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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 1,661 Documents
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The Synergy between Teachers and Schools in Strengthening Inclusive Education Services in Elementary Schools in Kutai Kartanegara Regency Yunita Purna Antari; Ferawati Vajrin; Choiriyah Widyasari
The Future of Education Journal Vol 5 No 2 (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.v5i2.1951

Abstract

Inclusive education remains an important issue in ensuring equal learning opportunities for students with special needs in regular schools. This study aims to describe the implementation of inclusive education, focusing on the role of teachers, institutional support, and the supporting and inhibiting factors affecting inclusive services. This research employed a qualitative approach using interviews, observation, and documentation as data collection techniques. The findings show that teachers play a central role as planners, facilitators, mentors, motivators, social mediators, and evaluators in supporting students with special needs. Teachers adapt learning by simplifying instructions, reducing task complexity, providing additional time, using concrete and visual media, and giving individual assistance when needed. Institutional support is reflected in school policies that accept students with special needs, provide flexibility in learning, encourage teacher coordination, and maintain communication with parents. The study also found several supporting factors, including the principal’s commitment, teachers’ positive attitudes, peer acceptance, parental involvement, and flexible learning practices. However, inclusive education still faces obstacles such as limited teacher competence in special education, the lack of special assistant teachers, limited adaptive facilities, large class sizes, and unsystematic assessment and documentation of student progress. Therefore, inclusive education requires stronger collaboration, professional development, adaptive facilities, and systematic school-based support to ensure meaningful learning for all students.
The Integration of Audiobooks and Read-Aloud Strategies as an Innovation in Indonesian Language Learning to Enhance the Listening and Speaking Skills of First-Grade Elementary School Students Mawarni Sianipar; Wigati Yektiningtyas; Onny Mentang Lumintang; Budi Rahayu
The Future of Education Journal Vol 5 No 2 (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.v5i2.1952

Abstract

Listening and speaking skills are fundamental language competencies that must be developed in the early years of elementary education because they serve as the foundation for literacy development and effective communication. However, many first-grade students experience difficulties in understanding oral information and expressing ideas verbally during classroom learning. This study aimed to examine the effect of integrating audio books and the read-aloud method on the listening and speaking skills of first-grade elementary school students. The study employed a quantitative approach using a quasi-experimental design with a pretest-posttest control group design. The participants consisted of 60 first-grade students from SD Negeri 3 Mimika Baru, Indonesia, divided into an experimental group (30 students) and a control group (30 students). Data were collected through listening comprehension tests and speaking performance assessment rubrics. The data were analyzed using descriptive statistics, normalized gain (N-Gain), and Independent Samples t-test. The results revealed that students in the experimental group demonstrated significantly higher improvements in both listening and speaking skills compared to those in the control group. The experimental group achieved an N-Gain of 0.61 for listening skills and 0.60 for speaking skills, while the control group obtained an N-Gain of only 0.24 for both variables. Furthermore, the t-test results showed significant differences between the two groups in listening skills (t = 8.72, p < 0.05) and speaking skills (t = 8.49, p < 0.05). These findings indicate that the integration of audio books and the read-aloud method is effective in enhancing elementary students’ listening and speaking abilities and can serve as an innovative instructional strategy in language learning.
The Effect of the GASING Method Supported by Siri Local Media on Elementary School Students’ Mathematics Learning Motivation Wisye Souhoka; Wigati Yektiningtyas; Ronaldo Kho; Okky Riswandha Imawan
The Future of Education Journal Vol 5 No 2 (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.v5i2.1953

Abstract

Mathematics learning in elementary schools continues to face challenges, particularly regarding students' low learning motivation, which often affects their participation and academic achievement. This study aimed to analyze the effect of the GASING (Easy, Fun, and Enjoyable) method assisted by Siri local media on the mathematics learning motivation of fourth-grade students at SD YPK Alfa Omega Waisai, Raja Ampat. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 60 fourth-grade students divided into an experimental group (30 students) and a control group (30 students). Data were collected through a mathematics learning motivation questionnaire and analyzed using descriptive statistics, normality and homogeneity tests, and an Independent Sample t-Test. The findings revealed that the experimental group experienced a substantial increase in learning motivation, with the mean score rising from 67.13 to 82.47, while the control group increased from 66.87 to 71.23. The results of the hypothesis test showed a t-value of 4.872 and a significance value of 0.000 (p < 0.05), indicating a statistically significant difference between the two groups. These findings demonstrate that the implementation of the GASING method supported by Siri local media effectively enhances students’ mathematics learning motivation. The integration of an interactive learning approach with culturally relevant local media creates a more engaging, contextual, and meaningful learning experience for elementary school students. Therefore, the GASING method assisted by Siri local media can be considered an effective alternative for improving mathematics learning motivation in elementary education.
The Implementation of Malay Customary Law in the Kinship and Inheritance System in Jambi Fatonah Fatonah; Denny Defrianti; Abelya Niken Dwi Oktafia; Muhammad Haekal Nugroho; Joni Paro N
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1957

