cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Zaenal Arifin
Contact Email
ijcse.edupedia@gmail.com
Phone
+6282218560919
Journal Mail Official
ijcse.edupedia@gmail.com
Editorial Address
Jl. Trajaya RT 004 RW 005 Palasah, Majalengka, Jawa Barat, Indonesia
Location
Kab. majalengka,
Jawa barat
INDONESIA
International Journal of Contemporary Studies in Education
Published by Edupedia Publisher
ISSN : 29635993     EISSN : 29630282     DOI : 10.56855
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Aim To share knowledge on techical education and training practices throughout the world Scope The International Journal of Contemporary Studies in Education (IJ-CSE) will consider for publications original research articles, critical reviews as well as technical reports that can further our understanding of techical education and training issues and concerns.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 85 Documents
 5   6   7   8   9 
Social Dynamics: A Phenomenological Exploration of the Lived Experiences of Social Science Professionals Across Generations FUNGO, ERIC; GRATA, AMANDO
International Journal of Contemporary Studies in Education Vol. 4 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i1.1235

Abstract

This study explores the interplay between social dynamics and the career development of social science professionals, focusing on how generational identities are influenced by and contribute to these dynamics. As societies evolve, the resulting shifts in behaviors, attitudes, and beliefs significantly impact individuals' career trajectories. This qualitative research employs a descriptive phenomenological approach to explore the lived experiences of social science professionals from different generations—Baby Boomers, Generation X, Millennials, and Generation Z. By analyzing participants' narratives, the study uncovers how social environments, shaped by historical, political, and economic contexts, inform career choices and professional growth. Key themes emerged from the analysis, highlighting distinct characteristics and motivations across generations. Baby Boomers exemplified resilience and adaptability, reflecting on their diverse career paths. Generation X demonstrated a commitment to education and innovation amidst systemic challenges. Millennials articulated a strong drive for social change, while Generation Z exhibited a search for meaning in their evolving professional identities. The findings emphasize that career development is a multifaceted journey, shaped by social dynamics that extend beyond personal choice to encompass broader societal influences. This research contributes to a deeper understanding of how generational experiences impact career decision-making, offering insights into fostering an adaptable and resilient workforce capable of navigating contemporary social challenges.
Enhancing Speaking Skills of Senior High School Students Using Sims Freeplay Oktari, Eskananti Intan; Basikin, Basikin; Umar, Nasir
International Journal of Contemporary Studies in Education Vol. 4 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i1.1326

Abstract

This study aimed to improve students’ speaking skills using Sims Freeplay through action research based on the Kemmis and McTaggart model, which includes five steps: reconnaissance, planning, action, observation, and reflection. The participants were 29 students from class XI-1 of a senior high school in Yogyakarta, consisting of 12 females and 17 males. Qualitative data were collected through observations and interviews, while quantitative data were gathered using pre-tests and post-tests. Data analysis involved five steps: assembling, coding, comparing, interpreting, and reporting the outcomes. The validity of the data was measured using democratic, outcomes, process, catalytic, and dialogic validity, while reliability was ensured through time triangulation. The results showed improvements in students’ speaking skills, with mean scores increasing from the pre-test (12.28) to post-test cycle I (13.28) and post-test cycle II (14.31), reflecting an 8% increase in cycle I and 9% in cycle II. Reflection from cycle I revealed improvements in vocabulary, fluency, pronunciation, grammar, and sentence organization. Anxiety levels decreased from a mean score of 14.87 to 12.66, while motivation increased from 17.21 to 20.20. Sims Freeplay proved to be an effective and engaging tool for learning English, significantly enhancing students’ speaking skills and creating a positive learning experience.
Fostering Patriotism: Implementing National Character Strengthening in Distance Learning at MAN 13 Jakarta Suryani, Evi
International Journal of Contemporary Studies in Education Vol. 4 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i1.1336

