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 8 Documents
 1 
Search results for , issue "Vol. 3 No. 3 (2025): Journal of Educational Research and Practice" : 8 Documents clear
Inequality in Teaching and Learning and the Anomaly in Educating Street Children: A Conceptual Literature Review Julien, Gabriel
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.386

Abstract

Educating street children is fundamental since it provides learning opportunities and life skills. This study systematically reviews pertinent literature to explore the significance of teaching and learning and highlights the paradox in educating street children. It uses a qualitative descriptive approach and draws on various peer-reviewed sources that address inclusive pedagogical practices towards the education of street children. Mention must be made that while the literature presents worthwhile information about education and street children, it utilizes two different themes. It does not address these two headings together as one. Thus, this research fills that gap. The analysis highlights that although mainstream education does not adequately incorporate all street children, education is necessary because it frequently builds self-concept and provides children with essential strategies. The analysis notes that a healthy self-concept gives these children a sense of belonging, autonomy, and competence within their social environment. Educating street children in regular classroom settings is impossible. This paper mentions some challenges in educating street children and indicates a holistic approach to education, including curriculum design, adequate teacher training, and school inclusion policies. It also provides conceptual insights that may inform educational practitioners, policymakers, and researchers in designing meaningful educational strategies that support these children and augment their self-esteem and ability. Limitations and directions for future empirical research are also discussed.
Student-Generated Advertisements as Cultural Texts: Advancing Intercultural Communicative Competence in Business Communication Pedagogy Shafi, Saheeh
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.408

Abstract

This study investigates how student-generated online advertisements function as cultural texts for developing intercultural communicative competence (ICC) in Bangladeshi business communication courses. Guided by Ertay and Gilanlioglu’s ICC scale, social semiotics, and the notion of asynchronous interculturality, a sequential explanatory mixed-methods design was employed. In the quantitative phase (N = 90), an adapted ICC questionnaire (α = 0.89) and instructor rubrics assessed three conditions: case studies, ad creation only, and ad creation with an ICC rubric. Results showed significant differences across ICC dimensions (F(3,268) = 45.71, p < .001), with attitude improving most and awareness least. Longitudinal rubric scores confirmed large gains in language appropriateness and cultural-symbol accuracy, while visual cues improved modestly. Qualitative data from interviews, focus groups, journals, and artefact analysis highlighted students’ enthusiasm for creative tasks but also revealed an “awareness–attitude paradox,” the emotional labour of cultural mediation, and the need for explicit guidance in visual literacy. Findings demonstrate that student-generated advertisements are effective tools for advancing ICC when paired with structured assessment and reflective scaffolding. The study recommends integrating validated rubrics, visual-literacy modules, and telecollaborative exchanges into business-English curricula. Limitations include the single-institution context and short intervention period, suggesting the need for broader and longitudinal replication.
Management of Multicultural Education in Islamic Boarding Schools: A Case Study of the Implementation of Inclusivity Values in the Diversity of Santri Muhajir, Ahmad; Adiyono, Adiyono; Patimah, Lilis
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.365

Abstract

This study aims to analyze the management and administration of multicultural education at the Nurul Muhibbin Islamic Boarding School in dealing with the cultural diversity of santri. Using a qualitative approach with a descriptive method, this study was conducted at the Nurul Muhibbin Islamic Boarding School, East Kalimantan, in November 2024. Data were collected through semi-structured interviews with ustadz (teachers), teachers, boarding school leaders, and santri (students), as well as direct observation and documentation analysis. The results showed that the understanding of multiculturalism among ustadz and santri varied, with ustadz emphasizing the importance of tolerance and unity among santri to prevent cultural conflict. In contrast, santri demonstrated adaptability through using Indonesian as a connecting language and learning the language and dialect of their respective regions. Implementing multiculturalism in Islamic boarding schools takes place naturally through integrating religious values as a unifying element and using Arabic and Indonesian as a means of communication. Despite facing challenges such as limited facilities and differences in the character of santri (Islamic boarding school students), Islamic boarding schools can create an inclusive and harmonious environment through a daily approach based on Islamic values. The conclusion of this study confirms that Nurul Muhibbin Islamic Boarding School manages cultural diversity without a formal program specifically for multicultural education. This Islamic boarding school is a real model of how multiculturalism can be effectively applied in daily life, ultimately improving social adaptation, language skills, and attitudes of tolerance among santri.
Impact of Climate Change on the Livelihoods of Learners from Child-Headed Families at a Selected Secondary School, Zimbabwe Makamure, Annamaria; Chikuvadze, Pinias; Makuvire, Claretah
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.407

Abstract

This study aimed to explore the impact of climate change on the livelihoods of secondary school learners from child-headed families. Anchored in a qualitative approach, data were collected through document analysis and in-depth interviews. Purposive sampling ensured the inclusion of 15 learners from child-headed families and 5 class teachers to achieve data triangulation. Thematic analysis of the findings revealed that participants perceived climate change as the long-term alteration of global weather patterns caused by human activities and natural factors. Climate change exacerbated food insecurity among these learners due to increasing droughts and extreme weather events disrupting agriculture. Participants reported emotional and psychological stress linked to climate-related challenges but highlighted adaptive strategies such as sustainable agricultural practices, community support, and participation in resilience-building educational programmes. The findings concluded that climate change significantly disrupts livelihoods by intensifying food insecurity, water scarcity, and economic hardships, limiting educational opportunities and overall well-being for learners in child-headed households. To address these issues, the study recommends promoting food security programmes and providing educational opportunities focused on climate adaptation to enhance resilience among affected learners. This study underscores the urgent need for targeted interventions to mitigate the adverse impacts of climate change on vulnerable populations.
Tectonic Clash: An Interactive Game-Based Learning Intervention for Mastering Earth Science Concepts Aludos, Allen Van B.; Tultog, Ashley A.; Naggoc, Zyrene Joy P.; Guinid, Juana A.; Pasigon, Christzon P.
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.397

