Educazione: Journal of Education and Learning
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.
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<![CDATA[Vocabulary Retention as a Meaning-Making Process: Evidence from EFL Cadets in a Structured Learning Environment ]]>
<![CDATA[Althaf Fina Cahyani]]>;
<![CDATA[Sonny Elfiyanto]]>;
<![CDATA[Ira Maria Fran Lumbanbatu]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2221
<![CDATA[Vocabulary retention remains a central concern in EFL learning, particularly in contexts where exposure to English is limited and often confined to structured classroom environments. This study examines how reading comprehension functions as a basis for vocabulary retention among cadets at Poltekad Batu. Adopting a qualitative case study design, the research explores learners’ experiences in engaging with English texts, focusing on how they interpret unfamiliar vocabulary through contextual cues, apply reading strategies, and gradually retain lexical items over time. Data were collected through in-depth interviews with cadets and instructors, supported by field-based documentation, and analyzed using a thematic approach. The findings reveal that vocabulary retention is not driven by memorization alone but emerges from a dynamic process involving comprehension, repeated exposure, and contextual interpretation. Learners tend to prioritize understanding the overall meaning of texts before focusing on individual words, using strategies such as inferencing, re-reading, and note-taking to reinforce retention. In addition, the study highlights how prior knowledge and situational context shape meaning construction, particularly within a military-based learning environment. These findings suggest that vocabulary learning is more effective when embedded in meaningful reading activities, carrying implications for transformative education in which comprehension-driven instruction fosters learner autonomy and reflective meaning construction in structured EFL contexts]]>
<![CDATA[Designing Character: Kartu Digital Santri as a Triadic Formation Instrument in Pesantren ]]>
<![CDATA[Taufikin]]>;
<![CDATA[Moh Solihuddin]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2231
<![CDATA[Digital financial technology has entered educational institutions primarily as an administrative solution, yet its potential as an instrument of character formation remains largely unexplored, particularly within Islamic boarding school contexts where moral development is a foundational institutional mission. This study aims to identify the character clusters that emerge through daily interaction with the Kartu Digital Santri (a student digital wallet system), to analyse the mechanisms through which values are internalised in practice, and to propose a conceptual model explaining the relationship between digital financial practice and character formation. Employing a qualitative intrinsic case study design, data were collected over four months from 48 participants across three informant groups through participatory observation, in-depth interviews, and document analysis, and were analysed using thematic analysis supported by NVivo software. The findings reveal three interlocking character clusters formed through daily interaction with the system: self-regulation, emerging from balance constraints and spending accountability; moral character, developing as a structural consequence of transaction transparency; and future skills, cultivated through repeated engagement with cashless financial practice. Together, these clusters constitute the Triadic Character Formation model, which demonstrates that habitus, self-regulation, moral internalisation, and adaptive literacy can be simultaneously activated through deliberate system design. The findings carry significant implications for transformational education: they suggest that genuine educational transformation does not require new curricula or additional instruction but a fundamental reconceptualisation of how institutional systems are designed, positioning the architecture of daily practice as the most powerful and underutilised site of learning and character development available to educational institutions.]]>
<![CDATA[Spiritual Leadership and Pedagogical Competence: Enhancing the Quality of Student Services in an Islamic Boarding School ]]>
<![CDATA[Asep Sopian]]>;
<![CDATA[Diding Nurdin]]>;
<![CDATA[Nani Hartini]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2312
<![CDATA[The quality of student services in Islamic boarding schools depends on two forces working together: the principal's spiritual leadership and teachers' pedagogical competence. How the first actually strengthens the second in daily practice remains underexplored. This study examines that relationship at SMP Daarut Tauhiid Boarding School Putra in Bandung. The research employed a qualitative approach with a single case study design. Data came from in-depth interviews with four key informants: the principal and the vice principals for curriculum, student affairs, and dormitory coaching. Participant observation and document analysis complemented these interviews. The data were analysed through an interactive thematic model, and trustworthiness was established through source and method triangulation and member checking. Four themes emerged. First, spiritual leadership manifests through exemplary conduct (uswah hasanah), value-based vision communication, and divine accountability (mas'uliyyah ilahiyyah) as its motivational foundation. Second, pedagogical competence is strengthened through coaching-based supervision, weekly teacher upgrading, and a digital monitoring system. Third, these elements jointly produce holistic improvements in student service quality across the academic, character, and spiritual dimensions. Fourth, the process is shaped by identifiable supporting and inhibiting factors. The study shows that transcendent accountability and data-driven instructional management can reinforce rather than undermine one another. Spiritual leadership thus becomes a catalyst for transformative education and learning, in which strengthening pedagogical competence drives the moral, spiritual, and academic growth of teachers and students alike.]]>
<![CDATA[Visionary Leadership and Vision Achievement in Higher Education: The Mediating Role of Lecturers' Organizational Commitment ]]>
<![CDATA[Wiwin Widyati]]>;
<![CDATA[Saiful Anwar]]>;
<![CDATA[Ichwani Siti Utami]]>;
<![CDATA[Ubaid Al Faruq]]>;
