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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 272 Documents
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Integrasi Domain Afektif Taksonomi Bloom dengan Pendidikan Spiritual Al-Ghazali (Telaah Kitab Ayyuhal Walad) Maesaroh Lubis; Nani Widiawati
Jurnal Educative: Journal of Educational Studies Vol. 5 No. 1 (2020): June 2020
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v5i1.3228

Abstract

Research on the affective domain in Bloom's taxonomy has begun with the practical problem of lack of attention to this domain, especially when compared to cognitive domains. The author adopted the concept of spiritual education described by Al-Ghazali in Ayyuhal Walad's scripture as a perspective and basis for the integration of Bloom 's affective taxonomy, the source of the theory of learning practises in Indonesia, and the essence of Al-Ghazali 's spiritual education in this paper. This literature review used Al-Ghazali 's work in Majmu'at Rasa'il as the primary source. Bloom 's work is the theoretical basis for learning designs, as Reigeluth explains in teaching-design theories and models. They recommend that education be a medium for the opening up of divine inspiration, which enables students to engage in practical action as a reflection of the usefulness of practical knowledge. In collecting the data, the author used the Library's research phases as follows: data collection, criticism, interpretation, and writing. The finding shows that the integrative-holistic learning proposed by Al-Ghazali is practically illustrated through Bloom's learning design. It exemplifies that the objective of learning is to form the three domains holistically: affective, cognitive, and psychomotor.Penelitian mengenai domain afektif dalam taksonomi Bloom diawali dari problem praktis tentang minimnya perhatian peneliti terhadap aspek ini terutama apabila dibandingkan dengan pada aspek kognitif. Dalam tulisan ini, penulis mencoba menjadikan konsep pendidikan spiritual yang dideskripsikan Al-Ghazali  dalam kitab Ayyuhal Walad sebagai perspektif dan dasar perlu dilakukannya integrasi antara domain afektif taksonomi Bloom yang selama ini menjadi sumber teori bagi praktik pembelajaran di Indonesia dengan esensi pendidikan spiritual Al-Ghazali . Tulisan ini merupakan hasil penelaahan literatur dengan sumber primer karya Al-Ghazali  yang tertuang dalam kitab Majmu’at Rasa’il. Teori B.S.Bloom menjadi dasar teoretik desain pembelajaran yang dijelaskan Reigeluth dalam teori-teori disain pembelajaran dan model-model yang merekomendasikan bahwa seyogyanya pendidikan menjadi media bagi terbukanya inspirasi ilahiyah yang mampu menggerakkan pelajar pada tindakan praktis sebagai refleksi kebermanfaatan ilmu yang ditekuninya. Dalam proses pengumpulan data, metode yang digunakan adalah metode studi pustaka yang terdiri atas beberapa tahapan, yaitu pengumpulan data, kritik, interpretasi dan penulisan. Penelitian ini menyimpulkan bahwa pembelajaran integratif-holistik yang diusung Al-Ghazali  dalam prakteknya tergambar melalui rekayasa pembelajaran Bloom. Ia menggambarkan bahwa pembelajaran harus ditujukan pada pembentukan ketiga domain secara holistik, yaitu aspek afektif, kognitif dan psikomotik
Working University Students in Riau Archipelago: Dual Role and Depression Nurul Retno Nurwulan; Gjergji Selamaj
Jurnal Educative: Journal of Educational Studies Vol. 5 No. 2 (2020): Desember 2020
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v5i2.3330

