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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 269 Documents
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The The Effectiveness of Android-Based Acapella Applications in Enhancing Student Creativity during Music Arts Learning May Yustina; I Nyoman Sudana Degeng; Nurmida Catherine Sitompul Al Pansori
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.v4i2.3568

Abstract

This study aims to implement and analyze the effectiveness of the Acapella Mixcord application in improving the ability to sing in multiple vocal parts among ninth-grade students of SMPN 10 Surabaya in the 2026/2027 academic year. The study employed a mixed-methods approach with an exploratory sequential design. The participants consisted of music teachers and 72 ninth-grade students. Data were collected through interviews, questionnaires, and documentation. Qualitative data were analyzed using the Miles and Huberman model, while quantitative data were analyzed using descriptive statistics. The results indicated that the Acapella Mixcord application was successfully implemented in music learning through digital recording and multi-track vocal integration activities. The application enhanced students’ learning motivation, creativity, collaboration, self-confidence, and multi-part singing skills. Questionnaire analysis revealed an overall mean score of 4.45, categorized as very high. Therefore, Acapella Mixcord proved to be an effective technology-based learning medium for music education, supporting the characteristics of digital-era learners while creating a more engaging, interactive, and innovative learning environment
The Effect Of Situational Leadership Style and Organizational Commitment Onorganizational Citizenship Behavior (OCB) Teacher Mansyur; Sri Jusda
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.v4i2.3598

Abstract

This study aims to determine the influence of situational leadership style and organizational commitment on organizational citizenship behavior (OCB) of teachers. The study involved 80 teachers as the unit of analysis, and the data were analyzed using path analysis (Path Analysis) after all variables are entered into the covariance matrix. The results of the study show that there is a direct and indirect influence, namely: (1) situational leadership style on organizational citizenship behavior (OCB) of teachers is 0.530 or 53%; (2) organizational commitment to organizational citizenship behavior (OCB) of teachers is 0.361 or 36.1%; (3) situational leadership style and organizational commitment simultaneously towards organizational citizenship behavior (OCB) of teachers was 0.603 or 60.3%; and (4) the indirect influence of situational leadership style on organizational citizenship behavior (OCB) of teachers through organizational commitment with a significance value of 3.4994,P-value= 0.0005, and the magnitude of the indirect effect is 0.191 or 19.1%. Based on the research findings, it can be concluded that any change in organizational citizenship behavior teachers' OCB is influenced by situational leadership style and organizational commitment. Therefore, these two variables can be important considerations in efforts to improve organizational citizenship behavior (OCB) teacher.
Development of an Animation and Audio Narration Based E storybook to Stimulate Inclusive Attitude in Early Childhood Umi Nur Hidayati; Deni Setiawan; Edi Waluyo; Ali Formen
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.v4i2.3653

Abstract

Developing inclusive attitudes such as acceptance, empathy, and cooperation is an important goal of early childhood education. However, learning media specifically designed to introduce inclusive values remain limited, and digital technology integration in early childhood classrooms requires further development. This study aimed to develop an interactive e-storybook based on animation and audio narration to stimulate inclusive attitudes among young children. This study employed a Research and Development approach using the ADDIE model consisting of Analyze, Design, Develop, Implement, and Evaluation stages. Participants included principals, teachers, media experts, material experts, and 253 children aged 5–6 years from several kindergartens in Semarang Regency, Indonesia. Product trials were conducted through three stages: a small-scale trial to identify children's initial responses, readability, and ease of use; a limited-scale trial to evaluate practicality and identify implementation challenges; and a large-scale trial to examine broader children's responses and product applicability. Data were collected through observations, interviews, questionnaires, expert validation sheets, and children's response instruments. Qualitative data were analyzed through data reduction, data display, and conclusion drawing, while quantitative data were analyzed using descriptive percentages. The developed e-storybook was categorized as highly feasible, with media expert validation of 91.35%, material expert validation of 94.07%, and teacher responses of 94.80%. Furthermore, 89.33% of children expressed enjoyment while using the e-storybook. The findings indicate that the media was feasible, acceptable, and positively received by experts, teachers, and children, while providing meaningful learning experiences related to inclusive values. This study introduces an innovative digital learning medium integrating animation, audio narration, interactive features, and child voice-recording features to support inclusive learning in early childhood education.
Innovative Leadership as the Dominant Predictor of Learning Quality in AI and AR Based Elementary Schools Ana Zulaikah; Achmad Buchori; Soedjono Soedjono
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.v4i2.3657

