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Journal of Education and Social Science
Published by Lembaga Publikasi Ilmiah Nusantara
ISSN : -     EISSN : 30644410     DOI : https://doi.org/10.70716/jess
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other
Journal of Education and Social Science (JESS). It is a peer-review journal that could be access to the public, published by Lembaga Publikasi Ilmiah Nusantara. The JESS will cater to needs of all those researchers and academicians looking forward to contribute through their knowledge, skills and abilities in the field of education and social science. The JESS is a publication model that enables the wide dissemination of research articles to the global community without restriction. Thus, all articles published under open access can be accessed by anyone with internet connection.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
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Comparative Analysis of Inclusive Education Policies in ASEAN Countries: Case Studies of Indonesia and Malaysia Muhammad Ridwan; Muhammad Luqman; Abbad Nailun Nabhan
Journal of Education and Social Science Vol. 2 No. 1 (2025): Journal of Education and Social Science, August 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i1.176

Abstract

This study presents a comparative analysis of inclusive education policies in ASEAN countries, focusing specifically on Indonesia and Malaysia. Through a qualitative case study approach, it examines the historical development, legal frameworks, policy implementation strategies, and challenges faced by both nations in promoting inclusive education. The findings reveal significant similarities, such as a shared commitment to international conventions and the adoption of inclusive education within national legislation. However, notable differences emerge in policy execution, resource allocation, teacher training, and community engagement. Indonesia demonstrates a decentralized approach with regional variations, while Malaysia adopts a more centralized and structured model. The study highlights best practices and lessons learned, offering recommendations for policymakers to enhance the effectiveness of inclusive education initiatives across the ASEAN region. Ultimately, this research contributes to the growing discourse on educational equity and the realization of inclusive societies.
Exploring the Impact of Technology-Enhanced Learning on Student Engagement and Academic Performance in Indonesian Primary Schools Zayn Ibrahim; Baliq Mufid; Abdilah Abqari Agam
Journal of Education and Social Science Vol. 2 No. 1 (2025): Journal of Education and Social Science, August 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i1.180

Abstract

This study explores the impact of technology-enhanced learning (TEL) on student engagement and academic performance in Indonesian primary schools. With the increasing integration of digital tools in education, it is essential to understand how TEL influences students' learning experiences and outcomes. The research adopts a mixed-methods approach, incorporating both quantitative data from standardized assessments and qualitative insights from interviews with teachers and students. Findings indicate that TEL significantly improves student engagement by fostering interactive and personalized learning environments. Additionally, the use of technology was found to enhance academic performance, particularly in subjects such as mathematics and language arts, where digital tools provide immediate feedback and adaptive learning opportunities. The study highlights the importance of teacher training and infrastructure development to maximize the benefits of TEL in primary education. Implications for policymakers and educators include the need for continuous investment in digital resources and pedagogical strategies to support technology-driven learning initiatives. This research contributes to the growing body of literature on the role of technology in enhancing educational quality in the Indonesian context.
The Impact of Using Augmented Reality-Based Interactive Media on Students' Learning Motivation Burhanuddin Annail; Adib Alim Aminullah; Abdul Ghafur
Journal of Education and Social Science Vol. 2 No. 1 (2025): Journal of Education and Social Science, August 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i1.181

Abstract

This study investigates the impact of utilizing Augmented Reality (AR)-based interactive media on students' learning motivation. The research adopts a quasi-experimental method with a pretest-posttest control group design, involving middle school students who were divided into experimental and control groups. The experimental group used AR-based interactive media during the learning process, while the control group experienced conventional instructional methods. Data were collected through motivation questionnaires and observations, and were analyzed statistically to determine the differences between the two groups. The results reveal that students exposed to AR-based media demonstrated significantly higher motivation levels compared to those taught using traditional approaches. The use of AR enhanced students' interest, engagement, and participation during lessons, offering a more immersive and stimulating educational experience. Furthermore, the interactive features of AR allowed students to better visualize complex concepts, leading to improved comprehension and retention. These findings suggest that incorporating AR technology into educational settings can be an effective means of fostering student motivation and optimizing learning outcomes. Educators and policymakers are encouraged to consider the integration of innovative technologies like AR to create more dynamic and motivating learning environments that meet the needs of 21st-century learners.
The Role of Critical Thinking Skills in Enhancing Problem-Solving Abilities among High School Students Yuli Kusuma Dewi; Abdul Khalid; Abdilah Abqari Agam
Journal of Education and Social Science Vol. 2 No. 1 (2025): Journal of Education and Social Science, August 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i1.191

