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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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Early Literacy and Numeracy in Early Childhood: A Systematic Literature Review of Research Trends and Practices Theresia Alfiani Sum; Christina Ismaniati; Jumadi Jumadi
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.v3i2.3375

Abstract

Literacy and numeracy are fundamental skills that play a crucial role in supporting learning processes and cognitive development across educational levels. However, research on literacy and numeracy remains fragmented across multiple disciplines, necessitating a systematic synthesis to obtain a comprehensive overview of the development of this field. This study aims to analyze and synthesize findings from previous research on literacy and numeracy using a Systematic Literature Review (SLR) approach to identify research trends, effective interventions, methodological characteristics, and existing research gaps. The method employed was a systematic literature review following structured stages, including problem formulation, literature search, article screening, quality appraisal, and data synthesis. The findings indicate that SLR plays a significant role in integrating diverse research outcomes, identifying effective instructional strategies, and providing an evidence base for the development of educational policies and practices. In addition, this review reveals methodological limitations in several previous studies and identifies factors influencing the development of literacy and numeracy, such as learning environments, instructional approaches, and the use of technology. These findings underscore the importance of an interdisciplinary perspective in advancing future research on literacy and numeracy. Overall, the implementation of SLR provides a comprehensive evidence base to support evidence-based decision making, enhance the quality of educational practices, and guide future research in a more systematic and focused manner.
Synthesizing Mind as a 21st Century Competence in Education: A Systematic Literature Review Rudolf Ngalu; Gatot Afrianto; Mami Hajaroh; Jumadi Jumadi
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.v3i2.3377

Abstract

The synthesizing mind is a higher-order cognitive competency that is important in 21st-century education because it helps students integrate information, build coherent understanding, and generate new ideas. However, studies that systematically map the development, themes, and educational implications of this concept remain limited. Therefore, this study aims to analyze literature on the synthesizing mind in educational contexts using a Systematic Literature Review (SLR) approach. The study followed structured stages, including keyword selection, literature search, article screening based on inclusion and exclusion criteria, and thematic and bibliometric analysis. The analysis focused on publication trends, conceptual relationships, implementation patterns, and research gaps. The findings show that the synthesizing mind has been studied across various disciplines and is commonly associated with project-based learning, collaborative learning, digital technology, and reflective learning. The literature also indicates that synthesizing ability is influenced by cognitive factors, learning experiences, socio-cultural contexts, and curriculum design. Despite these developments, several gaps remain, particularly in the development of measurement instruments, implementation across educational levels, and evaluation of long-term impacts on students’ higher-order thinking skills. This study concludes that the synthesizing mind is a crucial competency for strengthening critical, creative, and integrative thinking in 21st-century education.
Global Trends in Problem-Based Learning for Mathematics Learning in Primary Schools: A Bibliometric Study (2015-2025) Kanisius Supardi; Farida Hanum; Agung Wahyu Hermansyah
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.v3i2.3378

Abstract

Strengthening 21st-century competencies in elementary school mathematics learning is an urgent need in the era of the industrial revolution 4.0. Although Problem-Based Learning (PBL) is theoretically and empirically recognized as being able to improve students' learning outcomes and problem-solving abilities, existing research remains methodologically and thematically fragmented. This study aims to consolidate evidence and systematically map the development of PBL research trends in elementary school mathematics learning during the period 2015-2025. This study uses a mixed-methods sequential explanatory design that integrates bibliometric analysis and meta-analysis. Data of 285 documents were obtained from the Scopus database and analyzed using VOSviewer software, Bibliometrix R-package, and Comprehensive Meta-Analysis (CMA). The findings indicate that annual publication trends fluctuate significantly with research peaks occurring in 2018, 2020, 2022, and 2024. Geographically, Indonesia emerged as a major research center (global research hub) with the highest number of publications, while the United States played a role as a mediator for international collaboration. The thematic map identifies the primary research focus on the student pillar, mathematics content, and PBL methodology. This area of research is still in its infancy but not yet fully mature. There are significant research gaps in the specific cognitive mechanisms of PBL, as well as the need for teacher capacity building and the integration of advanced technologies such as intelligent tutoring systems in future research.
Needs Assessment for Developing a Computational Thinking-Based Computer Application Textbook Hasriadi, Misykat Malik Ibrahim, Yuspiani, Syamsuddin, Syahruddin Usman, M. Yusuf T, Ilyas Ismail
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to identify the needs for developing a computational thinking-based computer application textbook at the Faculty of Tarbiyah and Teacher Training, UIN Palopo, Indonesia. This research constitutes the analysis phase of a Research and Development study employing the ADDIE model. Data were collected through questionnaires (N=98 pre-service teachers), semi-structured interviews with two lecturers, curriculum document analysis (CPL, CPMK, RPS), and resource observation. Descriptive statistics and Miles-Huberman thematic analysis were used to analyze the data. The findings reveal three multidimensional gaps: (1) Applicative gap: 73.5% of students mastered basic functions, but 56.1% struggled to apply them for creating learning media; (2) Cognitive gap: 83.7% required systematic thinking guidance (computational thinking) that has not been explicitly integrated into learning objectives; (3) Contextual gap: 87.8% demanded materials relevant to teaching profession tasks. Learner profile analysis showed high motivation (mean 4.19/5) but varied practical experience (mean 3.34/5). Resource analysis confirmed the availability of laboratories and competent lecturers, yet with quantitative limitations in technology infrastructure. The conclusion confirms that multidimensional gaps necessitate the development of an integrated, contextual, and problem-solving-oriented computational thinking-based textbook. This needs analysis provides a foundational rationale for instructional design decisions in subsequent development phases.
Institutional Governance of Education: An Analysis of Higher Education and Madrasah Accreditation Policies in Mataram City and West Lombok Raihan, Ahyar, Saparudin
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

