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Rizal Fuadiy
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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
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Search results for , issue "Vol. 3 No. 2 (2025): Journal of Educational Research and Practice" : 10 Documents clear
Teacher Well-Being and Its Influence on School Effectiveness: A Quantitative Study Siswanto, Deny Hadi; Hanama, Akhmad; Apriwulan, Hamdani Fajar
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.348

Abstract

Teacher well-being is presumed to influence school effectiveness; however, empirical evidence within the Indonesian context remains limited. This quantitative study examines the relationship between teacher well-being and school effectiveness at Muhammadiyah Mlati Senior High School. Data were collected through a structured survey administered to 36 teachers using a Google Forms questionnaire of 20 items—10 related to teacher well-being and 10 to school effectiveness. The data were analyzed using simple linear regression. The findings indicate a statistically significant positive relationship between teacher well-being and school effectiveness (p = 0.033). However, the explanatory power of teacher well-being accounts for only 12.7% of the variance in school effectiveness. These results suggest that while teacher well-being contributes, its impact is relatively modest, highlighting the importance of other influencing variables such as administrative support, organizational climate, and infrastructure availability. The study offers theoretical contributions aligned with Self-Determination Theory and practical implications for policymakers and educational stakeholders, emphasizing the need for comprehensive strategies that integrate teacher welfare, professional development, and managerial improvement to enhance overall educational quality.
Management of Santri Discipline: Bullying Prevention and Intervention at Dayah Terpadu Al-Muslimun Prayoga, M. Aditya; Humairah, Intan; Reihannah, Reihannah; Hamdalah, M. Syukri Rizki
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.358

Abstract

This study explores bullying at Dayah Terpadu Al-Muslimun, an Islamic boarding school in Indonesia. It focuses on its physical, verbal, and social forms and their impact on students' mental health, academic performance, and social well-being. The research addresses the prevalence of bullying in this religious context, driven by factors such as inadequate supervision, sociocultural differences, and limited awareness of its consequences. This study aims to (1) identify the dynamics of bullying, (2) analyze its effects on Santri, and (3) develop disciplinary strategies to foster a safer, more inclusive school environment. Using a phenomenological approach, qualitative data were collected through semi-structured interviews and observations with eight purposively selected participants (administrators, teachers, and students). Thematic analysis revealed that verbal bullying (e.g., derogatory remarks) and social exclusion were most prevalent, often resulting in emotional distress, disengagement from learning, and isolation. Recommended strategies include integrating anti-bullying education into the curriculum, enhancing supervision in high-risk areas, providing counseling services, and involving parents and the broader community. Challenges include limited resources, cultural acceptance of aggressive behavior, and victims' reluctance to report incidents. By addressing bullying within the unique context of a religious educational institution, this study offers culturally sensitive, practical recommendations for school administrators to cultivate a disciplined yet compassionate learning environment.
The Importance of Inclusive Education and Correlation with Self-Concept among Students: A Conceptual Literature Review Julien, Gabriel
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.367

Abstract

Inclusive education is pivotal in promoting equitable learning opportunities and nurturing student self-development. This study systematically reviews relevant literature to explore the significance of inclusive education and its correlation with self-concept among students. Using a qualitative descriptive approach, this conceptual study draws on various peer-reviewed sources that address inclusive pedagogical practices, student identity formation, and psychosocial learning environments. The analysis reveals that inclusive education positively influences students' self-concept by fostering a sense of belonging, autonomy, and competence within the school setting. Teachers' attitudes, peer interactions, and institutional support are critical factors shaping students' self-perception in inclusive environments. Furthermore, inclusive classrooms promote mutual respect and reduce stigmatization, improving academic and socio-emotional outcomes. This paper also highlights challenges in implementation, such as limited teacher training and societal prejudice, which may hinder the development of a healthy self-concept among learners with diverse needs. The findings suggest that to optimize student self-concept, inclusive education must be approached holistically—integrating curriculum design, teacher preparedness, and school-wide inclusion policies. The study provides conceptual insights that may inform educational practitioners, policymakers, and researchers in designing inclusive strategies that support student identity and well-being. Limitations and directions for future empirical research are discussed.
Integration of Google Sites in Merdeka Curriculum: Differentiated Learning Solutions in Elementary School Fitriyah, Fitriyah; Turmudzi, Imam
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.370

