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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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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; Widodo, Estu; Prastiyowati, Santi
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 Mildawati, Titi; Marjuni, A.; Damopolii, Muljono; 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
The Learning Experience: Utilizing the Werewolf Game to Mitigate Speaking Anxiety Among EFL Learners Moh Iqbal Alibi, Jaftiyatur Rohaniyah, Rini Listyowati, Arisandi Setiyawan
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

Speaking anxiety is a pervasive affective barrier that significantly impedes oral communication development among Indonesian EFL learners. This qualitative case study explores the implementation of the Werewolf game as a pedagogical intervention to address English-speaking anxiety. It examines students' perceptions of their learning experience in the game. Drawing on Communicative Language Teaching (CLT) and Game-Based Learning (GBL) as theoretical frameworks, the study was conducted in a speaking classroom at the Islamic University of Madura, involving 28 second-semester students across four game sessions. Data were collected through non-participant observation and semi-structured interviews with ten purposively selected participants, then analyzed using thematic analysis. The findings reveal that the Werewolf game was successfully implemented through a gradual language policy and simplified game mechanics, with initial challenges diminishing by the second session. Thematic analysis of interview data yielded five key themes: (1) perceived reduction of speaking anxiety across all participants regardless of initial anxiety levels; (2) a shift in focus from language accuracy to game goals as the primary mechanism of anxiety reduction; (3) enhanced social bonding as a buffer against fear of negative evaluation; (4) the English-only rule as a double-edged sword, beneficial for proficient students but challenging for lower-proficiency learners; and (5) contrasting preferences for game versus regular class activities, with the majority preferring the game format. The study concludes that the Werewolf game, as a GBL-CLT intervention, effectively reduces speaking anxiety by reframing speaking as a tool for achieving game goals rather than a performance to be evaluated. These findings offer practical implications for EFL teachers seeking innovative, low-anxiety instructional strategies and contribute qualitative, emic evidence to the growing literature on game-based language learning.
Enhancing Students’ Critical Thinking Skills through the Optimization of Edlink LMS Platform in Islamic Religious and Ethics Course Jasmansyah; Mustiali; Ridhawati; Herwan
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.v3i3.2938

Abstract

This qualitative case study examines the effectiveness of the EdLink LMS platform in enhancing critical thinking skills among students at Universitas Nusa Putra in the Religious Education and Ethics course during the odd semester of 2025/2026. A purposive sample comprising 20 students (aged 19-22) and 5 lecturers was used, with data gathered from semi-structured interviews, 112 hours of participatory observation (14 blended learning sessions), and 12,500 EdLink log sessions. The thematic analysis based on the Technology Acceptance Model (TAM) identified high perceived usefulness (4.5/5) through discussion forum features (520-680 posts), course materials (2,400 views), reflective quizzes (90-97% submission rate), and group assignments. Key findings include an increase in active participation from 25% to 78%, which encouraged analysis (78%, deconstructing ethical issues on corruption in QS Al-Baqarah:188), evaluation (72%, verifying hoaxes from MUI), and synthesis (65%, digital zakat for SDGs). The cognitive engagement trend (+162%) aligns with Facione (1990), Vygotsky's social constructivism, and Bloom's Taxonomy levels 4-6, overcoming the teacher-centered rote memorization approach reflected in PISA's low reading scores (371). Digital literacy challenges (20%) were addressed through TPACK workshops, reducing complaints from 22% to 4%. EdLink transformed religious education into a student-centered, practical approach aligned with the Merdeka Belajar program. Recommendations include a blueprint for replication at 270+ private universities (PTS), rural data quota subsidies, and VR ethics. Future research suggestions include a longitudinal study on alumni's ethical development.
Development of Interactive Ebooks as Independent Learning in Micro Teaching Courses at Mahasaraswati University Denpasar Eminda Sari, Ni Wayan; IGAP Tuti Indrawati; AA Rai Laksmi; Ni Putu Saptari Maryani; Maria Sri Rosari
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.v4i1.2584

Abstract

This research aims to develop and validate interactive ebooks as an independent learning medium in Micro Teaching courses at Mahasaraswati University Denpasar. The background is based on findings that Micro Teaching lectures are still carried out conventionally and have not optimized students’ independent learning, even though this course plays a strategic role in shaping prospective teachers’ basic teaching skills before the School Field Program (PLP). This research uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The analysis stage involved observation and interviews to identify student needs, followed by the design and development of products referring to the course RPS. The resulting product is an interactive ebook containing materials on basic teaching skills, exercises, summaries, and formative tests. Validation was conducted by material experts, media experts, and learning design experts using questionnaire instruments, with quantitative and qualitative descriptive data analysis. The validation results showed that the interactive ebook achieved a validity score of 92% from material experts, 88% from media experts, and 90% from learning design experts (all in the “valid” category, 80.01–99.99%). The practicality test by students obtained a score of 85% (practical category). Thus, the interactive ebook developed is empirically valid and practical, making it suitable for use as an alternative independent learning medium in Micro Teaching courses.
Character Building With High Integrity In Lectures For Iain Pontianak Students In The Digitalization Era Wahab; Putri Nabila Ramadani; Hemafitria; Putra, Purniadi
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.v4i1.3002

Abstract

The world of education in today's digital era faces various challenges as well as new opportunities, especially in the process of building student character. The purpose of this study is to see how the lecture process at IAIN Pontianak can play a role in shaping the character of high integrity, as well as the supporting and inhibiting factors faced by students in the digital era. The influence of digitalization on academic behavior, the role of lecturers, and the condition of students' integrity character were investigated through a qualitative approach involving observation and literature study. The research findings revealed that the majority of students realize the importance of integrity. However, its implementation in academic life is still constrained by easy access to technology that triggers plagiarism and academic fraud. The role of lecturers in instilling integrity values through active dialog and role modeling is very influential in shaping student character. Character education integrated into the curriculum, especially in religion and ethics courses, plays an important role in increasing students' moral awareness. Therefore, there is a need for collaboration between technology and effective teaching methods so that students can develop digital integrity attitudes.

Page 12 of 12 | Total Record : 116

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