Educational accreditation occupies a pivotal role within national quality assurance systems; however, its effectiveness in driving substantive institutional governance transformation remains subject to critical scholarly debate. This study analyses how accreditation policy shapes institutional governance patterns in private higher education institutions and madrasah in Mataram City, specifically Universitas Muhammadiyah Mataram (UMMAT) and Universitas Nahdlatul Ulama NTB (UNU NTB) as private university representatives, and Madrasah Aliyah Swasta Nurul Hakim and Madrasah Aliyah Swasta Darul Aminin as madrasah representatives. Employing a qualitative multiple case study approach across 24 informants, analyzed through reflexive thematic analysis assisted by NVivo 15, the study identifies five core themes: administrative governance, institutional quality culture, policy implementation, ceremonial isomorphism, and human financial capacity. Key findings reveal that accreditation predominantly functions as a formal legitimacy mechanism rather than a substantive driver of quality; governance dualism between BAN PT and BAN PDM produces policy incoherence that structurally disadvantages private madrasah; and ceremonial isomorphism is considerably more pronounced in madrasah settings. The study recommends inter-ministerial regulatory harmonization, capacity-differentiated accreditation instruments, and performance-based financing for private madrasah
Regional Autonomy and the Governance of Private Madrasahs in Central Lombok Baiq Ulfahani, Ahyar, Saparudin
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 implications of regional autonomy policy on the governance of private madrasahs in Central Lombok Regency. Regional autonomy grants broad authority to local governments in managing the education sector; however, the position of madrasahs under the Ministry of Religious Affairs creates a distinct dynamic in its implementation at the local level. This research employs a qualitative approach with a case study design based on document analysis. Data were obtained from national and regional regulations, regional development planning documents, education budget reports, and madrasah statistical data. The data were analyzed using content analysis techniques and a policy analysis framework covering the background, substance, and implications of the policy. The findings show that regional autonomy has not yet fully strengthened the governance of private madrasahs due to the limited fiscal and regulatory authority of local governments over madrasahs. Although there are opportunities for collaboration and support from regional education programs, implementation is still influenced by the dualism of authority between local governments and the Ministry of Religious Affairs. This study recommends strengthening institutional synergy and affirmative policy schemes to improve the effectiveness of private madrasah governance at the local level.
Implementation of Inclusive Education Based on Child Friendly Learning in Early Childhood Education Ainul Hasanah; Barratun Naqiyah; Itaul Hasanah; Imroatus Sholeha; Khoiratul Ummah
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.v3i1.3432

Abstract

Inclusive education for early childhood is a strategic effort to guarantee the right of every child to obtain fair, quality, and non-discriminatory educational services, including for children with special needs. This study aims to describe the implementation of inclusive education in Early Childhood Education (PAUD) units, particularly in the planning, implementation, and evaluation of child-friendly and non-discriminatory learning. This study uses a qualitative approach with a case study method. The research subjects included the head of the PAUD unit, educators, and parents of students, while data collection techniques were carried out through observation, in-depth interviews, and documentation studies. The results of the study indicate that the implementation of inclusive education in PAUD has been carried out through the application of differentiated learning, curriculum adjustments, the use of flexible play strategies, educator competence, collaboration with parents and experts, and the availability of complete and inclusive facilities and infrastructure. This study concludes that the success of inclusive education in early childhood is largely determined by the readiness of the institution to accommodate the diverse needs of students, educator competence, adequate facilities and infrastructure, and synergy with parents and related parties/experts.
Metaphors and Symbols of Sufism in the Markum Sasak Text: A Semiotic Study Aswandikari, Sukri, Burhanuddin, Syaiful Musaddat, Johan Mahyudi, Saharudin, Irma Setiawan, Suhaib A
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

