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Asfahani Asfahani
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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 240 Documents
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Integration of Islamic Religious Education Values in Physical Education, Sports, and Health Learning to Improve the Honesty Character of Elementary School Students Aryanti Puspita Sari; Abdul Halik; Dadang Sumarna; St. Wardah Hanafieh Das
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.1769

Abstract

Honesty is a fundamental character value underlying the moral development of elementary school students. However, dishonest behaviors such as cheating, failing to admit mistakes, and unsportsmanlike conduct are still frequently observed in learning activities, including in Physical, Sport, and Health Education (PJOK). This study aims to describe the forms of integration of Islamic Religious Education (PAI) values into PJOK learning, to identify students' honesty character, and to analyze the contribution of this integration to strengthening students' honesty at SDN 003 Bontang Utara. A qualitative approach with a case study design was employed. Data were collected through observation, semi-structured interviews with the principal, the PAI teacher, the PJOK teacher, and students in grades III and V, as well as documentation studies, and were analyzed using the Miles, Huberman, and Saldana interactive model, consisting of data management, data reduction, data display, case analysis, and conclusion drawing and verification. Data validity was ensured through source triangulation, method triangulation, persistent observation, and prolonged engagement. The findings indicate that PAI values were systematically integrated through habitual prayer before and after lessons, teacher modeling, reinforcement of sportsmanship and fair play, and were supported by a religious school culture including congregational Dhuha prayer and Qur'an recitation. Students' honesty developed across six dimensions: honesty toward oneself, peers, teachers, parents, academic conduct, and toward Allah, although some students still experienced internal barriers such as fear and shame in admitting mistakes. The integration of PAI values into PJOK learning is shown to positively contribute to strengthening elementary students' honesty character, while also offering a collaborative and contextual integration model for character education grounded in Islamic values.
Implementation of Core Ethical Values by Peers in Shaping the Islamic Character of Elementary School Students Konita Lupiah; Andi Abd. Muis; Djamaluddin; Amir Patintingan
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.1770

Abstract

The formation of students' Islamic character at the elementary school level faces various challenges, particularly in strengthening the values of honesty, responsibility, and caring in daily life, while character education in schools still tends to rely on the role of teachers, so that the potential of peers as social agents has not been optimally utilized. This study aims to describe the implementation of core ethical values by peers in shaping students' Islamic character and to analyze its implications at SD Negeri 009 Bontang Utara. This study employed a qualitative approach with a case study method. The research informants consisted of the principal, an Islamic Religious Education teacher, a fifth-grade classroom teacher, six students, and three parents. Data were collected through observation, interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing and verification. The findings show that the implementation of core ethical values, namely honesty, responsibility, and caring, is carried out through six interrelated strategies: role modeling, habituation, mutual advice and reminders, cooperation, social reinforcement, and peer social control. The implementation of these values has implications for strengthening students' Islamic character, reflected in the development of honest, responsible, and caring behavior, as well as the emergence of positive social dynamics in the form of peer support circles, constructive peer pressure, and positive friendship patterns. This study confirms that positive social relationships within peer groups contribute to the sustainability of character value implementation on an ongoing basis in the elementary school environment.
Teacher Strategies for Managing Reading Instruction for Slow Learners in Inclusive Elementary School Classrooms Wiga Santri Rohinia; Asmara Yumarni; Meirita Sari
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.1777

Abstract

This study aims to describe the strategies employed by teachers to manage reading instruction for slow-learning students in inclusive elementary school classrooms. A qualitative, descriptive research approach was adopted. The study was conducted at SD Alam Mahira in Bengkulu City, involving the principal, a fourth-grade teacher, a shadow teacher, and slow-learning students as subjects. Data were collected through observation, interviews, and documentation, and subsequently analyzed using the interactive analysis model developed by Miles, Huberman, and Saldaña, which encompasses data condensation, data display, and conclusion drawing and verification. Data validity was ensured through technique and source triangulation. The findings indicate that the teachers' strategies for managing reading instruction involved a series of interconnected stages: identifying students' initial abilities; formulating adaptive lesson plans; conducting instruction using the phonics method; utilizing concrete and visual learning media; implementing inclusive classroom management; providing individual support; fostering collaboration with shadow teachers; and carrying out continuous learning evaluations. These strategies enabled reading instruction to be tailored to the characteristics and learning needs of slow-learning students, thereby allowing them to participate actively alongside regular students. The study demonstrates that the success of reading instruction in inclusive classrooms depends on the teacher's ability to integrate various instructional strategies in an adaptive manner that centers on the students' needs.
Analysis of Differentiated Learning in Indonesian Language Subjects for Elementary School Students Desfita Muliadi; Sindi Winarsih; Nurul Hasanah; Aliya Ramadani
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.1779

