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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 240 Documents
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The Improving Students’ Scientific Reasoning through Discovery Learning in Elementary Science Instruction Helmia Tasti Adri; Suwarjono Suwarjono
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.v2i2.1055

Abstract

Scientific reasoning is an essential competency in elementary science education, yet many students show limited ability to analyze evidence, formulate hypotheses, and draw logical conclusions due to teacher-centered instruction. This classroom action research aimed to improve students’ scientific reasoning through the implementation of the Discovery Learning model. The study involved 28 fourth-grade students at SD Amaliah and was conducted in three cycles consisting of planning, action, observation, and reflection. Data were collected through scientific reasoning tests, observations, and field notes, then analyzed descriptively. The results showed a significant improvement in students’ scientific reasoning, with average scores increasing from 56.8 in the pre-action stage to 87.4 in Cycle III, while learning mastery improved from 36% to 92%. These findings indicate that Discovery Learning effectively enhances scientific reasoning by encouraging active inquiry and evidence-based problem-solving. It can be concluded that Discovery Learning is an effective instructional model for elementary science learning.
Improving Children's Learning Outcomes in Recognizing Letters of the Alphabet Using Active Student Learning for Group B Students Maulidah Maulidah; Muhammad Zulkarnaen; Noor Baiti; Muhammad Yusuf
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.v3i2.1162

Abstract

Early childhood literacy development is a fundamental aspect of education because the ability to recognize alphabet letters forms the basis for reading and writing skills. However, many kindergarten children still experience difficulties in identifying and pronouncing letters due to limited engagement and monotonous teaching methods. This study aimed to improve children’s learning outcomes in recognizing alphabet letters through the implementation of Student Active Learning (SAL) in Group B students at ABA Sei Besar Kindergarten. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model conducted in two cycles involving 12 children aged 5–6 years. Data were collected through observation, learning outcome assessments, field notes, and documentation, then analyzed descriptively using percentage techniques. The findings revealed a significant improvement in children’s alphabet recognition skills after the application of SAL. Learning mastery increased from 42% in the pre-action stage to 79.1% in Cycle I and reached 95.1% in Cycle II. Children became more active, motivated, confident, and collaborative during learning activities involving games, group discussions, and hands-on letter recognition tasks. The study concludes that SAL is an effective and engaging approach for improving early childhood literacy outcomes, particularly alphabet recognition. This research contributes to the development of active learning strategies in early childhood education by emphasizing participatory and child-centered literacy instruction.
Improving Children's Literacy Through Wayang Media at Assalam Martapura Kindergarten Noor Habibah; Uswatun Nisa; Herman Taufik; Noor Baiti
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.v3i2.1163

Abstract

Early childhood literacy development is a crucial foundation for children’s future academic achievement and communication skills, yet literacy learning in many early childhood institutions remains conventional and less engaging for young learners. This study aimed to improve children’s literacy skills through the use of wayang media at TK Assalam Martapura. The research employed a collaborative Classroom Action Research (CAR) design conducted in two cycles involving 15 children in Group A. Data were collected through observation, documentation, and assessment of teacher activities, student participation, and literacy outcomes covering listening, speaking, letter recognition, and early writing skills. The findings revealed significant improvement in children’s literacy development after the implementation of wayang-based learning activities. In the pre-intervention stage, 66.7% of children were categorized as “Not Yet Developed,” while by the end of Cycle II, 66.7% reached the “Very Well Developed” category and 33.3% achieved “Developing as Expected,” resulting in 100% classical completeness. The study concludes that wayang media effectively enhances children’s literacy skills by creating interactive, culturally relevant, and enjoyable learning experiences. This research contributes to the development of innovative early childhood literacy instruction by integrating local cultural heritage into meaningful educational practices that support children’s language, creativity, and active participation.
Improving Children's Independence Through the Project Based Learning Model Group A Normila Normila; Muhammad Yusuf; Noor Baiti; Herman Taufik
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.v3i2.1164

