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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 73 Documents
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Enhancing Vocational Digital Marketing Competencies through Project-Based Learning and TikTok Integration in Package C Fina Akmalia Putri; Gunarti Dwi Lestari; Wiwin Yulianingsih; Dwi Ardiyanti; Virda Syarifah
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.1840

Abstract

The purpose of this study was to analyze the implementation of TikTok-integrated Project-Based Learning (PjBL) in improving digital marketing vocational competencies in the Package C equivalency program. A qualitative approach was used with a case study design at PKBM Anggrek Bulan Banyuwangi. Participants involved 25 learners with diverse characteristics, ranging from high school students to housewives with side jobs. Interview informants were selected through purposive sampling, consisting of PKBM heads and learners. Data were collected through observation, semi-structured interviews, and documentation. The results showed that learners were able to understand the basic stages of digital marketing through TikTok, such as affiliate strategies, hashtag use, trending audio, and the preparation of promotional content for local Banyuwangi products, especially golden dragon fruit. Project-based learning also improved content creativity and marketing communication skills of learners.
Cultivating Critical Thinking Skills in Early Childhood Through Riau Local Wisdom: A Systematic Review of Gurindam Dua Belas by Raja Ali Haji Mohammad Fauziddin; Gunarti Dwi Lestari; Neni Mariana; Suryanti Suryanti
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.2188

Abstract

Critical thinking is a foundational skill for lifelong learning, and educators increasingly look to local wisdom and cultural resources to cultivate it from an early age. This systematic literature review examines how Gurindam Dua Belas, a didactic poem embodying the local wisdom (kearifan lokal) of the Riau Malay community and authored by Raja Ali Haji, can be used to stimulate critical thinking in early childhood (children aged approximately 4–6 years). Following the PRISMA 2020 protocol, records were retrieved from Google Scholar using the keywords “Gurindam Dua Belas,” “critical thinking,” “early childhood education,” and “local wisdom,” covering publications from 2016 to 2026. After identification, screening, and eligibility assessment, 10 articles met the inclusion criteria and were analyzed using a thematic synthesis approach. The review finds that the twelve sections of Gurindam Dua Belas embed six recurring value themes—Islamic and aqidah values, social and moral values, the value of beneficial action, ethical values, and leadership and governance values—that can be translated into reflective questioning and interpretative reading activities to prompt children to identify problems, weigh evidence, and evaluate consequences, the core operations of critical thinking. These findings suggest that culturally embedded local wisdom literature offers early childhood educators a low-cost, contextually meaningful complement to imported thinking-skills curricula, provided teachers are given concrete pedagogical guidance for translating gurindam verses into age-appropriate dialogic activities. Future classroom-based intervention studies are needed to test these pedagogical translations directly with children.
Teacher Readiness, Barriers, and Training Needs for Digital Assessment in Early Childhood Education Kartika Rinakit Adhe; Syed Lamsah bin Syed Chear; Novi Anggraeni; Nelta Waita Yunishtara; Azzura Muthia Jasmine
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.1819

Abstract

Digital assessment can improve the documentation and pedagogical use of children’s developmental evidence, yet its implementation depends on teachers’ competence and supportive institutional conditions. This study examined teacher readiness, implementation barriers, and training needs related to digital assessment in early childhood education. A quantitative cross-sectional survey was conducted with purposively selected teachers, using a questionnaire that addressed current assessment practices, technology competence, institutional constraints, and preferred forms of professional learning. Responses were analyzed through descriptive, correlational, and regression procedures to identify patterns across the three constructs. The findings showed moderate readiness, substantial implementation barriers, and very strong demand for practical training and application mentoring; barriers were positively associated with training needs and emerged as the strongest predictor, whereas readiness was negatively associated with barriers and training needs. The study contributes an integrated needs profile for designing responsible digital assessment initiatives that combine assessment literacy, guided practice, sustained mentoring, adequate infrastructure, and organizational support while preserving teacher judgment.
Impact of Blended Learning in Developing Students Teachers Teaching Skills Oyo State Public Schools Onikoyi Olawale Abayomi; Onikoyi Yetunde Raliat Adeola; Bankole Olabisi Latifat; Nafiu Aminat Adejoke
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.1830

