cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rizal Fuadiy
Contact Email
rizalfuadiy@gmail.com
Phone
+6285707327523
Journal Mail Official
jerp@cesmid.or.id
Editorial Address
Manggisan, RT/RW 02/02 Kedungwaru, Tulungagung, Jawa Timur, Indonesia Post Code 66221
Location
Kab. tulungagung,
Jawa timur
INDONESIA
Journal of Educational Research and Practice
Published by Yayasan Centre For Studying And Milieu Development Of Indonesia
ISSN : 30627613     EISSN : 30627605     DOI : 10.70376/jerp
Core Subject : Education,
Education
The Journal of Educational Research and Practice (JERP) is a peer-reviewed academic journal published by the CESMiD Foundation. JERP aims to provide a platform for scholars, researchers, educators, and practitioners in the field of education to disseminate their research findings, innovative practices, and theoretical perspectives. JERP publishes original research articles, literature reviews, empirical studies, and theoretical papers addressing various aspects of education. The journal covers a wide range of topics including, but not limited to: Educational Psychology Curriculum Development Teaching Methods and Strategies Assessment and Evaluation Educational Technology Educational Policy and Reform Teacher Professional Development Multicultural Education Special Education Lifelong Learning Higher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 10 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): Journal of Educational Research and Practice" : 10 Documents clear
Problems of Information Technology-Based Zoning PPDB Implementation at SMAN 3 Banjarmasin Safitri, Aulia; Muharramah, Nauriatul; Uma, Niksah
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.202

Abstract

New Student Admission (PPDB) is a school activity that is carried out every year. The current system for junior, vocational, and high schools uses a zoning system. This study aims to determine the implementation of school policies, human resource development, infrastructure, and technical support related to the implementation of IT-based PPDB at SMAN 3 Banjarmasin. This research involved 1 principal, three members of the PPDB committee, three teachers, parents of students, and 4 students at SMAN 3 Banjarmasin. The research aims to implement PPDB zoning based on information technology, namely policies, infrastructure, human resource development, and supporting factors in PPDB. Data collection is carried out by means of observation, interviews, and documentation. After the data is collected, it is processed and analyzed in a qualitative descriptive manner. The results of this study show that in the implementation of IT-based zoning PPDB, there are several problems faced by the PPDB involved in SMAN 3 Banjarmasin, such as student quota restrictions, data manipulation, lack of understanding of prospective students and parents of the PPDB zoning system, network problems, teacher strategies in adjusting learning to the student zoning path, and errors on websites and networks. Based on the findings, it is hoped that the PPDB committee will prepare carefully related to the technical implementation of this PPDB and simulate registration before the official period begins to help users understand the stages.
Curriculum Changes in Indonesia: Implementation and its Challenges in Religious Institutions Laila, ST. Noer Farida; Mufarokah, Anissatul; Anwar, Heru Saiful; Mudhofar, Alwi
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.266

Abstract

The rapid transformation of Indonesia's national curriculum from content-based to competency-based frameworks reflects broader global educational trends aimed at fostering interdisciplinary skills and adaptability. However, this transition presents unique challenges for pesantren-based madrasahs, traditional Islamic educational institutions that balance religious education with national academic standards. This study addresses the gap in research on how madrasahs respond to national curriculum changes, focusing on the implementation and challenges faced by Madrasah Tsanawiyah and Madrasah Aliyah Pondok Pesantren Al-Mawaddah in Ponorogo. Adopting a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis. Key informants were purposively selected. They included religious leaders (kyai), teachers, alums, and students. Data analysis followed an interactive model consisting of three stages: data condensation, data display, and conclusion drawing and verification. The findings reveal that while madrasahs implement the national curriculum incrementally, aligning it with traditional Islamic education, they face significant challenges, including increased learning loads, overlapping materials, limited teaching hours, and the dual burden of meeting both national and pesantren-specific evaluation standards. These challenges highlight the tension between maintaining traditional values and adapting to modern educational demands. The study underscores the importance of collaborative policymaking in developing flexible curriculum frameworks and targeted teacher training programs, enabling educators to navigate these complexities. By fostering a process-oriented curriculum that integrates Islamic and general education, pesantren-based madrasahs can better equip graduates with modern competencies while preserving their unique cultural and spiritual identity
Competence-Based Education Pedagogy and Its Infusion into Primary School Learning Activities: Experiences from Teachers in A Selected Cluster in Eswatini Cyprian, Dlamini; Chikuvadze, Pinias; Young, Mudavanhu; Daimond, Dziva; Claretah, Makuvire
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.267

