cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Firdaus Annas
Contact Email
firdaus@uinbukittinggi.ac.id
Phone
+6285278566869
Journal Mail Official
educative.uinbukittinggi@gmail.com
Editorial Address
Data Center Building - Kampus II Institut Agama Islam Negeri (IAIN) Bukittinggi. Jln Gurun Aua Kubang Putih Kecamatan Banuhampu Kabupaten Agam Sumatera Barat Telp. 0752 33136 Fax 0752 22871
Location
Kab. agam,
Sumatera barat
INDONESIA
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 16 Documents
 1   2 
Search results for , issue "Vol. 9 No. 2 (2024): December 2024" : 16 Documents clear
Enhancing 21 St-Cetury Skills Through Project-Based Learning: Isights from Vocational Education in Egypt Hanif, Farhan; Abdurrahman, Abdurrahman
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8574

Abstract

This research examines the use of Project-Based Learning (PBL) as a strategy to develop practical skills among secondary school students in Egypt. Recognized as a modern and innovative teaching method, PBL actively involves students in the learning process, enabling them to apply theoretical concepts to real-world situations. Using a qualitative research approach, this study focuses on case studies of Egyptian secondary schools that have implemented PBL in their curricula. Data collection methods included interviews with teachers and students, classroom observations, and analysis of student projects, lesson plans, and curriculum documents. The findings indicate that PBL significantly improves the learning experience by motivating students and fostering active engagement. Students involved in group projects demonstrated better comprehension of academic material, stronger critical thinking, increased confidence in presentations, and improved collaboration skills. However, challenges such as insufficient resources, limited teacher training, and an exam-oriented curriculum pose barriers to PBL’s success. Teachers often struggle with time management for project-based activities, and the effectiveness of PBL heavily relies on their ability to guide and facilitate learning. To overcome these issues, the study recommends enhancing teacher training programs, adopting more flexible education policies, and utilizing technology to diversify and enrich project-based activities. By optimizing resources and increasing awareness of PBL’s advantages, Egypt’s education system can better equip students with essential 21st-century skills. Penelitian ini mengkaji penggunaan strategi Project-Based Learning (PBL) untuk meningkatkan keterampilan praktis siswa sekolah menengah di Mesir. Diakui sebagai metode pengajaran yang inovatif, PBL secara aktif melibatkan siswa dalam proses pembelajaran dan memungkinkan mereka menerapkan konsep teoretis ke dalam situasi nyata. Pendekatan kualitatif digunakan dalam penelitian ini, dengan fokus pada studi kasus sekolah menengah di Mesir yang telah mengintegrasikan PBL dalam kurikulumnya. Data dikumpulkan melalui wawancara mendalam dengan guru dan siswa, observasi kelas, serta analisis proyek siswa, dokumen kurikulum, dan rencana pembelajaran. Hasil penelitian menunjukkan bahwa PBL secara signifikan meningkatkan pengalaman belajar, memotivasi siswa, dan mendorong keterlibatan aktif. Siswa yang terlibat dalam proyek kelompok menunjukkan pemahaman akademik yang lebih baik, kemampuan berpikir kritis yang lebih kuat, kepercayaan diri dalam presentasi, dan keterampilan kerja sama yang lebih baik. Namun, terdapat tantangan seperti keterbatasan sumber daya, kurangnya pelatihan guru, dan kurikulum yang berorientasi pada ujian. Guru sering menghadapi kesulitan dalam mengelola waktu untuk kegiatan berbasis proyek, dan keberhasilan PBL sangat bergantung pada kemampuan mereka dalam memfasilitasi pembelajaran. Untuk mengatasi hambatan ini, penelitian merekomendasikan peningkatan program pelatihan guru, adopsi kebijakan pendidikan yang lebih fleksibel, dan pemanfaatan teknologi untuk memperkaya dan mendiversifikasi kegiatan berbasis proyek. Dengan mengoptimalkan sumber daya yang ada dan meningkatkan kesadaran akan manfaat PBL, sistem pendidikan Mesir dapat lebih mempersiapkan siswa dengan keterampilan abad ke-21 yang esensial.
The Influence of Academic Supervision and Professional Competence on Teacher Performance Through Work Commitment : ENGLISH Devinta Ahmanda, Wulan; Wit Daryono, Rihab
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8658

