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INDONESIA
Educia Journal
Published by Pemuda Peduli Publikasi Insan Ilmiah
ISSN : -     EISSN : 2988019X     DOI : https://doi.org/10.71435
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Educia Journal ISSN 2988019X covers all the areas of research activities in all fields of education. This includes pedagogy, language teaching, special education, educational management, vocational education, education development, curriculum development, instructional design, educational psychology, sociology of education, early childhood education, sex education, etc. Educia Journal conducts a blind review process in its production process. The journal is published by Pemuda Peduli Publikasi Insan Ilmiah Scieclouds Publishing with one volume per year.
Arjuna Subject : Umum - Umum
Articles 35 Documents
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Discovery learning in English Language Teaching Ayende, Edewale; Bleza, Edenkelu
Educia Journal Vol. 1 No. 1 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610394

Abstract

This article discuss about discovery learning model that suitable for learning to identify observation result report text, because in discovery learning model students practice for independent learning, develop students' creativity and knowledge in learning. Discovery Learning (discovery) is a teaching method that regulates teaching in such a way that children acquire knowledge they previously did not know, not through notification, partly or wholly discovered by themselves. In discovery learning (discovery) activities or learning designed in such a way that students can discover concepts and principles through their own mental processes. In finding concepts, students make observations, classify, make assumptions, explain, draw conclusions and so on to find some concepts or principles. This article aim to improve student English skill using discovery learning method.
Improving Students' English Learning Outcomes through Video Based Learning Model Abidin, Asriana Zainal; Arham, Muhammad
Educia Journal Vol. 1 No. 1 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610395

Abstract

This article discusses learning outcomes through video-based learning. Video Based Learning method is a teaching method that focuses on student activities in learning. In the learning process with this method, the teacher only acts as a guide and facilitator who directs students to find concepts, arguments, procedures, algorithm. It is aim to improve student’s English outcomes through video based learning.
Learning and Learning Styles According to David Kolb Kemhuy, Suksela
Educia Journal Vol. 1 No. 1 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610397

Abstract

This article discusses about Learning and Learning Styles. Learning style is a combination of feelings and actions (feeling and doing), namely a learning style that interprets the experience through living it in a concrete way and transforms the experience into active experimentation. Student learning style can be defined as the cognitive, affective, and psychological characteristics of a student about how he understands something, interacts and responds to his learning environment, which is unique and relatively stable. In various literatures on learning and learning, we will come across a number of concepts about student learning styles, and one of them is learning styles as suggested by David Kolb, an education expert from the United States, who popularized the learning theory "Experiential Learning".
Learning English "Ways to Improve University Students' Vocabulary Meung, Hluing; Htut, Myet
Educia Journal Vol. 1 No. 1 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610398

Abstract

This article discusses about ways to improve University Students' Vocabulary. The importance of students' vocabulary skills and understanding to support student skills in aspects of the English language. The aim of writing this article is to develop language skills both orally and in writing. The skills referred to are how we listen, speak, read, understand and write. Because the four skills are a unity that is bound and one with each other and we cannot separate them but can be distinguished.
Syntax Errors in English Writing Reski, Andi Nur
Educia Journal Vol. 1 No. 1 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610399

Abstract

This paper discusses syntactic errors in English writing which are caused by inaccuracy in rules, principles, and processes that govern the structure of sentences. The aims of this paper are to know the syntactic errors in English writing. The method in conducting this paper, the author uses a descriptive method to analyse data. It is used to describe syntactic errors made by English students writing.  
Exploring the Strategies and Environmental Factors that Foster Curiosity in Early Childhood Education Syarif, Siti Hardiyanti; Nisaa, Imamun; Fitriani, Vita
Educia Journal Vol. 2 No. 1 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610400

Abstract

The research investigates the practices which nurture curiosity at early childhood educational levels while analysing actions and physical setups between educators and students in early childhood education spaces. The phenomenological qualitative research design used interviews and document review and observational methods to study 15 educators and 5 administrators and 10 parents. Research findings determined teacher facilitation as the essential component because educators drive curiosity development through their use of questions together with materials and activities and by giving students independence. The discovery revealed that learning zones consisting of physical spaces along with items inside classrooms help students explore and interact with each other. Children from lower SES backgrounds experience difficulties obtaining outside resources for curiosity development since socio-economic influences shape their socio-cultural factors. Inside classroom instruction that uses culture-based materials and teaching methods created favourable conditions which led students to become more interested and focused. This study offers important contributions to existing knowledge through its specific examples of early childhood learning environments which promote curiosity and resolve gaps found in literatures about concrete methodologies and general environmental qualities for early childhood education contexts. Extensive curiosity development needs to consider teachers' practices as well as classroom design and the social influence inside educational settings to be effective.
Exploring the Role of Early Childhood Education in Shaping Children's Future Development Rumbidzai, Tatenda; Achebe, Mugabe
Educia Journal Vol. 1 No. 2 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610402

