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EDUCATUM: Scientific Journal of Education
Published by Four Son Scholarship
ISSN : 29861667     EISSN : 29861667     DOI : https://doi.org/10.59165/educatum.v1i2.19
Core Subject : Education,
Education Other
EDUCATUM: Scientific Journal of Education with ISSN 2986-1667 published by Four Son Scholarship is a journal that publishes Focus & Scope research articles, which include Learning and teaching; curriculum development; teacher education; educational technology; educational development; Contains the results of publications or thoughts in the field of education carried out by researchers, teachers and education practitioners. EDUCATUM: Scientific Journal of Education, is already a registered member of Crossreff and already has a unique DOI number. This journal is published by the Four Son Scholarship, which is published three times a year (February, June, September)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 34 Documents
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THE ESSENCE OF ISLAMIC EDUCATION: ONTOLOGY, AXIOLOGY, AND EPISTEMOLOGY Okky, Okky Ria vinola; Zaidah, Nur; Mukarromah, Wahdatul Rike Uyunul; Assefa, Yalelam
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.139

Abstract

This research aims to examine the essence of Islamic education through a philosophical approach that includes aspects of ontology, epistemology, and Axiology. In the ontological aspect, the research explores the nature of Islamic education as the process of forming kamil human beings based on human relations with God and the purpose of creation. Epistemological aspects examine the sources, methods, and validity of knowledge in Islamic education, especially the integration of Revelation and reason in the development of educational science. While the axiological aspect highlights the moral and ethical values that are the basis for the formation of the character of students in Islamic education. The research method uses a qualitative approach with literature studies and philosophical analysis of the main literature such as the Qur'an, Hadith, and works of Islamic educational philosophy. The results showed that Islamic education is not only the transfer of knowledge, but also the formation of integral spiritual and moral values, resulting in Noble and civilized individuals. These findings provide a strong conceptual basis for the development of a holistic Islamic educational practice and oriented to the formation of character and the development of full human potential.
ENHANCING STUDENTS' CRITICAL THINKING CAPABILITIES IN IPAS GRADE V PRIMARY SCHOOL THROUGH CULTURALLY RESPONSIVE TEACHING Hartini, Ayu
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.165

Abstract

The purpose of this study was to determine the improvement in students' critical thinking skills through the Culturally Responsive Teaching (CRT) approach in Grade V Science and Mathematics subjects at elementary school. The research method used was classroom action research. The subjects of this study were 10 Grade V students at SDN 1 Kudu Kertosono Nganjuk. The data analysis process in this study was guided by the steps of qualitative research data analysis. These analysis steps consisted of three concurrent activities, namely: (1) data reduction, (2) data presentation, and (3) conclusion drawing.The results of this study indicate that after implementing the Culturally Responsive Teaching (CRT) approach to improve students' critical thinking skills, there was an increase in learning outcomes and student activity, as observed. This can be seen from the observation results, which show that student activity in cycle I was 66%, while in cycle II it was 82.87%. Thus, it means that in cycle II, students' critical thinking skills had increased compared to cycle I. This was also proven by the students' learning outcomes in the pre-intervention test, cycle I and cycle II. The success rate score showed an upward trend, increasing from 70 in the pre-action, to 79 in cycle I, and further increasing to 90.5 in cycle II. Thus, the Culturally Responsive Teaching (CRT) approach can improve students' critical thinking skills.
THE IMPLEMENTATION OF DIFFERENTIATED LEARNING TO DEVELOP COLLABORATION SKILLS AMONG FOURTH GRADE STUDENTS AT ELEMENTARY SCHOOL BERBEK NGANJUK IN SOCIAL STUDIES Wahida, Siska Nur; Siswanto, M. Bambang Edi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.168

Abstract

This study aims to gain a deeper understanding of the application of differentiated learning and its impact on the development of students' collaborative skills. The research method used is qualitative and a descriptive approach. The research subjects or informants were all fourth-grade students of Elementary School (SDN) Berbek Nganjuk. Research data were obtained through observation, interviews, and documentation. The results of the study indicate that the application of differentiated learning in social studies as an effort to develop the collaborative skills of fourth-grade students of SDN Berbek has a role in developing students' collaborative skills. Supported by research results that show developments from the first meeting to the second meeting. It was found that more than half of the number of students fell into the collaborative category, then less than half of the number of students fell into the very collaborative category, and a small number of students fell into the fairly collaborative category. The most visible development was when improvements in interaction and collaboration between students during learning illustrated that the application of differentiated learning had a direct positive impact on the development of their social skills as well
TEACHER BURNOUT IN THE DIGITAL TRANSITION: IMPLICATIONS FOR LEARNING QUALITY Dhayinta, Shellya Tanaya; Nasir, Mohammad; Zulfaida, Arini
EDUCATUM: Scientific Journal of Education Vol. 3 No. 1 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i1.171

Abstract

Digital transformation in the world of Education has accelerated the change in the teaching-learning paradigm, especially after the COVID-19 pandemic. Teachers now not only act as teachers but also as digital facilitators who must master various technology platforms and online learning media. However, this transition brings challenges in the form of burnout experienced by teachers, mainly due to the imbalance between high job demands and limited resources. This study aims to understand the experience of teacher burnout in the digital transition period, the factors that cause it, and its implications for the quality of learning. Using a qualitative approach with phenomenological design, this study involved 15 teachers from secondary schools who actively implemented online and hybrid learning. The main findings suggest that emotional burnout, which is the first dimension of burnout, causes teachers to feel depressed and demotivated. This fatigue then leads to depersonalization, in which the teacher feels separated from the students and focuses more on administrative tasks than on building personal relationships. The main contributing factors to this burnout are technological demands, the digital administrative burden, as well as the lack of adequate technical support and training. The impact of burnout affects the decline in teaching motivation, the quality of teacher-student interaction, and creativity in learning. The study suggests that educational institutions should provide better technical support, continuous digital training, as well as policies to reduce the administrative burden for teachers so that the quality of learning can be maintained in the digital age

Page 4 of 4 | Total Record : 34

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