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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 226 Documents
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The Effect Of Canva-Based Learning Materials On Pupils’ Creativity Jumiati Siska; Mesterjon Mesterjon; Ema Pitriyanti
Journal of Educational Studies Vol. 2 No. 3 (2024): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v2i3.3670

Abstract

The growing use of visual design platforms in classrooms has intensified scholarly debate on whether digital learning media directly foster creativity or merely provide attractive instructional surfaces. This study examines the effect of Canva-based learning media on students’ creativity by integrating two competing theoretical perspectives: Cognitive Theory of Multimedia Learning, which emphasizes visual-verbal processing and reduced cognitive load, and the Componential Theory of Creativity, which highlights intrinsic motivation, domain-relevant skills, and creativity-relevant processes. A quasi-experimental pretest-posttest control group design was proposed involving 120 senior secondary students assigned to an experimental class using Canva-based instructional media and a control class using conventional slide-based media. Creativity was measured through a performance rubric covering fluency, flexibility, originality, and elaboration, while engagement and intrinsic motivation were assessed using validated Likert-scale instruments. Data were analyzed using descriptive statistics, reliability testing, independent samples t-test, ANCOVA, effect size estimation, and mediation analysis. Illustrative results show that students in the Canva-based group achieved higher posttest creativity scores than the control group after controlling for baseline ability, with the strongest gains observed in elaboration and originality. The discussion suggests that Canva supports creativity when its visual affordances are embedded in inquiry-oriented tasks, peer feedback, and teacher scaffolding. This study fills the void by positioning Canva not as a stand-alone technological solution but as a pedagogical design environment whose impact depends on cognitive, motivational, and social learning mechanisms. The findings offer implications for digital media integration, teacher training, and creativity-oriented curriculum design.
Innovations In Learning Management To Foster Student Creativity Sukirdi Sukirdi; Feby Elra Perdima; Jumiati Siska; Fenty Hanifa Carolina
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.v3i1.3671

Abstract

Creativity has become a strategic learning outcome in contemporary schooling, yet many classroom innovations remain fragmented because management practices are rarely examined as an integrated mechanism that shapes the learning climate, teacher coordination, assessment design, and student agency. This study aims to analyze how innovative learning management contributes to the development of student creativity and to clarify whether creative learning climate and student engagement mediate this relationship. An explanatory sequential mixed-methods design was proposed. The quantitative phase involved 312 secondary-school students selected through cluster sampling, while the qualitative phase involved interviews with 12 teachers and six school leaders. Data were collected using a learning management innovation scale, a creative learning climate scale, a student engagement scale, and a portfolio-based creativity rubric covering fluency, flexibility, originality, and elaboration. The illustrative analysis using partial least squares structural equation modelling indicated that innovative learning management had a positive direct effect on student creativity (beta = .31, p < .001) and stronger indirect effects through creative learning climate and engagement. The model explained 61% of the variance in student creativity, suggesting that creativity is not merely a product of individual talent but is also shaped by managerial decisions that organize time, feedback, collaboration, and assessment opportunities. The findings imply that schools should move beyond episodic innovation and institutionalize learning management systems that protect experimentation, support teacher collaboration, and use formative assessment to cultivate creative performance.
Educational Management Strategies Amid the Development of Artificial Intelligence Saipul Saipul; Suwarni Suwarni; Asnawati Asnawati; Mardiana Mardiana
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.v3i2.3672

Abstract

The rapid development of artificial intelligence (AI) has altered the strategic landscape of educational management, yet many institutions still approach AI as a technical tool rather than as an organizational transformation issue. This study aims to examine how educational management strategies can be redesigned to balance data-driven decision-making, human-centered leadership, teacher capacity building, and ethical governance. Using an explanatory sequential mixed-methods design, the proposed study involved 286 school leaders, teachers, and administrative staff selected through stratified proportional sampling, followed by interviews with 18 key informants. Quantitative data were collected using validated Likert-scale instruments measuring AI strategic readiness, human-centered leadership, ethical governance, teacher AI literacy, and perceived management effectiveness. Data were analyzed using descriptive statistics, confirmatory factor analysis, multiple regression, and thematic coding. The illustrative findings indicate that human-centered leadership and ethical governance exert stronger effects on educational management effectiveness than AI infrastructure alone. AI strategic readiness contributes positively when mediated by teacher AI literacy and supported by transparent policy, professional learning communities, and accountable data governance. Contrary to established beliefs that technological adoption is the primary driver of AI-enabled educational improvement, this study argues that strategic value emerges when AI is institutionally embedded within participatory leadership and pedagogical judgment. The study fills the void by integrating socio-technical transformation theory and human-centered distributed leadership into a strategic framework for education management in the AI era. The implications emphasize the need for AI literacy programs, ethical protocols, evidence-informed planning, and adaptive leadership models that preserve human agency while improving organizational efficiency.
Educational Management Strategies For Improving Student Achievement Yuni Herlina; Suwarni Suwarni; Feby Elra Perdima; Euis Trianingsih
Journal of Educational Studies Vol. 2 No. 3 (2024): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v2i3.3673

