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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 49 Documents
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Search results for , issue "vol. 4 no. 2 (2026): july" : 49 Documents clear
Development of a Project-Based Learning Model Using Science Games to Enhance Social Skills in Early Childhood Khairul Huda; Sofia Hartati; Ade Dwi Utami
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2495

Abstract

Social skills in early childhood are the primary foundation for future success, as through these skills children learn to build relationships, cooperate, understand others’ feelings, and adapt to increasingly complex social environments. However, in early childhood education (PAUD) practices, the development of social skills is often not optimally facilitated through enjoyable and meaningful activities. This study aims to develop a Project-Based Science Play Learning Model (ProperSains) to enhance the social skills of young children. The study employed a Research and Development (R&D) approach following the Borg and Gall framework. The research sample consisted of 73 children aged 5–6 years, selected using a purposive sampling technique, including 9 children in the limited trial, 32 children in the large-scale trial, and 32 children in the operational field trial. The research instruments included questionnaires, social skills assessment sheets, and model implementation observation sheets. Data were analyzed using both qualitative and quantitative techniques. The results indicated that: (1) the preliminary study revealed that most teachers had not yet fully understood or implemented the project-based science play learning model; nevertheless, the majority of teachers expressed the need for its application in early childhood education institutions in East Lombok Regency; (2) the ProperSains learning model was successfully developed through the systematic stages of Research and Development (R&D) based on the Borg and Gall framework; (3) the developed ProperSains model was proven to be feasible and practical in improving the social skills of children aged 5–6 years; and (4) the ProperSains model was effective in enhancing early childhood social skills, particularly in aspects of cooperation, communication, sharing, participation, and adaptation. In conclusion, the ProperSains model is a valid, practical, and effective learning model for fostering social skills among children aged 5–6 years. These findings suggest that the model has the potential to be implemented in early childhood education settings with similar characteristics, making it a promising alternative pedagogical approach for promoting children's social development through project-based science play activities. Further studies involving broader geographical contexts and more diverse participant characteristics are recommended to strengthen the generalizability of the findings.
The Influence of WARTA Learning Media on Students' Critical Thinking Skills in Social Studies Learning Nurdiansyah; Muhammad Nurfitrian; Dzulfa Nur Firdaus
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2886

Abstract

Students' low critical thinking skills, especially in social studies learning. The still-low number of teachers who use various interactive learning media leads to social studies being seen as boring and not requiring critical thinking. Based on this, it is important to conduct research on how to improve students' critical thinking skills through appropriate learning media that align with the characteristics of social studies learning. Among the various interactive learning media available, one is WARTA. Given these two crucial problems, it is important to conduct research to obtain empirical, comprehensive data on the effect of WARTA learning media on students' critical thinking skills in social studies. This research uses a quantitative method with a pre-experimental model of a one-group pretest-posttest design. Data were collected via a 5-item essay test (validity r=0.62, reliability 0.77), analyzed using Shapiro-Wilk for normality, homogeneity, paired t-test (t=-7.339, p<0.001), regression (p<0.001, R²=0.757), and N-gain 0.63 (quite effective). The results showed a 75% increase in students' critical thinking skills during social studies learning. The use of WARTA Media has proven effective as an interactive cognitive stimulant for social studies learning in the digital era.
E-Learning Development with the ICARE Learning Flow in the Learning Materials Development Course in the Educational Technology Study Program, Ganesha University of Education Alexander Hamonangan Simamora; I Gusti Agung Ngurah Trisna Jayantika; I Kadek Suartama
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3186

Abstract

Digital transformation in higher education requires innovation in electronic learning content (e-learning) so that it is not just administrative or monotonous that triggers digital fatigue. This research aims to develop and test the feasibility and effectiveness of e-learning content based on the ICARE (Introduction, Connect, Apply, Reflect, Extend) flow in the Teaching Material Development course at the Educational Technology Study Program of FIP Undiksha. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The feasibility of the product is tested through expert review and user trials, while its effectiveness is analyzed using the one sample t-test after meeting the prerequisite tests for normality and homogeneity. The results of the validity test showed that the product was categorized as very good in the media (96%), material (91.42%), and individual trials (92.6%), as well as in the good category in the design (82.5%) and small group tests (85.5%). The data on student learning outcomes were declared to be distributed normally (Sig. 0.114 > 0.05) and homogeneous (Sig. 0.560 > 0.05). The results of the analysis of the one sample t-test obtained a significance value of 0.001 (< 0.05), which proves that there is a significant increase in student learning outcomes compared to the reference value of 75 after utilizing the integrated e-learning ICARE flow. The advantage of this model lies in the Apply and Extend phases which successfully trigger students' emotional, cognitive, and creative thinking skills through social constructivism-based problem-solving. This study concludes that ICARE-based e-learning is feasible and effective to be used as a prototype of interactive and adaptive digital learning content in higher education.
Teachers’ Perceptions of Conservation Education and Its Implementation in Primary School Learning Encep Andriana; Sholeh Hidayat; Suroso Mukti Leksono
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2525

