cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Asfahani Asfahani
Contact Email
asfahani@insuriponorogo.ac.id
Phone
+6289515234011
Journal Mail Official
educationedujavare@gmail.com
Editorial Address
Centre for Research of Edujavare, Indonesia. Jln. Agus Salim, Bediwetan, Ponorogo, East Java, Indonesia.
Location
Kab. probolinggo,
Jawa timur
INDONESIA
EDUJAVARE: International Journal of Educational Research
Published by Edujavare Publishing
ISSN : -     EISSN : 30312884     DOI : https://doi.org/10.xxx/xxxx
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
EDUJAVARE: International Journal of Educational Research (e-ISSN: 3031-2884) published twice a year (in June and December) by Lembaga Penerbitan dan Publikasi Ilmiah Edujavare Publishing by Indonesian Lecturers Association. This is a multi-disciplinary scientific journal as a dialogue medium of education, social and culture issues. The scope of the articles published in this journal deal with a broad range of topics, including: 1. Curriculum Development 2. Educational Policy 3. Language Education 4. Bilingual Education 5. Multicultural Education 6. Art Education 7. Teacher Education 8. Educational Technology 9. Educational Developments 10. Educational Psychology 11. International Education 12. Social Education 13. Social Studies 14. History 15. Sociology
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 269 Documents
 12   13   14   15   16 
Development of Interactive PopUp Book Media to Increase the Interest in Learning SKI of MTs Students Silvia Alvinatus Saadah; Muhammad Sugianto; Abd. Hannan
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1483

Abstract

Education is an important aspect of human life that plays a role in shaping the quality of human resources. This study aimed to develop an interactive Pop Up Book learning media on the Khulafaur Rasyidin material, determine its feasibility, and examine its effectiveness in increasing students' learning interest. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects were 17 seventh-grade students of MTs Miftahul Ulum Jrebeng Kulon Kedopok Probolinggo. Data were collected through observation, interviews, documentation, questionnaires, and learning achievement tests. The results showed that the developed Pop Up Book media obtained a validation score of 100% from both material and media experts, indicating a very feasible category. Student responses reached 79%, which was categorized as good. Furthermore, the average pretest score increased from 65 to 79 in the posttest. The N-Gain score was 0.40, which falls into the moderate category. These findings indicate that the developed Pop Up Book media is feasible and sufficiently effective in improving students' learning interest and learning outcomes in Islamic Cultural History learning.
Development of A Coaching-Based Teaching Module to Improve the Achievement of Santri at Pondok Tahfidz Alkhair Padang Sherli Dwi Andri Saputri; Hafidz Ardi; Prima Aswirna
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1486

Abstract

Islamic education plays a strategic role in shaping a generation that excels intellectually, spiritually, and religiously, as reflected in the routine coaching program at Pondok Tahfidz Alkhair Padang, which focuses on tilawah (Qur'anic recitation), tahfidz (memorization), tartil, the Qur'an Recitation Contest (MSQ), juz 30, and the call to prayer (azan). However, the implementation of this coaching has so far relied solely on the verbal direction of the instructors without being supported by a specifically designed teaching module, so that the material delivered remains unstructured and the santri (students) lack a resource for independent learning. This study aims to develop a valid and practical coaching-based teaching module, as well as to design a plan for testing its effectiveness in improving the achievement of santri at Pondok Tahfidz Alkhair Padang. The study is designed using the Research and Development (R&D) method with the ADDIE model, which covers the stages of analysis, design, development, implementation, and evaluation. The research subjects are planned to involve tahfidz content experts, learning experts/pesantren practitioners, and the santri of Pondok Tahfidz Alkhair Padang as trial subjects. Data will be collected through expert validation sheets and a Likert-scale santri response questionnaire, then analyzed descriptively and quantitatively in percentage form. This article presents the conceptual framework, theoretical review, and methodological design of the research, as the stages of product development, validation, and field trials have not yet been carried out. The resulting teaching module is expected to serve as a systematic coaching guide for instructors as well as an independent learning resource for the santri of Pondok Tahfidz Alkhair Padang.
Strategies for Enhancing Islamic Education Teachers’ Competencies Through the Utilization of Smart Boards Febrita Febrita; Mu’amar Aziz; Rahmat Hidayat; Jamilus Harun
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1492

