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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 331 Documents
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The Application of the Contextual Teaching and Learning (CTL) Learning Model Assisted by Mind Mapping Media to the Science Learning Outcomes of Grade V Students Delia Agustina; Eka Lokaria; Sari Pertiwi
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.1620

Abstract

Basic education is an important foundation in shaping students' knowledge, skills, attitudes, and character as a provision to continue education to a higher level. This study aimed to determine the effect of the Contextual Teaching and Learning (CTL) model assisted by Mind Mapping media on the IPAS learning outcomes of fifth-grade students at SD Negeri 25 Lubuklinggau. This study employed a Pre-Experimental Design using the One-Group Pre-test–Post-test Design. The population and sample consisted of 23 fifth-grade students of SD Negeri 25 Lubuklinggau selected using simple random sampling. Data were collected through learning achievement tests in the form of pre-tests and post-tests. The data were analyzed using the normality test and hypothesis testing with the Z-test. The results showed that the mean pre-test score was 41.17, while the mean post-test score increased to 79.26, indicating an improvement in students' learning outcomes after the implementation of the Contextual Teaching and Learning (CTL) model assisted by Mind Mapping media. The percentage of students achieving learning mastery increased from 13.04% in the pre-test to 82.61% in the post-test. The hypothesis testing revealed that the calculated Z value (Zcount = 4.68) was higher than the critical Z value (Ztable = 1.64), indicating that Zcount > Ztable (4.68 > 1.64). Therefore, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. It can be concluded that the Contextual Teaching and Learning (CTL) model assisted by Mind Mapping media had a significant positive effect on the IPAS learning outcomes of fifth-grade students at SD Negeri 25 Lubuklinggau.
Ki Hadjar Dewantara's Educational Thoughts in the Indonesian Independence Struggle 1922-1959 Reva Anggini; Ratna Wulan Sari; Yadri Irwansyah
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.1699

Abstract

Education in Indonesia has existed since the Hindu-Buddhist era, as evidenced by written sources and visual data in the form of narrative reliefs on temple structures. This study aims to analyze Ki Hadjar Dewantara's educational philosophy and examine his role in the struggle for Indonesian independence through education between 1922 and 1959. The research employs the historical method with a qualitative approach. Data collection was conducted through the study of various sources, including books, scholarly journals, articles, documents, and other relevant literature. Data analysis followed the stages of the historical method: heuristics (source collection), source criticism (verification of authenticity and credibility), interpretation (data analysis), and historiography (historical writing). The research findings indicate that Ki Hadjar Dewantara's educational philosophy is grounded in the concept of human liberation, emphasizing the balanced development of intellect, emotion, and will. Education was viewed as a means to liberate individuals physically and spiritually, shape character, and foster national consciousness. These ideas were realized through the Among System guided by the principles of Ing Ngarsa Sung Tuladha, Ing Madya Mangun Karsa (building spirit from the middle), and Tut Wuri Handayani (providing support from behind) and supported by the concepts of the Three Centers of Education and the Trikon Theory. The study also reveals that Ki Hadjar Dewantara shifted his struggle strategy from the political realm to the educational realm as a form of ideological resistance against Dutch colonialism. Thus, Ki Hadjar Dewantara's educational philosophy made a significant contribution to the formation of the national education system and the struggle for Indonesian independence through character development and the fostering of national consciousness.
Exploring the Implementation of the Montessori Practical Life Area at Home and School for Children Aged 3–4 Years Norliani Norliani; Muhammad Zulkarnaen; Noor Baiti
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.1747

Abstract

Montessori Practical Life activities play an important role in promoting young children's independence, responsibility, and everyday life skills through meaningful real-life experiences. This study aimed to explore the implementation of Montessori Practical Life activities at school, their continuation at home, and the continuity of these practices between the two learning environments for children aged 3–4 years at KB Anggrek, Aluh-Aluh Kecil Muara Village, Banjar Regency, South Kalimantan, Indonesia. This study employed a qualitative descriptive design. Participants were selected through purposive sampling and consisted of one principal, three classroom teachers, and six parents. Data were collected through observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings revealed that Montessori Practical Life activities have been consistently integrated into daily routines at school and reinforced through similar activities at home. Teachers implemented the activities by preparing learning environments, demonstrating tasks, and encouraging children to perform them independently, while parents extended these experiences through daily household routines. Effective communication between teachers and parents supported the continuity of implementation across both settings. Although challenges such as limited learning materials, time constraints, and differences in children's developmental readiness were identified, participants adapted available resources and maintained consistent practice. The study concludes that the continuity of Montessori Practical Life activities between school and home reflects a collaborative partnership between teachers and parents in supporting children's independence, responsibility, confidence, and everyday life skills.
Arduino in STEM Education (2016-2025): Bibliometric Analysis of Research Trends and Collaboration Patterns Riana Nurismawati; Amaira Utami; Putra Habib Dhitareka
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.1788

