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Electronic Journal of Education, Social Economics and Technology
Published by SAINTIS Publishing
ISSN : -     EISSN : 27236250     DOI : https://doi.org/10.33122/ejeset
Core Subject : Religion, Economy, Humanities, Health, Science, Education, Art, Social, Engineering,
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other
Electronic Journal of Education, Social Economics and Technology (eJESET) with ISSN 2723-6250 (online) is a open-access, peer-reviewed multidisciplinary international journal. The journal aims to provide an international platform for researchers, professionals and scientists for solve of problems with multidisciplinary approaches on all topics related to educational, social science, economics and technology to exchange, sharing and disseminate theoretical of current research results as widely as possible. Electronic Journal of Education, Social Economics and Technology (eJESET) publishes the latest research results in multidisciplinary approaches on all topics related to educational, social science, economics and technology. First published in 2020. The Journal is published biannually and is available in open access electronic version.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 652 Documents
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Development of Interactive Learning Media Based on Augmented Reality Using Delightex Edu Yulia Zahara; Rifaatul Mahmuzah; Fitri Ayu Ningtiyas; Nurul Afni Sinaga
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1432

Abstract

The development of digital technology has brought major changes to the world of education. Learning does not only focus on delivering material but also requires innovation in learning media that can create interactive learning experiences. The use of Augmented Reality (AR) in education can increase concept visualization and student involvement. AR media helps students understand abstract concepts through interactive simulations and visualizations. This research aims to develop Augmented Reality-based interactive learning media assisted by Delightex Edu on sequences and series that are valid, practical, and effective. The research was conducted at SMAN 6 Lhokseumawe. This research uses Research and Development (RD) research with the Borg and Gall development model, which has been modified into eight stages. The material expert validation obtained 90.25%, in the very valid category, while the media expert validation obtained 89.8%, also in the very valid category. Apart from that, the practicality test results obtained a percentage of 90.6% in the very practical category. Students stated that the media was easy to use, interesting, and helped them understand the learning material. The results of the effectiveness test show that students' learning completion reached 86,7% in the very effective category. Thus, Augmented Reality-based learning media assisted by Delightex Edu was declared suitable for use because it met the criteria of being valid, practical, and effective.
Educational Decentralization and Local Governance: A Case Study of School Management Policies in Indonesia M Mursalin; Ferri Safriwardy; Muhammad Ali; Muliana Muliana; Mutia Fonna; Hidayatsyah Hidayatsyah
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1523

Abstract

Indonesia's formal commitment to educational decentralization, institutionalized through Law No. 22/1999 on Regional Governance and subsequently reinforced by Law No. 32/2004, transferred significant administrative authority to district governments and individual schools. Despite more than two decades of reform, the gap between legislated decentralization mandates and actual governance practices at the school level remains inadequately examined in empirical literature, particularly within the complex administrative landscape of Indonesian public education. This study investigates how educational decentralization is enacted in local school management practices, how district-level governance structures influence school decision-making, and what challenges emerge when formal autonomy provisions meet entrenched bureaucratic cultures. Grounded in an interpretivist qualitative case study design (Yin, 2014; Creswell, 2013), the research was conducted across four public secondary schools in a district of West Java Province over eight months of sustained fieldwork. Participants (n = 17) included school principals, classroom teachers, local education officers, and school committee members, selected through purposive sampling. Data were generated through in-depth semi-structured interviews, policy document analysis, administrative observation, and reflective field notes. Thematic analysis following Braun and Clarke (2006) and interpretive coding guided by Miles, Huberman, and Saldana (2014) were applied systematically. Findings identify a pattern of "layered decentralization" wherein formal school autonomy coexists with persistent dependence on district-level bureaucratic endorsement. School leaders navigate this tension through strategic compliance and selective adaptation, while community participation in governance structures remains largely ceremonial. These findings offer critical implications for the redesign of educational governance frameworks in decentralized developing-country contexts.
The Influence of Internal and External Factors on Study Duration: Mediating Effects of KIP-K Scholarship Utilization Using Structural Equation Modeling Allya Lestari Berutu; M. Sayuti; A. Amri
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1352

Abstract

Students who receive the KIP-Kuliah Scholarship are expected to complete their studies efficiently in accordance with academic standards. However, delays in study completion are still observed, indicating the influence of internal and external factors. This study aims to analyze the effects of learning motivation, time management, self-efficacy, campus environment, social support, and economic conditions on study duration, with scholarship utilization serving as a mediating variable. The research employed a quantitative approach by distributing questionnaires to 100 respondents and analyzing the data using Structural Equation Modeling (SEM) with SmartPLS. The results indicate that both internal and external factors play a significant role in encouraging effective scholarship utilization and supporting efficiency in study completion. The R-square values of 0.941 (94.1%) for the scholarship utilization variable and 0.965 (96.5%) for the study duration variable demonstrate a very strong predictive capability of the model. Furthermore, scholarship utilization contributes to helping students optimize their academic processes, thereby enabling more timely study completion. These findings confirm that efficiency in study duration results from a combination of personal factors, social support, and effective scholarship utilization.
Interpersonal Communication of the Principal at Mts Al-Washliyah KM6 Tanjung Mulia Mhd Joni Marpaung; Rusydi Ananda; Toni Nasution
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1485

