cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdul Wahid Zaini
Contact Email
wahidunsatoe@gmail.com
Phone
+6281249317748
Journal Mail Official
wahidunsatoe@gmail.com
Editorial Address
Kraksaan, Probolinggo, Jawa Timur
Location
Kab. probolinggo,
Jawa timur
INDONESIA
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 76 Documents
 4   5   6   7   8 
Students' Perceptions and Challenges of Using Google Translate in EFL Writing Classes: A Mixed Methods Study in Vocational Education I Kadek Dian Satriawan; Anak Agung Putri Maharani; Ida Bagus Nyoman Mantra
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2455

Abstract

Google Translate has become a routine writing aid for students learning English as a foreign language, and vocational high school learners in Indonesia rely on it heavily. Research on this group remains limited, and most existing studies emphasize the technical accuracy of machine translation rather than how students themselves perceive the tool. This study examines how vocational high school students perceive the use of Google Translate in writing classes and identifies the challenges they encounter while using it. The study adopted an explanatory sequential mixed methods design grounded in the Technology Acceptance Model. Quantitative data were collected through a questionnaire completed by 175 eleventh-grade students at a tourism vocational school in Bali, and qualitative data were drawn from structured interviews with twelve of them. The findings reveal a clear gradient of acceptance. Positive endorsement was strongest for perceived ease of use and declined steadily through perceived usefulness and attitude toward using to behavioral intention, where reservations were strongest. Students valued the tool for its speed, simplicity, and vocabulary support, and they deliberately limited their reliance on it because they feared dependence and distrusted its accuracy in longer sentences. The pedagogical implication is that teachers should position Google Translate as a resource for critical review and revision rather than a substitute for learning, so that its convenience supports writing development without eroding language competence. This study contributes a perception-based account that extends acceptance research in vocational EFL contexts.
When Support Is Not Enough: Academic Supervision Style, Academic Support, and Student Stress in Thesis Supervision Amila Shaliha; Rahima Nurviani; Muhammad Anggung Manumanoso Prasetyo
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2473

Abstract

Academic stress among final-year students during thesis writing remains a persistent concern in higher education, yet the mechanism linking the supervisory relationship to student stress is still poorly understood. While supervision style and academic support are each assumed to influence stress, few studies have tested academic support as a mediating variable in this relationship. This study aims to analyze the effect of academic supervision style on academic stress and to examine the mediating role of academic support among final-year students. A quantitative survey design was employed, involving 150 final-year students of the Faculty of Tarbiyah and Teacher Training selected through simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through Structural Equation Modeling based on Partial Least Squares (SEM-PLS) using SmartPLS, with bootstrapping to test direct and indirect effects. The results reveal that academic supervision style significantly influences academic support, whereas neither supervision style nor academic support significantly affects academic stress, either directly or through mediation, indicating that student stress is driven primarily by determinants beyond the supervisory relationship. These findings carry important implications: institutions should reposition academic support as a foundation for student autonomy and resilience within a transformative model of supervision, while addressing student stress through complementary interventions that target structural and intrapersonal pressures directly rather than relying on improved supervision alone.
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.
Moving from Access to Meaningful Participation through Outdoor Classroom Practices in Inclusive Early Childhood Education Agung Prasetyo
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2484

Abstract

Inclusive early childhood education should not stop at institutional access, as children with special educational needs also require learning environments that enable meaningful participation in daily classroom life. This study aims to synthesize illustrative access-oriented statistical evidence and classroom-based pedagogical evidence on outdoor learning practices in inclusive early childhood education. Using a descriptive-integrative approach based on secondary data and document-based synthesis, this study examined two complementary forms of evidence: statistical data on the distribution of early childhood students with special educational needs across different types of educational centers and pedagogical evidence on outdoor classroom practices in an inclusive early childhood setting. The illustrative statistical evidence from the 2013/2014 dataset shows that public centers recorded the highest proportion of early childhood students with special educational needs at 1.1%, followed by charter education at 0.6% and private non-subsidized education at 0.2%. Meanwhile, the classroom-based evidence indicates that outdoor classroom practices can support inclusion through natural learning media, fun and play-based learning, and daily cognitive-behavioral assessment. The synthesis suggests that inclusive early childhood education should move from administrative inclusion toward participatory inclusion, where access is translated into adaptive outdoor pedagogy, child-centered assessment, teacher readiness, and responsive learning environments. This study contributes to inclusive education discourse by showing that access data need to be interpreted together with classroom-level practices to understand whether children with special educational needs are not only enrolled, but also meaningfully engaged in learning.
When Learning Outpaces Structure: A Live-Project Learning Loop for Human Resource Development in Event Organizer Companies Indra Kuswara; Yudan Hermawan
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2495