Abstract

The background of this study is based on the importance of the quality of education influenced by teacher performance, which is often influenced by supervision support and competency development. This study aims to analyze the effect of academic supervision and professional competence on teacher performance at Madrasah Tsanawiyah, with work commitment as a mediator. The research method used is quantitative, with data collection through questionnaires distributed to 60 teachers, principals, and education personnel at MTs Al Islam Joresan Ponorogo. The sampling technique used is probability sampling. Data analysis was carried out using PLS-SEM, chosen because of its ability to test complex relationships between variables and facilitate structural modeling. The study results indicate that academic supervision and professional competence significantly affect teacher performance, which is mediated by work commitment. This finding indicates that improvements in supervision and professional competence can increase teacher work commitment, which in turn contributes to improving their performance. The implications of this study emphasize the need to develop a more structured academic supervision program and ongoing professional competence training to improve the quality of education. The contribution of this research lies in enriching the literature on the relationship between supervision, competence, and teacher performance, as well as providing insight for policymakers in formulating strategies to improve the quality of education.
Exploring the Influence of Organizational Culture and Interpersonal Communication on Teacher Performance Through Self-Competency Mediation Fatah Ansori, Rohmatul; Wit Daryono, Rihab
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8674

Abstract

This research explores the urgency and influence of organizational culture and interpersonal communication on teacher performance through self-competence. Organizational culture issues often stem from poor communication, a lack of clear vision, resistance to change, and weak collaboration between teams. Ideally, organizational culture should encourage open communication, be rooted in strong values, remain flexible toward innovation, and strengthen teamwork to achieve common goals. The survey method was used to collect data based on probability sampling from 26 teachers from Public Junior High School in Badegan District, Ponorogo, East Java. Data collection was carried out using a questionnaire consisting of a Likert scale with 4 alternative answers. PLS-SEM analysis is used to analyze data and test construction infrastructure. The results of the analysis show that Organizational Culture (ẞ=0.086; p=0.562) and self-competence on teacher performance (ẞ=0.268, p=0.099) have an insignificant effect. In addition, self-competence was proven not to mediate the influence of organizational culture (ẞ=0.145: p=0.111) on teacher performance. The implications of this research highlight the important role of organizational culture and interpersonal communication in improving teacher performance.
The Implementation of Cooperative Learning Method: Revitalizing the Learning Process of Islamic Religious Eduation Sandy, Wahyuni Eka; Fakhruddin, Agus; Parhan, Muhamad
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8677

