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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 35 Documents
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Search results for , issue "Vol. 4 No. 1 (2026): April" : 35 Documents clear
Identification of High School Students' Science Process Skills: A Basis for Developing an Ecotourism-STEM Integrated Physics E-Module to Enhance Environmental Awareness Alaydrus, Abdul Kadir; Rokhmat, Joni; Jufri, A. Wahab; Gunawan; Doyan, Aris; Sukarso, AA
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2380

Abstract

Science Process Skills (SPS) is an essential foundation in physics learning that requires the identification of students' initial profiles to ensure the development of appropriate teaching materials. However, this identification is often overlooked. Furthermore, the integration of the local environmental context and the STEM (Science, Technology, Engineering, and Mathematics) approach has the potential to be a relevant framework for improving scientific skills and environmental awareness. This study aims to identify students' SPS profiles as an empirical basis for developing an ecotourism-STEM-based physics e-module. The method used is a quantitative descriptive study with a survey technique. The research subjects consisted of 176 10th-grade students from SMAN 2 Mataram City and 38 students from SMAN 10 Mataram City who were selected purposively based on access to local ecotourism potential. The SPS test instrument was developed based on six main indicators, namely observation, classification, interpretation, prediction, experimental planning, and communication. Data were analyzed descriptively to map students' SPS profiles. The identification results show that students' SPS profiles are in the medium to low category with significant variability. The average SPS score at SMAN 2 Mataram City reached 38.52 (medium category) with a range of 3–68, while at SMAN 10 Mataram City the average score was 25.00 (low category) with a range of 3–75. The dimensions of experimental planning and data interpretation were the aspects with the lowest achievements, indicating that physics learning is still verification and procedural. This study concludes that identifying the SPS profile is a crucial stage in developing teaching materials that are adaptive to student needs. These findings form the basis for the development of an ecotourism-STEM integrated physics e-module designed to develop science process skills in a targeted manner while instilling environmental awareness through a contextual local context.
Integrated Assessment Framework for Practicum Science Mini Project Alamiah Models Ardiansyah , Bakhtiar; Ramdani, Agus; Hakim, Aliefman; Makhrus, Muh
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2394

Abstract

This study aims to provide an overview of the thinking framework in the assessment aspect that is implemented in an integrated manner in formative assessment in the application of the Alamiah mini project science practice model. This study is based on theoretical analysis related to formative assessment which is implemented to determine the achievement of the learning process implemented in the knowledge, skills and attitude specifications. The literature review is sourced from several articles in accredited journals Sinta and Scopus with the help of the publish and spreris application tool.The results of this study are in the form of a collection of assessment indicators implemented based on the Alamiah mini project science practice model which is currently being developed which can support the formative assessment process in an effort to fulfill student competencies in the knowledge aspect (high -level thinking skills), skills aspect (science process skills) and attitude (scientific attitude). The stages of learning in the Alamiah Mini Project Science practicum have equivalent indicators that can measure and inform student learning outcomes, especially at the Junior High School level.
Integrating Artificial Intelligence and Educational Evaluation for Improving Teacher Professional Competence Syahrir; Fandir, A.; Nurfidah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2413

Abstract

The integration of digital technology in education has significantly transformed evaluation practices and teacher professional development. However, many educational institutions still rely on conventional evaluation systems that emphasize administrative reporting rather than providing meaningful feedback for improving instructional quality. This study examines the integration of artificial intelligence (AI) in educational evaluation to support reflective teaching and data-driven professional development. A mixed-method sequential explanatory design was employed, involving 120 teachers and school administrators from junior high schools in West Nusa Tenggara, Indonesia. Quantitative data were collected through structured questionnaires and analyzed using descriptive statistics, while qualitative data from interviews and document analysis were examined using thematic analysis. The findings reveal a high level of teacher acceptance of AI-based evaluation systems, with an overall mean score of 4.28 (very positive category). The highest-rated aspect was continuous feedback provision (M = 4.36), followed by comprehensive evaluation data (M = 4.32). Qualitative findings indicate that AI-based evaluation enhances teachers’ understanding of classroom interaction patterns, student engagement, and instructional effectiveness. These findings demonstrate that AI-assisted evaluation systems contribute to more effective monitoring of teaching performance and strengthen evidence-based instructional decision-making. This study provides empirical evidence for the development of AI-integrated evaluation frameworks that support sustainable improvement in teaching quality and teacher professional competence.
The Importance of AI in Science Education Through Game-Based Learning Strategies in Fostering Students’ Scientific Thinking Skills Ramadhan, Syahru; Faradilah, Aulia; Hermansyah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2417

