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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 168 Documents
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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

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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 Ni Wayan Eminda Sari; 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; Purniadi Putra
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.
The Effect of the Self-Check Method on Students’ Underhand Passing Skills in Volleyball Syamsul Darmawan; Jusrianto AS; Hawa Hasan
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.v3i3.2829

Abstract

This study aims to examine the effect of the self-check method on improving students’ learning outcomes in underhand passing in volleyball. The research was conducted at SD 13 Arfai using a pre-experimental design with a one-group pre-test and post-test approach. The participants consisted of elementary school students selected using total sampling. Data were collected through performance tests, observation sheets, and self-assessment instruments, focusing on technical aspects of underhand passing such as body position, arm contact, coordination, and ball control. The results showed a significant improvement in students’ learning outcomes after the implementation of the self-check method. The mean score increased from pre-test to post-test, supported by the results of the paired sample t-test (Sig. < 0.05), indicating a statistically significant difference. Furthermore, the effect size analysis revealed a large effect, suggesting that the self-check method had a strong impact on students’ skill development. These findings indicate that the self-check method effectively enhances students’ underhand passing skills by promoting active reflection, feedback integration, and repeated practice. In addition to improving technical performance, the method also supports students’ self-regulation and engagement in learning. Therefore, the self-check method can be considered a practical and effective instructional strategy in physical education, particularly in teaching basic volleyball skills at the elementary level.
A Conflict Resolution Model Based on Local Wisdom And Prophetic Values : A Case Study Of The Integration of Religious Education in Cultural Mediation in Heterogeneous Schools Nur Khikmah; Muhlisin; Muhammad Jaeni; Slamet Untung; Moh. Muslih
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.v3i3.2951

Abstract

This research aims to design a conflict resolution model that integrates local wisdom and prophetic principles within heterogeneous educational contexts. Amidst the increasing threat of social disintegration in the world of education, Islamic Relegious Education serves a strategic role as an instrument for cultural mediation. Employing a qualitative approach through a case study at SMP Negeri 1 Pekalongan, this research investigates how prophetic valuses—such as Shiddiq, Amanah, Tabligh, and Fathanah—are integrated with local philosophies, such as Tepa Slira or Pela Gandong, to reduce identity-based tensions. The research finding indicate thaet this integrated model is proven effective in mitigating conflict through peer mediation strategies and the establishmen of superordinate goals.
The Role of Educational Level in Enhancing Marital Satisfaction within Islamic Family Law: Implications for Achieving SDGs 4 (2030) Edy Usman
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to analyze the role of educational level in enhancing marital satisfaction within the framework of Islamic family law and to examine its implications for the achievement of Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. The research employs a qualitative approach with a case study design, involving six informants selected purposively based on variations in educational background and social context. Data were collected through in-depth interviews, observation, and documentation, and analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The validity of the data was ensured through triangulation of sources and techniques. The findings reveal that educational level plays a significant role in improving marital satisfaction through several key mechanisms, including the enhancement of interpersonal communication, adaptive conflict resolution, comprehensive understanding of spousal rights and obligations in Islamic family law, and the development of emotional and rational maturity. However, the influence of education is not absolute, as it is mediated by religiosity, socio-cultural factors, and disparities in educational background between spouses. The study also highlights that the integration of formal education with Islamic values is essential in fostering harmonious, balanced, and sustainable marital relationships. Furthermore, the study demonstrates that quality education contributes not only to individual academic achievement but also to the strengthening of family institutions, which are fundamental to social resilience. These findings imply that education serves as a strategic instrument in achieving SDGs 4 by promoting not only access and participation but also the quality and social impact of education. Therefore, an integrative and value-based educational approach is necessary to support sustainable family and societal development.
Digital Learning Ecosystems and Their Role in Advancing Literacy and Conceptual Understanding in Physics Lia Angraeni; Lukman Hakim Assegaf; Ira Novita Sari; Nurussaniah Nurussaniah; Khaerus Syahidi
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.v4i1.3062

