cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Selamet Riyadi Jaelani
Contact Email
baleliterasi.bl@gmail.com
Phone
087865863778
Journal Mail Official
jurnal.jes@gmail.com
Editorial Address
-
Location
Kab. lombok timur,
Nusa tenggara barat
INDONESIA
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 226 Documents
 17   18   19   20   21 
The Optimization of the Caucus Roles in the Mediation for Dispute Resolution at Mataram Religious Court and Praya Religious Court Ahmad Mustarudin Efendi, Subhan Abdullah Acim, Jumarim, Syukri
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.v3i3.3778

Abstract

This study examines the optimization of caucus roles in mediation for dispute resolution at the Religious Courts of Mataram and Praya, Indonesia. Despite the mandatory implementation of mediation under Supreme Court Regulation (PERMA) No. 1 of 2016, mediation success rates in Religious Courts remain relatively low, indicating a gap between normative expectations and practical outcomes. This research aims to analyze the implementation of caucus, identify factors influencing its effectiveness, and formulate a model for optimizing mediation practices. Employing an empirical legal research design with a qualitative approach, data were collected through in-depth interviews, observations, and document analysis involving mediators, judges, court administrators, and disputing parties. The findings reveal that caucus serves as a strategic mediation instrument for overcoming communication barriers, reducing emotional tensions, exploring hidden interests, and facilitating constructive negotiations. Mediation effectiveness is influenced by legal substance, institutional structure, legal culture, mediator competence, interpersonal communication, psychological characteristics of disputing parties, and the strategic utilization of caucus. Among these factors, mediator competence emerged as the most influential determinant. This study further develops the Integrated Mediator-Based Effectiveness Theory, which positions the mediator as the central actor responsible for integrating legal, communicative, psychological, and Maq??id al-Shar?‘ah dimensions within the mediation process. The study contributes both theoretically and practically to strengthening mediation effectiveness, promoting substantive justice, and fostering sustainable social harmony within Religious Courts.
Design of Web Based Information System for New Student Registration in State Junior High School Aroum Bidandari, Andi Kristanto, Syunu Trihantoyo
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.v3i2.3847

Abstract

The registration process for new students (PPDB) at State Junior High School in Madiun city has been conducted online for the past few years. This change aims to prevent congestion caused by parents seeking to register their children at their chosen schools. With advancements in computer technology, developing computer-based information systems has become feasible. Therefore, to address these issues, a web-based information system for new student registration has been created. The research method applied in designing this information system was qualitative. The online PPDB information system was both effective and efficient, greatly simplifying the online registration for prospective new students and aiding administrators in handling candidate data. The findings of this research show that the PPDB system operates effectively according to the set needs and expectations. It facilitates the registration process for the PPDB committee, new students, and their parents while ensuring accountability and transparency to create a fair and objective selection process. Furthermore, it helps to maintain the quality of educational outcomes over time and allows for real-time monitoring of PPDB results.
The Representation of the Hero’s Journey Through Film Elements in Andrew Adamson’s The Chronicles of Narnia: The Lion the witch and the Wardrobe (2005) Juwita Putri, Irman Nurhapitudin, Hasbi Assiddiqi
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.v3i3.3896

Abstract

This study examines how Campbell's Hero's Journey is represented through cinematographic elements in The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005), directed by Andrew Adamson. Previous studies applying Campbell's framework to cinematic narratives have predominantly treated the Hero's Journey as a story-level template, identifying narrative stages without examining how those stages are visually constructed. This study therefore addresses the following research question: how is Campbell's Hero's Journey represented through cinematographic elements in The Chronicles of Narnia: The Lion, the Witch and the Wardrobe (2005)? To answer this question, the study employs Campbell (2004) Hero's Journey as its primary analytical framework, supported by film theories proposed by Sikov (2010) and Petrie and Boggs (2018) covering shot types, spatial composition, foreground framing, and lighting. Using a qualitative content analysis method, the research examines selected scenes through repeated close viewing to identify how cinematographic elements construct the symbolic and psychological meaning of each Hero's Journey stage across the three phases of Departure, Initiation, and Return. The findings indicate that cinematographic elements in the film do not merely illustrate narrative events but actively produce monomythic meaning, with visual language frequently preceding dialogue as the primary mechanism of narrative construction. The study further identifies a structural adaptation in which the monomyth is distributed across four collective protagonists rather than a singular hero, a pattern consistently reinforced through collective framing. These findings suggest that Campbell's framework, when applied to film, operates not only as a narrative model but as a cinematographic one, extending its applicability beyond mythology and literary studies into the domain of visual media analysis.
Transforming Physical Education and Sports Coaching: Integrating Modern Teaching Strategies for Athlete Development Herman Syah, Maulidin
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.v3i3.3897

