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Journal of Educational Studies
Published by Bale Literasi
ISSN : -     EISSN : 30314232     DOI : https://doi.org/10.58218/jes
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal of Educational Studies Journal constitutes a triannual publication which publishes scholarly journals every April, August, and December in a year. It particularly publishes research articles examining issues related to the field of Education, Sciences, Social, Early Childhood Education, Primary Education, Technology Education, Arts Education, Counseling Education, Sports and Health, Leadership, and Tourism. Therefore, JEs Journal cordially invites researchers, academics, lecturers, teachers, and graduate students to submit their articles that have never been published elsewhere. Every submitted article will be reviewed by our experts within the allotted time. Thus, the announcement of received article to be published in JEs Journal will be announced at least one month after the article being submitted. We truly notice about plagiarism and the originality of the article. Once we detect plagiarism exceeding provisions, then a possible decision for rejection will be automatically made regardless of journal quality. Please take a look at Submission Guidelines and Peer Review Process for further information regarding the process of publication and publication ethics in this journal.
Arjuna Subject : Umum - Umum
Articles 16 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): Agustus" : 16 Documents clear
Management of Scout Extracurricular Activities in Improving Non-Academic Achievements of Students at Islamic Senior High Schools Fatchudin Fatchudin; Umi Arifah; Shohibul Adib; Agus Salim; Siti Fatimah
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.1860

Abstract

This research aims to determine the management of scout extracurricular activities in improving the non-academic achievements of students at Madrasah Aliyah Raudlatul Huda Adipala. This research method uses a qualitative approach, and data collection techniques include observation, interviews, and documentation. The collected data from these techniques were analyzed using the Miles and Huberman and Saldana model, employing four stages: data collection, data condensation, data presentation, and data verification. The research results indicate that the management of Scout Extracurricular Activities in Improving Non-Academic Achievements of Students at Madrasah Aliyah Raudlatul Huda Adipala has been well-planned, programmed, implemented, and evaluated through three stages: the planning stage, the implementation stage, and the evaluation stage, which are carried out as follows: The formulation stage of strategic extracurricular management, where a SWOT analysis is conducted. The application process of programs and activities/actions to be carried out by all units based on the principal's policies. All policies made by the principal involve all stakeholders. The evaluation of scout extracurricular management is carried out by measuring the extent to which the objectives have been achieved and how effective the management strategies implemented have been.
Pedagogic Competence of PAI Teachers in the Implementation of the Merdeka Curriculum Watoni, M Saipul; Hadi, Alfan; Eniza
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2125

Abstract

The implementation of the Merdeka Curriculum in Indonesia demands teachers to possess strong pedagogic competence characterized by student-centered instruction, adaptive planning, and integration of character values. This study aims to analyze the pedagogic competence of Islamic Education (PAI) teachers in implementing the Merdeka Curriculum, focusing on nine competence indicators: understanding student characteristics, lesson planning, learning implementation, assessment design, utilization of media and technology, classroom management, contextual learning integration, reflective teaching, and character and Pancasila Profile development. This research employed a mixed descriptive approach, combining rubric-based assessment, documentation analysis, classroom observation, and teacher self-reflection questionnaires. Three PAI teachers at RA Al Hikmah NW Batu Rimpang were evaluated by school leaders using a standardized rubric and further interviewed to explore challenges and pedagogical practices. The results show that PAI teachers demonstrate a high level of pedagogic competence with an overall score of 3.28. Teachers excel in lesson planning and character development, particularly in integrating Islamic values with the Pancasila Student Profile through contextual, ethical, and collaborative learning activities. However, the findings also reveal that teachers have not fully maximized reflective teaching and digital pedagogical competence due to insufficient training and limited use of interactive learning platforms. These limitations affect digital assessment practices and weaken data-driven instructional improvement. The study implies the need for structured mentoring in reflective teaching and professional development focused on digital pedagogy. This research recommends strengthened institutional support, technological resources, and longitudinal monitoring to optimize PAI teacher competence in implementing the Merdeka Curriculum.
Strategies for Developing Holistic-Integrative Programs in Early Childhood Education Muji Agus Sofiyandi; Syamsul Arifin; Inshomuddin; Tobroni
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study addresses the limited provision of early childhood education (ECE) services, which remains disproportionate to the number of children requiring access. Existing programs, such as toddler family development initiatives and integrated health service posts, have not yet delivered comprehensive, synergistic, and integrative services encompassing education, health, and nutrition. Therefore, this research aims to examine the implementation strategy of holistic-integrative early childhood education at the As-Syifa Early Childhood Education Center in Orong Bawa Village, Utan District. Data were collected through interviews, questionnaires, observations, and documentation, and analyzed using SWOT analysis to identify internal (strengths and weaknesses) and external (opportunities and threats) factors influencing the Holistic-Integrative ECE (PAUD HI) program. The results show an internal factor score of -0.2 and an external factor score of 0.6, positioning the program within a specific SWOT quadrant that informs strategic development. The findings indicate that the development of holistic-integrative ECE can be achieved through: (1) the provision of holistic services covering education, health, and child guidance; (2) the implementation of integrative learning strategies addressing cognitive, affective, and psychomotor domains; and (3) strengthening communication and guidance for parents. Furthermore, effective coordination with related institutions, such as integrated health service posts (Posyandu) and Bina Keluarga Balita (BKB), is essential. In conclusion, holistic-integrative ECE plays a critical role in facilitating comprehensive child development and requires collaborative, systematic, and integrated implementation among all stakeholders.
The Influence of Learning Strategies and Learning Environment on the Difficulties of Learning Economics in Grade X Students Muhamad Juaini; Mispandi
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2615