Abstract

This study investigates the effectiveness and acceptability of Tectonic Clash, a game-based learning intervention designed to improve science students' mastery of earth science concepts. In response to persistent challenges in Earth Science education in the Philippines, as evidenced by low international assessment scores, the study aims to explore innovative teaching strategies that enhance student engagement and concept mastery. The card game was evaluated by fifty pre-service and ten teachers using an evaluation form. Findings show that the game has the potential to stimulate critical discussion and encourage deeper engagement with scientific content. Both teacher groups rated the game highly across dimensions, including rules, design, color/graphics, fonts, artwork, and conceptual accuracy. Mean scores across all categories ranged from 4.23 to 4.9, indicating strong agreement on the game's educational value and design quality. The results confirm that Tectonic Clash effectively reinforces key Earth Science concepts and is well-received as a pedagogical tool. The study demonstrates the potential of game-based Learning to address persistent educational gaps and foster long-term retention in science education.
Entrepreneurship-Based Character Education: A Case Study of Strengthening the Pancasila and Rahmatan lil ‘Alamin Student Profile Ilma, Putri Amelia Nur; Ulfa, Diana Lutfiana
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.393

Abstract

The rapid advancement of the digital era, marked by the rise of Generation Alpha and the concept of Society 5.0, has challenged educators to reinforce students’ moral and spiritual foundations alongside academic competence. This study explores how entrepreneurship-based learning can be used as a medium to strengthen the Pancasila Student Profile and the Rahmatan lil ‘Alamin values among elementary students. Using a qualitative case study design, the research was conducted at MIN 9 Blitar, involving the principal, curriculum coordinator, four teachers, and five sixth-grade students selected through purposive sampling. Data were gathered through classroom observations, semi-structured interviews, and document analysis, and analyzed using the interactive model of Miles and Huberman with data triangulation to ensure validity. The findings reveal that the entrepreneurship project encouraged students to apply values of independence, creativity, cooperation, and compassion through the production of banana-based products. The learning process helped internalize moral and civic virtues embedded in the Pancasila principles and Rahmatan lil ‘Alamin ethos. However, variations in students’ engagement and limited community collaboration emerged as challenges for program sustainability. This study demonstrates that entrepreneurship-oriented projects can serve as an effective approach for integrating character and faith-based education in primary schools, provided that continuous mentoring and structured evaluation are maintained.nce for education policymakers to expand the implementation of similar projects on a larger scale.
Enhancing Digital Literacy in Inclusive IPAS Learning: Applying the TPACK Approach for Students with Disabilities in Elementary Schools Muzaini, M Choirul; Fadhilah, Nurul; Khoiriyah, Zulfatul
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.400

Abstract

Despite the considerable potential for digital technologies in inclusive education, the exploration of TPACK pedagogies for the primacy of science in investigating students with disabilities is scant. This research aimed to implement TPACK for digital literacy and learning engagement in Ilmu Pengetahuan Alam dan Sosial (IPAS) instruction for students with hearing impairments and hyperactive verbalization in a state elementary school in Yogyakarta. The study employed a qualitative descriptive design, collecting data through classroom observations, semi-structured interviews with teachers, and document analysis. Findings indicate that teachers were able to modify IPAS content by using interactive videos that integrated sign language, visual simulations, and gamified applications to enhance student access and participation. This digital media provided clarity in conceptual understanding, thereby motivating students with diverse needs to engage actively in the inclusive classroom. This study provides evidence that a well-structured TPACK-based approach can facilitate the development of digital literacy while creating meaningful learning experiences for students with disabilities in primary schooling. Teacher preparedness, the availability of accessible digital resources, and the flexibility of pedagogical practices should, therefore, be emphasized to facilitate the successful implementation of TPACK-based practices in inclusive educational settings.
Comparative Perspectives on Curriculum Development: The Societal and Natural Educational Theories of Ibn Khaldun and Jean-Jacques Rousseau Dariyanto, Dariyanto; Pratama, Dio Septa
Journal of Educational Research and Practice Vol. 3 No. 3 (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.v3i3.403

Abstract

This article examines the comparative perspective between Ibn Khaldun's social education theory and Jean-Jacques Rousseau's natural education theory, focusing on their implications for curriculum development. The background of this research stems from the fundamental differences in the thinking of these two figures, each offering a unique approach to the goals of education. Ibn Khaldun views education as a tool for maintaining social order and creating individuals who align with societal values. At the same time, Rousseau emphasizes individual freedom and the natural development of children within the educational process. This study aims to identify the similarities, differences, and relevance of both theories in the context of contemporary education. The methodology used in this research is a qualitative approach with a comparative analysis of the literature related to these two theories. The study finds that, despite their differing focuses, both contribute significantly to the development of a holistic curriculum that accommodates both societal needs and personal development of students. Ibn Khaldun emphasizes the importance of instilling social and religious values, whereas Rousseau emphasizes individual freedom and experiential learning. The theoretical contribution of this research lies in the integration of both approaches within educational thought, while its practical contribution is in its ability to provide insights to policymakers in designing a more balanced curriculum that is relevant to contemporary global challenges.

Page 1 of 1 | Total Record : 8

 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