Abstract

The rapid evolution of sport pedagogy has shifted physical education and sports coaching from traditional coach-centered instruction toward learner-centered, technology-enhanced, and holistic approaches to athlete development. However, limited research has integrated these complementary pedagogical strategies into a comprehensive coaching framework. This study aimed to examine how modern teaching strategies can be systematically integrated to enhance coaching effectiveness and promote holistic athlete development. A qualitative descriptive research design was employed involving 24 purposively selected participants, comprising physical education lecturers, certified sports coaches, physical education teachers, and student-athletes. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed using thematic analysis following the interactive model of Miles, Huberman, and Saldaña. Methodological triangulation, member checking, and peer debriefing were employed to enhance the credibility and trustworthiness of the findings. The analysis identified five interrelated themes: learner-centered pedagogy, athlete-centered coaching, digital coaching technologies, collaborative learning, and holistic athlete development. Frequency analysis revealed that holistic athlete development and learner-centered pedagogy were the most prominent themes, while triangulation demonstrated strong consistency across interviews, observations, and documentary evidence. The findings indicate that learner-centered instructional practices increase athlete engagement, individualized coaching enhances motivation and autonomy, digital technologies facilitate timely and evidence-based performance feedback, and collaborative learning strengthens communication and teamwork. Collectively, these pedagogical strategies foster multidimensional athlete development encompassing physical, cognitive, psychological, social, and ethical competencies. The study concludes that integrating learner-centered pedagogy, athlete-centered coaching, collaborative learning, and digital technologies provides a robust evidence-based framework for transforming contemporary physical education and sports coaching. This integrated approach contributes to improved coaching effectiveness and supports sustainable, holistic athlete development across diverse educational and sporting contexts.
Development of a Project-Based Learning Model Using Science Games to Enhance Social Skills in Early Childhood Khairul Huda; Sofia Hartati; Ade Dwi Utami
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2495

Abstract

Social skills in early childhood are the primary foundation for future success, as through these skills children learn to build relationships, cooperate, understand others’ feelings, and adapt to increasingly complex social environments. However, in early childhood education (PAUD) practices, the development of social skills is often not optimally facilitated through enjoyable and meaningful activities. This study aims to develop a Project-Based Science Play Learning Model (ProperSains) to enhance the social skills of young children. The study employed a Research and Development (R&D) approach following the Borg and Gall framework. The research sample consisted of 73 children aged 5–6 years, selected using a purposive sampling technique, including 9 children in the limited trial, 32 children in the large-scale trial, and 32 children in the operational field trial. The research instruments included questionnaires, social skills assessment sheets, and model implementation observation sheets. Data were analyzed using both qualitative and quantitative techniques. The results indicated that: (1) the preliminary study revealed that most teachers had not yet fully understood or implemented the project-based science play learning model; nevertheless, the majority of teachers expressed the need for its application in early childhood education institutions in East Lombok Regency; (2) the ProperSains learning model was successfully developed through the systematic stages of Research and Development (R&D) based on the Borg and Gall framework; (3) the developed ProperSains model was proven to be feasible and practical in improving the social skills of children aged 5–6 years; and (4) the ProperSains model was effective in enhancing early childhood social skills, particularly in aspects of cooperation, communication, sharing, participation, and adaptation. In conclusion, the ProperSains model is a valid, practical, and effective learning model for fostering social skills among children aged 5–6 years. These findings suggest that the model has the potential to be implemented in early childhood education settings with similar characteristics, making it a promising alternative pedagogical approach for promoting children's social development through project-based science play activities. Further studies involving broader geographical contexts and more diverse participant characteristics are recommended to strengthen the generalizability of the findings.
The Influence of WARTA Learning Media on Students' Critical Thinking Skills in Social Studies Learning Nurdiansyah; Muhammad Nurfitrian; Dzulfa Nur Firdaus
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.2886

