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Educate : Journal of Education and Learning
Published by CV. Doki Course and Training
ISSN : 29885752     EISSN : 29884039     DOI : https://doi.org/10.61994/educate
Core Subject : Religion, Education,
Religion Education Languange, Linguistic, Communication & Media
Focus - Educate : Journal Of Education and Learning Sciences is a scientific journal published by CV. Doki Course and Training. The papers to be published in Educate are research articles (quantitative or qualitative research approaches), literature studies or original ideas that are considered to contribute to scientific studies of learning and learning outcomes, and concepts in the context of education. Scope - Educate : Journal Of Education and Learning Sciences calls for scientific articles on scientific studies of learning and learning outcomes, and concepts in the context of education. It covers problems in instruction, learning, teaching, curriculum development, educational policy, language education and policy, bilingual education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, Islamic Education, Educators and Students, Learning methods, Curriculum, Politics of Education, Educational Philosophy, History of Islamic Education, and international education in Indonesia and other parts of the world.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
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Search results for , issue "Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning" : 12 Documents clear
Analisis Faktor-Faktor Yang Mempengaruhi Motivasi Belajar Dalam Kegiatan Keputrian SMA DA Dini Permana Sari; Siti Husnul Chotimah
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1489

Abstract

Motivasi belajar pada siswi Muslim dalam kegiatan keputrian SMA DA merupakan salah satu aspek penting, yang memiliki karakteristik unik dalam mengintegrasikan nilai-nilai Islam dengan ilmu pengetahuan modern,  melalui kreatifitas yang diberikan oleh Guru, dan Kakak-kakak Mentor yang membimbingnya.  Tulisan ini membahas faktor internal, dan eksternal yang mempengaruhi motivasi belajar siswi muslim, yang meliputi aspek filsafat Pendidikan Islam, lingkungan sekolah, peran guru, dukungan keluarga, dan pengaruh kegiatan Keputrian.  Tujuan dari penelitian ini adalah penulis ingin mengetahui Faktor-faktor tersebut,  agar dapat bermanfaat,  dengan mengindentifikasi, mengarahkan,  menentukan strategi yang efektif. Teknik pengumpulan  data menggunakan observasi, wawancara, survey, dan analisis dokumen.  Subyek penelitian ini dipilih dengan menggunakan teknik sampling, probability sampling dengan simple random sampling, dengan jumlah sampel 118  siswi muslim, dari kelas X,  kelas XI, dan kelas XII dalam kegiatan Keputrian di SMA DA.  Survey menggunakan skala motivasi belajar di Keputrian untuk mengetahui Tingkat motivasi belajarnya.   Data  motivasi belajar  dalam keputrian SMA DA   diperoleh   menggunakan   metode   angket   yang   disebarkan   secara online,  dari faktor  yang mempengaruhi motivasi belajar  dalam Keputrian, dan  dikumpulkan melalui wawancara dan angket,  dengan menggunakan google form. Hasil penelitian menunjukkan bahwa. Persentase motivasi belajar siswi Muslim SMA DA rata-rata tinggi.   Faktor yang paling tinggi adalah faktor  intrinsik,  dengan indikator sangat tinggi yaitu memiliki Harapan dan Cita-cita Masa Depan,  dan Hasrat, dan keinginan belajar dari dalam.
Memahami Zakat Mal, Zakat Fitrah, Dan Zakat Pertanian Dalam Pendidikan Fiqih Imam Tauhid; Shofi Dwi Gusnaini; Dhea Putri; Rodia Anisa Padillah; Muhammad Hafizh
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1534

Abstract

Zakat merupakan salah satu instrumen penting dalam ajaran Islam yang memiliki fungsi ibadah sekaligus sosial ekonomi. Zakat juga merupakan salah satu rukun Islam yang memegang peranan penting tidak hanya dalam aspek spiritual, tetapi juga sebagai aspek sosial dan ekonomi dalam masyarakat. Zakat merupakan rukun Islam ketiga yang wajib ditunaikan bagi setiap Muslim yang memenuhi syarat. Metode penulisan menggunakan studi literatur dari sumber-sumber fiqih klasik dan kontemporer. Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan pemahaman zakat mal, zakat fitrah, dan zakat pertanian dalam pendidikan fiqih, meliputi dasar hukum, ketentuan nisab, kadar zakat, serta distribusinya.
Pengaruh Kurikulum Pendidikan Agama Terhadap Nilai-Nilai Moral Siswa Ameilia Ariyana; Revaldi Jyan Ismad; M. Rofi'Uddin Zarkasyih; Mgs Muhammad Dzaki; Iklim Nur Azizah; Afifah Tusy Syaidah; Fitriani Aliatus Saadah; Mardiah Astuti
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1535

