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Paul Arjanto
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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 174 Documents
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STRENGTHENING PANCASILA EDUCATION THROUGH TEACHER CAPACITY AND CONTEXTUAL CURRICULUM ENACTMENT IN A REMOTE SCHOOL Kirie Natalia Seleky; Fatimah Sialana; Lisye Salamor
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.164

Abstract

Improving Pancasila Education in geographically and infrastructurally constrained schools requires alignment between teacher capacity, curriculum interpretation, school leadership, and locally feasible resources. This article presents a secondary qualitative reanalysis of an archived single-school fieldwork record from SMP Negeri 02 Fena Fafan, South Buru, Indonesia. The archive contains dated observation summaries, interview excerpts from school leaders, teachers, and Grade VII-IX students, and references to school documents collected in July 2025; however, the exact participant total, raw recordings, full instruments, and systematic student-outcome measures were not available. A hybrid thematic synthesis combined inductive coding with sensitizing concepts drawn from curriculum-enactment, instructional-leadership, professional-learning, culturally relevant pedagogy, and civic-education scholarship. The archived evidence documents uneven subject-matter mastery, lecture and note-taking practices, limited contextual materials, incomplete Merdeka Curriculum understanding, and restricted digital access. It also documents enabling practices, including supervision, peer knowledge sharing, selective use of Buru language, parent-school communication, discussion, group work, video, and shared-device learning. The analysis proposes, rather than tests, a framework in which principal-led curriculum co-design links professional capacity to contextual enactment, while local-language scaffolding and low-bandwidth pedagogy operate as context-specific enabling conditions. The study offers analytically transferable propositions for similar remote-school contexts, but no causal or statistical generalization is claimed. Future multisite research should verify the framework with complete sampling, ethics, instrument, and student-outcome documentation.
ENTREPRENEURIAL CULTURE, INNOVATION, AND DIGITAL MARKETING CAPABILITY IN MSMEs’ SUSTAINABLE COMPETITIVE PERFORMANCE Eriyani Eriyani; Inaya Sari Melati; Lola Kurnia Pitaloka; Rusdarti
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.165

Abstract

Micro, small, and medium enterprises (MSMEs) require complementary organizational and digital capabilities to maintain competitiveness in increasingly dynamic markets. This study examines the effects of entrepreneurial culture and innovation on sustainable competitive performance and evaluates the direct and moderating role of digital marketing capability. A quantitative survey was administered to 136 owners or managers of processing-sector MSMEs in Semarang Regency, Indonesia. Data were analyzed using partial least squares structural equation modeling with 5,000 bootstrap resamples. Digital marketing capability had a strong positive effect on sustainable competitive performance (β = 0.602, p < .001), and innovation also had a positive effect (β = 0.218, p = .048). Entrepreneurial culture did not have a significant direct effect (β = −0.033, p = .604). Digital marketing capability negatively moderated the relationship between entrepreneurial culture and performance (β = −0.215, p = .002), indicating that entrepreneurial values may become less effective when they are not aligned with data-informed digital practices. Its positive moderation of the innovation–performance relationship did not reach the 5% significance level (β = 0.147, p = .056). The findings show that sustainable competitiveness depends more directly on actionable innovation and well-developed digital marketing capability than on entrepreneurial values alone. MSME support programs should therefore integrate product and process innovation with practical digital marketing, analytics, and managerial execution.
CULTURAL COMPETENCE, IMPLEMENTATION CHALLENGES, AND PROFESSIONAL GROWTH PERCEPTIONS AMONG TEACHING INTERNS IN DIVERSE CLASSROOMS Cyrus Pontawe Casingal; Debbie Joyce Dudang Quimson; Liza Lanuza Quimson
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.170

