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Selamet Riyadi Jaelani
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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 116 Documents
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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
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.
Implementation of Elementary School Supervisory Duties in Turi, Pakem, and Cangkringan Sub-districts Endra Sayekti; Endang Sri Budi Herawati
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.2685

Abstract

The implementation of elementary school supervision has undergone a paradigm shift from evaluative supervision to collaborative mentoring oriented towards improving the quality of education. In this context, supervisors are required not only to carry out control functions but also to act as professional facilitators who provide continuous support to schools. Therefore, it is important to examine how supervision is carried out in accordance with the mentoring cycle, as well as the challenges and strategies that accompany it. This study used a qualitative approach with data collection techniques through interviews, observation, and documentation. The research subjects included elementary school supervisors in the Kapanewon Turi, Pakem, and Cangkringan areas of Sleman Regency. Data were analyzed descriptively through data reduction, data presentation, and conclusion drawing to obtain a comprehensive picture of the implementation, challenges, and strategies of supervision. The results of the study indicate that supervision implementation has been in accordance with the mentoring cycle, which includes planning, program planning mentoring, program implementation mentoring, and reporting. Supervisory practices have moved towards a data-driven, collaborative, and reflective approach. However, supervisors face various challenges, such as the vast area of supervision, the large number of schools, and a high administrative burden. To address this, supervisors implemented adaptive strategies such as prioritizing mentoring, utilizing communication technology, and flexible time management. The implementation of elementary school supervision has been carried out in accordance with applicable regulations and demonstrates a transformation toward collaborative, professional supervision practices. Despite facing various limitations, supervisors were able to develop adaptive and contextual strategies so that the mentoring process remains effective in supporting the continuous improvement of educational quality.
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.
Critical Discourse Analysis of Religious Moderation Values in Islamic Religious Education and Character Education Textbooks at the Junior High School Level Robi Awaludin, Apriyanti, Munir, Zuhdiyah, Hamidah, Muhammad Torik, Indah Wigati, Maryamah, Leny Mar
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The understanding of religious moderation has not yet been fully internalized. Islamic Religious Education and Character Education (PAI and BP) textbooks play a crucial role in instilling the values of religious moderation; however, inconsistencies between the narrative and the principles of moderation are still evident. This study aims to analyze the text, discursive practices, and socio-cultural practices related to the values of religious moderation in PAI and BP textbooks at the junior high school level. This research employs a qualitative method using Norman Fairclough’s critical discourse analysis framework. The findings indicate that, at the textual level, the sentence structures are manifested through both written text and images that emphasize tolerance and harmony among religious communities. However, there remains the use of exclusive diction that can lead to bias. At the level of discursive practice, the textbooks present values of religious moderation through Qur’anic verses, inspirational stories, narratives, images, and other supporting elements. These are further reinforced through discussions and case studies that relate to the diverse realities of students’ lives. At the level of social practice, the textbooks function as a medium of national ideology in shaping a moderate generation aligned with Indonesia’s pluralistic society.

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