Abstract

This study aims to explore the implementation of patriotic character education in distance learning at Madrasah Aliyah Negeri (MAN) 13 Jakarta. In the current era of globalization, the influx of foreign cultures through various media platforms has raised concerns about the erosion of national identity among Indonesian youth. Patriotic character, defined as a deep love and respect for the homeland, is considered crucial to instill in young generations to strengthen their national identity and resilience. This research investigates how MAN 13 Jakarta integrates patriotic values into its remote learning curriculum, focusing on strategies such as singing national and regional songs at the beginning and end of classes, as well as discussing traditional Indonesian cuisines to foster a sense of pride and belonging. Through qualitative methods, including observations and interviews, this study highlights the importance of embedding patriotic character education in distance learning to cultivate conscious awareness of national values. The findings suggest that such practices not only enhance students' love for their country but also serve as a foundation for developing other essential national character traits. This research contributes to the broader discourse on character education in the digital age, offering insights into effective strategies for nurturing patriotism in a virtual learning environment.
Evaluating the Alignment of “Splash 1 Smart Path to Learning English” with Curriculum Standards: A Content Analysis for Indonesian Vocational High Schools Badrus, Badrus; Jamilah, Jamilah
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1345

Abstract

This study aims to reveal: The quality of the English course book entitled Splash 1 Smart path to Learning English SMK/MAK Grade X (K-Merdeka) based on BSNP. This study is a content analysis with the descriptive-qualitative approach. The analysis procedures consisted developing a concrete research question, connecting it to theory, defining the research design, selecting the sample or material and the sampling strategy, collecting and analyzing the data, and processing the study. The credibility and dependability of this study was gained from consensus and audit trails. The course book analysis in this study considered six criteria proposed by Education National Standarization/Badan Standar Nasional Pendidikan (BSNP). Based on the results and analysis of the study, the course book was categorized as “good” by achieving an average score of 85% of the seven proposed criteria established BSNP. The criteria consist of: the appropriateness of materials with curriculum (90%), the material accuracy (83%), supporting learning materials (80%), presentation technique (85%), teaching and learning technique (80%), and presentation coverage (93%). Considering the results above, so this course book is suitable for use by students at vocational high schools in Indonesia based on the criteria suggested by BSNP. Therefore, the course books can be used as a reference for the teacher to teach the students at vocational high school level
Enhancing Cognitive Skills in Early Childhood Through Science-Literacy-Based Pop-Up Books: A Development Study Fujiandri, Zahrani; Delrefi, Delrefi; Sari, Dwi Lyna
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1481

Abstract

Salah satu aspek yang harus dikuasai oleh anak adalah kognitif. Kognitif anak usia dini dikembangkan untuk meningkatkan pengetahuan, keterampilan, pemahaman, sikap, dan daya pikir. Tujuan penelitian ini adalah untuk mendeskripsikan kelayakan media pembelajaran Pop Up Book Berbasis Literasi Sains sebagai media stimulasi kemampuan kognitif anak kelompok B dan mendeskripsikan efektivitas media Pop Up Book dalam stimulasi kemampuan kognitif anak kelompok B. Metode pengembangan (R&D) yang digunakan dalam penelitian ini, yaitu menggunakan model Borg & Gall dengan enam langkah pengembangan. Instrumen yang digunakan adalah validasi media, materi, dan respon guru, dengan hasil validasi menunjukkan kategori sangat layak, dan hasil observasi sebelum menggunakan pop up book dengan nilai 61,25 dan sesudah menggunakan Pop Up Book dengan nilai 90,62 yang berarti penggunaan media Pop Up Book berbasis literasi sains efektif dalam stimulasi kemampuan kognitif anak kelompok B. Adapun saran untuk penelitian selanjutnya agar mengembangkan Pop Up Book Berbasis Literasi Sains dengan topik yang bervariasi dan disarankan untuk melakukan pengembangan lebih lanjut terhadap media Pop Up Book pada khususnya, serta mengaplikasikan media Pop Up Book dalam proses pembelajaran agar perkembangan anak dapat berkembang secara optimal.
Connecting Concepts and Representations in Mathematics: A Sistematic Literature Review Latifa, Ulfa; Indrasari, Peti; Pramuditya, Surya Amami; Asnawati, Sri
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1483

