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TOFEDU: The Future of Education Journal
Published by Yayasan Baitil Ashwatul Quran
ISSN : 29638135     EISSN : 29617553     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
TOFEDU Journal is a scientific journal related to research results, conceptual studies, critical/comprehensive studies in the field of education. The results of the work of the researchers are expected to make a positive contribution in the field of education in order to achieve equitable, inclusive and affordable dissemination of information for all people. The main focus of this journal is: Early Childhood Education Elementary School Teacher Education English Education Physical Education, Health and Recreation Mathematics Indonesian Language Education Science Education Social Studies Education Cultural Arts Education Citizenship Education (PKn) Religious Education General Education Character Education Education with Special Needs Curriculum and Educational Technology Educational Management and Leadership Guidance and Counseling Multicultural Education Educational Psychology Evaluation in Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 110 Documents
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Search results for , issue "vol 5 no 3 (2026)" : 110 Documents clear
The The Influence of Social Media on Students’ Vocabulary Mastery Maria Kristin Silaen; Sanggam Siahaan
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2186

Abstract

Social media has become an important learning resource that supports English language learning, particularly vocabulary mastery. However, previous studies have mainly focused on specific social media platforms or students’ perceptions, resulting in limited comprehensive understanding of the overall influence of social media on English vocabulary learning. Therefore, this study aimed to investigate the influence of social media on students’ English vocabulary mastery through a library research approach. This study employed a library research design by reviewing 22 relevant studies published between 2020 and 2026. The data were collected from journal articles accessed through Google Scholar and other academic databases. The selected studies were analyzed using qualitative content analysis by identifying recurring themes and synthesizing the findings. The results revealed that social media contributes positively to students’ English vocabulary mastery. Five major findings were identified. First, social media facilitates vocabulary acquisition by exposing students to authentic English-language content. Second, it improves students’ vocabulary mastery through engaging and contextualized learning experiences. Third, social media promotes autonomous vocabulary learning by encouraging self-directed learning strategies. Fourth, it increases students’ motivation and interest in learning English vocabulary through interactive and enjoyable content. Nevertheless, several challenges were identified, including distractions, exposure to informal language, misinformation, and concerns regarding content reliability. In conclusion, social media can serve as an effective supplementary learning tool for enhancing students’ English vocabulary mastery when used purposefully and critically.
Using Short Stories as a Teaching Strategy to Improve Student’s Reading Comprehension Melati Manurung; Sanggam Siahaan
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2187

Abstract

Reading comprehension is one of the most important skills in English language learning because it enables students to understand, interpret, and analyze information from written texts. However, many students still face difficulties in comprehending English texts due to limited vocabulary, low reading motivation, and ineffective learning strategies. Therefore, teachers need to implement appropriate teaching strategies to improve students’ reading comprehension. This study aims to investigate the use of short stories as a teaching strategy to improve students’ reading comprehension in English language learning. This research employed a library research method by analyzing and synthesizing findings from twenty-five previous studies published between 2021 and 2026. The selected studies were reviewed and categorized into five themes: reading comprehension improvement, reading motivation, vocabulary development, reading strategies, and students’ engagement in reading activities. The findings reveal that short stories significantly contribute to improving students’ reading comprehension by providing meaningful and contextualized language input. In addition, short stories increase students’ motivation to read, enrich vocabulary knowledge, facilitate the use of reading strategies, and encourage active participation during classroom learning activities. The analysis also indicates that students become more interested and engaged in reading lessons when short stories are used as instructional materials. Based on the findings, it can be concluded that short stories are an effective teaching strategy for improving students’ reading comprehension in English language learning. Therefore, English teachers are encouraged to integrate short stories into reading instruction to create more meaningful, enjoyable, and effective learning experiences.
The Influence of Reading Habit on Students’ Writing Skills among EFL Learners Edwina Letare; Sanggam Siahaan
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2188

Abstract

Reading habit is widely recognized as an important factor that contributes to students’ language development, particularly in improving writing skills among English as a Foreign Language (EFL) learners. This study aims to investigate the influence of reading habits on students’ writing skills through a review of previous studies. The study employed a library research design by analyzing findings from 25 relevant studies related to reading habits and writing skills in EFL contexts. The data were collected from academic journals, research articles, and scholarly publications and were analyzed qualitatively through identification, comparison, interpretation, and synthesis of the findings. The results reveal that reading habit has a positive influence on students’ writing skills. Students who engage in regular reading activities tend to demonstrate better writing ability, richer vocabulary knowledge, stronger idea development, improved understanding of grammatical structures, and better organization of written texts. The findings also indicate that reading provides learners with valuable language input and knowledge that support the writing process. Furthermore, students with strong reading habits generally show greater confidence and competence in expressing their ideas through writing. Although the reviewed studies focus on different aspects of writing development, they consistently emphasize the significant role of reading in enhancing writing performance among EFL learners. Therefore, it can be concluded that fostering regular reading habits is an effective strategy for improving students’ writing skills and supporting their overall English language proficiency. The findings of this study may serve as a reference for teachers, students, and researchers in promoting reading as a means of developing writing competence.
Integration of Artificial Intelligence and Chatbots in Indonesian Language Learning: Enhancing the Writing Skills of Upper Elementary School Students Fitri Andini; Nadila Putri Nassel; Afifah Rahmadani; Nuratna Fitri Hasanah; Annisya Azzahra; Atika Mawaddah; Putri Amalia Peza; Sintia Ayu Lestari; Dinia Putri Marsha; Putri Hana Pebriana
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2201