Abstract

Conservation education in primary schools is seen as an important strategy for developing ecological understanding and environmental awareness through contextual, applied, and experience-based learning. The purpose of this study was to determine teachers' perceptions of conservation, teachers' perceptions of conservation education, and teachers' perceptions of conservation content based on local wisdom. The research method used mixed methods with a sequential exploratory mixed method type. This study consisted of 92 primary school teachers from various schools in Banten Province. The data collection techniques used in this study were questionnaires, interviews, observation, and documentation. The techniques used were descriptive quantitative analysis and thematic qualitative analysis. The results of this study revealed that teachers' perceptions of conservation showed a very high awareness of environmental conservation, teachers' perceptions of conservation education had been integrated into learning, but had not been implemented consistently, and teachers' perceptions of local-based conservation content were still limited and uneven. Based on the results of the study, it can be concluded that primary school teachers have a high awareness of environmental conservation, but the implementation of local-based conservation education in the classroom is still inconsistent and requires strengthening of competencies and support for contextual teaching materials.
The Effectiveness of the ISLAM Model (Integrated Student Life and Akhlak Management) Based on Islamic Values to Shape Religious Character in Elementary School Students Vika Martahayu; Yopi Malagola
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2577

Abstract

One of the problems with religious character is caused by the student management system that has not yet been managed in an integrated manner. In addition, Islamic religious education in elementary schools still emphasizes knowledge aspects more than the formation of attitudes and behaviors. The purpose of this research is to develop and test the effectiveness of the ISLAM Model (Integrated Student Life and Akhlak Management) based on Islamic values in shaping the religious character of elementary school students. This study employed a quantitative approach using a One-Group Pretest–Posttest Experimental Design to evaluate the effectiveness of the ISLAM Model (Integrated Student Life and Akhlak Management) based on Islamic values in improving the religious character of elementary school students. The subjects of this study are 46 fourth-grade students and 2 teachers at Muhammadiyah Bangka Belitung Elementary School, selected thru purposive sampling. Based on descriptive analysis, there was an increase in the average score from 42.3 on the pretest to 52.1 on the posttest. In addition, the results of the paired sample t-test showed a t-value of -11.3 with p < 0.001, indicating a highly significant difference between the conditions before and after the implementation of the model. The implementation of the ISLAM Model (Integrated Student Life and Akhlak Management) based on Islamic values has proven effective in enhancing the religious character of elementary school students.
Environmental Worldview of Biology Education Students: A Quantitative Assessment Across Gender and Learning Styles Muhammad Syamsussabri; Nurmaningsih
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2724

Abstract

Since environmental problems have reached a global level, it is important to determine reasons for people treating the environment badly. The New Ecological Paradigm Scale or the revised New Environmental Paradigm (NEP) Scale is an instrument used to measure environmental worldview. This study aimed to assess the environmental worldview of Biology education students using the New Ecological Paradigm Scale and see the differences in terms of gender and learning style. This research is included in a cross-sectional study (N = 170). The sample consisted of 143 females (84%) and 27 males (16%) distributed across three learning styles: visual, auditory, and motor, conducted among Biology education students in West Nusa Tenggara. Samples were taken using a cluster sampling design. The study utilized an adopted 15-item version of the revised NEP Scale (Dunlap et al., 2000), consisting of 8 positive and 7 negative statements rated on a 5-point Likert scale, with its validity and reliability statistically verified prior to the main survey. Data analysis was performed using ANOVA. The overall mean score for the New Ecological Paradigm Scale in this study was 59, which indicated a moderate environmental worldview. Descriptively, female students obtained a mean score of 58.5. Meanwhile, regarding learning modalities, students with visual, auditory, and motor learning styles all exhibited a uniformly moderate environmental worldview, with their respective mean scores tightly clustering within a narrow range of 58 to 59. Consequently, the ANOVA analysis confirmed that there are no statistically significant differences in the environmental worldview based on either gender (p = 0.953) or specific learning style categories (p = 0.781). This study revealed an overall moderate NEP response in undergraduate biology education students and identified specific areas where environmental education could play a role.
SMOTE-Enhanced SVM for Imbalanced Nutritional Status Classification in MBG Marwan Sam; Ahmad Husain; Dhirga Tandi Teppa
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2803

Abstract

The increasing prevalence of imbalanced data in public health, particularly in nutritional surveillance among school-aged children, poses a significant challenge in accurately identifying cases of malnutrition, where the majority class (well-nourished children) often overshadows minority cases, leading to biased predictive outcomes. This issue is especially critical within the Free Nutritious Food (MBG) Program, where early detection of at-risk children is essential for effective intervention. Therefore, this study aims to develop a more reliable predictive model that can address class imbalance and improve the detection of malnutrition. To achieve this, the Synthetic Minority Oversampling Technique (SMOTE) was applied to balance the dataset by generating synthetic samples of the minority class, followed by classification using a Support Vector Machine (SVM). The model was evaluated using various train-test split ratios and assessed through multiple performance metrics, including accuracy, sensitivity, specificity, Cohen’s kappa, and AUC. The findings reveal that conventional SVM models trained on imbalanced data fail to detect malnutrition cases, resulting in zero sensitivity despite high accuracy. In contrast, the SMOTE-enhanced SVM significantly improves detection performance, achieving sensitivity above 90% and accuracy between 95% and 97%, with the optimal model obtained at an 70:30 split ratio. In conclusion, integrating SMOTE with SVM effectively overcomes class imbalance and provides a robust predictive framework for early identification of malnutrition in school-aged children.
The Effect of Problem-Based Learning Assisted by Monopoly Media on IPAS Learning Outcomes and Students’ Critical Thinking Ability Mira Ariyani Safitri; Singgih Bektiarso; Iwan Wicaksono
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2978

