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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 168 Documents
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Nadwah Usbu’iyyah as A Pedagogical Framework for Enhancing Students’ Mastery of Arabic Grammar Mawardi Mawardi; Annisa Zahra Jabbar; 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.
Revealing Lakoff and Johnson’s Metaphors Portrayed in Laufey’s Song Lyrics in Listening Skill Maimuna, Linta Wafdan Hidayah, Jaftiyatur Rohaniyah
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

This qualitative research, employing a case research approach, aims to provide a detailed description of the metaphors found in the lyrics of the song “Laufey” and to examine their relevance to listening comprehension in English language learning in Class XI-S6 at Miftahul Ulum Islamic High School in Bettet, Pamekasan. Data collection was conducted through observation, interviews, and documentation on January 25–26, 2026. This research explored student engagement and learning outcomes. The results indicate that there are 4 structural metaphors, 2 orientational metaphors, and 5 ontological metaphors in the lyrics of the song “Tough Luck.” There were 3 structural metaphors, 1 orientational metaphor, and 11 ontological metaphors in the lyrics of the song “Lover Girl.” There were 3 structural metaphors, 2 orientational metaphors, and 4 ontological metaphors in the lyrics of the song “Silver Lining.” There were 3 structural metaphors and 5 ontological metaphors in the lyrics of the song “Snow white.” The research results also indicate that understanding metaphors contributes positively to students’ listening skills. Therefore, incorporating metaphor analysis into listening activities can enhance students’ comprehension and engagement in learning English.
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.
The Deconstruction of Dark Academia Through Diasporic Alienation in R.F. Kuang’s Babel, or The Necessity of Violence Salsabilla Zahran Galuh Putri Subawati, Lili Awaludin, R. Myrna Nur Sakinah
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

This study analyses Babel, or The Necessity of Violence, by R.F. Kuang as its material object, focusing on how the novel represents diasporic alienation and critiques the romanticization of dark academia within Western elite academic spaces. The research addresses two main problems: (1) how diasporic alienation is constructed within elite academic institutions, and (2) how the novel exposes the ideological mechanisms behind the aestheticization of dark academia. To answer these questions, this study employs a postcolonial framework, drawing on Homi K. Bhabha’s concepts of hybridity, mimicry, and the third space, alongside Michel Foucault’s theory of discourse and power/knowledge. Using a qualitative descriptive method, the research analyses selected textual excerpts through close reading to identify recurring discursive patterns related to identity, institutional power, and knowledge production. The findings consist of 6 data points that indicate that diasporic alienation in the novel is portrayed as a structural condition characterized by ambivalence, identity fragmentation, and conditional acceptance, in which diasporic subjects are simultaneously included and marginalized within the academic system. Furthermore, the study reveals that the novel critiques dark academia by dismantling its central assumptions, particularly the myth of neutrality in academia, the hierarchical production of knowledge, and racial exclusion. Academic institutions are thus depicted not as neutral sites of intellectual pursuit, but as mechanisms that reproduce colonial power relations while masking them through aesthetic and ideological practices. Therefore, Babel, or The Necessity of Violence, functions as a critical literary intervention that challenges both the epistemic authority and the romanticized representation of Western academia.
Implementing Alternative Dispute Resolution to Address Student Brawls in Padang Vocational Schools Novran Juliandri Bhakti; Erianjoni Erianjoni; Afriva Khaidir; Delmira Syafrini
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.2847

Abstract

Student brawls represent a persistent form of youth violence in Indonesian vocational schools, particularly in Padang City, where conventional punitive approaches have failed to address underlying causes. This study examines the implementation of Alternative Dispute Resolution (ADR) in managing student conflict. Using a qualitative case study design across three vocational schools, data were collected through interviews, observation, and document analysis involving multiple stakeholders. Data analysis followed the interactive model of Matthew B. Miles and A. Michael Huberman, supported by NVivo coding procedures. The findings indicate that student brawls are shaped by the interaction of internal factors (emotional instability, self-recognition, and school prestige) and external factors (peer influence, family environment, senior and alumni roles, and social media). The study also identifies patterned characteristics of violence, including premeditation, strategic timing and location, intergenerational transmission, and the use of sharp weapons. ADR practices—such as mediation, dialogue, and restorative engagement—demonstrate effectiveness in reducing conflict intensity, restoring communication, and preventing recurrence. From a theoretical perspective, the findings are explained through Edwin Sutherland’s Differential Association Theory, which emphasizes that deviant behavior is learned through social interaction, including the transmission of motives, techniques, and rationalizations. The persistence of student brawls reflects the dominance of definitions favorable to violence within peer networks. This study concludes that ADR offers a more sustainable and humanistic approach by addressing the social learning processes underlying student violence, rather than relying solely on punitive control.
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.
The Effectiveness of The Snowball Throwing Learning Model on Children’s Creativity Rokyal Harjanty; Sry Anita Rahman; Farlina Hardianti
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2862

