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INDONESIA
Educative: Jurnal Ilmiah Pendidikan
Published by Yayasan Almahmudi Bin Dahlan
ISSN : -     EISSN : 29859182     DOI : 10.37985/educative
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Educative: Jurnal Ilmiah Pendidikan is a peer-reviewed international journal which is published three times a year (April, August, December) in English under the responsibility of the science board. For more information about the journal, please visit: https://publikasi.abidan.org/index.php/educative Aims and Scope Educative : Jurnal Ilmiah Pendidikan is fundamentally concerned with the improvement of teacher education, curriculum, policy, and in-service training. Besides these, the journal also accepts researches related to the problems of teacher educators and researchers in the field of educational sciences. Educative : Jurnal Ilmiah Pendidikan particularly welcomes:articles that explore alternative, critical and re-conceptualized views of teacher education; articles written for academics and educators that present the relationship between theory and practice explicitly.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
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Search results for , issue "Vol. 3 No. 1 (2025): January-April 2025" : 6 Documents clear
From Chalkboards to Chatbots: Revolutionizing Education with AI-Driven Learning Innovations Putri, Dinda Febrianti; Sain, Zohaib Hassan
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2025): January-April 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i1.823

Abstract

Education is undergoing a major paradigm shift with the emergence of artificial intelligence (AI) as a driver for transforming teaching methods. This research explores the role of AI in transforming education, particularly in the transition from traditional methods such as whiteboards to more interactive learning systems based on AI chatbots. Using a qualitative approach, this research collects data through interviews with educators, students, and educational observers and analysis of related literature. The findings show that applying AI increases student engagement and creates a more personalized, flexible, and adaptive learning experience. One significant result is that AI allows students to learn at their own pace and style, while teachers can focus more on developing an in-depth curriculum. This research provides new insights into the potential of AI to improve the quality of learning and expand access to education in the digital era while inspiring the adoption of technology in various educational contexts.
The Impact of AI on the Future of Education in Indonesia Fauziddin, Mohammad; Adha, Twinda Rizki; Arifiyanti, Nurul; Indriyani, Fenny; Rizki, Lussy Midani; Wulandary, Verra; Reddy, Vankelu Sai Venkateswarlu
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2025): January-April 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i1.828

Abstract

Artificial Intelligence (AI) has the potential to revolutionize education in Indonesia by improving its quality and accessibility. The current study employed a Systematics Literature Review (SLR) method to analyze the impact of AI implementation in education. The findings revealed that AI can support adaptive learning, provide accurate assessments, and personalize the students' learning experiences. However, limited infrastructure, data privacy concerns, and the digital divide remain significant challenges. Effective utilization of AI requires teacher training and clear ethical policies to protect student privacy. By integrating AI technology, the education system of Indonesia can foster a more innovative and responsive learning environment, equipping students to face the challenges of the digital era. The current study also recommended that collaboration among the government, educational institutions, and private sectors is needed to maximize the potential of AI in education.
Strengthening the Competence of PAI Teachers in the Effective Implementation of the Independent Learning Curriculum Basri, Hasan; Rahman, Zaizul Ab
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2025): January-April 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i1.668

Abstract

This research aims to examine strengthening the competency of Islamic Religious Education (PAI) teachers in order to support the successful implementation of the Independent Curriculum. The method used in this research is the library research method using a content analysis approach. The results of this study indicate that the competence of Islamic Religious Education teachers is strengthened through strategic steps such as: conducting ongoing training and professional development for Islamic Religious Education teachers, collaborating between the government, schools, and education communities, providing the necessary resources and support, and using technology and innovation in appropriate teaching methods. The implications of this study indicate that strengthening the competence of Islamic Religious Education teachers in supporting the effective implementation of the Independent Curriculum. By improving teachers' understanding of the concepts and objectives of the Independent Curriculum, as well as their skills in designing creative and innovative learning, it is hoped that the quality of Islamic religious education will improve. This also has an impact on improving student learning outcomes, critical thinking skills, and character development of students in accordance with the values ​​taught in Islamic Religious Education.
Visual, Auditory, Read/Write and Kinesthetic (VARK) Model-Based Peer Teaching Approach Beltran, Kennedy; Abonita, Abby; Brazal, Angela; Relente, Jamil; Relente, Jessa Mae; Urbana, Jasmin
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2025): January-April 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i1.937

