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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 Effectiveness of an Inclusive Differentiated Learning Model Based on Local Wisdom on Learning Outcomes and Student Engagement in Elementary Schools Machful Indrakurniawan; Ida Rindaningsih; Ria Wulandari
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.v4i2.2984

Abstract

The persistent use of homogenized teaching approaches in diverse elementary classrooms often fails to accommodate students' varying learning readiness, interests, and abilities, resulting in suboptimal learning outcomes and low student engagement. To address this issue, this study aimed to examine the effectiveness of an inclusive differentiated learning model based on local wisdom, integrating Sidoarjo local cultural values and community-based learning contexts into classroom instruction to create more meaningful and inclusive learning experiences. The study employed a quantitative approach using a quasi-experimental non-equivalent control group design. The participants consisted of 49 fourth-grade students, including 25 students in the experimental class and 24 students in the control class. Data were collected through learning achievement tests and a student engagement questionnaire and analyzed using the Shapiro–Wilk normality test, Levene's homogeneity test, independent-samples t-test, and N-Gain analysis. The results revealed a statistically significant difference between the two groups (p < 0.001). The experimental class achieved a higher mean post-test score (85.76) than the control class (74.42), with an average difference of 11.34 points. Furthermore, the experimental class obtained a high N-Gain score (0.71), whereas the control class achieved a moderate N-Gain score (0.34). Student engagement in the experimental class was also consistently higher across all indicators, including active participation, interaction, enthusiasm, and teamwork. These findings demonstrate that integrating differentiated instruction, inclusive learning principles, and local wisdom effectively enhances both students' academic achievement and engagement. The study contributes empirical evidence supporting the development of adaptive, culturally responsive, and student-centered learning models for elementary education.
Effectiveness of Diorama and Augmented Reality-Assisted PjBL on Natural Science Critical Thinking Tri Indri Susanti; Joko Siswanto; Joko Sulianto
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.v4i2.3000

Abstract

This study is important because science learning in elementary schools still tends to be conventional, teacher-centered, and less optimal in developing students’ critical thinking skills. The Project Based Learning model assisted by diorama media and Augmented Reality was used to create active, concrete, contextual, and interactive learning. The integration of this model and media is expected to help students understand IPAS concepts, solve problems, and draw conclusions based on observation results. This research used a quantitative approach with an experimental method involving an experimental class and a control class. The study was conducted with third-grade students at SD IT Harapan Bunda Semarang. The sample consisted of class IIIA as the experimental class with 29 students and class IIIB as the control class with 30 students. The experimental class received IPAS instruction using Project Based Learning assisted by diorama and Augmented Reality, while the control class received conventional instruction. Data were collected through observation sheets and critical thinking tests administered as pre-test and post-test. The data were analyzed using descriptive statistics, normality testing, t-test, and N-Gain analysis. The results showed that the average score of the experimental class increased from 65.2 to 92.3, while the control class increased from 54.9 to 70.8. The t-test showed a significant difference between the experimental and control classes, with a significance value of 0.000 < 0.05. The N-Gain score of the experimental class reached 0.778 in the high category, while the control class reached 0.351 in the medium category. These findings indicate that Project Based Learning assisted by diorama and Augmented Reality is effective in improving students’ critical thinking skills in IPAS learning.
Investigating Teacher–Student Interaction Patterns Between an Indonesian Pre-Service Teacher and Thai EFL Students Mise Kania Septi; Fakry Hamdani; Muhammad Aminuddin
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.v4i2.3032

Abstract

As globalization and regional mobility continue to reshape English language education, international teaching practicums have become important spaces for developing transformative pedagogical competence, intercultural communication, and learner-centered interaction. This study investigates teacher–student interaction patterns between an Indonesian pre-service teacher and Thai Grade 12 EFL students during a cross-cultural teaching practicum. Employing a qualitative descriptive design, data were collected from 770 interactional units through video recordings and non-participant observation, then analyzed using the Flanders Interaction Analysis System (FIAS). The findings revealed that student talk (44.94%) slightly exceeded teacher talk (42.73%), while classroom discourse was characterized by a semi-interactive and teacher-structured format. These results indicate that, despite linguistic and cultural differences, the pre-service teacher was able to foster meaningful classroom participation and collaborative engagement. The study highlights the transformative potential of international practicum experiences in preparing future English teachers to manage multilingual classrooms, negotiate intercultural communication, and promote active learning. It also extends the application of FIAS to intra-ASEAN EFL contexts and offers pedagogical implications for teacher education programs seeking to strengthen globally responsive and context-sensitive English language instruction.
Developing a LOTS and HOTS-Based Reading Comprehension Instrument for Lower Secondary Students Ima Chusnul Chotimah; Utami Widiati; Nunung Suryati; Mirjam Anugerahwati
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.v4i2.3066

