cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Paul Arjanto
Contact Email
paul.arjanto@gmail.com
Phone
+628114738333
Journal Mail Official
educatione@iiesecore.com
Editorial Address
CV. TOTUS TUUS Jl. Mangga Dua, Desa Waenono, Kec. Namrole, Kab. Buru Selatan, Maluku 97544
Location
Kab. buru selatan,
Maluku
INDONESIA
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 118 Documents
 8   9   10   11   12 
BIG BOOK MEDIA AS A LITERACY INTERVENTION IN PRIMARY CLASSROOMS: IMPROVING READING OUTCOMES Dominggus Neite; Elisabet Fernanda Muyapa; Elsina Dina Laura Singgamui; Vitaria Raraawi; Maria Mote; Susan Bonai; Jasmari
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.v4i1.193

Abstract

Reading literacy in primary school is foundational, yet classroom observations indicated that many Grade 3 students demonstrated limited participation in shared reading, weak oral reading fluency, and insufficient comprehension of narrative texts. This study aimed to improve students’ reading literacy through the use of Big Book media in classroom instruction. A Classroom Action Research design following Kemmis and McTaggart was implemented in two cycles (planning, action, observation, and reflection) with 28 third-grade students. Data were collected through student-activity observations and reading literacy tests administered as pre-test and post-test in each cycle, with a minimum mastery criterion of 70. The findings show consistent improvement in reading performance and mastery. The class mean increased from 64.25 at baseline to 73.10 in Cycle I and 82.75 in Cycle II, while mastery rose from 35.71% to 64.29% and reached 89.29% by Cycle II. Observational data also indicated higher engagement, increased confidence in reading aloud, and more active participation during discussion and question–answer sessions. The study concludes that Big Book–assisted shared reading is effective for strengthening Grade 3 students’ reading literacy, both cognitively (fluency and comprehension) and affectively (motivation and participation). Practically, teachers may integrate Big Books into routine literacy instruction to support interactive reading. Future research should test the approach with larger samples, comparison groups, and longer follow-up across varied text genres.
CONTEXTUAL STORYTELLING TO STRENGTHEN PANCASILA VALUES: A CLASSROOM ACTION RESEARCH STUDY Sabina Kedeikoto; Mesak Gabou; Bunga Yulin Singgamui; Hendrika Edowai; Antonia Mote; Karola Devita Moyab; Santji Afi Rangkoly
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.v4i1.194

Abstract

A recurring challenge in Indonesian primary schools is that students often learn Pancasila as memorized principles rather than values practiced in daily interactions. This study investigated whether a storytelling-based learning approach could improve Grade V students’ understanding of Pancasila values at State Elementary School 1 Nabire, Central Papua. The research employed Classroom Action Research (CAR) conducted in two cycles, each comprising planning, action, observation, and reflection, across two meetings per cycle. Participants were 24 fifth-grade students (13 boys, 11 girls). Data were collected through pre-test and post-test measures (KKM = 75) and structured classroom observations of engagement and value-related behaviors, and were analyzed using descriptive quantitative and qualitative techniques. Findings indicated substantial improvement in learning outcomes: the pre-cycle mean score was 63.5 with 25% mastery; after Cycle I, the mean increased to 73.4 with 58.3% mastery; and after Cycle II—which strengthened storytelling using visual media and small-group retelling/discussion—the mean rose to 82.1 with 91.7% mastery. The study concludes that storytelling, particularly when supported by visual aids and participatory discussion, is effective for improving students’ cognitive understanding and classroom engagement in learning Pancasila values. Practically, the approach offers a feasible model for character education in culturally diverse and resource-limited contexts. Future research should test the model with control groups, larger samples, and longer follow-up to assess sustained value internalization and behavioral change.
COGNITIVE-BEHAVIORAL COUNSELING TO IMPROVE ACADEMIC ACHIEVEMENT IN AN ISLAMIC BOARDING SCHOOL: A QUASI-EXPERIMENTAL STUDY Veny Kurnia; Weni Kurnia Rahmawati; Nailul Fauziyah
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.v4i1.197

Abstract

Academic underachievement among mahasantri in Islamic boarding schools is frequently associated with maladaptive cognitions, low learning motivation, weak study discipline, and ineffective time management, which collectively contribute to declining academic performance. This study aimed to examine the effectiveness of cognitive-behavioral counseling (CBC) in improving mahasantri’s academic achievement in a pesantren-based educational setting. A quasi-experimental nonequivalent control group design was applied, involving an experimental group receiving CBC and a comparison group without intervention, with pretest and posttest measurements administered using a questionnaire capturing indicators of academic problems (academic “decadence”) and achievement-related behaviors. Pre–post changes in the experimental group were analyzed using the Wilcoxon signed-rank test. The results showed that most participants in the experimental group demonstrated improved academic outcomes after counseling; Wilcoxon ranks indicated 28 positive ranks, 7 negative ranks, and 0 ties, with statistical significance (p < .05). The findings support the conclusion that CBC is a promising guidance-and-counseling strategy to strengthen academic achievement in pesantren contexts by helping students identify and restructure irrational thoughts and adopt more adaptive learning behaviors. Practically, counselors and pesantren administrators may integrate CBC sessions to enhance motivation, discipline, and academic self-beliefs. Future research should employ randomized or well-matched group designs, include longitudinal follow-up, and use mixed-method approaches to clarify mechanisms of change.
EXPRESSIVE PATTERN DRAWING IN GROUP COUNSELING FOR VOCATIONAL STUDENTS’ EMOTIONAL REGULATION IMPROVEMENT Ali Murtadho; Asieline Wahyu Tri Ardyanti; Budi Purwoko; Evi Winingsih
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.v4i1.198

