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Paul Arjanto
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educatione@iiesecore.com
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CV. TOTUS TUUS Jl. Mangga Dua, Desa Waenono, Kec. Namrole, Kab. Buru Selatan, Maluku 97544
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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 6 Documents
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Search results for , issue "volume 5, issue 1, january 2027 (in press)" : 6 Documents clear
FROM PUBLIC-SCHOOL TEACHING TO DIVISION-OFFICE EDUCATIONAL ADMINISTRATION: A LONGITUDINAL AUTOETHNOGRAPHY Cyrus Pontawe Casingal
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.171

Abstract

Background and Objective: Moving from classroom teaching to system-level educational administration requires technical role learning and reconstruction of professional identity. This study examined how role expectations, professional identity, and engagement with system-level constraints changed during a transition from public-school teaching to a division-office education specialist role. Methods: A longitudinal analytic autoethnography followed the first 16 months of appointment, from August 2024 to November 2025, after nine years of public-school teaching. Data comprised contemporaneous experiential journals, bi-weekly artifact-based reflections, and monthly retrospective entries. A six-phase reflexive thematic analysis was followed by interpretation through role identity theory and complexity leadership theory. Results: Three interrelated themes were developed: navigating ambiguous and expanding role expectations; negotiating continuity between pedagogical and administrative identities; and translating classroom experience into context-sensitive responses to system-level constraints. The transition involved neither abandonment of teacher identity nor simple acquisition of administrative procedures; pedagogical commitments became resources for interpreting policy, coordination, and organizational responsibility. Conclusion: The study provides a role-specific account of division-office administration and suggests that induction and mentoring should address identity negotiation alongside technical competence. Findings are analytically transferable but bounded to one participant and one organizational setting.
ADAPTIVE PRINCIPAL LEADERSHIP FOR DEVELOPING TEACHERS' DIGITAL COMPETENCE IN RESOURCE-CONSTRAINED SCHOOLS Ridha Amalia; Gita Lestari; Silpa Edowai; Yeremias Rahanra; Deby Siska Bogar; Rivaldo Paul Telussa
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.256

Abstract

Background and Objective: Schools with constrained connectivity and device access require leadership that develops teachers' digital competence while addressing infrastructure limitations. This study examined how principal leadership supports teacher digital competence in a resource-constrained faith-based junior high school in Nabire, Papua, and how organizational and infrastructural conditions shape that support Methods: A single-site descriptive qualitative case-study design was used. The principal served as the primary participant, with teacher informants providing supporting perspectives. Data were generated through semi-structured interviews and direct school-based observations and analyzed through data condensation, data display, and conclusion drawing and verification Results: Six interrelated practices were identified: role modelling and motivation, participatory digital-program planning, annual training and peer mentoring, technology-focused supervision, incremental resource mobilization, and adaptive responses to internet and device constraints. Participant accounts and observations indicated more frequent use of presentations and instructional videos and greater student engagement during some technology-supported lessons Conclusion: Digital leadership in this case operated as an adaptive support cycle linking professional learning, distributed peer expertise, supervision, resource mobilization, and ongoing adjustment to local constraints. The findings do not establish causal achievement effects and are transferable primarily to schools with comparable organizational and infrastructural conditions
CONTINUOUS LEARNING COMPETENCIES FOR UNIVERSITY STUDENTS’ SOCIETAL ADVANCEMENT Onikoyi Olawale Abayomi; Onikoyi Yetunde Raliat Adeola; Bankole Olabisi Latifat
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.260

Abstract

Background and Objective: Rapid technological and labour-market change requires university students to develop competencies that support continued learning, employability, and constructive social participation. This study examined the objective-planning and personal-drive competencies needed by university students for societal advancement. Methods: A descriptive survey involved 65 undergraduate business education students selected purposively at a university in Lagos State, Nigeria. Data were collected with the 15-item Continuous Learning Competencies in Education Programme for Societal Advancement Questionnaire on a four-point scale (Cronbach’s α = .81) and analysed using mean and standard deviation with a 2.50 decision threshold. Results: All objective-planning items were rated as needed (cluster M = 3.40); deadline setting was highest (M = 3.94) and periodic evaluation lowest (M = 3.01). All personal-drive items were also rated as needed (cluster M = 3.32), led by motivation to satisfy basic needs (M = 3.58) and accomplishment (M = 3.47). Conclusion: Structured goal management and sustained personal agency are central perceived continuous-learning capacities for these business education students. Curricula should integrate explicit goal-setting, reflective monitoring, experiential learning, career development, and motivational support while future research verifies actual competence and broader generalisability.
Self-Regulation and Prosocial Behavior in Early Childhood Following Parental Divorce: A Case Study of Grandparent Care Julia Dwi Suciyanti; Ratnasari Dwi Ade Chandra; Ahmad Afandi
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.313

