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ANNAS RIBAB SIBILANA
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Journal of Education and Learning Sciences
Published by Gerasi Insan Nusantara
ISSN : -     EISSN : 28083695     DOI : https://doi.org/10.56404/jels.v2i2
Core Subject : Education,
Education
Journal of Education and Learning Sciences menerima kontribusi artikel ilmiah dengan bidang ilmu pendidikan dan pembelajarannya. Secara lebih rinci cakupan topik-topik jurnal ini adalah sebagai berikut. 1. Pengembangan dan Implementasi Kurikulum 2. Pembelajaran dan Layanan Pendidikan 3. Evaluasi Pembelajaran 4. Kebijakan, Manajemen, dan Pembiayaan Pendidikan 5. Kualitas, Sertifikasi, dan Akreditasi Pendidikan 6. Teknologi Informasi Pendidikan 7. Serta dimensi lain yang berhubungan dengan pendidikan dan pembelajaran
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 5 No. 2 (2025): October 2025" : 6 Documents clear
Between Awareness and Resistance: Do Anti-Corruption Education and Deradicalisation Encourage Students to Be Critical? Al Ayyubi, Ibnu Imam; Nurhikmah; Prayetno, Eko; Apriyanti, Niken Siti Nur; Al-Ghatnaini, Raed Awadh Saeed
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.130

Abstract

This study aims to analyse the role of anti-corruption and de-radicalisation education in encouraging students to become more critical of social issues. This research methodology uses a qualitative approach with in-depth interview techniques to explore how anti-corruption and de-radicalisation education affects students' critical attitudes. In qualitative research, in-depth interviews also allow researchers to collect rich and detailed data for thorough analysis, which allows them to understand thoroughly, deeply, and contextually the experiences of the interviewees. Participants consisted of 15 students from various majors in higher education who had attended anti-corruption and de-radicalisation education programmes. The selection of participants was purposive to ensure diversity of perspectives. The results showed that anti-corruption and de-radicalisation education significantly increased students' awareness of the negative impact of corruption and the importance of integrity. However, some students also expressed concerns about the lack of transparency and accountability on campus, which may hinder the effectiveness of anti-corruption education. Therefore, this study emphasises the need for a more contextual, participatory and sustainable approach in the implementation of anti-corruption and de-radicalisation education, as well as support from various parties to create a conducive environment for the implementation of integrity values.
Teachers' Efforts in Forming the Religious Character of Students at Ketawanggede Elementary School, Malang City Islam, Muhammad Thoriqul; Ahmad Wahyulil Albab; Amit Dana Ikmah; Dwiana Novitasari; Fatkhul Khabib
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.173

Abstract

Education in Indonesia cannot be separated from Islamic values, which have become an integral part of the education system. Ketawanggede Elementary School, Malang City, is one example of a school that implements Islamic education through school culture as a means of instilling Islamic values ​​to shape the religious character of students. Instilling these values from an early age is important so that students not only excel academically but also can practice their religious values in their daily lives. This study aims to: (1) identify the Islamic values ​​instilled through school culture; (2) describe the process of religious character formation; and (3) identify the supporting and inhibiting factors in this process. This study uses a descriptive qualitative approach with data collection techniques in the form of interviews, observation, and documentation. Data analysis is carried out through reduction, presentation, and conclusion, as well as data validation using triangulation of sources and techniques. The results of the study indicate that the instilled Islamic values ​​include faith, sharia, and morals. The formation process is carried out through habituation, advice, and role models. The supporting and inhibiting factors include the role of students, educators, school facilities, and parental involvement.
Enhancing Quality Assurance in Higher Education through Strategic Library Management and Digital Literacy Initiatives Nur 'Azah; Juraidah; Hassan Fateh
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.174

Abstract

In the era of Education 5.0, higher education institutions are increasingly required to ensure quality assurance mechanisms that promote academic excellence and global competitiveness. Libraries, as knowledge management hubs, play a strategic role in supporting institutional quality by providing access to information, facilitating digital literacy, and enhancing research productivity. This study aims to examine how strategic library management and digital literacy initiatives contribute to strengthening quality assurance frameworks in higher education. Using a library research method, this paper synthesises findings from 52 international journal articles, books, and reports published between 2018 and 2024. The results indicate that universities implementing innovative library management strategies such as the integration of digital repositories, open-access scholarly databases, and user-centred services significantly improve teaching quality, research visibility, and accreditation performance. Furthermore, initiatives to develop students’ and faculty members’ digital literacy competencies contribute to enhanced learning outcomes and institutional ranking. The findings highlight the necessity of integrating strategic library policies with quality assurance systems to meet international accreditation standards and ensure sustainable institutional development.
Evaluating the Effectiveness of Outcome-Based Curriculum Implementation in Improving 21st-Century Skills Among Secondary School Students Sirojuddin Abror; Tsediso Robert Makoelle
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.175