Abstract

University students working and studying at the same time for various reasons. The aim of the study is to review the impact of students’ dual role as students and workers on the depression rate of working university students in Batam, Indonesia. A comprehensive review of the literature revealed that working while studying does not necessarily affect students’ academic performance. However, depression is the most common health problem in university students. However, working students tend to have higher depression rate than non-working students. Depression in students may be the cause of the high dropout rate in Batam. It is important to administer depression-prevention intervention as early as possible, since the first- and second-year students are the most likely to get depressed Beragam alasan melatarbelakangi mahasiswa bekerja selama berkuliah. Penelitian ini mengulas dampak peran ganda sebagai mahasiswa dan pekerja kecenderungan depresi pada mahasiswa bekerja di Batam, Indonesia. Ulasan komprehensif dari literatur dan observasi langsung menunjukkan bahwa bekerja sambil berkuliah tidak mempengaruhi kinerja akademis mahasiswa. Meskipun demikian, mahasiswa bekerja cenderung memiliki tingkat depresi yang lebih tinggi daripada mahasiswa yang tidak bekerja. Depresi pada mahasiswa dapat menjadi penyebab tingginya tingkat dropout di Batam. Melakukan intervensi pencegahan depresi pada mahasiswa sedini mungkin merupakan hal yang sangat penting dikarenakan mahasiswa tingkat pertama dan kedua adalah yang paling rentan terhadap depresi.
Identifying Competency Gaps to Inform Professional Development for Pancasila Education Teachers Rahma Tri Wulandari; Pedro Jurado de los Santos; Antonio Navio Gamez
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11049

Abstract

A mismatch between expected and actual teacher competencies in curriculum implementation highlights the need for evidence-based professional development (PD), yet empirical studies examining professional and pedagogical competency gaps among Pancasila Education teachers within MGMP communities remain limited. This study examines the discrepancy between ideal competencies, based on national teacher competency standards (Ministerial Regulation No. 16/2007), and teachers' perceived actual competencies to inform needs-based PD design. Using a descriptive cross-sectional survey design, data were collected from 30 teachers selected through purposive sampling based on active teaching status and MGMP membership. A structured questionnaire was administered, and the data were analysed using gap analysis as a diagnostic tool for identifying PD needs. Results showed that the average gap in pedagogical competence (0.77) slightly exceeded that of professional competence (0.73). The largest gaps were found in civic knowledge content, contextual content selection, deep learning design, and assessment indicator development, whereas ICT use showed the smallest gap (0.60). These findings contribute to the literature on needs-based professional development by identifying priority competency areas that can inform targeted, evidence-based PD planning within teacher professional communities.
Enhancing Philosophical Concept Acquisition Through The 5E Learning Cycle Model Ismael Ibrahim Ahmed
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11334

Abstract

This quasi-experimental study investigated the effectiveness of the 5E Learning Cycle Model (Engage, Explore, Explain, Elaborate, Evaluate) in enhancing philosophical concept acquisition among eleventh-grade students in the Kurdistan Region of Iraq. Seventy-two male students from Sêmêl Preparatory School for Boys participated during the 2024–2025 academic year. Two intact eleventh-grade sections were randomly assigned to conditions, with the experimental group (n = 38) receiving instruction structured according to the five phases of the 5E model and the control group (n = 34) taught using conventional, textbook-centered methods. Instructional content covered three chapters from the Grade 11 Philosophy textbook: Introduction to Philosophy, Logic and Critical Thinking, and Ethics and Moral Philosophy. A 30-item philosophical concept acquisition test assessing definition, discrimination, and application levels (Kuder-Richardson 20 reliability = .83) was administered as both pre-test and post-test. Independent samples t-test revealed statistically significant differences (p < .05) favoring the experimental group in post-test performance (t = 7.214, df = 70). A paired samples t-test confirmed substantial within-group improvement in the experimental group (t = 18.936, df = 37). Large effect sizes (Cohen’s d = 1.71 and d = 4.07) underscore the practical significance of these findings, although the magnitude of these effects should be interpreted in light of the single-site sample, the relatively small group sizes, and the nine-week intervention duration. These results support the integration of the 5E Learning Cycle Model into secondary philosophy curricula and highlight the need for professional development programs that equip teachers with constructivist pedagogical skills. A key limitation is the single-school, all-male sample and the nine-week intervention period, which constrain generalizability and preclude assessment of long-term retention. The study’s novelty lies in extending the 5E model—previously examined mainly within science and mathematics education—into philosophy instruction within a Kurdish secondary school context, an area in which empirical evidence has thus far been absent.
The Conversation Hub: Explaining Students’ Transition from Surface to Deep Mathematics Learning Bora Phan; Gema Hista Medika
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11090

