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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 46 Documents
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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. 
An Analysis regular verb Vocabulary Mastery in recount Texts of Grade 10 Students of SMA Teladan Pematangsiantar Titin Marpaung; 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.v4i1.1584

Abstract

This study analyzes the mastery of regular verb vocabulary in recount texts written by tenth-grade students of SMA Teladan Pematangsiantar. Employing a descriptive mixed-methods approach, the research involved 39 students selected through purposive sampling. Data were collected using a writing test as the main instrument, supported by classroom observation and a questionnaire. Students were asked to write recount texts based on their personal experiences, and the regular verbs used were analyzed for accuracy. The findings reveal that students’ mastery of regular verbs is generally high, with a mean score of 88.03, categorized as Excellent. Most students demonstrated accurate use of regular verb forms, although some errors were still evident. The results also indicate that students’ difficulties are influenced by limited practice and first language interference. Overall, the study shows that while students have a strong understanding of regular verb usage in recount texts, continued instructional support is necessary to enhance grammatical accuracy. Pedagogically, the findings suggest that explicit instruction combined with focused practice and corrective feedback can further strengthen students’ mastery of regular verbs in EFL writing contexts.
An Analysis of Vocabulary Mastery of Grade IX Students in Narrative Texts at SMP Negeri 1 Siantar Juliana Tifani; 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.v4i1.1585

Abstract

This study aims to analyze the vocabulary mastery of ninth-grade students in narrative texts at SMP Negeri 1 Siantar. Vocabulary plays a crucial role in supporting students’ language skills; however, many learners still experience difficulties in using vocabulary appropriately in narrative contexts. This research employed a descriptive quantitative design involving 30 students of class IX-6. Data were collected through a 40-item multiple-choice vocabulary test covering four aspects: verb word class, noun meaning, adjective use, and word collocation. The results indicated that the students’ mean score was 72.4, categorized as fair. Students performed best in noun meaning (76%), followed by adjective use (70%) and verb word class (68%), while word collocation showed the lowest achievement (65%). These findings suggest that students possess relatively adequate receptive vocabulary knowledge but face challenges in applying vocabulary contextually in narrative texts. The study contributes to EFL vocabulary research by providing a diagnostic profile of learners’ vocabulary strengths and weaknesses in narrative text comprehension, which can inform more effective vocabulary instruction. Therefore, it is recommended that English teachers implement contextual and communicative vocabulary teaching strategies, such as storytelling and retelling activities, to enhance students’ productive vocabulary use.
Tujuan Dan Manfaat Evaluasi Dalam Meningkatkan Kualitas Pembelajaran Pendidikan Agama Islam Mardiah Astuti; Muhammad Rizki; Taufiqurrahman; Hafizh Soheh Eryanto; Fatimah, Siti Fatimah; Irqin Alfina; Shindy Ovita; Najwa Mariam Salsabil
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.v4i1.1529

Abstract

Evaluasi merupakan komponen penting dalam pembelajaran Pendidikan Agama Islam (PAI) yang berfungsi menilai pencapaian tujuan pembelajaran serta meningkatkan kualitas proses belajar mengajar. Pembelajaran PAI tidak hanya menekankan penguasaan pengetahuan, tetapi juga pembentukan sikap, karakter, dan pengamalan nilai-nilai Islam. Penelitian ini bertujuan mengkaji tujuan dan manfaat evaluasi dalam meningkatkan kualitas pembelajaran PAI dengan menggunakan pendekatan kualitatif deskriptif melalui studi kepustakaan. Hasil kajian menunjukkan bahwa evaluasi yang sistematis, objektif, dan berkelanjutan memberikan umpan balik konstruktif, meningkatkan motivasi belajar, memperbaiki proses pembelajaran, serta mendukung pembentukan karakter dan akhlak peserta didik.
Budaya Sekolah Dalam Program Kunjungan Supervisi Akademik Di Mtsn Palopo Muhammad Reyhan Khaliq Machfud; Andi Arif Pamessangi; Erwatul Efendi
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.v4i1.1640

Abstract

Penelitian ini bertujuan menganalisis bagaimana budaya sekolah membentuk sikap dan respons warga sekolah dalam menerima kunjungan supervisi akademik di MTsN Palopo. Penelitian ini menggunakan pendekatan studi kasus kualitatif dengan teknik pengumpulan data melalui wawancara mendalam, observasi, dan dokumentasi. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, dan member check. Hasil penelitian menunjukkan bahwa budaya sekolah tercermin dalam disiplin administratif, pola komunikasi yang terstruktur antara kepala madrasah, guru, dan pengawas, serta praktik kolaboratif dalam mempersiapkan proses pembelajaran. Dalam konteks ini, supervisi akademik dipahami bukan sekadar sebagai mekanisme kontrol administratif, tetapi sebagai proses pembinaan profesional yang mendukung peningkatan kualitas pembelajaran. Selain itu, nilai lokal sipakatau yang menekankan prinsip saling menghargai berperan dalam membentuk interaksi yang konstruktif antara pengawas dan warga sekolah, sehingga menciptakan penerimaan yang lebih positif terhadap kegiatan supervisi. Faktor pendukung meliputi tanggung jawab profesional guru, komunikasi yang baik dengan pengawas, serta pembinaan internal yang berkelanjutan. Adapun faktor penghambat berkaitan dengan variasi kesiapan individu guru, ketidakhadiran pada jadwal supervisi tertentu, dan keterbatasan tindak lanjut pendampingan. Penelitian ini memberikan kontribusi pada kajian manajemen pendidikan dengan menunjukkan bahwa integrasi budaya sekolah dan nilai lokal dapat memperkuat praktik supervisi akademik yang lebih reflektif, kolaboratif, dan berorientasi pada pengembangan profesional guru.

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