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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 269 Documents
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The Use of Visual Media in Christian Religious Education Instruction for Grade III Students at SD Negeri 1 Panarung, Palangka Raya Helnita; Tirta Susila; Sri Gunarti Sabdaningrum
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.v4i02.1870

Abstract

The Use of Visual Media in Christian Religious Education Instruction for Grade III Students at SD Negeri 1 Panarung, Palangka Raya
Job Satisfaction as the Main Predictor of Organizational Citizenship Behavior among Private Islamic Senior High School Teachers Nenden Quratul Aini; Wia Adawiyah Muthoharoh; Muhammad hilmy Ibnu Muqti; Muhammad Irfan Al Anshari
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.v4i02.1872

Abstract

Teachers’ willingness to perform responsibilities beyond formal job requirements is essential for improving the effectiveness of educational institutions. In Islamic senior high schools, such voluntary behaviour reflects not only professional dedication but also organizational values that encourage collaboration and mutual support. This study examines the influence of job satisfaction and organizational commitment on teachers’ Organizational Citizenship Behaviour (OCB). A quantitative explanatory design was employed using questionnaire data collected from teachers at private Islamic senior high schools. Multiple regression analysis was applied to evaluate the individual and combined effects of the independent variables on OCB. The findings reveal that job satisfaction has a significant positive effect on teachers’ OCB, whereas organizational commitment demonstrates a different level of influence when analyzed separately. Simultaneously, both variables significantly explain variations in OCB. These results suggest that teachers are more likely to engage in extra-role behaviours when they experience positive work conditions and maintain strong relationships with their institutions. The study contributes to the literature by providing empirical evidence from the context of Islamic education and highlights the importance of fostering supportive organizational environments to strengthen teachers’ voluntary contributions
The Role of Islamic Psychology in Addressing Digital Anxiety Among Generation Z in the Era of Artificial Intelligence Rifyal Novalia; Dinyah Rizki Yanti Zebua
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.v4i02.1874

Abstract

The rapid development of digital technology and artificial intelligence (AI) has transformed the lives of Generation Z while simultaneously creating new psychological challenges, including digital anxiety, social comparison, fear of missing out, information overload, technological uncertainty, and concerns regarding future academic and employment opportunities. This study aims to examine the role of Islamic Psychology in addressing digital anxiety among Generation Z in the era of artificial intelligence. The study employs a Systematic Literature Review (SLR) approach by examining relevant scholarly literature published in academic databases, including studies addressing Islamic Psychology, digital anxiety, Generation Z, artificial intelligence, spirituality, religious coping, and digital mental health. The selected literature was analyzed thematically to identify psychological challenges associated with digital transformation and Islamic psychological principles that may contribute to anxiety management. The findings indicate that Islamic Psychology provides a holistic framework for understanding digital anxiety through the integration of psychological, spiritual, moral, and existential dimensions. Concepts such as tawakkul, sabr, dhikr, muhasabah, shukr, and tazkiyat al-nafs can support emotional regulation, resilience, self-awareness, acceptance of uncertainty, and the development of meaningful relationships with technology. Islamic Psychology does not emphasize rejecting digital technology or AI but encourages balanced, ethical, critical, and purposeful engagement with technological environments. The study concludes that integrating Islamic psychological principles with contemporary psychological approaches can provide culturally relevant strategies for addressing digital anxiety among Muslim Generation Z and strengthening their psychological well-being, spiritual resilience, sense of identity, and ability to navigate the rapidly changing AI-driven environment.
The Role of Generative AI in Adaptive Learning: Innovations in the *Merdeka* Curriculum at Private Islamic Higher Education Institutions Retno Fentari
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.v4i02.1875

