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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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The Implementation of Role-Playing Method to Enhance Students’ Reading Interest in IPAS: A Qualitative Case Study in Elementary School Tia Ihsantiani; Arnie Fajar; Eneng Martini
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/v9y4j021

Abstract

This study aims to examine the implementation of the role-playing method in enhancing reading interest among fifth-grade students in IPAS (Integrated Natural and Social Sciences) learning. This research employed a qualitative case study approach conducted in an elementary school in Indonesia, involving one teacher and 25 fifth-grade students as participants selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis, and analyzed using thematic analysis. The findings reveal that the role-playing method significantly enhances students’ reading interest by fostering active engagement, improving comprehension, and creating meaningful learning experiences. Students showed increased motivation to read as they were required to understand texts in order to perform assigned roles. In addition, role-playing promoted collaborative learning and strengthened students’ intrinsic motivation, particularly in terms of autonomy, competence, and relatedness. However, challenges were identified in classroom management and ensuring equal participation among students. This study contributes to the development of interactive pedagogical strategies in IPAS learning and highlights the potential of role-playing as an effective approach to promote reading interest in elementary education.
Integrating 7KAIH into IPAS Learning for Students’ Social Character Development in Elementary School Yeni Siti Rokayah; Lili Halimah; Arnie Fajar
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/sc4y3g96

Abstract

This study examines the integration of the 7 Kebiasaan Anak Indonesia Hebat (7KAIH) program into Ilmu Pengetahuan Alam dan Sosial (IPAS) learning and its contribution to the development of students’ social character at SDN Walahir, West Bandung Regency. This research employs a qualitative descriptive approach involving one school principal, two IPAS teachers, and twelve students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing. The findings reveal that the integration of 7KAIH into daily school routines and IPAS learning activities effectively fosters students’ social character, particularly in terms of empathy, cooperation, and responsibility. The program is implemented through habitual activities such as morning greetings, collaborative learning, reflective discussions, and contextual IPAS projects. However, challenges were identified, including inconsistent implementation among teachers and limited parental involvement. The novelty of this study lies in its focus on the integration of a national character education program (7KAIH) into subject-based learning (IPAS), providing a practical model for embedding character education within classroom instruction. The study implies that strengthening collaboration between schools and families, as well as enhancing teacher consistency, is essential to optimize the effectiveness of character education programs in elementary schools.
The Role Of Social Media Use In Shaping Digital Literacy And Ipas Learning Achievement: A Mediation Model In Elementary Education Muhamad Andriansah Purba; Jajang Hendar Hendrawan; Neneng Tripuspita
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 3 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/grhxfe29

Abstract

This study examines the role of social media use in shaping digital literacy and its impact on IPAS (Integrated Science and Social Studies) learning achievement among elementary school students. It also investigates the mediating role of digital literacy in the relationship between social media use and academic performance. A quantitative explanatory design was employed involving 30 fifth-grade students from SD Negeri Rawasirna, Cianjur, Indonesia. Data were collected using a validated Likert-scale questionnaire and students’ academic scores, and analyzed through simple and multiple regression, as well as mediation analysis using the Sobel test. The findings reveal that social media use significantly influences digital literacy (p < .001), but does not directly affect IPAS learning achievement (p > .05). In contrast, digital literacy has a significant positive effect on academic achievement (p < .05) and mediates the relationship between social media use and learning outcomes. These results indicate the presence of a digital-academic gap, where digital engagement enhances competencies but does not automatically translate into academic performance. This study highlights the importance of integrating digital literacy into structured pedagogical practices, particularly in IPAS learning contexts. The findings contribute to the limited empirical evidence on digital literacy mediation in elementary education in Indonesia.
Empathic Teaching Practices in Enhancing Intrinsic Motivation among Students from Non-Intact Families: A Qualitative Case Study Yadi Budiman; Khaerul Syobar; Neneng Tripuspita
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 3 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/rjeweq60

