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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 15 Documents
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Search results for , issue "vol. 4 no. 3 (2026): october" : 15 Documents clear
Why Are Sentences Incomplete? Exploring Sentence Fragments among EFL Students Chrisnanda Natalia; Konder Manurung; Siska Bochari; Hastini
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3663

Abstract

Sentence fragments remain a recurring problem in English as a Foreign Language (EFL) writing because learners may provide meaningful information without shaping it into a complete clause. This study investigates the types ofsentence fragments produced by the English Education study program at Tadulako University and examines factors that contribute to their production. A descriptive quantitative design was used. The participants were 144 students selected from a population of 231 students through proportionate stratified random sampling. The data were collected through a twelve-item WH-questions written test and a thirty-item questionnaire. Students’ responses were classified into a noun phrase(NP), a verb phrase (VP), and a prepositional phrase (PP), while questionnaire data were analyzed using frequency, percentage, validity testing and Cronbach’s Alpha reliability analysis.According to the results, PP fragments accounted for 981 occurrences (34.58%), followed by NP fragments (970 occurrences, 34.19%) and VP fragments (886 occurrences, 31.23%). low grammatical understanding, low syntactic awareness, L1 interference, lack ofcorrective feedback, teaching strategies, and learning environments all contributed to fragment formation, according to the results ofthe reliable questionnaire (Cronbach's Alpha =.931). According to the study's findings, students require more practice-based and explicit instruction in order to develop phrase-level responses into full English phrases.
Community-Based Family Literacy Assistance Strategy to Improve Community Learning Culture in the Digital Era: A Case Study at the Independent Community Learning Center (PKBM) in North Lombok Regency Herlina Herlina; Farida Herna Astuti; Zulfakar Zulfakar; Sopian Al Ansori; Nanda Mustika Meilan
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3788

Abstract

This study aims to analyze community-based family literacy mentoring strategies for strengthening community learning culture in the digital era at PKBM Mandiri, North Lombok Regency. This research employed a qualitative case study design. Data were collected through in-depth interviews, observations, focus group discussions, and documentation involving PKBM managers, tutors, parents, learners, and community leaders. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing/verification. The findings show that family literacy mentoring was implemented through family needs assessment, participatory program planning, family learning groups, shared-reading habituation, digital literacy training, and continuous mentoring. Supporting factors included tutor commitment, community support, and access to digital technology, whereas constraints included limited parental time, low digital literacy skills, and limited learning resources. Participants reported more regular family learning routines, greater parental involvement in children's education, and more educational use of digital media. These findings suggest that community-based family literacy mentoring can strengthen a sustainable learning culture in nonformal education settings when relational support is combined with accessible digital learning practices.
Preservice Teachers' Module Design Quality: Integrating PjBL, Differentiation, and Deep Learning Principles in Indonesian Language Education Agus Wartiningsih; Khairullah Khairullah; Henny Sanulita; Sonya Ade Putri
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3813

Abstract

This study analyzes the design quality of Indonesian language teaching modules developed by preservice teachers, examining their integration of Project-Based Learning (PjBL), differentiated instruction, and deep learning principles as operationalized in the Merdeka Curriculum. While PjBL and differentiation are researched separately, limited evidence exists on how preservice teachers integrate these frameworks coherently in module design. Data were collected from 72 teaching modules created by fourth-semester students of the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, Tanjungpura University. Using quantitative descriptive analysis with an observation checklist, four dimensions were evaluated: module structural completeness, PjBL syntax implementation, differentiation integration, and deep learning principles. Results showed that preservice teachers demonstrated strong technical competence: module completeness averaged 95.2%, PjBL syntax 86.3%, and deep learning principles 94.9%. However, differentiation integration was substantially lower at 62.6%, indicating a notable gap between technical and strategic pedagogical competencies. While preservice teachers successfully implemented structural and syntactic requirements, they showed less proficiency in designing differentiated activities that respond to students' varying readiness levels and interests within PjBL stages. These findings suggest that preservice teacher preparation programs require intensified focus on translating differentiation theory into design practice. The study contributes evidence-based understanding of preservice teacher module design competencies and offers recommendations for teacher education curricula aligned with the Merdeka Curriculum.
The Effectiveness of Voice-to-Text (VTT) Assisted RADEC Learning in Enhancing Elementary Syudents’ Speaking Skills and Creative Thinking Bunga Jenny Hendruianty; Wahyu Sopandi; Indah Nurmahanani
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3883