Abstract

Kurikulum pendidikan agama memiliki peran strategis dalam membentuk nilai-nilai moral siswa di lingkungan sekolah. Pendidikan agama tidak hanya menekankan penguasaan pengetahuan keagamaan, tetapi juga internalisasi nilai moral yang tercermin dalam sikap dan perilaku peserta didik. Melalui materi ajar, metode pembelajaran, dan keteladanan, kurikulum pendidikan agama berfungsi sebagai pedoman dalam membentuk sikap religius, etika sosial, tanggung jawab, kejujuran, dan toleransi. Kurikulum yang disusun secara sistematis dan kontekstual diharapkan mampu menginternalisasikan nilai-nilai moral dalam kehidupan sehari-hari siswa. Penelitian ini bertujuan menganalisis pengaruh kurikulum pendidikan agama terhadap pembentukan nilai moral siswa dengan pendekatan kualitatif melalui studi kepustakaan. Data dianalisis secara deskriptif-analitis untuk memahami peran kurikulum, materi, metode, dan guru dalam pembentukan karakter. Hasil kajian menunjukkan bahwa kurikulum pendidikan agama yang didukung keteladanan guru dan lingkungan sekolah yang kondusif berkontribusi signifikan dalam menanamkan nilai-nilai moral siswa, sehingga optimalisasi kurikulum menjadi faktor penting dalam pembinaan karakter peserta didik.
Penerapan Pendekatan Pembelajaran Joyful Learning  Dalam Meningkatkan Minat Belajar Siswa Pada Pembelajaran Pai Di Kelas V SDN 031 Sassa Wahyu Mausa; Dodi ilham; Hisbullah
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1539

Abstract

Penelitian ini bertujuan untuk mengkaji penerapan pendekatan Joyful Learning dalam meningkatkan minat belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian terdiri atas 17 peserta didik kelas V SDN 031 Sassa tahun pelajaran 2024/2025. Data dikumpulkan melalui angket minat belajar dan observasi aktivitas peserta didik, kemudian dianalisis secara deskriptif kuantitatif berdasarkan rata-rata skor dan kriteria yang ditetapkan. Hasil penelitian menunjukkan bahwa penerapan pendekatan Joyful Learning mampu meningkatkan minat belajar peserta didik, yang ditandai dengan peningkatan rata-rata skor minat belajar dari 68,22 pada siklus I menjadi 74,44 pada siklus II, serta tercapainya indikator keberhasilan dengan 100% peserta didik berada pada kategori berminat. Temuan ini menunjukkan bahwa pendekatan Joyful Learning efektif digunakan sebagai alternatif strategi pembelajaran PAI untuk meningkatkan minat dan keterlibatan belajar peserta didik di sekolah dasar.
The Effect of Mind Mapping Strategy on Students’ Writing in Recount Text of X Grade at SMA Swasta Kampus Nommensen Pematangsiantar Indah Peronika Siahaan; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1564

Abstract

Writing is an essential skill in English learning, especially in writing recount texts, which require students to organize ideas chronologically and coherently. However, many students still face difficulties in generating ideas, organizing content, and maintaining motivation in writing. This study aimed to analyze the effectiveness of the Mind Mapping Strategy on students’ writing ability in recount text of X grade at SMA Swasta Kampus Nommensen Pematangsiantar. This research employed a descriptive qualitative research design. The participants of this study were 23 students selected through purposive sampling. The data were collected through writing tests (pre-test and post-test), observations, and open-ended questionnaires. Students’ writing was assessed using an analytic scoring rubric covering content, organization, vocabulary, language use, and mechanics. The findings showed a significant improvement in students’ writing ability after the implementation of the Mind Mapping Strategy. The mean score increased from 69.09 in the pre-test to 87.45 in the post-test. The results indicate that mind mapping helped students generate ideas, organize their thoughts, and write more coherent recount texts. Therefore, it can be concluded that the Mind Mapping Strategy is effective in improving students’ writing skill in recount text and is recommended for use in teaching writing at the senior high school level.
The Effect of Scrambled Text on Recount Text Generic Structure of Class X SMK Negeri 1 Siantar Imeliana Saragih; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1565

Abstract

This study aimed to investigate the effect of the Scrambled Text Technique on students’ ability to identify the generic structure of recount text. The research was conducted at SMK Negeri 1 Siantar, with the students of Class X TJKT 3 as the research sample. This study used a one-group pretest–posttest pre-experimental design. Although suitable for measuring changes after treatment, it is limited by internal validity threats and lacks a control group. Short instructional periods and consistent materials were applied to reduce these threats, with future research recommended to use a control group.   The instrument used in this research was a test in the form of recount text tasks that required students to identify the generic structure of the text.The data were collected through pre-test and post-test, and the results were analyzed by comparing students’ scores before and after the treatment, The findings revealed that the students’ mean score increased from 48.40 in the pre-test to 69.00 in the post-test, with a mean gain score of 21.00 after the implementation of the Scrambled Text Technique. The gain score analysis also revealed that all students experienced improvement, with no decrease in scores. Based on the findings, it can be concluded that the Scrambled Text Technique has a positive effect on students’ understanding of the generic structure of recount text. These findings provide empirical support for the use of the Scrambled Text Technique as an effective instructional approach in enhancing students’ mastery of recount text generic structure in vocational high school contexts.
Learning English through Short Videos: Exploring Students’ Experiences in an EFL Classroom Diana Dian Sari Tampubolon; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1569