Abstract

To assess students’ reading comprehension, both low-level and high-level thinking tests are needed. However, the majority of lower secondary school test emphasize memorization of facts rather than offering enough information about critical thinking. This study offers a novel approach by developing a balanced reading comprehension test integrating both lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) within Barrett’s Taxonomy framework. The instrument was designed with an equal proportion LOTS and HOTS items. Employing Mardapi’s Research and Development (R&D) model, the instrument was administered to 39 lower secondary students through pre- and post-test trials. The result of item analysis revealed validity for both pre-test and post-test instruments, with 27 of 30 items retained and 3 items excluded for invalidity. Reliability levels were very high (? = 0.888 for the pre-test and ? = 0.867 for the post-test). Item difficulty analysis showed that, in the pre-test, 43.33% of items were moderate, 30% difficult, and 26.67% easy; while in the post-test, 46.67% were moderate, 43.33% difficult, and 10% easy. Item discrimination analysis indicated that 56.67% of pre-test items were excellent, 26.67% were good, 6.67% mediocre, and 10% poor; whereas in the post-test, 66.67% were excellent, 13.33% good, 6.67% mediocre, and 13.33% poor. These results show the instrument’s robus psychometric qualities and its effectiveness in differentiating students’ comprehension. Theoretically, this study contributes a validated model for integrating Barrett’s taxonomy with balanced LOTS–HOTS assessment, while practically offering teachers and researchers a tool for aligning reading assessment with students’ cognitive skill development in EFL contexts.
Civic Character in The Post-Truth Era: Reassessing Thomas Lickona’s Character Education Theory in Digital Space Ryan Taufika; Karim Suryadi; Cecep Darmawan; Asep Mahfudz
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.v4i2.3073

Abstract

This article critically reassesses the relevance of Thomas Lickona's character education theory in explaining civic character within the post-truth digital environment. As digital platforms increasingly shape how citizens access information, form opinions, and engage in public life, civic character is no longer formed solely through traditional institutions but through algorithmically mediated, affective, and epistemically unstable environments. A significant research gap exists in that prior applications of Lickona's framework have not adequately examined its explanatory adequacy in post-truth digital contexts, nor proposed systematic reconstructions grounded in digital civic theory. Using qualitative library research and critical-conceptual analysis, this study examined scholarly literature across civic education, media studies, and digital political communication. Data were collected through purposive literature selection and analyzed through four interrelated stages: conceptual identification, thematic comparison, critical interpretation, and conceptual reconstruction. Conceptual triangulation was employed to enhance analytical rigor. The analysis finds that Lickona's triadic model moral knowing, moral feeling, and moral action remains normatively valuable as an ethical foundation for civic character, particularly in fostering civic discernment, empathy, and responsibility. However, the theory is analytically insufficient for addressing the socio-technical realities of post-truth citizenship, including algorithmic mediation, affective virality, and epistemic instability. This article proposes a reconstructed framework of digital civic character that extends Lickona's theory through (1) critical digital discernment, (2) digital civic empathy, (3) responsible digital civic engagement, and (4) algorithmic awareness. The study contributes to the theoretical renewal of character education for democratic life in digital society.
Cultural Literacy and Youth Character: The Mediating Role of Organizational Participation Atik Yuliawati; Achmad Supriyanto
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.v4i2.3106

Abstract

In contemporary education, character development is considered as important as cognitive achievement. Cultural literacy has been widely recognized as a key factor in fostering tolerance, identity, and social awareness. However, its impact often remains limited to classroom settings and does not always translate into real-life behavior. This study aims to examine how cultural literacy influences youth character through the mediating role of organizational participation. This research employs a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 55 members of youth organizations in Malang Regency using a structured questionnaire with a five-point Likert scale. The results reveal that cultural literacy does not have a direct significant effect on youth character. However, it significantly influences organizational participation, which in turn has a strong positive effect on character development. Furthermore, organizational participation fully mediates the relationship between cultural literacy and youth character. These findings suggest that cultural knowledge alone is insufficient to shape character without meaningful social engagement. This study highlights the importance of integrating formal education with real-world social experiences to foster holistic character development.
Augmented Reality Based on Contextual Problem Scenarios on Problem Solving Ability and Cognitive Level of Elementary School Students Sari Riski Wati; Singgih Bektiarso; Muhammad Irfan Hilmi; Aris Singgih Budiarso
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.v4i2.3124