<![CDATA[Shella Rachmawaty]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2342
<![CDATA[Large universities often struggle to convert visionary leadership into tangible institutional achievement, particularly when bureaucratic inertia and a heterogeneous lecturer population fragment a shared sense of purpose. This study examines the mediating role of lecturers' organizational commitment in linking visionary leadership to the acceleration of higher education vision achievement. An explanatory quantitative approach was employed, drawing on a sample of 335 permanent lecturers at a large private university selected through proportional random sampling. Data were collected through a structured questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, evaluating both the measurement and structural models through a bootstrapping procedure. The findings reveal that visionary leadership influences vision achievement directly (0.350) and, more strongly, by shaping organizational commitment (0.493), which in turn drives vision achievement (0.220). The significant indirect effect (0.108; t = 3.724) confirms partial mediation, and the model explains 51.2 percent of the variance in vision achievement. The implication for transformational education and learning is that committed lecturers are the carriers of educational change, translating institutional vision into classroom practice. Strengthening leadership and lecturer commitment together therefore offers a sustainable pathway toward durable, learning-centered transformation in higher education.]]>
<![CDATA[Integrating Problem Based Learning and Quizizz to Foster Learning Activeness in Elementary Science ]]>
<![CDATA[Dedek Oktavia Nasution]]>;
<![CDATA[Zurriana Nainggolan]]>;
<![CDATA[Hamka]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2351
<![CDATA[The Merdeka Curriculum envisions IPAS as an active, inquiry-based subject, yet lecture-dominated instruction in Indonesian elementary schools continues to produce passive learning and low student activeness. This study examined the effect of the Problem Based Learning (PBL) model assisted by Quizizz on the learning activeness of third-grade elementary students in the IPAS topic of changes in the state of matter. A quasi-experimental nonequivalent pretest-posttest control group design was employed with 52 third-grade students at SDN 088 Panyabungan, divided through total sampling into an experimental class (n = 26) and a control class (n = 26). Data on five activeness dimensions were collected through validated observation checklists and questionnaires and analyzed using an independent samples t-test. A statistically significant difference in learning activeness emerged between the groups (p < 0.05), with the experimental class achieving a medium normalized gain (N-Gain = 0.57) against a low gain (N-Gain = 0.24) in the control class, and the largest improvements appearing in the oral and emotional dimensions. The integration of PBL with Quizizz serves as a catalyst for transformational education, effectively shifting the pedagogical paradigm from passive knowledge consumption to the active construction of meaning while fostering the holistic learner agency essential to the Profil Pelajar Pancasila framework.]]>
<![CDATA[Principal Leadership Strategies for Strengthening Teacher Competence in Elementary Schools ]]>
<![CDATA[Ilham wahyudi]]>;
<![CDATA[Syafarudin]]>;
<![CDATA[Nunu Mahnun]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2365
<![CDATA[The principal, as an educational leader, holds a decisive role in developing the quality of teachers and, through them, the quality of learning. This study aims to analyze the principal's strategy in strengthening the pedagogic and professional competence of elementary school teachers. A qualitative approach with a descriptive method was employed, with the researcher serving as the key instrument. Informants were determined through purposive sampling and comprised the principal, the vice principal, and selected teachers, while data were gathered through in-depth interviews, observation, and documentation, and analyzed using the interactive model of data condensation, data display, and conclusion drawing. The credibility of the findings was secured through triangulation of the three data sources. The results show that the principal strengthened teachers' competence not through any single programmed but through three interlocking strategies: continuous training and professional forums, regular academic supervision and coaching, and the provision of technology-based facilities. These strategies functioned as a coordinated system in which each reinforced the others. The findings imply that, viewed through the lens of transformational education and learning, school leadership develops teachers most effectively when it moves beyond transmitting discrete skills toward reshaping their pedagogical perspectives and cultivating a sustained disposition for professional self-renewal.]]>
<![CDATA[The Popular Supervisor Paradox: Reconstructing Supervisor Competency in Eastern Indonesia ]]>
<![CDATA[Siti Mutmainnah]]>;
<![CDATA[Maisyaroh]]>;
<![CDATA[Sultoni]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2388
<![CDATA[Educational supervision is a decisive instrument for translating national standards into classroom practice, yet its effectiveness depends on supervisory competence that is distributed unevenly across Indonesia, most acutely in the eastern region where geographical isolation and infrastructural inequality constrain developmental practice. Existing scholarship, concentrated in better-resourced western contexts and oriented toward normative competency standards, has described the eastern competency gap in fragments without reconstructing it into a coherent account that connects pattern, condition, and concept. This study aims to reconstruct the recurring pattern of supervisory competence in Eastern Indonesia, to trace the structural and ecological conditions that produce it, and to advance a conceptual interpretation of that pattern. Employing library research within a qualitative-interpretive paradigm, the study identified sources through Scopus using a PRISMA-guided selection and analysed the corpus through thematic analysis. The synthesis reveals that supervisory competence in the region is not uniformly low but unevenly developed, with relational and social capacities relatively intact while evaluative and research capacities remain underdeveloped, a configuration named the popular supervisor paradox in which high social legitimacy coexists with low technical capacity. Read ecologically, this deficit is structurally produced rather than individually owned. The study implies that transformative education and learning in disadvantaged regions depend less on monitoring supervisors than on converting their trusted social capital into analytic capability through adaptive, context-sensitive strengthening, thereby relocating the lever of educational transformation from inspection toward developmental, evidence-based supervisory practice.]]>