Abstract

This study investigated the effect of a Problem-Based Learning (PBL) model assisted by Monopoly media on IPAS learning outcomes and critical thinking skills among fourth-grade elementary school students. The study responds to the persistent challenge of low learning achievement and limited critical thinking resulting from teacher-centered instructional practices. The novelty of this research lies in the integration of PBL with Monopoly-based educational media to create a contextual and engaging learning environment in IPAS instruction. A quantitative approach with a posttest-only control group experimental design was employed. The study was conducted during the second semester of the 2025/2026 academic year at SDN 2 Alasmalang and SDN 1 Benelan Kidul, Banyuwangi Regency. The sample consisted of 47 fourth-grade students, including 24 students in the experimental group and 23 students in the control group. The experimental group received PBL instruction supported by Monopoly media, while the control group received conventional instruction. Data were collected through tests, observation, and documentation. Learning outcomes were measured using multiple-choice tests, whereas critical thinking skills were assessed through essay tests covering interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were analyzed using normality and homogeneity tests followed by independent-samples t-tests. The findings revealed that the PBL model assisted by Monopoly media significantly improved IPAS learning outcomes (p = 0.006) and critical thinking skills (p = 0.009). These results suggest that integrating PBL with Monopoly media is an effective instructional strategy for promoting meaningful learning and enhancing higher-order thinking skills in elementary IPAS education.
The Effectiveness of an Inclusive Differentiated Learning Model Based on Local Wisdom on Learning Outcomes and Student Engagement in Elementary Schools Machful Indrakurniawan; Ida Rindaningsih; Ria Wulandari
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2984

Abstract

The persistent use of homogenized teaching approaches in diverse elementary classrooms often fails to accommodate students' varying learning readiness, interests, and abilities, resulting in suboptimal learning outcomes and low student engagement. To address this issue, this study aimed to examine the effectiveness of an inclusive differentiated learning model based on local wisdom, integrating Sidoarjo local cultural values and community-based learning contexts into classroom instruction to create more meaningful and inclusive learning experiences. The study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The participants consisted of 49 fourth-grade students, including 25 students in the experimental class and 24 students in the control class. Data were collected through learning achievement tests and a student engagement questionnaire and analyzed using the Shapiro–Wilk normality test, Levene's homogeneity test, independent-samples t-test, and N-Gain analysis. The results revealed a statistically significant difference between the two groups (p < 0.001). The experimental class achieved a higher mean post-test score (85.76) than the control class (74.42), with an average difference of 11.34 points. Furthermore, the experimental class obtained a high N-Gain score (0.71), whereas the control class achieved a moderate N-Gain score (0.34). Student engagement in the experimental class was also consistently higher across all indicators, including active participation, interaction, enthusiasm, and teamwork. These findings demonstrate that integrating differentiated instruction, inclusive learning principles, and local wisdom effectively enhances both students' academic achievement and engagement. The study contributes empirical evidence supporting the development of adaptive, culturally responsive, and student-centered learning models for elementary education.
Effectiveness of Diorama and Augmented Reality-Assisted PjBL on Natural Science Critical Thinking Tri Indri Susanti; Joko Siswanto; Joko Sulianto
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3000

Abstract

This study is important because science learning in elementary schools still tends to be conventional, teacher-centered, and less optimal in developing students’ critical thinking skills. The Project Based Learning model assisted by diorama media and Augmented Reality was used to create active, concrete, contextual, and interactive learning. The integration of this model and media is expected to help students understand IPAS concepts, solve problems, and draw conclusions based on observation results. This research used a quantitative approach with an experimental method involving an experimental class and a control class. The study was conducted with third-grade students at SD IT Harapan Bunda Semarang. The sample consisted of class IIIA as the experimental class with 29 students and class IIIB as the control class with 30 students. The experimental class received IPAS instruction using Project Based Learning assisted by diorama and Augmented Reality, while the control class received conventional instruction. Data were collected through observation sheets and critical thinking tests administered as pre-test and post-test. The data were analyzed using descriptive statistics, normality testing, t-test, and N-Gain analysis. The results showed that the average score of the experimental class increased from 65.2 to 92.3, while the control class increased from 54.9 to 70.8. The t-test showed a significant difference between the experimental and control classes, with a significance value of 0.000 < 0.05. The N-Gain score of the experimental class reached 0.778 in the high category, while the control class reached 0.351 in the medium category. These findings indicate that Project Based Learning assisted by diorama and Augmented Reality is effective in improving students’ critical thinking skills in IPAS learning.

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