Abstract

Background of study: The rapid integration of digital technologies into education offers opportunities to address the persistent challenges of abstract physics learning, while the simultaneous development of digital literacy and conceptual understanding remains underexplored. Aims: This study aimed to investigate the impact of holistic digital learning on students’ digital literacy and conceptual understanding in physics, and to explore the relationship between these two constructs. Methods: A quasi-experimental non-equivalent control group design was applied with 67 senior high school students in Pontianak, Indonesia. The experimental group (n = 35) received instruction via a Moodle-based learning management system integrating blogs, digital worksheets, and interactive videos, while the control group (n = 32) engaged in conventional non-digital learning. Data were collected through pretest and posttest assessments based on Bloom’s taxonomy and the UNESCO digital literacy framework. Result: Welch’s ANOVA showed no significant pretest differences, but posttest results revealed significant gains in the experimental group for both digital literacy and conceptual understanding (p < .001). A strong positive correlation was also found between the two constructs (r = .843, p < .001). Implication: The findings demonstrate that holistic digital learning significantly enhances both digital competencies and conceptual mastery in physics, underscoring the importance of integrated digital ecosystems in meeting the dual demands of 21st-century education
Interactional Features of Teacher Talk and Their Influence on Student Participation in Indonesian EFL Classrooms Nurkhaira Ariendita Fortuna, La Sunra, Vivit Rosmayanti
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

Classroom interaction in EFL settings is strongly shaped by how teachers manage talk and participation; however, limited research has examined how interactional features of teacher talk simultaneously support and constrain student participation in Indonesian secondary classrooms. This study investigates how teacher talk influenced student participation within public and Islamic junior high school contexts in Makassar, Indonesia. Employing a qualitative multiple case study design, the study involved three English teachers and nine students. Data were collected through classroom observations, video recordings, and semi-structured interviews. The analysis combined Self-Evaluation of Teacher Talk (SETT) framework analysis and thematic analysis to examine how teacher talk was enacted during classroom interaction. The findings revealed that display questions, teacher echo, extended teacher turns, and immediate evaluative feedback frequently maintained teacher-controlled interaction and produced short learner responses. In contrast, referential questions, extended wait time, and adaptive scaffolding created greater opportunities for elaborated responses and meaningful participation. However, excessive scaffolding and immediate correction often increased learner dependency on teacher guidance. The findings further indicated that participation was socially and culturally mediated through hierarchical teacher–student relationships and respect-oriented classroom communication. This study highlights the importance of balancing instructional support, learner autonomy, and interactional space to promote more dialogic participation in Indonesian EFL classrooms.
Environmental Change and Its Pedagogical Implications: Enhancing Geography and Social Studies Education Geoffrey Wall, Hifjir, Ika Listiqowati
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

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Abstract

Environmental change constitutes a complex global challenge that requires learners to integrate spatial, social, and systems-based perspectives within formal education. In response, this study examines secondary school students’ interdisciplinary understanding of environmental change within integrated geography and social studies instruction. The study focuses on how students construct interdisciplinary knowledge of environmental change and identify the key contributing factors that influence this process. A mixed-methods research design was employed, involving five secondary school students enrolled in integrated geography and social studies courses as primary participants and ten secondary school educators comprising five geography teachers and five social studies teachers as evaluators. Data was collected through a structured learning task addressing environmental change, an evaluation of a rubric encompassing overall interdisciplinary understanding and nine contributing factors, evaluator questionnaires, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Pearson’s correlation coefficients, and path analysis, while qualitative data were analyzed through thematic analysis. The findings indicate that students demonstrated a moderate-to-high level of interdisciplinary understanding of environmental change. Socio-environmental reasoning, integrative explanation, and systems thinking emerged as the most influential factors directly shaping overall interdisciplinary understanding, whereas spatial awareness exerted an indirect influence through socio-environmental reasoning. In contrast, temporal awareness and critical reflection showed comparatively weaker effects. This study contributes to the field of environmental change education by providing empirical evidence on the interrelationships among interdisciplinary learning factors, offering methodological insights through the application of path analysis, and informing the design of integrated geography and social studies curricula that foster coherent and meaningful environmental learning outcomes.

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