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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
Bridging AI and Academic Integrity: A Study of Self-Efficacy in AI-Assisted Scientific Writing in Higher Education Abdul, Hakim; Soetam Rizky, Wicaksono
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.v4i1.2489

Abstract

The integration of artificial intelligence (AI) tools in higher education has transformed how students engage with academic tasks, particularly in project-based learning environments. The research investigates the impact of AI-assisted learning on student self-efficacy within an Information Systems program at a higher education institution in Malang, Indonesia. An experimental approach was implemented in two courses, Testing and Documentation and Digital Transformation, where students utilized AI tools, including ChatGPT, Google Gemini, and Consensus, to develop scientific reports based on real-world projects. Data were collected through two stages of Focus Group Discussions (FGDs) involving 20 students selected through random sampling, supported by open-ended interview questions and qualitative analysis. The findings reveal a dynamic relationship between AI usage and self-efficacy. At the initial stage, students reported increased confidence due to AI’s ability to support idea generation, structuring, and writing efficiency. This led to a temporary decline in self-efficacy, highlighting students’ limited ability to critically evaluate AI-generated content. In the second stage, following structured guidance from the lecturer on validation techniques and critical review, students demonstrated improved confidence and stronger analytical skills. Their self-efficacy increased as they gained control over the process of verifying AI outputs, resulting in more scientifically valid and accountable reports. This study contributes to the literature by demonstrating that self-efficacy is not a static outcome of AI adoption but a dynamic construct influenced by instructional design. The results emphasize the importance of lecturer-led scaffolding in transforming AI from a dependency tool into a catalyst for critical thinking. The findings provide practical implications for designing AI-integrated learning strategies that balance technological support with the development of student autonomy and academic integrity.
Between Innovation and Tradition: Teachers’ and Students’ Perceptions of Artificial Intelligence (AI) in Pesantren English Classrooms M. Adib Nazri; Made Hery Santosa; Ni Made Ratminingsih; Yulia Agustina
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.v4i1.2490

Abstract

This study explores the perceptions, pedagogical challenges, and integration strategies of teachers and students regarding the use of Artificial Intelligence (AI) in English language classrooms within a pesantren (Islamic boarding school) context. Employing a case study design with a phenomenological lens, this research aims to uncover how AI-based tools are received and interpreted amidst the daily learning experiences of a single pesantren. Data are collected through semi-structured interviews and reflective observations, while acknowledging the researcher’s dual positionality as both an insider and observer to ensure a nuanced interpretation of the findings. The study focuses on both the pedagogical benefits and the cultural tensions between technological innovation and traditional religious values. The findings are expected to offer a framework for culturally responsive AI integration in language education, specifically contributing to the discourse of digital literacy within Islamic educational settings
From Organizational Culture to Psychological Flourishing: The Mediating Role of Employee Well-being in Higher Education Sunarsih, Sunarsih; Izzah, Lailatul; Hamdi, Raspan; Arifin, Arifin
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.v4i1.2508

Abstract

This study examines the structural relationships among organizational culture, employee well-being, and psychological flourishing in higher education. Grounded in Denison’s cultural framework and the PERMA model of well-being, the research proposes that employee well-being mediates the relationship between organizational culture and flourishing. A quantitative explanatory design was employed involving 210 lecturers from private universities in Pekanbaru, Indonesia. Data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings indicate that organizational culture has a strong and significant positive effect on employee well-being (? = 0.733, p < 0.001). Employee well-being significantly predicts psychological flourishing (? = 0.276, p < 0.01). However, organizational culture does not have a significant direct effect on flourishing. Mediation analysis reveals that employee well-being fully mediates the relationship between organizational culture and psychological flourishing. The model explains 53.7% of the variance in employee well-being and 7.4% of the variance in flourishing. These results suggest that institutional culture enhances flourishing primarily through strengthening lecturers’ multidimensional well-being. This limitation should be more explicitly acknowledged to avoid overstating the model’s explanatory power. The study contributes to positive organizational scholarship by integrating cultural theory, PERMA-based well-being, and flourishing into a unified framework within the higher education context
Examining the Impact of Principals’ Leadership on Teachers’ Organizational Commitment: A Meta-Analysis Yusuf, Furtasan Ali
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.v4i1.2514

