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 331 Documents
 27   28   29   30   31 
The Impact of Using ChatGPT as a Learning Assistant on the Scientific Literacy of Fifth-Grade Elementary School Students Nisrina Ajrina Nur Hidayah; Suci Tuningsih; Khatmirul Aziz Heru Siddik Nugroho; Heru Siddik Nugroho; Putri Indah Wahyuningsih
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.1896

Abstract

The development of Generative Artificial Intelligence (GenAI), especially ChatGPT, opens up opportunities for the use of technology as a learning assistant to support the science learning process. This study aims to analyze the influence of the use of ChatGPT as a learning assistant on the science literacy of grade V elementary school students. The study used a quantitative approach with a quasi-experimental design and a pretest-posttest control group design pattern. The research subjects amounted to 42 students in class V of SD IT Luqman Al Hakim consisting of 18 students in the experimental class and 24 students in the control class. Data was collected using a science literacy test in the form of 10 description questions given before and after treatment. The data were analyzed using Analysis of Covariance (ANCOVA), with pretest scores as covariates and posttest scores as dependent variables. The results showed a significant difference in posttest scores between the experimental class and the control class after the initial ability was controlled, with values of F (1.39) = 5.131, p = 0.029, and η² = 0.106. The average posttest score was corrected in the experimental class of 51.41, while the control class was 39.15, with a difference of 12.26 points. These results show that the use of ChatGPT as a learning assistant has the potential to support the achievement of students' science literacy. However, the large contribution of treatment of 10.6% shows that the achievement of science literacy is also influenced by other factors outside of treatment.
The Relationship Between the Deep Learning Approach and the Learning Independence of Elementary School Students Suci Tuningsih; Nisrina Ajrina Nur Hidayah; Khatmirul Aziz; Heru Siddik Nugroho; Putri Indah Wahyuningsih
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.1897

Abstract

This stage is the initial formal foundation for students to learn science, develop attitudes and skills. This study aims to analyze the relationship between the deep learning approach and the learning independence of elementary school students. The deep learning approach consisting of mindful learning, meaningful learning, and joyful learning is believed to be able to encourage students to be actively involved in the learning process and develop the ability to manage learning independently. The research uses a quantitative approach with a correlational design. The research population is elementary school students in grades IV, V, and VI at SD Negeri 2 Pedes, while the sample was determined using the proportional random sampling technique. Data collection was carried out through a deep learning approach questionnaire and a student learning independence questionnaire that has been tested for validity and reliability. The data was analyzed using descriptive statistics and Pearson Product Moment correlation. The results showed that there was a positive and significant relationship between the deep learning approach with a correlation coefficient of 0.712 (p < 0.05). The relationship is in the strong category, which means that the better the application of deep learning, the higher the level of student learning independence. The deep learning approach contributes 50.7% to student learning independence, while the rest is influenced by other factors such as motivation, self-efficacy, family support and student learning environment. Therefore, it is necessary to optimize the deep learning approach by teachers, especially strengthening the mindful learning aspect, so that students' awareness and learning independence increase.
Reka Edu SmartBox: A Smart and Practical Tool for Instilling Multicultural Values in Grade 5 Elementary School Classrooms Heru Siddik Nugroho; Putri Indah Wahyuningsih; Suci Tuningsih; Nisrina Ajrina Nur Hidayah; Khatmirul Aziz
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.1898

Abstract

This study aims to examine the feasibility of the Smartbox learning media in terms of practicality and effectiveness. The implementation of the media focuses on Civic Education (PKn) learning in fifth-grade elementary school, with the specification of cultural diversity material referring to multicultural values. This study employed the Research and Development (R&D) method using the ADDIE model, which was selected to implement the product development procedure by presenting descriptive quantitative data and narrative qualitative data. The research subjects involved several experts, including two practitioners and two expert lecturers who acted as evaluators of the media design and material concept design. Data collection methods used questionnaire techniques distributed to several experts, and the assessment results were then recapitulated based on predetermined criteria. Meanwhile, qualitative data were obtained through classroom observations to identify students’ responses to the media implementation. In addition, interview data from teachers were collected to determine the initial learning problems. Various activity documentations supported the research implementation, particularly regarding students’ interactions with the developed product. The results showed that the media received a very good assessment from expert lecturers in the media design aspect with an achievement score of 87.5%, while the assessment from practitioners reached 83.3%. In the material content aspect, expert lecturers gave a score of 79.16%, while practitioners provided an assessment score of 77.08%. Both assessments were categorized as good criteria, indicating that the Smartbox learning media is feasible to be used in Civic Education learning in elementary schools.
Islamic Educational Leadership: Concepts, Styles and Its Implications for Improving the Quality of Education Said Anfasyah
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.1904

