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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 50 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
QUALITATIVE APPROACH IN INNOVATIVE LEARNING MODEL DEVELOPMENT: GROUNDED THEORY STUDY ON TEACHER PRACTICES Zulfaida, Arini; Puspitasari, Ira
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.v3i1.176

Abstract

Learning innovation is an important prerequisite for improving the quality of learning processes and outcomes in the 21st century education era. However, various studies show that innovations adopted mechanically from training or policies often fail because they are not connected to the real experiences of teachers. This study aims to develop a conceptual model of experience-based pedagogical innovation through a qualitative approach using grounded theory design. Data were obtained through in-depth interviews, classroom observations, and analysis of learning documents of teachers considered innovative, selected through purposive and theoretical sampling until data saturation was achieved. Analysis was conducted through open coding, axial coding, and selective coding using the constant comparative method. The findings show that pedagogical innovation emerges as a cyclical process that moves through the stages of awareness of change, design experimentation, reflection on action, and reconstruction of learning strategies. At the core of this process is the view that teachers produce pedagogical knowledge from their practical experiences, so that innovation is understood as a living model that continues to evolve according to the classroom context and the dynamics of the students. The resulting conceptual model positions teachers as practical theorists and learning as a reflective laboratory for the construction of educational knowledge. The implications of this study emphasize the need for teacher development programs based on practical reflection, policies that allow room for teacher creativity, and further research to test this model in different educational contexts. This research contributes theoretically to understanding learning innovation as an emergent and experience-based phenomenon, and practically to designing more relevant and sustainable learning quality improvement.
ECONOMIC EDUCATION STRATEGIES FOR IMPROVING MSME INCOME THROUGH DIGITALIZATION Hidayat, A. Taufiq; Makhmut, Khalilah Daud Isaac; Azizah, Laila Nur
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.184

Abstract

Micro, Small, and Medium Enterprises (MSMEs) are productive businesses owned by individuals or small business entities with certain limitations in terms of assets and turnover, in accordance with Law Number 20 of 2008 concerning Micro, Small, and Medium Enterprises (MSMEs) which act as the backbone of the Indonesian economy with a large contribution to Gross Domestic Product (GDP) and employment opportunities. Micro, Small, and Medium Enterprises still face various challenges, such as low digital literacy, as well as difficulties in marketing and product innovation. The use of technology can be a solution for Micro, Small, and Medium Enterprises to increase competitiveness and expand the market. This study aims to analyze the role of digitalization and product innovation in increasing the income of Micro, Small, and Medium Enterprises. The research method used is descriptive qualitative with a case study approach on Micro, Small, and Medium Enterprises in the food and service sectors. Data were obtained through interviews, observations, questionnaires, and supporting literature. The results of the study indicate that the application of digitalization, such as the use of e-commerce, social media, and digital payment systems, can expand market reach and improve operational efficiency. This is proven by the research sample of 10 Micro, Small, and Medium Enterprises (MSMEs) significantly increased in terms of income. Thus, digital transformation is an important strategy that needs to be implemented sustainably by Micro, Small, and Medium Enterprises to support inclusive economic growth..
ISLAMIC EDUCATION UNDER STATE LAW: NEGOTIATING GOVERNANCE, AUTONOMY, AND PEDAGOGICAL IDENTITY Anshori, Ibnu; Sasmitaningtyas, Elmi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.185

Abstract

Islamic education operates within increasingly complex legal and governance frameworks shaped by state regulation, accountability demands, and educational standardization. While state law aims to ensure institutional legitimacy and quality assurance, it simultaneously raises questions regarding autonomy and the preservation of pedagogical identity within Islamic educational institutions. This study examines how Islamic education negotiates governance, autonomy, and pedagogical identity under state law through a qualitative library-based research approach. Drawing on scholarly literature, policy documents, and legal texts related to Islamic education and educational governance, the study employs thematic analysis to explore patterns of regulatory adaptation and institutional response. The findings reveal that governance in Islamic education is best understood as a negotiated process rather than a unilateral exercise of state control. Islamic educational institutions tend to adopt selective administrative compliance to meet legal requirements while maintaining substantive autonomy in pedagogical and moral domains. Autonomy emerges as relational and context-dependent, shaped by ongoing interactions between state regulation, institutional leadership, and religious tradition. Pedagogical identity proves to be the most resilient dimension of autonomy, largely sustained through internal leadership authority and the reinterpretation of regulatory frameworks. The study contributes theoretically by advancing the concept of negotiated governance in the context of Islamic education, challenging binary views of regulation versus autonomy. From a policy perspective, the findings suggest that adaptive and dialogical regulatory approaches are more effective in supporting educational quality and institutional sustainability. Overall, this study positions Islamic education as an active educational actor capable of engaging constructively with state law while safeguarding its pedagogical distinctiveness.
GOVERNING MANGROVE TOURISM VILLAGES FOR SUSTAINABLE ECONOMIC OUTCOMES: INSIGHTS FROM A SYSTEMATIC LITERATURE REVIEW Tri Achmad Budi Susilo; Syakur, Abd.; M Khusni Mubarok; Moch. Dicky Riza; Sunardi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.186