Abstract

Students' low critical thinking skills, especially in social studies learning. The still-low number of teachers who use various interactive learning media leads to social studies being seen as boring and not requiring critical thinking. Based on this, it is important to conduct research on how to improve students' critical thinking skills through appropriate learning media that align with the characteristics of social studies learning. Among the various interactive learning media available, one is WARTA. Given these two crucial problems, it is important to conduct research to obtain empirical, comprehensive data on the effect of WARTA learning media on students' critical thinking skills in social studies. This research uses a quantitative method with a pre-experimental model of a one-group pretest-posttest design. Data were collected via a 5-item essay test (validity r=0.62, reliability 0.77), analyzed using Shapiro-Wilk for normality, homogeneity, paired t-test (t=-7.339, p<0.001), regression (p<0.001, R²=0.757), and N-gain 0.63 (quite effective). The results showed a 75% increase in students' critical thinking skills during social studies learning. The use of WARTA Media has proven effective as an interactive cognitive stimulant for social studies learning in the digital era.
E-Learning Development with the ICARE Learning Flow in the Learning Materials Development Course in the Educational Technology Study Program, Ganesha University of Education Alexander Hamonangan Simamora; I Gusti Agung Ngurah Trisna Jayantika; I Kadek Suartama
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3186

Abstract

Digital transformation in higher education requires innovation in electronic learning content (e-learning) so that it is not just administrative or monotonous that triggers digital fatigue. This research aims to develop and test the feasibility and effectiveness of e-learning content based on the ICARE (Introduction, Connect, Apply, Reflect, Extend) flow in the Teaching Material Development course at the Educational Technology Study Program of FIP Undiksha. The research method used is Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The feasibility of the product is tested through expert review and user trials, while its effectiveness is analyzed using the one sample t-test after meeting the prerequisite tests for normality and homogeneity. The results of the validity test showed that the product was categorized as very good in the media (96%), material (91.42%), and individual trials (92.6%), as well as in the good category in the design (82.5%) and small group tests (85.5%). The data on student learning outcomes were declared to be distributed normally (Sig. 0.114 > 0.05) and homogeneous (Sig. 0.560 > 0.05). The results of the analysis of the one sample t-test obtained a significance value of 0.001 (< 0.05), which proves that there is a significant increase in student learning outcomes compared to the reference value of 75 after utilizing the integrated e-learning ICARE flow. The advantage of this model lies in the Apply and Extend phases which successfully trigger students' emotional, cognitive, and creative thinking skills through social constructivism-based problem-solving. This study concludes that ICARE-based e-learning is feasible and effective to be used as a prototype of interactive and adaptive digital learning content in higher education.
Pedagogical Models in Physical Education and Their Influence on Psychological Outcomes and Character Development: A Bibliometric–Systematic Literature Review (2000–2026) Nadila Maesara; Tite Juliantine; Yusuf Hidayat; Sucipto; Carsiwan; Bambang Abduljabar
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.v4i1.3442