Abstract

Good classroom management is the key to creating active learning in Islamic Religious Education (IRE) learning. Cooperative learning is an alternative method for teachers to revitalize IRE learning to be more enjoyable and increase student activity. The purpose of this study was to evaluate the impact of the cooperative learning method in increasing student activity in IRE learning in schools, especially at SMP Putra Pakuan Bogor. The research method used in this study was a descriptive qualitative approach with observation and interviews with teachers and students as data collection techniques. Data were analyzed using thematic analysis to identify core themes related to student activity in IRE learning. The results showed that the application of the cooperative learning method succeeded in increasing student activity in IRE learning in schools. By creating a fun learning environment, students become active participants in learning so that it has an impact on students in understanding the material more easily. From this study, the author recommends that teachers consistently apply the cooperative learning method in IRE learning to continue to increase student activity and understanding of the material being taught. Pengelolaan kelas yang baik menjadi kunci untuk menciptakan pembelajaran yang aktif dalam pembelajaran Pendidikan Agama Islam (PAI). Cooperative learning menjadi alternatif metode bagi guru untuk merevitalisasi pembelajaran PAI menjadi lebih menyenangkan dan meningkatkan keaktifan siswa. Tujuan penelitian ini adalah untuk mengevaluasi dampak metode pembelajaran cooperative learning dalam meningkatkan keaktifan siswa dalam Pembelajaran PAI di sekolah, khususnya di SMP Putra Pakuan Bogor. Metode penelitan yang digunakan pada penelitian ini yaitu menggunakan pendekatan kualitatif deskriptif dengan observasi dan wawancara terhadap guru dan siswa sebagai teknik pengumpulan data. Data dianalisis menggunakan analisis tematik untuk mengidentifikasi tema inti yang terkait dengan keaktifan siswa dalam pembelajaran PAI. Hasil penelitian menunjukkan bahwa penerapan metode cooperative learning berhasil meningkatkan keaktifan siswa dalam pembelajaran PAI di sekolah. Dengan menciptakan lingkungan pembelajaran yang menyenangkan membuat siswa menjadi aktif berpartisipasi dalam pembelajaran sehingga hal tersebut berdampak pada siswa dalam memahami materi menjadi lebih mudah. Dari penelitian ini penulis merekomendasikan agar guru secara konsisten menerapkan metode cooperative learning dalam pembelajaran PAI untuk terus meningkatkan keaktifan dan pemahaman siswa terhadap materi yang diajarkan.
Generation Alpha: Challenges and Strategies of Teachers Based on Behavioristic Theory Desvidisa Aryani, Niki; Marini, Arita; Edwita; Yatimah, Durotul; Zakiah, Linda
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8686

Abstract

The alpha generation is another term for children born in 2010 to 2025. The alpha generation is closely related to the use of technology products, especially gadgets. Therefore, this generation is also called the digital generation. Technology offers many benefits to humans, but technology can also create opportunities for students to exhibit deviant behavior. This is a special concern for teachers because it can affect the development and change of student behavior, especially basic education students. Therefore, teachers need to know what challenges and strategies can be applied in dealing with students from the alpha generation. Therefore, this study aims to identify challenges and strategies that can be applied by teachers in dealing with this generation of students based on behavioristic theory. This research is qualitative research with the method used is a literature study. Data is obtained from journals, articles, books and other documentation related to this topic. Based on the analysis of the results of the literature study, it was found that the challenges faced by teachers are related to mastery of technology and teachers' creativity in creating innovative and differentiated learning and becoming inspiring mentors for students. With this research, it is hoped that it can be knowledge for teachers in dealing with students at school based on its characteristics. So that the learning process and knowledge transfer can run well and achieve national education goals.
Traditional Gender Stereotypes: A Critical Analysis of Visual Representation in Indonesian Senior High School EFL Textbooks Nujhati, Kafania; Nurkamto, Joko
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8852

Abstract

This study explores the portrayal of gender roles, gender stereotypes, and gender activities in visual representations within English as a Foreign Language (EFL) textbooks used in Indonesian senior high schools. Using a Critical Feminist Discourse Analysis (CFDA) approach, investigates how these visual depictions promote or challenge existing gender stereotypes. The analysis focuses on textbooks used in Grades X and XI, identifying patterns in the representation of male and female characters. Key themes explored include the alignment of these portrayals with societal expectations of masculinity and femininity, especially in the contexts of professional roles and domestic roles. The findings reveal that, while traditional gender norms continue to dominate, there are emerging trends where gender roles are more diversified, particularly in the representation of women in career roles and men in caregiving or domestic settings. These results suggest that EFL textbooks gradually move toward more balanced gender representations, though traditional stereotypes remain prevalent. It emphasizes the need for a more inclusive and equitable approach to gender representation in educational materials
Assessing Digital Literacy Skills among Indonesian University Students in the Age of Society 5.0 Islamia, Intan; Rahman Arif, Andry
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8678