Abstract

Arduino is a low-cost open-source microcontroller that allows users to program and interactively control electronic components within an electronic circuit. As the demands of this digital era, Arduino has been applied to the learning process, such as in STEM education. This study aims to map the research landscape of Arduino in STEM education using a bibliometric analysis with data from Scopus database. The total data is 143 documents consist of journals and proceedings published between 2016 and 2025. Biblioshiny and VOSviewer were used for the data analysis including publication trends, leading contributors, international collaboration, and thematic structure.  The results show the filed of arudino in STEM education is growing rapidly with 76.2% documents published from 2020-2025. Conference papers play a big role, reaching for 43% of the documents and the highest citation impact of the dataset. A limited international collaboration was identified from a low overall international co-authorship rate of 12.59%. The thematic analysis revealed Arduino and STEM education as the motor theme or the core of this field, with research moves from technical to pedagogical themes. These findings offer opportunities for further research such as assessment for this media and to support more international collaboration. 
Analysis of the Contextual Teaching and Learning Model Assisted by Flashcard Puzzles in Elementary School Students' Creative Thinking Skills Nurdiansyah Dwi Saptian; Tito Parta Wibowo; Ahmad Mubarok
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.1800

Abstract

One of the demands of 21st century education is the development of creative thinking skills from the elementary school level, because these skills are the basis for students to generate new ideas, provide alternative answers, and solve problems independently. This study aims to analyze the use of the Contextual Teaching and Learning (CTL) model assisted by Puzzle Flashcard media in supporting students' creative thinking skills in learning Indonesian language of noun and adjectives in grade II of SDN Beberan 2. The study uses a descriptive qualitative approach with classroom teachers as the main informants and students as supporting informants. Data was collected through observation, interviews, documentation, and student work results, then analyzed using thematic analysis. The results of the study show that the application of the CTL model assisted by Puzzle Flashcard media creates concrete, active, and meaningful learning. Students become more enthusiastic, dare to answer, and work together. Creative thinking skills are seen in the smoothness of producing ideas, the flexibility to provide alternative answers, the authenticity of arranging word pairs, and the elaboration of explaining reasons and developing words into sentences. The CTL model assisted by Puzzle Flashcard media can be an effective alternative to learning Indonesian to support the creative thinking skills of elementary school students.
Students’ Perceptions of Clash A Rama Videos for Listening and Vocabulary Learning Farid Hidayatul Arofi; Syifa’ Khuriyatuz Zahro; Buyun Khulel
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.1815

Abstract

Listening and vocabulary are mutually dependent in English as a Foreign Language (EFL) learning, yet students often struggle with rapid speech and unfamiliar words when their exposure to English is limited. Animated YouTube videos can combine spoken language, images, actions, captions, and narrative context, but entertainment-oriented content may also overload learners. The purpose of this study was to examine students’ perceptions of Clash-A-Rama animated videos in listening and vocabulary learning and to identify the benefits, barriers, and instructional support they considered necessary. A qualitative descriptive design supported by descriptive questionnaire data was used with 26 Grade X students at an Indonesian senior high school. Data were collected through a 15-item Likert questionnaire and ten open-ended interview questions. Questionnaire data were analysed using frequencies, percentages, means, and an internal-consistency check, while interview data were analysed through Braun and Clarke’s thematic analysis. The findings showed conditionally positive listening perceptions: 61.54% reported easier conversational comprehension, whereas 73.08% struggled with speech rate and 76.92% needed subtitles. Vocabulary perceptions were stronger: 88.46% reported learning new words and 92.31% found pictures and situations helpful, although 53.85% still encountered difficult vocabulary. Interview themes showed that multimodal cues, narrative context, and enjoyment supported learning, while fast dialogue, uneven proficiency, fragile recall, and pronunciation difficulties limited outcomes. Clash-A-Rama is therefore most useful as supplementary material when teachers segment clips, sequence captions strategically, pre-teach essential vocabulary, and provide repetition, pronunciation, and retrieval practice.
Utilizing Mini Garden Project Media and Project-Based Learning to Increase Elementary School Students' Interest in Learning Science Syafana Nur Arfiah; Ahmad Suganda; Novi Yendra
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.1818

