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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
Religious Meaning-Making and Psychological Well-Being among Islamic Education Students in Sidoarjo: A Psychology of Religion Perspective Sudirman; Mubarok, Moch. Zakki; Putra, J. Nabiel Aha; Salsabilah, Nuril Hidayati
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.v4i1.2597

Abstract

This study explores the process of religious meaning-making among Islamic Education students and its contribution to psychological well-being from the perspective of the psychology of religion. Psychological well-being has become a critical concern in higher education, as students face increasing academic pressures, social challenges, and future uncertainties. In this context, religious meaning-making functions as a psychological and spiritual mechanism that enables individuals to interpret life experiences within a meaningful religious framework. This study employs a qualitative approach using Interpretative Phenomenological Analysis (IPA). A total of 12–15 Islamic Education students were selected through purposive sampling. Data were collected through in-depth interviews, limited observations, and reflective documents, and analyzed using thematic analysis. The findings reveal three core processes: (1) reinterpretation of life experiences through a religious lens, (2) engagement in spiritual practices as coping strategies, and (3) integration of religious identity with life purpose. These processes contribute to the development of spiritual resilience, reflected in emotional stability, optimism, and a stronger sense of meaning in life. This study contributes to the psychology of religion by highlighting religious meaning-making as a key mechanism in enhancing psychological well-being and offers practical implications for spiritually oriented student development programs.
The Relationship Between The Economic Conditions Of Millennial Parents And The Learning Motivation Of Early Childhood Risma Nurfaiqotul Himah; Maria Qori'ah; Viena Wanidha Andriani; Imam Wahyono; Riris Wahyuningsih; Ria Octa Viana
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.v4i1.2612

Abstract

In today's society, millennial parents face real challenges in the form of soaring preschool costs and increasingly demanding educational facilities for children. This uncertain economic situation creates an urgent need to understand how family financial stability affects children's mental readiness and motivation to learn during their early developmental stages. This study aims to analyze the relationship between the economic conditions of millennial parents and the learning motivation of 5-6-year-old children at Muslimat Khadijah Kindergarten 157 Rogojampi. Referring to Lawrence W. Green's theory, this study positions economic conditions as an enabling factor that determines the accessibility of educational facilities, while the values ??held by parents act as a predisposing factor. The research method used was a quantitative correlational method with a sample of 90 participants. Data were collected through questionnaires, classroom observations, and documentation, which were then analyzed using the Pearson Product-Moment correlation test. The results of the descriptive analysis show that the majority of families are in the middle (42.22%) and low (38.89%) economic categories, but children's learning motivation remains stable with an average score of 70.1. The results of the hypothesis test yielded a correlation coefficient of r = 0.714 with a significance value of 0.000 < 0.05, indicating a strong and significant positive relationship between the two variables. This finding reveals that millennial parents allocate their budget strategically by reducing tertiary expenses to prioritize essential educational needs at home. The study's conclusion confirms that family economic stability is closely related to the direction of children's motivational development. The balance between targeted financial support and intensive parenting patterns is the main key to building children's enthusiasm for learning amidst the increasingly competitive demands of life.
AI Usage in the Classroom: Understanding and Mitigating Cognitive Offloading Yudiernawati, Atti; Wicaksono, Soetam Rizky; Wahyuni, Tavip Dwi
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.v4i1.2692

Abstract

The integration of artificial intelligence (AI) in higher education has significantly transformed how students complete academic tasks, particularly in writing and analysis. This research aims to examine the impact of AI usage on students’ self-efficacy by considering cognitive offloading as an underlying mechanism. The research was conducted in an Information Systems program at a university in Malang, Indonesia, involving two classes: Digital Transformation (21 students) and Financial Technology (17 students). AI tools such as ChatGPT, Gemini, and Consensus were used to support writing, analysis, and referencing processes. Data were collected through questionnaires at the midterm and final stages, supported by focus group discussions with selected students. The results show that, at the initial stage, most students perceived AI as a tool that simplifies tasks, leading to reduced cognitive effort and increased dependency. This indicates the presence of cognitive offloading, where students rely on AI instead of engaging in deep thinking. However, after the implementation of structured learning strategies, including direct review, oral assessment, and continuous feedback, approximately half of the students demonstrated a shift toward more active cognitive engagement. They began to prioritize reasoning and validation of AI-generated outputs. Nevertheless, a small group of students remained dependent on AI, while others showed transitional behavior. This research concludes that AI can both weaken and strengthen students’ self-efficacy, depending on how it is integrated into the learning process. Cognitive offloading is not an inevitable outcome but can be controlled through appropriate instructional design. Therefore, lecturers play a critical role in ensuring that AI functions as a supportive tool rather than a replacement for cognitive processes.
Students' Perception of Academic Service Management of Study Programs and Its Implications on Student Satisfaction Paduppai, Andi Mardiana; Murnaka, Nerru Pranuta; Nashrullah, Mochamad
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.v4i1.2696

