cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mohammad Fauziddin
Contact Email
fauziddin@outlook.co.id
Phone
+6282135090090
Journal Mail Official
fauziddin@abidan.org
Editorial Address
Lembaga Penelitian dan Publikasi Ilmiah (LPPI) Yayasan Almahmudi bin Dahlan Jalan Mutiara Nomor 2 Bangkinang Kota Kabupaten Kampar Riau Email : admin@abidan.org
Location
Kab. kampar,
Riau
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
 1 
Search results for , issue "Vol. 3 No. 3 (2025): September-December 2025" : 6 Documents clear
Private Teachers’ Experiences with Parents of Students Failing Assessments in Tacloban City Daga, Alvin Kit
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1487

Abstract

This study explores the multifaceted experiences of private teachers as they navigate interactions with parents of students who have failed assessments. Utilizing an Interpretive Phenomenological Analysis qualitative research design, the study delves into the lived experiences of private teachers in selected schools in Tacloban City. Data was collected through in-depth, semi-structured interviews with teachers possessing at least five years of experience and regular involvement in parent-teacher conferences concerning academic underperformance. The findings reveal a range of communication strategies employed by teachers, including initial delegation to advisors and meticulous preparation with documented evidence for formal meetings. Parental reactions varied from understanding to disappointment and skepticism, often influenced by prior expectations. Key factors contributing to student assessment failures were identified, encompassing family problems, personal issues, lack of socialization, peer influence, student disinterest, tardiness, and procrastination, as well as pedagogical challenges. The study emphasizes the critical role of transparent and empathetic communication, guided by the Transactional Model of Communication and Epstein’s Theory of Overlapping Spheres of Influence, in fostering collaborative partnerships between teachers and parents. Ultimately, the research underscores the necessity of a holistic and individualized approach to intervention, highlighting that students' academic struggles stem from a complex interplay of internal and external factors, and that active parental involvement is crucial for academic success.
Beginning Reading Development of Deaf Learners in Primary Education Gil Jr., Tyrone O.
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1490

Abstract

This paper is geared towards exploring how beginning reading development happen among Deaf learners in the primary grades. By reviewing several studies that were conducted related to beginning reading for young Deaf learners, the researcher extracted significant and relevant information on language and reading development for deaf learners. Effective reading strategies were also methodically identified as a recommendation for teachers to use in teaching DHH. The first part of the paper will explore on the language development of Deaf learners which is essential in understanding reading development. Furthermore, the reading development will be discussed vis-à-vis the Simple View of Reading theory by Gough and Tumner (1986). Several, reading strategies will also be discussed such as total communication, shared reading activities, and direct and mediated instruction. Finally, the paper concludes for careful planning of reading interventions that is theoretically-based and data driven.
Enhancing Students’ Cognitive Skills through Interactive Learning Strategies in Science Education Chantrea, Moeurn
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1496

Abstract

Toward the close of the 1990s, the Royal Government of Cambodia commenced the privatization of higher education institutions to increase options for 12th-grade graduates seeking to continue their studies. Consequently, the total number of higher education institutions in Cambodia has increased consistently, anticipated to hit 194 by 2025, along with a related rise in student enrollment. Studies reveal that the greatest student dropout rates happen in the initial year of education. Research within Cambodian higher education shows a limited scholarly focus on the first-year student experience, creating a critical gap in analyzing academic preparedness and transition efficacy needed to inform retention strategies. This article intends to explore the obstacles encountered by first-year students in higher education institutions in Cambodia. Utilizing document analysis along with the researchers' vast experience, knowledge, and expertise in student services, the study examines pertinent policy, institutional documents, reports, review literature, and research articles. The results indicate that first-year students face four main challenges: academic challenges, personal challenges, social challenges, and student services challenges. These findings underscore the innovative contribution of this research by demonstrating how enhancing student support services can directly improve learning outcomes, foster student retention, and drive continuous educational quality improvement within higher education institutions
Interrelation of Reading Comprehension, Fluency, and Academic Achievement Among Grade 10 Learners Castillo, Jason E.
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1493

Abstract

The Programme for International Student Assessment 2022 revealed the low performance of the Philippines in terms of literacy which means that Filipino learners are having difficulty comprehending the text that they are reading. This study examines the correlates and the factors that affect the reading comprehension performance of selected Grade 10 learners from the province of Rizal enrolled in SY 2024-2025 through different reading assessments. Descriptive-correlational method was used to identify the correlates and a qualitative discussion through case study to identify the factors. Results showed that only 14% (R²=0.140) of the variance is explained by the two predictors which indicates a weak correlation between the predictor and the outcome variable. It was also revealed that students under low performing reading level are having difficulty in reading comprehension because they are having difficulty in reading rate. This means that slow reading, which takes a lot of energy from them, can actually affect the way they understand the text. These findings suggest that there is a need for more intensified and contextualized reading assessments at the secondary level
Systematic Review of the Negative Impact of Early Childhood Education Learning Digitalization on Early Childhood Development Fauziddin, Mohammad; Ningrum, Mallevi Agustin; Adamcova, Petra; Utari, Aulia Rahmi
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1503

Abstract

This study aims to critically analyze the negative impacts of digitalization of Early Childhood Education (ECE) learning on early childhood development. Systematic Literature Review (SLR) was chosen in this writing by identifying, analyzing, and synthesizing relevant academic literature study results from 2015 to 2025 from various scientific databases. The total number of articles reviewed was 20 in Indonesian and English. The analysis results show that excessive use of digital media can have negative impacts on children's physical, cognitive, social, and emotional development. These include increased risk of obesity, language development delays, decreased social skills, and the emergence of anxiety and depression. The research also found that the type and intensity of digital media use as well as parental involvement play important roles in strengthening or reducing these impacts. The involvement of parents and educators becomes an important point in wisely regulating digital media use and setting time limits for its use. This study provides theoretical and practical foundations for formulating ECE education policies that are adaptive to the digital era while considering holistic aspects of child development.
The Impact of Instructional Scaffolding on Learner Autonomy: A Literature Review Chueng, Pich; Heng, Kimkong
Educative: Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2025): September-December 2025
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v3i3.1522

Abstract

Scaffolding is a guided practice in which support is tailored to learners’ current abilities and gradually withdrawn as they gain competence. It plays a vital role in developing learners’ writing skills and autonomy in English as a Foreign Language (EFL) contexts. Drawing on secondary sources, this narrative literature article examines the benefits of instructional scaffolding for enhancing learner autonomy, metacognitive awareness, and writing performance. The review indicates that scaffolding strengthens learners’ self-efficacy, promotes metacognitive awareness, and improves writing quality. Learner autonomy emerges as a key outcome of scaffolding, shaped by learners’ readiness, the timing and type of support, teacher expertise, and contextual factors such as class size and school culture. Scaffolding also enhances metacognitive awareness, empowering learners to take greater responsibility for their learning. In addition, genre-based and process-orientated scaffolding contributes to better writing performance. The article concludes that well-designed scaffolding can help teachers foster learner independence and engagement. Future research should explore culturally responsive scaffolding and its long-term impact on learner autonomy.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): January - April 2026 in Progress Vol. 3 No. 3 (2025): September-December 2025 Vol. 3 No. 2 (2025): May-August 2025 Vol. 3 No. 1 (2025): January-April 2025 Vol. 2 No. 3 (2024): September-December 2024 Vol. 2 No. 2 (2024): May-August 2024 Vol. 2 No. 1 (2024): January-April 2024 Vol. 1 No. 3 (2023): September-December 2023 Vol. 1 No. 2 (2023): May-August 2023 Vol. 1 No. 1 (2023): January-April 2023