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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. 3 (2024): Educia Journal" : 5 Documents clear
The Influence of Transformational Leadership on Enhancing Student Attendance and Engagement in Secondary Schools Nurlina, Nurlina; Hardianti, Hardianti; Susianti, Susi
Educia Journal Vol. 2 No. 3 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610416

Abstract

This study examines the impact of school leadership on student attendance and engagement, addressing gaps in the literature regarding how leadership styles influence these critical educational outcomes. Employing a quantitative correlational research design, data were collected from 300 secondary school students and 50 school leaders in Makassar City using stratified random sampling. Leadership styles were measured using the Multifactor Leadership Questionnaire (MLQ), while student engagement was assessed with the Student Engagement Scale (SES). Attendance data were retrieved from official school records. Results revealed significant positive correlations between transformational leadership and both student attendance (r = 0.62, p < 0.001) and engagement (r = 0.75, p < 0.001). Multiple regression analysis demonstrated that transformational leadership significantly predicted attendance (β = 0.58, p < 0.001) and engagement (β = 0.72, p < 0.001), highlighting its critical role in fostering positive student outcomes. Furthermore, the findings emphasized the relevance of transformational leadership in promoting equity by improving attendance and engagement across diverse school contexts. This study provides practical implications for educational policies and leadership training programs, advocating for a stronger focus on transformational leadership practices. The results also contribute to the growing body of evidence linking effective leadership with improved student outcomes, offering insights for future research on leadership interventions.
The Role of School Leadership in Advancing Environmental Sustainability Through Curriculum, Community Engagement, and Strategic Initiatives Zakariah, Zakariah; Ma'ruf, Fauzan; Wahyu, Asri Rezki
Educia Journal Vol. 2 No. 3 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610418

Abstract

The objective of this qualitative study aims to identify and describe determinants of environmental sustainability in schools. By examining approaches adopted by the school leaders, teachers, and students in their experience and observations, the study discusses approaches to both formal and informal education for sustainable development with reference to the schools-in-the-round project. It also outlines the push factors we discussed earlier such as inadequate resources, management resistance, and the others as the challenges that few leaders experience in implementing sustainability in their institutions. Studies show that leadership plays an essential role in driving the culture of sustainability change by the champions, visionaries and facilitators. Main approaches to promote sustainability include including environmental topics into many areas of knowledge, making students participate in eco-clubs and sustainability fairs, and collaborating with NGOs and other organizations. However, they noted that emerging challenges that can prevent the proper implementation of the sustainability initiatives include inadequate funding and more so lack of enough time. Lack of staff and students support also slows down the process, the solution being communication and professional development training. The implications of this study for the field are that, unlike many previous research studies on the topic of education for sustainable development, this study seeks to illustrate the actual work of school leaders in the process and offer suggestions for addressing the issues discussed. Policymakers are only able to provide one-off support that helps fund short-term specific sustainability-based projects while the results demonstrate that schools require ongoing resources to achieve long-term goals.
Enhancing Educational Practices and Overcoming Systemic Challenges in Developing Inclusive Education for Students with Special Needs Hasriadi, Hasriadi; Hidayat, Rahmat Nur; Tazlim, Andi Nur
Educia Journal Vol. 2 No. 3 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610420

Abstract

The purpose of this research is to identify how different educational arrangements have been changed and developed with regards to the needs of special learners; the instructional methods being used, issues hindering the implementation of effective strategies, and systems that ensure inclusive practice. Evaluating the population in question, the qualitative research precisely collected data for the chosen topic via interviews with educators, administrators and parents pointing to special education population. Studies show that IEP goals and objectives, use of technology and modified instructional approaches are essential to help increase student’s learning capabilities. However, this study also reveals some of the definitive barriers, such as the lack of resources, inadequate preparation of teachers and prejudices prevailing in societies preventing the successful incorporation of IE for children. The participants called for the expansion of funds to meet the identified need for appropriate instructional materials, technology, and personnel. Furthermore, participants emphasized the need for the access to professional development which is all-embracing and on-going for teachers was pinpointed as another factor in enhancing of the quality of learning for the students with learning needs. Que interesantemente, an investigación también revela que las políticas deben ser mejor definidas y la comunidad y los padres deben estar más comprometidos para promover una educación inclusiva. Thus, the present research responds to the deficiency of the present knowledge base regarding the nature and potential approaches to mitigating systemic barriers in special education by comparing its results with the findings reported by other authors. The findings help us to make a better understanding of the concept of inclusive education and create a basis for further investigations designed to enhance learning achievements of children with learning disabilities.
The Influence of Teacher and Student Interaction on the Social Development of Elementary School Students Tasik, Yunita; Hidayat, Irsyad; Halim, Arif
Educia Journal Vol. 2 No. 3 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610425

Abstract

The research examines how classroom activity’s structure and teacher facilitation and empathy combine to affect the formation of collaborative abilities in students enrolled in elementary school. The qualifying study used two elementary schools to collect data from 10 teachers who worked with 30 students between grades 3 to 5. The research collected its data through interviews combined with discussions and classroom observations and document analysis. Group activities that operate smoothly lead students to develop their teamwork abilities as well as their communication skills and their skills for resolving conflicts. Research established that students require the direction and compassion from teachers along with an encouraging learning space to develop their group working capabilities. Students gained increased confidence when working with fellow classmates which coincided with a heightened level of respect and empathy between peers. Research fills an academic void because it defines the role of teacher-led structured activities in advancing social development particularly among elementary school students. These activities create long-standing advantages which students retain to enhance their future cooperative work both in academic studies and social settings. Educators should adopt structured group tasks due to their confirmed ability to develop crucial social abilities while enhancing classroom relationships.
Exploration of Improving Teacher Competence in Teaching Indonesian Language in Junior High Schools in Rural Areas Munawarah, Munawarah; Riskawati, Riskawati; Damayanti, Damayanti
Educia Journal Vol. 2 No. 3 (2024): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610427

Abstract

The research analyzes the educational experiences of rural junior high school Indonesian language teachers by examining their teaching competence improvement barriers. A qualitative method enabled researchers to obtain data from classroom observations together with in-depth interviews and focus group discussions involving twelve teachers who teach at different rural educational facilities. Research demonstrates that rural teachers experience important barriers because they face restricted access to basic resources together with restricted access to professional development and technological support. Despite these obstacles, teachers employ various strategies for self-improvement, such as peer collaboration, online learning, and community support. Rural teachers receive essential help from neighborhood residents who provide facilities along with encouragement to bridge their educational deficiencies. This research demonstrates both the significance of nonformal professional support systems used by teachers as well as their ability to cope with their individual teaching situations effectively. Rural schools need both enhanced organizational backing and stronger community involvement to build teacher qualification levels which produces better academic outcomes in their areas. The study contributes to research overlooking rural education while providing concrete suggestions for authorities and education leaders to enhance teacher development in underserved rural regions.

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