Abstract

Purpose - This study aims to identify effective media, instructional strategies, or teaching models that can bridge conceptual understanding and mathematical representation in mathematics education. It was motivated by the persistent gap observed between students' conceptual grasp and their ability to translate concepts into mathematical forms, which hinders problem-solving competence. Methodology - A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was sourced from Google Scholar and DOAJ databases, focusing on publications from 2015 to 2025. The review process resulted in seven articles meeting the inclusion criteria. Data analysis involved thematic synthesis of instructional approaches and their reported effectiveness in bridging conceptual and representational understanding. Findings - The review found that the relationship between conceptual understanding and mathematical representation is closely linked but not automatic, depending significantly on the instructional strategies employed. Effective approaches identified include the Concrete–Pictorial–Abstract (CPA) model, GeoGebra media, SAVI strategy, Joyful Problem-Based Learning (JPBL), and Role-Playing Game (RPG)-based learning, which enhance engagement and facilitate conceptual-visual connections. These findings imply the need for intentional instructional designs that integrate conceptual and representational aspects in mathematics learning. Novelty - This study contributes by systematically mapping and synthesising diverse strategies and media specifically targeting the integration of conceptual understanding with mathematical representation, an area underexplored in prior reviews. Significance - The results are valuable for mathematics educators, curriculum developers, instructional designers, and educational policymakers seeking evidence-based practices to improve mathematics teaching and learning outcomes.
Education Based on Local Wisdom: An Alternative Model for the Integration of Cultural Values in The School Curriculum In Indonesia Rasidi, Rasidi; Istiningsih, Galih; Masithoh, Robiul Fitri; Rosyidi, M Imron
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1521

Abstract

Amidst rapid globalization, Indonesia's education system faces the challenge of preserving cultural identity. This research develops a model for integrating cultural values into the school curriculum to strengthen identity. The method involves analyzing national policies, developing culture-based curricula, providing teacher training, and fostering local community collaboration. Data were collected via document reviews, observations, and interviews with stakeholders. Findings reveal that integrating cultural values positively impacts students' understanding of diversity, enhances learning engagement, and strengthens character and cultural identity. The study highlights strategies like policy dissemination, culture-based curriculum development, extracurricular activities, community collaboration, multicultural approaches, project-based learning, and teacher mentoring. It also emphasizes cultural preservation through documentation. The proposed SIIEMEI model outlines practical steps from school-community collaboration to exploring local wisdom. Integration measurement methods include classroom observation, student work and attitude assessment, and comprehensive qualitative and quantitative data analysis. This research provides an effective framework for cultivating a generation rooted in culture and prepared for the global world.
Problem-Based Deep Learning Practice in Analyzing the Content of Muslim Hadiths Narrated by Abu Hurairah Qomaruddin, Muhammad; Khuzaemah, Emah; Hamid, Abdul
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1574

