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Jurnal Educative: Journal of Educational Studies
Published by Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi
ISSN : 25494120     EISSN : 25494139     DOI : https://www.doi.org/10.30983/educative
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Educative: Journal of Educational Studies (ISSN 2549-4120 and e-ISSN 2549-4139) is a peer-reviewed academic journal published biannually by the Faculty of Tarbiyah and Teaching Training, State Islamic Institute (IAIN) of Bukittinggi. The journal is the transformation of the Analysis Journal published by School Islamic Institute (STAIN) of Sjech M. Djamil Djambek Bukittinggi which had been published periodically from 2007 to 2015. Jurnal Educative: Journal of Educational Studies presents research and development in the field of education, with special reference to curriculum and learning, management, technology, sociology, anthropology, psychology, language, and Islamic education. The journal invites articles that have never been published elsewhere. Please see Author Guidelines for information regarding the process of publication in the journal. The language used in this journal are Indonesian and English. The review process in this journal employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "Vol. 10 No. 2 (2025): December 2025" : 7 Documents clear
Effect of Learning Environment and Social Support On Co-Curricular: Mediation of Academic Enrichment and Self-Efficacy Betha Wijayanti; Wilis Werdiningsih; Mohd Syaubari Othman
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10118

Abstract

Students’ co-curricular achievement has not received sufficient attention in school development, even though learning environment resources and social support play essential roles in shaping student participation. Limited use of facilities and inconsistent support often reduce involvement in academic enrichment activities and weaken self-efficacy. This study examines the mediating roles of educational enrichment and self-efficacy in the influence of learning environmental resources and social support on students’ co-curricular achievement. A quantitative survey was conducted with 78 students at SMAN 2 Ponorogo. Data was collected using a four-point Likert questionnaire with five variables and 28 indicators, then analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test seven direct and five indirect relationships. The results show that learning environmental resources and social support positively and significantly influence co-curricular achievement, both directly and through the mediation of academic enrichment and self-efficacy. Academic enrichment links learning resources to performance, while self-efficacy strongly mediates the influence of social support. These findings highlight the need to strengthen enrichment programs and confidence-building strategies within school initiatives. This study contributes a comprehensive PLS-SEM model integrating environmental and psychosocial factors, offering clearer insight into how these elements collectively shape students’ co-curricular achievement.
Digital Transformation of Education in Indonesia: A Conceptual Framework For Evaluation Riko Pandu Wijaya; Komarudin; Aip Badrujaman
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10157

Abstract

Advances in information and communication technology have driven significant changes in Indonesia's education ecosystem. Various school digitalization initiatives, including the provision of digital devices, learning platforms, and the development of educational information systems, have been launched to support the direction of digital transformation of education. However, these programs are not accompanied by an evaluation framework capable of comprehensively assessing their contribution to the educational transformation process. This research aims to develop a conceptual framework for the evaluation of educational digital transformation that is comprehensive, systematic, and contextual through a study of the implementation of the school digitalization program in Indonesia. The research approach uses the Systematic Literature Review (SLR) method, following the PRISMA framework and the PICO (Population, Intervention, Control, and Outcome) formulation structure. The literature was collected from reputable databases, including Scopus, Google Scholar, and SINTA, which yielded 212 initial articles. After selection, 33 relevant articles remained. The results of the synthesis show that five main dimensions contribute to the evaluation of digital transformation of education, namely: (1) digital infrastructure, (2) learning content and platforms, (3) digital competence, (4) institutional support, and (5) the effectiveness of digital learning. Based on these findings, an evaluation conceptual framework was prepared to support policy formulation and planning for the development of digital schools in a more targeted and sustainable manner.
A Hybrid Systematic Review and Meta-Analysis of Management Practices in Philippine Higher Education Institutions Shalima Sappayani; Naf’an Tarihoran; Ilzamudin Ma'mur; Farid Mahruf
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10218

Abstract

This study employed a hybrid systematic review and meta-analysis to examine the impact of management practices on institutional outcomes in Philippine higher education institutions (HEIs) from 2019 to 2023, with an updated search extending to 2025. A total of 32 peer-reviewed studies were included in the qualitative synthesis, while 11 met the criteria for empirical inclusion; however, only six provided sufficient statistical data and were included in the meta-analysis. The meta-analysis yielded a moderate and statistically significant pooled effect size (Cohen’s d = 0.516, 95% CI [0.452, 0.581]), indicating that management practices—particularly in the areas of resource allocation, curriculum implementation, and strategic planning—positively influence accreditation performance, instructional quality, and digital readiness. Substantial heterogeneity (I² = 89.6%) indicates considerable variation across institutional types, regions, and management domains. A thematic synthesis of qualitative studies further identified recurring patterns in related to adaptive leadership, quality assurance, and digital transformation. By integrating quantitative and qualitative evidence, this study advances current understanding of effective management approaches in Philippine HEIs and highlights the importance for context-responsive, resilient, and data-driven leadership frameworks. The findings offer practical implications for academic leaders, administrators, and policymakers seeking to strengthen institutional performance and governance in a rapidly evolving higher education landscape.
The Effectiveness of the Mulgraning Model With Google Classroom for Enchancing Media And Digital Literacy Vivi Indriyani; Jasmienti; M. Aries Taufiq; Nofrahadi; Herland Franley Manalu
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10258

