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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
 149   150   151   152   153 
The Dynamics of Self-Esteem among Emerging Adults Experiencing Recurrent Parental Conflict: A Collective Case Study Elsa Rahmadhea Prihastika; Rizka Lailatul Fitriyah; Fatimah Azzakiyah; Rahma Intan Nuraini
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.v5i2.2058

Abstract

This study aims to understand the dynamics of self-esteem among young adult female university students (aged 20–25 years) who have experienced recurrent parental conflict within intact families. Employing a qualitative approach with a collective case study design, data were collected through in-depth interviews with three participants selected using purposive sampling based on predetermined criteria and maximum variation, representing low, moderate, and high levels of self-esteem. The data were analyzed using thematic analysis. The findings revealed three distinct patterns. Participant 1 (low self-esteem) exhibited deeply rooted negative self-beliefs, perceived herself as unworthy and unloved, blamed herself for her parents' conflicts, and lacked a supportive social network. Participant 2 (moderate self-esteem) demonstrated fluctuating self-esteem that depended on situational factors and external validation, requiring support from significant others during periods of distress. Participant 3 (high self-esteem) displayed stable and resilient self-esteem, characterized by strong self-differentiation and an internal locus of control, viewed failures as opportunities for learning, and did not rely on external recognition for self-worth. The study concludes that the dynamics of self-esteem vary according to the quality of the parent–child relationship, social support, coping mechanisms, emotion regulation, self-differentiation, and locus of control. Individuals raised in similar family environments may develop different levels of self-esteem, highlighting the importance of interventions that strengthen internal validation and emotional resilience.
Analysis of Emotional Representation through Characters in the Inside Out 2 Movie Poster Using Charles Peirce’s Semiotic Approach Dessy Fitriani; Novi Rahmawati; Rafli Al-Qadar; Aliyah Aliyah
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.v5i2.2060

Abstract

Film posters serve as crucial visual communication media capable of conveying complex emotional messages through visual elements. This research aims to analyze the visual representation of emotions in the Inside Out 2 movie poster, focusing specifically on the newly introduced secondary emotions such as Anxiety, Ennui, Embarrassment, and Envy, which portray the psychological transition of adolescence. Utilizing Charles Sanders Peirce's semiotic approach, this study employs a descriptive qualitative method to categorize visual elements into icons, indexes, and symbols. The findings reveal that the anthropomorphism of these abstract emotions is accurately represented through specific anatomical disproportions (icons), gestures and attributes indicating psychological states (indexes), and deliberate color palettes conveying social conventions and emotional warnings (symbols). Furthermore, the vertical hierarchical layout visually simulates the disruption and dominance of secondary emotions over primary emotions within the teenage mind's control center. The visual structure effectively translates internal psychological conflicts into a communicative two-dimensional medium. This study provides a profound understanding of how visual design elements in animation posters function beyond aesthetics, acting as complex sign systems that communicate psychological dynamics to the audience.
Early Childhood Teachers' Perceptions of the Importance of Understanding Neuroscience Shinta Aprilia; Nelly Marhayati; Bakhrul Ulum
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.v5i2.2064

Abstract

This study aims to explore early childhood education (ECE) teachers’ perceptions regarding the importance of understanding neuroscience. The study employs a qualitative descriptive approach using a survey method. Data were collected through Google Forms questionnaires distributed via WhatsApp to 20 ECE teachers in Bengkulu City. The findings show that most teachers understand the basic concept of neuroscience and the importance of stimulating early brain development. A total of 15 teachers demonstrated adequate understanding of neuroscience in early childhood education, while a smaller number still lack sufficient understanding. These results indicate the need to enhance teachers’ knowledge of neuroscience through continuous professional development.
An Analysis of PT Bank OCBC NISP Tbk’s Strategic Responses to Challenges in Indonesia’s Banking Industry Febrian Aldi Prasetyo; Nella Manda Maryana; Lutfi Fadilah; Harti Budi Yanti
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.v5i2.2065

