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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 15 Documents
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Strategies to Enhance Learning Motivation Through Social and Academic Interaction Among English Education Students at the University of Mataram Kusuma, Wien Bani; Santos, Maria Lourdes
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 Ibrahim, Muhammad; Aisyah, Nur
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 Anshori, Muhammad; Aquino, Joseph
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 Rahman, Dedi Irawadi; Bahri, Syamsul
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 Gufron, Muhammad; Syahbani, Abdul Muis; Krik, Peter
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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