Abstract

The rapid development of digital technology has encouraged the integration of media and digital literacy into classroom practice so that students are able to access, analyze, evaluate, manage, and create information critically and responsibly. Responding to this need, this study aimed to examine the effectiveness of the Multiliteracy Integrative Learning (MULGRANING) model assisted by Google Classroom in improving students’ media and digital literacy within scientific text learning. This research employed a descriptive quantitative method involving 68 grade XI students from two public high schools in Padang City as participants. Data were collected using an expert-validated observation sheet that systematically assessed students’ literacy performances during the learning process, covering indicators of information access, evaluation, management, and utilization. The descriptive analysis revealed varied literacy tendencies among students, with 38.24% categorized as high, 44.12% moderate, and 17.64% low. These findings demonstrated that the implementation of the MULGRANING model effectively supported the development of media and digital literacy, particularly in indicators related to accessing, selecting, and critically evaluating digital information. However, the aspects of information management and utilization were still predominantly in the moderate category, suggesting that students require further guidance in organizing information and applying it to solve problems or produce scientific work. Overall, this study provides empirical evidence regarding the potential of technology-assisted learning models to strengthen students' media and digital literacy competencies. These findings highlight the importance of integrating digital platforms to create more innovative and relevant learning environments.
Analysis of Managerial Gaps in the Transformation of the Deep Learning Ecosystem in Elementary Schools Fitri Oktafiyana; Yeni Yuniarti; Dede Trie Kurniawan
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10280

Abstract

In the context of twenty-first-century education, deep learning has emerged as a central paradigm that emphasizes conceptual understanding, critical thinking, and collaboration. Although it is theoretically acknowledged as a pedagogical ecosystem that requires strong managerial support, its implementation in elementary schools remains largely constrained by administrative-oriented management practices. This study aims to examine the managerial gaps that hinder the effective implementation of deep learning in elementary schools and to identify strategic requirements for its systematic strengthening. Employing an Integrative Literature Review (ILR) approach, this study synthesizes 20 selected scholarly articles published between 2020 and 2025 and sourced from the Google Scholar and ScienceDirect databases. Data were analyzed through thematic content analysis to generate a comprehensive conceptual synthesis. The findings reveal four major challenges, namely misalignment of strategic direction, limited managerial readiness, weak instructional leadership, and an underdeveloped culture of collaboration within schools. This study contributes theoretically by proposing a conceptual framework that connects managerial dimensions with the success of deep learning implementation, while also offering strategic implications for school leaders to shift from an administrative focus toward leadership practices that actively support the quality of learning.
The Integration of The Contextual Approach and Realia to Enhance Arabic Speaking Skills of Madrasah Aliyah Students Rosyidah, Fitriyatur; Wahib Dariyadi, Moch.; Khasairi, Moh.; Tan Sri Hassan, Abd Rauf
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.9316

Abstract

Speaking proficiency in Arabic is a fundamental skill for Madrasah Aliyah students, yet many face challenges in developing it effectively. These difficulties are often due to the lack of contextual learning approaches and limited use of relevant teaching media. This study aimed to examine the effectiveness of a contextual learning approach supported by realia in enhancing the Arabic speaking skills of Grade X students at MAN 3 Jombang. This research employed a Classroom Action Research (CAR) design conducted in two cycles, which included stages of planning, implementation, observation, and reflection. A total of 37 students participated in this study. Data were collected through observation, interviews, speaking tests, and documentation, then analyzed using both qualitative and quantitative descriptive methods. The findings indicate that the integration of contextual learning and realia media significantly improved students' speaking performance. In the first cycle, students showed improvement in vocabulary and sentence structure. In the second cycle, notable progress was observed in fluency, self-confidence, and the ability to convey ideas orally. The use of realia—such as concrete objects and visual aids—created a more interactive and engaging learning environment that encouraged active participation in Arabic communication. This study suggests that the contextual approach combined with realia is an effective strategy to be applied more broadly in Arabic language instruction at the secondary school level.
Nurra Chatbot For Islamic Education Among Generation Z Dimas Prayoga, Raisyal; Hikmawan, Rizki; Ariestama Putra, Muhammad
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10365

Abstract

This study develops and validates the NURRA Islamic AI Assistant as a digital learning tool designed to support Islamic education for Generation Z. The research responds to the increasing reliance of students on digital platforms for religious learning and the associated risks of misinformation in unguided environments. A development and validation approach was employed using a Design and Development Research model combined with an agile iterative cycle. The prototype integrates curated Islamic sources, including Waqfeya and Maktabah Syamilah, and applies content filtering and ethical safeguards to maintain theological accuracy and responsible communication. Six experts in Islamic education, educational technology, ethics, linguistics, media learning, and computer science evaluated the system using a five-point Likert scale instrument. Data were analysed descriptively and showed that the prototype achieved a very valid classification across content accuracy, ethical compliance, usability, and practical functionality. System testing further demonstrated that the chatbot is capable of generating relevant responses, supporting learners with diverse types of questions, and providing transparent fallback responses when source-based retrieval is unavailable. The findings indicate that NURRA can function as a complementary learning tool that strengthens access to authentic Islamic knowledge and aligns with the digital characteristics of Generation Z learners. The validated model highlights the feasibility of integrating AI into Islamic education in a responsible manner and offers a foundation for classroom implementation, future system refinement, and broader user trials.

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