Abstract

The diversity of learning readiness, interests, and learning styles of elementary school students requires teachers to implement learning that is no longer uniform, especially since the Independent Curriculum requires student-centered learning through a differentiated approach, while Indonesian language learning has tended to be teacher-centered. This study aims to analyze the implementation of differentiated learning in Indonesian language subjects in elementary schools, the forms of content, process, and product differentiation applied, and the obstacles faced by teachers in its implementation. The method used is a library study (library research) with a qualitative approach and content analysis techniques on six articles from accredited national journals published in 2020–2026. The results of the study indicate that all articles report the positive impact of differentiated learning on student activity, motivation, and learning outcomes; process differentiation is most often applied compared to content and product, with diagnostic assessment as a key instrument for mapping student needs; and three main obstacles that are consistently reported are time constraints, large student numbers in one class, and teachers' lack of understanding of student learning styles. It can be concluded that differentiated learning effectively improves the quality of Indonesian language learning in elementary schools, but its success depends on systemic support in the form of continuous teacher training and adjustment of the student ratio per class, so that future research is recommended to use a quantitative design to measure the magnitude of its impact measurably.
The Influence of Strengthening Islamic Religious Education through a Religious Culture on Students' Religious Behavior at Private Junior High School Harapan 3 Medan Fathinatul Wafiqah Lubis; Asnil Aidah Ritonga; Yusnaili Budianti
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.1783

Abstract

Addressing the gap between cognitive understanding and practice in Islamic Education (PAI) caused by theoretical-rote methods, this study analyzes the impact of PAI reinforcement based on religious culture on student behavior at SMP Swasta Harapan 3 Medan. Using a quantitative associative method with simple random sampling on 100 eighth-grade students and linear regression analysis, the results indicate that, while both PAI reinforcement and student religious behavior are currently in the moderate category, there is a positive and significant influence with a 43.6% contribution (R Square) and a regression model of Y = 63.596 + 0.572X. The study concludes that engineering the school ecosystem based on behavioristic theory is effective for shaping daily Islamic character, recommending further research into external factors like family and community, as 56.4% of the variance lies outside this model.
Implementation of Islamic Religious Education Learning for Children With Special Needs in Inclusive Schools: A Case Study of State Elementary School 003 Bontang Utara Ridwan; Andi Fitriani Djollong; St Wardah Hanafie Das; Andi Abdul Muis
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.1786

Abstract

Islamic Religious Education (PAI) in inclusive schools faces particular challenges because it must remain accessible to students with special needs (ABK) who have diverse learning characteristics. This study aims to analyze the planning, implementation, and evaluation of PAI learning for ABK at SD Negeri 003 Bontang Utara, a public elementary school that organizes inclusive education. The study employed a qualitative case study design. Data were collected through participatory observation, in-depth interviews with PAI teachers, special assistant teachers, and the school principal, and document study of learning instruments, then analyzed following the Miles, Huberman, and Saldaña model reinforced with Yin's pattern-matching technique, with credibility established through source and technique triangulation and member checking. The findings show that PAI lesson planning is carried out adaptively through individual needs identification, modification of objectives into functional outcomes, simplification of materials, selection of concrete media, and preparation of socio-emotional strategies synchronized with the Individual Learning Program. Implementation takes place inclusively and collaboratively through mixed classrooms, peer tutoring, positive reinforcement, and persuasive behavior management. Evaluation is authentic, individual, and process-based, emphasizing gradual progress in worship practice, social behavior, and independence rather than comparison with regular students' standards. These findings align with Law Number 8 of 2016, Ministerial Regulation Number 48 of 2023, and the Qur'anic value of human equality. The study recommends strengthening PAI teachers' competence in inclusive learning and developing a more systematic PAI differentiation guideline for inclusive elementary schools.
The Aesthetic Construction of Sundanese Classical Dance: From Dancer Aesthetics to Dance Aesthetics Ria Sabaria; Agus Budiman; Ace Iwan Suryawan; Fitri Kurniati
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.1817