Abstract

Islamic educational leadership plays a strategic role in determining the direction and quality of educational institutions amidst the challenges of globalization and the digital era. Effective leadership requires not only managerial competence but also the integration of spiritual and moral values ​​into leadership practices. This study aims to analyze the concept of Islamic educational leadership, identify emerging leadership styles, and examine their implications for improving educational quality. The method used is qualitative research with a library research approach through the Systematic Literature Review (SLR) model of scientific articles relevant to the research topic. The data analysis technique uses content analysis with the stages of data reduction, categorization, and synthesis. The results show that Islamic educational leadership is based on the values ​​of trust, justice, deliberation, and exemplary behavior, and integrates transformational, democratic, and situational leadership styles. This leadership has positive implications for improving teacher performance, organizational culture, and student character formation. In conclusion, effective Islamic educational leadership can improve educational quality holistically through the integration of spiritual values ​​and modern managerial approaches.
The Effectiveness of the Project-Based Learning Model in Improving Critical Thinking Skills in Islamic Religious Education Subjects Eka Fitriani
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.1905

Abstract

Improving critical thinking skills is a major requirement in 21st-century learning, including in Islamic Religious Education (PAI) subjects that not only emphasize cognitive aspects, but also values ​​and character. This study aims to analyze the application and effectiveness of the Project-Based Learning (PjBL) model in improving students' critical thinking skills in PAI learning. The research method uses a quantitative approach with a quasi-experimental design (nonequivalent control group design), involving an experimental class and a control class. Data collection techniques were carried out through critical thinking tests (pre-test and post-test), observations, and questionnaires, which were analyzed using statistical tests (t-test) and N-Gain calculations. The results showed that the application of the PjBL model significantly improved students' critical thinking skills, marked by an increase in post-test scores and a higher N-Gain category in the experimental class compared to the control class, as well as increased student activity and involvement in the learning process. In conclusion, the Project-Based Learning model is effective in improving students' critical thinking skills in PAI subjects and is able to create more active, contextual, and meaningful learning.
Utilization of Artificial Intelligence to Support the Learning Process in Higher Education Heppy Sapulete; Lia Khalisa; Afifah Qurrota A'yun; Viona Sapulette; Fryan Sopacua
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.1908

Abstract

The development of artificial intelligence (AI) has significantly impacted the learning process in higher education. This study aims to analyze the use of artificial intelligence to support the learning process in higher education, including the forms of use, benefits, and challenges it poses. The study used a qualitative descriptive approach with a literature review method. Data were obtained from various scientific journal articles, books, research reports, and institutional documents relevant to the use of AI in higher education. Data analysis was conducted using content analysis by identifying, classifying, comparing, and synthesizing various previous research findings. The results show that AI can be utilized as a learning assistant, a supporter of personalized learning, a developer of teaching materials, a provider of feedback, an assessment supporter, and a tool to enhance student self-directed learning and creativity. The use of AI can also help lecturers increase efficiency in planning and implementing learning. However, the use of AI presents challenges such as information inaccuracy, technology dependency, violations of academic integrity, data privacy, bias, and the potential for a decline in students' critical thinking skills. Therefore, the use of AI in higher education must be carried out ethically, critically, responsibly, and human-centeredly through strengthening AI literacy, improving lecturer competency, institutional policies, and adjusting assessment systems. AI should be positioned as a tool to enhance the learning process, not as a substitute for lecturers or students' thinking processes.
Charismatic Leadership Patterns of Islamic Scholars in Improving Students' Interpersonal Intelligence Dwi Arizqa Febrianti
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.1909

