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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 269 Documents
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The Application of the Value Clarification Technique (VCT) Learning Model Assisted by Poster Media on the Learning Outcomes of Pancasila Education in Grade IV Rani Puspita Sari; Eka Lokaria; Citra Raflesia
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.v4i02.1516

Abstract

Education is a conscious effort to grow and develop the potential of human resources through the learning process. This study aims to determine the significant completeness of the learning outcomes of Pancasila Education for Grade IV Students of SD Negeri 2 Srimulyo after applying the Value Clarification Technique (VCT) learning model assisted by poster media. The research method used was quantitative with pseudo-experiments in the pre-test and post-test categories. The population in this study is all grade IV students of SD Negeri 2 Srimulyo which amounted to 14 students and the research sample was class IV of 14 students, consisting of 6 males and 8 female students who were taken in saturated samples. The data collection technique uses a multiple-choice test technique. Based on data analysis, the average Pre-Test score was 54.46 and the average Post-Test score was 83.04 with a confidence level of α = 0.05 obtained by Zcount 4.46 and Ztable 1.64 because Zcalculate ≥Ztabel then, Ha was accepted and Ho was rejected. The results of the study can be concluded that the learning outcomes of Pancasila Education students in grade IV of SD Negeri 2 Srimulyo after applying the Value Clarification Technique (VCT) learning model assisted by poster media are significantly complete.
Development of an IPAS E-Module Based on the Contextual Approach for Third-Grade Elementary School Student Maryati Maryati; Dodik Mulyono; Raden Angga Bagus Kusnanto
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.v4i02.1615

Abstract

The development of Science and Technology (IPTEK) has progressed very rapidly and has a great influence in various fields of life, including in the world of education. This research aimed to develop a contextual approach-based IPAS E-Module for third-grade students at SD Negeri Rejosari that is valid, practical, and effective. This research employed the Research and Development (R&D) method using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of this study were third-grade students of SD Negeri Rejosari. Data were collected through questionnaires and tests. The product validation results conducted by experts showed that the E-Module obtained a score of 0.94 from the language expert, 0.94 from the media expert, and 0.81 from the material expert, with an average score of 0.90, indicating that the product was categorized as highly valid. The practicality test, conducted through one-to-one trials, teacher assessments, and small-group trials, yielded an average score of 82%, which was categorized as highly practical. The effectiveness test results, based on the comparison of pretest and posttest scores, showed an N-Gain score of 0.71, which falls into the high category. Therefore, the contextual approach-based IPAS E-Module for third-grade students at SD Negeri Rejosari is considered valid, practical, and effective for use in IPAS learning at the elementary school level.
Implementation of Outdoor Learning to Improve IPAS Interest and Outcomes at Elementary School Ginong Pratidinanto; Ibadullah Malawi; Sudarmiani Sudarmiani
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.v4i02.1684

Abstract

This research was driven by the low learning interest and achievement in Science and Social Studies (IPAS) among third-grade students at SDN Pare 4, resulting from teacher-centered instruction and limited meaningful learning experiences. The study aimed to describe the implementation of the outdoor learning method and evaluate its effectiveness in improving students' learning interest and IPAS achievement. A mixed-methods approach was employed using Classroom Action Research conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through observations, achievement tests, learning interest questionnaires, interviews, and documentation, and analyzed using descriptive qualitative and quantitative techniques. The results showed that outdoor learning significantly improved both the learning process and student engagement. Students' average learning interest increased from 55.2% in the pre-cycle to 94.5% in Cycle II, while average learning achievement improved from 68.75 to 91.25, with classical mastery reaching 100%. The study concludes that outdoor learning is an effective instructional strategy for enhancing learning interest and IPAS achievement and provides a contextual and engaging learning environment for primary school students.
Enhancing Children's Creativity Through Ecoprint Activities in Arts Learning at Pembina Tamban Baru State Kindergarten Maslihat Maslihat; Noor Baiti; Muhammad Zulkarnaen
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.v4i02.1735

