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COMPETITIVE: Journal of Education
Published by Perkumpulan Dosen Fakultas Agama Islam Indramayu
ISSN : -     EISSN : 29642345     DOI : https://doi.org/10.58355/competitive.v2i1.6
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
COMPETITIVE: Journal of Education is a peer-reviewed journal published by Perkumpulan Dosen Fakultas Agama Islam Indramayu. The journal is aimed at spreading the research results conducted by academicians, educators, researchers, administrators at academic institutions, and practitioners in the field education in both theory and practice. In particular, papers which consider the following general topics are invited: Educational research, learning theory in practice, innovative methodologies in learning, teaching and assessment, e-learning, digital classrooms, blended learning, social networks and education, classroom management issues, educational case studies, teaching preparation and performance, learning processes and learning environments, teaching pedagogy, innovative teaching techniques, management learning and education in schools and universities, teacher professional development, Educational leadership, curriculum development, education quality, Computers in educational administration, marketing in education, E-Learning management, organizations as learning communities, Human Resource Management, and Innovation in educational management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 5 No. 1 (2026): Transformative Education and Learning" : 6 Documents clear
Implementation of PPKN Learning for Students at SMP Negeri 1 Lingsar Ida Ayu Suci Padmawati; Dila Aprillia; Mohamad Mustari
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.193

Abstract

In Pancasila and Civics Education, implementation is essential so that during civics learning, students can develop awareness and understanding of civic values, develop attitudes and behaviors that reflect a love for the homeland and the nation's cultural heritage, and strengthen understanding of the Indonesian archipelago's character and the importance of national resilience among the younger generation currently pursuing and developing themselves in science, technology, and the arts. The research used a case study with qualitative research methods, and data collection utilized observation, interviews, and documentation. Challenges faced by educators at Lingsar 1 Public Middle School included students in each class who were still lazy during Pancasila and Civics Education and a lack of student enthusiasm during the presentation and Q&A sessions. Therefore, efforts are being made to implement Pancasila and Civics Education by instilling a sense of nationalism in children through the application and study of the principles of Pancasila. The effectiveness of Pancasila and Civics Education in schools is being assessed to foster student awareness. 
Gamification Pedagogy: Innovative Teaching Strategies to Increase Holistic Learning Engagement in the Classroom Fadia Zahra Yuliannisa; Intan Robiatu Solihah; Euis Latipah; Neng Zuhrotu Diniah
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.198

Abstract

21st-century education demands innovative strategies to holistically increase student engagement in the classroom. One relevant approach is gamification pedagogy, which involves applying game design elements and principles within a learning context to stimulate intrinsic motivation and active participation. This article aims to analyze the potential of gamification pedagogy in enhancing students' cognitive, emotional, and social engagement, and its role in addressing 21st-century learning challenges. The method employed is a systematic literature review of various relevant scholarly publications. The study findings indicate that gamification effectively creates a dynamic and interactive learning environment, significantly boosts learning interest, and fosters critical thinking, collaboration, and self-directed learning skills, particularly for Generation Alpha. Therefore, gamification is recommended as an innovative pedagogical strategy to optimize student learning potential.  
Exploring the Factors Contributing to Teacher Turnover in Private Secondary Schools in Lagos State, Nigeria Gbesoevi, Emmanuel Semako; Potokri, Onoriode Collins; Adebayo, Mariam Adekemi; Mutiu, Olanrewaju Isiaka
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.221