Abstract

This research uses descriptive qualitative analysis methods to identify the strategy of PT Bank OCBC NISP Tbk (rebranded as OCBC Indonesia in November 2023) in facing challenges in the Indonesian banking industry. By using analysis based on the Triple Bottom Line (TBL) approach and the Dynamic Capabilities Framework (DCF), this research explores the steps taken by OCBC Indonesia to maintain its position amidst intense competition, both from conventional and digital banks. The research results show that OCBC Indonesia faces various challenges, such as competition from fintech, regulatory changes, and demands to integrate sustainability principles (ESG). In responding to these challenges, OCBC Indonesia strengthens its Sensing and Seizing Capabilities under the DCF through the development of digital services such as the ONe Mobile application and investment in innovative technologies such as big data and AI-powered risk management systems, while simultaneously expanding sustainability-based products such as green loans as a concrete manifestation of the Environmental pillar within the Triple Bottom Line framework. This strategy allows OCBC Indonesia to increase operational efficiency, attract the interest of investors who care about sustainability, and meet the needs of customers who are increasingly environmentally conscious.
ICT Based Instructional Design for Inquiry Based Learning and Project Based Learning Khaerotun Nisa Nisaaaaa; Syifa Amelia Permata; Syifa Ulfiyana Ramadhanti; Riris Eka Setiani
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.v5i2.2067

Abstract

The rapid development of Information and Communication Technology (ICT) has brought significant changes to education, particularly in designing innovative, student-centered learning. This article aims to examine the concept of ICT-based instructional design and its integration with Inquiry Learning and Project-Based Learning (PjBL) in Islamic Religious Education (PAI). The study employed a library research approach by reviewing literature retrieved from Google Scholar, Garuda, and SINTA databases using the keywords ICT-based instructional design, Inquiry Learning, Project-Based Learning, and Islamic Religious Education, with publications limited to the past ten years. The data were analyzed thematically following the Miles and Huberman framework, including data reduction, data display, and conclusion drawing. The findings indicate that these three components are integrated into a coherent instructional design framework. ICT initially functions as a medium for inquiry by enabling students to explore Islamic texts, examine Islamic history, and analyze digital Islamic resources. The outcomes of the inquiry process then serve as the foundation for developing digital religious products within the Project-Based Learning framework, such as infographics on Islamic moral values, videos of community-based religious projects, and multimedia presentations on Islamic Religious Education topics. Thus, ICT serves not merely as a supporting tool but as a bridge connecting critical thinking fostered through inquiry with creative project-based activities, making Islamic Religious Education more interactive, meaningful, and relevant to the demands of twenty-first-century learning.  
The Effect of the School Literacy Movement on the Reading Interest and Reading Motivation of Second-Grade Elementary School Students Yayang Mai Zura; Siti Quratul Ain
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.v5i2.2068

Abstract

This study aims to examine the effect of the School Literacy Movement (SLM) on the reading interest and reading motivation of second-grade students at SDN 115 Pekanbaru. The research employed a quantitative approach using an ex post facto design. The study population consisted of all 110 second-grade students at SDN 115 Pekanbaru. A sample of 27 students was selected through purposive sampling, with Class IIC chosen as the research subject because it exhibited relatively low levels of reading interest and reading motivation. Data were collected using a questionnaire that had been tested for content validity, construct validity, and reliability. Prior to hypothesis testing, prerequisite analyses, including normality and linearity tests, were conducted. The hypotheses were tested using simple linear regression analysis. The results revealed that the School Literacy Movement had a positive and significant effect on students' reading interest, with a significance value of 0.048 (< 0.05) and a coefficient of determination (R²) of 0.147, indicating that the program accounted for 14.7% of the variance in reading interest. Furthermore, the School Literacy Movement also had a positive and significant effect on students' reading motivation, with a significance value of 0.002 (< 0.05) and an R² value of 0.330, indicating that it explained 33.0% of the variance in reading motivation. These findings demonstrate that the implementation of the School Literacy Movement contributes to improving students' reading interest and motivation. Therefore, the School Literacy Movement can serve as an effective strategy for fostering a reading culture and enhancing literacy outcomes among elementary school students.
The Historical Development of Islamic Education in Indonesia: Intersections of Culture and Politics Suheri Suheri; Bedjo Sujanto
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.v5i2.2070

