cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Magfiroh
Contact Email
dokicti@gmail.com
Phone
+6285288852893
Journal Mail Official
dokicti@gmail.com
Editorial Address
Perumahan Surya Alam 8 Blok A No. 15 Jl. Masjid Jami, Talang Jambe, Kec. Sukarami, Kota Palembang, Sumatera Selatan 30961
Location
Kota palembang,
Sumatera selatan
INDONESIA
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 68 Documents
 3   4   5   6   7 
Teaching Pancasila in the Digital Era: Readiness for Blended Learning in Indonesian Higher Education Yessica Mega Aprita
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.350

Abstract

This study aims to analyze the readiness of students and lecturers to implement blended learning in the Pancasila Education course at Universitas Bina Sarana Informatika (UBSI). This study employed a descriptive quantitative approach using a survey method involving 130 students and 7 lecturers. Data were collected through online questionnaires. Student readiness was assessed based on three aspects: digital competence, technology access, and learning motivation, while lecturer readiness was assessed based on digital competence, online assessment readiness, and teaching readiness. Data were analyzed using descriptive statistics with R by calculating mean scores and standard deviations and classifying readiness based on a five-point Likert scale. The results showed that students were categorized as ready in digital competence (M = 3.65) and learning motivation (M = 3.68), while technology access was categorized as moderately ready (M = 2.88). Technology access also showed the greatest variation among students (SD = 1.45). Among lecturers, digital competence obtained the highest readiness score and was categorized as very ready (M = 4.57; SD = 0.53), while teaching readiness (M = 4.00; SD = 0.82) and online assessment readiness (M = 3.57; SD = 1.06) were categorized as ready. These findings indicate that students and lecturers demonstrate favorable readiness for blended learning, although the priority areas differ. Institutional support is needed to improve students’ access to technology and strengthen lecturers’ capacity for online assessment to support effective and inclusive implementation of blended learning in Pancasila Education. Keywords: blended learning, student readiness, lecturer readiness, Pancasila Education  
Dukungan Teman Sebaya dan Gaya Mengajar Digital Interaktif Sebagai Prediktor Literasi Sains Siswa SD Dewi Mayangsari; Syifa Hasna Fauziyah; Ine Melia Susanti; Triyani
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.2218

Abstract

Scientific literacy is a fundamental competency that should be developed from elementary school. However, Indonesian students’ scientific literacy remains below the international average. Previous studies have generally examined peer support and digital teaching separately, leaving limited evidence on how students’ perceptions of these two learning resources jointly predict scientific literacy at the elementary level. This study examined the partial and simultaneous relationships of perceived peer support and teachers’ interactive digital teaching style with elementary students’ scientific literacy. The study used a quantitative correlational-regression design involving 58 students from Classes VA and VB at a public elementary school in East Java, selected through cluster random sampling. Data were collected using two perception questionnaires and a scientific literacy test based on PISA indicators. Descriptive statistics, prerequisite tests, Pearson correlation, and multiple linear regression were used for analysis. Both predictors were positively and significantly related to scientific literacy and jointly explained 63.5% of its variance. Teachers’ interactive digital teaching style showed a stronger standardized contribution than peer support. These findings extend scientific literacy research by positioning peer support as a social learning resource and interactive digital teaching as an instructional resource within the same predictive model. They also highlight the need to strengthen teachers’ digital competence and supportive peer interaction.
Pendidikan Multikultural dan Kearifan Lokal di Madura Zainal Abidin
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.2307

