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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 76 Documents
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Embedding Formative Evaluation in Qur'an Literacy: A CIPPO Model Study in a Public Secondary School Asniar Tanjung; Moh. Ali; A. Syathori; Agung
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.v3i1.2283

Abstract

Many students at general state secondary schools still cannot read or write the Qur'an correctly, yet the programs meant to address this weakness are seldom evaluated in any systematic way. This study evaluates the Qur'an literacy program at SMA Negeri 6 Konawe Selatan through the CIPPO model, which examines context, input, process, product, and output. The research used a qualitative descriptive-analytic design with a social phenomenological approach. Informants included the school principal, teachers, and students, chosen through purposive sampling. Data were gathered by interview, observation, and documentation, then analyzed through data reduction, data display, and conclusion drawing, while validity was secured through source, technique, and time triangulation together with member checking. The findings show that the program functioned well across all five components. Context evaluation confirmed a genuine need and a supporting module, input evaluation showed adequate resources and scheduling, and process evaluation recorded 70% of the monitored regular students reaching the minimum standard. Product evaluation verified sound attainment in reading and correct writing, and output evaluation yielded a mean score of 75.76 across 100 students. Notably, evaluation operated continuously within instruction rather than as a final audit, which allowed the teacher to correct weaknesses while learning was still underway. The study implies that schools can raise Qur'an literacy more effectively by embedding formative evaluation into everyday teaching, and it offers school leaders a practical basis for deciding whether to continue, revise, or strengthen such programs.
Teacher-Parent Collaboration in Strengthening Character Education in the Digital Era at the Elementary School Level Ifrah Muliyani E. Pulungan; Saadah Dalimunthe; Tuti Alawiyah Matondang; Hamka
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

Character education at the elementary level has grown harder to sustain as children spend more of their lives on screens, and neither the school nor the family can shoulder the task alone. This study examines how teachers and parents collaborate to strengthen character education in the digital era, along with the factors that support and weaken that cooperation. The research used a qualitative descriptive approach at one elementary school, drawing on in-depth interviews with two teachers and three parents, participant observation, and document analysis, with findings verified through triangulation of source, technique, and time. Analysis followed the interactive stages of data reduction, data display, and conclusion drawing. Four collaborative practices emerged. Teachers and parents kept up steady two-way communication through real-time channels such as class messaging groups, supervised children's device use jointly across the classroom and the home, habituated character values through daily routines anchored in school rituals and home records, and modeled the digital conduct they expected children to adopt. The strength of the collaboration lay in its consistency, since a child met the same standard enforced in more than one setting. The main obstacle was not parental unwillingness but limited parental fluency with the platforms their children use. The study implies that shared digital supervision deserves recognition as a distinct area of home and school partnership, and it recommends that schools formalize collaboration through joint policy and invest in parents' digital literacy.
The Effectiveness of Mathematics Learning Media Developed with Artificial Intelligence (AI) Assistance in Training Basic Arithmetic Skills Husnu Athoillah; Risma Firda Diana
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.v4i1.2430

Abstract

Limited integration of artificial intelligence into elementary mathematics instruction continues to constrain opportunities for students to develop basic arithmetic skills through engaging learning experiences. Addressing this challenge, the present study examined the effectiveness of AI-assisted mathematics learning media developed through the pedagogical integration of ChatGPT and Canva AI for second-grade students. A quantitative pre-experimental approach employing a one-group pretest-posttest design was implemented with 25 participants selected through purposive sampling. Data were collected using expert validation sheets and students' arithmetic achievement tests. The learning media and assessment instruments were first evaluated for validity, after which students completed pretest and posttest assessments. Data analysis was performed using descriptive statistics, normality testing, and the Wilcoxon Signed-Rank Test. Expert evaluation classified both the learning media and the assessment instrument as highly valid, confirming their suitability for classroom implementation. Students' arithmetic achievement improved significantly following the intervention, demonstrating that the developed learning media effectively strengthened basic arithmetic skills. These findings indicate that the educational value of generative AI extends beyond content generation by supporting the design of interactive, visually engaging, and learner-centered mathematics instruction. Integrating ChatGPT and Canva AI therefore represents a promising instructional approach for enhancing foundational numeracy learning in elementary education.
Development of Inquiry-Based Student Worksheets (Lkpd) on The Material of Changes in the State of Substance to Improve Critical Thinking Abilities Ayu Saniah Sihotang; Andina Halimsyah Rambe
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.v3i1.2441