Abstract

Speaking skills and creative thinking are essential competencies for elementary school students, yet classroom learning may provide limited opportunities for students to express, develop, and refine their ideas. This study aimed to examine the effectiveness of the RADEC learning model assisted by Voice-to-Text (VTT) in improving fifth-grade students’ speaking skills and creative thinking. The study employed a Sequential Explanatory Mixed Methods approach with a quasi-experimental nonequivalent control group design. Participants were 40 fifth-grade students from a public elementary school in Bogor Regency, Indonesia, comprising 20 students in the experimental group and 20 in the control group. Quantitative data were collected through speaking performance assessments and creative thinking tests administered as pretests and posttests, while qualitative data were obtained through classroom observations, student response questionnaires, and self-correction journals. Quantitative data were analyzed using descriptive statistics, t-tests, and N-Gain analysis, while qualitative data were used to explain the quantitative findings. The implementation of RADEC assisted by VTT reached 75.50%. The experimental group obtained higher posttest mean scores in speaking skills (85.94) and creative thinking (86.25) than the control group (79.69 and 80.00). Significant differences were found in speaking skills (p = 0.016) and creative thinking (p = 0.010). The experimental group also achieved high N-Gain scores for speaking skills (0.78) and creative thinking (0.76). Qualitative findings indicated that VTT provided immediate feedback supporting self-correction, repeated practice, reflection, and idea development. Thus, RADEC assisted by VTT effectively supports students’ speaking skills and creative thinking.
Effectiveness of Concrete and Digital Media in Number Operations for Elementary School Kusnoko Kusnoko; Joko Sulianto; Achmad Buchori
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3951

Abstract

This study aimed to examine and compare the effectiveness of concrete and digital learning media in improving elementary students’ conceptual understanding of addition and subtraction. Previous studies have generally examined concrete or digital media separately, while comparative evidence on their relative effectiveness in developing students’ conceptual understanding of addition and subtraction across different instructional settings remains limited. To address this gap, the present study compared concrete and digital media with conventional instruction within a quasi-experimental framework. A quantitative approach using a nonequivalent control group design was employed with 66 fourth-grade students from three elementary schools in Blora Regency, Indonesia. The participants consisted of 28 students in the concrete media group at SDN 1 Biting, 19 students in the digital media group at SDN Giyanti, and 19 students in the control group at SDN 1 Ngroto. Total sampling was employed at each school. Data were collected using pretests and posttests measuring students’ conceptual understanding of addition and subtraction and analyzed using descriptive statistics, paired-samples t-tests, One-Way ANOVA, and Tukey post hoc tests at a significance level of 0.05. The findings showed significant improvements in all three groups. Mean scores increased from 56.21 to 74.85 in the concrete media group, from 58.10 to 82.67 in the digital media group, and from 55.43 to 65.12 in the control group. The One-Way ANOVA indicated significant differences among the three groups (F = 8.732, p = .001). Tukey post hoc analysis further revealed significant differences between the digital and control groups (p = .000) and between the concrete and control groups (p = .012). The novelty of this study lies in its direct comparison of concrete and digital media with conventional instruction for developing elementary students’ conceptual understanding of addition and subtraction across three school contexts. The findings provide empirical evidence that both media-based approaches are beneficial, with digital media demonstrating the highest posttest achievement among the groups.
The Effectiveness of the PBL Model Assisted by an IPAS Flipbook on Elementary School Students' Learning Outcomes Yuli Puput Prihatin; Achmad Buchori; Joko Sulianto
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3952