Abstract

Pendidikan multikultural memiliki peran strategis dalam membentuk peserta didik yang mampu memahami, menghargai, dan hidup secara harmonis dalam masyarakat yang memiliki keragaman budaya. Dalam konteks Madura, pengembangan pendidikan multikultural perlu memperhatikan kearifan lokal sebagai bagian dari identitas, nilai sosial, dan sumber pembentukan karakter masyarakat. Penelitian ini bertujuan untuk menganalisis keterkaitan antara pendidikan multikultural dan kearifan lokal Madura serta mengidentifikasi potensi nilai-nilai budaya lokal dalam mendukung pembentukan karakter, toleransi, dan kehidupan sosial yang inklusif. Penelitian menggunakan pendekatan kualitatif dengan metode studi kepustakaan. Data diperoleh dari berbagai artikel ilmiah, buku, prosiding, dan dokumen akademik yang relevan dengan pendidikan multikultural, kearifan lokal Madura, pendidikan karakter, moderasi beragama, dan pembelajaran berbasis budaya. Analisis data dilakukan melalui tahapan reduksi data, kategorisasi, interpretasi, sintesis, dan penarikan kesimpulan. Hasil kajian menunjukkan bahwa kearifan lokal Madura memiliki nilai pendidikan yang kuat, terutama dalam aspek penghormatan kepada orang tua dan guru, tanggung jawab sosial, solidaritas, kesantunan, gotong royong, dan kepedulian terhadap lingkungan. Nilai-nilai tersebut dapat diintegrasikan ke dalam pembelajaran, budaya sekolah, pendidikan karakter, dan pendidikan moderasi beragama. Integrasi kearifan lokal juga dapat memperkuat identitas budaya peserta didik sekaligus membangun keterbukaan terhadap keberagaman. Namun, implementasinya memerlukan pendekatan kritis agar pelestarian budaya tidak berkembang menjadi eksklusivisme, serta perlu didukung inovasi pembelajaran dan teknologi digital. Penelitian ini menegaskan bahwa pendidikan multikultural berbasis kearifan lokal Madura dapat menjadi strategi untuk menghubungkan identitas lokal, pembentukan karakter, toleransi, dan kompetensi global dalam menghadapi perubahan sosial dan perkembangan era digital.  
Hoax-Verification Literacy among Elementary-School Children: A Narrative Review Arifin Ahmad
Educate : Journal of Education and Learning Vol. 3 No. 2 (2025): 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.v3i2.2377

Abstract

Generation Alpha children encounter digital misinformation from an early age, yet their cognitive readiness to critically verify such content remains underdeveloped. This study aims to map the hoax-verification capabilities of elementary school students and the contextual factors shaping them. A narrative literature review was conducted using Google Scholar for peer-reviewed publications from 2020 to 2025. The final corpus comprised 38 sources, including [insert number, e.g., 14] direct empirical studies on elementary students, alongside theoretical frameworks, policy reports, and indirect evidence from other populations. Thematic analysis indicates that students' verification competence is primarily assessed through self-report and conceptual inference, with a scarcity of performance-based tasks. Findings suggest that young learners predominantly rely on adult consultation and emotional-evaluative reasoning, while autonomous strategies like crossreferencing remain rare. Verification competence appears to be associated with cognitive maturity, parental mediation quality, and school-based instruction, though the certainty of these associations is limited by the heterogeneity of study designs, age groups, and national contexts. Preliminary evidence highlights the critical role of social scaffolding and active parental mediation in fostering verification skills. However, due to the reliance on a single database and the lack of longitudinal, performance-based studies, these findings represent an indicative mapping rather than definitive estimates of prevalence or intervention effectiveness. Future research should prioritize rigorous, context-specific empirical designs.
Pengaruh Integrasi Gamified Learning Berbantuan Wayground Terhadap Peningkatan Motivasi Belajar Sejarah Kebudayaan Islam Di Madrasah Tsanawiyah Naila Amanyya Muhibin Muhibin; Abdur Rohman; Ahmad Aniq Muhibin
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.2223

Abstract

This study examined the effect of integrating Gamified Learning and Wayground on students' learning motivation in the Islamic Cultural History subject at MTs Qodiriyah Harjowinangun, Dempet, Demak. Wayground was selected as a gamification platform because it integrates interactive quizzes, real-time feedback, competitive features, and game-based assessment mechanisms that support active student engagement during learning activities. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The study involved 56 students, consisting of 28 students in the experimental class and 28 students in the control class, selected through purposive sampling. Data were collected using a validated and reliable learning motivation questionnaire and analyzed using an independent samples t-test and N-Gain analysis. The results revealed a significant difference in learning motivation between the experimental and control groups after the intervention (t(54)=13.744, p<.001), with an exceptionally large effect size (Cohen’s d=3.67). Furthermore, the N-Gain analysis indicated a moderate improvement in students’ learning motivation. These findings indicate that the integration of Gamified Learning and Wayground enhances students’ learning experiences by providing structured challenges, immediate feedback, and interactive activities that support motivation and engagement. This study contributes to the development of gamification-based learning research by providing empirical evidence that the integration of a digital gamification platform within Islamic Cultural History instruction can strengthen students’ motivation and offers a contextual model for implementing technology-enhanced learning in Islamic education.  
Public Perceptions of MACA Digital Access, Reading Interest, and IPLM Support in Bandung Heni Heryani; Ine Rahayu Purnamaningsih; Imas Sumiati; Nia Rohayati
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.2308