This study aims to identify the forms of metaphors and symbols and to interpret their Sufi meanings in the Markum Sasak text, Pupuh Sinom stanzas 1–21. The Markum text is a form of Sasak suluk literature that represents the spiritual journey of human beings toward ultimate knowledge and ma‘rifatullah (gnosis of God). This research employs a qualitative descriptive method with a semiotic approach supported by conceptual metaphor theory, hermeneutics, and Sufism studies. The data consist of words, phrases, lines, and stanzas in the Markum text that contain Sufi metaphors and symbols. Data were collected through textual study and note-taking techniques, while data analysis was conducted through metaphor identification, symbol classification, semiotic analysis, hermeneutic interpretation, and Sufi meaning construction. The findings reveal that the Markum text contains metaphors of journey, breath, spiciness, light, and self-surrender. In addition, the text incorporates symbols related to figures, spiritual teachers, place names, nature, animals, mosques, body-space, dhikr, and divine realities. These metaphors and symbols collectively form a system of signs that represents the stages of suluk (spiritual wayfaring), tazkiyat al-nafs (purification of the soul), spiritual etiquette toward teachers, dhikr, fan?’ (self-annihilation), and ma‘rifah (gnostic knowledge of God). Therefore, the Markum text functions not only as a traditional Sasak literary work but also as a culturally grounded medium for Sufi education and spiritual instruction.
The Relevance of ISO 21001 Implementation to the Enhancement of Islamic Religious Education Learning Quality in Private Islamic Junior Secondary Schools in Mataram City Raihan, Adi Fadli, Abdul Mujib
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

This study examines the relevance of ISO 21001:2018 (Educational Organization Management System/EOMS) implementation to the improvement of Islamic Religious Education (IRE) learning outcome quality in private Islamic junior secondary schools in Mataram City, West Nusa Tenggara. Employing a qualitative descriptive design, data were collected through semi-structured in-depth interviews and document analysis involving 30 informants comprising 12 IRE teachers and 18 Grade VIII–IX students from four purposively selected schools, two Integrated Islamic Junior Secondary Schools (SMP IT) and two private Islamic Junior Secondary Schools under the madrasah system (MTs). Thematic analysis facilitated by NVivo 15 generated 472 coding references across seven overarching themes, extracted from 387 pages of verbatim transcripts and 46 institutional documents. The findings reveal that the relevance of ISO 21001 to IRE learning outcome quality across cognitive, affective, and psychomotor dimensions operates through three mutually reinforcing mechanisms: (1) the standardization of instructional processes as a foundation for quality consistency; (2) data-driven evaluation systems as drivers of continuous improvement; and (3) the synergy between Islamic educational values itq?n and am?nah and EOMS principles as a multiplier effect. The school demonstrating the highest degree of EOMS principal internalization (S-1) recorded mean IRE scores of 88–90 across all three dimensions, compared to 70–77 at the school with the lowest internalization (S-4). Although none of the schools had obtained formal ISO 21001 certification, all exhibited varying degrees of principal adoption along a spectrum of implementation intensity. Theoretically, this study constructs a conceptual bridge between Islamic educational quality management theory and the international EOMS framework, while generating contextually grounded, tiered policy recommendations for private Islamic junior secondary schools in non-metropolitan Indonesian cities within the broader agenda of SDG 4.
Microteaching and Its Effects on Anxiety and Pedagogical Mental Models in Pre-Service Teachers Yudi Hari Rayanto, Dies Nurhayati
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

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Abstract

Although microteaching has been widely used in teacher education to improve instructional skills, limited research has simultaneously examined its impact on both the emotional and cognitive dimensions of teacher preparation, particularly teaching anxiety and pedagogical mental model development among pre-service teachers. This study addresses this gap by investigating the effect of a microteaching intervention on reducing teaching anxiety and enhancing pedagogical mental models among pre-service teachers. Employing a quasi-experimental design, the study involved 19 sixth-semester students enrolled in the English Education Study Program at Universitas PGRI Wiranegara during the 2025/2026 academic year. Participants were assigned to an experimental group and a control group using purposive sampling. Data were collected using the Teaching Anxiety Scale (TAS), a Pedagogical Mental Model Questionnaire, and observation sheets. Descriptive statistics, paired-samples t-tests, independent-samples t-tests, and Cohen’s d effect size analysis were used to analyze the data. The results indicated that the microteaching intervention significantly reduced teaching anxiety among participants in the experimental group, as evidenced by lower post-test scores compared to those of the control group. The intervention also promoted the development of pedagogical mental models; however, the improvement was not statistically significant. Effect size analysis revealed a very large effect on teaching anxiety reduction and a medium effect on pedagogical mental model development. The novelty of this study lies in its integrated examination of microteaching as a strategy for fostering both emotional readiness and pedagogical cognition among pre-service teachers. These findings highlight the importance of incorporating reflective microteaching practices into teacher education programs to strengthen prospective teachers’ professional preparedness.

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