Abstract

This study aims to analyze the interpersonal communication of the principal with teachers at MTS Al Washliyah KM 6 Tanjung Mulia. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The research informants consisted of the principal, vice principal, treasurer, educational staff, and teachers at MTS Al Washliyah KM 6 Tanjung Mulia. Data analysis involved data reduction, data presentation, and conclusion drawing, while data validity was examined through source and technique triangulation. The findings indicate that the principal's interpersonal communication was effectively implemented through five indicators of interpersonal communication: openness, empathy, supportiveness, positiveness, and equality. The principal provided opportunities for teachers to express their opinions and concerns, demonstrated understanding of teachers' conditions, provided support and motivation, established positive communication, and treated teachers fairly regardless of position or length of service. Such interpersonal communication contributed to the development of harmonious working relationships, increased teacher motivation and participation, and the creation of a conducive school environment. Therefore, effective interpersonal communication serves as an important component of school leadership in strengthening cooperation and supporting the achievement of educational goals.
Navigating Curricular Mandates in Peripheral Classrooms: Teachers’ Perceptions of Curriculum 2013 Implementation in Rural Indonesian Schools M Mursalin; Mutia Fonna; Ferri Safriwardy; Fidyati Fidyati; Iryana Muhammad; Muhammad Ali
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1519

Abstract

Curriculum reform in developing countries frequently encounters substantial implementation gaps, particularly in geographically and socioeconomically peripheral settings. Indonesia’s Curriculum 2013 (Kurikulum 2013, K-13) introduced sweeping pedagogical changes, mandating student-centered learning, integrated thematic instruction, and competency-based assessment across the national school system. Yet the lived experiences of teachers working in rural schools as they navigate these policy demands remain insufficiently examined in the existing literature. This study investigates how teachers in rural Indonesian schools perceive the implementation of Curriculum 2013, exploring the specific challenges they encounter, the adaptive strategies they develop, and the ways in which rural school conditions mediate instructional practice. Employing a descriptive qualitative approach, the study was conducted across four rural primary and junior secondary schools in a peripheral district of Aceh Province, Indonesia. Data were generated through semi-structured interviews with fifteen teachers, non-participant classroom observations, field notes, and curriculum document analysis over six months of fieldwork. Thematic analysis following the framework of Miles, Huberman, and Saldana (2014) was applied to identify recurring patterns across participants. Findings reveal that while teachers broadly affirm the philosophical intentions of Curriculum 2013, they report persistent tensions between policy expectations and the material realities of rural schooling, including inadequate facilities, constrained professional development access, and heavy administrative burdens. Teachers nonetheless demonstrate considerable adaptive ingenuity, yet systemic constraints curtail the depth of pedagogical transformation achievable under prevailing conditions. These findings carry significant implications for curriculum policy design, teacher professional development programs, and educational equity in rural contexts across Indonesia and comparable national settings.
Interfacial Wave Dynamics and Liquid Holdup During Slug-to-Annular Transition in Horizontal Air–Water Two-Phase Flow Using Conductivity-Based Measurements Suryadi Suryadi; Muhammad Sayuthi; M. Iqbal Adhya Putra; Muhammad Habibi; Aljufri Aljufri
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1514

Abstract

Two-phase water–air flow in a horizontal pipe exhibits complex characteristics due to the interaction of superficial velocity, gravity, surface tension and interface dynamics. This study aims to analyse the wave characteristics and liquid hold-up during the slug–annular transition in co-current water–air flow. Experiments were conducted using a horizontal acrylic pipe with an internal diameter of 26 mm and a development length of 9.5 m. Flow patterns were observed using a high-speed camera at 400 frames per second, whilst liquid hold-up was measured using three Constant Electric Current Method (CECM) sensors spaced 215 mm apart. Signals were recorded at a sampling rate of 500 Hz for 20 s and analysed using statistical methods and Power Spectral Density (PSD). The results show that an increase in the superficial velocity of both the gas and liquid influences wave development and the formation of the liquid film towards an annular pattern. The wave velocity increases as the superficial velocity of both the gas and liquid rises. Under annular conditions, ripple waves and disturbance waves were identified, indicating fluctuations in the liquid film. The average liquid hold-up increased with increasing liquid superficial velocity at a constant gas velocity. The combination of visualisation and CECM is effective for characterising interface dynamics and liquid hold-up distribution during the slug–annular transition.
Principle Leadership Strategies Improving Primary School Quality in Manggarai, Indonesia Maria Theresia Yasinta Waur; Slamet Lestari
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1430