Abstract

Background: Pedagogical models such as Sport Education (SE), Teaching Personal and Social Responsibility (TPSR), Cooperative Learning (CL), Models-Based Practice (MBP) and Teaching Games for Understanding (TGfU) have come to the fore in physical education (PE) as vehicles for psychological and character development. Yet no integrative review has combined bibliometric mapping with systematic synthesis on the link between models and outcomes. Purpose: This Bibliometric–Systematic Literature Review (B-SLR) explored the volume, intellectual core, thematic evolution, and empirical evidence relating pedagogical models in PE to psychological and character outcomes from 2000 to 2026. Methods: Following the ten-step B-SLR framework of Marzi et al.,(2025) and PRISMA 2020, 1,323 Scopus-indexed records were retrieved; 154 formed the analytical subset, and 15 high-impact studies (PE001–PE015) underwent thematic synthesis following Thomas & Harden,(2008). Analyses used R v4.6.0 (bibliometrix, VOSviewer); quality was evaluated with MMAT 2018. Results: Annual production grew exponentially, with an inflection point in 2020 (n = 101) and a historical peak in 2025 (n = 227). Three productive hubs were identified: TPSR-USA (Wright), TPSR-Spain (Valero-Valenzuela, Manzano-Sánchez), and Sport Education-Portugal (Mesquita, Hastie). The model × outcome matrix indicated TPSR × Responsibility as the most researched pairing (n = 86) followed by SE × Engagement/Enjoyment (n = 30). The most prevalent explicit lens was Self-Determination Theory (48%), but 70% of studies operated without an explicit framework. Hybrid SE+TPSR models become a rising paradigm. 15 anchor studies (mean MMAT 11.8/14) were analyzed and four analytical themes emerged: motivational mechanisms; life-skills and responsibility learning through classroom structure; mastery climate and teacher-student relationships; and transfer-effect challenges. Conclusion Pedagogical models function as evidence-based vehicles for psychological and character development only when implemented with explicit transfer scaffolding within a need-satisfying motivational climate.
Application of Game-Based Learning to Improve Islamic Religious Education Learning Outcomes on the Material of Gunnah Reading Rules and Tajweed at State Junior High School 10 Merangin Dini Adelia; Yulia Oktarina
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

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

Abstract

This study aimed to improve students' learning outcomes in Islamic Religious Education (PAI), particularly on the topic of the rules of reading Ghunnah and Tajweed, through the implementation of the Game-Based Learning method. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in two cycles. The participants were 30 seventh-grade students of SMP Negeri 10 Merangin. The intervention involved educational games, including quiz-based and collaborative learning activities, designed to increase students' engagement and understanding of the learning material. Data were collected through learning achievement tests and classroom observations. The validity of the data was ensured through expert validation of the research instruments and triangulation of observation and test data. Data were analyzed using descriptive quantitative techniques. Classical learning mastery was defined as at least 85% of students achieving the Minimum Mastery Criterion (KKTP) of 76. The findings revealed that the implementation of Game-Based Learning significantly improved students' participation and learning outcomes. Classical learning mastery increased from 40.0% in the pre-cycle to 63.3% in Cycle I and 86.7% in Cycle II, indicating that the success criterion had been achieved. These findings suggest that Game-Based Learning is an effective instructional approach for creating an interactive learning environment and improving students' understanding of the concepts of Ghunnah and Tajweed.
Factors That Influence Students' Learning Interest in the Subject of Islamic Cultural History at the Tarbiyah Islamiyah Tsanawiyah Madrasah in Jambi City Siti Alvira DesmaPutri; M Yahuda
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.v4i1.3575

Abstract

Students’ learning interest plays a crucial role in determining the effectiveness of the learning process and academic achievement. However, preliminary observations at Madrasah Tsanawiyah Tarbiyah Islamiyah Jambi City indicated that students exhibited a relatively low level of interest in Islamic Cultural History (ICH) learning. This study aimed to explore the factors influencing students’ learning interest in ICH. Employing a qualitative approach with a descriptive design, the study involved 19 students from Class VIII A as research participants. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing and verification. The findings revealed that students’ learning interest in ICH was shaped by both internal and external factors. Internal factors comprised low learning motivation, unfavorable perceptions of the subject matter, and limited attention and concentration during classroom activities. Meanwhile, external factors included the limited use of varied instructional methods, inadequate learning media, teachers’ constraints in managing instructional time, and a learning environment that was not fully conducive to student engagement. These factors collectively contributed to students’ low participation and enthusiasm in the learning process. The study highlights the importance of implementing innovative pedagogical approaches, utilizing interactive learning media, and creating a supportive learning environment to foster students’ interest and engagement in Islamic Cultural History learning.

Page 19 of 23 | Total Record : 226

 17   18   19   20   21 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): July Vol. 4 No. 1 (2026): April Vol. 3 No. 3 (2025): Desember Vol. 3 No. 2 (2025): Agustus Vol. 3 No. 1 (2025): April Vol. 2 No. 3 (2024): Desember Vol. 2 No. 2 (2024): Agustus Vol. 2 No. 1 (2024): April Vol. 1 No. 2 (2023): Desember Vol. 1 No. 1 (2023): Agustus