Abstract

Emotional regulation is an essential aspect of students’ development, particularly for vocational high school students who are in a critical period of emotional and social adjustment. However, many students still experience difficulties in managing their emotions adaptively, which may negatively affect their learning process and social interactions. Therefore, appropriate and developmentally relevant interventions are needed. This study aimed to examine the effect of group counseling based on expressive pattern drawing on students’ emotional regulation abilities. This study employed a quantitative approach using a pre-experimental One Group Pretest–Posttest Design. The respondents consisted of eleventh-grade students at SMK Sejahtera Surabaya who demonstrated low emotional regulation abilities and were selected through purposive sampling. Data were collected using an emotional regulation questionnaire with a four-point Likert scale, which had been tested for validity and reliability, yielding a Cronbach’s Alpha coefficient of 0.832. The intervention was conducted through group counseling sessions utilizing expressive pattern drawing techniques over five sessions. Data analysis was performed using the Wilcoxon Signed Rank Test with the assistance of SPSS version 25. The results indicated an improvement in emotional regulation abilities among all participants after the intervention. The Wilcoxon test revealed an Asymp. Sig. (2-tailed) value of 0.027 (< 0.05), indicating that group counseling based on expressive pattern drawing had a significant effect on improving emotional regulation abilities among vocational high school students.
URBANIZATION AND SOCIAL CHANGE IN THE POST-PANDEMIC CITY: A CRITICAL INTEGRATIVE REVIEW OF INEQUALITY, COHESION, AND GOVERNANCE (2020–2025) Susilorini, Endang Setianingsih
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.v4i1.209

Abstract

Urbanization is widely framed as a pathway to modernization and improved living standards, yet its social consequences remain theoretically fragmented and empirically contested across contemporary social science scholarship. This study aims to synthesize how recent urbanization processes reshape social structures, cultural norms, and patterns of interaction, while identifying the mechanisms that mediate uneven social outcomes. Using a qualitative critical integrative literature review, the study systematically analyzes peer-reviewed journal articles published between 2020 and 2025, selected from reputable academic databases and coded through a document analysis matrix. The data were examined using thematic and critical content analysis to compare dominant paradigms, underexplored perspectives, and cross-contextual patterns. Findings indicate that urbanization produces non-linear and context-dependent social change. Across settings, urban growth is consistently associated with intensified social stratification, residential and mobility-based segregation, and weakened community cohesion, alongside the emergence of flexible, network-based forms of sociality. Cultural change is characterized less by convergence than by cultural hybridity and contestation as local norms interact with global urban lifestyles. Crucially, governance arrangements and urban infrastructures (housing, transportation, public services) operate as mediating variables that either amplify exclusion or enable inclusion. Post-pandemic dynamics further highlight digital urbanism as a new axis of inequality through persistent digital divides. The study concludes that urbanization should be understood as a socially embedded process whose outcomes depend on institutional capacity and socio-spatial justice. Future research should employ mixed-method and longitudinal designs, expand comparative cases across governance regimes, and treat digital infrastructures as core analytical variables.
PROJECT-BASED LEARNING AS A PEDAGOGICAL PATHWAY TO ENTREPRENEURIAL COMPETENCE IN POSTGRADUATE EDUCATION: EVIDENCE FROM QUALITATIVE INQUIRY 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.v4i2.210

Abstract

Rapid economic shifts, technological acceleration, and changing labor-market structures require higher education to prepare graduates who are not only academically capable but also creative, innovative, independent, and able to make responsible decisions under uncertainty. This study aimed to examine how project-based learning (PBL) strengthens the entrepreneurial mindset of postgraduate students and to identify the learning processes that facilitate the internalization of entrepreneurial values. A qualitative descriptive design was employed, using direct classroom observation, in-depth semi-structured interviews with postgraduate students and course instructors, and document analysis of course plans and student project reports. Data were analyzed thematically through iterative reduction, display, and conclusion drawing, supported by source and technique triangulation. Findings indicate that PBL positively influenced students’ critical thinking, creativity, collaboration, and problem-solving in authentic entrepreneurship-related tasks. Active engagement across project phases (planning–implementation–evaluation) fostered innovation, accountability, self-confidence, and opportunity recognition, while bridging conceptual understanding with practical entrepreneurial action. The study concludes that PBL is an effective and contextually relevant approach for strengthening postgraduate students’ entrepreneurial mindset and should be integrated more systematically within graduate curricula. Practically, the results inform curriculum design and instructional strategies for entrepreneurship development in higher education. Future research should use longitudinal and mixed-method designs to measure sustained outcomes (e.g., entrepreneurial self-efficacy, intention, or venture creation) across disciplines and institutional contexts.
EMBEDDING ACADEMIC LITERACY WITHIN INCLUSIVE PEDAGOGY IN SPECIAL EDUCATION TEACHER EDUCATION: A QUALITATIVE STUDY IN AN INDONESIAN UNIVERSITY Wahyudi, 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.v4i1.211

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
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.

Page 12 of 12 | Total Record : 118

 8   9   10   11   12 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Volume 4, Issue 1, January 2026 Volume 3, Issue 2, July 2025 Volume 3, Issue 1, January 2025 Volume 2, Issue 2, July 2024 Volume 2, Issue 1, January 2024 Volume 1, Issue 2, July 2023 Volume 1, Issue 1, January 2023