Abstract

This study analyzes the relationship between principals’ leadership and teachers’ organizational commitment using a meta-analysis of studies from 2017–2025, addressing concerns about burnout and inconsistent prior findings. It aims to evaluate result variations, determine the overall effect size, and examine potential publication bias. This study employed a quantitative meta-analytic design by synthesizing 30 eligible journal articles. The included studies were drawn from formal educational settings and represented several leadership categories, including transformational-based, instructional/strategic, ethical-relational, and distributed/participative leadership. Correlation coefficients were used as the main effect size indicator, while reported t-values were converted into correlation coefficients when necessary. The eligibility criteria included studies that examined the relationship between principals’ leadership and teachers’ organizational commitment, reported statistical data (e.g., r or t values), were conducted in formal educational settings, published in indexed journals, provided clear sample sizes, were published between 2017 and 2025, and written in English. The studies were systematically identified through searches in several academic databases, including Scopus, Web of Science, ERIC, EBSCO and ScienceDirect. The data were analyzed using a correlation-based meta-analysis with a random-effects model in JASP to test heterogeneity, estimate the combined effect size, and examine publication bias. The findings showed that the meta-analysis included 30 studies examining the relationship between principals’ leadership and teachers’ organizational commitment. The results indicated very high heterogeneity across studies (I² ranging from 97.84% to 99.60%). Overall, principals’ leadership was positively and significantly related to teachers’ organizational commitment, with instructional/strategic leadership demonstrating the strongest pooled effect size (r = 0.61, 95% CI [0.34, 0.79]). The publication bias analysis further indicated that the meta-analytic findings were statistically robust. The study concludes that principals’ leadership is an important factor in strengthening teachers’ organizational commitment, although the magnitude of its effect varies across leadership approaches and educational contexts.
Validation of CCAPS-Indo for Indonesian High School Students Susi Fitri; Dede Rahmat Hidayat; Bagus Julian Hikmy
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.v4i1.2515

Abstract

Mental health problems among Indonesian high school students may interfere with academic functioning, social adjustment, and overall well-being, yet schools still lack multidimensional instruments that are culturally appropriate for early identification. This study aimed to adapt and validate the Indonesian version of the Counseling Center Assessment of Psychological Symptoms (CCAPS-Indo) for use with high school students. The original CCAPS-62 was translated, back-translated, and reviewed for cultural relevance before psychometric testing. Data were collected from 450 students enrolled in senior high schools and vocational high schools in Jakarta, Indonesia. Construct validity was examined using second-order confirmatory factor analysis, while composite reliability and average variance extracted were used to evaluate reliability and convergent validity. The refined model retained 42 items across eight dimensions. Most model-fit indices indicated acceptable to good fit, including ?2/df, GFI, CFI, TLI, NFI, IFI, RMSEA, and SRMR, although AGFI remained below the preferred threshold. Standardized loading factors for retained items ranged from 0.55 to 0.98, and composite reliability values ranged from 0.66 to 0.91. These findings suggest that the CCAPS-Indo demonstrates acceptable psychometric performance for assessing psychological symptoms among Indonesian high school students. The instrument may therefore be used as a school-based screening tool to support early identification and intervention, although further validation with broader and more diverse samples is still needed
Evaluation of Education and Training Programs for Civil Servants’ Managerial Competence Using the Kirkpatrick Model Sudirman, Dhani; Nur, Farihin; Subasman, Iman; Hendar, Hendar; Supriatna, Asep
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.v4i1.2517

Abstract

This study aims to examines the evaluation of education and training programs aimed at enhancing civil servants’ managerial competence using the Kirkpatrick Model. A qualitative approach was employed, using in-depth interviews, observation, and documentation as data collection techniques. The data were analyzed through thematic analysis to identify key patterns and findings. The results indicate that the training program achieved positive outcomes at the reaction and learning levels, where participants demonstrated increased knowledge, analytical skills, and improved perceptions of the training. However, the effectiveness decreased at the behavior and results levels, as the application of learning in the workplace was not consistent and organizational impacts were not systematically measured. These findings suggest that while training programs are effective in improving individual competencies, their long-term success depends on organizational support and structured evaluation systems. Strengthening post-training strategies and evaluation mechanisms is essential to ensure sustainable impacts of training programs in the public sector.
The Use of Herbarium Media Assisted by Bigbook in Science Learning to Improve Students' Critical Thinking Ability Sani, Muhammad Anwar; Hamzan, Hamzan
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.v4i1.2524

Abstract

This research is motivated by the low critical thinking ability of fourth-grade students at MIN 1 Mataram City. Out of 30 students, 13 had low critical thinking skills. The purpose of this study was to improve students' critical thinking ability through the use of herbarium media assisted by a bigbook in class IV MIN 1 Mataram City in the 2025/2026 academic year. This type of research is classroom action research (CAR). The research setting was at MIN 1 Mataram City. The target of this research was to improve students' critical thinking ability through the use of herbarium media assisted by a bigbook. This research was conducted in two cycles, each cycle consisting of four stages: planning, implementation and observation, evaluation, and reflection. The instruments used were observation and tests. Data analysis was conducted qualitatively and quantitatively. The results showed that the use of herbarium media assisted by a bigbook could improve students' critical thinking ability. The average score of critical thinking skills increased from pre-action conditions of 40% to 63.33% in cycle I (good category), and 86.66% in cycle II (very good category). Teacher activities in learning increased from 68.05% in cycle I to 84.72% in cycle II, while student activities increased from 63.19% to 83.33%. This improvement includes aspects of solving problems clearly, directedly, and purposefully, being able to analyze and conclude ideas according to phenomena and events that occur, and being able to draw conclusions and solve problems systematically with valid opinions
Factors Associated with Patient Safety Incident Reporting in Hospitals: A Scoping Review Rahayu, Sri; Hasanah, Idyatul; Zulkahfi, Zulkahfi
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.v4i1.2534