Abstract

Teaching internships place preservice teachers in settings where linguistic and cultural diversity must be addressed in daily instruction, yet evidence remains limited on how interns simultaneously perceive their cultural competence, implementation challenges, support resources, and professional growth in a Philippine provincial context. This study aimed to describe these interrelated perceptions among 91 Bachelor of Elementary Education teaching interns at Pangasinan State University-San Carlos Campus. A cross-sectional concurrent embedded mixed-methods survey was used. Quantitative responses to 5-point self-report items were summarized using frequencies, percentages, means, and standard deviations, while open-ended responses supplied descriptive qualitative context. Self-ratings were highest for understanding how cultural differences affect teaching and learning (M = 4.42, SD = 0.68) and lowest for perceived effectiveness in cross-cultural communication (M = 4.04, SD = 0.82). Challenge ratings ranged from M = 3.13 to M = 3.47, with the highest mean for understanding and addressing cultural differences in the classroom. Pre-internship orientation was selected as helpful by 86.8% of respondents, whereas 39.6% rarely or never sought mentor guidance. Perceived internship-outcome ratings ranged from M = 4.47 to M = 4.71. Open-ended responses illustrated language barriers, inclusive strategies, cultural-protocol concerns, and perceived identity development. Favorable self-perceptions therefore coexisted with continuing implementation difficulty. The findings support targeted mentoring and practice-focused preparation but remain descriptive and context-bound because participant-flow, instrument-validation, and qualitative-coding documentation were incomplete.
FROM PUBLIC-SCHOOL TEACHING TO DIVISION-OFFICE EDUCATIONAL ADMINISTRATION: A LONGITUDINAL AUTOETHNOGRAPHY Cyrus Pontawe Casingal
EDUCATIONE Volume 5, Issue 1, January 2027
Publisher : CV. TOTUS TUUS

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

Abstract

Moving from classroom teaching to system-level educational administration requires both technical role learning and reconstruction of professional identity. This longitudinal analytic autoethnography examined my transition from nine years of public-school teaching to a division-office education specialist role during the first 16 months of appointment, from August 2024 to November 2025. The study asked how I experienced and interpreted changes in role expectations, professional identity, and engagement with system-level educational constraints. Data were generated through contemporaneous experiential journals, bi-weekly artifact-based reflections, and monthly retrospective entries linking the new role with prior teaching experience. A six-phase reflexive thematic analysis was conducted, followed by interpretation through role identity theory and complexity leadership theory. 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 analysis shows that the transition involved neither abandonment of the teacher identity nor a simple acquisition of administrative procedures. Instead, pedagogical commitments became resources for interpreting policy, coordination, and organizational responsibility. The study contributes a role-specific account of division-office administration and proposes that induction and mentoring should address identity negotiation alongside technical competence. The findings are analytically transferable but remain bounded to one participant and one organizational setting.
SELF-CONTROL GROUP COUNSELING REDUCES SOCIAL MEDIA ADDICTION IN EARLY ADOLESCENTS Bennedicta Cahya; Wiwik Kusdaryani; Eka Sari Setianingsih
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.225

Abstract

Problematic social media use can disrupt adolescents’ learning, direct social interaction, and emotional regulation, yet evidence concerning brief school-based counseling responses remains limited. This study examined whether group counseling incorporating self-control techniques reduced social media addiction among eighth-grade students. A quantitative pre-experimental one-group pretest-posttest design was used. From a population of 256 students, 10 students with high pretest scores were selected purposively. Participants completed a four-response Likert-style social media addiction scale before and after six counseling sessions. Descriptive statistics, Shapiro-Wilk tests, and a paired-samples t-test were applied. The mean score decreased from 107.5 to 85.0, representing a 22.5-point or 20.9% reduction. The paired comparison was statistically significant, t(9) = 6.945, p < .001; a supplementary effect-size calculation based on the reported test statistic indicated a very large within-participant effect (Cohen’s dz = 2.20). These findings suggest that structured group counseling may strengthen adolescents’ capacity to monitor urges, regulate access, schedule alternative activities, and use social media more adaptively. School counselors may use the intervention as a targeted early-response strategy, while avoiding the assumption that all intensive use is pathological. Future research should employ randomized or controlled designs, larger multisite samples, follow-up measurement, objective usage indicators, and fully reported instrument validity, reliability, and ethical approval information.
PERCEIVED DIGITAL INTERACTIVE LEARNING MEDIA AND MOTIVATION AS OVERLAPPING CORRELATES OF SELF-REPORTED ECONOMICS OUTCOMES Rizaldi Alwari; Sjeddy Watung; Edwin Wantah; Jerry Wuisang
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.226