Abstract

The demands of the 21st century require educational systems to equip students with critical competencies such as creativity, critical thinking, communication, collaboration, and digital literacy. To meet these demands, many educational institutions have adopted an Outcome-Based Curriculum (OBC) framework, designed to ensure that learning outcomes are measurable, competency-driven, and aligned with future workplace requirements. This study aims to evaluate the effectiveness of OBC implementation in enhancing 21st-century skills among secondary school students. Employing a qualitative library research approach, this study synthesises findings from 55 international peer-reviewed journals, academic books, and policy documents published between 2018 and 2024. The findings reveal that schools implementing OBC demonstrate significant improvements in students’ problem-solving skills, creativity, and collaborative learning outcomes. Furthermore, integrating OBC with digital learning tools and student-centred pedagogies enhances engagement and prepares students to adapt to rapidly changing global challenges. The results underscore the importance of professional teacher training, adequate learning resources, and robust assessment frameworks to ensure successful OBC implementation.
Higher Education Policy in Bangladesh: A Philosophical and Practitioner’s Perspective on Initiation, Formulation, and Implementation Pervin, Nasrin
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.176

Abstract

This paper analyzes the dynamics of initiation, formulation, and implementation of policy processes within the scope of higher education policy of Bangladesh, particularly relating to the narratives of “quality.” It draws from policy and education sociology to illuminate the specific political, socio-economic, and ideological factors that influence policy gap agendas. The study contextualizes Bangladesh's higher education policy within global and domestic frameworks, illustrating the global forces, the influence of donors, and the market-oriented reforms, along with the local political ideologies and the bureaucratic frameworks. While the policy text captures the desires for decentralization, democracy, modernization, and the global knowledge economy, the policymaking processes, and implementation reveal contradictions, exclusions, and bounded reflexivity. The analysis emphasizes that “quality” is usually unmeasurable and remains a mediated and constructed term by state and policy actors, devoid of a concrete reform framework. The paper illustrates the relentless pursuit of political interests, economic forces, and stagnation of institutional change in Bangladesh that makes the endeavor for reforming higher education system unsustainable and inequitable.
Autonomy and Standardization of National Education: Towards a Balance Between Freedom and Quality Abdul Ghani
Journal of Education and Learning Sciences Vol. 5 No. 2 (2025): October 2025
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v5i2.125

Abstract

Balancing autonomy and standardization in national education systems is a key challenge in maintaining both quality and flexibility. On one hand, autonomy fosters innovation, adaptability to local contexts, and flexibility in teaching, while on the other, standardization ensures equity, consistency, and high-quality education. This study explores the balance between these two approaches using a mixed-methods analysis, combining quantitative surveys and qualitative case studies across five countries: Finland, Singapore, Canada, South Africa, and Brazil. The findings indicate that autonomy enhances teacher motivation, encourages pedagogical innovation, and promotes educational equity—especially when supported by sufficient resources and accountability mechanisms. Meanwhile, standardization plays a crucial role in maintaining fairness, accountability, and data-driven decision-making, but it can sometimes stifle creativity and overlook local educational needs. To reconcile these two approaches, the study recommends guided autonomy, adaptable curriculum frameworks, professional learning communities (PLCs), and strong accountability systems. These strategies allow schools to innovate within clear guidelines, ensuring high standards while accommodating local needs. The research aligns with theoretical frameworks such as complexity theory and contingency theory, which emphasize the need for context-sensitive policies that integrate both standardization and autonomy. Key policy implications include investing in teacher professional development, strengthening stakeholder involvement, and leveraging technology to foster inclusive, innovative, and high-quality education systems. By striking this balance, education systems can equip learners with the skills necessary to navigate the challenges of the 21st century, ensuring that all students have access to both structured learning and the flexibility needed for success in an evolving world.

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