Abstract

Purpose – Learning is a series of important processes in an effort to maximize knowledge transfer between educators and students. The problem-based Deep Learning approach is one of the solutions to increase students' reasoning in understanding a material. Methodology – This study employs a descriptive qualitative approach. The collected data serve as the primary source of information. The data are then analyzed using Miles and Huberman's theory through three stages: data collection, data reduction, data display, and conclusion drawing/verification. Findings – The results showed an increase in students' critical reasoning as shown through observation of their analytical exposure in solving problems. This indicates a significant contribution of the deep learning approach to problem-based learning in an effort to strengthen students' deep understanding of the material being taught. Novelty – This study offers a novel integration of the problem-based learning model with a deep learning approach in the context of Islamic religious education, specifically the analysis of Hadith content narrated by Abu Hurairah. Unlike previous studies that often treat religious learning as rote memorization, this research demonstrates how students can develop critical reasoning and deep conceptual understanding through analytical engagement. It provides a new pedagogical framework that links religious text analysis with higher-order thinking skills. Significance – This study is particularly beneficial for Islamic education practitioners, curriculum developers, and educators in secondary schools, especially those seeking innovative methods to enhance students' comprehension of religious texts. Furthermore, it contributes to the broader field of educational methodology, offering insights for researchers and policy-makers interested in implementing student-centered and thinking-oriented learning strategies across different subject areas.
Written Corrective Feedback Employed by Lecturer on Students’ Writing Rulik Setiani; Sigit Suharjono
International Journal of Contemporary Studies in Education Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i2.1626

Abstract

Purpose – The aim of the study is to identify the types of written corrective feedback and find out the types that are frequently employed by lecturer of students’ writing in her feedback or correction. State the background of the study is Written corrective feedback is not only provided to students are able to develop, motivate, revise but also to do their writing well. Methodology – The researcher employed a qualitative descriptive research method. The instrument used was document. 19 students' writing as documents were analysed. Findings – the study show that lecturer used four types of written corrected feedback among 6 types. There were 1 direct corrective feedback, 332 indirect corrective feedback, 88 focused corrective feedback, and 6 unfocused corrective feedback. The researchers discovered that the lecturer was more likely to use indirect corrective feedback in giving feedback of students’ writing. Novelty – The study may provide practical recommendations for improving writing instruction by showing the effectiveness or challenges of particular feedback types used by lecturers. Significance – The findings benefit to lecturers who teach writing skills, there are many types of written corrective feedback. Lecturers should vary their feedback when making error corrections in students' written productions. For example, not only can most lecturers employed direct and indirect corrective feedback, but lectures can also employed other types of written corrective feedback, such as metalinguistics or reformulation feedback.
Improving Habits of Mind and Understanding of Wiggins Students Through Project Based Learning Model assisted by E-LKPD to Biology Learning Bumiarti, Egina; Gloria, Ria Yulia; Roviati, Evi
International Journal of Contemporary Studies in Education Vol. 4 No. 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijcse.v4i3.1554

Abstract

Purpose – This study addresses the 21st-century curriculum demands by integrating digital literacy and enhancing students' habits of mind (HOM) through meaningful learning. Based on Wiggins' Understanding by Design (UbD) framework, the study aims to analyze the impact of a Project-Based Learning (PjBL) model, assisted by digital E-LKPD, on students' HOM and conceptual understanding compared to traditional teaching methods. Methodology – A quasi-experimental pretest-posttest control group design was used. Participants were purposively selected and divided into experimental and control groups. The experimental group received PjBL with digital E-LKPD, while the control group followed conventional PBL with printed LKPD. Data were collected using HOM and Wiggins-based understanding tests, student activity observations, and response questionnaires. The Mann-Whitney U test was applied for data analysis. Findings – The results showed a significant difference in the improvement of HOM and Wiggins-based understanding in the experimental group compared to the control group. Student learning activities and responses in the experimental group also met the excellent criteria. Novelty – This research uniquely integrates PjBL with digital E-LKPD to enhance thinking habits and foster deep understanding, a combination that is still rarely implemented in secondary education. Significance – The study offers valuable insights for teachers, curriculum developers, and policymakers in implementing innovative 21st-century learning strategies that combine digital tools with pedagogical approaches, fostering critical and reflective thinking.

Page 8 of 9 | Total Record : 85

 5   6   7   8   9 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 3 (2025) Vol. 4 No. 2 (2025) Vol. 4 No. 1 (2025) Vol. 3 No. 3 (2024) Vol. 3 No. 2 (2024) Vol. 3 No. 1 (2024) Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 1 (2022)