Abstract

This study aims to analyze the implementation of Malay customary law in kinship and inheritance systems in Jambi. Malay customary law constitutes a normative system that has evolved across generations, embodying cultural, moral, and religious values that govern family relationships and the distribution of inheritance. This research employs a qualitative-descriptive approach through library research, collecting data from scholarly books, scientific journals, and relevant legislation. The findings indicate that the kinship system of the Malay community in Jambi is bilateral in nature, recognizing lineage from both paternal and maternal lines on an equal basis. In inheritance practices, Malay customary law emphasizes substantive justice and musyawarah mufakat (deliberative consensus), strongly influenced by Islamic teachings through the principle of adat bersendi syarak, syarak bersendi Kitabullah (custom is rooted in Islamic law, Islamic law is rooted in the Quran). Despite facing pressures from modernization, urbanization, and the dominance of national law, Malay customary law remains relevant as a guideline for resolving family disputes and maintaining social harmony. Preservation efforts through cultural education, strengthening customary institutions, and integration with national law are deemed crucial to sustaining the existence of customary law in the modern era.
A Case Study of the Psychological Impact of Early Marriage on Women Selfia Fitriani; Tarisatul Ilmi; Kailla Yuka Febrianti; Yona Viola Adelia
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1958

Abstract

Early marriage resulting from premarital pregnancy often places young women in a psychologically vulnerable position from the outset, particularly by fostering maladaptive patterns of thinking. Such conditions substantially influence how individuals make important decisions in their intimate relationships, including the decision to seek divorce. This study aims to analyze the cognitive dynamics underlying divorce decision-making among young women who experienced marital infidelity following early marriage. The study employed a qualitative case study design using a phenomenological approach. Data were collected through semi-structured in-depth interviews with three female participants: N (19 years old), R (21 years old), and A (20 years old), all of whom were single mothers at the time of the study. Data were analyzed using Aaron Beck's Cognitive Behavioral Therapy (CBT) framework, encompassing automatic thoughts, core beliefs and maladaptive schemas, cognitive distortions, behavioral patterns, and coping strategies. The findings revealed that all three participants shared three dominant maladaptive schemas: feelings of worthlessness, dependence on social approval, and self-punishment, all of which originated from the stigma associated with premarital pregnancy. These schemas were reinforced by cognitive distortions, including catastrophizing, personalization, negative labeling, and should statements, which collectively contributed to their prolonged persistence in unhealthy marriages. Divorce was ultimately pursued only after repeated incidents of marital infidelity provided sufficient external evidence to challenge these deeply rooted cognitive barriers. These findings suggest that CBT-based psychological interventions are essential for young women with similar backgrounds to help them identify and modify maladaptive core beliefs at an earlier stage, thereby promoting healthier relationship decisions.
Exploring Emotion Regulation Strategies among Jakarta High School Students: A Qualitative Study of Cognitive Reappraisal and Expressive Suppression Dustin Liu; Sean Natanael Wattimena; Chyarashalom Abigail P; Meiske Y. Suparman
The Future of Education Journal Vol 5 No 2 (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.v5i2.1959

Abstract

Adolescence is a developmental period characterized by emotional instability, academic pressure, social challenges, and identity exploration. Difficulties in regulating emotions may negatively affect adolescents’ psychological well-being, interpersonal relationships, and daily functioning. This study aims to explore adolescents’ emotional experiences and emotion regulation strategies through Focus Group Discussion (FGD). The study employed a qualitative research design using thematic analysis. Participants consisted of high school students aged 17–18 years selected using purposive sampling. Data were collected through semi-structured FGDs based on Gross’s emotion regulation theory, particularly cognitive reappraisal and expressive suppression. The findings revealed that adolescents experience various emotional challenges related to academic stress, family relationships, peer interactions, and concerns about the future. The dominant emotion regulation strategy identified was expressive suppression, where adolescents tended to hide or suppress emotions due to fear of judgment and conflict avoidance. However, several participants also demonstrated cognitive reappraisal strategies by reinterpreting negative situations positively and viewing problems as opportunities for self-growth. The study also found that social support from family, friends, and schools plays an important role in helping adolescents regulate emotions more adaptively. These findings highlight the importance of emotional education programs and supportive environments to improve adolescents’ emotional well-being.
The Role of School Counselors in Integrating Character Education to Develop the National Graduate Profile in Junior High Schools Naaria Natasha Mae Johar Irawan; Meiske Yunithree Suparman; Maqdalene Jean Marwin; Josette Eclesiana Elize
The Future of Education Journal Vol 5 No 2 (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.v5i2.1960