Abstract

This study aims to examine students' perceptions of academic service management within study programs and its implications for student satisfaction at Muhammadiyah University of Sidoarjo. Academic service management in this study encompasses aspects of planning, organizing, implementing, and monitoring and evaluating academic services. The study used a quantitative approach with a descriptive and correlational design. The subjects were active students at Muhammadiyah University of Sidoarjo. were selected as respondents because they have direct experience in utilizing academic services. Data were collected through a Likert-based questionnaire and analyzed using descriptive statistics and correlation analysis to examine the relationship between academic service management and student satisfaction. The results of this study are expected to provide an empirical overview of the quality of academic service management at the study program level and the level of student satisfaction as service users. The findings of this study are expected to serve as a basis for evaluation and decision-making in order to continuously improve the quality of academic services and strengthen academic governance oriented towards student satisfaction.
Teacher Work Discipline Metaphor from The Perspective of High School Students: Implications for Improving Learning Achievement Wulandari, Ayu; Nunuk Hariyati; Amrozi Khamidi; Arifannisa; Nashrullah, Mochamad; Hardianto
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.v4i1.2698

Abstract

This study aims to analyze students' perceptions of teacher discipline and its relationship with learning achievement at the high school (SMA) level. Teacher discipline is one of the important factors that affect the learning process, where teacher discipline can set a positive example and create a conducive learning environment. This study uses a survey method by distributing questionnaires to students in several high schools in the Surabaya-East Java area randomly. The data was analyzed using the results of the validity test of the instruments filled in by students about teacher discipline and learning achievement. The results of the study show that most students have a positive perception of teacher discipline. Disciplined teachers are considered to be able to increase students' motivation and concentration in learning, which ultimately has a positive impact on learning achievement. In addition, it found an insignificant relationship between teacher discipline and learning achievement, where higher teacher discipline was less likely to correlate with better learning achievement. The conclusion of this study is that students' perception of teacher discipline does not have a significant influence on learning achievement at the high school level. Therefore, it is important for teachers to continue to understand the norms that exist in schools with teachers who actively teach in the classroom and learning activities to support students' academic achievement.  
The Role of Emotion Regulation and Moral Identity in Teachers’ Prosocial Behavior in Inclusive Schools Yul Arifiana, Isrida; Bagus Ani Putra, Muhammad Ghazali; Leviana, Meizola; Nuraini Rahmawati, Intan; Iftikhar, Galih
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.v4i1.2699

Abstract

Prosocial behavior among teachers is influenced by factors such as emotion regulation and moral identity. This study aims to examine the relationships among emotion regulation, moral identity, and prosocial behavior among teachers in inclusive schools. The research employed a quantitative, non-experimental, correlational design. A total of 110 teachers from inclusive schools in East Java participated in this study, selected through convenience sampling. Data were collected using the Emotion Regulation Questionnaire (ERQ), the Self-Importance of Moral Identity Scale, and the Prosocialness Scale for Adults (PSA). Data analysis was conducted using multiple linear regression. The results showed that emotion regulation and moral identity are simultaneously significantly related to prosocial behavior. Both emotion regulation and moral identity were found to have a positive, significant relationship with prosocial behavior. The coefficient of determination indicated that both variables accounted for 20.8% of the variance in prosocial behavior. These findings suggest that teachers’ ability to manage emotions and internalize moral values plays an important role in fostering prosocial behavior. Strengthening emotional and moral aspects is essential to support positive social interactions in inclusive educational settings.
Implementation Of Deep Learning As An Adaptive Learning Approach For Students With Diverse Learning Styles At SD-IT Ass-Shiddiqin Suharyani, Suharyani; Festy Maharani, Jessica; Triwahyuni, Triwahyuni; Dwi Wardani, Sugita
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.v4i1.2715

Abstract

This study examines the effectiveness of deep learning as an adaptive learning method for elementary students with diverse learning styles at SD-IT Ass-Shiddiqin. It is based on the challenge that students exhibit varied learning preferences—visual, auditory, reading/writing, kinesthetic, and multimodal—requiring more personalized instructional approaches. Deep learning, as part of artificial intelligence, enables real-time analysis of student interaction data to identify learning patterns that are difficult to detect manually. This capability allows the system to deliver learning materials tailored to individual student needs. The research employed a quasi-experimental design using a non-equivalent control group approach. Two classes were involved: an experimental group that used deep learning-based adaptive learning and a control group that applied conventional methods. Instruments included a VARK questionnaire to identify learning styles, pre-tests and post-tests to measure learning outcomes, as well as observation and documentation. Data analysis involved tests of normality, homogeneity, t-test, and ANOVA.The findings revealed a significant improvement in the experimental group’s academic performance. Post-test scores increased markedly compared to pre-test results and were higher than those of the control group. The t-test indicated a significant difference (p < 0.05), while the effect size (Cohen’s d = 1.32) showed a very strong impact. ANOVA results also confirmed that learning styles significantly influenced adaptive learning outcomes (p < 0.05). Overall, deep learning-based adaptive learning proved effective in enhancing motivation, engagement
Nadwah Usbu’iyyah as A Pedagogical Framework for Enhancing Students’ Mastery of Arabic Grammar Mawardi, Mawardi; Jabbar, Annisa Zahra; Firman, Firman; Hasriadi, Hasriadi
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.v4i1.2747