Abstract

Early childhood is a critical period in which foundational aspects of personality and character are established. This research aims to enhance the independence of early childhood learners through the application of the Project Based Learning (PjBL) model in Group A at Raudhatul Athfal Harapan Ibu, Desa Labat Muara, Kecamatan Aluh-Aluh, Kabupaten Banjar. Independence is a crucial aspect of early childhood development, reflecting a child's ability to perform tasks without relying on others. The PjBL model was chosen because it provides meaningful, contextual, and active learning experiences through project activities that directly involve children. The research employed a Classroom Action Research (CAR) method conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 15 children in Group A, while data were collected through observation, documentation, and field notes. Project activities in Cycle I involved making pencil holders from used cardboard and straws, while Cycle II involved creating pencil holders decorated with flannel fabric. The results indicated a significant increase in children's independence after implementing the PjBL model, as evidenced by the shift in children’s independence categories and improvement in key indicators such as initiative, responsibility, and decision-making. Therefore, it can be concluded that the PjBL model is effective in enhancing independence in early childhood education settings.
Improving Children's Cognitive Skills Through Project-Based Science Hydroponic Planting Nurul Hazma; Noor Baiti; Herman Taufik; Uswatun Nisa
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.v3i2.1165

Abstract

This research is motivated by the importance of developing early childhood cognitive abilities through engaging and meaningful learning experiences. The aim of this study is to enhance children's cognitive skills through science-based hydroponic planting projects at Handayani Kindergarten, Awang Bangkal Barat Village. The method used is Research and Development (R&D), consisting of the stages of design, validation, revision, and limited implementation. The research subjects are children aged 5–6 years. Data collection techniques include observation, interviews, and questionnaires, while data analysis employs both quantitative and qualitative descriptive analysis. The results show that the developed hydroponic learning media received a feasibility score of 100% from material and media experts, categorized as highly feasible, and a practicality score of 85% from teachers, categorized as very good. Furthermore, the use of this media is able to improve children's cognitive abilities, particularly in observation, logical thinking, and drawing simple conclusions. Therefore, science learning based on hydroponic planting projects is effective in enhancing the cognitive abilities of early childhood learners
Improving Fine Motor Skills Through Handicraft Activities in Kindergarten Group B Salbiah Agustini; Muhammad Yusuf; Uswatun Nisa; Herman Taufik
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.v3i2.1166

Abstract

This classroom action research aimed to improve fine motor skills in children aged 5–6 years old in Group B TK ABA Rahmaniah Banjarbaru through a series of structured handicraft activities. The research was motivated by the observation that most children exhibited underdeveloped fine motor skills, which are essential for daily functioning and school readiness. The intervention consisted of two cycles, each with three sessions, where children created pencil holders from recycled plastic bottles, engaging in cutting, gluing, coloring, and decorating. Data were collected through observation checklists, documentation, and descriptive analysis. The results revealed a significant improvement: children in the "Very Well Developed" category increased from 0% at baseline to 85.7% after the second cycle. The findings confirm that creative handicraft activities provide an effective, enjoyable, and sustainable approach to developing fine motor skills in early childhood. Recommendations are offered for teachers, schools, parents, and future researchers.
The Influence of the Use of Learning Management Systems and On-the-Job Training on Improving Teachers' Professional Competence in In-Depth Learning Rahmaniar Rahmaniar; Hartini 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.v4i01.1189

Abstract

The learning approach in the world of education has an important role in efforts to realize students who have skills that can meet the challenges of 21st century education. 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. The research data was obtained through the distribution of questionnaires to 18 respondents who were teachers in Bulukumba Regency. The data analysis technique used is multiple linear regression analysis which includes partial tests (t-test), simultaneous tests (F tests), and determination coefficients with the help of statistical data processing programs. The results showed that partially the use of LMS had a significant effect on teachers' professional competence, while the OJT variable also had a significant effect on teachers' professional competence. Simultaneously, the use of LMS and the implementation of OJT have a significant effect on teachers' professional competence. The Adjusted R Square value of 0.365 indicates that 36.5% of the variation in teachers' professional competence can be explained by these two variables, while the rest is influenced by other factors outside the research model. Thus, the use of the LMS and the implementation of OJT have a positive and significant influence on improving the professional competence of teachers in Bulukumba Regency.
The Use of Role-Playing Learning Model to Improve Critical Thinking Skills in IPAS Learning at Fourth Grade Elementary School Annisa Rosma Fitriya; Ella Rahma Nura Aziza; Diah Septiningrum; Awanda Nurlailita Mahmudah; Dewi Afrianti; Habi Nugroho; Ira Eko Retnosar; Sri Kis Untari
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.v4i01.1210