Abstract

Event-organizing companies operate on short, high-pressure projects that leave little room for formal training. How their employees build capability under these conditions remains largely unexamined in workplace learning and human resource development research. This study examines workplace learning as a human resource development strategy within an event organizer company. It focuses on how experiential engagement with project work, autonomy within defined limits, and cross-divisional collaboration combine to build employee capability. Data were gathered through a qualitative case study design using in-depth interviews with five managerial and operational informants, direct observation of live event execution, and internal documentation. These sources were triangulated into four consistent findings. Results show that competence accumulates primarily through live project experience and bounded decision-making autonomy, which is reinforced by cross-divisional collaboration during execution. Efforts to convert this learning into structured organizational practice remain early and uneven. These findings are synthesized into an original model, the live-project learning loop, which traces how operational pressure generates individual and collective learning that often remains trapped at the tacit level. The study extends transformative learning theory to a non-formal, project-based creative industry setting that has rarely been examined before. It shows that disorienting operational pressure can itself trigger transformative learning and that such learning becomes organizationally transformative only once a deliberate mechanism exists to capture it.
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.
Reimagining Islamic Education Marketing: The Power of Social Media in the Digital Era Moh. Kamil; Annisa Tri Ananda Dewi; Moh. Jasri
Educazione: Journal of Education and Learning Vol. 3 No. 1 (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.v2i2.2560

Abstract

This study aims to analyze the optimization of social media as a marketing instrument for Islamic education in the digital era and to identify effective strategies for improving institutional image, information reach, and public interest in Islamic education services. The research applies a qualitative case study approach using observation, in-depth interviews, and documentation as data collection techniques, with data analyzed through reduction, display, and conclusion drawing. The findings indicate that social media plays a strategic role in expanding promotional reach, strengthening institutional brand image, increasing public engagement, and supporting new student admissions. Platforms such as Instagram, Facebook, TikTok, and YouTube are used to disseminate academic information, religious activities, student achievements, and institutional flagship programs. The effectiveness of digital marketing is influenced by content quality, publication consistency, and the managerial ability to utilize social media features. This study implies that strengthening human resource capacity in digital marketing and developing an integrated digital communication strategy are essential to enhance competitiveness and sustainability of Islamic educational institutions in rapidly evolving information technology era.
Harmonizing Revelation and Reason: Theoretical Frameworks for Integrating Islamic Values and Modern Science Prafitriyani Putri; Ade Irvan; Nadia Arrifqi; Muhammad Ikhlasul Amal; Helmi Syaifuddin
Educazione: Journal of Education and Learning Vol. 3 No. 1 (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.v2i2.2561

Abstract

This study aims to analyze the scientific paradigm of integrating Islamic and modern scientific knowledge in Islamic higher education through a literature-based approach. It employs a descriptive qualitative method using systematic analysis of relevant scholarly literature. The findings indicate that the integration concept emphasizes the unity of religious knowledge and contemporary science through a holistic framework based on the philosophy of a cell of knowledge and a house of civilization. This integration contributes to the advancement of Islamic higher education by strengthening the coherence between faith and scientific inquiry and offers implications for developing a more holistic and value-based academic paradigm in Muslim educational contexts. It also provides strategic recommendations for curriculum development, interdisciplinary collaboration, and the strengthening of integrative epistemology to support the sustainability of Islamic higher education transformation in response to global academic challenges. Overall, the study highlights the importance of integrating spiritual values and scientific reasoning as a foundation for future educational innovation and intellectual development within Islamic scholarship in higher education contexts worldwide and continuous improvement.
Reflective Practice as Spiritual Practice: A Classroom Management Bridging Model for Novice Islamic Religious Education Teachers Ahmad Maududi; Anisa Dwi Makrufi
Educazione: Journal of Education and Learning Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v4i1.2575

Abstract

Novice Islamic Religious Education (IRE) teachers must manage a classroom effectively while nurturing students' moral and spiritual growth, a dual demand that pre-service training rarely fully prepares them for. When theoretical preparation meets an unpredictable classroom, novice teachers often experience pedagogical shock. Existing reflective practice frameworks explain how teachers work through such shock, yet they rarely examine how religious values shape that process. This study aims to explore the gap between theoretical and practical classroom management among novice teachers, examine the role of reflective practice in narrowing it, and develop a bridging model that integrates reflective practice with Islamic educational values. Using a qualitative case study design, data were gathered through semi-structured interviews and document analysis with four novice teachers. Credibility was secured through source and technique triangulation, and data were analyzed through data condensation, presentation, and conclusion drawing. Findings reveal a persistent theory-practice gap that is addressed through two complementary reflective habits, retrospective evaluation and in-action adjustment, both reinforced by tadabbur, rahmah, adab, muhasabah, and uswah hasanah. These findings extend transformative learning theory beyond its secular foundations. They show that pedagogical shock can trigger not only critical reflection but also a spiritually grounded reworking of professional identity, offering induction programs a model in which reflection functions as both a pedagogical skill and a form of moral formation.

Page 6 of 8 | Total Record : 76

 4   5   6   7   8 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026) Vol. 3 No. 2 (2025) Vol. 3 No. 1 (2025): Character and Religiosity in Islamic Education Vol. 2 No. 2 (2024): Transformation of Indonesian Education Vol. 2 No. 1 (2024): Moderate Islamic Education and Learning Innovation Vol. 1 No. 1 (2023): Educational Innovation and Development