Abstract

Science instruction in elementary schools often remains teacher-centered, resulting in low student engagement and interest; this is evident in the teaching of plant-related topics to fifth-grade students at SDN Unyur. This study aims to describe the implementation of science instruction using the "Mini Garden Project" medium integrated with the Project-Based Learning (PjBL) model, to assess student learning interest following this implementation, and to identify supporting and inhibiting factors. A qualitative descriptive approach was employed. Data were gathered through semi-structured in-depth interviews, non-participant observation, and document analysis involving fifth-grade teachers and students at SDN Unyur. The data were subsequently analyzed using the Miles and Huberman interactive model, comprising data reduction, data display, and conclusion drawing/verification. The results indicate that instruction was conducted in accordance with the PjBL syntax ranging from defining the fundamental question to evaluating the experience and successfully boosted student learning interest, as evidenced by heightened attention, curiosity, engagement, active participation, and enthusiasm. Supporting factors included school backing, a suitable environment, and the availability of tools and materials, whereas inhibiting factors included time constraints and weather conditions. The study concludes that integrating an environment-based learning medium with the project-based learning model is effective in enhancing elementary students' interest in science learning.
Development of a Local Wisdom-Based VideoScribe Learning Media to Enhance Children's Ecoliteracy in Banjarmasin City Muhammad Zulkarnaen; Noor Baiti; Nahdya Addien
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.1837

Abstract

The low level of environmental awareness among young children remains a significant challenge to achieving sustainable development. This study aimed to develop a local wisdom-based VideoScribe learning medium inspired by the cultural and environmental characteristics of Banjarmasin City to enhance young children's ecoliteracy. The study employed a Research and Development (R&D) approach using the Four-D (4D) development model, consisting of the Define, Design, Develop, and Disseminate stages. The developed product was validated by two media experts and two subject-matter experts before being implemented with early childhood learners. Data were collected through observations, interviews, expert validation questionnaires, and documentation, while qualitative data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing/verification. The findings indicate that the local wisdom-based VideoScribe learning media were highly feasible for classroom implementation and effectively improved children's ecoliteracy. Following the learning intervention, the children demonstrated a better understanding of environmentally responsible behaviors, including proper waste disposal, maintaining environmental cleanliness, caring for plants, conserving water, and recognizing the importance of preserving rivers as an integral part of the cultural and ecological heritage of Banjarmasin. The integration of animated presentations with local wisdom-based storytelling created a more engaging, contextualized, and meaningful learning experience for young children.
Differentiated Assessment in Islamic Religious Education: Concept, Implementation, and Challenges Asrina Astagani; Syamsul Rijal; Kusaeri Kusaeri
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.1838

Abstract

Differentiated assessment has emerged as an important evaluation approach alongside differentiated instruction and student-centered learning. In Islamic Religious Education (IRE), assessment is expected not only to measure students' cognitive achievement but also to evaluate their spiritual, affective, social, and practical religious competencies comprehensively. However, the implementation of differentiated assessment in IRE remains challenging due to limited teacher assessment literacy, the predominance of cognitive-oriented evaluation, and the lack of assessment models that accommodate students' diverse learning characteristics. This article aims to analyze the concepts, implementation, and challenges of differentiated assessment in Islamic Religious Education through a Narrative Review approach. The study draws upon scholarly literature, including peer-reviewed journal articles, academic books, policy documents, and other relevant publications. The data were analyzed using thematic identification, classification, comparison, and synthesis. The findings indicate that differentiated assessment in IRE should be designed based on students' readiness, interests, and learning profiles while addressing spiritual, social, cognitive, and practical competencies. Its implementation may involve diagnostic, formative, and summative assessments, as well as portfolios, project-based assessment, performance assessment, observation, and self-reflection. The major challenges include inadequate teacher assessment literacy, limited assessment instruments, administrative burdens, technology integration, and insufficient policy support. This review contributes a comprehensive conceptual synthesis of differentiated assessment in Islamic Religious Education and offers recommendations for developing more adaptive, authentic, and student-centered assessment practices.
The Effect of Using Powtoon Animation Media on the Intrinsic Learning Motivation of Fifth-Grade Students in Christian Religious Education Lessons Amanda Putri Cerisa; Joni Saputra; Lukas Lukas
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.1853

Abstract

Education plays a fundamental role in developing students’ knowledge, attitudes, values, and personal potential. This study aims to determine whether the implementation of Powtoon animation media influences the intrinsic learning motivation of fifth-grade students in the Christian Religious Education subject at SD Negeri Lawang Uru-1. This study employed a quantitative research approach using a pre-experimental design to examine the effect of Powtoon animation media on the intrinsic learning motivation of fifth-grade students in Christian Religious Education lessons at State Elementary School Lawang Uru-1. Based on the findings of this study, it can be concluded that the use of Powtoon animation media effectively improved the intrinsic learning motivation of fifth-grade students in Christian Religious Education at Lawang Uru 1 State Elementary School. This improvement was indicated by the increase in the students’ average motivation score from 102.41 in the pretest to 133.32 in the posttest, as well as positive changes in students’ learning behavior, including greater attention, active participation, confidence in expressing opinions, curiosity, and enthusiasm during the learning process.

Page 28 of 34 | Total Record : 331

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