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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 37 Documents
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Bridging Learning Gaps: A Needs Analysis for Developing Calistung Workbooks for Second Grade Students Zen, Rahmania; Susanto, Djoko; Fathi Pusposari, Luthfiya
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2025): Character and Religiosity in Islamic Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i2.2253

Abstract

This study examines the need to develop dedicated literacy and numeracy instructional materials to strengthen the cognitive skills of second grade primary school students. The study specifically focuses on Calistung (an acronym for membaca, menulis, and berhitung, referring to reading, writing, and basic arithmetic), which represents the core foundational competencies in Indonesian primary education. Using a qualitative descriptive approach, data were gathered through classroom observations, in depth teacher interviews, and documentation of learning activities and student performance. The findings reveal noticeable variation in students’ abilities in reading, writing, and arithmetic, while existing thematic textbooks provide limited opportunities for structured and repeated practice. Teachers consistently highlighted the importance of materials that are clear, visually engaging, developmentally appropriate, and supported by concrete examples and progressively organized exercises. The study also shows that students respond more actively to contextual and illustrated learning tasks, which help them connect abstract concepts to familiar experiences. Based on these insights, the development of a structured Calistung workbook is considered essential to support stepwise skill acquisition, encourage independent learning, and reduce reliance on constant teacher assistance. Such materials can foster confidence, sustain engagement, and promote gradual mastery of foundational skills. This research contributes to primary education by offering a practical framework for designing instructional resources that align with students’ cognitive development and classroom realities, while addressing persistent gaps in early literacy and numeracy learning.
Learning Motivation as a Relational Experience: Rethinking Student Engagement in Madrasah Education Rofiqotul Muhiminah; Abdullah
Educazione: Journal of Education and Learning Vol. 3 No. 1 (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. 1 (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. 1 (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.
Digitalization and Inclusive Education: Digital Accessibility for Students with Special Needs in the Era of Educational Transformation Ahmad Asroni
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2025): Character and Religiosity in Islamic Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i2.2349

Abstract

This study examines the role of digitalization in strengthening inclusive education through the development of digital accessibility for students with special needs in the era of educational transformation. The rapid advancement of information and communication technology has significantly transformed educational systems by expanding access to learning resources, promoting flexible learning environments, and supporting personalized learning experiences. However, despite its potential benefits, educational digitalization continues to face substantial challenges related to inequality, digital accessibility, and the exclusion of marginalized groups, particularly students with disabilities. This article employs a qualitative approach using library research methods by analyzing various academic sources, policy documents, and international reports related to inclusive education, digital accessibility, and educational technology. The findings indicate that digital technologies, including assistive technologies, artificial intelligence, online learning platforms, and Universal Design for Learning (UDL), play a crucial role in reducing learning barriers and enhancing educational participation among students with special needs. Nevertheless, the implementation of inclusive digital education remains constrained by inadequate infrastructure, limited digital literacy, insufficient teacher competencies, high costs of assistive technologies, and persistent social stigma toward people with disabilities. The study emphasizes that educational digitalization should not merely focus on technological modernization, but also on promoting social justice, equality, and human rights in education. Therefore, collaborative efforts among governments, educational institutions, technology developers, and communities are essential to establish inclusive, accessible, and equitable educational systems in the digital era
Traditional Malay Games as Ethnomathematics: Strengthening Mathematical Ability and Nationalism in Elementary School Students Nina Zakiah; Syarifah Ivonesti
Educazione: Journal of Education and Learning Vol. 3 No. 1 (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. 1 (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.

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