Abstract

This study aims to determine the effectiveness of the PBL model assisted by an IPAS (Natural and Social Sciences) Flipbook on elementary school students’ learning outcomes. A quantitative approach with a quasi-experimental design was employed, involving a control group and an experimental group. Data were collected through pretest and posttest instruments administered to both groups. The control group received conventional instruction, while the experimental group was taught using the PBL model assisted by an IPAS Flipbook. Data were analyzed using descriptive statistics, paired-samples t-test, and independent-samples t-test. The results showed that the control group’s mean score increased from 55.43 on the pretest to 66.79 on the posttest, while the experimental group’s mean score increased from 58.37 to 85.24. The paired-samples t-test indicated no significant difference in the control group (p>0.05), whereas a significant difference was found in the experimental group (p<0.05). These findings indicate that PBL assisted by an IPAS Flipbook is effective in improving elementary school students’ learning outcomes. Although previous studies have examined PBL and Flipbooks separately, research integrating both approaches into IPAS learning remains limited. This study highlights the potential of integrating PBL with digital learning media as an innovative instructional strategy for elementary education.
Unlocking the Power of Nalo Culture: Cognitive Behavioral Counseling Model Kristinus Sembiring; Stefanus Lio; Rosa Mustika Bulor; Marianus Paulino Mada; Lambertus Sie
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.4076

Abstract

The aim of this study is to produce a culturally relevant cognitive behavioral counseling model for Nalo to enhance students' religiosity. The research design used was a research and development approach with the following steps: (1) preparation for model development, (2) formulation of the hypothetical model, (3) model feasibility testing, (4) model improvement, (5) field testing, and (6) model effectiveness testing. The results of the study are as follows: (1) The KKP-NR model obtained an expert evaluation index score of 1, meaning that this model meets the theoretical criteria to help students become more religious. (2) The KKP-NR model obtained an expert evaluation index score of 1, meaning the KKP-NR model meets the practical criteria to enhance students' religiousness. (3) The field trial of the operational product generated a normalized gain score in the high category with an asymptote sig (2-tailed) of 0.002. This score is below the study's critical limit of 0.05, indicating that the KKP-NR model meets the criteria for effectiveness in enhancing students’ religiosity.
Development of a Digital Audio-Based Adaptive Learning Model to Improve the Learning Independence of Blind Students in State SLB 1, West Lombok Restu Wibawa; Wiwien Kurniawati; Muzakkir
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.4132

Abstract

Limited access to visually based learning resources and teacher-centred instruction hinder the development of independent learning among students with visual impairments. This study aimed to develop and evaluate an adaptive audio-digital learning model designed to enhance the learning independence of blind students, integrating Self-Regulated Learning (SRL), Universal Design for Learning (UDL), Cognitive Load Theory, Vygotsky's Zone of Proximal Development (ZPD), and Mayer's multimedia learning principles. A Research and Development (R&D) approach using the ADDIE model was employed, encompassing analysis, design, development, implementation, and evaluation. The model was validated by three experts in special education, educational technology, and instructional media. Its effectiveness was tested through a quasi-experimental non-equivalent control group design involving 20 students with visual impairments (experimental group, n = 10; control group, n = 10) at SLB Negeri 1 Lombok Barat, Indonesia. The intervention consisted of eight sessions over four weeks, with the same teacher delivering instruction to both groups. Data were collected through validation sheets, questionnaires, observation sheets, interviews, and pretest–posttest assessments, and analysed using Aiken's V, Cronbach's Alpha, Shapiro-Wilk and Levene's tests, descriptive statistics, N-Gain, Independent Samples t-test, and Cohen's d. Qualitative data were analysed using the Miles, Huberman, and Saldana interactive model with member checking and peer debriefing. The model demonstrated high content validity (mean Aiken's V = 0.91) and excellent reliability (Cronbach's Alpha = 0.89–0.93). The experimental group achieved greater improvement in learning independence (N-Gain = 0.60, medium-to-high) compared to the control group (N-Gain = 0.22, low). The t-test revealed a statistically significant difference between groups (t = 3.87, df = 18, p = 0.001) with a very large effect size (Cohen's d = 2.59). Qualitative findings identified four themes: increased learning autonomy, reduced dependence on teachers, challenges in using audio-digital media, and perceived benefits for learning motivation. These findings indicate that the adaptive audio-digital learning model is valid, reliable, and effective in enhancing the learning independence of students with visual impairments. The study contributes an integrated theoretical framework, a comprehensive and ready-to-implement learning model, and empirical evidence from the Indonesian special education context, with implications for inclusive education policy and accessible digital learning practices. However, the small sample size, short intervention duration, and quasi-experimental design limit generalisability; future research should employ randomised controlled trials with larger samples, longitudinal designs, and direct measures of cognitive load.
The Effectiveness of Mini Gallery-Based RADEC on Creative Thinking and Collaboration Skills Retti Yuwidha; Wahyu Sopandi; Nurdiansyah Nurdiansyah
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.4194