Abstract

The growing use of short video platforms such as TikTok, YouTube Shorts, and Instagram Reels has increasingly influenced how students are exposed to English. In Indonesian English as a Foreign Language (EFL) classrooms, short videos are often used as supplementary learning media; however, empirical studies that focus on students’ actual learning experiences remain limited. This study aims to explore students’ experiences of learning English through short videos in an Indonesian EFL classroom. A qualitative descriptive research design was employed. The participants were ten eighth-grade students from a private junior high school in Pematangsiantar, Indonesia, selected through purposive sampling. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings reveal that short videos create a more engaging and less intimidating learning environment, facilitate vocabulary comprehension through visual and contextual support, and increase students’ confidence in classroom interaction. However, students also encountered challenges, particularly related to fast speech and limited processing time. This study contributes to EFL research by providing empirical insights into students’ lived experiences of short video–based learning in the Indonesian EFL context. The findings offer practical implications for EFL teachers, highlighting the importance of careful video selection and pedagogical scaffolding to optimize the use of short videos in classroom instruction
The Effectiveness of Using Picture Series on Students’ Writing Skill In Recount Text At Sma Kampus Nommensen Pematangsiantar Simanjuntak, Eksaulina; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1570

Abstract

Writing is one of the most challenging skills for EFL students, particularly in producing recount texts that are well organized and linguistically accurate. Many senior high school students still face difficulties in generating ideas, organizing events chronologically, and using appropriate language features in their writing. However, most previous studies have been conducted in junior high school contexts, while research examining the effectiveness of picture series in senior high school settings remains limited. Therefore, this study aimed to investigate the effectiveness of using picture series on students’ writing skill in recount text at the senior high school level. This study employed a quantitative one-group pretest–posttest design involving 23 tenth-grade students of SMA Kampus Nommensen Pematangsiantar. The data were collected through writing tests administered before and after the treatment and analyzed using descriptive statistics and a paired-sample t-test. The results showed that students’ mean writing score improved significantly from 55.43 in the pre-test to 73.48 in the post-test. Beyond demonstrating effectiveness, the findings suggest that picture series support key cognitive processes in writing, particularly idea generation and chronological organization. This indicates that picture series function not only as instructional media, but also as pedagogical support that helps learners transform visual input into coherent written recount texts in EFL contexts.
A Conceptual Analysis of Linguistic, Organizational, and Affective Challenges in EFL Descriptive Writing Sarah Theodora Wahyuni Lumbantobing; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1582

Abstract

This study aims to conceptually examine the linguistic, organizational, and affective challenges encountered by EFL learners in writing descriptive texts. Employing a qualitative conceptual approach, the study critically synthesizes findings from relevant empirical and theoretical studies on EFL writing, with particular attention to the Indonesian context. The analysis reveals that students’ writing difficulties are not solely rooted in linguistic limitations such as grammar and vocabulary, but are also closely associated with weaknesses in text organization and affective factors, including writing anxiety, low self-confidence, and fear of making errors. Importantly, these challenges are found to be interrelated, whereby linguistic difficulties tend to intensify affective barriers, which subsequently hinder learners’ ability to organize ideas coherently. The theoretical contribution of this study lies in its integrative conceptual framework that positions linguistic, organizational, and affective dimensions as mutually reinforcing components of EFL writing difficulties, extending previous research that has predominantly examined these aspects in isolation. The study concludes that pedagogical responses to EFL writing challenges should adopt a holistic approach that simultaneously addresses language form, text structure, and learners’ emotional engagement in the writing process.
Students’ Perceptions Of Using English Songs To Enhance Vocabulary Mastery: A Qualitative Study Sagala, Risma; Selviana Napitupulu
Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning
Publisher : CV. Doki Course and Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61994/educate.v4i1.1583

Abstract

Vocabulary mastery is essential in English as a Foreign Language (EFL) learning; however, many EFL learners face difficulties and low motivation when vocabulary instruction relies on conventional teaching methods. This study aims to explore students’ perceptions of the use of English songs as learning media to enhance vocabulary mastery. The research employed a descriptive qualitative design involving 15 students from an English Education program. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. The results indicate that students perceive English songs positively in vocabulary learning. The dominant findings show that English songs increase learning motivation, support vocabulary retention through repeated exposure and contextual meaning, and improve pronunciation accuracy. Nevertheless, several challenges were identified, particularly related to unfamiliar vocabulary and song tempo, which require appropriate instructional guidance. In conclusion, the use of English songs contributes meaningfully to vocabulary development in EFL contexts by fostering motivation, retention, and pronunciation improvement when implemented with guided learning strategies. 

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