Abstract

This study investigates the role of critical thinking skills in enhancing problem-solving abilities among high school students. As education increasingly emphasizes the development of higher-order cognitive processes, understanding the interplay between critical thinking and problem-solving becomes essential. Employing a mixed-methods approach, data were collected through standardized critical thinking assessments, problem-solving tasks, and in-depth interviews with students and educators across multiple high schools. The findings reveal a significant positive correlation between students' critical thinking proficiency and their effectiveness in addressing complex, real-world problems. Moreover, instructional strategies that explicitly foster critical thinking—such as inquiry-based learning, Socratic questioning, and reflective discussions—were found to significantly enhance students' problem-solving performance. These results suggest that integrating critical thinking skill development into the high school curriculum is vital for preparing students to navigate academic challenges and broader societal issues. Implications for pedagogical practices and future research directions are discussed.
Teacher Professional Development in the 21st Century: A Cross-National Analysis of Policy and Practice Ahmad Farabi; Safarudin Bahar; Abdilah Abqari Agam
Journal of Education and Social Science Vol. 2 No. 1 (2025): Journal of Education and Social Science, August 2025
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i1.200

Abstract

Teacher professional development (TPD) is widely recognized as a cornerstone for advancing educational quality in the 21st century. This comparative study examines TPD policies and practices in selected countries—Malaysia, Singapore, and Indonesia—to identify key strategies, challenges, and contextual factors influencing their implementation. Drawing on policy analysis and a comprehensive literature review, the study reveals that successful systems prioritize continuous learning, collegial collaboration, and sustained institutional support. However, disparities persist in resource allocation, policy coherence, and the alignment between pedagogical theory and classroom practice, particularly in developing contexts. The findings underscore the importance of context-sensitive, needs-driven, and policy-supported TPD frameworks. This study contributes to the discourse on global education reform by offering actionable insights for policymakers and education stakeholders aiming to enhance teacher capacity and responsiveness in an era of rapid change.
Strategies to Enhance Learning Motivation Through Social and Academic Interaction Among English Education Students at the University of Mataram Wien Bani Kusuma; Maria Lourdes Santos
Journal of Education and Social Science Vol. 2 No. 2 (2026): Journal of Education and Social Science, February 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i2.109

Abstract

This study investigates strategies to enhance learning motivation through social and academic interaction among English Education students at the University of Mataram. Learning motivation plays a central role in shaping academic engagement, persistence, and language achievement in higher education contexts. Previous research emphasizes that motivation is influenced not only by internal psychological factors but also by interactional dynamics within academic environments. However, limited empirical studies have examined the combined influence of social and academic interaction within Indonesian English Education programs. This research applies a quantitative explanatory design using Partial Least Squares Structural Equation Modeling. A total of 247 undergraduate students participated through proportional stratified random sampling. Data were collected using validated Likert scale questionnaires measuring social interaction, academic interaction, and learning motivation. Reliability and validity were confirmed through Cronbach’s alpha, composite reliability, Average Variance Extracted, and discriminant validity testing. Structural model evaluation was conducted using bootstrapping procedures to test hypothesis significance. The findings reveal that both social interaction and academic interaction significantly influence learning motivation. Social interaction positively predicts motivation, indicating that peer collaboration, emotional support, and classroom belonging strengthen students’ intrinsic engagement. Academic interaction demonstrates a stronger predictive effect, showing that lecturer feedback, dialogic teaching, and structured academic communication enhance students’ competence perception and motivational commitment. The structural model explains 58 percent of the variance in learning motivation, indicating substantial explanatory power. These results confirm that learning motivation is strongly shaped by interaction based factors rather than individual traits alone. The study provides empirical support for implementing structured peer collaboration and interactive instructional strategies to strengthen motivational outcomes in English Education programs. The findings offer practical implications for curriculum design and instructional practice aimed at sustaining student engagement and improving language learning performance in higher education contexts.
Teacher Readiness in Implementing the Merdeka Curriculum: A National Study of Public Schools in Mataram City Muhammad Ibrahim; Nur Aisyah
Journal of Education and Social Science Vol. 2 No. 2 (2026): Journal of Education and Social Science, February 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i2.349

Abstract

The implementation of the Merdeka Curriculum requires teachers to be adequately prepared in understanding its concepts, principles, and learner–centered instructional practices. This study aims to analyze the readiness of teachers in public schools across Mataram City to implement the Merdeka Curriculum, focusing on pedagogical competence, mastery of teaching resources, the ability to conduct authentic assessments, and the utilization of educational technology. This research employs a quantitative descriptive approach involving 120 teachers from eight public schools selected through purposive sampling. Data were collected using standardized questionnaires and brief interviews, then analyzed using descriptive statistics and simple triangulation. The findings indicate that most teachers fall into the “moderately ready” category, with an average readiness score of 72%, particularly in their understanding of the curriculum’s core concepts and adaptation of instructional methods. However, challenges remain in designing diagnostic assessments, conducting formative evaluations, and accessing intensive government-provided training. This study concludes that teacher readiness in Mataram City still requires improvement through continuous professional development, the strengthening of learning communities, and the provision of technical support in schools. These findings provide important implications for policymakers in developing systematic strategies to enhance teacher competencies and accelerate the successful implementation of the Merdeka Curriculum.
The Influence of Artificial Intelligence (AI) Use on Students’ Learning Motivation and Independence in the Era of the Merdeka Curriculum Muhammad Anshori; Joseph Aquino
Journal of Education and Social Science Vol. 2 No. 2 (2026): Journal of Education and Social Science, February 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i2.356

