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Educazione: Journal of Education and Learning
Published by Al-Qalam Institute
ISSN : 30309425     EISSN : 30309476     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences
Educazione: Journal of Education and Learning is a medium of communication for researchers, academicians, and practitioners that provides a means for sustained discussion of relevant issues that fall within the focus and scopes of the journal, which is examined empirically in the areas of learning, development, instruction, and teaching. Educazione: Journal of Education and Learning is a peer-reviewed open-access journal that publishes articles in all areas of educational research. It aims to promote excellence through disseminating high-quality research findings and provide a platform for scientists and academics worldwide to promote, share and discuss new issues and developments in various fields of educational research. The journal publishes a broad range of papers from all branches of education and individual or group learning relating to education, including but not limited to curriculum, educational and learning innovations, elementary and secondary education, higher and adult education, teacher education, gender and education, Philosophy of education and learning, educational and information technology, educational and learning technology, etc.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 22 Documents
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Search results for , issue "vol. 3 no. 2 (2025)" : 22 Documents clear
Tuning into Learning: How Mini Podcasts Spark Focus, Dialogue, and Independence in Thematic Classrooms Ach. Nurfuad Al-Fajri; Maulida Eka Syaputri; Miftahus Surur; Siti Farian
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.418

Abstract

This study aims to explore how mini podcasts are used as thematic learning media in grades 4–6 of elementary school, as well as their impact on learning attention, class discussions, and student independence. Using a qualitative approach with a case study design, data were collected through semi-structured interviews, learning documentation, and field observations at MI Bustanul Ulum 01. The analysis was carried out thematically using the Miles and Huberman model, which included data reduction, data presentation, and conclusion. The results of the study show that mini podcasts can increase students' initial focus, create a conducive learning atmosphere, and strengthen material retention. Additionally, these media encourage active participation in thematic discussions and enable students to learn independently outside of class hours. The study's implications suggest that mini podcasts are an effective alternative medium relevant for application in elementary schools, particularly in areas with technological limitations. These findings make an empirical and practical contribution to the development of audio learning media that is contextual and integrated with thematic approaches.
The Role of Automated Writing Assessment: University Students’ Views on Writing Performance and Self-Regulation Ita Sari Ziadah Rohmah; Alfan Zuhairi
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.1192

Abstract

This study investigates how artificial intelligence (AI) supports students’ self-regulated writing (SRW) practices in academic contexts, particularly in thesis writing. Adopting a qualitative case study design, the research involved six final-year students in an English Language Education program, selected through purposive sampling to represent varying levels of AI reliance. Data were collected through Likert-scale questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. The findings indicate that students predominantly use AI tools for text-processing tasks such as grammar correction, paraphrasing, and translation, which contribute to improved writing accuracy, efficiency, and confidence. However, AI is less consistently utilized for higher-order processes, including idea development and progress monitoring, reflecting varied levels of metacognitive engagement. The results also reveal that students strongly prefer combining AI-generated feedback with input from teachers and peers, particularly for conceptual and substantive revisions. While AI enhances motivation and supports certain aspects of self-regulation, concerns about over-reliance and reduced critical engagement persist. These findings suggest that AI functions most effectively as a complementary tool within a broader pedagogical framework rather than as a substitute for human interaction. The study highlights the importance of integrating AI literacy and metacognitive training into academic writing instruction to ensure that students can use AI tools critically and strategically.
Learning Motivation as a Relational Experience: Rethinking Student Engagement in Madrasah Education Rofiqotul Muhiminah; Abdullah
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2237

Abstract

Student learning motivation is one of the important aspects of the learning process because it is related to student involvement during learning activities. However, learning in schools still often shows a gap between the delivery of material and the emotional involvement of students in the classroom. This study aims to understand how teacher interaction, learning atmosphere, and participatory learning activities shape student learning motivation in the madrasah environment. The research uses a qualitative approach with a case study type. Data collection was carried out through learning observations, in-depth interviews, and documentation during learning activities. The research informants consist of teachers, students, and madrasah heads who are directly involved in learning activities. Data analysis is carried out interactively through the process of data condensation, data presentation, and conclusion drawn. The results show that students' motivation to learn develops through more open interpersonal relationships between teachers and students, a comfortable learning atmosphere, and learning that gives students a wider space for participation. Group discussion activities, project-based learning, and non-stressful communication make students more courageous to express their opinions and engage in learning. In addition, the teacher's personal approach helps students feel more valued and comfortable during the learning process. This study shows that learning motivation is not only influenced by learning methods, but also by the quality of social interaction that develops during learning in the classroom.
From Heart to Heart: Teacher Strategies in Teaching English to Students with Special Needs through Narrative Inquiry Mirnawati; Dzulfikri
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2238

