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Abdul Karim
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EDUCARE: Journal of Primary Education
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27161021     EISSN : 27161013     DOI : DOI: https://doi.org/10.35719/educare.v1i1.2
Core Subject : Education, Social,
Education Social Sciences
EDUCARE: Journal of Basic Education is a leading peer-reviewed and open access scientific journal, which publishes scientific work by researchers and scholars from all over the world and specializes in publishing research results on Madrasah Ibtidaiyah (MI) and Elementary School (SD) education. The scope of articles published in the journal EDUCARE: Journal of Primary Education includes: Model and Development of Educational Curriculum in MI/SD, Learning Strategies and Methods, Technology and Learning Media in MI/SD, Professionalism of MI/SD Teachers, Character Education of MI Children / Elementary School, and Educational Management of MI/SD educational institutions.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 92 Documents
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Integrating Jawi Language curriculum and character education in Thai Primary Schools: A qualitative case study Salaeh, Wanida; Khan, Ammar Salem
EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i2.385

Abstract

The lack of effective integration between the Jawi language curriculum and character education in Thai primary schools; challenges in teachers’ pedagogical adaptation; limited contextual learning materials; difficulties in students’ internalization of character values; the role of teacher autonomy and institutional support in implementation; the influence of socio-cultural context and community involvement on the sustainability of character education. This qualitative single-case study at Santiwitiya School, Thailand, examined Jawi curriculum integration in character education. Data were collected via classroom observations, interviews with principal, teacher, and student, and document analysis, then thematically analyzed using an interactive model, with trustworthiness ensured through triangulation, member checking, and ethical procedures. The findings indicate that Jawi-based character education at Santivitiya School is influenced by curriculum institutionalization, teacher autonomy, pedagogical capacity, and socio-cultural context. Lesson plans and worksheets ensure consistency but may limit flexibility. Effective character formation requires teacher autonomy, institutional support, community involvement, and active, contextual learning to address linguistic challenges. This study highlights the importance of balancing curriculum standardization with teacher autonomy and socio-cultural engagement, providing insights for effective Jawi-based character education and informing policy, pedagogy, and community collaboration.
Systemic strategies for enhancing elementary school teachers’ competence in the use of instructional media in Kosovo Lama, Alma Vorfi; Munir, Akhmad
EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i2.392

Abstract

Elementary school teachers in Kosovo demonstrate positive attitudes toward instructional media, yet their classroom implementation remains limited. Structural constraints, unequal digital infrastructure, insufficient professional development, and weak teacher retention systems hinder the effective integration of instructional media, ultimately constraining pedagogical innovation and the quality of learning in elementary education. This study examines Kosovo primary teachers’ instructional media competency needs, identifies implementation barriers, and formulates effective enhancement strategies by analyzing teacher readiness and contextual constraints in integrating digital and non-digital media into classroom practice. This study employed a descriptive qualitative design involving purposively selected primary teachers, principals, and supervisors from urban and rural schools in Kosovo. Data were collected through interviews, observations, document analysis, and focus group discussions, and analyzed thematically to ensure credibility and contextual depth. This study concludes that teacher competence in Kosovo is shaped by interconnected structural, institutional, and motivational factors rather than individual capacity alone. Limited infrastructure, insufficient professional development, teacher attrition, and weak retention systems undermine learning quality. Despite positive attitudes toward innovation, inadequate educational ecosystems hinder implementation, highlighting the need for integrated, sustainable, and context-sensitive systemic reforms. The findings imply that education improvement in Kosovo requires systemic policy reforms, including sustained professional development, teacher retention strategies, curriculum renewal, and equitable digital infrastructure, to effectively translate teachers’ positive attitudes into improved instructional practices and learning quality.

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