Abstract

The development of educational technology in the digital era has a great influence on the implementation of learning in educational institutions. This study aims to find out the strategy to improve the competence of Islamic Religious Education teachers through the use of Smart Boards at MAN 1 Solok. The focus of the research includes planning, implementing, and evaluating the use of Smart Boards in improving teacher competence. The research uses a qualitative approach with a descriptive type of research. Data collection techniques are carried out through observation, interviews, and documentation. The research informants consisted of the head of the madrasah, the deputy head of the madrasah for curriculum, the Islamic Religious Education teacher, and the school operator. The results of the study show that planning to improve teacher competence is carried out through the preparation of training programs, the provision of technological facilities, the formation of a companion team, and the preparation of a schedule for the use of Smart Boards. The implementation of improving teacher competence is carried out through training on the use of Smart Boards, technology-based learning assistance, the application of interactive media in the learning process, and the development of teachers' creativity in compiling digital materials. Evaluation is carried out through learning supervision, assessment of teachers' ability to operate Smart Boards, evaluation of student learning outcomes, and program follow-up meetings. The use of Smart Boards has a positive impact on improving the pedagogical, professional, social, and personality competencies of Islamic Religious Education teachers at MAN 1 Solok.
Conceptual Foundation: Balanced Scorecard in the Educational Context (A Study of the Theory Underlying the Instrument's Creation) Yovita Chandrayanti; Mutoharoh Mutoharoh; Rafika Nur Sugiharti; Eka Aditya Putri Putranti; Teresia Waruwu; Farid Datu AlRasyid; Febrianus Laia
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1503

Abstract

Digital transformation has encouraged educational institutions to create more comprehensive, flexible, and data-driven performance assessment systems. This article aims to analyze the implementation of the Digital Balanced Scorecard (DBSC) as a school performance assessment model that supports data-driven education management in the digital era. This study uses a literature review method with a conceptual-critical approach to various national and international studies on the Balanced Scorecard, digital transformation in education, and school information management systems. The results of the study indicate that the implementation of the Balanced Scorecard is able to integrate four main perspectives: financial, customer, internal processes, and learning and growth in one measurable and sustainable evaluation system. From a financial perspective, the study shows that approximately 72.5% of schools are able to manage BOS funds effectively through participatory planning, the use of digital applications such as ARKAS, and strengthening internal audits. From a customer perspective, the quality of educational services, school culture, and institutional image have been shown to have a positive influence of 60.7% on the level of parent and student satisfaction. An internal process perspective shows that the integration of e-learning, monitoring dashboards, and technology-based curriculum innovations can improve the effectiveness of teaching and learning activities and the quality of school administrative services. Meanwhile, from a learning and growth perspective, digital-based teacher learning community (Kombel) management has been shown to improve teachers' pedagogical competence by up to 85%. The integration of digital technology through interactive dashboards, e-performance systems, and school management platforms enables direct, clear, and precise monitoring and decision-making. However, the implementation of the DBSC still faces several challenges, such as limited technological infrastructure, low digital literacy skills, organizational cultural resilience, and the risk of managerialism, which can simplify educational complexity into mere numbers.
Implementation of the Teams Games Tournament Learning Model Assisted by Wordwalls in the Pancasila Education Subject for Grade IV Dea Kanty Shahrina; Andriana Sofiarini; Tidi Maharani
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1510

Abstract

The process of developing potential is carried out through the process of education in an atmosphere and process towards students who are useful for themselves, society, and the state. This study aims to determine the completeness of learning outcomes of Pancasila education of fourth-grade students at SD Negeri 1 Kertosono after the implementation of the Teams Games Tournament (TGT) learning model assisted by wordwall. The subjects in this study were 22 fourth-grade students of SD Negeri 1 Kertosono, the technique in this study used a saturated sampling technique, namely all members of the population were sampled. Thus, all fourth-grade students of SD Negeri 1 Kertosono, as many as 22 students (13 boys and 9 girls), became the research sample. The method used in this study was an experiment with a pre-experimental design with one group pre-test and post-test categories. The research instrument was in the form of 14 multiple-choice questions whose validity had been tested. In the application of the wordwall game media, students were also formed into groups consisting of 5-6 students. Data analysis techniques used to calculate the average value, standard deviation, data normality test and hypothesis. Based on the calculation results obtained z count 8.51 and z table 1.64 with a = 5% (0.05). Because z count ≥ z table (8.51 ≥ 1.64), then Ho is rejected and Ha is accepted, meaning that the learning model of TGT assisted by word wall in Pancasila education subject of class IV of SD Negeri 1 Kertosono is significantly completed.
Kyai's Visionary Leadership in the Development of Quality Management at the Annajah Purwokerto Islamic Boarding School Muhammad Raais Doloh
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1514

Abstract

This research discusses Kyai's visionary leadership in developing quality management at the Annajah Islamic Boarding School, Purwokerto. This research outlines the steps that must be taken by Kyai in creating, formulating, implementing and evaluating the vision of Islamic boarding schools. Kyai leadership plays a key role in forming an inspiring vision, communicating well, making wise decisions, and supervising and motivating Islamic boarding school stakeholders. Apart from that, quality management in Islamic boarding schools includes planning, organizing, mobilizing, supervising and assessing to improve the quality of Islamic boarding schools. This research uses a qualitative approach with descriptive methods. In data collection, the techniques used were observation, interviews and documentation. The results of data analysis show the important role of Kyai in achieving the vision of Islamic boarding schools and carrying out quality management for better Islamic boarding school development.
The Role of Islamic Religious Education Teachers in Instilling Spiritual Intelligence in Students of SDN 006 Bontang Utara Janawati; Amir Patintingan; Muhammad Naim; Suredah Hamid
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1517