Abstract

This study aims to determine the influence of learning strategies and the learning environment on difficulties in learning economics.This study employed a quantitative research method with a descriptive design. The study population was 175 tenth-grade students of SMAN 1 Sakra Timur. The sample size was 35 students, selected using a proportional sampling technique. The data collection technique and instrument used in this study was a questionnaire. Data were analyzed using validity tests, reliability tests, autocorrelation tests using the runs test method, multiple linear regression tests, multiple correlation tests, the coefficient of determination (R2) test, partial t-tests, and simultaneous f-tests, using SPSS version 26 software.The results of this study indicate that, partially, there is no significant influence between the variables of learning strategies and the learning environment on difficulties in learning economics. This is evidenced by the calculated t-value < t-table (0.762 < 2.037) for the learning strategies variable, and the calculated t-value < t-table (-1.267 < 2.037) for the learning environment variable. And there is no significant influence between learning strategies and learning environments on the difficulty of learning economics (Y). Proven by the F-count value < F-table (0.833 < 3.29) with a significance value of 5%. It can be concluded that learning strategies and learning environments do not have a significant influence on the difficulty of learning economics
The Effectiveness of The Snowball Throwing Learning Model on Children’s Creativity Rokyal Harjanty; Sry Anita Rahman; Farlina Hardianti
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2862

Abstract

Early childhood is a period of rapid development that is fundamental to later life. Several common problems in schools include teachers often implementing monotpnous and unvaried learning models. Selecting the right model to enhance the potential of early childhood is crucial to fully develop their abilities. The learning model employed within this research is the snowball casting approach. The pbjective of this investigation is to improve the effectiveness and creativity of children through the snowball –pitching teaching strategy at Mutiara Islami Kindergarten. The type of research in this study, when viewed regarding the research methodology, employs a numerical approach and empirical method. The type of research design one-group pretest-posttest. This study was conducted at Mutiara Islami Kindergarten, located at Citra Mutiara, JL. Banda Seraya No. 12 Block O, Pagutan, Mataram District, Mataram City, West Nusa Tenggara, in the even term of the 2024/2025 scholastic year. The participants in this research was all gade B pupils of Mutiara Islami Kindergarten during the second term of the 2024/2025 scholastic year, comprising of 15 pupils. The posttest learning outcomes after using the snowball throwing learning model on children’s creativity obtained the lowest value of 71 and the highest value of 85, with an average value of 78. So the difference between the pretest and posttest values is 1.6. The outcomes of the computation of the pre-assessment score with a mean of 76,4 and the posttest with a mean of 78, having a total n of fifteen and a significance level of 0.05, obtained an Ltable of 0.22 and L0 of Lhitung of 0.169. Because L0 < Ltable, which is 0.169 < 0.22, then H0 is accepted. Hence, one can infer that the sample is normally distributed. Study outcomes revealed a rise in measurements when comparing baseline data with follow-up results. Hence, one can infer that the snowball throwing academic strategy is effective in increase pupil creativity. This study can be said to be effective if the data obtained shows that pupil learning outcomes have increase when the snowball throwing model is applied.
The Implementation of STEM- and AI-Based Project-Based Learning in Enhancing Problem-Solving Skills and Self-Regulated Learning of Elementary School Students Pransisca, Made Ayu; Hadi, Samsul; Winda, Tika
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2865

Abstract

This study aims to examine the effectiveness of implementing Project-Based Learning (PjBL) integrated with Science, Technology, Engineering, and Mathematics (STEM) and Artificial Intelligence (AI) in enhancing problem-solving skills and self-regulated learning (SRL) among elementary school students. The study was motivated by the low level of students' problem-solving skills and SRL, which has largely been attributed to the persistence of teacher-centered instruction. A mixed-methods approach was employed using a quasi-experimental design with a non-equivalent control group. The participants were fifth-grade elementary school students assigned to an experimental group and a control group. Data were collected through tests, questionnaires, observations, and interviews, and were analyzed using normality tests, homogeneity tests, independent samples t-tests, and thematic analysis. The findings indicate that STEM- and AI-based PjBL significantly enhances students' problem-solving skills and SRL.

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