Abstract

Peer teaching has been researched as an effective strategy to engage pupils and promote academic success. In this research study, we recommend a new approach on peer teaching and the purpose is to assess the integration of the VARK model within a peer-teaching framework designed for science subject. Survey and test questionnaires were administered to elementary learners specifically Grade 6 level and data collected were subjected to descriptive statistics and hypothesis testing. VARK model of Neil Fleming was employed to determine pupil’s learning preferences and the finding revealed that the multimodal learning preference- Visual and auditory was the most preferred among the pupils. Meanwhile, pupil’s learning preference was integrated within a peer-teaching framework through a developed activity. The results demonstrate that the implemented intervention may significantly affect the learning acquisition of the pupils. Therefore, tailoring instructional strategies to students’ preferred learning styles can lead to improved learning outcomes, as revealed by the positive influence of the peer-teaching approach on the pupil’s performance. The findings of this study provide practical insights and recommendations that suggest further method to investigate long term impact of the proposed peer-teaching approach.
The Utilization of Artificial Intelligence in Scientific Writing Education Kusmanto, Hari; Sohnui, Suhailee; Sari, Essa Rohimah; Mujiani, Ika
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2025): January-April 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i1.798

Abstract

Scientific writing is an essential skill for students in completing their studies. However, many students face challenges in academic writing. The integration of Artificial Intelligence (AI) in learning scientific writing is becoming increasingly important. This article aims to explore the domain of AI in scientific writing education. The method used in this research is a systematic review of Scopus databases published from 2020 to 2024. This study focuses on the application of AI in scientific writing education. The review identified 29 studies on AI implementation in scientific writing learning, encompassing: 1) real-time guidance and feedback, 2) development of writing skills and adaptive learning, 3) writing efficiency and productivity, 4) inspiration and reference resources, 5) analysis of writing quality and data, 6) development of critical thinking and digital literacy, 7) personalized learning and access to information, 8) reference resources and self-study, and 9) collaboration and interaction in the writing process. AI is significantly utilized across various domains in scientific writing education. However, the use of AI in this context should consider ethical aspects. Further research and development are crucial to address emerging challenges and ethical considerations.
The Honor Paradox: Rethinking Academic Distinction and Mathematical Ability in Senior High School Graduates Temones, John Ben; Dacoro, Jaslyn; Gamelo, Haizel; Hallare, John Kevin; Villaralvo, John Paul; Violanda, Bea
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 1 (2025): January-April 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i1.1040

Abstract

Despite being awarded academic honors, many Filipino students continue to underperform in mathematics—a disconnect highlighted by recent PISA results. This mixed-method case study interrogates the credibility of honor-based distinctions as indicators of actual mathematical competence. Focusing on 40 first-year mathematics education students at a state university, the study correlated senior high school honors with mathematics diagnostic test performance and investigated underlying factors through a validated survey. Of the 40 participants, 37 held academic honors, yet only 2 passed the test. Fisher’s Exact Test (α = 0.05) revealed no statistically significant relationship between honors and performance. Exploratory factor analysis uncovered three latent dimensions contributing to this discrepancy: (1) educational value and personal growth, (2) mathematical engagement and self-efficacy, and (3) resource availability and teacher support. These findings challenge the assumption that academic honors are reliable proxies for competence. They call into question the meritocratic logic underpinning institutional reward systems, urging a critical reassessment of how educational success is defined, measured, and recognized.

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