cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdul Karim
Contact Email
educareiain@gmail.com
Phone
+6285258113657
Journal Mail Official
educareiain@gmail.com
Editorial Address
Jl. Mataram No. 1, Mangli, Kaliwates, Krajan, Mangli, Kec. Kaliwates, Kabupaten Jember, Jawa Timur 68131 Telepon: (0331) 487550
Location
Kab. jember,
Jawa timur
INDONESIA
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 99 Documents
 6   7   8   9   10 
Integrating Jawi Language curriculum and character education in Thai Primary Schools: A qualitative case study Wanida Salaeh; Ammar Salem Khan
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 Alma Vorfi Lama; Akhmad Munir
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.
Ecotheology-based character education for primary students: A comparative analysis of Indonesia and Egypt Aminulloh Aminulloh; Khairul Umam; Achmad Fauzan Adimah; Fahrur Rozi; Mohammad Mu'tashim Billah
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.397

Abstract

The current threats of environmental degradation and climate change increasingly require the integration of moral, spiritual, and ecological perspectives into primary school curricula, particularly in Muslim-majority contexts. This study aims to analyze how ecotheology-based character and values education can be constructed for primary school students through a comparative perspective between Indonesia and Egypt. The study employed an asymmetrical qualitative comparative case study design, combining Participatory Action Research (PAR) in Indonesia, document analysis in Egypt, observation, interviews, reflective journals, documentation, and cross-case thematic analysis to formulate an educational model. The findings revealed three key points. First, ecotheological principles were implemented through different pedagogical approaches: Indonesia integrated the values of khalifah, amanah, and ihsan through experiential learning, whereas Egypt embedded them implicitly through the curriculum and teacher mediation. Second, both models positioned teachers as key actors; Indonesia emphasized participatory-contextual practices, while Egypt was more oriented toward the formal curriculum in shaping ecological character. Third, the framework can be transferred to other Muslim countries by integrating Islamic theology, experiential learning, teacher mediation, reflection, and community involvement to internalize ecological character. This study concludes that Indonesia’s participatory experience and Egypt’s curriculum-based approach need to be integrated with Islamic theology, critical reflection, teacher roles, and community engagement to internalize students’ ecological character authentically and sustainably. The study recommends strengthening the ecotheology curriculum through teacher training, experiential learning, value reflection, and community partnerships so that students’ ecological character can be internalized and contextually adapted in other Muslim countries in a sustainable manner.
Mainstreaming inclusive education in madrasah ibtidaiyah: A study of policy, curriculum, and teachers’ roles Saihan Saihan; Abdul Karim; Anjum Younas Raja
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.396

Abstract

Inclusive education in Madrasah Ibtidaiyah faces three main challenges: informal policies without written regulations, improvised curricula without standardized guidelines, and dependence on teachers as compensatory actors. This study aims to analyze inclusive education practices in Madrasah Ibtidaiyah, focusing on madrasah policies, the implementation of inclusive curricula, and teachers’ roles in supporting children with special needs. This research employed a qualitative case study at Private Islamic Primary School 30 Bustanul Ulum Ambulu. Data were collected through interviews, observations, documentation, and focus group discussions, and were analyzed using inductive thematic analysis with source-method triangulation to ensure the credibility of the findings. The study found that: 1) madrasah inclusive policies are based on empathy and social justice but remain institutionally unembedded, limiting services to children with mild special needs; 2) the inclusive curriculum is implemented informally through modification, differentiation, dual learning, and individualized assistance, depending on teachers’ pedagogical creativity in the classroom; and 3) teachers act as the main agents of inclusion through adaptation, assistance, motivation, emotional support, and family coordination, exceeding the support provided by the madrasah’s formal institutional system. This study concludes that inclusion in madrasah exists as an empathy-based socio-pedagogical practice but has not yet been institutionalized, making it dependent on teachers’ commitment and limited to children with mild special needs. This study recommends that madrasahs institutionalize inclusive education through written regulations, adaptive curricula, teacher training, accessible facilities, special assistant teachers, and family collaboration to ensure sustainable, measurable, and systemic services for children with special needs.
Independent scout general proficiency requirement (SKU) examination: An autonomy-based assessment for developing students’ independence and discipline Mohamad Yusuf Wisnu Wardana; Dinda Ika Putri Yuniar; Mar'atus Sholikhah; Bagus Dwi Permana; Abdul Saidullah; Susi Hermin Rusmiati
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.400