Abstract

This study sought to explore how Competency-Based Education (CBE) pedagogy was implemented in the selected primary schools and to understand teachers' experiences with this pedagogical approach. The study was rooted in a mixed research method approach. For this study, 24 respondents were selected through a stratified random technique. Data was collected through an interview and semi-structured questionnaire. In quantitative data, percentages were used, and qualitative data was analyzed according to emerging themes. This created the platform for quantitative and qualitative data to corroborate each other. The analyzed and interpreted data revealed that seminars, peer tutoring, and workshops were commonly used to prepare teachers to integrate CBE pedagogy into all learning activities. The results showed that student-centered methods, such as problem-solving, inquiry-based, project-based, and design-based learning, were central to CBE pedagogy's integration into primary school learning activities. Integrating CBE pedagogy in primary school teaching and learning fosters flexible, personalized learning emphasizing skills development. Based on the results, the teachers in the selected primary school's cluster facilitated the infusion of CBE pedagogy into learning activities. Continuous teachers' professional development should enhance their competencies in implementing CBE pedagogy into learning activities.
Green School Initiatives: Cultivating Environmental Awareness in Elementary Education Baharuddin S, Ahmad; Saihan, Saihan; Usriyah, Lailatul
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.285

Abstract

This study aims to describe the implementation of environmental care character education at SD Darus Sholah Jember, identify the challenges encountered in instilling environmental care character values through applying green school principles, and explain the efforts made to overcome these challenges. This research employs a qualitative descriptive approach, utilizing primary and secondary data. Primary data were obtained through interviews with the school principal, teachers, and students in grades III and IV, while secondary data consisted of documents related to environmental care character education. The data collection methods included observation, interviews, and documentation, which were analyzed using data reduction, data display, and conclusion-drawing techniques. Data validity was ensured through source and technique triangulation. The research findings indicate that environmental care character education at SD Darus Sholah Jember is implemented through several measures: (1) curriculum development encompassing self-development programs, integration of environmental care values into subjects, fostering a school culture of environmental care, improving the learning process, and managing school environmental health; (2) challenges faced include students' poor habits in maintaining cleanliness, low awareness of proper waste management, and technical issues such as inadequate water flow; (3) efforts to address these challenges involve providing students with understanding and guidance on maintaining personal hygiene, strengthening interactions between teachers and parents, and establishing collaborations with school alums.
Teacher-Centered Learning and Creative Reflection Approaches in Deaf Islamic Education Learning Hadi, Yulianto; Remanita, Yuan; Tao-Tao, Leo Lestere Mollaneda; Sunoko, Ahmad
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.294

Abstract

Islamic education learning for deaf students faces communication challenges, requiring an inclusive approach with visual media, sign language, and application-based educational technology. This method effectively improves understanding of abstract Islamic concepts, encourages active participation of students, and fosters collaboration between teachers and parents to support religious education that is more responsive to special needs. This Islamic education learning for deaf students aims to examine 1) the implementation of learning in character development and 2) to analyze the reflection of Islamic education learning for deaf students. The research uses a qualitative design and case study methodology conducted at SLB Negeri Campurdarat Tulungagung from August 10-24, 2024. Researchers collected data through documentation, in-depth interviews, and observation involving the principal, elementary and high school teachers, four deaf students, and an Islamic education teacher—the data analysis with triangulation of methods and sources to ensure accuracy. The results show that implementing character development and reflecting on Islamic education learning for deaf students can be successfully achieved through various approaches, making the learning material easier to convey and increasing students' motivation.
The Impact of Training and Support Satisfaction on Employment Outcomes: A Case Study of the Global Skills Training Program 2024 in South Sumatra Province, Indonesia Fajarsyah, Reza; Okfernando, Raphel
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.356

