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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 3 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2025): September-December 2025 in Progress" : 3 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 in Progress
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 in Progress
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 in Progress
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

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