Abstract

Digital learning experiences and student motivation are frequently modeled as distinct correlates, although their measures may capture overlapping perceptions. This study examined the bivariate and joint associations of perceived digital interactive learning media and learning motivation with self-reported economics outcomes among Grade 10 students at one Indonesian secondary school. A cross-sectional survey analyzed 106 students from a population of 144; the source record identified simple random sampling but did not document randomization, participant demographics, or non-response. Three 15-item summed Likert scales were used. Internal consistency was exceptionally high (Cronbach's alpha = .981-.983), warranting caution regarding redundancy and discriminant validity. Simple regressions showed strong associations for digital media (beta = .832, R-squared = .693, p < .001) and motivation (beta = .833, R-squared = .694, p < .001). The joint model was significant, F(2, 103) = 118.313, p < .001, R-squared = .697, but unique coefficients were not significant for digital media, B = .396, 95% CI [-.372, 1.164], p = .308, or motivation, B = .437, 95% CI [-.325, 1.199], p = .258. The increment beyond the stronger single-predictor model was only delta R-squared = .003. The pattern is compatible with substantial shared variance, overlapping item content, or common-method effects and does not establish an integrated mechanism or causal influence. The study offers a school-specific diagnostic for refining measurement and digital pedagogy. Future research should report complete sampling and ethics procedures, use objective achievement data and non-overlapping validated scales, and provide multicollinearity, residual, and longitudinal or experimental evidence.
HOW PRINCIPAL LEADERSHIP AND SCHOOL CULTURE SHAPE TEACHER PERFORMANCE: A PHENOMENOLOGICAL STUDY Zefanya Hana Hartanti; Johny Taroreh; Jerry Rommy Herter Wuisang
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.228

Abstract

Teacher performance is frequently treated as an individual attribute, although teachers enact professional competence within organizational conditions created by leadership and shared culture. This study explored how principal leadership and school organizational culture shaped teachers’ perceived performance in an Indonesian public senior high school. A qualitative phenomenological design involved 11 participants: the principal, a vice principal, and nine homeroom teachers. Data were generated through in-depth interviews, direct observations, and analysis of school documents, then examined through iterative data reduction, data display, conclusion drawing, and cross-source verification. Five interconnected findings emerged: communicative and participatory leadership; motivational and supportive supervision; professional trust that strengthened teacher autonomy; a disciplined and collaborative school culture; and a synergistic relationship between leadership practices and cultural routines. Participants associated these conditions with stronger motivation, punctuality, instructional effectiveness, independence, work quality, and organizational commitment. The study concludes that leadership does not improve teacher performance as an isolated personal style; its influence becomes durable when communication, supervision, trust, and collaboration are embedded in everyday organizational practices. The findings benefit school leaders by identifying practical mechanisms for developmental supervision, participatory decision-making, and culture building. Future research should use multi-site, longitudinal, and mixed-method designs to test the transferability and temporal stability of the proposed leadership–culture mechanism.
IMPROVING TEACHER QUALITY IN THE IMPLEMENTATION OF THE MERDEKA CURRICULUM: A QUALITATIVE CASE STUDY Yandri Reasoa; Lisye Salamor; Herpie Lambiombir
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.230