Abstract

Students from non-intact families often experience socio-emotional challenges that affect their academic engagement and motivation. This study aims to explore empathic teaching practices and their role in fostering intrinsic motivation among students from non-intact families in social studies learning. A qualitative case study design was employed involving 3 social studies teachers and 12 students at SMP Negeri 3 Paseh, Indonesia. Data were collected through semi-structured interviews, classroom observations (four sessions), and document analysis. The data were analyzed using thematic analysis involving open coding, axial coding, and selective coding. The findings reveal four major themes: (1) teachers’ awareness of students’ socio-emotional conditions, (2) empathic classroom practices, (3) instructional strategies fostering intrinsic motivation, and (4) positive impacts on student engagement and confidence. Empathic teaching practices, such as supportive communication and individualized approaches, significantly contributed to students’ intrinsic motivation and classroom participation. This study contributes to extending Self-Determination Theory in vulnerable student contexts and offers practical pedagogical implications for inclusive education.
Implementation Of Differentiated Learning In Improving Geography Understanding Through The Decision Tree Model In High School Yusi Sri Mulyani; Arnie Fajar; Lili Halimah
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/jv0v6h54

Abstract

This study aims to analyze the implementation of differentiated learning in improving students' understanding of geography subjects through the Decision Tree model. The research uses a qualitative approach with a case study method at SMA Negeri 1 Cililin, West Bandung Regency. The research subjects consisted of school principals, vice principals for curriculum, geography teachers, and students. Data collection techniques are carried out through observation, interviews, and documentation. Data analysis uses an interactive model through data reduction, data presentation, and conclusion drawn. The results of the study show that: (1) learning planning is carried out through diagnostic assessments to identify students' readiness, interests, and learning profiles; (2) the Decision Tree model assists teachers in determining content, process, and product differentiation strategies; (3) the implementation of learning is more varied, flexible, and student-centered; and (4) differentiated learning increases student engagement and understanding of geography concepts. This study concludes that differentiated learning integration with the Decision Tree model is effective in creating adaptive and meaningful learning.
Implementation of the 7P marketing mix strategy in enhancing the attractiveness of MI Al Husna Tangerang Tri Joko Susanto; Fauzi Muharom; Toto Suharto
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/kcc3q278

Abstract

This study examines the implementation of the 7P marketing mix (Product, Price, Place, Promotion, People, Process, and Physical Evidence) in enhancing the attractiveness of Madrasah Ibtidaiyyah Al Husna, Tangerang. Using a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis involving 10 purposively selected informants, comprising the principal, vice principal for curriculum, four teachers, two administrative staff members, and two parents. Data were analyzed using the interactive model of Miles and Huberman through data reduction, data display, and conclusion drawing, supported by thematic coding based on the 7P framework. The findings indicate that the integrated implementation of the 7P marketing mix enhances institutional attractiveness and public trust. The People and Product dimensions are the strongest components, as teacher professionalism and moral integrity build parental trust, while the integration of a Qur’an-based character curriculum with the national curriculum provides distinctive value. Ethical pricing, da’wah-oriented promotion, and inclusive service processes further strengthen accessibility and sustain student enrolment. This study proposes an Integrated Islamic Educational Marketing Model that reframes the marketing mix as a value-based strategy grounded in Islamic ethics, emphasizing value differentiation, ethical service, and trust-based relationships to strengthen institutional competitiveness.
Analysis of the Adiwiyata Program in environmental awareness behavior at SMA Negeri 30 Jakarta Yulista Kusuma Wardani; Indra Prabowo; Sudrajat Sudrajat
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: 10.55904/92an7a44

Abstract

Environmental problems are still a key global concern for reaching the SDGs, highlighting the need to strengthen environmental awareness from an early age. One of the initiatives implemented by the Indonesian government is the Adiwiyata Program, which aims to develop environmentally responsible and sustainable school communities. This study aims to analyze the influence of the Adiwiyata Program on students’ environmental awareness behavior at SMA Negeri 30 Jakarta. The research employed a quantitative approach with a correlational design. Data were collected through a closed-ended questionnaire administered to 271 students from grades X, XI, and XII, selected using a purposive random sampling technique. Data were analyzed using bivariate correlation and regression analyses. The findings indicate that the Adiwiyata Program contributes to students’ environmental awareness, with varying levels of influence across the dimensions of environmental awareness, namely general beliefs and values, personal attitudes, and environmental knowledge. Overall, the program demonstrates a positive relationship with students’ environmental awareness behavior. The study suggests that future research should incorporate additional variables that may influence environmental awareness to develop a more thorough insight into the factors shaping student environmentally responsible conduct.
Adapting Porter’s generic strategies to vocational education: a conceptual framework for enhancing SMK institutional competitiveness Erlita Aryanti Widiastuti; Bernadetha Nadeak; Hotmaulina Sihotang
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/pr4a4k87