Abstract

Tourism villages represent a strategic solution for generating employment and promoting sustainable economic development in rural areas, particularly in the context of the Society 5.0 era. To ensure the sustainability of tourism village development, regional management must prioritize environmentally sound and cost-effective principles supported by educational approaches that strengthen community knowledge, skills, and environmental awareness. One proposed strategy is the application of the ecovillage concept, especially in coastal village development through the conservation-based utilization of mangrove resources. This study aims to identify policy models that support the management of sustainable mangrove tourism villages by integrating education for sustainable development as a core component of community empowerment. The research employed a Systematic Literature Review, with literature searches conducted across several academic databases and article selection following the PRISMA protocol. The findings indicate that the current condition of tourism villages has not yet achieved the expected level of sustainability, largely due to local government policy models that insufficiently support educational programs, capacity building, and community learning processes related to sustainable mangrove management in Malang Regency. Priority analysis using SWOT Analysis and the Analytical Hierarchy Process (AHP) reveals that sustainable policy development should emphasize environmental education, participatory learning, and continuous training for local communities to minimize conflicts of interest and maximize socio-economic benefits. Overall, the study highlights that the integration of education-based policy interventions in mangrove tourism village management is essential for strengthening community competence, fostering environmental stewardship, and improving local welfare through sustainable mangrove ecotourism
CONTEMPORARY EDUCATION MANAGEMENT AS A SOCIAL AND CULTURAL PRACTICE Gunadi, Lie Epifani Rachmad; Kumala, Milka
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.187

Abstract

This study presents a conceptual synthesis of contemporary education management through a Systematic Literature Review (SLR) approach, focusing on social and cultural dimensions. A literature review of publications from 2020 to 2024 emphasizes that education management practices cannot be separated from organizational culture, cultural values, and social interactions among educational actors. Organizational culture is a determining factor in management effectiveness, while cultural values and local wisdom shape institutional identity and guide decision-making. Managerial practices are also understood as a social arena, where negotiation, communication, and collaboration determine the successful implementation of education policies. This synthesis identifies research gaps related to cross-disciplinary integration between management theory, cultural anthropology, and social practices in education. Theoretical implications point to the importance of an integrative conceptual framework, while practical implications emphasize the development of adaptive, humanistic, and contextual educational management policies and practices. The results of this study are expected to serve as a reference for academics, practitioners, and policymakers in designing educational management that is relevant to contemporary socio-cultural dynamics.
THE MEANING OF LEARNING FOR STUDENTS IN RURAL AREAS: A QUALITATIVE NARRATIVE APPROACH Rahmawati, Alfi Mufida; Nisa', Liza Choirun; Ananto, Gigih Dwi
EDUCATUM: Scientific Journal of Education Vol. 3 No. 2 (2025): EDUCATUM: Scientific Journal of Education
Publisher : Four Son Scholarship

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59165/educatum.v3i2.188

Abstract

This study aims to explore the meaning of learning as experienced and constructed by students living in rural areas through a qualitative narrative approach. Learning is not merely an academic process, but a lived experience shaped by social, cultural, and economic contexts. Despite the growing attention to educational issues in rural settings, limited research has focused on how students themselves interpret the meaning of learning from their own perspectives. This study addresses this gap by foregrounding students’ narratives as the primary source of understanding. A qualitative narrative inquiry design was employed to capture students’ lived experiences through in-depth narrative interviews and contextual observations. The research was conducted in schools located in rural areas characterized by limited educational resources, restricted access to technology, and constrained economic opportunities. Participants were selected purposively to represent diverse rural backgrounds. Data were analyzed using narrative-thematic analysis to identify recurring meanings embedded in students’ stories. The findings reveal that learning is constructed as a multidimensional experience. For rural students, learning is perceived as a pathway to socio-economic mobility, a moral responsibility toward family and community, a site of tension between aspiration and structural limitation, and a process of identity formation. Students associate learning with hopes of improving their families’ economic conditions, fulfilling parental expectations, and building a better future. At the same time, they face significant challenges, such as limited facilities and competing domestic responsibilities, which shape their learning experiences and require resilience and adaptation. This study contributes to educational research by providing a contextual and humanistic understanding of learning in rural settings. Practically, the findings suggest that educational practices and policies should be more sensitive to students’ lived realities and local contexts, positioning learning not only as curriculum delivery but as a meaningful process of social transformation.

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