Abstract

The rapid transformation of the twenty-first century has brought significant changes to the demands placed on education systems worldwide. This study aims to improve fourth-grade students’ critical thinking skills through the implementation of the role-playing learning model in IPAS learning at SDN Margorejo 1/403 Surabaya. The research employed a Classroom Action Research (CAR) design consisting of two stages: pre-cycle and Cycle I, following the procedures of planning, acting, observing, and reflecting. The subjects of the study were 25 fourth-grade students. Data were collected through observation, tests, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings revealed a significant improvement in students’ learning outcomes and critical thinking skills. In the pre-cycle, the average formative score was 81.32, while the summative score was 74.40, with only 60% of students achieving the minimum mastery criterion. After the implementation of the role-playing model, the average formative score increased to 91.88 and the summative score to 89.92, with 100% of students achieving mastery. The results indicate that role-playing fosters active participation, collaboration, and contextual understanding, which contribute to the development of critical thinking skills. Therefore, the role-playing learning model is effective in enhancing students’ critical thinking in elementary IPAS learning.
Power And Resistance of Characters in the Novel Laut Bercerita by Leila S. Chudori: A Critical Discourse Analysis by Michel Foucault Sholihatun Munawaroh; Sutardi Sutardi; Hendrik Furqon
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.v4i01.1233

Abstract

Literature is always closely related to everyday life, because humans can act as both subjects and objects in a literary work. This study aims to understand the discourse of power and resistance of characters in the novel Laut Bercerita by Leila S. Chudori using Michel Foucault’s Critical Discourse Analysis (AWK), focusing on Power/Knowledge, Discourse, Disciplinary Power, and Governmentality. The method applied is observation and recording, with techniques including reading, listening, and note-taking. Data analysis involves four stages: data preparation and organization, data reduction, data presentation, and conclusion drawing. The results show that (1) the discourse of power appears through supervision, bodily discipline, and efforts to control certain characters, and (2) the discourse of resistance is expressed not only physically but more frequently through knowledge and discussion, such as conveying truth, building shared understanding, and constructing counter-narratives against power. It can be concluded that Laut Bercerita predominantly presents the discourse of resistance as a response to power practices experienced by characters during the New Order era in Indonesia.
The Impact of Hybrid Learning Models on Student Competence and Achievement in Higher Education Rieneke Ryke Kalalo; Andi Nurfaizah; Selviyanti Kaawoan; Eka Pravitasari Putri; Viviana Lisma Lestari
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.v4i01.1238

Abstract

The development of information and communication technology (ICT) has brought significant changes to various sectors of life, including higher education. This study aims to analyze the impact of the hybrid learning model on student competency and achievement in higher education. The hybrid learning model is a combination of face-to-face and online learning designed to increase the flexibility and effectiveness of the learning process. The research method used is a quantitative approach with an explanatory design. The research sample was determined using a purposive sampling technique with the criteria of students who have participated in hybrid learning for at least one semester. Data collection was carried out using a Likert scale questionnaire to measure student competency (cognitive, affective, and psychomotor), and documentation of academic grades to measure learning achievement. Data were analyzed using descriptive and inferential statistics, specifically multiple linear regression tests, after first undergoing validity, reliability, and classical assumption tests. The results showed that the hybrid learning model had a positive and significant effect on student competency and achievement. Hybrid learning was able to improve conceptual understanding, learning independence, and skills in using digital technology. In addition, there was an increase in students' academic grades after implementing this learning model. However, this study also found several obstacles, such as limited technological infrastructure and differences in digital literacy levels.

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