Abstract

This article examines how Porter’s generic strategies can be adapted to strengthen the competitiveness of Indonesian Vocational High Schools (Sekolah Menengah Kejuruan/SMKs). The study aims to analyze the application of cost leadership, differentiation, and focus strategies in designing institutional strategies that address industry demands. A qualitative conceptual literature review was conducted using document analysis, thematic classification, and conceptual synthesis of studies on strategic management, vocational education, school competitiveness, and school–industry partnerships. The findings indicate that cost leadership should be interpreted as value-based efficiency that improves resource productivity without compromising learning quality. Differentiation should be achieved through industry-relevant curricula, project-based learning, professional certification, and credible institutional branding, supported by adequate teacher competence and facilities. The focus strategy is most effective when SMKs develop regional specialization based on labor-market analysis, competency niches, strategic industry partnerships, and outcome-based evaluation. The study proposes an integrated strategic model comprising strategic diagnosis, strategy configuration, implementation governance, and performance evaluation. This model contributes to strategic educational management by reframing Porter’s business-oriented framework as a practical approach to strengthening SMK institutional competitiveness.
Validation of ethnoscience-based interactive e-module on heat transfer in traditional coffee processing Enni Maria; Friska Octavia Rosa; Dasrieny Pratiwi; Nyoto Suseno
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/p2f74e26

Abstract

Students’ science process skills remain low due to theoretical, non-contextual teaching materials, especially in heat transfer topics, which indicates the need for innovative, ethnoscience-based learning resources. This study is unique in integrating ethnoscience, interactive e-modules, and traditional coffee processing context for junior high school heat transfer learning. The method used is Research and Development (R&D) with a 4D (Define, Design, Develop, Disseminate) model, limited to the develop stage. The research subjects involved Six experts (material, media, and science process skills) validated the module using standardized instruments. Data was collected through expert validation sheets and analyzed descriptively, quantitatively, and qualitatively. Data was collected through expert validation sheets and analyzed descriptively, quantitatively, and qualitatively. The validation results showed that the e-module obtained a high category in the media aspect (67.08%), material (65.83%), and very high in the science process skills facilitation aspect (86.67%). These scores indicate that the e-module meets the high feasibility criteria, particularly in facilitating students’ science process skills. Based on these results, the e-module was declared suitable for use as contextual teaching materials that can facilitate students’ scientific skills. Further studies should examine its practicality and effectiveness in classroom settings.
Pre-service EFL teachers’ perceptions of oral corrective feedback for reflective thinking and metacognitive awareness in microteaching Abdullah Kafabih; Rozanah Katrina Herda; Bazilah Raihan Binti Mat Shawal; Natalya Andreevna Karelina
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.v5i2.2304

Abstract

This study aimed to examine pre-service EFL teachers’ perceptions of oral corrective feedback (OCF) in relation to their reflective thinking and metacognitive awareness during microteaching activities. Using a quantitative descriptive survey design, data were collected from 64 participants at an Indonesian public university via a validated questionnaire and analyzed through descriptive statistics and Likert-scale interpretation frameworks. The results indicate that participants perceived OCF as supporting reflective thinking and metacognitive awareness, particularly when feedback included clear explanations, contextual relevance, and peer interaction. Participants reported using feedback to evaluate instructional choices, set learning goals, and regulate their teaching strategies. Conversely, lower confidence in self-correction highlighted a continued reliance on external guidance during this developmental stage. This study extends existing literature by positioning OCF not merely as a performance correction tool but as a cognitive prompt that initiates a sequential pathway toward self-regulated learning. The findings offer practical guidance for teacher educators to design feedback practices that deliberately scaffold reflective inquiry and gradually build autonomous evaluative judgment in novice teachers.

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