Abstract

Arabic language learning among students of the Arabic Language Education Program at UIN Palopo often faces challenges, particularly in mastering grammatical rules. This study aims to investigate the effect of the Nadwah Usbu’iyyah program on students’ Arabic grammar proficiency. Using a quantitative approach, data were collected through observation, interviews, and pretest and posttest instruments. The sample consisted of 19 students from the Arabic Language Education Department who actively participated in the Nadwah Usbu’iyyah program. The results revealed a significant difference between pre-test and post-test scores, with a calculated t-value of 11.25, which exceeds the critical value of 1.734. This indicates that the alternative hypothesis (Ha) is accepted, and the null hypothesis (H0) is rejected. Furthermore, the average post-test score (78) was higher than the pre-test score (61), demonstrating a notable improvement. These findings suggest that the Nadwah Usbu’iyyah program has a significant positive effect on enhancing students’ mastery of Arabic grammar. Therefore, it is recommended as an effective supplementary learning strategy in Islamic higher education institutions.
School-Based Screening for Suspected Epileptic Seizures Using the UWIMONA Questionnaire Among Elementary School Children in Tulikup Village, Bali, Indonesia: A Cross-Sectional Study I Gusti Ngurah Agung Jayadhi Widyakusuma; I Gusti Ngurah Made Suwarba; Dewi Sutriani Mahalini
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.v4i1.2786

Abstract

Epilepsy is a major neurological illness worldwide, and early case detection is essential for treatment. School-based screening may help detect epileptic children in resource-constrained locations. The aim of this study was to evaluate the outcomes of a school-based screening program for suspected epileptic seizures using the UWIMONA Pediatric Epileptic Seizure Screening Questionnaire at an elementary school in Tulikup Village, Bali, Indonesia. We conducted a cross-sectional screening among grades I–VI students at a public elementary school. The UWIMONA questionnaire includes 10 yes/no questions; the total score equals the number of 'Yes' responses (0–10). Screen-positive was defined as a score ?1. We report descriptive statistics and 95% Wilson confidence intervals (CI). A total of 158 students were screened. In the primary analysis using question-level recalculation, 29 students screened positive (18.4%; 95% CI 13.1–25.1). The most frequently endorsed questions were question 1 (10.1%), question 7 (7.6%), and question 10 (6.3%). One student (0.6%) had a maximum score of 10. Nearly one in five students screened positive using a low threshold (score ?1), highlighting the feasibility of school-based screening but also the need for confirmatory clinical evaluation to differentiate true epilepsy from false positives. Future work should include diagnostic verification, evaluation of screening accuracy in the local context, and linkage to care pathways.
Reconstruction of Civics Learning Based on the Green Constitution to Improve Ecological Citizenship of Vocational High School Students: A Mixed Methods Approach Sukmawati, Sukmawati; Jamaludin; Shofia Nurun Alanur; Windy Makmur; Alif Akbar; Muhammad Nur Ali; Agustan Syam
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.v4i1.2852

Abstract

Environmental degradation and socio-ecological crises in Indonesia underscore the urgent need to integrate constitutional environmental values into educational practices. However, Civics Education (PPKn) remains largely cognitive-oriented and has not effectively cultivated students’ ecological citizenship. This study examines the effectiveness and underlying mechanisms of reconstructing Civics learning based on the Green Constitution, integrated with a Deep Learning approach, to enhance students’ ecological citizenship. A mixed methods approach with a sequential explanatory design was employed, involving 100 tenth-grade vocational high school students in Sigi Regency. Quantitative data were collected using pre-test and post-test instruments and analyzed through descriptive statistics and N-Gain to measure learning improvement. Qualitative data, including classroom observations, interviews, and student reflections, were used to enrich and validate the quantitative findings. The results indicate significant improvements across all dimensions of ecological citizenship. These findings demonstrate that integrating Green Constitution principles with a Deep Learning approach effectively strengthens both the cognitive and affective dimensions of ecological citizenship. Nevertheless, while awareness and responsibility improved substantially, translating these gains into consistent active participation remains a challenge. Therefore, further pedagogical efforts are required to bridge the gap between ecological awareness and sustained civic engagement in real-world contexts.

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