Abstract

This research examines the relationship between training satisfaction, support satisfaction, and employment outcomes in the Global Skills Training Program 2024 in South Sumatra, Indonesia. Training satisfaction refers to participants' evaluations of the content, delivery methods, and instructor effectiveness, while support satisfaction reflects their perceptions of career counseling, job placement services, and institutional support. A quantitative approach was employed, analyzing survey data from 240 participants. Statistical analyses using Jamovi Software included a two-sample t-test for gender-based differences, one-way ANOVA for age group comparisons, and logistic regression to examine the impact of satisfaction levels on employment status. Key findings indicate that training satisfaction significantly improves employment transitions, whereas support satisfaction plays a crucial role in reducing unemployment and self-employment rates. Male participants reported higher support satisfaction than female participants, while age differences were not significant. These results highlight the need for personalized training content, robust post-training support, and equitable access to career resources to enhance employability. From a policy perspective, this study underscores the importance of integrating career counseling, job placement services, and mentorship programs into vocational training initiatives. Training providers should focus on reducing gender disparities in support services and enhancing engagement strategies to ensure effective workforce transitions. These findings contribute to the broader discourse on workforce development and offer evidence-based recommendations to align skills training with labor market needs.
From Paper-Based to Digital Assessment: Adoption and Challenges of Learning Evaluation Applications in Islamic Education Nurohmah, Eka Yuliana; Ma'rifah, Siti
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.206

Abstract

The digital transformation of education has significantly altered the landscape of learning assessment, including in Islamic Education (PAI). The transition from traditional paper-based assessments to digital evaluation methods through various applications has become an emerging trend. However, despite these advancements, the adoption of digital assessment tools among PAI teachers remains inconsistent. This study investigates the extent of adoption and the challenges PAI teachers face in utilizing digital learning assessment applications in Blitar Regency, Indonesia. Employing a quantitative-descriptive research design, data were collected through surveys and interviews with PAI teachers. The findings reveal that 90.9% of respondents have integrated digital assessment applications into their teaching practices, with Google Forms (90.9%), Quizizz (45.5%), Kahoot (36.4%), and Zipgrade (9.1%) being the most commonly used platforms. Several factors influence the adoption of these technologies, including accessibility, ease of use, efficiency, and the ability to generate objective learning outcome data. However, challenges such as limited technological proficiency, inadequate training, and insufficient infrastructure hinder broader implementation. These findings underscore the need for targeted professional development programs and institutional support to enhance digital assessment adoption in Islamic education. This study contributes to the growing discourse on digital learning transformation by providing empirical insights into the opportunities and barriers associated with integrating digital assessment tools in Islamic educational settings
Paulinian Remote Flexible Learning Experience (ReFLEx): Perceptions among Junior High School Students Arpilleda, Alcher J.
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.239

