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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 50 Documents
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Intertextuality in the Regent Theatre Script by Dede A. Majid Triana, Eka Gusti; Permanasari, Alis Triena; Roekmana, Giri Mustika
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.1170

Abstract

In the context of literary studies, this openness of meaning shows that dramatic texts do not stand autonomously, but are always in a network of relations with other texts. This study aims to analyze the forms, patterns, and functions of intertextuality in the theatrical script Regent by Dede A. Majid. It employs a qualitative descriptive method with a text analysis approach based on Julia Kristeva’s theory of intertextuality, supported by the ideas of Roland Barthes and Gérard Genette. The findings reveal that intertextuality appears in the forms of allusion, quotation, transformation, and adaptation, with dominant patterns of transformation and opposition toward colonial discourse. Its functions include aesthetic, semantic, social critique, and ideological roles that construct meaning dialogically. The study confirms that Regent reconstructs and critiques colonial historical narratives. This research contributes to the development of intertextuality studies and strengthens the study of Banten regional literature.
An Inclusive Pedagogical Approach in Teaching Dance for People with Disabilities at the Guriang Tujuh Studio Oktaviani, Nurul Aulia Dwi; Permanasari, Alis Triena; Purwinarti, Wiwin
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.1171

Abstract

Education is a process to develop human resources which is carried out systematically and in stages. This study aims to analyze the implementation of inclusive pedagogy in dance instruction for persons with disabilities at Sanggar Guriang Tujuh, Lebak, Banten. This research employs a descriptive qualitative approach, with data collected through participatory observation, in-depth interviews, and documentation. The findings reveal that inclusive pedagogy is implemented through adaptive teaching strategies utilizing demonstration, imitation, and drill methods, combined with differentiated instruction and multisensory approaches. The learning process is no longer oriented toward rigid movement standards but instead accommodates the diverse physical and sensory abilities of learners. The results also indicate that this approach fosters a participatory and non-discriminatory learning environment while enhancing motor skills, self-confidence, and artistic expression among participants with disabilities. Furthermore, Sanggar Guriang Tujuh functions as an alternative space that not only serves as an art learning center but also as an inclusive social laboratory that promotes social integration and individual empowerment. This study contributes theoretically to the development of inclusive pedagogy in arts education and practically to community-based inclusive dance learning models grounded in local cultural values.
The Influence of Social Skills and Innovation Ability on Students' Entrepreneurial Attitudes in the Higher Grades of Public Elementary Schools Khadijah, Khadijah; Syarifuddin, Syarifuddin; Saripuddin, Saripuddin; Rismawanty, Erni
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.1172

Abstract

Social skills produce positive and beneficial interactions for each individual. This study aims to: determine and analyze the simultaneous influence of social skills and innovation abilities on the entrepreneurial attitudes of senior students at Lumu-Lumu Public Elementary School, Ujung Tanah District, Sangkarrang Islands, Makassar City. This research approach uses quantitative research. This research was conducted at Lumu-Lumu Public Elementary School, Ujung Tanah District, Sangkarrang Islands, Makassar City. The population of this study was 52 senior students (grades 4, 5, and 6) at Lumu-Lumu Public Elementary School, Ujung Tanah District, Sangkarrang Islands, Makassar City. This study used saturated sampling, or population sampling, by taking the entire population as a sample, resulting in a sample of 52 students. The data collection technique used a questionnaire, and the data analysis technique used multiple regression techniques and t-test analysis. Testing was carried out using SPSS 26. The results of this study indicate that; 1). Social skills have a positive and significant influence on the entrepreneurial attitudes of senior students at Lumu-Lumu Public Elementary School, Ujung Tanah District, Sangkarrang Islands, Makassar City. 2). Innovation ability (X2) has a positive and significant influence on the entrepreneurial attitudes of upper-grade students of Lumu-Lumu State Elementary School, Ujung Tanah District, Sangkarrang Islands, Makassar City. 3). Social skills and innovation ability jointly influence the entrepreneurial attitudes of upper-grade students of Lumu-Lumu State Elementary School, Ujung Tanah District, Sangkarrang Islands, Makassar City.
Implementation of Digital-Based Learning in Islamic Religious Education Subjects Rahmat Saputra
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.1181