Abstract

Teaching English to students with Down Syndrome presents a distinctive pedagogical challenge that extends well beyond the application of conventional instructional methods. While inclusive education has gained increasing momentum globally, the specific experiences of teachers working with students with Down Syndrome in English as a Foreign Language (EFL) contexts remain underexplored, particularly within the Indonesian Sekolah Luar Biasa (SLB) setting. This study aims to explore the lived experience of an English teacher navigating the challenges and strategies involved in teaching English to a student with Down Syndrome, with particular attention to how her pedagogical approach evolved over time. Employing a qualitative approach through a narrative inquiry design, this study analyzed the teacher's journey across three analytical dimensions: interaction, continuity, and situation. Data were generated through in-depth interviews conducted online, and trustworthiness was ensured through member checking and expert review. The findings reveal that the teacher's initial experience was marked by significant difficulties in sustaining student attention and the inadequacy of conventional teaching approaches. In response, she adopted a multisensory and individualized approach centered on visualization, movement, repetition, and positive reinforcement. Over time, song-based activities, most notably the use of "If You're Happy and You Know It," proved particularly effective in enhancing student motivation, engagement, and vocabulary retention. This study underscores that successful inclusive EFL teaching is not determined solely by technical competence, but by the teacher's empathy, creativity, and sustained commitment to reflective practice. The findings carry practical implications for teacher education, school policy, and the development of inclusive learning resources in EFL contexts.
TPACK-Based ICT Integration to Promote Joyful Learning in EFL Classrooms under the Indonesia Merdeka Curriculum Nathasya Jasmine Salsabila; Alfan Zuhairi
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2240

Abstract

This study investigates English as a Foreign Language (EFL) teachers’ perceptions of TPACK-based ICT integration in promoting joyful learning within the implementation of the Merdeka Curriculum in Indonesia. Using a qualitative descriptive design, data were collected through semi-structured interviews with an English teacher at a private school who had participated in a Deep Learning workshop. The study explored how teachers integrated technological, pedagogical, and content knowledge (TPACK) to create meaningful and engaging classroom experiences. The findings revealed that ICT-based media, such as PowerPoint presentations and interactive learning applications, effectively increased students’ attention, motivation, and classroom interaction. Teachers also employed pedagogical strategies, including project-based learning, group discussions, and educational games, to support joyful and student-centered learning. In addition, the study found that teachers’ TPACK competencies developed through training and reflective practice, particularly in the areas of Technological Knowledge, Pedagogical Knowledge, and Content Knowledge. Despite limited school facilities, teachers demonstrated adaptability and creativity in designing contextual and interactive English learning activities. The study concludes that TPACK-based ICT integration effectively supports the implementation of joyful learning and highlights the importance of continuous professional development in strengthening teachers’ competencies in technology-enhanced EFL instruction under the Merdeka Curriculum.
A Multivariate Analysis of Ethnomathematics Through Malay Traditional Games: Effects on Mathematics Ability and Nationalism in Elementary School Students Nina Zakiah; Syarifah Ivonesti
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2498

Abstract

The persistently low mathematical ability and weakening sense of nationalism among elementary school students underscore the need for contextual, culturally responsive learning innovations. This study analyses the effect of implementing ethnomathematics through traditional Malay games on students' mathematical ability and nationalism. A quantitative approach with a quasi-experimental, nonequivalent control group pretest-posttest design was employed. The participants were 40 elementary school students from SD IT Alfatih, Bengkalis, divided into an experimental group and a control group. Data were collected through a mathematics achievement test and a nationalism questionnaire, then analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA). The results revealed a significant multivariate effect of ethnomathematics-based learning through traditional Malay games on mathematical ability and nationalism simultaneously (Wilks' Lambda = 0.216; p < 0.001). Follow-up univariate analyses confirmed significant effects on mathematical ability (F = 120.773; p < 0.001) and nationalism (F = 24.374; p < 0.001), with the experimental group attaining substantially higher posttest scores. These findings indicate that integrating traditional Malay games into mathematics learning enhances mathematical competence while strengthening nationalism, demonstrating the potential of ethnomathematics to unite cognitive and affective outcomes within a single culturally grounded framework.
Bridging Pesantren Pedagogy and Digital Assessment through Wordwall Gamification: A Hybrid Model for Arabic Language Learning Achmad Farouq Abdullah; Sofwan Manaf; Tutik Lestari
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to test the effectiveness of Wordwall gamification within the Hybrid Evaluation Model for Arabic language learning at the Rafah Bogor Islamic Boarding School, as a dissemination of the Durusullughah 4.0 innovation based on Problem-Based Learning (PBL) that was previously developed. Using a quantitative approach with a quasi-experimental, nonequivalent control group design, this study involved 60 students of class I TMI, divided into experimental groups (n=30) who received Wordwall-PBL-based learning and control groups (n=30) who used conventional methods. The instrument is an Arabic-language competency test (mufrodat and qawa’id) that has been validated with an alpha coefficient (α) of 0.84. The results of the Independent Samples t-test analysis showed a significant difference between the two groups (t (58) =5.812, p<0.001), with the average posttest score of the experimental group (M=81.23; SD=6.41) significantly higher than that of the control group (M=70.87; SD=7.54). The N-Gain Score of the experimental group was 0.65 (moderate-high category) compared to 0.36 in the control group. The perceptions of students and teachers towards the media showed very high acceptance rates (86.9% and 89%, respectively). These findings confirm that the PBL Wordwall model can be effectively disseminated in other Islamic boarding schools and strengthen Arabic language learning without compromising the typical values of Islamic boarding schools.
Modernization of Pesantren Education in the Reform of Indonesia's Islamic Education System: A Systematic Literature Review Rita Sriayu; Siti Kamilah; Muchammad Eka Mahmud; Muljono Damopolii; Fitrah Elnurianda
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2477