Abstract

Creativity is one of the essential competencies that should be developed in early childhood because it supports children's ability to think imaginatively, solve problems, and express ideas through meaningful learning experiences. This study aimed to improve children's creativity through the implementation of ecoprint activities in arts learning. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, consisting of two cycles with four stages: planning, action, observation, and reflection. The participants were 15 children in Group B. Data were collected through observation, interviews, and documentation and analyzed using descriptive quantitative and qualitative techniques. The findings demonstrated a continuous improvement in children's creativity throughout the intervention. Creativity achievement increased from 25.00% in the pre-cycle to 31.67% in Cycle I Meeting I, 60.48% in Cycle I Meeting II, 65.95% in Cycle II Meeting I, and finally 82.38% in Cycle II Meeting II, exceeding the predetermined success criterion of 75%. Overall, children's creativity improved by 57.38 percentage points. The findings indicate that ecoprint-based arts learning effectively promotes children's creativity by encouraging exploration, imagination, originality, and active participation through direct interaction with natural materials. Therefore, ecoprint can be considered an innovative and environmentally based learning strategy for fostering creativity in early childhood education.
The Effect of Using an Online Learning Module (Google Sites) on Student Attention in the Developmental Psychology Course Dewi Rika Juita; Nilna Azizatus Shofiyyah; Nur Saepudin; Alif Hanafi; Imam Baehaqi
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.v4i02.1840

Abstract

The purpose of this study was to examine whether the use of Google Sites as an online learning module significantly influences students' learning attention in the Developmental Psychology course. The study involved 15 second-semester students enrolled in the Islamic Education (PAI) Study Program at STAI Siliwangi Garut. A quantitative research approach was employed, with data collected through a questionnaire administered via Google Forms. Data were analyzed using Simple Linear Regression, as the study focused solely on determining the effect of Google Sites as an online learning module on students' learning attention. The findings revealed that, at a significance level of 0.05, the significance value was 0.000, indicating a statistically significant effect of Google Sites on students' learning attention. The correlation coefficient (R) was 0.880, while the coefficient of determination (R²) was 0.774. These results indicate that the use of Google Sites as an online learning module significantly affects students' learning attention in the Developmental Psychology course, accounting for 77.4% of the variance in learning attention, whereas the remaining 22.6% is attributable to other factors not examined in this study. Furthermore, the estimated regression equation was Y = 8.554 + 0.857X, indicating that each one-unit increase in the use of Google Sites as an online learning module is associated with an increase of 0.857 units in students' learning attention.
Dynamics of Gadget Usage Behavior in Christian Religious Education Learning in Building Student Integrity in Grade XI of Isen Mulang High School, Palangka Raya Marselina; Telhalia; Kilat Kasanang
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.v4i02.1850

Abstract

This study investigates the gap between Christian values taught in Christian Religious Education (CRE) and the digital behavior of Grade XI students at SMA Isen Mulang Palangka Raya, particularly regarding honesty, faithfulness, and responsibility. The issue was identified during the Field Experience Program (PPL), where organized academic dishonesty involving gadget use was observed. Using a descriptive qualitative approach, the research involved Grade XI students and a CRE teacher during the 2025/2026 academic year. Data were collected through classroom observations, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model. The findings reveal three patterns of gadget use: adaptive, distractive, and predominantly ambivalent. These patterns are shaped by internal factors, including motivation and self-control, and external factors such as teaching strategies, peer influence, and school policies. Gadgets simultaneously support biblical learning and create opportunities for dishonest behavior, reflecting the complexity of students' digital experiences. The study concludes that strengthening digital integrity requires Christian digital literacy, consistent value internalization, effective self-regulation, and a supportive faith-based learning environment rather than prohibition alone.
The Measurement Problem in Values-Based Curriculum Management: A Systematic Review of Affective Assessment Instruments in Islamic Educational Institutions Parino; Agus Subagya; Mahmudi
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.v4i02.1856

Abstract

The Indonesian Ministry of Religious Affairs introduced the Love-Based Curriculum (Kurikulum Berbasis Cinta, KBC) through Ministerial Decree No. 1503 of 2025, requiring every madrasah to organise intracurricular, cocurricular, and extracurricular activity around five affective commitments known as Panca Cinta. Scholarship has described how madrasah leaders plan and enact this curriculum, yet the evaluative function of curriculum management has attracted far less attention. This review examines how affective outcomes are assessed within values-based curriculum management in Islamic educational institutions, which instruments are reported, what psychometric evidence supports them, and what obstacles prevent measurement. Following the PRISMA 2020 statement, the review searched Scopus, ERIC, DOAJ, Garuda, and Google Scholar for studies published between 2015 and 2026, screened 316 unique records, and retained 30 studies for synthesis. Screening agreement between two independent reviewers was substantial. Thematic synthesis produced four findings. First, affective targets are stated at the level of dispositions rather than behaviours, which leaves them unobservable. Second, assessment practice depends almost entirely on teacher observation, anecdotal records, and documentary evidence collected at classroom level; institutional and supervisory indicators are absent from the corpus. Third, no included study reported construct validity evidence or a reliability coefficient for an affective instrument. Fourth, the barriers reported by practitioners are managerial rather than pedagogical, concerning indicator specification, reporting alignment, and supervisory capacity. The review proposes a three-tier assessment architecture linking classroom evidence, institutional indicators, and supervisory verification, and translates Panca Cinta into low-inference observable indicators. Measurement is positioned as a control function of curriculum management rather than a technical accessory to instruction
Strategies For Maintaining Quran Memory Through Holiday Classes Management A Case Study At The Muslim Cendekia Institute In Sukabumi Resi Hanifah; Hadil Ismail Hasan
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.v4i02.1858