Abstract

This study aims to examine the strategic role of guidance and counseling (BK) teachers in integrating character education to make the National Graduate Profile at the Junior High School (SMP) level, that are aligned with the eight dimensions of Graduate Competency Standards (SKL) under Permendikdasmen Number 10, of 2025. Using a qualitative, descriptive approach, data were collected through semi-structured interviews with three BK teachers from two different junior high schools. The collected data were processed and analyzed using NVivo software. The findings reveal that BK teachers serve multifaceted roles as guides, facilitators, and mentors by transforming negative stigma, utilizing real-case handlings as moral reflection moments, and providing a safe space for students. However in the digital era, there are many obstacles to the implementation, such as student reliance on gadgets that cause instant mentality and lack of self-control, parents and students distant relation and permissive parenting styles, structural limitations like unequal teacher to student ratios, and lack of standardized character evaluation tools. As a result, character internalizations today are still episodic. In order to methodically reach the desired National Graduate Profile, this study emphasizes the requirement for programmatic restructuring, including clear defined job boundaries, official BK hour allocations, interactive module developments, and improved parent-school interactions.
The Use of Augmented Reality as an Interactive Learning Tool to Address Students’ Learning Difficulties Nina Fadilah; Sisi Rosida; Yahya Maulana
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1961

Abstract

Applied mathematics learning continues to face significant challenges because many mathematical concepts are abstract, symbolic, and require strong visualization skills. The urgency of this issue is reinforced by the 2022 PISA results, which indicate that only 18% of Indonesian students achieved the minimum proficiency level in mathematics, far below the OECD average of 69%. This condition highlights the need for innovative learning approaches capable of connecting mathematical concepts with more concrete, interactive, and contextual learning experiences. This article aims to describe innovations in applied mathematics learning through the utilization of Augmented Reality (AR) technology. Augmented Reality enables students to observe mathematical objects in three-dimensional visual forms, explore concepts directly, and connect abstract representations with real-world phenomena. Numerous studies have demonstrated that the use of Augmented Reality in mathematics education can improve conceptual understanding by approximately 25.6%, while classroom action research employing AR-assisted instruction has reported an increase in average student achievement scores from 44.57 to 87.35. These findings indicate that AR possesses significant pedagogical potential in supporting more active, visual, and meaningful mathematics learning experiences. Therefore, the integration of Augmented Reality into applied mathematics learning can serve as an innovative alternative for improving instructional quality, strengthening conceptual understanding, and fostering students’ critical thinking skills. This innovation is also highly relevant to the demands of 21st-century education, which emphasize technological literacy, problem-solving abilities, and higher-order thinking skills.
A Needs Analysis of Nursing Students’ English Proficiency, Learning Goals, and Content Preferences in English for Nursing Courses May Lorenna
The Future of Education Journal Vol 5 No 2 (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.v5i2.1962

Abstract

Needs analysis plays a crucial role in designing effective English for Specific Purposes (ESP) courses, particularly in nursing education, where language skills are essential for professional communication. This study aimed to analyze nursing students’ English proficiency, learning goals, and content preferences to provide insights for the development of English for Nursing courses. Employing a descriptive quantitative design, data were collected through a questionnaire administered to 33 nursing students of the sixth semester at Poltekkes Kemenkes Semarang. The findings revealed that most students were interested in learning English and perceived it as important for their future careers. In terms of English proficiency, reading was identified as the strongest skill, while speaking was the weakest. The primary goals for learning English were to support future careers, communicate with foreigners, and understand academic texts and journal articles. Regarding content preferences, students considered nursing-related topics such as patient admission, patient education, standard operating procedures, checking vital signs, and reporting health problems as highly important. These findings suggest that English for Nursing courses should place greater emphasis on developing speaking skills and integrating authentic nursing-related materials that reflect real clinical situations. The study highlights the importance of conducting needs analysis to ensure that English instruction is relevant to students’ academic and professional needs.
Validation of the Personal Resources Construct among Women Academics Using Covariance-Based Structural Equation Modeling (CB-SEM) Verica Sofie; Herdian Herdian; Retno Dwiyanti
The Future of Education Journal Vol 5 No 2 (2026): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1963

Abstract

Personal resources are psychological capacities that enable individuals to cope effectively with work-related demands and multiple role responsibilities. This study aimed to evaluate the construct validity and reliability of a personal resources instrument developed for female academics using Confirmatory Factor Analysis (CFA) within a Covariance-Based Structural Equation Modeling (CB-SEM) framework. A total of 128 female academics participated in the study. The initial instrument consisted of 20 items representing four dimensions, namely self-efficacy, optimism, resilience, and personal control. Content validity was assessed using Aiken’s V, while construct validity was evaluated through SmartPLS 4. The results indicated that all items achieved acceptable content validity, with Aiken’s V values ranging from 0.75 to 1.00. Initial CFA results revealed inadequate model fit, resulting in the elimination of indicators with low factor loadings. The final model consisted of three dimensions—self-efficacy, optimism, and resilience—with nine retained indicators. The revised model demonstrated acceptable fit indices (χ²/df = 2.284; SRMR = 0.049; GFI = 0.918; TLI = 0.903; CFI = 0.935), and all indicators showed factor loadings above 0.50. Construct reliability was satisfactory, while convergent validity was supported for optimism and resilience and remained marginal for self-efficacy. Overall, the findings suggest that the instrument possesses an adequate factor structure and can be used to assess personal resources among female academics.

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