Abstract

This study investigated impact of blended learning in developing students’ teachers teaching skills Oyo state public schools. The research adopted a mixed-methods approach, integrating both quantitative and qualitative techniques to obtain a detailed understanding of the effectiveness of blended learning in enhancing student-teachers’ teaching skills. To ensure the reliability, validity, and broader applicability of the findings, a minimum of 100 respondents from each category of participants was selected for the study. Data were collected using appropriate research instruments, particularly structured self-administered questionnaires designed. to obtain information regarding teaching experiences as well as participants’ perceptions and understanding of blended learning practices. The average score for teaching skills increased from 3.5 to 4.2, while lesson planning skills improved from a mean score of 3.2 to 3.8. In addition, competency in the use of technology rose from 2.8 to 3.5. These results demonstrate that blended learning contributed positively to the enhancement of classroom management, lesson planning, and technology integration skills among student-teachers. Based on these findings, the study concluded that the adoption of blended learning for the training and development of student-teachers in public schools in Oyo State possesses significant potential to transform teacher education and promote better educational outcomes for learners.
Social Media Content of Teachers and Parents: A Dual-Stakeholder Perspective on Institutional Integrity and Learning Effectiveness Ade Aspandi; Aip Syarifudin; Agus Jamaluddin; Muhamad Azhar Muttaqin
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.1851

Abstract

The increasing use of social media by teachers and parents has created new challenges in educational management, particularly when digital communication shapes perceptions of institutional integrity and learning effectiveness in early childhood education. This study aims to analyze the influence of teachers’ and parents’ social media content on institutional integrity and learning effectiveness at PAUD Baitusshibyan Kuningan from the perspective of two key stakeholder groups. The study employed a descriptive qualitative approach involving 9 informants, consisting of 1 school principal, 2 teachers, 3 parents, and 3 educational staff members. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that educational content, including classroom activity documentation, student achievement publications, school information, and motivational messages, strengthens institutional transparency, parental trust, learning involvement, and continuity of learning support between schools and families. In contrast, emotional opinions, indirect criticism, and publicly expressed complaints through social media potentially generate misunderstanding, communication tension, and reduced comfort within the learning environment. The findings also demonstrate that teachers occupy a strategic position because their digital behavior is more readily associated with institutional identity and professional credibility, while parents contribute to shaping public perceptions of educational service quality. This study emphasizes that social media management should be integrated into institutional communication management through stronger digital ethics, communication guidelines, and digital literacy for teachers and parents.
Male Teacher Personality Competence in Moral Value Development: A Strategy for Early Childhood Education Sharna Mellisa Dhasni; Rina Wulandari; Reuvilla B. Barron
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.1861

Abstract

This study aims to analyze strategies for fostering moral values ​​in children aged 5-6 years through the personality competence of male teachers in early childhood education settings. A descriptive qualitative research design was employed to gain an in-depth understanding of teacher-child interactions and moral-fostering practices within a natural classroom environment. The study was conducted at an early childhood education institution, involving one male teacher and fourteen children aged 5-6 years selected via purposive sampling. Data were collected through three observation sessions over the course of one week and an in-depth interview with the male teacher, supplemented by a review of relevant documentation. Data analysis utilized qualitative methods, specifically data reduction, data display, and conclusion drawing, while validity was ensured through source and technique triangulation. The results indicate that the fostering of moral values ​​was effectively implemented through teacher role-modeling, habituation, positive reinforcement, assertive communication, and emotional guidance integrated into daily learning activities. The study concludes that the personality competence of male teachers plays a crucial role in supporting children's moral development and strengthening character education at the early childhood level. These findings highlight the importance of integrating teacher personality competence and consistent role-modeling into moral education practices for young children.
Teachers' Scaffolding Strategies in Implementing Interactive Pop-Up Books to Enhance Emergent Literacy in Children Aged 5-6 Years Siti Nurul Aprida; Pipih Latifah; Nurul Fauziah; Nur Istiana Makarau; Robiatul Adawiyah; Intan Aulia Febrianti
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.2005

Abstract

This study aims to analyze teachers' scaffolding strategies in implementing pop-up books as a medium for developing emergent literacy skills among children aged 5–6 years at PAUD Al-Husna, Cimarga District, Lebak Regency. This research used a descriptive qualitative approach with 16 participants consisting of the school principal, two classroom teachers, and 13 children aged 5–6 years, conducted over a period of six months. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed using the interactive Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings show that teachers applied five main strategies: lesson planning, interactive storytelling, questioning, retelling, and reinforcement and evaluation. After one semester of implementation, all observed literacy indicators improved from the fair/poor category to the good/very good category; specifically, 80% of children were able to name the main character, 75% could explain the story sequence in a simple way, and 70% could convey the story's moral message during retelling activities. These findings confirm that pop-up books are effective as a literacy learning medium when supported by well-planned, interactive teaching strategies aligned with the developmental characteristics of early childhood learners. This study offers practical implications for ECE teachers to integrate interactive, media-based scaffolding strategies into literacy instruction, and serves as a reference for curriculum developers and policymakers in designing teacher-competency programs and providing adequate literacy media in ECE institutions.
Classification and Selection Criteria for Islamic Religious Education Learning Media in the Digital Era Muhammad Khoiril Anam; Fazlur Reza Haryadi
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.2144