Abstract

Studies of dance aesthetics in Indonesia have so far been more oriented towards the performative qualities of dancers, thus failing to comprehensively explain the mechanisms of aesthetic formation of dance works. This study aims to formulate the aesthetic construction of Sundanese Classical Dance through an analysis of the relationship between artistic structure and the Sundanese aristocratic cultural value system. This study uses a qualitative paradigm with an ethnochoreological approach. Data were collected through participatory observation, in-depth interviews, documentation studies, and literature studies of dance maestros, choreographers, academics, cultural figures, and practitioners of Sundanese Classical Dance in West Java. The analysis was carried out iteratively through the identification of artistic structures, identification of cultural values, relational analysis, and conceptual synthesis. The results of the study indicate that the aesthetics of Sundanese Classical Dance are not formed solely by the individual abilities of the dancers, but are the result of a construction born from the dynamic interaction between artistic structures including movement, music, makeup, costume, spatial patterns, and presentation with the Sundanese aristocratic cultural value system such as refinement, harmony, politeness, self-control, and honor. This study produces a Sundanese Classical Dance Aesthetic Construction Model that explains the process of transforming cultural values ​​into artistic structures, thereby producing aesthetic experiences and shaping the aesthetic identity of dance works. These findings expand the study of dance aesthetics from a dancer-centered paradigm to one that positions dance works as artistic and cultural constructions and offers a conceptual framework that can be applied to research on various Indonesian dance traditions.
Students' Algebraic Errors Regarding Linear Equations and Inequalities in One Variable Ummul Khaira; Naufal Asyqar Fatio
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.1827

Abstract

This study aims to identify students' algebraic errors regarding linear equations and inequalities in one variable. A qualitative research method employing a hermeneutic-phenomenological approach was used; data were collected by administering an algebra test on the topic to identify errors and conducting student interviews to determine the underlying causes. The research subjects were students at an Islamic junior high school (MTs) who had already studied linear equations and inequalities in one variable. The results revealed that 52.85% of students answered incorrectly on the test, with the highest error rate (70%) observed in question number 5 and the lowest (26.67%) in question number 4. Four categories of algebraic errors were identified, spanning seven out of ten specific error subcategories. Four of these subcategories related to students' understanding of arithmetic operations and mathematical interpretation (mathematization), while the remaining three related to their understanding of the topic's definitions.
Students’ Perception of Teacher’s Code-Switching in Teaching English at Junior High School Marsanda Preysli Siwu; Meily Ivane Esther Neman
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.1831

Abstract

This study aimed to investigate the level of students’ perceptions of teacher’s code-switching in teaching English at SMP UNKLAB. A descriptive quantitative design was employed, collecting data from 89 students through a questionnaire adapted from Aminah (2022). The findings revealed that the overall level of students’ perception was positive (M = 3.92). Specifically, the results for each indicator were interpreted as positive: receiving of stimulus (M = 3.92), understanding (M = 4.00), and evaluation (M = 3.86). These results indicate that students find teacher’s code-switching to be a helpful strategy that supports their comprehension and motivation in class. In conclusion, code-switching is perceived as a valuable instructional tool to bridge language barriers. Therefore, it is recommended that English teachers use code-switching strategically to clarify complex materials while maintaining sufficient English exposure for students.
Implementation of Adaptive Reading Learning Strategies for Slow Learner Students at Mahira Natural Elementary School, Bengkulu City Meirita sari; Wiga santri rohinia; Heny Friantary; Hengki Satrisno
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.1833

Abstract

This study aims to describe the implementation of adaptive reading learning strategies for slow learner students and identify supporting and inhibiting factors in their implementation at Alam Mahira Elementary School in Bengkulu City. This study used a qualitative approach with a descriptive research type. Data collection techniques were carried out through observation, interviews, and documentation, while data analysis used the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the implementation of adaptive reading learning strategies is carried out through individual mentoring, the use of visual media, repetition of material, simplification of material delivery, providing flexible learning time, and providing motivation and positive reinforcement according to the characteristics of slow learner students. Supporting factors in the implementation of this strategy include teacher commitment, the availability of learning media, an inclusive school environment, and collaboration between teachers, schools, and parents. Inhibiting factors include differences in reading ability among students, low student concentration and self-confidence, limited time for teachers to provide individual mentoring, and less than optimal parental involvement in accompanying learning activities at home. Thus, the implementation of adaptive reading learning strategies can support the improvement of slow learner students' reading abilities while realizing a more inclusive, effective, and appropriate learning process for students' needs.

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