Abstract

Science education in elementary schools must adapt to advancements in artificial intelligence and the demands of 21st-century skills, particularly students scientific thinking abilities. Conventional teaching methods have been shown to limit students exploration, active participation, and scientific reasoning; therefore, the integration of more adaptive and interactive approaches through Artificial Intelligence (AI) and Game-Based Learning (GBL) strategies is necessary. This study aims to describe the urgency and forms of AI implementation in IPAS instruction to stimulate students scientific thinking skills at SDN 19 Kota Bima. The study employed a qualitative approach with data sources comprising teachers, students, and learning activities. Data collection methods included classroom observations, in-depth interviews, and documentation, involving IPAS teachers and students as participants selected through purposive sampling based on the research needs. The learning context was observed directly. Data analysis was conducted through thematic coding, data reduction, data presentation, and verification using source triangulation, member checking, and peer discussion. The research findings, based on interviews, indicate that the integration of AI through GBL in IPAS learning has transformed the instructional design into a more exploratory approach. This is evident from the increased active participation of students and enhanced collaboration, as observed through an increase in their ability to observe, ask questions, test hypotheses, and draw conclusions in accordance with the indicators of scientific thinking. Based on interviews with teachers and students, IPAS learning through AI functions as a digital experimental medium that enables students to solve problems independently with the teacher serving as a facilitator. This approach also fosters a transformation of the school’s learning culture toward inquiry-based learning that is more adaptive, enjoyable, and relevant to advancements in educational technology.
The Influence of Children's Storybooks on Reading Interest in Elementary Schools Aswasulasikin; Mazda Leva Okta Safitri; Nurdin Kamil; Bunda Harini; Meilani Tirta Sari
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2418

Abstract

This study aimed to examine the effect of children’s storybooks on elementary school students’ reading interest. The research employed a quasi-experimental design with a non-equivalent control group design. The participants consisted of 54 fourth-grade students aged 9–10 years from a public elementary school in Indonesia, consisting of 25 males and 29 females. The students were divided into three groups: 18 students in the control class, 18 in experimental class 1, and 18 in experimental class 2. Data were collected using a reading interest questionnaire administered during pretest and posttest, supported by observation and documentation. The data were analyzed quantitatively using paired samples t-tests to examine within-group differences and additional analyses, including independent samples t-tests and one-way ANOVA, to compare differences between groups. The results showed no significant difference in the reading interest of students in the control class. In contrast, significant improvements were found in both experimental classes after the implementation of children’s storybooks. Furthermore, the between-group analysis indicated that the experimental groups demonstrated greater improvement compared to the control group. These findings suggest that the use of children’s storybooks has a positively and statistically significant effect on improving students’ reading interest. Therefore, children’s storybooks can be considered an effective instructional medium to enhance reading interest among elementary school students.
A Data-Driven Policy–Governance Alignment Model for Lecturer Performance Management in Vocational Higher Education Fandir, A.; Permana, Johar; Aedi, Nur; Triatna, Cepi
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2419

Abstract

The persistent misalignment between national higher education policy mandates and institutional governance practices in Indonesian vocational higher education institutions (VHEIs) continues to obstruct effective lecturer performance management. This study develops and validates the Data-Driven Policy–Governance Alignment Model (DPGAM), a theoretically integrated framework that synthesizes policy alignment theory, institutional analytics theory, and organizational learning theory to diagnose and bridge the policy–governance gap in VHEIs. Employing a sequential explanatory mixed-methods design with a comparison group longitudinal component, this study aimed to analyze data from 4,424 lecturers across 142 VHEIs between 2022 and 2024. A 48-item validated instrument, the Governance Alignment Assessment Tool (GAAT), measured six governance dimensions. Common method bias was assessed using Harman's single-factor test (variance explained = 22.7%, below the 50% threshold) and procedural remedies. Structural equation modeling (SEM) identified Policy Compliance Index (? = 0.421, p < .001), Governance Transparency Score (? = 0.318, p < .001), and Data Infrastructure Quality (? = 0.287, p = .003) as the strongest predictors of the Policy Alignment Score (PAS). Post-DPGAM implementation demonstrated a statistically significant improvement in the Composite Lecturer Performance Index (CLPI) from 63.5 to 76.8 (Cohen's d = 1.32, p < .001; difference-in-differences = 11.4 points). Unexpectedly, private polytechnics showed disproportionately lower transparency compliance than community colleges, challenging assumptions about institutional size and governance capacity. The model demonstrated strong construct validity (Cronbach's ? = 0.74–0.87) and acceptable model fit (CFI = .962, RMSEA = .048). These findings offer a theoretically grounded, empirically validated, and reproducible governance framework for policymakers and administrators in vocational higher education
Strengthening The Pancasila Student Profile In The Independent Curriculum at Elementary Schools Sitepu, Melyani Sari; Lubis, Baihaqi Siddik; Ryan Taufika
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2426