Abstract

The transition from surface-oriented learning to deep learning remains a significant challenge in mathematics education, particularly in understanding how students develop deeper conceptual engagement through authentic classroom experiences. This study aimed to develop a substantive theoretical explanation of how Grade 12 students transition from surface-oriented learning toward deep learning in mathematics classrooms. A Constructivist Grounded Theory approach was employed, using semi-structured interviews to collect data from Grade 12 students. Data were analyzed through iterative coding procedures, including initial, focused, and theoretical coding, to identify recurring categories and generate an emerging theoretical model. The findings revealed that students' progression toward deep learning was facilitated through continuous mathematical conversations, enabling them to connect prior knowledge, collaboratively construct conceptual understanding, reflect on mathematical reasoning, and apply knowledge in meaningful contexts. These interconnected learning experiences culminated in the emergence of the Conversation Hub, identified as the core category explaining students' transition from surface-oriented learning to deep learning. This study contributes to mathematics education by providing a substantive theoretical explanation of students' learning processes and offers a practical framework for designing mathematics classrooms that foster collaborative dialogue, conceptual understanding, and meaningful learning..
Exploring Inclusive Education and Education for Sustainable Development in A Community Education Study Program Muryanti; Pahmi; Gianini Sonnevil
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11170

Abstract

While inclusive education and Education for Sustainable Development (ESD) are promoted in higher education policy, little is known about how these two agendas are understood and enacted within a study program. To address this gap, this study explores the implementation of the two agendas at the study program level in a Community Education Study Program using a qualitative case study approach. Data were collected purposively from two sources: semi-structured interviews with two program leaders and two lecturers at the study program, and document analysis of the 2022 and 2025 curriculum documents. Both data sets were coded using thematic analysis. The findings show that while participants are aware of inclusive education and ESD, their conceptual understanding remains fragmented and tends to focus on access and community engagement. Document analysis revealed that aspects of inclusion and sustainability are present in curriculum documents, but they are mostly implicit. However, teaching practices show more dynamic implementation, as lecturers applied community-based learning that aligned with ESD, despite not being systematically documented. The study also found that the implementation seems to be initiated by individual lecturers rather than explicitly regulated. By understanding the implementation of the agendas within one institutional case, this study contributes to the literature on policy enactment in higher education, highlighting where the policy-practice gap emerges.
Balancing Child Education and Parental Care: The Sandwich Generation from an Islamic Education Perspective Imel Putri Dewita; Goestina
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11327

Abstract

The "sandwich generation" confronts multidimensional pressures in balancing modern employment with the dual responsibilities of eldercare and child-rearing. While secular literature heavily frames this as a structural crisis leading to caregiver burnout, empirical studies within the framework of Islamic education remain scarce. This qualitative study explores how working mothers negotiate these role conflicts by actualizing Islamic educational values as a "lived religion." Employing a descriptive-analytical design, data were collected through in-depth interviews and observations with 13 working mothers of Nasyiatul 'Aisyiyah in Takalar Regency. The findings reveal three main themes. First, participants face severe structural vulnerabilities driven by systemic financial strain and time scarcity. Second, rather than succumbing to burnout, they cognitively reconstruct this dual burden into a divine trust (Amanah). The domestic sphere is utilized as a multidimensional worship space, integrating Birrul Walidain (filial piety) with Tarbiyah bil Qudwah (education through role modeling). Third, Islamic values Ikhlas (sincerity), Sabr (patience), Tawakkul (reliance on God), and Syukr (gratitude) are operationalized as active psycho-spiritual mechanisms, functioning as a mental shield against economic anxiety and emotional spillover. This study concludes that Islamic spiritual resilience challenges secular paradigms of inevitable caregiver exhaustion. These findings contribute to a contextual understanding of how Islamic educational values support role negotiation among working mothers within the Nasyiatul 'Aisyiyah community in Takalar Regency. They also provide an empirical reference for developing family education and counseling programs in similar Muslim community organizations, rather than proposing a universally applicable model.
Examining Outcome-Based Education on Civic Disposition and Civic Skills among Civic Education Students at Mulawarman University Siti Nur Aisyah Afni Dujani; Nur Fitri Handayani; Jawatir Pardosi; Wingkolatin; Suryaningsi
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11441