Abstract

Spiritual intelligence is essential to be cultivated in students from an early age, as external influences may weaken the inner dimensions of children. Islamic Religious Education (PAI) teachers carry professional and moral responsibilities in forming students' spiritual intelligence. This study aims to describe the role of PAI teachers in instilling spiritual intelligence, analyze the strategies employed, and identify supporting and inhibiting factors at SDN 006 Bontang Utara. The study employs a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews, and document analysis. Data analysis followed the steps of data reduction, data display, and conclusion drawing, with validity verified through source and technique triangulation. The findings reveal that PAI teachers play a strategic role as role models, prayer mentors, spiritual motivators, organizers of religious activities, and communicators with parents. Strategies implemented include religious practice routines, storytelling, self-reflection, moral reinforcement, and collaboration among teachers and parents. Key supporting factors are teacher role modeling, school religious culture, and consistent religious habituation, while inhibiting factors include digital environment influence, limited PAI time, and insufficient spiritual guidance at home. These findings emphasize that developing spiritual intelligence requires continuous, structured, and comprehensive synergy among teachers, students, families, and the social environment.
Systematic Literature Review: The effect of ChatGPT on Education Siti Dian Anugrah; Erninda Ruanti
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.1522

Abstract

The dynamics of education in the 21st century are undergoing a transformation through the use of Artificial Intelligence (AI), especially ChatGPT. The use of AI in education still requires development and evaluation to ensure its effective and responsible use. (2) The purpose of this study is to describe how AI influences education based on educational level and year of publication and the extent to which AI improves critical thinking/creativity skills compared to conventional methods. The method used is a Systematic Literature Review (SLR). The data collection technique was carried out by reviewing articles related to the influence of AI or ChatGPT in education in articles published in 2020-2025. Through Google Scholar and Scopus, 24 articles were obtained. The results of this study indicate that AI has the potential to improve the quality of learning in various educational contexts, with implementation that needs to be supported by aspects of ethics, privacy, AI literacy, and long-term impact evaluation.
Listening Comprehension Challenges Among University English Majors: Barriers and Pedagogical Solutions Nofry Frans; Vera Wahani
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1524

Abstract

Listening comprehension is a fundamental receptive skill that supports the development of overall English language proficiency among university students. However, many English majors continue to experience significant difficulties in understanding spoken English due to the interaction of linguistic, cognitive, psychological, and pedagogical factors. Although previous studies have examined these issues independently, a comprehensive synthesis that integrates the various challenges and pedagogical solutions remains limited. Therefore, this study aims to review and synthesize the existing literature on listening comprehension challenges among university English majors and to identify effective pedagogical strategies for improving listening instruction in higher education. This study employed a narrative literature review approach by analyzing scholarly publications from reputable national and international journals, books, and related academic sources published between 2015 and 2025, complemented by seminal theoretical references. The collected literature was analyzed using thematic analysis to identify recurring issues, compare research findings, and develop a comprehensive conceptual understanding of listening instruction. The findings reveal that listening comprehension difficulties are influenced by three major dimensions: linguistic barriers, including vocabulary limitations, grammar, pronunciation, and accent variation; cognitive and psychological barriers, including limited working memory, listening anxiety, motivation, self-confidence, and background knowledge; and pedagogical barriers related to instructional strategies, learning media, authentic materials, assessment, and classroom environments. The review further highlights that integrating metacognitive listening strategies, bottom-up and top-down processing, extensive and intensive listening, task-based learning, collaborative learning, scaffolding, and technology-enhanced instruction can significantly improve students' listening comprehension. This review contributes by proposing an integrated conceptual framework that may guide future research and support more effective listening instruction in higher education.
Implementation of Organizational Culture in Building Students' Character: A Qualitative Study in Religious-Based Junior High Schools Millah Hanifah; Karwanto; Muhammad Sholeh; Amrozi Khamidi; Andi Kristanto; Mohammad Syahidul Haq
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i02.1532

Abstract

Organizational culture is one of the key factors determining the success of educational institutions, as it influences the behavior, values, and commitment of all school members. This study aims to describe the implementation of organizational culture in fostering students' character development in religion-based junior high schools. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews with principals and teachers from two junior high schools. Data analysis was conducted using the stages of data reduction, data display, and conclusion drawing. The findings reveal that organizational culture is built upon religious values, character development, discipline, social responsibility, and achievement, which are internalized through leadership role modeling, habitual practices, school programs, and teachers' professional development. Principals play a pivotal role as change agents by conducting supervision, monitoring, evaluation, and providing continuous motivation to all school members. The implementation of organizational culture is supported by effective communication, teachers' commitment, and parental involvement, while challenges arise from differences in family backgrounds, inconsistent implementation of cultural values, and limited resources. The study concludes that a strong organizational culture significantly strengthens character education and contributes to improving overall school quality.

Page 14 of 27 | Total Record : 269

 12   13   14   15   16 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 02 (2026): EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research Vol. 2 No. 1 (2024): EDUJAVARE: International Journal of Educational Research Vol. 1 No. 2 (2023): EDUJAVARE: International Journal of Educational Research Vol. 1 No. 1 (2023): EDUJAVARE: International Journal of Educational Research