<![CDATA[Mindhunnur: Character Formation as a Structural Achievement in Islamic Learning ]]>
<![CDATA[Fara Fariha Rodliyana]]>;
<![CDATA[Nur Efendi]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2394
<![CDATA[The management of Islamic education remains divided between the rational instruments of modern administration and the moral and spiritual commitments that define its purpose, leaving the field without a unified model in which managerial technique is governed by Islamic values. This study examines the concept of Mindhunnur, developed by Qomar, which proposes a synthesis of modern managerial rationality and Islamic moral foundations, yet has not been systematically analyzed or positioned within the wider scholarship on Islamic education management and the integration of knowledge. The objective of the study is to reconstruct the philosophical foundation of Mindhunnur, to examine its expression across the principal typologies of Islamic educational institution, and to specify the level at which it integrates managerial and Islamic knowledge. Employing a qualitative library research design adapted to a PRISMA-guided selection of Scopus-indexed sources, the study analyses the primary articulation of Mindhunnur against a contemporary corpus through content analysis and descriptive-analytical interpretation. The findings establish that Mindhunnur rests on a coherent foundation integrated at the axiological rather than the epistemological core, that its realization depends on the structural position of embodied moral leadership, and that this leadership, rather than administrative reform, is the decisive carrier of character formation. The implication is that Mindhunnur offers a framework for transformative education and learning, in which character formation becomes a structural achievement of moral leadership and a foundation for genuinely transformative institutional change.]]>
<![CDATA[Reconstructing Epistemic Authority: A Post-Human Pedagogical Framework for Artificial Intelligence in Islamic Education ]]>
<![CDATA[Suyono]]>;
<![CDATA[Indi Aunullah]]>;
<![CDATA[Moh. Nafi Alisha]]>;
<![CDATA[Miftachul Huda]]>;
<![CDATA[Halimatus Sa’diyah]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2400
<![CDATA[The rapid entry of generative artificial intelligence into Islamic education raises a question that is epistemological before it is technical. As students increasingly turn to algorithmic systems to interpret texts and compose arguments, the authority over knowledge that has traditionally passed through morally formed scholars begins to shift toward systems that possess neither intention nor moral standing. This study reconstructs the epistemological relationship between artificial intelligence and the classical Islamic system of knowledge, and specifies a post-human pedagogical framework that integrates the human, the technological, and the theological without collapsing the hierarchy among them. Employing library research and conceptual analysis, the study draws its corpus through a PRISMA-guided search of Scopus and examines it through qualitative content analysis, reading the wider literature against the foundational work of al-Attas. The analysis reconstructs AI as an epistemic mediator rather than a neutral instrument, traces the structural tension between computational and revelatory logics, and shows how this tension is expressed differently across pesantren, madrasah, and Islamic higher education. The resulting framework subordinate’s algorithmic mediation to a descending hierarchy anchored in wahy (divine revelation), granting AI genuine epistemic participation while denying it epistemic authority, and culminating in the formation of adab (moral and intellectual virtue). The study contributes a constructive framework where existing scholarship has largely offered diagnosis, and extends transformative learning theory toward a post-human account. As a conceptual proposition, the framework awaits empirical testing in classrooms.]]>
<![CDATA[When Anxiety Outweighs Motivation: Motivational and Affective Predictors of EFL Achievement in Indonesian Vocational Schools ]]>
<![CDATA[Dewa Sang Made Widiantara]]>;
<![CDATA[Anak Agung Putri Maharani]]>;
<![CDATA[I Gde Putu Agus Pramerta]]>
<![CDATA[ Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/educazione.v4i1.2402
<![CDATA[Cognitive ability alone does not determine success in learning English as a foreign language, since psychological factors strongly influence how students engage and perform. Research that examines these factors together within vocational education remains scarce. This study investigates intrinsic motivation, extrinsic motivation, and learning anxiety as predictors of EFL learning achievement among vocational high school students. A quantitative ex post facto design was applied to 137 students of SMKS Praja Pandawa Bangli, selected through total sampling. Data on the three predictors were collected using validated questionnaires, while achievement data were drawn from documented English scores. The data were analyzed through descriptive statistics and multiple linear regression. The results show that intrinsic motivation has a positive and significant effect on EFL learning achievement, whereas learning anxiety has a negative and significant effect. Extrinsic motivation, by contrast, shows no significant independent effect. Together, the three predictors account for 24.9 percent of the variance in student achievement. These findings indicate that internal psychological conditions matter more than external incentives in shaping language learning outcomes. From the perspective of transformational education and learning, the study suggests that meaningful change in EFL learning grows not from external pressure but from instruction that strengthens intrinsic motivation and dismantles emotional barriers, enabling students to move from passive compliance toward authentic and self-sustaining engagement with the language.]]>