Abstract

The rapid integration of Artificial Intelligence (AI) into educational practices has introduced new opportunities for strengthening student-centered learning, particularly within the framework of Indonesia’s Merdeka Curriculum. This study investigates the influence of AI-based learning tools on students’ learning motivation and independence in secondary schools. Employing a mixed-methods design, data were collected through surveys involving 210 students and semi-structured interviews with teachers who have implemented AI applications such as adaptive learning platforms, automated feedback systems, and AI-supported tutoring tools. Quantitative analysis using multiple regression reveals that the use of AI has a significant and positive effect on both learning motivation and learning independence. Students reported greater engagement, personalized learning experiences, and improved self-regulated learning behaviors when interacting with AI-enhanced instructional tools. Qualitative findings further indicate that AI helps students develop autonomy by enabling them to set their own pace and access individualized feedback. However, challenges such as uneven digital literacy, limited infrastructure, and teachers’ readiness to integrate AI remain obstacles to optimal implementation. Overall, the study highlights that AI has substantial potential to support the principles of the Merdeka Curriculum - especially freedom to learn and differentiated instruction - provided that adequate training and technological support are ensured.
Integrating AI-Based Learning Management Systems to Improve Science Concept Understanding among Junior High School Students Dedi Irawadi Rahman; Syamsul Bahri
Journal of Education and Social Science Vol. 2 No. 2 (2026): Journal of Education and Social Science, February 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i2.359

Abstract

The rapid advancement of artificial intelligence (AI) has significantly influenced educational practices, particularly through the integration of AI-based Learning Management Systems (LMS). This study aims to examine the effectiveness of integrating AI-based LMS in improving science concept understanding among junior high school students. Employing a quasi-experimental research design, the study involved two groups: an experimental group that utilized an AI-based LMS and a control group that received conventional instruction. Data were collected through pre-tests and post-tests designed to measure students’ conceptual understanding of science topics, complemented by observations and student feedback questionnaires. The findings indicate a significant improvement in science concept understanding among students who engaged with the AI-based LMS compared to those in the control group. Features such as adaptive learning pathways, real-time feedback, and personalized content delivery were found to enhance student engagement and facilitate deeper conceptual comprehension. Furthermore, students demonstrated positive attitudes toward the use of AI-driven learning platforms, highlighting increased motivation and learning autonomy. The results suggest that integrating AI-based LMS can serve as an effective instructional strategy to support science learning at the junior high school level. This study contributes to the growing body of research on educational technology by providing empirical evidence on the pedagogical benefits of AI integration in secondary education. Future research is recommended to explore long-term impacts and implementation challenges across diverse educational contexts.
The Impact of Educational Digital Transformation Policies on Teachers’ Competencies in Indonesia Muhammad Gufron; Abdul Muis Syahbani; Peter Krik
Journal of Education and Social Science Vol. 2 No. 2 (2026): Journal of Education and Social Science, February 2026
Publisher : Lembaga Publikasi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70716/jess.v2i2.367

Abstract

Educational digital transformation has become a central policy agenda in Indonesia as part of broader efforts to improve educational quality, equity, and system resilience in the digital era. This study examines the impact of educational digital transformation policies on teachers’ competencies in Indonesia, focusing on four interrelated dimensions: technological, pedagogical, professional, and social competencies. Employing a quantitative research design, data were collected through a structured questionnaire administered to primary and secondary school teachers across diverse regional contexts. Descriptive statistics and regression analysis were used to examine the extent to which policy implementation predicts variations in teachers’ competencies. The findings indicate that educational digital transformation policies have a significant and positive effect on teachers’ overall competencies. Technological competence emerges as the most strongly influenced dimension, reflecting the effectiveness of policy-driven provision of digital infrastructure, platforms, and systems in enhancing teachers’ operational digital skills. Pedagogical competence is also positively affected, suggesting that digital policies encourage the integration of technology into instructional planning, delivery, and assessment. However, the effects on professional and social competencies are comparatively weaker, highlighting that sustained professional development, supportive school leadership, and collaborative school cultures are critical mediating factors in translating policy into deeper professional growth. This study contributes to the literature on educational policy and digital transformation by providing empirical evidence from the Indonesian context, characterized by significant regional and institutional disparities. The findings underscore that digital transformation policies are most effective when implemented as part of a holistic reform strategy that integrates technological provision with continuous professional development, pedagogical support, and equity-oriented interventions. Practically, the study offers evidence-based implications for policymakers and school leaders seeking to design digital transformation policies that empower teachers as reflective professionals and promote sustainable improvement in teaching quality.

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