Abstract

This research aims to describe the management of the Holiday Halaqah program at Institut Muslim Cendekia (IMC) Sukabumi in maintaining students' memorization quality (itqan) during the academic holiday period. Holidays are often a critical period where students lose their memorization rhythm, necessitating specific management strategies to mitigate this risk. This study employed a qualitative approach with a case study design. Data were collected through in-depth interviews with 13 informants, participatory observation, and documentation studies, then analyzed using the Miles, Huberman, and Saldaña model. The results indicate that IMC Sukabumi implements four management functions integratively: 1) Planning with differentiated memorization cluster targets; 2) Organizing through a peer-tutoring system by "Musyrifat" with a 1:10 ratio; 3) Actuating through a "Positive Isolation" method that combines intensive tikrar methods with various recreational-educational activities to prevent burnout; and 4) Controlling through mutaba'ah records, memorization competitions, and final examinations (ikhtibar). Final exam results for 79 students showed an exceptionally high success rate of 96.2%, with 68.3% of students achieving excellent scores (90-100). The study concludes that the centralized management of the halaqah program in the dormitory during the holiday period is effective in strengthening students' itqan and preparing their academic readiness for the upcoming academic year
Curriculum Management in Islamic Boarding Schools: Integrating the Study of Kitab Kuning and Quranic Memorization (Tahfidz) Hafiedh Hasan; Ariani; Anisah Ummi Kulsum
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.v4i02.1860

Abstract

Curriculum management in Islamic boarding schools is seen as a necessity for survival amidst competition and globalization, as well as a foundation for future development. Curriculum management plays a crucial role in supporting the success of memorization programs in Islamic educational institutions. This paper aims to explore the concept of implementing curriculum management in the learning of the yellow books and Quran memorization in Islamic boarding schools. Through proper and correct management of the learning of the yellow books and Quran memorization, it is hoped that optimal learning outcomes can be achieved. The study employed a library research method, using sources in the form of journals and books retrieved from Google School. The results indicate that the management of the yellow books curriculum in Islamic boarding schools is implemented in an integrated manner, as the integrated curriculum utilizes a learning approach that enables students, both individually and in groups, to actively explore, explore, and discover concepts. Furthermore, this integrated curriculum is a new curriculum without abandoning the previous curriculum model. Therefore, the integration of the old and new curriculum models can strengthen Islamic boarding schools as unique, creative, and distinctive institutions.
Enhancing Students’ Learning Motivation through Responsive Ice-Breaking Activities in Islamic Religious Education: Quasi-Experimental Evidence from Indonesian Senior High School Elbina Mamla Saidah; Intan Muliani; Wiwid Hadi Sumitro; Khairul Amin; Mariatul Hikmah
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.v4i02.1869

Abstract

Learning motivation in Islamic Religious Education and Character Building often declines when classroom instruction relies heavily on one-way explanation and offers limited space for student participation. This study examined the effect of responsive ice-breaking activities on students’ learning motivation at SMA Negeri 5 Mandau, Indonesia. A quantitative quasi-experimental design with a non-equivalent control group was used. The participants were 58 tenth-grade students, consisting of 30 students in the experimental group and 28 students in the control group. The experimental group received Islamic Religious Education lessons integrated with responsive ice-breaking activities, while the control group followed regular instruction. Data were collected using a learning motivation questionnaire and documentation, and were analyzed through descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The study was informed by Self-Determination Theory and the ARCS motivational model. The results showed that the experimental group achieved a higher post-test mean score than the control group. The t-test confirmed a significant difference between groups, t(56) = -2.589, p = .012, with a moderate effect size. These findings suggest that responsive ice-breaking activities can help restore students’ attention, reduce classroom fatigue, and support learning motivation during Islamic Religious Education lessons.

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