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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 64 Documents
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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.

Page 7 of 7 | Total Record : 64

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