Abstract

The increasingly rapid development of information and communication technology has brought significant changes to various aspects of life, including education. This study aims to analyze the implementation of digital-based learning in Islamic Religious Education (PAI) and identify the impacts and obstacles encountered in its implementation. This study uses a qualitative, descriptive approach. The research subjects included PAI teachers, students, and relevant stakeholders within the school environment. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing, and its validity was tested through triangulation of sources and methods. The results show that the implementation of digital-based learning in PAI has a positive impact on increasing student motivation, interest, and learning outcomes. The use of digital media such as learning videos, e-learning platforms, and interactive applications can create a more engaging, flexible, and effective learning environment. In addition, digital-based learning also encourages independent learning and increases active student participation in the learning process. However, several obstacles remain in its implementation, including limited technological facilities, unequal internet access, and teachers' digital competencies that still need to be improved.
The Effect of Segmenting and Contiguity Principles on Students’ Cognitive Load in Science Learning Yatma, Aisyah Ary; Natadiwijaya , Ismail Fikri; Anjarsari, Putri
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.1197

Abstract

Science learning requires students to understand concepts deeply; however, the complexity of the material and the dense and poorly structured presentation of information often increase students’ cognitive load. This study aims to examine the effect of segmenting and contiguity principles on students’ cognitive load in science learning. A quasi-experimental method with a posttest-only control group design was employed. The participants were eighth-grade students of MTs Negeri 9 Bantul, divided into an experimental group and a control group. The experimental group was taught using learning activities based on segmenting and contiguity principles, while the control group received regular instruction. Students’ cognitive load, particularly intrinsic and extraneous cognitive load, was measured using the Paas Mental Effort Rating Scale. The data were analyzed using descriptive statistics, independent samples t-test, and effect size. The results revealed that the application of segmenting and contiguity principles had a significant and moderate effect on reducing students’ cognitive load compared to conventional science learning (p = 0.016; Cohen’s d = 0.633). These findings indicate that instructional designs applying segmenting and contiguity principles are effective in managing students’ cognitive load and supporting more meaningful and cognitively efficient science learning.
The Effect of Using Learning Management Systems and On-the-Job Training on Improving Teachers' Professional Competence in In-Depth Learning in Bulukumba Regency Rahmaniar; Hartini; Muhammad Fahreza W
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.1199

Abstract

This study aims to determine the effect of the use of Learning Management System (LMS) and On The Job Training (OJT) on the professional competence of teachers in Bulukumba Regency, both partially and simultaneously. This study uses a quantitative approach with a survey method. Research data were obtained through distributing questionnaires to 18 respondents who are teachers in Bulukumba Regency. The data analysis technique used is multiple linear regression analysis which includes partial tests (t-test), simultaneous tests (F-test), and coefficient of determination with the help of a statistical data processing program. The results of the study indicate that partially the use of LMS has a significant effect on the professional competence of teachers, while the On The Job Training (OJT) variable also has a significant effect on the professional competence of teachers. Simultaneously, the use of LMS and the implementation of OJT have a significant effect on the professional competence of teachers. The Adjusted R Square value of 0.365 indicates that 36.5% of the variation in the professional competence of teachers can be explained by these two variables, while the rest is influenced by other factors outside the research model. Thus, the use of Learning Management System (LMS) and the implementation of On The Job Training (OJT) have a positive and significant effect on improving the professional competence of teachers in Bulukumba Regency.
Reconstruction of Arabic Language Learning Planning Based on a Systems and Humanistic Approach Fadhila Suskha; M Zikri
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.1200

Abstract

Learning planning is a strategic foundation in the educational process because it allows teachers to organize objectives, materials, methods, media, and evaluation in a targeted manner. In Arabic language learning, planning becomes increasingly important because learning requires not only mastery of linguistic elements but also the development of integrated language skills. However, Arabic language learning planning has tended to be understood within a systems framework that emphasizes regularity, measurability, and integration of components, while the dimension of the learner as the subject of learning has not received sufficient attention. This article aims to reconstruct Arabic language learning planning through a synthesis of the systems approach and the humanistic approach. This study uses library research methods with a conceptual approach and descriptive-critical analysis. The results of the study indicate that the systems approach remains important as a structural foundation for Arabic language learning planning, but has limitations when used alone because it tends to be technical and administrative, and less sensitive to the individual needs of learners. Meanwhile, the humanistic approach contributes to placing learners at the center of learning, paying attention to affective and psychological aspects, and encouraging more adaptive, participatory, and meaningful learning. Based on this, this article offers a conceptual model for humanistic-system-based Arabic language learning planning, which includes analysis of student needs, formulation of integrative objectives, systematic and contextual organization of materials, selection of adaptive methods and media, implementation of participatory learning, and comprehensive and reflective evaluation. In conclusion, the reconstruction of humanistic-system-based Arabic language learning planning produces a more complete planning paradigm, namely remaining systematic but simultaneously oriented towards holistic student development.
Evaluation of Participatory Leadership, Organizational Commitment, Organizational Culture on Teacher Retention Interest Nela Budi Astuti; Syunu Trihantoyo; Ayu Wulandari
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.1202