Abstract

Islamic education in Indonesia has a long history that is inseparable from the dynamics of culture and politics. Since the introduction of Islam to the Indonesian archipelago in the thirteenth century, educational institutions such as pesantren, surau, and madrasah have developed as centers for the transmission of Islamic knowledge and the formation of social and cultural identity. Islamic education has served not only as a medium for religious propagation (da'wah) but also as a cultural institution that has adapted to local traditions. At the same time, it has been shaped by political forces, including colonial rule, state policies, and changing power structures. During the Dutch colonial period, Islamic education was subject to restrictions because it was perceived as a potential political threat. Following Indonesia's independence, Islamic education was incorporated into the national education system, although it remained under state regulation. The Reform Era subsequently created greater opportunities for the development of Islamic education, enabling it to function both as a means of religious outreach and as an instrument influencing public policy. The interplay between cultural and political forces has made Islamic education in Indonesia distinctive, as it serves not only as a vehicle for learning but also as a space for negotiating identity, power, and culture. This study aims to analyze the historical development of Islamic education in Indonesia from cultural and political perspectives and to discuss its implications for contemporary Islamic education policy.
The education Technology Enhanced and AI Powered Instructional Design for Islamic Education Zidni Nafiatul Rizqi; Ishmatunisa Syarif; Restu Restu; Riris Eka Setiani
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.v5i2.2073

Abstract

The rapid advancement of Information and Communication Technology (ICT) has significantly influenced the field of education, particularly in the design of instructional practices in the digital era. These technological developments have shifted the learning paradigm from teacher-centered learning to student-centered learning through the integration of interactive, flexible, and innovative digital technologies. In this context, ICT-based instructional design has become an essential approach to promoting more effective learning experiences that accommodate students' diverse needs. The integration of digital technology in education extends beyond serving as a medium for content delivery; it also enhances the quality of learning through interactive multimedia, digital platforms, Learning Management Systems (LMSs), and various technology-based educational applications. Furthermore, technological innovation has introduced the concept of technology-enhanced learning, which emphasizes the use of digital media to enrich students' learning experiences. At the same time, the emergence of Artificial Intelligence (AI) has given rise to AI-powered learning, enabling more effective, personalized, and innovative instructional practices tailored to learners' individual needs.
Aliran-aliran Filsafat Pendidika Schools of Thought in Islamic Philosophy of Education and Their Implications for Contemporary Education Fatma Azzahra; M Faza Zahiduzaka; Mohammad Rohman Rifai; Ahmad Sulthon
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.v5i2.2075

Abstract

This article examines the streams of Islamic educational philosophy and their relevance to contemporary Islamic education. The study is motivated by the tendency of Islamic education practices to focus on administrative curriculum and instructional routines without adequate philosophical awareness. Using library research with descriptive-analytical content analysis, this article reviews classical and contemporary sources on Islamic educational philosophy, especially the typology of religious-conservative, religious-rational, pragmatic-instrumental, and integrative-tawhidic streams. The findings show that each stream contributes a distinct orientation: moral-spiritual formation, rational and scientific development, social usefulness and life skills, and the integration of knowledge through tawhid and adab. The article argues that these streams should not be treated as mutually exclusive categories, but as complementary perspectives for reconstructing Islamic education. The proposed synthesis emphasizes the unity of faith, knowledge, character, critical reasoning, and social responsibility. This study contributes a conceptual map, an algorithmic model, and practical implications for curriculum design, teaching methods, teacher roles, and evaluation in Islamic education.
Validation of a Discovery Learning Based Instructional Module for Grade X Vocational High School Students Juhentriana Samaloisa; Refnywidialistuti Refnywidialistuti; Yuliani Fitri
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.v5i2.2078

Abstract

This study aims to develop and validate a Discovery Learning-based learning module for Phase E students at SMK Negeri 2 Padang. The developed module is designed to improve students' self-directed thinking skills and conceptual understanding through a process of independent discovery. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. Module validation was conducted by two validators. The validation results showed that the developed module obtained an average score of 0.9 from material experts with a "Very High" category and 0.73 from language experts with a "Very High" category. Thus, the developed Discovery Learning-based learning module is suitable for use in the learning process at SMK Negeri 2 Padang.

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