cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fathor Rozi
Contact Email
rozifathor67@gmail.com
Phone
+6282335501167
Journal Mail Official
jurnaleducare@gmail.com
Editorial Address
Jl. Kotaanyar No. 142 Sumberanyar, Paiton, Probolinggo, East Java, Indonesia
Location
Kab. probolinggo,
Jawa timur
INDONESIA
Educare : Jurnal Ilmu Pendidikan
Published by Yayasan Avicenna
ISSN : 29642310     EISSN : 29649544     DOI : -
Core Subject : Education, Social,
Education Social Sciences Other
Educare : Jurnal Ilmu Pendidikan is published by Yayasan Avicenna, with its main aim to spread critical and original analysis from researchers and academic practitioners on various contemporary educational issues. This journal encompasses research articles, original research report, reviews in Islamic education in any fields including: 1) Education, 2) Teaching and Learning Strategy, 3) Curriculum, 4) Learning Method, 5) Instructional Technology, 6) Strengthening education science, 7) Learning Environment, 8) Teacher Education, 9) Educational Technology, 10) Learning Assessment, 11) Education Development, etc. This journal focused on various contemporary educational issues such as learning discourse and contemporary educational issues
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2024): January" : 5 Documents clear
Balancing Innovation and Ethics: The Controversy of Artificial Intelligence in Higher Education Policy Management Rizkiyah; Izzatul Munawwaroh; Chanda Chansa Thelma
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1096.73 KB) | DOI: 10.71392/ejip.v3i1.34

Abstract

Technological innovations, particularly artificial intelligence (AI), present new challenges and opportunities in higher education policy management. This study examines how higher education institutions can balance implementing innovative AI technology with ethical considerations. Using a qualitative approach with a case study method, the research involved university leaders, lecturers, and students as subjects. Data collection was conducted through in-depth interviews, observations, and policy document analysis, while data analysis included data reduction, presentation, and conclusion drawing. The findings reveal that implementing AI in policy management requires addressing ethical aspects, such as data privacy, algorithmic bias, and transparency. Institutions can educate stakeholders about the benefits and risks of AI through communication and training initiatives while adopting ethical strategies, such as clear AI usage policies and stakeholder involvement in decision-making. Leveraging effective digital platforms, institutions can foster an environment that supports innovation while adhering to ethical principles. This research significantly contributes to the development of higher education management policies by emphasizing the importance of balancing innovation and ethics in the digital era.
Strengthening Islamic Education Learning Outcomes through The Discovery Learning Model Sutanto; Jazilurrahman
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1101.164 KB) | DOI: 10.71392/ejip.v3i1.35

Abstract

This study aims to explore the application of the Discovery Learning model to enhance learning outcomes in Islamic Education. The research adopts a qualitative case study approach. Data collection methods include participant observation, in-depth interviews, and documentation, analyzed using Miles and Huberman’s interactive model (data reduction, data display, and conclusion drawing). The findings demonstrate that the implementation of the Discovery Learning model positively influences multiple aspects of learning. These include the redesign of the Islamic Religious Education curriculum, intensive teacher training, structured lesson planning, and application of Higher Order Thinking Skills (HOTS)-based assessments. Notably, student participation transformed from passive to active, with marked improvements in critical thinking, learning motivation, understanding of religious concepts, and assessment outcomes. Around 80% of students showed enhanced motivation and engagement, and assessment results improved by approximately 20% compared to traditional methods. The implications of this study emphasize that Discovery Learning fosters not only cognitive mastery but also independent exploration and contextual application of Islamic teachings. This student-centered model bridges theoretical knowledge with real-world practice, making Islamic Education more relevant and impactful. However, its success is contingent on teacher readiness and continuous professional development. The research suggests that broader implementation across various educational institutions could contribute significantly to modernizing religious education practices in Indonesia.
Neuroscience-Based Education in The Era of Artificial Intelligence: Enhancing Cognitive Development Through Adaptive Learning Technologies Agus Nu'man; Fathor Rosi; Oyeronke Christiana Paramole
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i1.36

Abstract

Rapid advancements in education demand technological innovations to enhance learning quality. This study explores the role of neuroscience-based education in improving students' cognitive development through adaptive learning technology in the AI era. Using a qualitative approach with a case study design, the research involved the Principal, curriculum and student affairs deputies, teachers, and students. Data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, presentation, and conclusion. Findings reveal that neuroscience-based adaptive learning technology enhances cognitive development by addressing individual learning styles. Intelligent learning systems enable personalized education, allowing students to progress at their own pace, improving learning efficiency and effectiveness. Beyond academic skills, these technologies foster learning motivation, engagement, and outcomes. This study underscores the importance of integrating neuroscience principles into AI-driven education to support holistic cognitive development and create engaging, personalized learning experiences, offering a fresh perspective on the intersection of neuroscience, technology, and education.
Inclusive Differentiated Learning as A Strategic Foundation for Active Educational Participation Muhammad Ikrom Karyodiputro
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i1.41

Abstract

This study explores the implementation of inclusive differentiated learning as a strategy to increase student active participation. Using a qualitative case study approach, data were collected through semi-structured interviews, direct observation, and documentation. The results showed that adjusting materials, methods, and assessments according to students' needs and learning styles can increase engagement and create a more inclusive learning environment. Differentiated learning allows teachers to accommodate a variety of abilities, including students with special needs. The findings also emphasize the importance of ongoing training for teachers and the provision of adequate support facilities. Overall, inclusive differentiated learning has proven effective in addressing student ability gaps, creating more equitable learning, and improving the quality of education. This study recommends the development of policies that are more responsive to student needs and increased support for teachers.
School Zoning Policy Controversy In Elementary Education Dinda Febrianti Putri; Febriyanti Ghayatul Qushwa; Shahzadi Hina
EDUCARE: Jurnal Ilmu Pendidikan Vol. 3 No. 1 (2024): January
Publisher : Yayasan Avicenna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71392/ejip.v3i1.70

Abstract

This study focuses on the education zoning policy implemented in Indonesia, intending to analyze its impact on equal access to education, parental perceptions, and the long-term quality of education. This policy is an essential issue because it can affect the distribution of students in schools and the quality of education services received by children in various regions. The purpose of this study is to evaluate the effectiveness of the zoning policy in improving access to education, understand parental perceptions of this policy, and analyze its long-term implications for the quality of education. The method used in this study is a qualitative approach with in-depth interviews with parents, teachers, and stakeholders in zoning schools. The data obtained were analyzed thematically to identify patterns and themes in the informants' responses. The summary of the conclusions of this study shows that the zoning policy has the potential to improve access to education. However, there are still challenges regarding the quality of teaching and facilities. Parental perceptions are generally positive, but there are concerns about the gap in quality between schools. These findings recommend increasing support for zoning schools to achieve the goal of more effective education equity.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2024 2024


Reset
Filter By Issues
All Issue Vol. 5 No. 1 (2026): January Vol. 4 No. 2 (2025): July Vol. 4 No. 1 (2025): January Vol. 3 No. 2 (2024): July Vol. 3 No. 1 (2024): January Vol. 2 No. 2 (2023) Vol. 2 No. 2 (2023): July Vol. 2 No. 1 (2023): January Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022): July Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022) Vol. 1 No. 1 (2022): January More Issue