Abstract

Integrating technology into classrooms is essential in the digital transformation era to support diverse learning needs and foster inclusive education. Differentiated learning has emerged as a key pedagogical approach to address student diversity by tailoring instruction based on individual abilities, interests, and learning paces. This study examines the dominance of conventional teaching methods at SD 24 Dauh Puri Denpasar and explores the potential of Google Sites in supporting differentiated learning through a qualitative research approach. Data were collected using classroom observations, surveys, and focus group discussions (FGDs) to understand both teachers' instructional practices and students' learning preferences. However, there is a noticeable lack of studies that specifically examine the use of Google Sites within the context of the Merdeka Curriculum, highlighting the need for further research on how this platform supports differentiated instruction aligned with the curriculum’s principle. Findings reveal that 65% of teachers predominantly use lecture-based instruction due to limited technological resources, despite 70% of students preferring technology-based learning for its interactive and engaging nature. Google Sites has proven effective in catering to diverse learning needs by offering customized instructional materials, interactive exercises, and self-paced learning opportunities. However, challenges such as limited access to digital devices, unstable internet connectivity, and teachers' lack of technological proficiency hinder its full implementation. The study highlights the need for schools to enhance digital infrastructure, provide continuous teacher training, and develop policies that support technology integration. These findings align with the Merdeka Curriculum, emphasizing flexible, student-centered learning approaches. While Google Sites presents a promising solution for differentiated instruction, further research is needed to address accessibility issues and evaluate its long-term impact on student learning outcomes. The findings offer guidance for schools implementing flexible, technology-supported instruction within the Merdeka Curriculum.
Managing Islamic School Culture to Develop Students’ Religious Character Hadi, Mokhamad Yaurizqika; Prayogi, Dini Siamika Tito
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.304

Abstract

Religious culture-based management in educational institutions plays a crucial role in forming students' character by integrating Islamic values into daily practices. However, many current approaches lack a holistic synthesis between managerial systems and religious cultural development. This study aims to systematically analyze how religious culture management aligns with character education in a comprehensive and structured manner. Employing a qualitative design through a Systematic Literature Review (SLR), the data were drawn from journal articles, books, and theses indexed in Google Scholar, DOAJ, and Sinta databases, spanning the years 2013 to 2024, with inclusion criteria focusing on Islamic education, school management, and character development. Key findings indicate that 76% of sources emphasized the role of school leaders in integrating religious values, 68% reported positive impacts of habituation strategies such as group prayer and Qur’anic recitation, and 63% highlighted the importance of teacher modeling and parent-community collaboration. Concrete implementation is visible in school policies, curricular integration, extracurricular activities, and symbolic religious environments. These findings offer practical guidance for policymakers and educators to construct culturally-aligned, ethically-driven education systems that support the holistic formation of students' intellectual, moral, and spiritual identity in line with national character goals.
Improving the Quality of Islamic Education through Pesantren-Based Management in Indonesia Yugo, Tri
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.357

Abstract

Islamic education in Indonesia faces a significant challenge in maintaining quality and relevance amid globalization and technological disruption. Although pesantren plays a central role in shaping Islamic character, there is still limited study of the effectiveness of pesantren-based management in improving the quality of education. This study aims to examine how pesantren-based management models integrate Islamic values into the governance of educational institutions to strengthen the quality of Islamic education. This study uses a qualitative approach based on a literature study, by examining relevant scientific and policy literature to analyze the contribution of pesantren-based management to improving the quality of Islamic education. The findings suggest that this model focuses on three main aspects: (1) Islamic leadership; (2) integrative curriculum management; and (3) community-based collective participation. The three encourage technology-based learning innovation, establishing autonomous business units, and strengthening teacher capacity. However, significant challenges such as limited human resources, unequal access to technology, and resistance to change remain significant obstacles. This study concludes that pesantren-based management remains relevant as a strategy to improve the quality of Islamic education, which is rooted in traditional values but adaptive to change. The implication is that strategic partnerships between Islamic boarding schools, the government, and external partners are needed to support the sustainability and expansion of the impact of this transformation.
The Role of Islamic Social Media Etiquette in Shaping Students’ Online Behavior: A Case Study of Eighth-Grade MTs Students Adawiyah, Robiatal; Arifin, Moch. Bahak Udin By
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.380