Abstract

The COVID-19 pandemic necessitated a rapid shift to remote learning, posing unprecedented challenges for educational institutions worldwide. This study investigates the Paulinian Remote Flexible Learning Experience (ReFLEx) at St. Paul University Surigao, a program distinguished by its adaptive combination of synchronous and asynchronous learning, designed to maintain educational continuity and enhance student engagement. Employing an embedded mixed-methods approach, the research prioritizes quantitative data from 116 Grade 9 students while integrating qualitative insights from interviews with 10 purposefully selected informants. Findings indicate an overall very satisfactory assessment of ReFLEx, with teacher competence emerging as a particularly strong point (M=3.58, SD=0.56). However, the study reveals a statistically significant difference in ReFLEx assessment based on the respondent’s sex (z=-2.329, p = .020), suggesting nuanced gender-related experiences within the program. These results underscore the critical role of teacher training and sensitivity in blended learning environments and highlight the importance of considering demographic factors in program design. Practically, the study suggests targeted interventions to address disparities in student experiences and further enhance teacher support. Theoretically, it contributes to the growing body of knowledge on remote learning effectiveness, offering insights into the design and implementation of flexible educational models. The findings inform future planning and program development, supporting the refinement of ReFLEx and similar initiatives to optimize student learning outcomes in evolving educational landscapes.
Evaluation of Class Management in the Learning Process at Primary Educational Institutions Mubarok, Ramdanil; Juliana, Juliana; Kalsum, Umi
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.349

Abstract

This study aims to analyze the form of classroom management evaluation, the implementation process, and its implications for the learning process at the elementary education level. Although classroom management is a key factor in the effectiveness of learning, there is still a gap in understanding the optimal evaluation strategy to improve the quality of teacher-student interactions. Therefore, this study seeks to provide deeper insight into the evaluation practices implemented by teachers in managing the classroom. This study uses a descriptive-qualitative approach with the research location at Elementary School 006 North Sangatta, East Kutai. Data were collected through observation, interviews, and documentation to understand classroom management evaluation comprehensively. The study results indicate that classroom management evaluation is carried out through checking student attendance, reprimanding students who are not conducive, seating arrangements, and using oral tests as formative and summative assessments. The evaluation process is done by giving assignments and tests, monitoring student involvement, implementing predetermined evaluation criteria, and developing improvement strategies based on the evaluation results. The implications of this study indicate that classroom management evaluation contributes to increasing learning effectiveness, where teachers can adjust teaching techniques based on student needs and available resources. In addition, the evaluation results help teachers adopt more relevant learning strategies, increase student participation and understanding, and optimize managerial skills in creating a conducive learning environment. These findings emphasize the importance of classroom management evaluation as part of efforts to improve the quality of basic education.
Introducing Android-based Digital Learning Media Assisted by iSpring Suite in Science and Social Studies Learning in Elementary Schools Arifah, Arini Fakhria; Ubaidillah, Ubaidillah; Muhith, Abd
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.352

Abstract

This study examines the Implementation of Android-based digital learning media developed using iSpring Suite at MIN 3 Jember for IPAS learning in the fourth grade. The study aims to enhance students' understanding of abstract concepts through an interactive application integrating visual animations, quizzes, and curriculum-aligned learning materials. Despite the growing adoption of digital learning tools, there remains a gap in research on their effectiveness in improving conceptual understanding in elementary education. This study addresses that gap by evaluating the impact of an offline-accessible application designed to overcome challenges related to limited devices and unstable internet connections. This research used a qualitative approach with a case study design conducted at MIN 3 Jember, an Islamic school in East Java. The subjects were 30 fourth-grade students and an IPAS teacher. Data were collected through observation, interviews, documentation, and field studies. Observations focused on student interactions, learning media use, and responses. Interviews explored teachers' and students' experiences. Documentation included syllabi, lesson plans, and learning materials. Data were analyzed using Miles and Huberman's interactive model, involving data reduction, presentation, and conclusion verification through triangulation. The findings indicate that the application improves students' comprehension of abstract concepts like the water cycle while enhancing motivation and engagement. However, infrastructure limitations persist, necessitating better resources and teacher training. Overall, this study highlights the effectiveness of Android-based digital learning media in fostering engaging learning experiences and provides recommendations for educators and developers.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 3 (2025): Journal of Educational Research and Practice Vol. 3 No. 2 (2025): Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice Vol. 2 No. 3 (2024): Journal of Educational Research and Practice Vol. 2 No. 2 (2024): Journal of Educational Research and Practice Vol. 2 No. 1 (2024): Journal of Educational Research and Practice Vol. 1 No. 1 (2023): Journal of Educational Research and Practice