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Paul Arjanto
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EDUCATIONE: Journal of Education Research and Review
Published by CV Totus Tuus
ISSN : -     EISSN : 29862183     DOI : https://doi.org/10.59397/edu.v2i1
Core Subject : Education, Social,
Education Social Sciences
EDUCATIONE: Journal of Education Research and Review publishes critical, integrative reviews of research literature bearing on education. Such reviews should include conceptualizations, interpretations, and syntheses of literature and scholarly work in a field broadly relevant to education and educational research. EDUCATIONE: Journal of Education Research and Review encourages the submission of research relevant to education from any discipline, such as reviews of research in psychology, sociology, history, philosophy, political science, economics, computer science, statistics, anthropology, and biology, provided that the review bears on educational issues. EDUCATIONE: Journal of Education Research and Review does not publish original empirical research unless it is incorporated in a broader integrative review. EDUCATIONE: Journal of Education Research and Review will occasionally publish solicited, but carefully refereed, analytic reviews of special topics, particularly from disciplines infrequently represented.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 44 Documents
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Search results for , issue "Volume 4, Issue 1, January 2026" : 44 Documents clear
EMBEDDING ACADEMIC LITERACY WITHIN INCLUSIVE PEDAGOGY IN SPECIAL EDUCATION TEACHER EDUCATION: A QUALITATIVE STUDY IN AN INDONESIAN UNIVERSITY Wahyudi, Sri; Cahyono, Nur Hidayat
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.211

Abstract

Inclusive teaching in higher education is increasingly required to accommodate diverse student profiles, particularly in special education teacher education where candidates must internalize and model inclusive values. However, academic literacy (e.g., reading scholarly texts, constructing evidence-based arguments, and writing systematically) is often uneven among students and is frequently treated as a separate skill rather than integrated into inclusive pedagogy. This study aimed to analyze how inclusive learning strategies are integrated with academic literacy strengthening in a special education course and to examine their implications for learning processes and outcomes. Using a qualitative descriptive design, data were collected through classroom observations, in-depth semi-structured interviews with lecturers and students, and document analysis of syllabi, lesson plans, learning materials, and student assignments. Data were analyzed through iterative reduction, display, and conclusion drawing, supported by method and source triangulation. Findings indicate that integrating inclusive pedagogy with explicit academic literacy practices increased student engagement, improved conceptual understanding, and strengthened critical and reflective thinking. Flexible and collaborative learning designs expanded equitable participation across students with varied backgrounds and abilities, while literacy-based tasks enhanced students’ capacity to interpret scholarly sources and communicate ideas more rigorously. The study concludes that this integration is both feasible and pedagogically valuable for improving instructional quality and professional readiness in special education teacher preparation. Implications include the need for curriculum-level alignment of inclusive strategies with structured literacy scaffolds and formative feedback. Future research should test the model across institutions using mixed methods and longitudinal designs to examine sustained academic and professional impacts.
EFFECTIVENESS OF A TASK-PROGRESSION LEARNING MODEL ON UNIVERSITY STUDENTS’ FOREHAND AND BACKHAND SKILLS IN TABLE TENNIS: A QUASI-EXPERIMENTAL STUDY Rohmad; Wiyarko, Wanuh
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.212

Abstract

Low mastery of table tennis forehand and backhand strokes among university students is often linked to instruction that is insufficiently structured and does not match learners’ skill levels. Task-progression-based learning is designed to sequence practice tasks from simple to complex, enabling gradual and systematic motor-skill acquisition. This study examined the effectiveness of a task-progression learning model in improving students’ forehand and backhand stroke skills in table tennis. A quantitative quasi-experimental design was employed, involving an experimental group receiving task-progression instruction and a control group receiving conventional instruction. Skill performance was measured using standardized forehand and backhand stroke tests administered before and after the intervention. Inferential statistics (including prerequisite tests and a t-test) were used to compare skill gains between groups. Results indicated that both groups improved, but the experimental group achieved substantially higher post-test performance and improvement. The experimental group’s mean score increased from 62.45 to 82.30 (gain = 19.85), while the control group increased from 63.10 to 71.25 (gain = 8.15), with the difference in gains statistically significant. These findings suggest that progressively sequenced practice tasks facilitate more effective learning of fundamental table tennis techniques and support incremental improvement in movement quality. The study concludes that task-progression-based learning is effective and recommended for table tennis instruction in higher education. Future research should test longer interventions, examine retention and transfer to game performance, and apply task progression to other sport skills and learner profiles.
WORKING STUDENTS AND THE CLOCK: HOW LEARNING MOTIVATION SHAPES ACADEMIC PROCRASTINATION Rizaldi, Rakha Pasha; Sadijah, Nur Ainy; Pratomo, Yuwono
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.119

Abstract

This study aims to determine the influence of learning motivation and self-regulation on the academic procrastination of students working at X Karawang University. The population in this study of students working at Universitas X Karawang was 3,306 and the sample determination was 344 using the Issac and Michael formula with an error rate of 5%, the sampling used was a non-probability sampling method  by applying accidental sampling techniques. This study uses three psychological measurement tools: Academic Procrastination Scale (APS), Motivated Strategies for Learning Questionnaire (MSLQ), and Short Self-Regulation Questionnaire (SSRQ), this research method uses quantitative methods. Try-out, validity and realism test, data analysis using assumption tests, namely normality tests and linearity tests, and hypothesis tests, namely t-tests, f tests, multiple linear regression analysis and determination coefficients, data processing is carried out through  the Statistical Package for the Social Sciences (SPSS) application for Windows version 29.0. The results of multiple linear regression analysis suggest that the data is normally distributed (p = 0.095 > 0.05) and show a linear relationship between independent and dependent variables. The results of the hypothesis test revealed a significant negative influence of learning motivation on academic procrastination, Ha was accepted while H0 was rejected. The results of the second hypothesis test indicated that there was no effect of self-regulation on academic procrastination, so H0 was accepted. The results of the third hypothesis test, with a significance value of 0.002 (<0.05), indicate that learning motivation and self-regulation have a significant effect on academic procrastination, thus, the hypothesis is accepted.
THE IMPACT OF HIGHER EDUCATION ON ISLAMIC BOARDING SCHOOL Achmad, Ubaidillah Fadli; Minarti , Sri
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.203

Abstract

This study aims to analyze the impact of the presence of higher education institutions within Islamic boarding schools (pesantren) on the transformation of the education system, human resource development, and the social life of the surrounding community. The method used is a literature review by examining various scientific sources in the form of books, journals, previous research results, and official documents relevant to Islamic boarding school education and higher education. Data were analyzed descriptively and analytically through a process of grouping, comparing, and synthesizing concepts and expert findings. The results of the study indicate that higher education institutions within Islamic boarding schools have a positive impact in the form of integrating religious education and modern academics, improving the intellectual and professional quality of students and the Islamic boarding school community, and strengthening the role of Islamic boarding schools in community empowerment. However, this study also found challenges in the management of Islamic boarding school higher education institutions, particularly in maintaining a balance between traditional Islamic boarding school values ​​and the demands of higher education quality, so that an adaptive and sustainable management strategy is needed.

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