Abstract

Teacher retention is a strategic issue in educational human resource management because it affects the stability of school organizations and the sustainability of learning quality. Low teacher retention rates are often influenced by internal organizational factors, such as leadership style, level of organizational commitment, and the work culture that develops in the school environment. This study aims to determine how a leadership approach centred on participation, dedication to the institution, and values established by the institution influences a teacher's desire to continue working there. This study adopted a qualitative methodology through a descriptive framework, gathering information through comprehensive conversations with teachers who were specifically selected for their insights, reinforced by several observations and document review. Data analysis was conducted using a methodology that focused on condensing information, presenting relevant findings, and formulating conclusions using inductive reasoning. The results of the study indicate that participatory leadership can increase teacher retention interest through active involvement in decision-making and open communication. Organizational commitment acts as an internal reinforcement that encourages teachers to remain in their positions due to their emotional attachment and sense of responsibility towards the institution. In addition, a positive and supportive organizational culture creates a comfortable and meaningful work environment that strengthens teachers' desire to continue serving. This study enriches the theoretical framework of educational management studies and suggests practical steps that school administrators can take to create leadership and organizational management approaches that focus on maintaining a stable teaching staff over time
Development of A Problem-Based Learning Teaching Module In Differentiated Instruction to Improve Science Literacy of 4th Grade Students Maria Kurniawati; Erny Roesminingsih; Maman Rumanta
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.1203

Abstract

Science learning in elementary schools often faces challenges related to low science literacy and limited accommodation of students’ diverse learning needs. These issues highlight the need for instructional designs that promote active learning while addressing individual differences. This study aims to develop and examine the effectiveness of a differentiated learning module based on the Problem-Based Learning (PBL) approach for teaching plant structure and function in elementary science education. The research employed a research and development method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The subjects included fourth-grade students and teachers from several elementary schools, with data collected through tests, questionnaires, observations, and interviews. Data analysis involved descriptive statistics, normality and homogeneity tests, paired samples t-tests, and N-gain analysis. The findings indicate that the developed module is valid, practical, and effective in supporting science learning. The implementation of differentiated PBL contributes to improved student engagement, conceptual understanding, problem-solving ability, and creative thinking in science learning contexts. The novelty of this study lies in the integration of differentiated instruction and PBL within a systematically designed elementary science module using the ADDIE framework. The study provides practical implications for teachers in designing inclusive science instruction and offers academic contributions to the development of innovative pedagogical models in elementary education.
The Urgency of Character Education for Islamic Religious Education Teachers Fujianti , Indah
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.1212

Abstract

Character education has become a central concern in global educational discourse due to increasing moral degradation, social fragmentation, and ethical crises among younger generations. This study aims to analyze the urgency of character education for Islamic Religious Education teachers in shaping students’ moral and ethical development in the modern era. The research employs a Systematic Literature Review (SLR) method to systematically identify, evaluate, and synthesize relevant scholarly literature from various academic databases such as Scopus, ERIC, and Google Scholar. The selected studies were analyzed using inclusion and exclusion criteria focusing on publications related to character education, Islamic education, and teacher roles. The findings indicate that character education in Islamic Religious Education is fundamentally grounded in the integration of faith, knowledge, and moral values, where teachers play a central role as moral models in students’ character formation. However, its implementation faces significant challenges, including digital disruption, limited instructional time, curriculum constraints, and inadequate teacher preparedness. Despite these challenges, effective strategies such as value integration across curricula, contextual learning approaches, and collaboration between schools, families, and communities can enhance the effectiveness of character education. The study concludes that strengthening Islamic Religious Education teachers’ competence and commitment is essential to ensuring sustainable character development in students within contemporary educational contexts

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