Abstract

This study aims to develop inquiry-based Science Student Worksheets (LKPD) on the material of changes in the state of matter to improve critical thinking skills of fifth-grade students of SDS Islam Azizi Medan. The background of this study is based on the low involvement of students and suboptimal critical thinking skills in science learning which is still dominated by lecture methods and the use of textbooks. This study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of fifth-grade students of SDS Islam Azizi Medan as well as validators of material experts, media experts, and learning experts. Data collection techniques used observation, questionnaires, documentation, and critical thinking ability tests. The results showed that the developed LKPD obtained a validation percentage of material experts of 90%, media experts of 90%, and learning experts of 90% with a very valid category. The results of the practicality of LKPD obtained an average percentage of 90% with a very practical category. The effectiveness of the LKPD is seen from the increase in the average pretest score of 58 to 86 in the posttest with an N-Gain value of 0.68 in the moderate category. The use of inquiry-based LKPD can increase students' learning activity and critical thinking skills in the indicators of interpretation, analysis, evaluation, and inference. Thus, the inquiry-based science LKPD is suitable for use as a teaching material to improve the critical thinking skills of elementary school students.
A Qualitative Needs Analysis of English for Biology Students in Academic and Research Contexts Akhrif Yahsya
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2024): Transformation of Indonesian Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i1.2494

Abstract

English plays an increasingly important role in biology education as students are required to access international scientific literature, conduct research, and communicate scientific findings. However, English courses offered in many Biology Education programs continue to emphasize General English, which may not adequately address students' academic and disciplinary needs. This study aimed to explore the English language needs of Biology Education students within academic and research contexts through the lens of English for Specific Purposes (ESP). A qualitative descriptive design was employed, involving semi-structured interviews with six undergraduate Biology Education students and one Biology lecturer at State Islamic College of Mandailing Natal (STAIN Mandailing Natal), who were selected using purposive sampling based on their direct involvement in biology teaching, learning, and academic research. The collected data were analyzed using Braun and Clarke's thematic analysis. Four major themes emerged from the analysis: (1) English as an essential tool for accessing scientific literature and laboratory resources, (2) challenges in understanding scientific terminology and producing academic English, (3) the mismatch between General English instruction and Biology students' disciplinary needs, and (4) expectations for an English for Biology curriculum emphasizing academic reading, scientific writing, oral presentation, and research communication. The findings demonstrate that Biology Education students require English not merely for everyday communication but primarily for developing academic literacy and research competence. The study suggests that English courses in Biology Education should be redesigned based on systematic needs analysis and aligned with authentic disciplinary communication. Such curriculum development is expected to better prepare students for undergraduate research, scientific publication, and participation in international academic communities.
Different Paths, One Character: How the Love-Based Curriculum Forms Nationalist-Religious Character Siti Kamilah; Rita Sriayu; Noor Malihah; Ferli Septi Irwansyah; Artika Eka Prihatini; Fitra Elnurianda
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.v4i1.2526

Abstract

Madrasah in Indonesia carry a growing responsibility to form pupils whose religious devotion and national commitment develop as one, a task made harder by rising intolerance and thinning empathy among the young. This study examines how the Love-Based Curriculum shapes nationalist-religious character across two contrasting madrasah ibtidaiyah in Balikpapan, one a state madrasah and the other a pesantren-based private school. A qualitative multiple-case design guided the inquiry, drawing on in-depth interviews with principals, teachers, and pupils, participatory classroom observation, and document analysis, with source, technique, and time triangulation securing the validity of the findings. The two schools entered the curriculum through different dimensions of love and different subjects, the first through love of the homeland in Islamic history and the second through love of fellow humans in creed and character. Both nonetheless produced pupils in whom faith and nationhood were fused rather than separated. The analysis shows that a shared affective mechanism, built on teacher exemplarity and a value-laden classroom environment, converted these divergent inputs into a convergent character. From this pattern the study proposes an Affective Convergence Model as its central contribution. The findings imply that madrasah of differing orientation need not adopt an identical program to reach the same formative goal, provided the dimension of love they foreground is carried by an affective pedagogy grounded in the teacher's example.
Congklak-Based Ethnomathematics Learning: A MANOVA Analysis of Motivation and Mathematics Achievement Syarifah Ivonesti; Nina Zakiah
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2024): Transformation of Indonesian Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i1.2666

Abstract

Many elementary students continue to struggle with mathematics and approach it with anxiety, which weakens both their motivation and their achievement. This study examines the effectiveness of Congklak-based ethnomathematics learning in improving elementary students' mathematics motivation and mathematics achievement through a multivariate approach. The research applied a quantitative method using a quasi-experimental pretest–posttest control group design involving 40 elementary school students, with 20 assigned to the experimental group and 20 to the control group. The experimental group learned mathematics through instruction built around the traditional game of Congklak, whereas the control group received conventional teaching. Mathematics motivation was measured using the Elementary Mathematics Motivation Inventory (EMMI), and mathematics achievement was assessed through a validated achievement test. After all assumptions were confirmed, the data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). The findings showed meaningful gains in both motivation and achievement among students taught through Congklak-based ethnomathematics learning. The multivariate test confirmed a significant effect of the instructional approach on both dependent variables (Wilks' Lambda = 0.116; F = 140.391; p < 0.001). These results indicate that weaving a familiar traditional game into mathematics instruction builds a culturally meaningful environment that strengthens motivation and academic performance at once. Consequently, teachers are encouraged to draw on traditional games and local wisdom as practical resources for creating mathematics learning that is more engaging, contextual, and relevant to students' lives.
The Role of Economics in Islamic Education Marketing: Strategies for Building Public Trust and Loyalty Mohammad Abdul Aziz Al Wahedi; Rausyan Fikri; Annisa Tri Ananda Dewi; Moh. Mohlas; Muthi’ah Rahman; Maulidia Adzimah
Educazione: Journal of Education and Learning Vol. 2 No. 2 (2024): Transformation of Indonesian Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i1.2721