Abstract

Learning media plays an important role in improving the effectiveness of Islamic Religious Education (PAI) learning, especially in conveying Islamic materials, values, and practices in an interesting and easy-to-understand way for students. This article aims to examine the basic concepts of PAI learning media, the classification of various media, media selection criteria, and their application in supporting an effective learning process. This study uses a qualitative approach through a literature review method, analyzing relevant scientific literature published in the last five years. The findings of the study show that learning media can be classified based on the five senses, technology, and the nature of their interactions. The selection of media must consider suitability with learning objectives, student characteristics, availability of resources, ease of use, and aspects of effectiveness and efficiency. The appropriate use of media can increase motivation, engagement, understanding, and internalization of Islamic values, so that the learning objectives of PAI are optimally achieved.
Evaluation of the CIPP Model in a Project-Based Basic Electronics Course: A Discriminant Validity and Common Method Bias Analysis Febrian Virijai; Eka Cahya Prima; Fitri Khoerunnisa; Rika Rafikah Agustin; Andhika Baruri; Mellyzar Mellyzar; Lussy Midani Rizki; Andhara Jasid; Verra Wulandary
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.2180

Abstract

Project-based instruction has become increasingly common in introductory electronics courses within physics education. However, evaluations of these courses rarely assess the quality of their instruments with the same rigor applied to student learning outcomes. This study evaluated the Context, Input, Process, and Product components of a project-based Basic Electronics course in an Indonesian undergraduate Physics Education program. A concurrent mixed-methods design was used. Data were obtained from curriculum documents, questionnaires completed by all 59 enrolled students, and interviews with two course lecturers and a subset of students. Context and Input were rated very good, Process was rated sufficiently, and Product showed mixed results. Skills development was rated highly, whereas product quality and functionality received the lowest rating at 58.6%. Four complementary diagnostics were applied: sub-indicator-level reliability analysis, cross-instrument association testing, Harman’s single-factor test, and achievement-confound testing. Across 294 pairwise correlations with false discovery rate correction, no significant association remained between the CIPP Process and Product indicators and the broader course-experience scores. This result indicated limited detectable alignment between the observed scores but was not treated as complete evidence of discriminant validity. The first unrotated component of the supplementary battery explained 74.5% of the total variance, exceeding the conventional threshold for flagging possible common method bias. In addition, 49% of respondents provided identical ratings across all items in at least one instrument, indicating invariant response patterns that could affect score quality and inflate internal consistency estimates. No statistically significant association or group difference involving prior academic achievement was detected across the 34 indicators examined. The study provides a replicable diagnostic workflow for evaluating routinely collected CIPP data prior to programmatic decisions. The findings indicate that CIPP component ratings should be interpreted alongside reliability, response quality, cross-instrument, and potential confound diagnostics.
Artificial Intelligence in Bilingual Early Childhood Education: Teachers’ Perspectives on Teaching Material Development Yesi Novitasari; Reswita Reswita; Mohammad Fauziddin
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.2182

Abstract

This study analyzes teachers’ prior knowledge of Artificial Intelligence (AI) technology and their perceived role of AI in developing teaching materials for bilingual early childhood education. The study employed a quantitative approach with a descriptive research design. The participants consisted of 10 teachers at Sun Global School and Daycare in Pekanbaru, selected using total sampling. Data were collected using a structured closed-ended questionnaire measured on a five points Likert scale. The data were analyzed using descriptive statistics, including percentage distributions, mean scores, and standard deviations. The findings indicate that teachers have a fairly good foundational understanding of AI technology and perceive AI as beneficial for developing teaching materials. The overall perceived role of AI in teaching material development reached 79.2%, categorized as very high. Teachers perceived AI as useful for generating creative ideas, accelerating the development of teaching materials, and supporting the creation of more engaging and interactive learning media. However, teachers also reported technical challenges and a need for further training in AI use. These findings imply that bilingual early childhood education institutions should provide targeted AI literacy and professional development programs focusing on generating, evaluating, and adapting AI assisted teaching materials according to children’s developmental characteristics and bilingual learning contexts. Institutional support through adequate technological infrastructure and continuous teacher mentoring is also needed to ensure the pedagogically appropriate use of AI.

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