Abstract

Students, as the younger generation, must have adequate digital literacy skills to adapt and develop in this era. This research aims to identify and analyze portraits of students' digital literacy skills in Indonesia in the 5.0 era. This research used quantitative methods involving 99 student respondents from various campuses throughout Indonesia. The instrument used in this research is a questionnaire developed by Nugroho (2020), which uses the digital literacy measurement component from Digital Digital Literacy Across the Curriculum (Hague & Payton, 2010) with a reliability score of α = 0.961. The research results showed that most (73%) respondents were in the medium digital literacy skills category. The results also show that stu3edents achieved high scores in the skills components of seeking and selecting information, communication, digital security, collaboration, and creativity. Mid-average scores were achieved for the functional skills component, critical thinking, and evaluation abilities. Meanwhile, the lowest score was in the social and cultural understanding component. The findings of this research can be used for various purposes, such as designing digital literacy education and training programs that are right on target, developing digital tools and platforms that are easy to use by people with various levels of digital literacy, and creating effective policies and regulations related to digital literacy.
Comparative Analysis of Agriculture Curriculum with Agronomy Concentration in Vocational High Schools in Germany and Indonesia Astuti, Widya Puji; Susilana, Rudi; Johan, Riche Cynthia
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.9086

Abstract

The German vocational education system has developed steadily over centuries and is recognized as a global reference in providing vocational education. This study compares the agricultural curriculum with agronomy concentration in vocational high schools in Indonesia with the vocational education system in Germany. The study is expected to be able to offer strategic recommendations for the development of agricultural vocational education in Indonesia, provide strategic insights for the development of a more relevant agricultural vocational high school curriculum, and be able to create promising career opportunities in agriculture. This study uses a qualitative approach with a content analysis design on the documents that are the primary analysis sources. The results show that Germany excels in integrating theory, practice, technology, and industry involvement through an intensive Duale Ausbildung system. The longer duration of education and the use of advanced technologies such as smart farming make Germany more prepared to face the industrial era 4.0. In contrast, Indonesia is starting to move towards innovation with a project-based learning approach, but industry involvement and recognition of competency certification are still limited. The study's conclusion shows that although the Indonesian agronomy curriculum has approached international standards, strengthening industrial partnerships, modern technology, and global certification recognition need to be improved to increase the competitiveness of graduates in the global market.
Enhancing 21 St-Cetury Skills Through Project-Based Learning: Isights from Vocational Education in Egypt Farhan Hanif; Abdurrahman Abdurrahman
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8574

Abstract

This research examines the use of Project-Based Learning (PBL) as a strategy to develop practical skills among secondary school students in Egypt. Recognized as a modern and innovative teaching method, PBL actively involves students in the learning process, enabling them to apply theoretical concepts to real-world situations. Using a qualitative research approach, this study focuses on case studies of Egyptian secondary schools that have implemented PBL in their curricula. Data collection methods included interviews with teachers and students, classroom observations, and analysis of student projects, lesson plans, and curriculum documents. The findings indicate that PBL significantly improves the learning experience by motivating students and fostering active engagement. Students involved in group projects demonstrated better comprehension of academic material, stronger critical thinking, increased confidence in presentations, and improved collaboration skills. However, challenges such as insufficient resources, limited teacher training, and an exam-oriented curriculum pose barriers to PBL’s success. Teachers often struggle with time management for project-based activities, and the effectiveness of PBL heavily relies on their ability to guide and facilitate learning. To overcome these issues, the study recommends enhancing teacher training programs, adopting more flexible education policies, and utilizing technology to diversify and enrich project-based activities. By optimizing resources and increasing awareness of PBL’s advantages, Egypt’s education system can better equip students with essential 21st-century skills. Penelitian ini mengkaji penggunaan strategi Project-Based Learning (PBL) untuk meningkatkan keterampilan praktis siswa sekolah menengah di Mesir. Diakui sebagai metode pengajaran yang inovatif, PBL secara aktif melibatkan siswa dalam proses pembelajaran dan memungkinkan mereka menerapkan konsep teoretis ke dalam situasi nyata. Pendekatan kualitatif digunakan dalam penelitian ini, dengan fokus pada studi kasus sekolah menengah di Mesir yang telah mengintegrasikan PBL dalam kurikulumnya. Data dikumpulkan melalui wawancara mendalam dengan guru dan siswa, observasi kelas, serta analisis proyek siswa, dokumen kurikulum, dan rencana pembelajaran. Hasil penelitian menunjukkan bahwa PBL secara signifikan meningkatkan pengalaman belajar, memotivasi siswa, dan mendorong keterlibatan aktif. Siswa yang terlibat dalam proyek kelompok menunjukkan pemahaman akademik yang lebih baik, kemampuan berpikir kritis yang lebih kuat, kepercayaan diri dalam presentasi, dan keterampilan kerja sama yang lebih baik. Namun, terdapat tantangan seperti keterbatasan sumber daya, kurangnya pelatihan guru, dan kurikulum yang berorientasi pada ujian. Guru sering menghadapi kesulitan dalam mengelola waktu untuk kegiatan berbasis proyek, dan keberhasilan PBL sangat bergantung pada kemampuan mereka dalam memfasilitasi pembelajaran. Untuk mengatasi hambatan ini, penelitian merekomendasikan peningkatan program pelatihan guru, adopsi kebijakan pendidikan yang lebih fleksibel, dan pemanfaatan teknologi untuk memperkaya dan mendiversifikasi kegiatan berbasis proyek. Dengan mengoptimalkan sumber daya yang ada dan meningkatkan kesadaran akan manfaat PBL, sistem pendidikan Mesir dapat lebih mempersiapkan siswa dengan keterampilan abad ke-21 yang esensial.
The Influence of Academic Supervision and Professional Competence on Teacher Performance Through Work Commitment : ENGLISH Wulan Devinta Ahmanda; Rihab Wit Daryono
Jurnal Educative: Journal of Educational Studies Vol. 9 No. 2 (2024): December 2024
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v9i2.8658