Abstract

Educational management is increasingly expected to move beyond administrative compliance and become a strategic mechanism for improving student achievement. This study aims to examine how educational management strategies contribute to student achievement through instructional quality, collaborative teacher culture, and data-informed school improvement. A quantitative explanatory design is proposed, involving senior high school students and teachers selected through proportionate stratified sampling. Data are collected using validated Likert-scale questionnaires, documentation of students’ academic records, and school-level quality assurance indicators. The analytical procedure combines descriptive statistics, confirmatory factor analysis, reliability testing, correlation analysis, and structural equation modeling to evaluate direct and indirect relationships among variables. The illustrative findings indicate that strategic educational management has a positive direct association with student achievement, while its stronger contribution emerges indirectly through instructional coherence, teacher collaboration, and a supportive learning climate. Contrary to established beliefs that student achievement is primarily shaped by classroom-level instructional factors, the proposed model suggests that school-level management capacity functions as an enabling architecture through which instructional improvement becomes systematic, measurable, and sustainable. This study fills the void by integrating instructional leadership theory with distributed leadership and social capital perspectives in one empirical framework. The implications highlight that school leaders should align planning, teacher professional development, learning assessment, stakeholder engagement, and continuous quality assurance as an integrated management strategy rather than fragmented programs. Future studies are encouraged to test the model using longitudinal data and multi-level analysis across different school contexts.
Improving Tajwid Understanding through Problem Based Learning in Grade VII Qur'an-Hadith at MTs Nurul Iman Berbak Muhammad Nuril Huda, Nispi Syahbani
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.v3i3.4000

Abstract

This study aimed to describe the process of learning tajwid rules using the Problem Based Learning (PBL) model and to determine its effectiveness in improving Grade VII students' understanding at MTs Nurul Iman Berbak, particularly regarding the rules of nun sakinah and tanwin. This was a classroom action research study following the Kemmis and Mc. Taggart model, conducted over two cycles consisting of planning, acting, observing, and reflecting. The research subjects were 21 Grade VII students, comprising 10 male and 11 female students. Data were collected through observation, interviews, documentation, and oral tests, then analysed both qualitatively and quantitatively using percentage formulas. The results showed that PBL implementation increased students' average reading score from 58.1 in the pre-cycle to 70.5 in Cycle I, and to 85.7 in Cycle II, with mastery rates rising from 33% to 90.5%. Improvements were also observed in teacher and student activity, rising from 72% to 88% and from 68% to 86%, respectively. Based on these findings, it was concluded that the Problem Based Learning model effectively improved students' understanding of tajwid rules and is a viable alternative model for Qur'an-Hadith instruction in madrasah settings.
Website-Based Ethnomathematics Learning for Mathematical Problem-Solving: A Systematic Literature Review Laila Hayati; Sri Subarinah; Sudi Prayitno; Muhammad Turmuzi; Muhammad Usman Hadi
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.v4i1.4006

Abstract

Studies in mathematics education have increasingly explored the integration of digital technology and ethnomathematics in learning activities. Various digital platforms have been used to create more interactive and contextual mathematics learning experiences connected to students’ cultural backgrounds and everyday life. Previous studies also suggested that culturally connected digital learning may support students’ engagement, reasoning, conceptual understanding, and higher-order thinking skills. However, earlier research mainly focused on mobile learning, digital games, augmented reality, and blended learning, while website-based ethnomathematics learning, particularly in higher education contexts, has received less attention. This study reviewed previous research related to website-based ethnomathematics learning and mathematical problem-solving skills using the PRISMA 2020 framework. Literature searches were conducted mainly through ProQuest and supported by Google Scholar verification and manual searches through ScienceDirect. From 142 initially identified articles published within the last ten years, 17 studies met the inclusion criteria and were analyzed descriptively and thematically. The reviewed studies discussed digital games, augmented reality, multimodal learning, AI-assisted learning, virtual learning environments, and web-based platforms in mathematics education. Problem-solving, reasoning, visualization, creative thinking, and conceptual understanding were among the mathematical abilities most frequently discussed, while geometry topics appeared more dominant than other mathematical areas. The findings indicate that ethnomathematics-based digital learning has strong potential to support more meaningful and culturally responsive mathematics learning. Nevertheless, studies specifically focusing on website-based ethnomathematics learning for improving mathematical problem-solving skills in higher education settings remain limited.
Translation Quality Assessment of Sitor Situmorang’s Translated Poetries by John McGlyn Samuel Reynaldo Siboro, Umar Mono, Rudy Sofyan, Rusdi Noor Rosa, Rahmadsyah Rangkuti
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.v3i3.4017

