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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 35 Documents
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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.
The Influence of Digital Tools on Student Engagement and Academic Outcomes Across Educational Levels Hardiyanti, Eka; Fitriani, Vita; Ashari, Wahyu
Educia Journal Vol. 1 No. 2 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610408

Abstract

The present research investigates the effectiveness of technology utilization within the context of educational quality enhancement for students, with respect to students’ motivation, achievement, and perceived educational outcomes. This developed a quantitative research design with respect to 500 students and 50 teachers from the primary, secondary, and tertiary institutions. Information was obtained using technology use questionnaires, students’ performance reports, and teachers’ feedback forms. The study showed that the more technology intensive a class or lesson is there is a high likelihood of having students’ participation and high academic achievement. Students who interactively used technologies today including learning management systems, interactive whiteboards, etc. found out they had better academic performance and motivation. Controlling for teacher efficacy and methods in the use of technology was also found greatly to affect students’ achievement. The quantitative data were analysed using descriptive and inferential measures such as the Pearson correlation and regression test to show how technology can enhance learning environment. These findings, therefore, join the emerging literature on technological integration and found positive impacts on various levels of education. This research underlines the importance of further professionalism as to teachers, and the use of proper technological means for improving the quality of education.
Impact of Teacher Motivation on Student Engagement and Classroom Behavior in Secondary Schools Khumairah, Nurul; Ramlah, Ramlah; Muin, Nurfadillah
Educia Journal Vol. 1 No. 2 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610409

Abstract

This paper seeks to establish selected elements of teacher motivation to their respective effects on classroom behaviours, of particular interest are Intrinsic motivation, Extrinsic motivation, job satisfaction and professional development. This study adopted a quantitative method; 150 teachers from different schools in Makassar City were administrated questionnaires, and regression analysis was used to test the level of teacher motivation and classroom dynamics. The findings show that type of motivation plays a huge role in the classroom, with self-interest having the greatest impact on student attentiveness. It also shows that job satisfaction is reducing rate of poor classroom behavior and enhancing teacher-student communication, while professional development enhances teacher student relationship. The results of extrinsic motivation were also noticeable but lower than intrinsic motivation. The research findings offer an important contribution to future research in the field, as they offered an overall picture of teacher motives and their implications for different aspects of classroom dynamics. The study has focused on the need for education policies that encourage the growth of intrinsic motivation through organisational work culture and staff due process. This shows that by addressing motivation at this level schools are likely to create teacher incentive of the positive environment that is most likely to enhance the learning process of the students. The study has practical implications to upgrading the educational practices; it is recommended that increasing the level of teacher motivation leads to development of better classroom climate, therefore promoting a better education.
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.
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.
The Impact of Parental Involvement on Student Academic Performance and School Administration Efficacy in Enhancing Educational Outcomes Nasir, Nasir; Kadri, Dzul; Akbar, Rahmat
Educia Journal Vol. 1 No. 3 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610414

Abstract

This study seeks to establish how parents influence students’ academic achievement as well as the efficiency of school administration with the purpose of narrowing the gaps in the current literature concerning both the mediators of the relationships between parental engagement and results, as well as the moderating variables. Using a quantitative research strategy, a sampling of 500 parents, educators and school officials completed standardized questionnaires. The findings describe a positive relationship between parental involvement and students’ academic achievement and the perception of the school’s administration efficiency. In more detail, enhanced parental involvement was connected with increased students’ performance and effective school management. The study also reveals that parental involvement affects the performance of students directly controlling all other factors including school administration. This draws attention to the genuine and significant contribution of parental involvement in improving student performance which has not been given much emphasis in prior research chiefly couched in general benefits. The study also confirms that the role of parental involvement is to provide insulation to academic performance since the social economic inequalities are likely to have negative effects on the performance of the student. This work also supports context-based intervention approaches that successfully promote appropriate parental involvement efforts; in the cultures or regions where parents of the learners have language barriers or other forms of hardship. In this way, the research provides important knowledge for educators, policymakers and researchers targeting at increasing educational equity and school effectiveness.
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.

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