Abstract

The background of this study is based on the importance of the quality of education influenced by teacher performance, which is often influenced by supervision support and competency development. This study aims to analyze the effect of academic supervision and professional competence on teacher performance at Madrasah Tsanawiyah, with work commitment as a mediator. The research method used is quantitative, with data collection through questionnaires distributed to 60 teachers, principals, and education personnel at MTs Al Islam Joresan Ponorogo. The sampling technique used is probability sampling. Data analysis was carried out using PLS-SEM, chosen because of its ability to test complex relationships between variables and facilitate structural modeling. The study results indicate that academic supervision and professional competence significantly affect teacher performance, which is mediated by work commitment. This finding indicates that improvements in supervision and professional competence can increase teacher work commitment, which in turn contributes to improving their performance. The implications of this study emphasize the need to develop a more structured academic supervision program and ongoing professional competence training to improve the quality of education. The contribution of this research lies in enriching the literature on the relationship between supervision, competence, and teacher performance, as well as providing insight for policymakers in formulating strategies to improve the quality of education.

Page 1 of 2 | Total Record : 16

 1   2 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2025): December 2025 Vol. 10 No. 1 (2025): June 2025 Vol. 9 No. 2 (2024): December 2024 Vol. 9 No. 1 (2024): June 2024 Vol. 8 No. 2 (2023): December 2023 Vol 8, No 1 (2023): June 2023 Vol. 8 No. 1 (2023): June 2023 Vol 7, No 2 (2022): December 2022 Vol. 7 No. 2 (2022): December 2022 Vol. 7 No. 1 (2022): June 2022 Vol 7, No 1 (2022): June 2022 Vol 6, No 2 (2021): December 2021 Vol. 6 No. 2 (2021): December 2021 Vol. 6 No. 1 (2021): June 2021 Vol 6, No 1 (2021): June 2021 Vol 5, No 2 (2020): Desember 2020 Vol 5, No 1 (2020): June 2020 Vol 4, No 2 (2019): Desember 2019 Vol 4, No 1 (2019): Juni 2019 Vol 3, No 2 (2018): Desember 2018 Vol 3, No 1 (2018): Juni 2018 Vol 2, No 2 (2017): Desember 2017 Vol 2, No 1 (2017): Juni 2017 Vol 1, No 2 (2016): Desember 2016 Vol 1, No 1 (2016): Juni 2016 More Issue