fourth-grade students’ interest in Learning Pancasila Education Sandrianus Wolo Daki; Maxsel Koro; Treesly Adoe
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/m15ra957

Abstract

This study aims to determine the effect of using Articulate Storyline 3-based interactive learning media on increasing the learning interest of fourth-grade students in the Pancasila Education subject, specifically regarding the topic of Rights and Obligations, at SDK Don Bosko 4 in Kupang. This study employed a quantitative method using a pre-experimental design of the one-group pretest-posttest type. The sample consisted of 20 students selected using a saturation sampling technique. Data collection was conducted through a learning interest questionnaire using a Likert scale that had been tested for validity and reliability. Data were analyzed using normality tests, paired-sample t-tests, and effect size calculations. The results indicated a significant effect of using Articulate Storyline 3-based interactive learning media on students’ learning interest. This was evidenced by the paired-sample t-test yielding a significance value of 0.008 (p < 0.05). The average student learning interest score increased from 66.60 on the pretest to 76.10 on the posttest. Additionally, the effect size calculation yielded a Cohen’s d value of 0.97, which falls into the large category. Thus, Articulate Storyline 3-based interactive learning media has been proven effective in increasing students’ learning interest in the Pancasila Education subject in elementary school.
Re-examining Arabic Grammar Pedagogy for Non-Native Learners in Islamic Higher Education: A Case Study at Sekolah Tinggi Ilmu Tarbiyah Syamsuddhuha, North Aceh Makmur Akbar; Muhammad Ediyani; Ferry Rusda
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/9wmzgr15

Abstract

Arabic grammar instruction in Islamic higher education has traditionally emphasized rule-based learning to support students’ understanding of classical Islamic texts. However, limited research has explored how grammar teaching is implemented for non-native Arabic learners and how lecturers balance traditional approaches with communicative language teaching. This study investigates Arabic grammar pedagogy at Sekolah Tinggi Ilmu Tarbiyah Syamsuddhuha through a qualitative case study involving six lecturers and twenty undergraduate students. Data were collected through interviews, classroom observations, and document analysis, then analyzed thematically. The findings indicate that grammar instruction remains largely teacher-centered and deductive, focusing on rule explanation, memorization, and textual analysis. While this approach strengthens students’ explicit grammatical knowledge and supports engagement with classical Arabic texts, it often limits classroom interaction and communicative language use. Many students reported difficulties applying grammatical knowledge in authentic speaking and writing contexts. In contrast, classes incorporating inductive and interactive activities showed greater student participation and contextual understanding. The study concludes that Arabic grammar teaching should adopt a more balanced model that combines traditional grammatical rigor with communicative and learner-centered approaches to enhance language acquisition among non-native learners.
The correlation between the use of artificial intelligence and student morality at MTs Labanan Makmur Reka Oktavia; Rahmad Hakim
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i2.2078

Abstract

The rapid integration of Artificial Intelligence (AI) in education raises questions regarding its impact on student morality. This study aims to examine the correlation between AI usage and the moral character of students at MTs Labanan Makmur. Using a quantitative correlational design, data were collected from 35 seventh-grade students selected via purposive sampling. A validated Likert-scale questionnaire was utilized, and the data were analyzed using the Pearson Product-Moment correlation. The results revealed a significant positive relationship between AI usage and student morality (r = 0.3443, p < 0.05). However, the correlation strength is classified as weak, indicating that AI only partially contributes to moral development. The findings emphasize that while AI serves as a constructive cognitive tool, it cannot substitute the irreplaceable human elements essential for character building, such as teachers' role modeling (uswah hasanah) and parental guidance. This study concludes that integrating religious digital literacy is crucial in Islamic educational institutions to ensure that technological competence aligns harmoniously with students' moral maturity.
Information services at airports as an educational service: a servqual-based study at Adi Soemarmo Airport Andi Batari Toja; Chesya Agnestya Koagouw; Pahotan F. Roy Nainggolan; Rifqi Raza Bunahri
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/yat3xj21

