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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 128 Documents
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Implementation of a Neuroscience-Based Approach in Environmental Science Learning to Enhance Elementary School Students’ Conceptual Understanding Rina Purnama Sari; Saiful Bahri; Ida Safitri
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.376

Abstract

This study aimed to describe the implementation of a neuroscience-based approach in environmental science learning and analyze its contribution to improving the conceptual understanding of fifth-grade elementary school students. The study employed a qualitative descriptive design conducted at SD Negeri 1 Kebun Baru, Langsa City, Aceh Province, during the second semester of the 2025/2026 academic year. The participants consisted of one fifth-grade teacher as the primary informant and 30 fifth-grade students selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, document analysis, and a conceptual understanding test. The research instruments included observation sheets, interview guides, documentation checklists, and essay-based conceptual understanding tests. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing, while data credibility was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that the neuroscience-based approach was implemented successfully through five instructional stages: brain engagement, activation of prior knowledge, multisensory learning, collaborative learning, and reflection. The implementation created an active, interactive, and student-centered learning environment that increased students' motivation and engagement. Students demonstrated excellent conceptual understanding, with an average achievement of 89.0%, particularly in explaining concepts, interpreting environmental phenomena, connecting scientific concepts, and applying them to everyday life. Although several challenges were identified, including limited instructional time, learning media preparation, and differences in students' learning abilities, these issues were effectively addressed through flexible classroom management, the use of the school environment as a learning resource, and heterogeneous group learning. Therefore, the neuroscience-based approach represents an effective instructional strategy for enhancing environmental science learning and strengthening elementary school students' conceptual understanding.
Cultivating Religious Character in Students Through the Storytelling Method About the Morals of the Prophet Muhammad SAW at SDN 88 Loka, Enrekang Regency Pina Pina; Amir Patintingan; Muhammad Nur Maallah; M. Nasri Hamang; Andi Fitriani Djollong
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.379

Abstract

Religious character education has become a strategic priority in elementary education, particularly within Islamic educational contexts where moral values are expected to be integrated into daily learning. Storytelling about the exemplary character of Prophet Muhammad (peace be upon him) is considered an effective pedagogical approach to fostering students' religious values through meaningful and contextual learning experiences. This study aimed to examine the implementation of the storytelling method in cultivating students' religious character at SDN 88 Loka Enrekang, Indonesia. A qualitative case study approach was employed over a three-month period. Data were collected through non-participant observations, semi-structured interviews with the principal and teachers, and document analysis. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, while trustworthiness was ensured through source triangulation and methodological triangulation. The findings revealed that storytelling effectively strengthened students' understanding and practice of religious values, particularly honesty, patience, compassion, responsibility, and justice. Students demonstrated greater engagement in learning and showed positive behavioral changes after participating in storytelling activities. The effectiveness of the method was supported by teachers' enthusiasm, the creative use of visual learning media, and a conducive classroom environment. However, several challenges remained, including limited instructional time, inconsistent implementation across grade levels, and the limited availability of age-appropriate storytelling materials. Overall, the study concludes that storytelling centered on the moral virtues of Prophet Muhammad is an effective strategy for promoting religious character development while simultaneously enhancing students' moral awareness, learning motivation, and social behavior. These findings provide practical implications for strengthening character-based Islamic education in elementary schools.
The Impact of the Application of Islamic Values in Natural Science (IPA) Learning on the Learning Motivation of Class VII Students at MTsN 1 Enrekang Jupri Jupri; Andi Abd Muis; Suredah Hamid; Andi Fitriani Djollong; Amir Patintingan
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.380

Abstract

This study began with initial observations showing that approximately 58% of students at MTsN 1 Enrekang demonstrated low intrinsic learning motivation in Natural Science (IPA) classes. This condition is a serious concern, considering that science is an essential subject in developing students‘ scientific and logical thinking skills. Therefore, this research aims to explain the implementation of Islamic values in Natural Science learning and to describe the relationship between sincerity in learning (ikhlas), responsibility, and love of knowledge in shaping the learning motivation of seventh grade students at MTsN 1 Enrekang. This research employed a qualitative approach with a descriptive research design, focusing on the process, experiences, and meanings of applying Islamic values in science learning. The data were collected through classroom observations, interviews with science teachers, students, homeroom teachers, and other related parties, as well as documentation studies. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while the validity of the data was ensured through triangulation techniques. The findings revealed that sincerity in learning was internalized through the cultivation of learning intentions as an act of worship. Responsibility was developed through habituation of discipline and consistency in participating in science learning activities. Meanwhile, love of knowledge was fostered by connecting scientific concepts with the greatness and order of Allah SWT‘s creation. These three values were integrated pedagogically and spiritually, reinforcing one another and contributing to the continuous development and strengthening of students‘ learning motivation, as indicated by increased interest, active participation, seriousness, and responsibility in science learning. This study demonstrates that the implementation of Islamic values in science learning can holistically enhance students‘ learning motivation.
Pengembangan Buku Ajar Akidah Akhlak Berbasis E-Book Story untuk Peningkatan Moral Reasoning Siswa Mir’atus Sa’diyah; Esa Nur Faizah
Journal of Education and Learning Sciences Vol. 6 No. 2 (2026): October 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i2.391

