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Journal of Education Sciences (Edusci)
Published by Ann Publisher
ISSN : 30327393     EISSN : 30472296     DOI : https://10.62885/edusci.v1i1
Core Subject : Education,
Education
Journal of Education Sciences (Edusci) is a peer-reviewed journal that publishes scientific articles in the field of education. Articles published in the Edusci Journal include the results of original scientific research (top priority), new scientific review articles (not priority), as well as the results of studies in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 78 Documents
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The Impact of a Public Speaking and Writing Skills Workshop on Student Preparation and Empowerment in International Academic Forums Yulianita, Neni; Maryani, Anne; Wiwitan, Tresna; Rakhmatullah, Adhika Putra; Maulana, Faisal; Irvanianto, Raihan Firjatullah
Jurnal Edusci Vol 3 No 1 (2025): Vol 3 No 1 September 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v3i1.865

Abstract

Background. Speaking and writing are essential communication skills for students in academic settings and international forums, enabling them to convey ideas clearly and effectively in presentations, seminars, and scientific publications. Aim. This study aims to evaluate the effectiveness of a workshop on speaking and writing skills in enhancing students’ academic communication abilities, particularly in preparation for participation in international academic forums. Methods. Through the workshop activities carried out, the level of knowledge of participants was evaluated using a descriptive approach. The instruments used to collect data were a pre-test and a post-test. Results. The results of this training were effective in improving participants' knowledge and skills, as indicated by the effectiveness measurement. Workshop participants were involved in speaking and writing to enhance their academic achievement in international forums, which will enable them to participate in the International Conference on Communication, Management, and Humanities (ICCOMAH VI) 2025. Conclusions. Speaking and writing skills are crucial for students in academic settings, especially in international forums. These abilities support the delivery of precise ideas, enhance academic performance, and enable students to present their thoughts systematically, making them easier to understand by diverse audiences. Implementation. The workshop was conducted through interactive sessions, writing and speaking exercises, and academic forum simulations to improve participants’ communication skills gradually
Experience of Bullying Behavior in Students as Witnesses (Bystander/Upstander) Students in South Jakarta City Wahyuniar, Lely; Iman Pustakasari, Endahing Noor
Jurnal Edusci Vol 3 No 1 (2025): Vol 3 No 1 September 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v3i1.892

Abstract

Background. Often, the case of bullying incidents goes viral, thanks to children who witness bullying incidents acting as bystanders/upstanders. This role is dilemmatic; if you are passive, you feel psychologically distressed because you are faced with a situation and are at risk of becoming a victim. However, there are also those who dare to stop bullying incidents by defending the victim as a form of high empathy, good social skills, and a sense of moral responsibility. Upstanders face risks such as being targeted for revenge or social pressure from the perpetrator. Therefore, it is necessary to gain the attention of stakeholders. Purpose. This study aims to investigate the behavior of students as witnesses, both as bystanders and upstanders, in bullying cases in the city of South Jakarta. Method. This research method uses a quantitative approach, a type of descriptive research. The data analysis techniques employed include descriptive statistics, validity, and reliability. Data analysis is processed using IBM SPSS and Python. Result. In terms of the bystander/upstander aspect, almost all respondents reported experiencing bullying incidents (M = 0.99; SD = 0.07), and most had an understanding of the appropriate course of action to take (M = 0.88; SD = 0.33). Respondents were also relatively familiar with the existence of the upstander (M = 1.26; SD = 0.77), albeit with considerable variation. Students' assessment of the school's success rate in handling bullying cases was relatively good (M = 2.79; SD = 0.96), while students' knowledge related to school anti-bullying policies was also relatively high (M = 0.78; SD = 0.41). Conclusion. Although verbal bullying behavior is still quite prevalent, most students have the awareness to act as bystanders or upstanders. However, there are still respondents who are passive when they see bullying, but some others have also played a role as helpers. With the active involvement of students and all stakeholders, it is hoped that efforts to prevent and address bullying in schools, especially at the junior high school/high school levels, can be implemented more effectively, creating a safe and inclusive learning environment that supports the positive development of students' character. Implementation. Teachers and school counselors are expected to provide regular education about the impact of bullying and foster a school culture that encourages students to take a stand against it.
The Role of MTs N 3 Surabaya City in Building Religious Moderation Culture: Analysis of Inclusive and Child-Friendly Education Models Asmiati, Asmiati; Atmaja, Dwi; Mahmudah, Lilik; Kholiq, Abdul; Widyanto, Priyo Bagus
Jurnal Edusci Vol 3 No 1 (2025): Vol 3 No 1 September 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v3i1.893