Abstract

Strengthening Character Education in elementary schools still faces operational challenges, as the values of independence and discipline are often taught normatively rather than developed through direct, structured, repeated, and consistently measurable experiences. This study aims to analyze the implementation of the Independent Scout General Proficiency Requirement (SKU) Examination based on limited assistance in fostering independent initiative and habituating disciplined behavior among Cub Scout students in elementary schools. This research employed an intrinsic qualitative case study at SD Hangtuah 11 Surabaya, using purposive sampling, interviews, observation, documentation, thematic analysis, triangulation, member checking, and ethical research procedures. The findings reveal that: 1) the Independent SKU Examination develops students’ independence through the initiative to approach the Scout coach, competency demonstrations without direct guidance, and limited assistance that strengthens responsibility, courage, and learning control; and 2) Scout habituation instills discipline through weekly routines, roll calls, uniform-attribute checks, task evaluation, punctuality, and orderliness, enabling students to gradually develop self-control and procedural compliance. This study concludes that the Independent Scout SKU Examination is not merely an assessment instrument, but a pedagogical practice that develops students’ independence and disciplined character through autonomy, limited assistance, and routine habituation to counterbalance the culture of instant gratification. The study contributes to Self-Determination Theory by elaborating the concepts of autonomy support, limited assistance, and pedagogical distancing, while also offering a structured character assessment model for the sustainable development of independence and discipline among elementary school students.
STAD cooperative learning supported by question cards for figurative language learning: Implementation, impacts, and challenges in an Islamic elementary school Sintia Nailus; Suci Herwani
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.411

Abstract

Figurative language instruction in Islamic elementary schools plays an important role in developing students’ language skills, yet many students still struggle to identify figurative language types and interpret figurative meanings. To address this problem, teachers implemented the Student Teams Achievement Division (STAD) cooperative learning model assisted by Question Cards as an alternative instructional strategy. This study aims to analyze the implementation of the STAD cooperative learning model, assisted by Question Cards, in figurative language learning, focusing on its implementation, impacts, and challenges. This study used a descriptive qualitative case study including one fourth-grade teacher and fourteen fourth-grade students. Data were collected through observations, semi-structured interviews, and documentation, then examined through the Miles and Huberman model. The findings revealed that the implementation of the STAD model integrated with Question Cards effectively improved students’ learning processes and outcomes. Students’ engagement and collaboration increased throughout the learning activities, with the average learning score improving from 61 to 84. The use of Question Cards supported students’ understanding of figurative language, strengthened peer interaction, and enhanced learning motivation. However, the implementation encountered several challenges, including limited instructional time, variations in students’ abilities, and the management of heterogeneous groups. The study shows that STAD, when supported by Question Cards, effectively improves students’ understanding of figurative language, participation, and learning outcomes, though effective time management and classroom organization are necessary. This study adds to the strengthening empirical evidence on integrating STAD and Question Cards in figurative language instruction while providing an alternative strategy to improve student participation and academic results in Islamic elementary schools.
Father absence and psychological well-being among Indonesian migrant children in Malaysia: Protective roles of community learning centers and religious education Ilfiatul Marhamah; Iwan Kuswandi; M Ridwan; Wong Su Lee
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.413

Abstract

Paternal migration in Indonesian migrant-worker families presents a social paradox: improved household economic security coincides with reduced paternal emotional presence, or father absence, which may adversely affect children’s psychological well-being. This study examines the effect of father absence on the psychological well-being of primary-school-aged Indonesian migrant children in Malaysia, studies the mediating roles of Community Learning Centers (Sanggar Bimbingan) and religious education, and explores the psychosocial mechanisms that support children’s psychological robustness. A sequential explanatory mixed-methods design was used. Quantitative data were collected using Ryff’s Psychological Well-Being Scale and the Strengths and Difficulties Questionnaire (SDQ) and analyzed by regression and mediation analyses. Qualitative data were obtained through interviews and examined using Reflexive Thematic Analysis. The results show that father absence negatively affects children’s psychological well-being, whereas Community Learning Centers and religious education serve as protective factors by providing psychosocial and spiritual support. The qualitative findings further demonstrate that teachers, peers, and religious activities help improve migrant children's emotional management, optimism, learning motivation, and psychological resilience. The study determines that the adverse effects of father absence can be mitigated through supportive educational and religious environments. Accordingly, stronger collaboration among the Embassy of the Republic of Indonesia, Community Learning Centers, schools, religious organizations, and government agencies is required to develop sustainable educational services and psychosocial support for Indonesian migrant children.
From understanding to habituation: Teachers’ three pedagogical roles in fostering students’ social care through the Friday Charity program Nurul Huda; Nurul Cholisah; Abdulmumin Musa Omiya
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.416