Abstract

The Merdeka Curriculum promotes more adaptive, flexible, and student-centered learning. In this context, artificial intelligence (AI) technology particularly generative AI is beginning to be utilized by instructors in the Elementary Madrasah Teacher Education program to tailor learning materials, methods, and assessments. This study seeks to explore how generative AI is applied in adaptive learning at the higher education level. The study aims to determine the level of understanding, frequency of use, and lecturers' perceptions regarding the effectiveness and challenges of using generative AI in the implementation of the Merdeka Curriculum. A descriptive quantitative approach was used in this study, involving 8 lecturers from the University of Islam Lampung. Data were collected through observation, interviews, and documentation and analyzed descriptively.The results show that most lecturers in Elementary Madrasah Teacher Education have a good understanding of generative AI, with a fairly high frequency of use in the teaching process. Lecturers' perceptions of AI's effectiveness in supporting adaptive learning are generally positive, although some challenges such as limited internet access and a lack of technical training are still being experienced. Generative AI contributes to strengthening the implementation of the Merdeka Curriculum by providing more personalized and flexible learning experiences. This study highlights the need for policy support and ongoing training to ensure that the use of AI in education can be optimized
Management of Service Quality Improvement in Junior High Schools: A Total Quality Management (TQM) Perspective Yogi Listiana
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.v4i02.1876

Abstract

Management of Service Quality Improvement in Junior High Schools: A Total Quality Management (TQM) Perspective
Negative Stigma Against Salafi Women in the Hidayatul Muslimin I Islamic Boarding School Environment Rizky Septia Utami Bafadal; Ghea Rae Sabrina; Dita Pratiwi
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.v4i02.1888

Abstract

This study aims to analyze the negative stigma toward Salafi women among students at Hidayatul Muslimin I Islamic Boarding School, Kubu Raya Regency, and to identify the forms of stigma, their impacts on social interaction and psychosocial well-being, as well as the adaptation strategies employed by the students. The study adopted a mixed-methods approach by administering questionnaires to students and conducting descriptive analysis of the collected data. The analysis was based on the dimensions of public stigma, self-stigma, discrimination, social interaction, psychosocial impact, social support, and adaptation strategies using Erving Goffman's Social Stigma Theory as the analytical framework. The findings indicate that Salafi women continue to experience stigma in the form of stereotypes and prejudice associated with their religious appearance. Nevertheless, most respondents maintained positive social interactions and received support from their families, peers, and educational environment. The psychosocial effects were generally reflected in feelings of discomfort resulting from negative public perceptions, while the primary adaptation strategies included ignoring negative comments, strengthening self-confidence, providing explanations to others, and maintaining their religious identity. The study highlights the importance of promoting inclusive education and diversity literacy to reduce stigma toward religious minority groups within educational settings.Keywords: three to five keywords in alphabetical order
Analysis Of Human Traits Variation Through Genetic Discs Based On Phenotype Frequency, Allele Frequency, And Genetic Index Muhsin Chatib
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.v4i02.1889

Abstract

This study aimed to analyze human phenotypic variation using a genetics wheel, based on phenotype frequencies, allele frequencies, and genetic indices. A quantitative descriptive approach was employed through a genetics practical activity involving 39 students from the Biology Education Study Program. The traits observed included tongue-rolling ability, earlobe shape, thumb shape, presence of dimples, and hairline shape. Data were obtained through direct observation and subsequently analyzed using phenotype frequency percentages and allele frequencies based on the Hardy-Weinberg principle. The results indicated that the free earlobe trait exhibited the highest dominant phenotype frequency (92.30%), while the straight hairline exhibited the highest recessive phenotype frequency (79.49%). Allele frequencies varied across traits, with dominant allele (p) values ​​ranging from 0.12 to 0.74 and recessive allele (q) values ​​ranging from 0.26 to 0.88. Genetic index analysis revealed variations in phenotypic trait combinations among individuals, with a genetic index of 24 being the most frequently observed (20.51%). The findings demonstrate that the student population possesses a relatively high level of phenotypic diversity, suggesting that practical activities using a genetics wheel can facilitate the understanding of trait inheritance and population genetics concepts.
Implementation of Diagnostic and Formative Assessments in English Language Learning Based on the Merdeka Curriculum Muhammad Husaini
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.1891