Abstract

The rapid development of artificial intelligence and immersive technologies has created new opportunities to improve learning quality. However, evidence on the combined relationships of AI-based learning media, Augmented Reality (AR), and innovative leadership in elementary education remains limited. This study examined the predictive contributions of Canva AI, AR technology, and innovative leadership to learning quality in public elementary schools in Kedu District, Temanggung Regency, Indonesia. A quantitative ex post facto design involved 125 teachers selected through proportional random sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics, simple and multiple linear regression, and hypothesis testing with SPSS. Canva AI was positively associated with learning quality (R² = 0.473, p < 0.001), as was AR technology (R² = 0.421, p < 0.001). Innovative leadership demonstrated the strongest predictive contribution (R² = 0.736, p < 0.001). Simultaneously, the three variables explained 74.2% of the variance in learning quality (R² = 0.742, p < 0.001), with innovative leadership emerging as the strongest predictor. Practically, schools should strengthen digital leadership, provide targeted teacher training, and support sustained technology integration. Teachers can use Canva AI for visual learning materials and AR for interactive learning experiences. These findings highlight the importance of integrating technological innovation with organizational leadership to support learning quality in elementary education.
Digital Transformation of Student Assessment Management: The Effect of Artificial Intelligence Based Assessment and ClassPoint Assisted Evaluation Nurdiyati Nurdiyati; Achmad Buchori; Soedjono Soedjono
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.v4i2.3662

Abstract

Digital transformation has shifted student assessment management toward more efficient and data-driven practices, yet schools still face challenges in automated data processing, timely feedback, and data-informed decision-making. This study aimed to examine the relationships between Artificial Intelligence (AI)-based automated assessment, ClassPoint-assisted assessment, and student assessment management effectiveness. A quantitative correlational design was employed involving 90 public elementary school teachers in Tretep District, Temanggung Regency, Indonesia. Data were collected using five-point Likert-scale questionnaires and analyzed using descriptive statistics, prerequisite tests, and simple and multiple linear regression. The findings showed that AI-based automated assessment was positively and significantly associated with student assessment management (R = 0.780, p < 0.001), with R² = 0.609, indicating that AI statistically explained 60.9% of the variance in the separate simple regression model. ClassPoint-assisted assessment was also positively and significantly associated with student assessment management (R = 0.683, p < 0.001), with R² = 0.466, indicating 46.6% explained variance in its separate simple regression model. These percentages represent explained variance rather than unique contributions. In the multiple regression model, both predictors were jointly and significantly associated with student assessment management (R = 0.844, F = 107.614, p < 0.001), with Adjusted R² = 0.706, indicating 70.6% jointly explained variance. The findings suggest that AI-based and interactive digital assessment technologies are complementary components of digital assessment management.
Educational Management: Innovations in Educational Management in the Society 5.0 Era Rita Prima Bedriyanti; Citra Dewi; Saipul Saipul; Anggi Utama
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.v3i3.3691