Abstract

The pedagogy of Social Studies in primary education remains largely traditional, limiting opportunities to develop the creative thinking and collaborative skills required in the twenty-first century. This study aims to examine the effectiveness of the Read, Answer, Discuss, Explain, and Create (RADEC) model integrated with a Mini Gallery project and supported by Canva and CapCut in enhancing students’ creative thinking and collaboration skills in primary Social Studies. This study employed a quasi-experimental method using a nonequivalent control group pretest-posttest design involving 54 fifth-grade students from an elementary school in Purwakarta, Indonesia. Data were collected through creative thinking tests and observations of collaboration skills, and analyzed using descriptive statistics, prerequisite tests, hypothesis testing, N-Gain, and effect size. The results showed that the experimental group achieved greater improvements than the control group in creative thinking (N-Gain = 0.64) and collaboration skills (N-Gain = 0.96). Significant differences were found in creative thinking (p = 0.015) and collaboration skills (p < 0.001). The effect sizes were moderate for creative thinking (Cohen’s d = 0.686) and large for collaboration skills (Glass’s ? = 2.173). The uniqueness of this study lies in integrating the RADEC model, Mini Gallery project, and Canva and CapCut as digital creation and presentation media within primary Social Studies learning. This integrated approach provides a contextual and collaborative learning experience for developing students’ twenty-first-century skills.
The Effect of the RADEC Learning Model Assisted by Children's Fiction Stories on Elementary Students' Literary Literacy Kinkin Mustika Dewi; Wahyu Sopandi; Neneng Sri Wulan
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.4214

Abstract

Literary literacy requires students to do more than retrieve information from stories; they need to construct meaning, interpret literary experiences, evaluate values, and produce creative responses. This study examined the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model assisted by children's fiction stories on elementary students' literary literacy. A quasi-experimental nonequivalent control-group design involved 46 fifth-grade students (23 experimental; 23 control) at SDN 7 Ciseureuh, Purwakarta, Indonesia. Data were collected using a literary literacy test, classroom observation, and documentation. Descriptive statistics, assumption tests, an independent-samples t-test, normalized gain (N-Gain), and Cohen's d were used. The experimental group increased from M = 42.61 (SD = 10.10) to M = 86.85 (SD = 7.20), whereas the control group increased from M = 40.76 (SD = 9.25) to M = 81.30 (SD = 8.49). N-Gain was 76.30% (high) in the experimental group and 66.47% (moderate) in the control group. The post-test difference was statistically significant, t(44) = -2.206, p = .033, with Cohen's d = 0.70, indicating a medium practical effect. RADEC implementation was very good, increasing from 87.50% to 95.00%.RADEC assisted by children's fiction stories provides a meaningful and practically effective approach for developing elementary students' literary literacy. Its novelty lies in integrating the five RADEC stages with children's fiction and measuring literary literacy across comprehension, interpretation, evaluation, and creation.

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