Abstract

Developing students’ social concern remains challenging, particularly in transforming their understanding of values into concrete behaviors and sustained habits. This challenge requires teachers to perform systematic pedagogical roles through instruction, guidance, and habituation. This study aims to analyze teachers’ roles in fostering students’ social concern through the Jumat Beramal (Friday Charity) Program. Specifically, it examines teachers’ roles as instructors, mentors, and trainers in developing value-based understanding, facilitating social practices, and cultivating the habits of sharing, empathy, and responsibility. The study employed a qualitative case study design at Ulul Albab Elementary School in Jember, Indonesia. Data were collected through observations, in-depth interviews, and documentation involving the school principal, classroom teachers, and purposively selected students. The data were subsequently analyzed using thematic analysis, while data credibility was ensured through source and methodological triangulation. The findings reveal that teachers perform three interconnected pedagogical roles: as instructors who develop students’ understanding of social concern, as mentors who facilitate the application of values through social practices, and as trainers who cultivate habits of sharing through active, repeated participation. The study concludes that integrating these three roles creates a pedagogical cycle that transforms social concern from a value-based understanding into internalized prosocial behavior. This study contributes conceptually by demonstrating that character education requires integrated instruction, guidance, and habituation through sustained social experiences. Practically, the findings inform elementary schools in designing character education programs that connect classroom learning with authentic social practices.
Core educational benefits of project-based learning: A systematic literature review Moh. Abdul Qohar; Muhammad Hasan Asnawi; Nawal Ika Susanti; Siti Nur Azizah; Ahmad Sofiyullah
EDUCARE Journal of Primary Education Vol. 7 No. 1 (2026): 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.v7i1.414

Abstract

Project-Based Learning (PBL) has gained increasing attention as an instructional approach that promotes active, contextual, and learner-centered education. Although previous studies have reported diverse educational outcomes of PjBL, existing evidence remains fragmented across specific outcomes, limiting understanding of how these benefits are interconnected. This study aims to systematically review and synthesize the core educational benefits of PjBL based on recent empirical evidence. A systematic review and thematic synthesis were conducted following the PRISMA 2020 framework. The literature search was performed in the Scopus database for publications from January 2020 to August 2026. Studies were included if they reported original empirical findings on PjBL implementation in formal educational settings. Of 16 identified records, four empirical studies met the eligibility criteria and were included in the thematic synthesis. Five interconnected dimensions of PjBL benefits were identified: cognitive competence and critical thinking; creativity and innovation; learning engagement, autonomy, and self-regulation; collaboration and communication; and conceptual mastery, contextual application, and academic performance. Evidence was relatively more consistent for cognitive development, student engagement, collaboration, conceptual understanding, and academic outcomes, whereas creativity and communication showed more context-dependent patterns. These variations suggest that specific outcomes may depend on project design, student autonomy, instructional scaffolding, implementation duration, and assessment conditions. This review offers a process-oriented understanding of PjBL by conceptualizing its benefits as interconnected outcomes that emerge through engagement, inquiry, self-regulation, collaboration, and knowledge application. However, given the limited number and contextual diversity of included studies, the findings should be interpreted as recurring patterns within the eligible evidence rather than universal effects of PjBL.

Page 10 of 10 | Total Record : 99

 6   7   8   9   10 

Filter by Year

2019 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 1 (2026): EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education Vol. 5 No. 2 (2024): EDUCARE: Journal of Primary Education Vol. 5 No. 1 (2024): EDUCARE: Journal of Primary Education Vol. 4 No. 2 (2023): EDUCARE: Journal of Primary Education Vol. 4 No. 1 (2023): EDUCARE: Journal of Primary Education Vol. 3 No. 2 (2022): EDUCARE: Journal of Primary Education Vol. 3 No. 1 (2022): EDUCARE: Journal of Primary Education Vol. 2 No. 2 (2021): EDUCARE: Journal of Primary Education Vol. 2 No. 1 (2021): EDUCARE: Journal of Primary Education Vol. 1 No. 3 (2020): EDUCARE: Journal of Primary Education Vol. 1 No. 2 (2020): EDUCARE: Journal of Primary Education Vol. 1 No. 1 (2019): EDUCARE: Journal of Primary Education More Issue