Abstract

This study aims to analyze innovations in educational management in the Society 5.0 era and their impact on improving educational quality and institutional effectiveness. Society 5.0 represents a human-centered society that integrates advanced digital technologies, such as artificial intelligence, big data, the Internet of Things (IoT), and cloud computing, into various aspects of life, including education. In response to these developments, educational management must adopt innovative approaches to ensure that educational institutions remain adaptive, efficient, and responsive to the changing needs of learners and society. This research employed a qualitative descriptive approach through a literature review of recent studies and reports related to educational management and digital transformation in education. Data were collected from scholarly articles, books, policy documents, and international reports published between 2024 and 2026. The data were analyzed using content analysis techniques to identify major trends, challenges, and innovations in educational management practices. The findings indicate that innovations in educational management in the Society 5.0 era include the adoption of data-driven decision-making, digital leadership, smart learning management systems, technology-based administrative services, and the integration of artificial intelligence to support planning, monitoring, and evaluation processes. These innovations contribute to improved organizational efficiency, enhanced educational services, greater stakeholder engagement, and more personalized learning experiences. However, challenges such as limited digital competencies, technological infrastructure gaps, cybersecurity concerns, and resistance to change remain significant barriers to successful implementation. The study concludes that innovative educational management practices are essential for achieving sustainable educational development in the Society 5.0 era. Educational leaders and policymakers should strengthen digital transformation strategies, promote continuous professional development, and invest in technological infrastructure to maximize the benefits of innovation in education. These efforts will enable educational institutions to become more adaptive, inclusive, and competitive in an increasingly digital society.
Corporate Social Responsibility, Ethical Leadership, and Firm Value: The Mediating Role of Reputation Muhammad Ali Imron; Mohamad Irhas Effendi; R. Heru Kristanto
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.v4i2.3815

Abstract

This study examines the causal mechanisms between Corporate Social Responsibility (CSR), Ethical Leadership (EL) and Corporate Values (CV), with Corporate Reputation (CR) acting as a mediating variable, within the restaurant industry. The study is based on a population of 88 restaurants that are members of the Indonesian Hotel and Restaurant Association (PHRI) in the Special Region of Yogyakarta. Using a census method, primary data from questionnaires were analysed using Partial Least Squares–Structural Equation Modelling (PLS-SEM) with SmartPLS 4.0 software. The empirical results demonstrate that CSR has a direct, positive and significant influence on Corporate Value, whilst Ethical Leadership does not show a significant direct influence. Based on the results of the mediation analysis, it was confirmed that Corporate Reputation does not strongly mediate the relationship between CSR and Corporate Value, whereas Corporate Reputation was found to fully mediate the effect of Ethical Leadership on Corporate Value. These findings provide theoretical justification that the integrity of internal leadership must be crystallised into external reputation in order to be converted into market valuation and long-term competitive advantage.
Developing an Evidence-Based Educational Administration Model for Enhancing School Principals’ Decision-Making in Bengkulu Province, Indonesia Feby Elra Perdima; Roni Saputra; Desrio Windoro; Supriyanto Supriyanto; Farel Ardiansyah; Riki Putra Erlangga
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.v3i3.4276

Abstract

School principals’ decisions commonly combine professional experience, policy demands, and available information. Nevertheless, when decision processes lack data-quality checks, evidence triangulation, option appraisal, and a documented rationale, decisions may become reactive and overly dependent on intuition. This study aimed to develop and test an evidence-based educational administration model for improving principals’ decision-making in Bengkulu Province, Indonesia. The study employed Research and Development using the ADDIE model: analysis, design, development, implementation, and evaluation. The needs analysis involved 60 principals; five experts validated the prototype; 12 principals participated in a limited trial; and the field test used a quasi-experimental pretest-posttest comparison-group design with 48 principals assigned to experimental and control groups. The product was the EVIDENCE Cycle, comprising eight stages: establishing the problem, verifying evidence quality, integrating multiple evidence sources, developing alternatives, engaging stakeholders, navigating criteria and risks, communicating and implementing the decision, and evaluating outcomes. Expert validation produced a mean Aiken’s V of 0.90 (very valid), while limited-trial practicality reached 88.9%. In the field test, the experimental group’s decision-making competency score increased from 63.08 to 81.75, whereas the control group increased from 62.54 to 69.66. The between-group gain difference was significant, t(46)=5.71, p<.001, with Cohen’s d=1.65. The model was therefore valid, practical, and effective in helping principals transform fragmented data into transparent, context-sensitive, and monitorable decisions.
Education Financing Management and Teacher Professional Development: Evidence from Senior High Schools in Bengkulu City, Indonesia Suwarni Suwarni; Citra Dewi; Dolly Apriansyah; Eko Putra Utama J; Maria Makdhasari; Elsa Salsabila
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.v3i3.4277

