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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 926 Documents
 89   90   91   92   93 
Teacher Self-Efficacy and Teacher Attitudes Toward Separation Anxiety in Early Childhood Nur, Fatikhatun
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1206

Abstract

Separation anxiety experienced by young children, particularly when they begin school, has become an important concern because it can negatively affect the learning process and children’s overall development. This paper aims to examine the relationship between teacher self-efficacy and teacher attitudes toward separation anxiety in early childhood students. Using Albert Bandura’s social cognitive theory, self-efficacy is defined as an individual’s belief in their ability to handle situations and achieve positive outcomes. In the context of early childhood educators, self-efficacy refers to teachers’ beliefs in their capacity to influence young children’s learning and development. The findings indicate that teachers with high self-efficacy tend to demonstrate more positive and constructive attitudes in addressing students with separation anxiety, leading to positive developmental outcomes for children. Four factors influencing teacher self-efficacy mastery experiences, social modeling, social persuasion, and physical and emotional states are also discussed to understand how self-efficacy can be cultivated and strengthened. Positive teacher attitudes toward children with separation anxiety, including empathy, patience, affection, and consistent support, help children feel safe and comfortable when separating from their attachment figures in the school environment.
The Representation of Gender Inequality in the Novel Gadis Pantai and Its Relevance to Educational Practice Pramesthi, Erliesty Devi; Waningyun, Prissilia Prahesta
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1212

Abstract

This study analyzes the representation of gender injustice and the construction of the main character’s image in Pramoedya Ananta Toer’s Gadis Pantai through a feminist literary criticism approach and explores its relevance as a learning source in literary education. Using a descriptive qualitative method, the research examines narrative excerpts that reflect forms of gender oppression, including marginalization, subordination, stereotyping, psychological and sexual violence, objectification, and the denial of educational rights. Data were collected through document analysis, content review, and coding procedures, followed by content analysis to interpret the meanings embedded in the text. The findings indicate that the main character is positioned as a subordinated and silenced subject shaped by patriarchal norms and class hierarchy, while her physical, psychological, and social portrayals reveal the deep-rooted mechanisms of structural gender inequality. These findings have pedagogical significance: the novel can be used as a literary learning material to guide students in understanding gender awareness, empathy, and critical thinking about social injustice. By integrating feminist perspectives into literary learning, educators can encourage students to recognize discrimination portrayed in literature and relate it to real-world contexts, thereby strengthening character education and gender equality values.
Teachers’ Perspectives on Stimulation Strategies in Teaching Foreign Language to Young Learners: A Qualitative Study Wahyuni, Sry; Fitriyani, Fitriyani
The Future of Education Journal Vol 4 No 8 (2025): #2
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i8.1218

Abstract

This study aims to describe teachers’ perspectives on stimulation strategies in teaching foreign language to young learners. The research focuses on how teachers implement various forms of stimulation through media, teaching methods, individualized support, as well as children’s interests and experiences. A qualitative approach with a case study design was employed, involving early childhood education teachers as the primary participants. Data were collected through interviews and observations, and analyzed using thematic analysis. The findings reveal that teachers apply stimulation strategies through the use of visual and concrete media as mediational tools, varied methods and activities as forms of dynamic scaffolding, individual support to address children’s developmental needs, and the integration of children’s interests and experiences as the foundation of learning. The study concludes that teachers’ stimulation strategies are not merely technical actions, but pedagogical processes rooted in social interaction and gradual support.
The Use of Persuasive Pragmatics in Communicating Education Policies to Address Learning Loss Isnaeni, Isnaeni; Nurhayati, Nurhayati; Kurnianti, Adha; Nurrahmayani, Nurrahmayani
The Future of Education Journal Vol 4 No 9 (2025): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1222

Abstract

This study examines how Indonesia’s Minister of Primary and Secondary Education (Mendikdasmen), Abdul Mu’ti, employs persuasive pragmatic strategies when conveying education policies related to addressing learning loss after the Covid-19 pandemic. Through discourse analysis of his statements in press conferences and seminars on the implementation of deep learning, this research traces the forms of speech acts such as directives, representatives, and implicatures used to build support and influence how the public understands the policy. The findings show that Abdul Mu’ti underscores the seriousness of the learning-loss problem by referring to concrete data, including the decline in students’ cognitive abilities and the results of the 2022 Programme for International Student Assessment (PISA). Presenting these data serves to strengthen his arguments and enhance their persuasive force. In addition, his critique of surface-level learning practices generates an implicature that a shift in instructional approaches is an urgent necessity. His emphasis on the central role of teachers and assurances that the existing curriculum will not be replaced also function as strategies to reduce potential public resistance. This study demonstrates that Abdul Mu’ti’s use of language in policy communication plays a crucial role in framing deep learning as a solution for restoring the quality of national education.
Digitalization and AI as Drivers of Change in the Accounting Profession: Opportunities for Innovation and Ethical Issues Aprida, Aprida; Asmita , Deni Yuli; Lidia, Weni Okta; Nofryanti , Nofryanti
The Future of Education Journal Vol 4 No 9 (2025): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1224

Abstract

The development of artificial intelligence (AI) technology has brought significant changes to the accounting field, particularly in improving the efficiency, accuracy, and innovation of financial services. The application of AI enables the automation of routine tasks, supports in-depth data analysis, and strengthens strategic decision-making processes. However, the integration of this technology also raises ethical challenges such as data privacy issues, algorithm transparency, and the risk of bias and job losses. This study uses a literature review approach to examine the impact of AI on the accounting profession, including the opportunities and challenges faced. The results indicate that the successful implementation of AI requires enhanced professional competency, the development of ethical and regulatory standards, and cross-stakeholder collaboration to ensure the responsible use of technology. With the right approach, AI can strengthen the position of accountants as strategic partners and drive sustainable growth in the business world.
Navigating Early Childhood Challenges: Teachers’ Approaches to Managing Behavioral, Emotional, and Developmental Differences in Young Learners Wahyuni, Sry
The Future of Education Journal Vol 4 No 9 (2025): IN PROGRESS
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1225

Abstract

Early childhood education represents a fundamental stage in shaping children’s cognitive, social, emotional, and language development. Then, this study aims to identify and analyze the challenges experienced by early childhood teachers in the learning process, particularly in foreign language instruction, as well as the strategies used to address these challenges. A qualitative approach was employed, using in-depth interviews with five early childhood teachers from five different schools in Makassar. The data were analyzed through a process of data reduction, data display, and conclusion drawing to gain their experiences, perceptions, and strategies in early childhood education. The findings reveal five major challenges in teaching practice: (1) difficulties in maintaining children’s focus and attention; (2) diverse abilities and characteristics among children; (3) the presence of children with special needs and the challenges related to supporting them; (4) difficulties in establishing emotional closeness; and (5) variations in children’s moods and learning readiness. Teachers addressed these challenges by implementing engaging activities, adapting learning materials, providing additional time for children with special needs, fostering warm interactions, and allowing children to calm themselves before rejoining learning activities. These findings are expected to offer important implications for the development of early childhood teacher training programs, particularly those focusing on behavior management, emotional support, and differentiated instruction.

Page 93 of 93 | Total Record : 926

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