Abstract

As the oldest Islamic educational institutions in Indonesia, pesantren face transformative pressures from globalization, digitalization, and national education reform, yet existing scholarship on their modernization remains fragmented across separate dimensions. This study aims to identify the concept and typology of pesantren modernization, to analyze the forms of transformation within the pesantren education system, and to describe the implications of that modernization for the development of Islamic education in Indonesia. It employs a Systematic Literature Review guided by the PRISMA 2020 framework, searching six databases, namely Google Scholar, SINTA, Scopus, ScienceDirect, ERIC, and DOAJ, from which 24 of 263 identified articles met the inclusion criteria. The synthesis reveals that modernization proceeds across four interdependent dimensions, namely integrative curriculum, active-participatory learning methods, professional institutional management, and digital technology adoption, and that pesantren respond through three typologies: progressive adaptive, selective adaptive, and resistive. These findings imply improved graduate competencies, a strengthened social function, and the emergence of a hybrid model that holds tradition and modernity together. The study recommends a transformative-integrative model of pesantren education responsive to twenty-first-century needs.
Visual Dominance and Auditory Challenges: Optimizing Quranic Memorization Learning Based on Students' Learning Styles Popon Masriah; Fajar Syarip
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2514

Abstract

This study aims to describe the implementation of Tahfiz Al-Qur'an learning and analyze the audio-visual learning styles of students at SMAIT Darul Quran Putri Bogor. Employing a qualitative descriptive approach with a case study design, data were collected through in-depth interviews, observations, and documentation involving the principal, Tahfiz coordinators, instructors, and senior students. The findings reveal that the Tahfiz program is systematically implemented through daily, weekly, and annual activities integrating Tahsin, Tahfiz, and Tafhim. The study highlights a significant impact of learning styles on memorization progress; visual learners complete their memorization faster due to the alignment of current methods with their cognitive preferences. Conversely, auditory learners experience delayed progress primarily due to restricted access to audio facilities and electronic devices. While strong institutional support and student motivation act as key supporting factors, challenges persist, including fluctuating student discipline, inflexible instructional approaches, and inadequate facilities for diverse learning modalities. Consequently, the institution is planning to integrate digital learning devices to optimize the memorization process for all students.
Implementation of Hybrid Learning and PAI Teachers' Communication Methods in Improving Students' Motivation and Learning Achievement Kholik; Fajar Syarif
Educazione: Journal of Education and Learning Vol. 3 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v3i1.2519

Abstract

This study aims to analyze the implementation of hybrid learning and the communication strategies employed by Islamic Religious Education (PAI) teachers to enhance student motivation and learning achievement. Utilizing a qualitative descriptive approach with a case study design, this research was conducted at SMP Patriot Kota Bekasi. Data were collected through participatory observation, in-depth interviews, and documentation involving 37 informants, including school administrators, the PAI teacher, students, and parents. The findings reveal that implementing hybrid learning, specifically through Flipped Classroom and Blended Learning models, effectively mitigates student boredom and restores enthusiasm compared to prolonged full online instruction. Furthermore, the PAI teacher’s strategic communication—such as establishing a dedicated WhatsApp group for pre-class motivation, providing personalized attention, offering consistent appreciation, and fostering an interactive learning atmosphere—serves as a critical catalyst in rebuilding students' intrinsic drive. Consequently, these combined strategies significantly contribute to the improvement of students' character, motivation, and overall academic achievement in PAI subjects during the post-pandemic educational transition.

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