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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 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): Educia Journal" : 5 Documents clear
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.
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.
Exploring the Potential of Project Based Education in a Challenging and Motivating Approach for Students Noor, Sjamsul Alam; Alqadri, Muh; Ashari, Wahyu
Educia Journal Vol. 2 No. 1 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610406

Abstract

The paper examines the possibility of Project-Based Education as an engaging and difficult learning strategy in teaching. The study sought to establish the impact of PBE on students’ experience, motivation and the learning that occurs in relation to students’ support from the teachers. The participants self-selected for the study included 20 students and 6 teachers from a diverse range of disciplines who had engaged in PBE in some form or another. Participants were given semi structured questionnaires and focus group discussions, and classroom observations in which data were analyzed using thematic analysis. The research proves that the use of PBE improved motivation by addressing realistic context and self-organizing learning. When the students were allowed autonomy in the selection of projects and organisation, they said they felt more involved in the lesson. The most salient finding during this study was that teacher support was an important antecedent for PBE, where teachers served as enablers and coaches, as well as being inspirational sources of encouragement. However, other issues that were observed when students collaborated included the problems that were associated with group dynamics as well as time management issues. This work enriches the further development of research results in the following ways: The key concept of PBE, such as implementation of a structured guideline and supportive teacher encouragement to facilitate pupils’ motivation and interest. The research findings are used to make suggestions to teachers concerning how to facilitate scaffold, time and how the class setting can be conducive for PBE.
Best Practices for Enhancing Student Metacognitive Skills through Innovative Teaching Strategies Sanjaya, Iksan; Nisaa, Imamun; Syam, Rahmat Hidayat; Djide, Slamet Riyadi
Educia Journal Vol. 2 No. 1 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610407

Abstract

In this study, effective, efficient, and impractical method of cultivating metacognition in learners, such as strategy, difficulty level, and feedback system, are investigated as part of a qualitative analysis. Using semi structured interviews, focus group discussion and classroom observation research data was collected from 15 educators and 30 students of different class levels. Thematic analysis was employed to identify patterns, resulting in four key themes: these issues as metacognitive strategies, students’ engagement, factors inhibiting implementation of metacognition strategies, and feedback. The research presented in this paper shows that the approaches which foster guided reflection, self- assessment, peer cooperation, as well as the forms of scaffolded learning have a positive impact on the development of metacognitive skills. Teachers also insisted that feedback is useful as a metacognitive strategy for enhancing students’ thinking skills and raising autonomy levels. Nevertheless, some constraints including restricted time for instructions, fixed curriculum and diverse students’ learning achievements were reported as the factors which hinder the proper utilization of these strategies. The study filled the gap identified in the literature review by offering concrete, contextualised suggestions on how metacognition may be enacted in a specific institutional and timetabled context, as well as how students may be supported in terms of the institutional structures necessary for metacognition to flourish. This provides further evidence of the need for preservice and inservice teacher education and professional development, curriculum accommodation, and creation of equitable learning environments to promote metacognition across learner contexts. This work further enriches the discussion on metacognition by drawing attention to specific practical approaches and underlining the importance of continuing support mechanisms in learning.
Enhancing Personalized Learning and Engagement Through Technology in Modern Education Hardianti, Hardianti; Risnawati, Risnawati; Ananta, Nurasti
Educia Journal Vol. 2 No. 1 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610413

Abstract

This study investigates the role of technology in empowering students through personalized learning, enhanced engagement, and collaboration in educational settings. The integration of technology into education has transformed traditional learning paradigms, enabling tailored approaches that cater to individual learning styles, needs, and paces. Through adaptive learning platforms, digital tools, and interactive content, technology fosters self-directed learning and critical thinking, encouraging students to take ownership of their educational journey. Moreover, the study highlights the role of technology in facilitating collaboration through virtual classrooms, group projects, and real-time communication tools, which enhance engagement and foster a sense of community among learners. However, significant challenges persist, particularly concerning equity and access. Disparities in internet connectivity, availability of devices, and digital literacy continue to create a divide, limiting the potential of technology to empower all students. This research underscores the importance of addressing these barriers to ensure inclusivity and equitable access to technology-driven education. It concludes by advocating for policies and practices that prioritize accessibility, teacher training, and sustainable infrastructure to create an educational ecosystem where technology serves as a tool for empowerment rather than exclusion. The findings contribute to the growing body of literature on technology-enhanced learning and provide actionable insights for educators, policymakers, and stakeholders seeking to leverage technology for inclusive education.

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