Abstract

This study examines how teacher quality is improved in the implementation of the Merdeka Curriculum at SMA Negeri 42 Central Maluku, Indonesia. The study was motivated by the strategic role of teachers in translating curriculum reform into meaningful, differentiated, and student-centered learning, particularly in schools that face contextual limitations related to infrastructure, digital access, and teacher readiness. A descriptive qualitative case-study design was employed. The research participants were selected purposively and consisted of the principal and the vice principal for curriculum, both of whom were directly involved in curriculum implementation and teacher development programs. Data were collected through observation, semi-structured interviews, and documentation, and were analyzed through data reduction, data display, and conclusion drawing. The findings reveal four interconnected dimensions of teacher-quality improvement. First, pedagogical competence was strengthened through in-house training, Merdeka Curriculum workshops, peer observation, learning communities, and training in the preparation of learning outcomes, learning objectives, teaching modules, and formative assessments. Second, personality competence was developed through stress-management webinars, emotional and spiritual intelligence training, coaching, and follow-up action plans designed to strengthen teachers as role models for character education and the Pancasila Student Profile. Third, social competence was enhanced through positive-culture workshops, collaborative reflection, and communication-oriented activities that supported inclusive learning relationships. Fourth, professional competence was improved through teacher working groups, direct practice, contextual adaptation, and the development of innovative teaching materials. The study concludes that teacher-quality improvement in the Merdeka Curriculum requires an integrated, school-based professional development model that combines technical training, reflective coaching, collegial collaboration, and contextual problem solving.
PRINCIPAL STRATEGY FOR OPTIMIZING SCHOOL-BASED MANAGEMENT IN A FOUNDATION-RUN HIGH SCHOOL Rivaldo Paul Telussa; Neti Bunai; Maria Ria Butu; Nazar Amrullah; Suardiman Dayadi; Aleks Pigai
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.237

Abstract

School-based management (SBM) requires school-level autonomy to be supported by participation, accountability, role clarity, and the capacity to use limited resources. This qualitative single-case study examines how a principal described and enacted SBM in a foundation-run high school in Nabire, Papua. The principal was the sole primary informant. The available research record indicates that data were collected through an in-depth interview, observation, and document review, although the fieldwork period and detailed collection procedures were not documented. A framework-guided thematic analysis organized the account around planning, resource organization, program implementation, monitoring and evaluation, enabling and constraining conditions, and proposed responses. The principal reported an annual work program, formal task allocation, supervision and teacher-development activities, and periodic evaluation meetings. Implementation was constrained by uneven participation, limited resources, overlapping duties, weak program indicators, and uneven understanding of SBM. Because the research record did not include verbatim quotations or traceable observation and document identifiers, the findings are interpreted as a descriptive managerial account rather than verified evidence of school-wide effectiveness. The study proposes that formal routines become more participatory and learning-oriented when shared understanding, decision rights, role clarity, measurable indicators, and foundation-school accountability are aligned. The findings are analytically transferable to comparable settings but are not statistically generalizable.
CHARACTER EDUCATION AND TEACHER CREATIVITY AS PREDICTORS OF STUDENT LEARNING OUTCOMES Annisa Magfirah Malele; Silvana Shirly Alice Oroh; Febriyanti Maurren Lidya Rattu
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.238

Abstract

Improving achievement in remote schools requires attention to both the ethical conditions that organize student participation and the pedagogical capacity of teachers to adapt instruction. This study examined whether character education and teacher creativity separately and jointly predicted student learning outcomes at a remote Indonesian junior high school. A quantitative cross-sectional explanatory-correlational survey involved 39 students from a population of 43 during the 2025–2026 academic year. Questionnaire, observation, and school-documentation data were analyzed using simple and multiple linear regression. Character education positively predicted learning outcomes (B = 0.743, β = .740, t = 6.684, p < .001) and explained 54.7% of the observed variance. Teacher creativity was also significant (B = 0.740, β = .749, t = 6.884, p < .001) and explained 56.2%. In the joint model, character education (β = .408, p = .010) and teacher creativity (β = .446, p = .005) retained significant unique coefficients, and the model explained 63.6% of outcome variance, F(2, 36) = 31.511, p < .001. The findings indicate that value-oriented school practices and adaptive pedagogy are complementary predictors, although the cross-sectional single-site design does not establish causality. Schools may use the results to align character formation with contextualized instructional improvement. Future multisite, longitudinal, and multilevel studies should employ validated measures and independently verified achievement indicators.

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