Abstract

Background: Patient safety incident reporting is a key component of hospital patient safety systems because it helps identify errors, analyze root causes, and improve healthcare quality. However, incident reporting remains low in many hospitals, limiting opportunities for organizational learning and patient safety improvement. Individual, organizational, cultural, and reporting system factors may influence reporting behavior among healthcare workers. Objective: This study aimed to identify and map factors associated with patient safety incident reporting in hospitals. Methods: A scoping review was conducted following the PRISMA-ScR guideline. Literature searches were performed in PubMed, ScienceDirect, and ProQuest for articles published between 2021 and 2026. Articles were screened using Rayyan, and study quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools. Results: A total of 24 studies met the inclusion criteria. Four major categories influencing patient safety incident reporting were identified: individual factors, organizational factors, patient safety culture, and reporting system factors. Patient safety culture was identified as the most influential factor, particularly teamwork, communication openness, and non-punitive responses to errors. Leadership support, staffing, workload, healthcare workers’ knowledge, and reporting systems with feedback mechanisms were also associated with reporting behavior. Conclusion: Patient safety incident reporting is influenced by multiple interrelated factors. Strengthening patient safety culture, enhancing organizational support, and improving reporting systems are essential strategies to increase incident reporting and ultimately improve the quality of patient safety in hospital settings.
Video-Based CPOT Training and Its Impact on ICU Nurses’ Self-Efficacy and Pain Assessment: A Quasi-Experimental Study Ariyanti, Maelina; Bahtiar, Heri; Setiawati, Diana
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.v4i1.2546

Abstract

Pain assessment in non-verbal critically ill patients remains a major challenge in intensive care units (ICUs). The Critical-Care Pain Observation Tool (CPOT) is recommended for identifying pain in patients who are unable to self-report; however, its successful implementation depends on nurses’ self-efficacy and performance. Video-based training may be more effective than conventional methods because it provides visual demonstrations, flexible access, and opportunities for repeated learning. Objective: This study aimed to examine the effect of video-based CPOT training on ICU nurses’ self-efficacy and pain assessment performance.  A quasi-experimental crossover study was conducted among 40 ICU nurses from two hospitals in West Nusa Tenggara, Indonesia. Participants received CPOT training using both video-based and manual-book methods, separated by a two-week washout period. Self-efficacy and performance were evaluated pre- and post-intervention. Data were analyzed using paired t-test, independent t-test, Pearson correlation, and linear regression. Compared to the manual-book group, the video group demonstrated greater mean increases in self-efficacy (11.95 vs. 8.95; p < 0.001) and performance scores (43.60 vs. 38.70; p = 0.008). Furthermore, self-efficacy was positively associated with performance. In conclusion, video-based training is more effective than manual-book methods for CPOT implementation. Video- As a practical implication, integrating educational videos into routine ICU training and orientation programs can standardize pain assessment protocols, ultimately improving the quality of pain management for non-verbal critically ill patients.
Strengthening Literacy Numeracy through Learning Trajectory Based on Realistic Mathematics Education in Elementary Schools Ruqoiyyah, Siti; Hidayati, Djuita
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.v4i1.2568

Abstract

Study This aim For increase literacy numeracy student school base through implementation learning trajectory based Realistic Mathematics Education (RME). Study This due to the low background ability literacy numeracy students shown? through results studies international as well as practice learning that is still ongoing nature conventional and less contextual . The method used is study action classes (PTK) that are implemented in two cycles , each covering stage planning , implementation , observation , and reflection . Subject study there are 29 students fourth grade school basis in West Lombok. Data collection was carried out through test literacy numeracy , observation activity students and teachers, as well as documentation . Data analyzed in a way quantitative and qualitative . Research results show existence improvement significant on literacy numeracy students . Completion classical increase from 68% in cycle I to 89% in cycle II. An increase also occurred in the indicators literacy numeracy , namely ability represent situation mathematics (82% to 87%), using problem-solving strategies problems (69% to 85%), as well reasoning and giving reasons (65% to 83%). In addition , the activity students and teachers improve to very good category . Findings This show that integration learning trajectory and RME capable create structured , contextual , and meaningful learning . Students No only understand draft mathematics , but also able to apply it in situation real

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