Abstract

This study assesses public perceptions of the MACA (Membaca Cerdas) Program in Bandung City, a QR-code-based digital library service. A descriptive survey involved 42 purposively selected residents. A five-point Likert questionnaire was analyzed using frequencies and percentages. Positive responses were highest for free digital book access, 92.9% (39/42), and QR Code accessibility, 88.1% (37/42), followed by perceived increase in reading interest, 81.0% (34/42), perceived IPLM support, 78.6% (33/42), and program awareness, 76.2% (32/42). Access and removal of cost were the strongest perceived values, while awareness was relatively weaker. The results reflect perceptions, not causal changes in reading behavior or official IPLM scores. Targeted communication, wider QR Code placement, and platform-use monitoring are recommended.  
Pengasuhan Otoritatif dan Dukungan Teman Sebaya sebagai Prediktor Motivasi Akademik Siswa SMP Mic Finanto Ario Bangun; Lenny Afriyenti; Ferdy Muzzamil; Wahyu Aulizalsini Alurmei
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.2359

Abstract

Academic motivation is an important factor in students’ engagement and learning success and develops within social contexts. This study examined authoritative parenting and peer support as predictors of academic motivation among junior high school students. A quantitative cross-sectional explanatory survey design was employed. Participants were 320 students in Grades 7–9 from several junior high schools in Bekasi City and Bekasi Regency, Indonesia, recruited through voluntary response sampling. Data were collected using measures of academic motivation, authoritative parenting, and peer support, and analyzed using multiple linear regression. The results showed that authoritative parenting and peer support jointly predicted academic motivation significantly (R² = .418, F = 113.90, p < .001). Authoritative parenting showed a stronger standardized predictive contribution (β = .460, p < .001) than peer support (β = .307, p < .001). These findings suggest that both family and peer contexts are significantly associated with students’ academic motivation during early adolescence. The results also indicate that authoritative parenting has a stronger predictive contribution within the model, while peer support remains an important social factor. These findings highlight the importance of involving families and schools in creating social environments that support adolescents’ academic motivation.
Analisis Modul Bimbingan Belajar Berbasis Lingkungan dan Penguatan Karakter bagi Siswa Sekolah Dasar Agung Prabowo Wisnubroto; Saepudin; Sandhi Wira Buana; Intan Aurelie Ramadya Efendi; Nurtia
Educate : Journal of Education and Learning Vol. 4 No. 2 (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.v4i2.2365

Abstract

Kajian ini bertujuan menelaah rancangan dan kerangka evaluasi program bimbingan belajar berbasis pengenalan lingkungan dan penguatan karakter bagi siswa sekolah dasar. Kajian menggunakan pendekatan evaluatif deskriptif, dengan pembahasan pada tahap ini terbatas pada dokumen modul program KKM Kelompok 92 Universitas Bina Bangsa yang menyasar siswa kelas V SDN Pangkat I dan SDN Pangkat II di Desa Pangkat. Penelaahan mencakup tujuan pembelajaran, urutan aktivitas, indikator capaian, dan sumber bukti evaluasi. Kerangka evaluasi mengacu pada level reaksi dan pembelajaran dalam model Kirkpatrick. Hasil penelaahan menunjukkan bahwa modul mengintegrasikan pengenalan diri, emosi, kerja sama, kepedulian lingkungan, dan pengenalan budaya melalui lima unit pembelajaran partisipatif. Aktivitas yang dirancang meliputi perkenalan diri, permainan emosi, pembuatan menara kelompok, diskusi lingkungan, serta kunjungan dan praktik kesenian di sanggar. Modul menyediakan arah evaluasi melalui pengamatan, pertanyaan lisan, refleksi, lembar kerja, dan evaluasi akhir. Namun, belum tersedianya data peserta dan hasil evaluasi aktual membatasi penilaian terhadap keterlaksanaan, penerimaan peserta, dan capaian pembelajaran. Kajian ini menyimpulkan bahwa modul menyediakan kerangka pendampingan kontekstual yang menghubungkan pengalaman personal, sosial, lingkungan, dan budaya, tetapi belum memberikan bukti empiris peningkatan kompetensi atau perubahan karakter siswa. Dokumentasi pelaksanaan, pengumpulan bukti pembelajaran, dan pengamatan tindak lanjut diperlukan untuk melengkapi evaluasi program.  

Page 7 of 7 | Total Record : 68

 3   4   5   6   7 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Educate : Journal of Education and Learning Vol. 4 No. 1 (2026): Educate : Journal of Education and Learning Vol. 3 No. 2 (2025): Educate : Journal of Education and Learning Vol. 3 No. 1 (2025): Educate : Journal of Education and Learning Vol. 2 No. 2 (2024): Educate : Journal of Education and Learning Vol. 2 No. 1 (2024): Educate : Journal of Education and Learning Vol. 1 No. 2 (2023): Educate : Journal of Education and Learning Vol. 1 No. 1 (2023): Educate : Journal of Education and Learning