Abstract

Backgrounds. As educational institutions with Islamic characteristics, madrasahs play unique roles and bear special responsibilities in this national project. Madrasahs function not only as institutions for knowledge transfer, but also as centers for character formation and religious understanding of Indonesia's young Muslim generation. Aims. This research conducts an in-depth analysis of the religious moderation culture development model at MTsN 3 Surabaya City, positioned as a pioneer in responding to the national agenda for strengthening religious moderation. Facing challenges of intolerance and radicalism, this madrasah has designed a holistic and systematic program architecture. Methods. Using qualitative analysis methods on institutional publication data and news reports, this study identifies three main strategic pillars: (1) student empowerment as agents of change through the flagship program "Young Ambassadors of Religious Moderation"; (2) institutional ecosystem strengthening through in-depth teacher training and internal knowledge production in the form of dozens of moderation books; and (3) holistic integration of moderation values into curriculum, school culture, and strategic partnerships. Result. The main findings indicate that this strategy not only successfully forms tolerant, prosocial, and nationally minded student characters, but also fundamentally transforms the school climate into a safer, more harmonious, and collaborative environment. Conclusion. The central thesis of this report is that the comprehensive implementation of religious moderation at MTsN 3 Surabaya City functions as an instrumental mechanism to realize an inclusive education model based on the Child-Friendly School (CFS) framework. Implementation. This model proves effective in translating macro policies into impactful micro practices, offering valuable insights for other educational institutions.
Uncover Creative Thinking Skills Development in Accelerated Class: (case study: National plus school in north sulawesi, Indonesia) Tampi, Fera L; Dengah, Jenny I; Masinambow, Danny A
Jurnal Edusci Vol 2 No 6 (2025): Vol 2 No 6 July 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i6.930

Abstract

Background. There were some ideas for accelerating Indonesia’s K-12 education using alternative names to RSBI (Rintisan Sekolah Berbasis Internasional or Prepared International Standard School), which has already been proposed by law, such as accelerated classes or national schools plus. While this class charges a higher rate than the standard class, many parents hope that the English usage in class will accelerate their children's progress. On the other hand, it should develop critical thinking skills for students to differentiate an accelerated class from others. Aims. This research aimed to find evidence and uncover the development of critical thinking skills in an accelerated class. The entire study took place in North Sulawesi, involving 19 schools across K-12 grades (from elementary to high school), and data were collected through observation, interviews, and questionnaires. Methods. This research employs a field study to collect data from entire schools that offer accelerated classes in North Sulawesi. Using the ex post facto method, which involves identifying something that has already occurred, we employed interviews, observation, and document study to gather all the necessary data. As mentioned previously regarding schools as objects, we attempted to delve deeper into these critical thinking skills in students, as well as in the teachers who take responsibility in class. Conclusion. There are some critical key results from it, which are: (1) the assumption of accelerated class, between merely English usage or critical thinking skill, (2) teachers and students wish in creating critical thinking skill outcome from learning process, (3) teacher having difficulties in planning critical thinking skill effort in class, (4) students somehow want critical thinking skill is being held in accelerated class using proper learning process, and (5) good facility and English usage is not enough for accelerated class with such high rate.
Reveals Learning Problem Posing Mathematics In Primary School Tombokan, Sarah; Mandagi, Mieke O
Jurnal Edusci Vol 2 No 6 (2025): Vol 2 No 6 July 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i6.931

Abstract

Background. Math class, especially in primary school, has always been a “big monster” for many students. Teachers are also having difficulties in delivering in the classroom. However, there are some options available for addressing these problems. Aims. This chapter offers problem-based learning and project-based learning as its solutions. Both solutions are explained briefly yet clearly, including their “how-to” and their barriers. Methods: Problem-based learning and project-based learning are employed as teaching methods that engage students in real-world problems, creating a personally meaningful experience.Conclusion. some barriers in implementing both of the solution options. They are: (1) role changing of teachers from knowledge resource into facilitator, (2) lack of experience for teachers, (3) good resource availability, (4) support from stakeholders, (5) technology support, and (6) careful teaching plan. However, all of them can still be solved based on each solution.While the barriers can be overcome in the learning process, there are also some critical considerations that teachers should be aware of when solving math class problems.
INQUIRIES LEARNING MODEL TO INCREASE LEARNING OUTCOMES FOR PRIMARY SCHOOL CHILDREN Manawan, Stelly V; Naharia, Melkian; Tumurang, Hetty
Jurnal Edusci Vol 2 No 6 (2025): Vol 2 No 6 July 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i6.932