Abstract

This study examines the effect of Augmented Reality (AR) media based on contextual problem scenarios on students' problem-solving ability and cognitive learning levels in IPAS for Grade V elementary school students. The research was motivated by low problem-solving ability and suboptimal learning outcomes at Cluster 1, Sumberjambe District, Jember Regency, where a pre-assessment revealed a mean score of only 38.2 out of 100. AR media designed around contextual problem scenarios, specifically environmental pollution, was integrated within the Problem-Based Learning (PBL) model to visualize abstract concepts through interactive 3D objects using gyroscope-based markerless technology. A quasi-experimental design with a Non-Equivalent Control Group was employed. The research population consisted of all Grade V elementary school students in Cluster 1, Sumberjambe District, with a sample of 56 Grade V students selected from SDN Jambearum 01 (experimental class, n = 28) and SDN Pringgondani 01 (control class, n = 28). Data were collected using a problem-solving ability test based on Polya's four stages and an IPAS learning outcomes test covering cognitive levels C1–C4 of the revised Bloom's Taxonomy, analyzed using Independent Sample t-tests. The results showed a significant effect on problem-solving ability (t(54) = 9.177, p < 0.001), with the experimental class achieving a mean of 78.90 compared to 52.85 in the control class. A significant effect was also found on cognitive learning levels (t(54) = 4.968, p < 0.001), with the experimental class obtaining a mean of 83.21 versus 73.61. In conclusion, the use of AR media based on contextual problem scenarios effectively and significantly improves both problem-solving competency and cognitive learning levels in elementary school IPAS learning.
Integrating Historical Pesantren Eduliterature Flipbooks in EFL Reading Learning Aang Fatihul Islam; Rukminingsih Rukminingsih; Mochamad Fadillah Abdullah; Hidayatul Lailina
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.v4i2.3146

Abstract

The integration of digital technology and local wisdom-based learning materials has become increasingly important in English as a Foreign Language (EFL) instruction in Indonesia. However, relatively limited studies have explored the integration of pesantren eduliterature into digital reading materials within Islamic educational contexts. This study investigates Indonesian EFL teachers’ and students’ perceptions of Historical Pesantren Eduliterature reading materials delivered through interactive flipbook applications. Employing an explanatory mixed-method survey design, the study involved 71 participants consisting of teachers and students from several Islamic educational institutions in East Java, Indonesia. Data were collected through Likert-scale questionnaires and open-ended responses and were analyzed using descriptive statistics and thematic analysis. The findings indicate that participants held highly positive perceptions toward the Historical Pesantren Eduliterature Flipbooks, with an overall mean score of 4.33 out of 5. Cultural relevance received the highest rating (M = 4.54), followed by reading motivation (M = 4.42), interactive learning experience (M = 4.31), and multimedia support (M = 4.28). Qualitative findings revealed three major benefits: enhanced reading motivation, stronger cultural and religious connection to learning content, and increased learner autonomy through multimedia features such as annotation tools, dictionaries, and adjustable displays. Despite these advantages, participants reported challenges related to unequal digital literacy, limited technological infrastructure, and insufficient institutional support. The study highlights the pedagogical potential of integrating local wisdom, historical literacy, and digital learning platforms in EFL reading instruction. The findings contribute to the growing body of research on culturally responsive digital learning materials and offer practical implications for the development of contextualized English teaching resources in Indonesian Islamic educational settings.
Student’s Difficulties in Speaking English: A Qualitative Study at English Course Fabella Machfira; Nenden Sri Lengkanawati
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.v4i2.3246

Abstract

Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
The Role of Sound Design in Generating Conflict and Tension in World War Z (2013) Cikka Rahma; Irman Nurhapitudin; Yoga Sudarisman
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

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

Abstract

This study examines how sound design contributes to the construction of conflict and tension in World War Z (2013). Rather than functioning merely as an accompanying cinematic element, sound design serves as a narrative mechanism that shapes audience perception, emotional engagement, and spatial awareness throughout the film. This research employed a descriptive qualitative approach using textual film analysis. Twenty scenes were purposively selected based on the presence of dominant sound design elements including voice, music, sound effects, silence, and spatial sound and their direct contribution to the development of narrative conflict and tension. The analysis was conducted through thematic coding and interpreted using film sound theories proposed by Bordwell et al. (2019) and Petrie and Boggs (2018). The findings reveal four principal narrative functions of sound design. First, auditory cues trigger narrative disruption by prompting audiences to anticipate conflict before it becomes visually apparent. Second, dense and overlapping sound layers represent the collapse of social order while increasing emotional intensity and narrative immersion during outbreak sequences. Third, deliberate silence generates psychological tension by directing audience attention toward uncertainty and anticipation. Fourth, spatial sound constructs invisible threats through off-screen and directional audio, encouraging viewers to perceive danger beyond the visual frame and strengthening suspense. Collectively, these auditory strategies influence audience cognition, emotional responses, and engagement with the film's narrative progression. This study concludes that sound design in World War Z (2013) acts as a storytelling system that systematically constructs conflict, tension, and cinematic experience rather than functioning solely as a technical or aesthetic feature. The findings contribute to film studies by demonstrating the narrative significance of sound design and by integrating film sound theory with literary narrative analysis. In addition, the study offers practical insights for filmmakers, sound designers, and future researchers seeking to understand how auditory elements can enhance cinematic storytelling and audience immersion.

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