Abstract

Islamic boarding houses (pesantren) are Islamic educational institutions that have flourished in Indonesia since before independence. This study aims to: 1) identify the kiai’s (Islamic boarding house leader’s) charismatic leadership style; 2) assess the students' interpersonal intelligence; and 3) determine the role of the kiai’s charismatic leadership in enhancing the students' interpersonal intelligence at the Raudlatut Thalibin Islamic Boarding house in Rembang.This study employs a qualitative method using a case study approach. Data were collected through interviews, observation, and documentation. The research subjects included the kiai (leader), students, and the local community. Data analysis involved three stages: data reduction, data presentation, and conclusion drawing. Data validity was verified through methodological triangulation. The results indicate that the kiai’s charismatic leadership style is characterized by setting a good example, possessing problem-solving skills, having a clear vision and goals, providing inspiration, demonstrating confidence in teaching religion, and encouraging students and the community to participate actively in religious, educational, and social activities. The students' interpersonal intelligence is rated as good. This is evident in their ability to interact politely and amicably while showing respect for others. The students are also capable of adapting, maintaining proper conduct, assisting the community, respecting differences, and demonstrating tolerance. The kiai’s charismatic leadership plays a role in enhancing the students' interpersonal intelligence through role modeling, the cultivation of empathy and tolerance, and activities that foster cooperation. The *kiai’s* guidance helps students learn how to interact, build positive relationships, and resolve problems wisely.
Integration of Cognitive, Affective, and Spiritual Aspects in Islamic Religious Education Agus Nur Yasin
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.1910

Abstract

This research is motivated by the importance of integrating cognitive, affective, and spiritual aspects in Islamic Religious Education (PAI) learning as an effort to shape holistic students amidst the challenges of modern education. To date, PAI learning tends to emphasize the cognitive aspect, thus being less than optimal in shaping students' attitudes and spiritual awareness. The purpose of this study is to analyze the integration of cognitive, affective, and spiritual aspects in PAI learning, identify patterns and characteristics of effective integration, and formulate a holistic and contextual learning conceptual model. This research uses a literature study method with a qualitative descriptive-analytical approach through the search for various relevant scientific sources. Data analysis techniques are carried out using content analysis through the stages of data reduction, categorization, interpretation, and synthesis. The results of the study indicate that the integration of these three aspects can be done simultaneously through contextual learning, value habituation, role models, and structured spiritual experiences. The conclusion of this study is that effective PAI learning must integrate cognitive, affective, and spiritual aspects in a balanced manner within a systematic and meaningful learning framework.
Synergy between Islamic Religious Education and Digital Literacy in Building a Qur'anic Generation Mimin Maimun Khumaidah
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.1911

Abstract

This research is motivated by the rapid development of digital technology that demands the integration of Islamic Religious Education (PAI) and digital literacy in shaping the Qur'anic generation. To date, PAI learning and digital literacy have tended to run separately, thus not optimally building religious character in the digital era. The purpose of this study is to analyze the synergy between PAI and digital literacy, identify patterns and characteristics of effective integration, and formulate a conceptual learning model capable of building a Qur'anic generation. This study uses a literature study method with a qualitative descriptive-analytical approach through the search for various relevant scientific sources in the period 2020–2025. The data analysis technique uses content analysis through the stages of data reduction, categorization, interpretation, and synthesis. The results of the study indicate that the synergy between PAI and digital literacy can be realized through technology-based contextual learning, the use of educational digital media, and the internalization of Qur'anic values ​​in students' digital activities. The conclusion of this study is that effective Islamic Religious Education learning in the digital era must be able to integrate aspects of religious knowledge, digital literacy skills, and Qur'anic character formation in a balanced manner within a systematic and contextual learning framework
Utilization of E-Learning Platforms to Increase the Effectiveness of Islamic Religious Education Learning in the Era of Society 5.0 Fitria Fatmawati
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.1912

Abstract

The development of digital technology in the Society 5.0 era demands a transformation in Islamic Religious Education (PAI) learning to be more adaptive, interactive, and relevant to students' needs. This study aims to analyze the use of e-learning platforms in improving the effectiveness of PAI learning, identifying supporting and inhibiting factors, and evaluating their impact on students' learning outcomes and internalization of religious values. The research method used is a qualitative approach with a descriptive-analytical type through data collection techniques such as observation, in-depth interviews, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman through the stages of data reduction, data presentation, and conclusion drawing. The results show that the use of e-learning platforms can significantly improve cognitive learning outcomes and student engagement, as well as provide a more flexible and interactive learning experience. However, the internalization of Islamic values ​​is not optimal due to limited direct interaction and pedagogical strategies that are not yet fully adaptive. In conclusion, e-learning is effective for PAI learning in the Society 5.0 era, but needs to be strengthened in the pedagogical and value aspects to achieve holistic learning

Page 29 of 34 | Total Record : 331

 27   28   29   30   31 

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