Abstract

The widespread use of social media in Indonesia has significantly influenced student behavior, making it necessary to examine how religious-based social media etiquette can foster positive character development. This study explores the implementation of Islamic teachings on social media manners among eighth-grade students at MTS Bustanul Ulum, focusing on how these teachings shape their daily online behavior. Using a qualitative field research approach, the data are collected through observations and structured interviews with students and Islamic education teachers. The findings reveal that although students demonstrate a good understanding of the principles of social media etiquette—including tabayyun (fact-checking), respectful communication, and avoiding offensive content—there remains a gap between their knowledge and actual practice. Instances of cyberbullying and the use of inappropriate language persist across platforms such as Instagram and WhatsApp. These findings suggest that while instructional materials from the Aqidah Akhlaq curriculum are aligned with Islamic values, their internalization among students requires continuous support. The study implies that schools and families must actively guide students to apply Islamic manners consistently in digital interactions. This research contributes to the discourse on digital ethics in Islamic education and offers practical insights into character education in the digital era.
Conceptualizing Deep Learning Approach in Primary Education: Integrating Mindful, Meaningful, and Joyful Nafi'ah, Jamilatun; Faruq, Dukan Jauhari
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.384

Abstract

According to PISA 2022, Indonesian students scored 359 in reading, 366 in mathematics, and 19 in creative thinking, all well below the OECD average of 476, 472, and 33, respectively. The era of instant information from artificial intelligence (AI) and social media has also contributed to the decline in students' cognitive quality. Therefore, mindful, meaningful, and joyful deep Learning has been implemented as a learning approach in Indonesia. This study aims to examine how the concept and application of mindful, meaningful, and joyful deep Learning as a learning approach is implemented in primary education in Indonesia. The study was conducted systematically by analysing five scientific articles published between 2022 and 2025. Literature searches were conducted through Google Scholar, Research Gate, and Sinta, with the selection process following the PRISMA flow. The research findings indicate that deep Learning effectively promotes the development of critical, creative, reflective, and emotional thinking patterns and student engagement when applied contextually by aligning with students' life experiences. However, challenges such as teacher readiness and limitations in infrastructure and learning technology remain obstacles to implementation. These findings emphasise the importance of large-scale empirical studies on mindful, meaningful, and joyful deep learning approaches in the context of primary education as a reference for educational institutions in implementing them.
A Systematic Literature Review on Character Education Strategies in Primary and Secondary Schools Hadi, Yulianto; Kholis, Nur; Remanita, Yuan; Harta, Lilik Indri
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.389

Abstract

Character education is important in developing 21st-century education, especially at the elementary and secondary school levels. However, its implementation still faces conceptual and operational challenges in various countries. This study conducted a systematic literature review (SLR) of 35 articles published between 2019 and 2024 from the Scopus, DOAJ, and Google Scholar databases. Article selection followed the PRISMA guidelines with specific inclusion criteria. The analysis revealed four main themes: value-based learning approaches, teacher involvement, the role of the school environment, curriculum integration, and implementation barriers. A trend toward increased collaborative approaches was identified, but teacher training and character evaluation systems remain challenges. This study recommends strengthening the character education ecosystem by involving schools, teachers, and communities holistically and contextually.
Mapping the Digital Transformation of Education in Indonesia from 2012 to early 2025: A Bibliometric Analysis of Scopus-Indexed Publications Fuadiy, Moch. Rizal; Rozi, M. Asep Fathur; Arafah, Nawal Nur; Kamal, Lahij; Sunoko, Ahmad
Journal of Educational Research and Practice Vol. 3 No. 2 (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.v3i2.390

Abstract

The digital transformation of education in Indonesia has accelerated significantly, particularly after the COVID-19 pandemic. National initiatives like Merdeka Belajar have emphasized digital integration in teaching and learning, prompting scholarly interest in e-learning, online pedagogy, and technology-enhanced instruction. Despite this growing body of literature, there remains a lack of systematic analysis regarding how this research has evolved, which themes have dominated, and how collaboration networks have developed. This study aims to map the research landscape of digital education in Indonesia by conducting a bibliometric analysis of Scopus-indexed journal articles published between January, 1, 2012 and May, 31, 2025. Using the Biblioshiny interface of the R-based Bibliometrix package, 1,131 articles were analyzed to examine publication trends, thematic patterns, prominent keywords, top contributing authors and institutions, and the evolution of co-authorship networks. The results show a notable increase in publication volume beginning in 2020, coinciding with the national shift to online learning. Key research themes include "e-learning", "online learning", and "blended learning", while emerging topics such as "digital literacy", "gamification", and "student engagement" reflect new pedagogical directions. Leading institutions include Universitas Negeri Malang, Universitas Pendidikan Indonesia, and Universitas Negeri Yogyakarta, with collaboration patterns showing modest but growing international engagement. This study offers a comprehensive overview of how digital transformation has been addressed in Indonesian educational research and provides insights into its future trajectory. The findings serve as a reference for researchers, educators, and policymakers in identifying research gaps and shaping strategic directions for digital education.

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