Abstract

This study was motivated by the growing need for responsive and informative airport information services, yet challenges persist regarding the clarity of signage, the effectiveness of information dissemination, and passenger understanding at Adi Soemarmo Airport. The objective of this study is to measure passenger satisfaction with information services using the Service Quality (Servqual) method. This study employs a descriptive quantitative approach with a population of 2,222 average monthly passengers in May 2025 and a sample of 100 respondents. Data were collected via a Google Forms questionnaire and analyzed using Microsoft Excel. The results indicate that four attributes are rated as “very good,” four as “good,” and three as “needing improvement.” The average gap value was 0.335 with a satisfaction rate of 82.05%, indicating that the majority of passengers were satisfied. However, improvements in physical and visual information media, such as signage and information displays, are still needed to strengthen the educational function and enhance passenger understanding more effectively.
Analysis of students’ social studies learning experiences using the video-assisted make a match model at SMP Kristen Shining Stars Melisa Br Tarigan; I Nengah Suastika; Luh Indrayani; Ketut Sedana Arta
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.2179

Abstract

This study aims to explore junior high school students’ learning experiences in Social Studies (IPS) through the Make a Match learning model assisted by video media. Employing a qualitative phenomenological approach, data were collected through observations, in-depth interviews, and participatory documentation. The research was conducted at SMP Kristen Shining Stars, Mimika Regency, Central Papua, with eighth-grade students as participants. The analysis of data revealed three dominant conditions in the implementation of the Make a Match model assisted by video: increased learning activity, enjoyable learning and stronger social engagement, and more meaningful learning experiences. The findings indicate that video-assisted learning helped students connect theoretical concepts of Social Studies with real-life contexts, thereby enhancing understanding and retention. The Make a Match activity also fostered motivation, collaboration, and enjoyment, transforming the learning process from memorization into an interactive experience of constructing social meaning.
The correlation between bullying behavior and students’ self-confidence levels at MTs Labanan Makmur Arifin Siregar; Rahmad Hakim
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i3.2182

Abstract

Bullying incidents in school settings still occur frequently and are feared to have serious impacts on students’ development. This study aims to analyze the correlation between bullying behavior and students’ self-confidence at MTs Labanan Makmur. This study employed a quantitative approach, involving a sample of 33 seventh-grade A students from a total population of 167. The sample was selected using Arikunto’s conditional sampling technique. Data were collected by distributing a questionnaire consisting of 20 statements to the entire sample, and the data were analyzed using the product-moment (Pearson) correlation technique. The findings indicate that the majority of students have high levels of self-confidence, even though bullying behavior remains relatively high. This finding is supported by the results of the product-moment correlation analysis, which yielded a value of r = -0.10, indicating a negative relationship with a very low correlation coefficient between bullying and students’ self-confidence. Thus, this study confirms the existence of a very weak negative relationship between bullying behavior and students’ self-confidence. Therefore, the roles of teachers and parents are crucial factors in efforts to prevent bullying and enhance students’ self-confidence.
Airport signage as a visual learning medium: evaluating its educational effectiveness in supporting passenger understanding Nikolas Makanuay; Geby Claudia Tupamahu; Erwin Pasangkin; Rifqi Raza Bunahri
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/z1r07r42

Abstract

Airports function not only as transportation infrastructure but also as non-formal learning environments where passengers interact with visual information systems. Within this context, airport signage can be conceptualized as a visual learning medium that supports incidental learning and facilitates passenger understanding. Grounded in visual learning theory and cognitive processing perspectives, this study aims to evaluate the educational effectiveness of airport signage in supporting passenger understanding at Domine Eduard Osok Airport, Sorong. A qualitative descriptive approach was employed through field observations, documentation, and analysis of relevant regulatory standards. Passenger understanding was interpreted through observable behaviors, including navigation accuracy, hesitation, and reliance on assistance. The findings reveal that several signage elements are not optimally designed or positioned, particularly in terms of visibility, design consistency, and availability in key areas such as check-in and arrivals. These limitations increase cognitive load, hinder information processing, and reduce the effectiveness of signage as a visual learning medium. This study contributes to the field of education by demonstrating how environmental design in public spaces can influence learning processes and user comprehension. The results highlight the need to improve signage quality not only to achieve regulatory compliance but also to enhance its role in supporting non-formal learning and passenger understanding in complex environments.

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