Abstract

The Pancasila Student Profile is one of the government's efforts to internalize Pancasila values ??in society through education. This study was conducted to analyze the implementation of the Pancasila student profile in the independent curriculum, especially in differentiated learning methods in Elementary Schools. The purpose of this study is to describe the application of the Pancasila student profile in the independent curriculum for students of UPT SD Negeri 17 Durian, Medang Deras District, using the Pancasila student profile dimension indicators. This study uses a qualitative method with a descriptive approach. The research subjects were the principal, the fourth-grade homeroom teacher, and fourth-grade students of SD Negeri 17 Durian. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using data triangulation techniques. The results of the study show that the implementation of the independent curriculum is effective in shaping students' character. Most students are in the good category in the dimensions of faith and noble character (68%), global diversity (46.6%), cooperation (31.6%), independence (96%), creativity (21.6%), and critical reasoning (47.97%). Implementing this curriculum not only increases students' motivation and potential but also shapes their character, developing them into intelligent and disciplined individuals. These results imply that the independent curriculum can shape the Pancasila Student Profile.
From Academic Culture to Organisational Sustainability: The Mediating Role of Faculty Performance in Higher Education Chaniago, Harmon; Hidayat, Hidayat
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2433

Abstract

This study aims to examine the influence of academic culture on organisational sustainability, with faculty performance as a mediating factor, in the context of higher education. A qualitative case study approach was employed. In this study, mediation is interpreted as an explanatory process that describes how academic culture influences organisational sustainability through faculty performance, consistent with the qualitative research design. Data were collected through semi-structured interviews with 30 faculty members from private universities and analysed using thematic analysis in NVivo 14. The findings reveal that academic culture serves as a fundamental driver shaping faculty behaviour and work orientation. Individual motivation, institutional demands, and administrative workload influence faculty performance. The key finding of this study highlights that faculty performance serves as a key mechanism connecting academic culture and organisational sustainability. Organisational sustainability is conceptualised as a multidimensional construct encompassing academic quality, governance, and innovation. This study contributes to theory by proposing a more integrated understanding of the relationship among academic culture, faculty performance, and organisational sustainability. This study contributes theoretically by integrating academic culture, faculty performance, and organisational sustainability into a comprehensive conceptual model. Practically, the findings emphasise the importance of strengthening academic culture, improving faculty performance, and enhancing leadership roles in promoting sustainability in higher education institutions, particularly in developing countries such as Indonesia
Enhancing Students’ Creative Thinking Through Creative Problem Solving-Based Learning: Design and Implementation Baiq Fatmawati; Aulia Ida Zulfitri
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2440

Abstract

This study aimed to develop a Creative Problem Solving-based teaching module and to evaluate its effectiveness in enhancing students’ creative thinking on the topic of viruses in senior high school biology. The study employed a development research design using the 4D model consisting of Define, Design, Develop, and Disseminate stages, followed by a quasi-experimental evaluation in classroom implementation. The participants were tenth-grade students of Madrasah Aliyah Muallimin NWDI Pancor, Indonesia. The experimental group consisted of 33 students, while the control group consisted of 37 students. Data were collected through expert validation sheets, questionnaires, and pretest-posttest assessments. The data were analyzed using descriptive statistics, independent samples t-test, normalized gain analysis, and Cohen’s d effect size analysis. The findings showed that the experimental group achieved greater improvement than the control group. The posttest results indicated a significant difference between the two groups (t = -5.11, p < 0.001), with a large effect size (Cohen’s d = 1.24). These findings suggest that the Creative Problem Solving-based teaching module has promising potential to support students’ creative thinking in biology learning. However, the results should be interpreted within the context of the study setting and research design
A Systematic Literature Review on Project-Based Learning (PjBL) in Islamic Religious Education within the Independent Curriculum Hasnida, Hasnida; Akbar, Muhammad Ali; Misbah, Muh.; H. Idris, Meity
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2480

Abstract

The implementation of Islamic Religious Education (IRE) in schools continues to face persistent challenges, particularly in fostering students’ character internalization and overcoming passive, teacher-centered learning practices. These issues highlight the urgency of adopting more innovative and contextual learning models, such as Project-Based Learning (PjBL), within the Independent Curriculum framework. This study employs a library research method by systematically collecting and analyzing data from reputable academic databases, including Google Scholar, Scopus-indexed journals, and national accredited journals (SINTA). The selected literature was published between 2018 and 2024, resulting in a total of 25 relevant articles that were synthesized to examine the implementation of project-based IRE learning. The findings indicate that: (1) the project-based IRE learning model in the Independent Curriculum emphasizes experiential and contextual learning, where students engage in meaningful projects related to daily religious practices, such as observing community worship activities and conducting social campaigns, thereby enabling the practical application of Islamic values; (2) the implementation strategy involves structured project planning by teachers, continuous guidance throughout the learning process, and collaboration with external stakeholders, including religious leaders, while students actively participate both individually and collaboratively to construct their understanding; and (3) the urgency of this model lies in its capacity to enhance students’ independence, social competence, and Islamic character by facilitating the integration of religious teachings into real-life contexts, in alignment with the objectives of the Independent Curriculum.

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