cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdurahman Muzaqi
Contact Email
jurnal@arkainstitute.co.id
Phone
+6281212088823
Journal Mail Official
jurnal@arkainstitute.co.id
Editorial Address
Komplek Perumahan Janatipark III, Cluster Copernicus Blok D-07, Cibeusi, Jatinangor, Kabupaten Sumedang, Jawa Barat 45363
Location
Kab. sumedang,
Jawa barat
INDONESIA
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 444 Documents
 41   42   43   44   45 
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.

Page 45 of 45 | Total Record : 444

 41   42   43   44   45 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2026): Educenter: Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press) Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress) Vol. 4 No. 2 (2025): Educenter: Jurnal Ilmiah Pendidikan (Inpress) Vol. 4 No. 2 (2025): Educenter: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2024): Educenter: Jurnal Ilmiah Pendidikan Vol. 3 No. 2 (2024): Educenter: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2024): Educenter: Jurnal Ilmiah Pendidikan Vol. 2 No. 3 (2023): Educenter : Jurnal Ilmiah Pendidikan Vol. 2 No. 2 (2023): Educenter : Jurnal Ilmiah Pendidikan Vol. 2 No. 1 (2023): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 12 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 11 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 10 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 9 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 8 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 7 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 6 (2022): Educenter: Jurnal Ilmiah Pendidikan Vol. 1 No. 5 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 4 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 3 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 2 (2022): Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 1 (2022): Educenter : Jurnal Ilmiah Pendidikan More Issue