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Firdaus Annas
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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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Pedagogical Mechanisms of Experiential Learning: Kinesthetic Simulations for Facilitating Democratic Character Ary Purwantiningsih; Ibnu Sulaiman; M. Khanif Yusman; Heni Cahya Ramdani
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.v11i1.11444

Abstract

Rote-oriented civic education may provide limited opportunities for students to connect abstract democratic principles with practical experience. Although experiential learning is increasingly used in civic education, the pedagogical processes through which kinesthetic simulations encourage critical reflection and democratic learning remain insufficiently explained. This qualitative case study examined how an outdoor collaborative kinesthetic simulation supported democratic learning among secondary school students. Data were collected through participant observation, semi-structured interviews with 18 purposively selected students, and documentation of learning artifacts. The data were analyzed thematically and compared across sources through triangulation. The findings showed that the simulation enabled students to experience cooperation, make collective decisions under time constraints, and participate in inclusive dialogue. These experiences encouraged reflection on power relations, shared responsibility, participation, and civic norms. The simulation therefore functioned as a bridge between physical experience and the interpretation of abstract democratic values rather than merely as a recreational activity. The study illustrates how the stages of experiential learning can be applied within civic education and provides educators with an adaptable instructional strategy for promoting reflective participation and active engagement with democratic principles
Improving Mathematics Achievement and Interest through Joyful Teaching: Evidence from Seventh-Grade Girls in Kabul Abdul Maroof Mashal; Rahmatullah Qarloq; Abdul Munir Khirzada; Wahidullah Enayat
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.v11i1.11564

Abstract

This study examined the effect of joyful teaching methods on seventh-grade female students’ mathematics learning and interest compared with traditional instruction. A quasi-experimental pre-test–post-test control group design was used. The study was conducted with 68 seventh-grade female students in Kabul, Afghanistan, divided into an experimental group taught through joyful teaching methods and a control group taught through traditional instruction. Each group included 34 students. Data were collected using a mathematics achievement test and a student opinion questionnaire on interest and attitudes toward mathematics. Descriptive statistics, paired-samples t-tests, mean gain, percentage improvement, approximate effect size, difference-in-differences, and normalized learning gain were used to analyze the results. The findings showed that both groups improved after instruction; however, the joyful teaching group demonstrated stronger learning gains. The mean score of the joyful teaching group increased from 15.11 to 18.52, while the traditional teaching group increased from 14.91 to 16.17. The joyful teaching group showed a higher mean gain (3.41 vs. 1.26), greater percentage improvement (22.57% vs. 8.45%), and a larger approximate effect size (r = 0.77 vs. r = 0.38). The performance gap between the two groups increased from 0.20 at pre-test to 2.35 at post-test in favor of the joyful teaching group. Questionnaire findings also indicated that students taught through joyful methods reported more positive attitudes, greater interest, stronger participation, and higher satisfaction in learning mathematics. Overall, the results suggest that joyful teaching can be an effective, low-cost, and student-centered approach for improving both mathematics achievement and students’ interest in mathematics.

Page 28 of 28 | Total Record : 272

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