Abstract

This study aimed to analyze principal leadership strategies for improving the quality of primary education in Manggarai Regency, East Nusa Tenggara, Indonesia, identify supporting and inhibiting factors, and examine teachers’ evaluations and expectations of principal leadership. A qualitative phenomenological approach was employed involving two principals and two teachers from SDI Wae Ri’i and SDI Jaya Sama. Data were collected through semi-structured interviews, participant observation, and document analysis and were analyzed using the Miles and Huberman interactive model. The findings revealed that principals implemented multiple leadership strategies, including local collaboration, academic supervision, teacher professional development, participatory leadership, motivation and appreciation, and visionary leadership. Local collaboration emerged as the most dominant strategy, reflecting the importance of community participation in supporting educational improvement. Supporting factors included community involvement, professional learning opportunities, adequate facilities, financial support, and consistent supervision, while limited infrastructure, geographical barriers, diverse student needs, and socioeconomic constraints inhibited implementation. Teachers perceived principal leadership positively, particularly in strengthening teaching quality, school culture, and professional development, although they highlighted the need for improved digital infrastructure and support for holistic student development. The study concludes that contextual, collaborative, and transformational leadership is essential for sustaining educational quality and equity in resource-constrained 3T regions.
Analysis of Factors of Reading Difficulties in High Class Students at 19 Sawang State Elementary School Maulida Maulida; Siti Aisyah Hanim; Ririn Rahayu; Trisfayani Trisfayani
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1351

Abstract

This study aims to identify and analyze the factors that cause reading difficulties in high grade students at Sekolah Elementary Negeri 19 Sawang. This research was conducted against the background of the discovery of high-grade students who are not able to read effectively at the reading comprehension stage, which has an impact on the low learning outcomes of students in various subjects. These problems encourage the need for an in-depth study to find out the factors that cause reading difficulties so that appropriate treatment efforts can be formulated. The data in this study is in the form of qualitative and quantitative data obtained from students in grades IV, V, and VI of SD Negeri 19 Sawang, as well as supporting data from classroom teachers and principals. Research data sources include informants, reading learning activities, and relevant learning documents. This study uses a descriptive research method with a qualitative approach. Data collection techniques are carried out through observation, interviews, questionnaires, and documentation. Data analysis techniques are carried out by means of data reduction, data presentation, and conclusion drawn. The results showed that the reading difficulties of high-grade students were caused by several main factors, namely linguistic factors, cognitive factors, motivational factors, family environment factors, school environment factors, learning media use factors, and psychological factors. Linguistic and motivational factors are the most dominant factors influencing students' reading difficulties. The findings of this research are expected to be considered for teachers and schools in designing more effective reading learning strategies and improving literacy culture in elementary schools.
Optimising Student Learning Outcomes through Problem-Based Learning to Develop Analytical Skills Muhtadin Muhtadin; Gunadi Gunadi; Putu Sudira; Daniel Ngolu Jiledo Maringga; Ridho Azahar
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1386

Abstract

The low ability of students to identify damage to the Fuel Injection (EFI) electrical system remains a problem in automotive learning at Vocational High Schools (SMK). Students have difficulty analysing damage symptoms, determining the components causing the damage, and comprehensively understanding the EFI system workflow. This condition indicates the need for an effective, contextual, and problem-solving learning model. This study aims to analyse the effect of the Problem-Based Learning (PBL) model on improving students' learning outcomes in identifying damage to the EFI electrical system. The method used was a quasi-experiment with a sample of students from class XII TKR 1 as the experimental class and XII TKR 2 as the control class, each consisting of 36 students. Data analysis used the independent sample t-test and Cohen's d effect size test to see the differences and effects on student learning outcomes. The results showed a significant difference in learning outcomes with a value of (p = .00 .05). The effect size value was (d = 4.311), indicating that the application of PBL had a strong influence on students' ability to identify EFI system damage. Thus, the PBL learning model was proven to improve the learning outcomes of vocational school students.
Mapping Educational Policy Research in Southeast Asia: A Bibliometric and Systematic Review of Equity and Access Issues M Mursalin; Iryana Muhammad; Hayatun Nufus; Ferri Safriwardy; Fidyati Fidyati; Muhammad Ali
Electronic Journal of Education, Social Economics and Technology Vol 7, No 1 (2026)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v7i1.1520

Abstract

Educational equity remains one of the most pressing challenges confronting policymakers across Southeast Asia, where socioeconomic stratification, geographic remoteness, and ethnic diversity create persistent barriers to universal access. Despite growing scholarly attention, no comprehensive bibliometric mapping of educational policy research focusing on equity and access in this region has been undertaken for the period 2010 to 2019. This study addresses that gap by combining bibliometric analysis with a systematic literature review of 247 peer-reviewed articles retrieved from the Scopus and Web of Science databases. Using VOSviewer for co-occurrence and collaboration network visualization, Biblioshiny for thematic evolution mapping, and Publish or Perish for citation metrics, the analysis reveals a steady upward trajectory in publication output, with notable acceleration after 2014. Thailand, Malaysia, and Indonesia emerge as the most productive countries, while the National University of Singapore and University of Malaya lead institutional contributions. Keyword clustering identifies five dominant research fronts: inclusive education policy, decentralization and governance, rural access disparities, gender equity, and educational financing reform. The systematic review synthesizes findings across these thematic clusters and demonstrates that policy discourse has shifted from supply-side infrastructure concerns toward demand-side quality and participation issues. The study highlights significant research voids in cross-national comparative analyses and longitudinal policy impact evaluations. Implications for regional educational governance and equity-oriented reform are discussed.

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