Abstract

Background. Education is a crucial factor in human life because it can encourage and determine the progress of a nation. Therefore, education is focused on increasing human resources so thateducation can improve human quality in all aspects of life. Education, as one of the most critical sectors in national development, plays a crucial role in improving the quality of life for the Indonesian people. Aims. This study aims to determine how to improve student learning outcomes through the e-inquiry learning model in PAUD children. Methods. This research is a classroom action research (CAR) study, with kindergarten children as the subjects, totaling 30 participants. The data sources are obtained from test results, observations, and questionnaires. Result. Based on the research results, the data obtained from the first cycle of teacher activity is 82%, and the data from student activity is 85%. Meanwhile, teacher activity in cycle II was 92% and student activity was 95%. And children's learning outcomes in the first cycle of 67% and in the second cycle increased by 90%. The child's response to the learning provided by the teacher is also quite good, with kindergarten children expressing pleasure in participating in this learning at a rate of 88%, and those who stated that they were not happy to participate in this learning at a rate of 12%. Conclusion. Thus, it can be concluded that the application of the Inquiry learning model can improve the learning outcomes of kindergarten children in vocabulary development materials. The activities of teachers and kindergarten children have been going well and are receiving a good response from the students.
The Ethic Of Spiritual And Material Balance (Tawāzun) In Classical Islam As A Solution To The Value Crisis Of Modern Education Nu'man, Mohammad; Junaedi, Junaedi
Jurnal Edusci Vol 3 No 2 (2025): Vol 3 No 2 November 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v3i2.953

Abstract

Background, Modern education, despite its excellence in science and technology, faces an alarming value crisis, marked by moral degradation and widespread mental health issues among students. This crisis is rooted in an imbalanced paradigm: fragmentation due to the dichotomy of knowledge, a pragmatic-materialistic orientation, and the penetration of hedonistic values in the digital era. Aim, This research aims to offer the ethic of balance (tawāzun) from the intellectual treasury of classical Islam as a transformative solution. Method, Using a qualitative library research method. Results, this study analyzes the primary works of Muslim thinkers such as Al-Ghazali, Ibn Miskawaih, and Al-Mawardi. The analysis reveals that tawāzun is an ontological principle (personal, communal, cosmic) that rejects the world-hereafter dichotomy. Al-Ghazali emphasizes inner purification (tazkiyatun nafs). Ibn Miskawaih maps the psychological balance of the soul, and Al-Mawardi offers a socio-ethical framework. Conclusion. This concept is highly relevant for contemporary holistic education. Its implementation demands transformation on three levels: curriculum integration, innovation in affective-spiritual pedagogy, and the development of a balanced school culture. Implication. This reconstruction is expected to form the insān kāmil (the perfect human) who is intellectually intelligent, morally robust, and spiritually mature.
EFL Teachers’ Readiness In Using ICT: Knowledge, Skills, and Attitudes Norasiah, Norasiah; Irawan, Selvia; Amriani, Annisa; Putri, Ade Liany
Jurnal Edusci Vol 3 No 2 (2025): Vol 3 No 2 November 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v3i2.961

Abstract

Aims. This research investigates English teachers’ preparedness to integrate Information and Communication Technology (ICT) into their teaching practices in the post-pandemic context. The study specifically focuses on three objectives: (1) to assess the level of readiness demonstrated by English teachers in adopting ICT after the pandemic; (2) to explore the ways in which teachers utilize ICT tools within classroom instruction; and (3) to identify the primary barriers and difficulties teachers encounter when implementing ICT in the post-pandemic period. Methods. Employing a mixed-methods approach, this study integrates both quantitative and qualitative data to provide a comprehensive understanding of the topic. The quantitative component examines variable relationships based on established theoretical frameworks, while qualitative inquiry supports deeper contextual interpretation. Participants included 48 English teachers from public junior high schools in Yogyakarta City, with four teachers selected for in-depth interviews. The questionnaire was adapted from validated instruments developed by Singh and Chan (2014), Al-Furaydi (2013), Davis (1989), and Zara-ee (2011). Descriptive statistical analysis was used for quantitative data, and qualitative data were analyzed through the interactive model proposed by Miles et al. (2014). Results. Findings reveal that 74% of the participants exhibited a high level of ICT readiness, whereas 26% demonstrated limited preparedness. Conclusion. The interviews highlighted several obstacles hindering ICT integration, including unstable internet connectivity, financial limitations, insufficient ICT-related training, and inadequate school infrastructure. Implementation. The most prominent challenge identified in this research was the shortage of professional development opportunities or ICT training for teachers.

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