Abstract

The implementation of diagnostic and formative assessment is an important aspect of English language learning within the Merdeka Curriculum, particularly because the curriculum emphasizes student-centered learning, differentiation, flexibility, and competency development. This study aims to examine the implementation of diagnostic and formative assessments in English language learning based on the principles of the Merdeka Curriculum and to identify their contribution to improving the learning process. This study employed a Systematic Literature Review (SLR) approach by identifying, selecting, evaluating, and synthesizing relevant scholarly literature concerning diagnostic assessment, formative assessment, English language learning, and the Merdeka Curriculum. The findings indicate that diagnostic assessment provides teachers with important information regarding students’ initial competencies, prior knowledge, learning difficulties, and language proficiency, which can be used to determine appropriate learning strategies and differentiated instruction. Meanwhile, formative assessment supports continuous monitoring of students’ progress through questioning, observation, assignments, quizzes, self-assessment, peer assessment, and feedback. The review also indicates that effective feedback and the appropriate utilization of assessment results are essential for improving students’ English language competencies and developing their self-regulated learning. Nevertheless, the implementation of these assessments may face challenges related to teachers’ assessment literacy, time constraints, classroom size, instrument development, and the interpretation and utilization of assessment results. Overall, diagnostic and formative assessments can strengthen the implementation of the Merdeka Curriculum by transforming assessment from a final measurement instrument into an integral component of learning that supports differentiated, responsive, and student-centered English language instruction.
The Learning through Play Method in Basic Piano Instruction Hikmah Sari; Fensy Sella
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.v4i02.1894

Abstract

This study is entitled The Play-Based Learning Method in Piano. The focus of the research is to describe the implementation of the play-based learning method in piano instruction and to evaluate its impact on student engagement, motivation, and the development of basic musical skills. This research adopts a qualitative approach using a case study design. The research subjects are piano students with beginner-level skills, enrolled in a non-formal music education institution. Data were collected through observation, interviews, and documentation. The data were analyzed through reduction, categorization, interpretation, and validation. The findings show that the play-based learning method successfully created an enjoyable piano learning experience, encouraged understanding of pitch, rhythm, and dynamics, and enhanced children's self-confidence and musical expression. All three students demonstrated consistent progress in both technical and affective aspects throughout the learning process. Thus, this method is considered relevant and effective for use in beginner-level piano instruction within non-formal educational settings.
A Habituation-Based Learning Model for Islamic Religious Education and Character Building to Strengthen Students' Religious Character at MTs Darul Hikmah Burneh, Bangkalan Zainal Hakim
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.v4i02.1895

Abstract

Students’ religious character constitutes a strategic concern in madrasah education, particularly as the younger generation faces various symptoms of moral decline. At the same time, Islamic Religious Education (PAI) and Character (Budi Pekerti) learning frequently remains confined to the cognitive domain, so that students do not necessarily translate their knowledge into everyday moral action. Departing from this problem, the study aims to develop and describe a habituation-based PAI and Budi Pekerti learning model to strengthen students’ religious character at MTs Darul Hikmah, Burneh District, Bangkalan Regency. A descriptive qualitative approach was employed, combining library research with a preliminary field study consisting of observation and document review at the research site. Data were analyzed through data reduction, data display, and conclusion drawing in accordance with the interactive model of Miles and Huberman. The findings formulate a habituation-based learning model in three stages: planning, which integrates religious values into learning devices; implementation, which comprises daily, weekly, and monthly habituation activities combining the dimensions of moral knowing, moral feeling, and moral action; and evaluation, which relies on authentic assessment through attitude observation, daily journals, and spiritual portfolios. The model is supported by pesantren culture, teacher exemplariness, and parental synergy, yet faces obstacles such as students’ heterogeneous backgrounds and limited supervision beyond the madrasah, making sustained synergy among the madrasah, the pesantren, and parents indispensable. Accordingly, the habituation model proves capable of systematically uniting Lickona’s three character dimensions within a single cycle of planning, implementation, and evaluation. The model may serve as a practical reference for PAI and Budi Pekerti teachers in designing instruction that sustainably cultivates students’ religious habits and awareness, while opening space for further empirical testing

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