Abstract

This study examines the role of economics in shaping effective marketing strategies for Islamic educational institutions, particularly in building public trust and long-term loyalty. The increasing competition among educational providers and the growing expectations of Muslim communities necessitate a strategic integration of economic principles with Islamic values. This research aims to analyze how value-based marketing, transparency, and Islamic branding contribute to trust formation and loyalty sustainability. Employing a non-empirical design, the study adopts a conceptual and theoretical approach through a systematic review of relevant literature in Islamic marketing, educational management, and behavioral economics. The analytical framework integrates theories of Islamic marketing ethics, experiential marketing, and institutional trust to construct a comprehensive model. The findings indicate that the incorporation of Sharia-compliant marketing principles, supported by transparency and accountability, strengthens institutional credibility and enhances stakeholder engagement. Furthermore, the study highlights that trust acts as a mediating variable linking marketing strategies to long-term loyalty, while consistent value delivery ensures sustainability. The discussion emphasizes the importance of aligning economic strategies with religious and cultural expectations to achieve competitive advantage. These insights contribute to the development of a more ethical and sustainable marketing paradigm in Islamic education.
The Relationship between Vocabulary Mastery and Speaking Fluency among Reflective and Impulsive Learners Sultanova Sevara; Muhammad Yunus
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.v3i1.2722

Abstract

Indonesian learners of English consistently score lower in speaking than in reading or writing, a pattern the 2025 EF English Proficiency Index confirms at the national level. This study examines why by testing the relationship between vocabulary mastery and speaking fluency, and by asking whether that relationship holds equally for learners who process information deliberately and learners who process it rapidly. 20 eleventh-grade students at a senior high school in Malang completed a 20-item vocabulary test, a two-minute monologue scored against a fluency rubric, and a cognitive style questionnaire that classified 13 students as reflective and 7 as impulsive. Pearson correlation established a very strong association between vocabulary mastery and speaking fluency across the full sample (r = 0.947, p < 0.05), with vocabulary accounting for roughly 90 percent of the variance in fluency scores. Fisher's r-to-z transformation then compared the two subgroups and found no significant difference between them (Z = −0.280 against a critical value of ±1.96). Cognitive style did shape attainment, since impulsive learners scored higher on both vocabulary (70.00 against 59.23) and fluency (51.43 against 45.38), yet it left the conversion mechanism untouched. The finding separates two questions the literature has treated as one. Style governs how much lexical resource a learner accumulates. It does not govern how efficiently that resource becomes speech. Vocabulary instruction therefore requires no differentiation by cognitive style, because a word learned by a reflective student and a word learned by an impulsive student yield fluency at the same rate.
The Persona Shield: How Debate-Based Role-Play Precedes Fluency in an Indonesian Madrasah Egamberdieva Mohlaroyim; Dwi Fita Heriyawati
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.v3i1.2723

Abstract

Indonesian students study English for years and still fall silent when asked to speak it. Two cultural pressures explain much of this. Malu attaches shame to public error, while Sok Inggris marks a fluent speaker as pretentious. Existing research treats anxiety reduction and fluency improvement as parallel gains from role-play, yet no study has examined how the two are related. This qualitative descriptive study investigated debate-based role-play among 25 Grade XI students at MA Almarif Singosari, a madrasah aliyah in East Java. Data came from classroom observation, written reflection sheets completed by all participants, and semi-structured interviews with seven purposively selected students and their English teacher. Thematic analysis produced four findings. Assigned debate roles displaced students' self-monitoring and reduced hesitation. The persona shifted ownership of error from the student to the character, a mechanism one student described as wearing a shield. Students valued the strategy for its utility, engagement, and communicative autonomy. Vocabulary limits and residual shame nevertheless persisted, with 60 percent naming lexical gaps as their chief difficulty and 24 percent still reporting embarrassment. These findings indicate that anxiety mitigation precedes fluency rather than accompanying it, and that vocabulary is the constraint that survives it. Teachers who address anxiety alone will produce students willing to speak but short of words. Speaking instruction should therefore establish the affective condition first and supply lexical resources before the task, not after it fails.

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