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Jamirul Islam
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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 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2024): Educia Journal" : 5 Documents clear
Implementing Differentiated Instruction to Enhance Learning Outcomes for Diverse Students in Inclusive Classrooms Sidiq, Iyan; Sidiq, Aprilianto Ali; Kasman, Fahrul
Educia Journal Vol. 2 No. 2 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610410

Abstract

Differentiated coaching has emerged as a vital pedagogical method in modern education, designed to cope with the various needs of college students within inclusive classrooms. This observe explores the implementation of differentiated education strategies to house various readiness stages, studying patterns, and hobbies among novices. Key strategies include pre-assessment strategies to evaluate student wishes, flexible grouping techniques to tailor education, and differentiated evaluation methods to gauge pupil expertise efficaciously. Effective teacher education and ongoing professional development are critical for supporting educators in imposing differentiated guidance efficiently. Through workshops, collaborative studying groups, and institutional help, educators benefit the information and abilties had to create inclusive gaining knowledge of environments that promote instructional achievement and engagement for all students. By embracing differentiated instruction, educators can foster equitable opportunities for studying, cultivate a high-quality lecture room climate, and empower college students to reach their full capacity academically and beyond.
The Impact of Ethics Education on Teachers' Professional Development and Its Influence on Decision Making, Classroom Practices, and Teacher-Student Relationships Nasir, Nasir; Awaluddin, Awaluddin; Ashar, Ashar
Educia Journal Vol. 2 No. 2 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610411

Abstract

This study explores the role of ethics education in the professional development of teachers, focusing on how it influences their teaching practices, decision-making, and professional behavior. Using a qualitative research design, data were collected through semi-structured interviews, focus group discussions (FGDs), and document analysis involving 15 teachers from diverse educational backgrounds in Makassar City, Indonesia. The findings reveal that ethics education significantly enhances teachers’ ability to navigate ethical dilemmas in the classroom, fosters positive teacher-student relationships, and promotes collaboration among colleagues. Teachers reported that ethics training equipped them with the tools to handle challenges such as fairness in student discipline, respect for cultural diversity, and digital privacy concerns. However, the study also identified gaps in the consistency and continuity of ethics education programs, with many teachers emphasizing the need for ongoing training and peer support. The study contributes to the literature by addressing the gap in understanding how ethics education is applied in real-world teaching contexts and its long-term impact on teachers’ professional development. It highlights the importance of integrating ethics education into continuous professional development programs, ensuring that teachers are equipped to handle evolving challenges in education. This research provides valuable insights for educators, policymakers, and institutions seeking to improve ethical standards and support teacher growth.
Future Proofing Education Integrating Digital Innovation and Progressive Pedagogy for Optimal Outcome Mawar, Mawar; Yana, Meli Handayani
Educia Journal Vol. 2 No. 2 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610412

Abstract

This study investigates the impact of integrating digital innovation and innovative pedagogy on educational outcomes in primary and secondary schools. Using a cross-sectional survey design, data were collected from a stratified random sample of 50 schools, focusing on digital tool usage, teaching practices, and academic results. The findings reveal that both digital innovation and innovative pedagogy significantly enhance student achievement, engagement, and teacher satisfaction. Regression and correlation analyses indicate strong positive relationships between these variables, suggesting that schools with higher levels of integration of these practices experience better educational outcomes. Despite the challenges of access and the rapid pace of technological advancement, the study emphasizes the need for equitable access to digital resources and ongoing teacher professional development to maximize the benefits of these educational innovations.
The Role of Educational Management in Promoting Teacher Motivation and Job Satisfaction Antonius, Aslin; Angraeni, Andi; Aulia, Rezki
Educia Journal Vol. 2 No. 2 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610415

Abstract

This study explores the role of educational management in promoting teacher motivation and job satisfaction across primary and secondary schools. Using a quantitative research design, a stratified random sample of 300 teachers from 20 schools was surveyed using the Teacher Motivation Scale (TMS) and the Job Satisfaction Survey (JSS). Data analysis included descriptive statistics, Pearson correlation, multiple regression, and ANOVA to examine the relationships between management practices and teacher outcomes. The results revealed strong positive correlations between teacher motivation and job satisfaction, with both intrinsic and extrinsic motivation significantly influencing teacher engagement. Leadership styles, particularly transformational and instructional leadership, and administrative support were found to have a significant impact on teacher motivation and job satisfaction. Additionally, school type (primary vs. secondary) was identified as a significant factor influencing teacher motivation levels. The study's findings contribute to the literature by emphasizing the importance of a balanced approach to fostering both intrinsic and extrinsic motivation and the role of educational management in shaping a positive work environment. It also highlights the need for context-sensitive strategies to improve teacher outcomes, particularly by tailoring management practices to the specific needs of different school settings. The study's results provide valuable insights for policymakers and educational leaders seeking to enhance teacher satisfaction, retention, and overall educational quality.
The Influence of Curriculum Reforms on Teaching Practices and Student Learning Outcomes in Educational Development Danial, Muhammad; Ardi, Ardi; Hidayatullah, Syarif
Educia Journal Vol. 2 No. 2 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610419

Abstract

This study explores the role of curriculum reforms in education development, focusing on the perceptions and experiences of teachers, administrators, and students in schools that have undergone recent curriculum changes. Using a qualitative case study approach, the research involved semi-structured interviews, focus group discussions, and document analysis to gather data on the impact of the reforms. The findings reveal that while curriculum reforms have led to increased student engagement and the promotion of student-centered learning, challenges such as insufficient teacher training, inadequate resources, and resistance to change hindered their effective implementation. Teachers reported a lack of professional development and resources necessary to support the new curriculum, which affected their ability to fully integrate the reforms into their teaching practices. Students, on the other hand, expressed increased interest in subjects that employed project-based and collaborative learning methods, although some struggled with the self-regulation required in a more independent learning environment. This study contributes to existing literature by addressing gaps in teacher preparedness, resource allocation, and the varying outcomes of student-centered learning. The research underscores the importance of comprehensive teacher training, adequate resources, and inclusive reform processes to ensure the success of curriculum changes in promoting quality education.

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