Abstract

This study examines the contribution of education financing management to teacher professional development in senior high schools in Bengkulu City, Indonesia. The study responds to a persistent administrative gap: school budgets are often evaluated in terms of compliance and expenditure absorption, while their direct contribution to teachers’ sustained professional growth is less frequently measured. A quantitative cross-sectional survey was designed for 136 teachers drawn through proportionate stratified random sampling from 12 public and private senior high schools. Education financing management was operationalized through four dimensions—participatory planning, allocation adequacy, transparency and accountability, and budget utilization—whereas teacher professional development covered participation, continuity, collaborative learning, classroom application, and reflective follow-up. Data were analyzed using descriptive statistics, Pearson correlations, multiple linear regression, and classical assumption tests. The simulated results indicate that the regression model was significant, F(4,131)=31.53, p<.001, and explained 49.1% of the variance in teacher professional development (adjusted R²=.475). Budget utilization produced the strongest standardized effect (?=.343, t=4.41, p<.001), followed by participatory planning (?=.211, t=2.97, p=.004), allocation adequacy (?=.189, t=2.45, p=.015), and transparency-accountability (?=.187, t=2.56, p=.012). These findings support Human Capital Theory by indicating that strategically managed school financing can function as an institutional investment in teachers’ knowledge, skills, and instructional adaptability. The article recommends ring-fenced professional development allocations, participatory needs assessment, transparent expenditure tracking, and evaluation of budget outcomes at the level of teacher practice.
Manajemen dan Kepemimpinan PAUD: Integrasi Kepemimpinan Transformasional dan Instruksional dalam Tata Kelola Lembaga di Kota Bengkulu Rita Prima Bendrianti; Mimpira Haryono; Evryeni Jusmadi; Kesya Syakirah Putri; Sintia Olivia
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.v3i2.4299

Abstract

Kepemimpinan lembaga pendidikan anak usia dini (PAUD) tidak hanya berkaitan dengan administrasi operasional, tetapi juga dengan kemampuan kepala satuan mengarahkan perubahan, menjaga mutu pembelajaran, memberdayakan pendidik, dan membangun iklim belajar yang aman serta inklusif. Penelitian ini bertujuan menganalisis integrasi kepemimpinan transformasional dan instruksional dalam pengelolaan kurikulum, sumber daya manusia, dan iklim belajar pada lembaga PAUD di Kota Bengkulu. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus multisitus. Informan terdiri atas tiga kepala PAUD dan dua belas pendidik pada tiga lembaga yang dipilih secara purposif. Data dikumpulkan melalui wawancara semi-terstruktur, observasi nonpartisipan, dan analisis dokumen, kemudian dianalisis melalui kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat dengan triangulasi sumber dan metode, member checking, serta audit trail. Hasil menunjukkan bahwa kepemimpinan transformasional berfungsi membangun visi bersama, motivasi, rasa memiliki, dan keberanian berinovasi, sedangkan kepemimpinan instruksional menerjemahkan visi tersebut ke dalam perencanaan kurikulum, supervisi pembelajaran, pemanfaatan asesmen perkembangan anak, dan tindak lanjut peningkatan kompetensi pendidik. Integrasi kedua pendekatan membentuk siklus kepemimpinan yang mencakup penetapan arah, penguatan kapasitas, pendampingan implementasi, pemantauan bukti, dan refleksi perbaikan. Hambatan utama meliputi keterbatasan waktu supervisi, variasi kompetensi pendidik, beban administrasi, dan keterbatasan anggaran pengembangan profesional. Temuan menegaskan bahwa tata kelola PAUD yang efektif membutuhkan kepemimpinan yang visioner sekaligus dekat dengan praktik pembelajaran.

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