Abstract

Outcome-Based Education (OBE) is a student-centered pedagogical approach that emphasizes achieving predetermined learning outcomes through active, participatory, and meaningful learning experiences. Although OBE has been widely adopted in higher education, empirical evidence regarding its relationship with the development of students’ civic disposition and civic skills—particularly within the Indonesian context—remains limited. This study aims to examine the effect of OBE implementation on the civic disposition and civic skills of undergraduate students in the Pancasila and Civic Education Study Program at Mulawarman University. Using a quantitative approach with an explanatory survey design, the study involved 76 students selected through purposive sampling who had experienced an OBE-based curriculum. Data were collected via a four-point Likert-scale questionnaire, tested for validity and reliability, and analyzed using simple linear regression. The findings revealed that OBE implementation has a positive and significant relationship with both civic disposition(β = 0.656, p < 0.001), accounting for 43.0% of the variance, and civic skills (β = 0.624, p < 0.001), accounting for 39.0% of the variance. These results indicate that OBE implementation is associated not only with academic achievement but also with the cultivation of essential civic traits and competencies. This study contributes to the field of civic education by extending the discourse on OBE beyond academic performance, highlighting its relevance in fostering active citizenship. Consequently, these findings may serve as a reference for educators and curriculum developers seeking to strengthen the role of higher education in preparing students for democratic and social engagement.
The Fink Active Learning Model For Scouting Concept Acquisition And Retention Alan Naif Nabi; Rabee Mohammed Salih Suliman; Mohammed Mahdi Mohammed
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11496

Abstract

Undergraduate scouting education in Iraq continues to rely predominantly on lecture-based instruction, and graduates frequently fail to retain scouting concepts beyond the examination period; moreover, few if any published experimental studies have examined the Fink Active Learning Model within scouting education or any physical education context. This study therefore investigated the effect of the Fink Active Learning Model on the acquisition and retention of scouting concepts among first-year undergraduate students in the Department of Physical Education and Sports Science, University of Zakho, Iraq (academic year 2024–2025). An experimental Equivalent-Groups Post-Test-Only Design with Controlled Observation was adopted. Thirty-six male first-year students were assigned, by lottery of intact class sections, to an experimental group (n = 18), taught through the Fink Active Learning Model, and a control group (n = 18), taught through the conventional method. Over a ten-week intervention comprising 20 teaching units, both groups studied identical scouting content, and learning was measured with a validated 45-item multiple-choice Scouting Concepts Test administered immediately after the intervention (acquisition) and again two weeks later (retention). Mann–Whitney U tests revealed statistically significant differences favouring the experimental group in both concept acquisition (U = 68.5, z = −2.96, p = .003, r = .49, medium effect) and retention (U = 49.0, z = −3.58, p < .001, r = .60, large effect); the experimental group's descriptive retention rate was also higher (93.52% vs. 88.80%). The findings extend the empirical evidence base of the Fink Model into scouting education and physical education, and support the value of structured, experiential, and dialogic active learning designs for promoting durable conceptual learning in these fields.
Enhancing Students’ Information Literacy Through Resource-Based Learning in Respiratory System Learning Liah Badriah; Aulia Qurrotu Aini; Egi Nuryadin
Jurnal Educative: Journal of Educational Studies Vol. 11 No. 1 (2026): June 2026
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v11i1.11162

Abstract

Information literacy is essential for understanding complex biological concepts, yet instructional approaches that effectively support this competency require further examination. This study investigated the effect of resource-based learning on eleventh-grade students’ information literacy during respiratory system instruction. A quasi-experimental pretest–posttest non-equivalent control group design was employed with 64 students from two science classes. Students’ information literacy was measured using a 30-item multiple-choice test developed according to the Association of College and Research Libraries framework. The instrument was reported as valid and demonstrated acceptable reliability, with a Cronbach’s alpha coefficient of 0.82. Post-intervention data were analyzed using analysis of covariance while controlling for initial scores. Students taught through resource-based learning achieved significantly higher information literacy scores than those taught through discovery learning, F = 5.42, p = 0.021, partial η² = 0.08. These findings indicate that resource-based learning can support students’ information literacy in biology instruction by engaging them in locating, comparing, evaluating, and synthesizing information from multiple resources. Its implementation, however, requires appropriate instructional management to address limited teaching time and technical constraints

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