Abstract

Advancements in educational technology have increased demand for innovative digital learning materials that enhance conceptual understanding and foster students' moral reasoning. This study aimed to develop a "Story E-Book" for the Akidah Akhlak (Islamic Creed and Ethics) subject, specifically addressing stinginess and ingratitude for blessings, to improve the moral reasoning of fourth-grade students at a Madrasah Ibtidaiyah (Islamic elementary school). The study employed the Research and Development (R&D) method using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. Product feasibility was validated by subject-matter, media, and instructional experts, while its effectiveness was tested using a one-group pretest-posttest design with 17 students, employing instruments based on moral reasoning indicators. Data were analyzed descriptively and through the N-Gain test. The results indicate that the Story E-Book was rated highly feasible by experts and effective in enhancing students' moral reasoning, demonstrating a high level of improvement. These findings suggest that integrating digital storytelling, interactive multimedia, and reflective activities can create a more meaningful learning experience while supporting character development within Akidah Akhlak instruction
Strengthening Honesty Character in Early Childhood Through Islamic Religious Education: A Qualitative Case Study from Indonesia Hasmi Hasmi; Raya Mangsi; Suredah Hamid; St. Warda Hanafie Das; Muhammad Naim
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.403

Abstract

Honesty is one of the fundamental moral values that should be cultivated during early childhood, as this developmental stage plays a crucial role in shaping lifelong character. Although Islamic Religious Education (IRE) has long been recognized as an important medium for character development, empirical evidence explaining how IRE contributes to fostering honesty among young children within authentic educational settings remains limited. This study addresses this gap by examining the implementation of IRE and its contribution to honesty character formation in an Islamic kindergarten. This study employed a qualitative case study design conducted at TK Aisyiyah 2 Pasui, Enrekang Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal, teachers, and school staff, and document analysis. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. To ensure research trustworthiness, source triangulation, method triangulation, prolonged engagement, and member checking were applied. The findings reveal that Islamic Religious Education contributes substantially to the development of honesty through the integration of Islamic values into daily learning activities, teacher role modelling, play-based learning, storytelling about the prophets, role-playing, and continuous habituation practices. Collaboration between teachers and parents further strengthens the consistency of honesty education across school and home environments. The study also identifies that authentic behavioural assessment and a supportive religious school culture enhance the internalization of honesty among young children. The study demonstrates that Islamic Religious Education functions not only as a medium for religious knowledge transmission but also as an effective framework for cultivating honesty through developmentally appropriate, experiential, and value-based learning. The findings contribute to the growing literature on Islamic character education by proposing an integrated approach that combines school culture, teacher exemplification, daily habituation, and family engagement to strengthen honesty character development during early childhood.
Strengthening Character Development Through Moral Values Education in Early Childhood Education Darmawati Taro; St. Warda Hanafie Das; Muhammad Nurmaallah; Sumadin Sumadin; Andi Abd Muis
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.404

Abstract

Moral values education plays a crucial role in fostering children's character development during early childhood, a critical period for establishing lifelong moral behaviour. Although previous studies have emphasized the importance of character education, limited empirical evidence explains how moral values are systematically integrated into early childhood learning through collaboration among teachers, families, and schools. This study aims to examine the implementation of moral values education and its contribution to children's character development in an Indonesian kindergarten. A qualitative case study design was employed at TK Pertiwi 1 Cakke, Enrekang Regency, Indonesia. Data were collected through classroom observations, semi-structured interviews with the principal and teachers, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, supported by triangulation to ensure trustworthiness. The findings indicate that moral values, including honesty, responsibility, empathy, cooperation, respect, and generosity, are effectively integrated into daily learning through teacher role modelling, play-based learning, storytelling, collaborative activities, and continuous habituation. The implementation is further strengthened by active parental involvement and a supportive school environment, although inconsistent family support and limited instructional resources remain significant challenges. This study contributes to the literature by proposing a holistic framework that integrates classroom instruction, school culture, teacher exemplification, and family engagement as interconnected components for strengthening character development in early childhood education.
Humanistic Active Learning as a Student-Centered Approach to Improving Academic Achievement in Islamic Religious Education Hasnita Hasnita; Amir Patintingan; Muhammad Naim; St. Warda Hanafie Das; Suredah Hamid
Journal of Education and Learning Sciences Vol. 6 No. 1 (2026): March 2026
Publisher : CV. Gerasi Insan Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56404/jels.v6i1.405