Abstract

Recognising the growing concern over high turnover rates in the private education sector, this study investigated the factors contributing to teacher attrition in private secondary schools within Educational District V of Lagos State, Nigeria. A multistage sampling strategy combined with purposive sampling was employed, and structured questionnaires were used to collect data from 200 teachers across 20 privately owned secondary schools. The findings revealed that salary structure, school location, workload, and working conditions significantly influenced attrition. Specifically, inadequate compensation, excessive workload, and stressful working conditions increased teachers’ likelihood of quitting, whereas supportive professional environments and welfare provisions enhanced retention. The study concludes that reducing teacher turnover requires deliberate interventions by school administrators and policymakers. It recommends fostering supportive and less stressful work environments, prioritising professional development, improving welfare schemes, and addressing workload and remuneration challenges. Implementing these measures can promote teacher retention and stability, thereby strengthening the quality of education delivery in private secondary schools.
Identity Crisis in Romesh Gunesekera’s Reef: A Psychological Perspective Rizwan, Muhammad; Kennedy Jeevaretnam
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.231

Abstract

A sense of uniqueness naturally exists in every human, termed as ‘identity.’ It begins to form from childhood and develops throughout life with different dimensions in psychological, social and cultural perspectives. The process of identity formation can be affected, leading to ‘identity crisis.’ Internal and external forces and pressures contribute to this crisis. Like real people, the characters of novels written in different periods encounter the aspects of identity crisis. Exploring how characters in novels react to resolve issues of identity crisis can offer valuable lessons for real-life individuals facing similar challenges. Almost all novelists in world literature expose different kinds of identity crises. Their exposure may differ from country to country, gender to gender, and culture to culture even within one country. This study aims to examine the different features of identity crisis experienced by the characters and the mechanisms employed by them to navigate these crises, as depicted in the novel Reef by the Man Booker Prize-shortlisted novelist Romesh Gunesekera. It employs qualitative textual analysis using psychological and identity theories as the analytical framework.  
What Makes a University? Conceptual Determinants from a Contextual Perspective Arafat, Md. Yeasir; Md. Sobuj Mia; Md. Amirul Islam; Md. Radone Islam Ridoy; Fahmida , Fahmida
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.232

Abstract

The term “university” carries a long intellectual, historical, and cultural legacy, yet the criteria for recognizing an institution as a university remain fluid and context-dependent. This study seeks to explore how an institution comes to be regarded as a university by examining the conceptual, historical, structural, and societal determinants that shape this recognition. Drawing on a qualitative and interpretive approach, the paper analyzes classical understandings of the university, traces the evolution of the term, and examines contemporary expectations surrounding higher education institutions. The discussion highlights that the idea of a university extends beyond legal designation; it is rooted in scholarly traditions, academic autonomy, breadth of knowledge, research culture, institutional mission, globalization, and societal perception. The findings reveal that while regulatory standards provide formal recognition, the deeper legitimacy of a university emerges from its ability to cultivate knowledge, uphold intellectual freedom, and contribute meaningfully to society. This conceptual inquiry therefore offers a contextual framework for understanding how institutions attain the identity of a university, and why this identity continues to evolve in response to educational, cultural, and global transformations.
A Reference Framework for Adaptive Learning: From Pedagogical Foundations to Evaluation Yaqine, Kawtar; Mohammed Sefian Lamarti; Mohamed Khaldi
COMPETITIVE: Journal of Education Vol. 5 No. 1 (2026): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v5i1.233

Abstract

This paper aims to establish a comprehensive reference framework for adaptive and personalized learning systems, addressing the disconnect often found between computational architectures and educational theory. The study begins by clarifying the conceptual landscape, distinguishing between adaptive learning, personalized learning, and intelligent tutoring systems. Adopting a theoretical synthesis approach, we examine how foundational pedagogical theories, specifically constructivism, experiential learning, and Self-Regulated Learning (SRL), can be effectively operationalized within computational models. We further analyze critical dimensions of adaptation, including content delivery, activity selection, learning paths, and feedback mechanisms. The resulting framework integrates these elements to define essential quality criteria for system evaluation: efficacy, student engagement, equity, and the management of cognitive load. We conclude that successful adaptive environments require a holistic design where algorithmic strategies are strictly guided by epistemological foundations, ensuring that technical sophistication serves to enhance, rather than obscure, the learning experience.

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