Abstract

The rapid development of digital technology, particularly Artificial Intelligence (AI), has brought significant changes to the field of education. One of the emerging innovations in learning is AI-powered chatbots, which provide interactive support to students throughout the learning process. This study aims to examine the integration of AI and chatbots in Indonesian language learning and their impact on improving the writing skills of upper elementary school students. The study employed a library research approach by analyzing relevant scholarly literature on the use of AI, educational chatbots, and writing instruction in elementary education. The findings indicate that AI and chatbot technologies can assist students in generating writing ideas, expanding vocabulary, improving grammar and spelling, and enhancing motivation to write. In addition, chatbots enable students to receive immediate and personalized feedback, making the learning process more effective and engaging. Nevertheless, the implementation of AI in education still requires teacher guidance to ensure that the technology is used wisely, critically, and in alignment with instructional objectives. Therefore, the integration of AI and chatbots has considerable potential as an innovative instructional approach to improving the writing skills of upper elementary school students in the digital era.
The Transformation of Aqidah Akhlak Learning Through Active Learning Strategies to Promote Meaningful Learning Muhammad Akhwanul Mukhlasin; Layla Mardliyah
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2206

Abstract

The transformation of Islamic education requires learning approaches that not only focus on knowledge acquisition but also support students in understanding, internalizing, and applying religious values in their daily lives. In Akidah Akhlak learning, a gap remains between students’ theoretical understanding of religious concepts and their ability to relate these values to real-life experiences. This study aims to analyze the transformation of Akidah Akhlak learning through active learning strategies in achieving meaningful learning. This research employed a qualitative approach with a descriptive design conducted at MTs Al-Hidayah Purwokerto. The research subjects consisted of an Akidah Akhlak teacher and eighth-grade students selected through purposive sampling. Data were collected through observation, semi-structured interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the implementation of active learning through group discussions, Problem Solving, Gallery Walk, and Market Place Activity transforms Akidah Akhlak learning from teacher-centered instruction into a more participatory, collaborative, and reflective process. Furthermore, these strategies contribute to the development of meaningful learning by enabling students to connect new knowledge with previous experiences, understand the relevance of Akidah Akhlak values, and reflect on their application in everyday life. This study highlights that active learning functions not merely as a strategy to increase student participation but as a transformative pedagogical approach for developing deeper understanding and value internalization in Islamic education.
Teachers' Professional Competence in Developing Islamic Religious Education and Character Education Learning Novan Fauzi Adzani; Nurfuadi Nurfuadi
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2207

Abstract

This study aims to describe and analyze teachers' professional competence in teaching Islamic Religious Education (IRE) at SMK Tujuh Lima 1 Purwokerto, with a particular focus on subject matter mastery, the selection and implementation of instructional methods, the utilization of learning media, and the conduct of learning assessment. The study employed a qualitative approach with a descriptive research design to gain an in-depth understanding of classroom teaching practices. Data were collected through direct classroom observations, interviews with Islamic Religious Education teachers and students, and documentation related to the instructional process. Data were analyzed through the stages of data reduction, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source and technique triangulation. The findings indicate that the teachers' professional competence in teaching Islamic Religious Education at SMK Tujuh Lima 1 Purwokerto has been implemented effectively. This is reflected in the teachers' ability to demonstrate comprehensive mastery of the subject matter, present content systematically and contextually, employ a variety of interactive instructional methods, and utilize learning media, including technology-based media, to enhance students' understanding. Furthermore, the teachers were able to conduct creative and educational assessments and manage the classroom effectively. Although several challenges were encountered, including differences in students' levels of understanding and occasionally less conducive classroom conditions, the teachers successfully addressed these challenges through adaptive instructional strategies and educational approaches, thereby ensuring that the learning process remained effective and meaningful.
The Influence of Creativity and Digital Literacy on Entrepreneurial Readiness Among Culinary Phase F Students at SMK Negeri 6 Padang Agustina Agustina; Widia Astuti; Detman Detman
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2212