Abstract

The integration of humanistic learning theory and active learning has become increasingly important in promoting student-centered instruction within Islamic Religious Education (IRE). However, empirical evidence regarding how these complementary approaches improve students' academic achievement and classroom engagement in authentic school settings remains limited. This study investigates the implementation of humanistic theory integrated with active learning and examines its contribution to improving students' learning experiences and academic achievement in Islamic Religious Education. A qualitative case study was conducted at a public junior secondary school in South Sulawesi, Indonesia. Participants included the school principal, Islamic Religious Education teachers, homeroom teachers, and students who were purposively selected based on their involvement in the instructional process. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña involving data condensation, data display, and conclusion drawing. The credibility of the findings was ensured through source triangulation, method triangulation, prolonged engagement, and member checking. The findings indicate that integrating humanistic principles with active learning creates a more democratic, interactive, and supportive learning environment that promotes student participation, self-confidence, conceptual understanding, collaboration, and academic achievement. Teacher pedagogical competence, positive classroom interaction, and learner-centered instructional practices emerged as important supporting factors, while limited instructional time, differences in students' readiness, and inadequate learning facilities remained major challenges. This study contributes to contemporary Islamic education by demonstrating that integrating humanistic learning with active learning provides an effective pedagogical framework for enhancing both academic achievement and holistic student development. The findings also offer practical guidance for teachers and educational policymakers seeking to strengthen student-centered learning in Islamic Religious Education.
The Role of Teachers in Implementing the Tolaki Dance Arts at SDN 02 Konda, South Konawe Regency Apri Ayu Nandarestu; Chairan Zibar L. Parisu; Erwin Eka Saputra
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.v5i2.413

Abstract

This research aims to describe the role of teachers in implementing the Tolaki dance and identify supporting and inhibiting factors in its implementation at SDN 02 Konda, South Konawe Regency. This research used a qualitative approach with a descriptive research type and case study design. The research informants numbered 11 informants consisting of the principal, teachers, and students. Data was collected through interviews and documentation. Data analysis used the Miles and Huberman model, which included data reduction, data presentation, and drawing conclusions. The research results indicated that the teachers served as demonstrators, facilitators, mediators, and class managers in implementing the Tolaki dance. These roles were realized through providing examples of dance movements, utilizing media and learning facilities, introducing Tolaki culture to students, and providing direction during the learning process. The implementation of Tolaki dance has not been carried out evenly in all classes because some classes still focus on fine arts materials and have not integrated Tolaki dance in learning. Supporting factors included student enthusiasm, school support, availability of supporting facilities, and collaboration with external parties through Tolaki dance training activities. Meanwhile, inhibiting factors included the limited number of teachers capable of teaching Tolaki dance, limited supporting facilities, and uneven implementation of Tolaki dance across classes. This research concludes that teachers play a crucial role in the implementation of Tolaki dance at SDN 02 Konda, although its implementation still faces several obstacles that require support from various parties.
Design of a Tolaki Language Teaching Module to Enhance Cultural Literacy among Students at SD Negeri 2 Konda Astri Wulandari; Waode Ekadayanti; Arna juwairiyah
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.v5i2.414

Abstract

This study aimed to identify development needs, design a Tolaki language teaching module, and assess its feasibility as an effort to enhance the cultural literacy of students at SD Negeri 2 Konda. The study employed Research and Development (R&D) using the ADDIE development model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants were teachers and students at SD Negeri 2 Konda. Data were collected through observation, interviews, documentation, tests, and validation by content, language, and media experts. Qualitative and quantitative analyses were used to determine development needs, the module-development process, and the feasibility of the resulting module. The findings showed that Tolaki language instruction at SD Negeri 2 Konda required a teaching resource containing basic Tolaki vocabulary, simple language structures, elements of local culture, learning activities, exercises, and evaluations tailored to the characteristics of elementary school students. Validation by content, language, and media experts indicated that the module was highly feasible for use in instruction. The implementation results also showed that the module increased students' active participation and enthusiasm and strengthened their understanding of the Tolaki language and local cultural values. The study concludes that the developed Tolaki language teaching module is feasible for use as a local-content teaching resource and has the potential to enhance elementary school students' cultural literacy.
The Effect of Animated Instructional Media on Fourth-Grade Students' Mathematics Learning Outcomes in Roman Numerals Desri Desri; Ahmad Rustam; Waode Ekadayanti
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.v5i2.416

Abstract

This study examined the effect of animated instructional media on fourth-grade elementary school students' mathematics learning outcomes in Roman numerals. It employed a quantitative approach using a quasi-experimental method and a nonequivalent control group design. The study was conducted at SD Negeri 2 Konda with a sample of 55 students, comprising 29 students in the experimental class and 26 in the control class. Data were collected using achievement tests administered as a pretest and posttest. The data were analyzed through normality and homogeneity tests, hypothesis testing using an independent-samples t-test, and N-Gain analysis. The results showed that the experimental class achieved a mean posttest score of 84,79, which was higher than the control class mean of 73,34. Hypothesis testing yielded a significance value (Sig. 2-tailed) of 0,006 < 0,05; therefore, H₀ was rejected and H₁ was accepted. The N-Gain analysis further showed a mean improvement of 0,7533 in the experimental class, categorized as high, compared with 0,4446 in the control class, categorized as moderate. These findings indicate that animated instructional media had a significant effect on fourth-grade elementary school students' mathematics learning outcomes in Roman numerals.

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