Abstract

This research is conducted to assess the quality of the Sitor Situmorang’s translated poetries by John McGlyn in Sastrawan Indonesia Book that published by Pusat Bahasa, Departemen Pendidikan Nasional on 2006. In this research used the translation quality assessment model proposed by Nababan et al. The TQA model by Nababan et al. focuses on three aspects, namely accuracy, acceptability, and readability. Three raters used in assessing the 11 Sitor Situmorang’s translated poetries by John McGlyn. The three raters are translator and have background in literature translation. Qualitative research is used in this research; in collecting data, this research used the observational method. Sudaryanto (1993) observational method is a method of collecting data by observing the use of the language and used distributional method in analyzing data. The final result of measuring these three aspects is the total value for the quality of the translation on a scale of 1-3. This research has the objectives to: 1) To find out the accuracy score of translated poetries by John McGlyn; 2) To find out the acceptability score of translated poetries by John McGlyn; 3) To find out the readability score of translated poetries by John McGlyn; 4) To find out the total score of translation quality of translated poetries by John McGlyn. Generally, the results indicated that the translation quality of the Sitor Situmorang’s translated poetries by John McGlyn, quite accurate, quite acceptable, and very readable. The score for the accuracy aspect is 2.6, for the acceptability aspect is 2.9, for the readability aspect is 3 and the total quality of the translation is 2.7.
Management of Pancasila Value Internalization in Strengthening Students’ Civic Disposition in Madrasah Ibtidaiyah Latifah Permatasari Fajrin; Subar Junanto; Mila Faila Shofa; Putri Rizqiyah Rahmawati
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.v3i2.4040

Abstract

This study aims to analyze the management of Pancasila value internalization in strengthening students’ civic disposition in Madrasah Ibtidaiyah. The urgency of this study lies in the need to transform Pancasila values from cognitive understanding into students’ daily attitudes and behaviors. This research employed a qualitative approach with a case study design at MI Muhammadiyah Karanganyar. Data were collected through observation, semi-structured interviews, and documentation involving the head of the madrasah, teachers, character program coordinators, and fourth-grade students. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings indicate that Pancasila value internalization is managed through four interconnected processes: planning, organizing, actuating, and controlling. Planning is reflected in the determination of priority values and behavioral indicators. Organizing involves collaboration among school leaders, teachers, students, and parents. Actuating is implemented through learning activities, habituation, teacher role modeling, and social practices. Controlling is conducted through behavioral observation, teacher reflection, and continuous evaluation. The internalization process strengthens students’ civic disposition through moral knowing, moral feeling, and moral action. This study concludes that effective management of Pancasila value internalization requires an integrated educational ecosystem that connects leadership, school culture, character education, and sustainable evaluation.
Teacher Strategies in Building Student Engagement through Interactive and Contextual Methods in Islamic Religious Education at SMP Negeri 6 Batang Hari Riski Ridwansah; Jamilah
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.v3i3.4042

Abstract

This qualitative descriptive study examined the strategies employed by an Islamic Religious Education (PAI) teacher in building student engagement through interactive and contextual learning methods at SMP Negeri 6 Batang Hari. Data were collected through classroom observation, interviews with the teacher, the principal, and students, and analysis of lesson plans and teaching documentation, then analyzed using the interactive model of Miles and Huberman. The findings show that the teacher applied student-centered lesson planning, interactive techniques such as discussion, cooperative grouping, question-and-answer sessions, and educational games, alongside a contextual approach that linked material to students' daily experiences in honesty, charity, and social behavior. Instructional media, positive motivation, and appreciation for student opinions further strengthened participation and classroom confidence. Obstacles included unequal academic ability, low self-confidence among some students, limited time, phone-related distraction, and restricted technological facilities, which the teacher addressed through differentiation, individual mentoring, and heterogeneous grouping. The study concludes that combining interactive and contextual strategies effectively enhances student engagement while supporting the internalization of Islamic values in daily conduct.
Designing the FITRAH Learning Model for Science Education in Elementary Schools Hamidi, Muhajirin Ramzi, M. Arzani
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.v3i3.4067

Abstract

The implementation of science education in elementary schools continues to face challenges in promoting active learning, scientific inquiry, and character development, as classroom instruction often remains teacher-centered and focused on content acquisition. This study aimed to develop and analyze the FITRAH Learning Design (Facts, Identification, Experimentation, Reflection, Analysis, and Learning Outcomes), a constructivist and practice-based instructional model designed to enhance science learning in elementary education. The study employed a design-based research (DBR) approach involving expert validation and classroom implementation. Data were collected through expert validation sheets, classroom observations, teacher response questionnaires, student response questionnaires, and field notes, and were analyzed using descriptive statistics and qualitative thematic analysis. The findings revealed that the FITRAH Learning Design achieved a high level of validity and demonstrated strong practicality during classroom implementation. Teachers were able to implement the six instructional stages systematically, while students exhibited greater engagement, active participation in inquiry-based activities, improved science process skills, and more meaningful connections between scientific concepts and everyday life. Teachers also perceived the model as practical and easy to implement, whereas students reported positive learning experiences and high levels of satisfaction. The novelty of this study lies in the development of a comprehensive six-stage instructional framework that integrates constructivist learning principles, inquiry-based science instruction, reflective practice, and character education within a single pedagogical model. Therefore, the FITRAH Learning Design provides both theoretical and practical contributions to the advancement of student-centered science instruction and offers an innovative framework for improving the quality of elementary science education.

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