Abstract

Early childhood education (ECE) serves as the cornerstone of a child’s holistic development, encompassing cognitive, emotional, and social dimensions. This qualitative study investigates the potential of ECE as a golden foundation for future development, emphasizing its role in character building, skill development, and the integration of innovative teaching methods. Using a phenomenological approach, data were collected through semi-structured interviews and focus group discussions with 12 participants, including educators, parents, and policymakers with significant experience in early childhood education. Findings reveal that play-based and inquiry-driven learning methods effectively foster critical thinking and problem-solving skills, while character-focused activities nurture empathy, communication, and self-regulation. Collaboration between teachers and parents emerges as a pivotal factor in creating a unified and supportive learning environment. Additionally, the study highlights the balanced use of technology in ECE, identifying it as a tool for enhancing creativity and engagement when implemented ethically and responsibly. This research addresses gaps in existing literature by providing a comprehensive understanding of ECE’s multidimensional impact and offering actionable insights into the integration of technology, parental collaboration, and character education. The findings underscore ECE's critical role in equipping children with the skills and resilience necessary to navigate a dynamic and interconnected world.
Exploring the Impact of Multilingualism on Learning Outcomes in Ethnically Diverse Educational Settings Auong, Thuira; Sein, Min Aung; Kyi, Thida Suu
Educia Journal Vol. 1 No. 2 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610403

Abstract

The purpose of this paper is to investigate the effects of multilingualism on learning achievements across various education types in Myanmar. Qualitative research methodology was used in the study and involved conducting semi structured interviews, focus group discussions and classroom observations to capture the experiences, the challenges and perception of students, teachers, parents and educational administrators. In all, 50 purposively selected participants from multilingual communities responded to questions about the enablers and barriers to education arising from linguistic diversity. Consequently, it is noted that however, multilingualism benefits students through increased participation, cultural sense, and improved learning abilities, the major problems arising are language accord, qualified teachers, and limited teaching materials. Despite the best efforts from the teachers to apply meaningful translanguaging approaches for learning, they encounter several problems while doing so without organization backing. Thus, while students and teachers preferred instruction in first languages, parents and administrators had conflicts of interest between local language education and instruction n national languages. This research also fills the research gaps by presenting paradigmatic data from a developing country with high multilingual population. There is, therefore, a call for inclusive and adequate and sufficient policies, resources and training of teachers in order to maximize on the gains of multilingual education as well as to overcome setbacks. The study extends the global understanding of multilingual education as a development policy by shedding light on the challenges of implementing the policy in low resource districts.
Harnessing Artificial Intelligence to Enhance Personalized Learning in Educational Environments Zing, Kyaew; Min, Aung; Soe, Thura; Thet, Mya
Educia Journal Vol. 1 No. 3 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610404

Abstract

This study explores the integration of artificial intelligence (AI) in personalized learning environments, focusing on its impact on learner engagement, motivation, equity in education, and the ethical concerns surrounding its adoption. Using a qualitative case study approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis from three educational institutions that implemented AI-driven personalized learning platforms. The findings reveal that AI enhances learner engagement by providing tailored learning experiences, fostering intrinsic motivation, and promoting autonomy. However, challenges related to equity emerged, particularly concerning access to technology and the potential for widening educational disparities. Ethical concerns, such as algorithmic bias and privacy issues, were also highlighted, emphasizing the need for careful consideration when adopting AI systems in education. Teachers and administrators expressed a mixed perception, with some viewing AI as a transformative tool for individualized instruction, while others raised concerns about its potential to replace traditional teaching methods. This study contributes to the growing body of literature on AI in education by addressing gaps related to its practical application, ethical implications, and the varying perceptions of stakeholders. The findings suggest that while AI offers significant potential for personalized learning, its implementation must be approached cautiously, ensuring equitable access and ethical safeguards.
The Role of School Policies, Teacher Practices, and Peer Interactions in Creating a Safe and Inclusive Learning Environment Amrisal, Amrisal; Hamdana, Dian
Educia Journal Vol. 2 No. 1 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610405

Abstract

The purpose of this qualitative study is to determine how schools support safe and productive learning environment and experiences of students, teachers, and school administrators about the actual process. The research employs both semi-structured interviews with students, focus group discussion, and document analysis to establish how school policies; teacher practices; and peer interactions enhance or hinder students’ feeling of safety and inclusion. The narratives indicate that while schools have issued policies against bullying and for inclusiveness, students’ experiences of inclusion depend on the actual practice of enforcing rules against bullying and for acceptance, as well as the culture of acceptance encouraged at the school by the teachers as well as the school officials. The staff cultural competence as well as the staff development is important in handling students’ diversity; while students peer relations are important as far as students’ inclusion is concerned. The findings underline the consistence of the formal procedures with the actual teacher’s practices and supportive peer relations as key factors contributing to a successful, inclusive school. The outcomes also stress the relevance for schools to move from policies’ production as for addressing the problems of supporting the valued social contacts’ availability to students at any level of the school community.

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