Abstract

Background and Objective: Parental divorce can reorganize young children's caregiving ecology, particularly when grandparents assume primary daily care. This study examined how self-regulation and prosocial behavior were expressed in a five-year-old child receiving grandparent care following parental divorce. Methods: A qualitative single-case study conducted in June 2026 in Jember, Indonesia used naturalistic observation, semi-structured interviews with the grandmother and a neighboring informant, and supporting documentation. Data were analyzed through reduction, display, and conclusion verification, supported by source and technique triangulation and member checking. Results: Self-regulation was comparatively stronger in familiar routines: the child showed emerging responsibility and rule-following but inconsistent turn-taking and frustration tolerance. Prosocial behavior was relationship- and context-sensitive: empathy and helping were more evident toward close family members, whereas sharing, sustained cooperation, and conflict-free peer interaction were less stable. Conclusion: The findings indicate that competencies established in predictable grandparent-led routines may not automatically generalize to peer settings. Coordinated home-school routines may help extend waiting, sharing, emotion regulation, and cooperative play across contexts; causal effects of divorce or grandparent care cannot be inferred from this single case.
Low-Power Grass Chopping Machine Performance as an Authentic Project for Vocational Engineering Education Valentino Massie; Hani Ruland Massie; Franklin Bawano; Nody Poluan Sompie; Djefry Paulus Hosang; Fransiscus Josep Tulung
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.317

Abstract

Background and Objective: Vocational engineering education requires authentic projects that connect design, fabrication, measurement, testing, and evidence-based improvement, yet technical machine studies are rarely organized as reusable educational cases. This study evaluated a compact low-power grass chopping machine and examined its suitability as an authentic project case for vocational engineering education. Methods: An experimental engineering design was conducted from February to August 2026 using a FLASH-250G 1/4-HP motor, one 1.6-mm steel-plate blade, and a compact steel frame. Elephant, odot, and sansibar grass were tested at 1-5 kg loads. Rotational speed, chopping time, and post-chopping mass were recorded, and three test series were averaged for each condition; analysis was descriptive because run-level dispersion data were unavailable. Results: The machine completed all reported conditions at 2,457-2,978 rpm. Chopping time increased from approximately 2-3 minutes at 1 kg to approximately 10 minutes at 5 kg, with descriptive load-time slopes of 116.28-121.41 seconds/kg. Derived batch processing rates were approximately 22.49-29.37 kg/h. Conclusion: The prototype demonstrates functional feasibility under the reported conditions and provides a technically grounded authentic-project structure for vocational engineering learning in design, fabrication, measurement, safety, data interpretation, and redesign. Educational effectiveness was not tested and requires direct student-outcome evidence.
Sugar Palm Bioethanol: Fermentation Time, Turbo Yeast Dosage, and Rice-Husk-Heated Distillation for STEM Laboratory Education Kristian Imanuel Wararag; Niko Pinangkaan
EDUCATIONE Volume 5, Issue 1, January 2027 (In Press)
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v5i1.319

Abstract

Background and Objective: Authentic STEM laboratory activities can connect renewable-energy science with measurement, engineering systems, quantitative reasoning, and sustainability. This study described sugar palm bioethanol production across fermentation-time and turbo-yeast conditions using rice-husk-heated fractional distillation and examined the workflow's prospective implications for STEM laboratory education. Methods: A 3 × 5 exploratory factorial arrangement combined 10, 20, and 30 g of turbo yeast per 11 L batch with fermentation periods of 24, 48, 72, 96, and 120 h. Each of 15 treatment combinations was processed once. Ethanol content, distillate volume, and post-fermentation pH were analyzed descriptively, and the workflow was prospectively mapped to science, technology, engineering, mathematics, and sustainability learning opportunities. Results: Ethanol content increased from 24 to 96 h at all three dosages and declined at 120 h. The highest observed value was 51% at 30 g and 96 h, with 545 mL of distillate and a qualitative pH reading of 3. The workflow supported conceptual links to fermentation science, measurement technology, biomass-heated separation, factorial data interpretation, and evidence-bounded reasoning. Conclusion: The study provides an exploratory process baseline and a defensible basis for developing a locally grounded STEM laboratory module. Because treatments were unreplicated and no students or learning outcomes were evaluated, neither statistical treatment effects nor instructional effectiveness can be claimed.

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