Abstract

Early childhood is a period of rapid development that is fundamental to later life. Several common problems in schools include teachers often implementing monotpnous and unvaried learning models. Selecting the right model to enhance the potential of early childhood is crucial to fully develop their abilities. The learning model employed within this research is the snowball casting approach. The pbjective of this investigation is to improve the effectiveness and creativity of children through the snowball –pitching teaching strategy at Mutiara Islami Kindergarten. The type of research in this study, when viewed regarding the research methodology, employs a numerical approach and empirical method. The type of research design one-group pretest-posttest. This study was conducted at Mutiara Islami Kindergarten, located at Citra Mutiara, JL. Banda Seraya No. 12 Block O, Pagutan, Mataram District, Mataram City, West Nusa Tenggara, in the even term of the 2024/2025 scholastic year. The participants in this research was all gade B pupils of Mutiara Islami Kindergarten during the second term of the 2024/2025 scholastic year, comprising of 15 pupils. The posttest learning outcomes after using the snowball throwing learning model on children’s creativity obtained the lowest value of 71 and the highest value of 85, with an average value of 78. So the difference between the pretest and posttest values is 1.6. The outcomes of the computation of the pre-assessment score with a mean of 76,4 and the posttest with a mean of 78, having a total n of fifteen and a significance level of 0.05, obtained an Ltable of 0.22 and L0 of Lhitung of 0.169. Because L0 < Ltable, which is 0.169 < 0.22, then H0 is accepted. Hence, one can infer that the sample is normally distributed. Study outcomes revealed a rise in measurements when comparing baseline data with follow-up results. Hence, one can infer that the snowball throwing academic strategy is effective in increase pupil creativity. This study can be said to be effective if the data obtained shows that pupil learning outcomes have increase when the snowball throwing model is applied.
The Implementation of STEM- and AI-Based Project-Based Learning in Enhancing Problem-Solving Skills and Self-Regulated Learning of Elementary School Students Pransisca, Made Ayu; Hadi, Samsul; Winda, Tika
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.2865

Abstract

This study aims to examine the effectiveness of implementing Project-Based Learning (PjBL) integrated with Science, Technology, Engineering, and Mathematics (STEM) and Artificial Intelligence (AI) in enhancing problem-solving skills and self-regulated learning (SRL) among elementary school students. The study was motivated by the low level of students' problem-solving skills and SRL, which has largely been attributed to the persistence of teacher-centered instruction. A mixed-methods approach was employed using a quasi-experimental design with a non-equivalent control group. The participants were fifth-grade elementary school students assigned to an experimental group and a control group. Data were collected through tests, questionnaires, observations, and interviews, and were analyzed using normality tests, homogeneity tests, independent samples t-tests, and thematic analysis. The findings indicate that STEM- and AI-based PjBL significantly enhances students' problem-solving skills and SRL.
The Challenges and Opportunities of Implementing a Cambridge Primary Curriculum in Local Schools: A Qualitative Case Study of Linguistic and Cultural Negotiation at SD Muhammadiyah 3 ICP Sumberrejo Muryanti; Estu Widodo; Santi Prastiyowati
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.v4i1.2875

Abstract

This study explores the implementation of the Cambridge Primary Curriculum in a faith-based primary school context at SD Muhammadiyah 3 ICP Sumberrejo, Bojonegoro, Indonesia. The research focuses on how international curriculum standards are negotiated within local linguistic, cultural, and religious realities, particularly through English-Medium Instruction (EMI). Employing a qualitative approach with a critical ethnographic design, data were collected through four techniques: in-depth interviews, classroom observations, document analysis, and focus group discussions involving teachers, students, parents, and school administrators. The findings reveal that the integration of the Cambridge curriculum with Muhammadiyah Islamic values and Javanese local wisdom has produced a hybrid educational model that is both adaptive and contextually grounded. The study further shows that EMI functions as a dynamic site of linguistic and cultural negotiation. Teachers play a central role as mediators by employing strategic code-switching, bilingual scaffolding, contextual translation, and localized material adaptation to support students’ conceptual understanding. These practices enable students to engage with global knowledge while maintaining cultural and religious rootedness. This study contributes theoretically to discussions on curriculum internationalization by emphasizing the importance of linguistic negotiation within curriculum hybridity. The findings highlight that successful international curriculum implementation in local faith-based schools depends not only on structural integration but also on culturally and linguistically responsive pedagogical practices
Integrated Collaborative Form of School and Parent Community In Shaping The Profile of Pancasila Students at Inpres Paccinongan Gowa Elementary School Titi Mildawati; A. Marjuni; Muljono Damopolii; Baharuddin Baharuddin
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.v4i1.2880

Abstract

This study aims to describe the integrated collaborative form between schools and the Orang Tua Peduli (Concerned Parents) community in shaping the Pancasila Student Profile at Inpres Paccinongan Elementary School, Gowa. The type of research used is descriptive qualitative with a pedagogical and phenomenological approach. The research location was at Inpres Paccinongan Elementary School, located on Jalan Bontotangnga, Somba Opu District, Gowa Regency. The data sources in this study consisted of the principal, teachers, and the chairperson and members of the Concerned Parents community as primary data. Secondary data was obtained from school documents, technical guidelines from the Concerned Parents community, and documentation in the form of photographs from interviews. Data collection was carried out through in-depth interviews, observations, and documentation using instruments in the form of interview guidelines and observation guidelines. Furthermore, the data was analyzed through a process of data reduction, data presentation, and conclusion drawing. The results of the study show that there are six forms of integrated collaboration between schools and the Orang Tua Peduli community, namely: (1) structured communication, (2) active participation in school activities, (3) involvement in program planning and evaluation, (4) periodic information dissemination, (5) home visits, and (6) parenting classes. These six forms of collaboration are carried out in an integrated and continuous manner in shaping the Pancasila Student Profile. All of these efforts are in line with the school's vision and mission

Page 11 of 17 | Total Record : 168

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