Abstract

This study aims to determine how much: (1) the influence of creativity on the entrepreneurial readiness of Culinary Phase F Students at SMK Negeri 6 Padang (2) the influence of digital literacy on the entrepreneurial readiness of Culinary Phase F Students at SMK Negeri 6 Padang, (3) the influence of creativity and digital literacy on the entrepreneurial readiness of Culinary Phase F Students at SMK Negeri 6 Padang. This study was conducted at SMK Negeri 6 Padang, the method used in the study was a quantitative method with data collection techniques through distributing questionnaires to respondents. Respondents in this study were Culinary phase F students at SMK Negeri 6 Padang. The population in this study was 106 culinary students of phase F with a sample size of 84 students. Sampling in this study used proportional random sampling or random sampling. The data collection technique used a questionnaire then analyzed using multiple linear regression with the help of SPSS version 25 and the hypothesis was tested using the t test and F test. The results of this study indicate that (1) the influence of creativity has a positive and significant effect on the entrepreneurial readiness of culinary students of phase F at SMK Negeri 6 Padang with a t-value of 3.708 ˃ 1.980 with a significance level of 0.000 less than 0.05. (2) There is a positive and significant influence of digital literacy on entrepreneurial readiness with a t-value of 7.732 ˃ from 1.980 with a significance level of 0.020 <0.05. (3) There is a simultaneous influence of creativity and digital literacy on the entrepreneurial readiness of culinary students of F phase at SMK Negeri 6 Padang, with the obtained F count ˃ F table value of 149.874 ˃ 3.908 and significant at 0.000 < 0.05.
The Implementation of Bī’ah Lughawiyyah in Improving the Basic Arabic Speaking Skills of Students at Ar-Raudlatul Hasanah Islamic Boarding School: A Case Study of the First-Year Students' Dormitory Yudi Irawan; Harik Aziz Faisal; Muhammad Ridwan Hafiz Hulu
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2230

Abstract

This study aims to describe the implementation of bī’ah lughawiyyah (Arabic language environment) in improving the basic Arabic speaking proficiency of first-year students at Pondok Pesantren Ar-Raudlatul Hasanah. As the primary language of Islamic scholarship, Arabic is essential for students to master, particularly in the area of speaking skills (mahārah al-kalām). This study employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation conducted in the dormitory for newly enrolled students. The findings reveal that the bī’ah lughawiyyah was implemented through various language-based activities, including mufradāt (vocabulary enrichment), muḥādatsah (conversation practice), muḥāḍarah (speech practice), and the use of Arabic in daily communication. The implementation of these activities was found to positively influence students' language habituation and improve their Arabic speaking skills. However, several challenges were identified, including students' inconsistent use of Arabic, limited instructional time, and insufficient commitment among some supervisors and teachers to consistently maintain the Arabic-speaking environment. Supporting factors included the active involvement of teachers, a structured monitoring system, and the application of educational disciplinary measures. Therefore, establishing a conducive Arabic language environment is a key factor in the successful development of Arabic language learning, particularly in fostering communicative competence.
The Effects of ChatGPT Use and Self Regulated Learning on Students' Critical Thinking Skills: Evidence from the Faculty of Teacher Training and Education, Ekasakti University Ayu Oktaviani; Caterina Lo; Serli Diovani Teza
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2231

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed higher education, particularly through the use of ChatGPT as a learning support tool. However, the extent to which AI ChatGPT usage and self-directed learning influence students' critical thinking skills remains unclear. Therefore, this study aimed to examine the effects of AI ChatGPT usage and self-directed learning on the critical thinking skills of students at the Faculty of Teacher Training and Education, Universitas Ekasakti. This study employed a quantitative approach using a survey method. The population consisted of 277 students, with 164 respondents selected through non-probability sampling using purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using multiple linear regression with SPSS. The findings revealed that AI ChatGPT usage had a positive and significant effect on critical thinking skills (t = 2.086; p = 0.039 < 0.05), whereas self-directed learning had no significant effect (t = 1.381; p = 0.169 > 0.05). Simultaneously, AI ChatGPT usage and self-directed learning significantly influenced students' critical thinking skills (F = 3.244; p = 0.042 < 0.05). The coefficient of determination (R²) was 0.039, indicating that the independent variables explained 3.9% of the variance in critical thinking skills, while 96.1% was explained by other factors outside the scope of this study.
AN ANALYSIS OF STUDENTS’ SPEAKING SKILL IN STORYTELLING AT SECOND SEMESTER OF STIE-SAK ACADEMIC YEAR 2025/2026 Sukarta Kartawijaya wijaya; Jeke Jufitra; Al-Padli Al-Padli
The Future of Education Journal Vol 5 No 3 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i3.2233

Abstract

This research was done in order to get description about students’ skill in storytelling. The researcher would analyze and describe the students’ speaking skill of the second semester students at STIE-SAK academic year 2025/2026. This research was descriptive research, and the population in this research was all of the second semester students at TIE-SAK. There were some classes of second semester students at STIE-SAK which was homogeny and they were taught by the same lecturer so the researcher needed to choose the sample of the research by using cluster sampling. The instrument in this research was speaking test. Test was collected from the students’ performance of their speaking. They were asked to speak in English and they would tell story based on their experience in front of the class one by one, and the researcher would record it and then analyzed the test by using speaking scoring rubric to see the students’ ability in storytelling. Based on the finding of the research, the researcher gets conclusion that the students’ skill in storytelling of the second semester students at STIE-SAK academic year 2025/2026 was low. The data has proved that the students had low speaking ability. There were four students got A or it was about 14,28% of them got very good score. There were 7 students got B or (25%, 6 students got C, 3 students got D, and there were 8 students got E. It could be said the students at the second semester students at STIE-SAK had low speaking ability.

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