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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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E-Voock: Electronic Vocabulary Book based on Ted-Talks through Language Reactor for Academic Speaking Naufal Siddiqi Nasrullah; Nurul Aini; Fathor Rasyid; Griselda Gian Heris Herdina; Nabil Al Awawdeh
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.v4i2.2789

Abstract

In the era of 5.0, English students are required to have a much larger vocabulary and good vocabulary comprehension to be involved in presentation and discussion activities. However, there is a need for an integrated vocabulary learning resource that combines authentic spoken input, academic vocabulary, pronunciation support, and interactive exercises to support academic speaking. Therefore, this research aims to design and develop an Electronic Vocabulary Book (E-Voock) based on TED Talks through Language Reactor for Academic Speaking. Employing a methodology of research and development with the Borg and Gall, the current research involves the creation of E-Voock with repetitive improvement. The development process included validation by material and media experts to ensure the feasibility of the content, language, and presentation of the e-book. This study collected data through interviews for need analysis, expert validation, and questionnaires from one lecturer and 30 English students for field tests. Meanwhile, the study used the Research and Development (R&D) method from Borg and Gall (1996). The research findings showed that, following the expert validation and field test, E-Voock met the “valid” criteria, indicating that it was ready for implementation to help students improve their vocabulary comprehension for academic speaking. Aside from that, E-Voock provides a nice-looking appearance, selected TED Talks videos with captivating presentations, updated vocabulary material, a list of OPAL (Oxford Phrasal Academic Lexicon), audio pronunciation, and exercises that help students enhance vocabulary comprehension. The current research provides several important recommendations for students to use E-Voock to support their vocabulary learning. English lecturers are recommended to use this app in the learning process of enhancing English vocabulary comprehension for academic speaking.
Religious Moderation and Multicultural Education: A Conceptual Analysis of Strengthening Social Harmony in Islamic Education Musyrifah Zidni Baroroh; Muhlisin; Slamet Untung; Moh. Muslih; Arif Chasanul Muna; Moh. Sugeng Solehuddin; Sopiah; Abdul Khobir
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.v4i2.3535

Abstract

This study aims to conceptually analyze the relationship between religious moderation, multicultural education, and strengthening social harmony in the perspective of Islamic education. The research is motivated by the increasing challenges of intolerance, radicalism, and social polarization in pluralistic societies that demand that Islamic education play a more strategic role in building a culture of peace and inclusion. The research uses a qualitative approach with the type of library research through the analysis of various academic literature related to the concepts of wasatiyyah, tasamuh, multicultural education, inclusive education, and social harmony. The data collection technique was carried out through a documentation study of scientific journals, books, and relevant research results, then analyzed using content analysis with a descriptive-critical approach. The results of the study show that religious moderation based on the values of wasatiyyah and tasamuh has a significant contribution in building tolerant, inclusive, and humanist Islamic education. Multicultural Islamic education has been proven to be able to strengthen social cohesion, prevent radicalism, and build a culture of peace through the integration of the values of pluralism, dialogue, and respect for diversity in the curriculum and culture of educational institutions. In addition, inclusive education and moderate education leadership play an important role in creating a harmonious educational environment in a multicultural society. This research emphasizes that Islamic education based on religious moderation is an effective strategy in strengthening social harmony and maintaining social stability in the global and digital era.
My Body Temple: Christian Character Education for Adolescents in Maintaining Body Holiness and Social Ethics in the Digital Age Bernase Titaley; Christiana D W Sahertian
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.v4i2.3584

Abstract

The rapid development of digital technology has significantly transformed adolescents' lifestyles, social interactions, and identity formation. While digital media provide opportunities for learning and communication, they also expose adolescents to various moral and spiritual challenges, including cyberbullying, pornography, unhealthy relationships, identity crises, and declining awareness of ethical behavior. Within Christian education, these challenges require contextual approaches that integrate biblical values with contemporary realities. This article aims to examine the role of Christian character education in helping adolescents maintain bodily holiness and ethical social relationships in the digital era. Using a conceptual and literature review approach, the study explores theological foundations related to the concepts of Imago Dei, the body as the temple of the Holy Spirit, Christian identity, and digital ethics. The discussion highlights the importance of integrating character formation, spiritual growth, self-control, and digital literacy into Christian educational practices. The findings suggest that Christian character education serves as a strategic means of guiding adolescents to develop moral responsibility, healthy self-acceptance, ethical digital behavior, and a strong identity rooted in Christ. Furthermore, families, schools, and churches play complementary roles in fostering holistic character development. The study concludes that contextual Christian education can equip adolescents to navigate digital challenges while maintaining holiness, integrity, and positive social engagement in contemporary society.
Peace Education From The Perspective of The Face of God In The Midst of Suffering: Reinterpretation of Levinas and Ricoeur's Thought in The Context of Persistent Conflict Susana Rarsina; Semel Sopacua; Claudia Sahertian; Frangklin Pormes; Andre Layan; Selderika Patty; Ry Valen Papilaya
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.v4i2.3678

Abstract

The conflict between Masihulan and Sawai villages on April 3, 2025, caused significant social, economic, psychological, and spiritual impacts on the affected community. This study aims to explore how the people of Masihulan interpret the presence of God amid post-conflict suffering by employing Emmanuel Levinas's concept of the Face of the Other and Paul Ricoeur's narrative hermeneutics. This research uses a qualitative approach through fieldwork, including in-depth interviews with displaced persons, church council members, congregants, security personnel, and a key informant, namely the pastor. The findings reveal that suffering is understood not merely as a social tragedy but as a locus theologicus, a space of encounter with God who is present relationally through social solidarity, protection, resilience, and efforts to rebuild life. Interreligious solidarity, particularly assistance from Muslim communities and other external parties, becomes a concrete manifestation of God's presence beyond religious boundaries. The study also shows that suffering is reinterpreted as a narrative of transformation that shapes a new collective identity characterized by resilience, hope, and renewed faith. Furthermore, reconciliation is understood not only as a social process but as a spiritual journey rooted in inner transformation and faith. The church plays a significant role as an agent of recovery and a mediator in interpreting the meaning of suffering. This study proposes a theological model, namely "The Face of God in Transformative Solidarity," which emphasizes that God's presence is manifested in three dimensions: suffering, relational solidarity, and transformation. This research contributes to the development of Indonesian contextual theology, particularly in understanding suffering and divine presence in post-conflict contexts.
The Role of Christian Religious Education in Shaping A Holy Understanding of Dating Based on 1 Thessalonians 4:1-12 for Christian Youth in The Protestant Church of Maluku Anna Novinta Lilipory; Gricebeth Sopamena; Meike Albertina Nenete; Helleri Sitinjak; Selfiana Kalami; Noni Matital; Yoel Y Baunsele
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.v4i2.3679

Abstract

This study addresses the widespread failure of Christian youth in the Protestant Church of Maluku to maintain holiness in dating, as evidenced by premarital sexual relations, unintended pregnancies, and abortion. Grounded in 1 Thessalonians 4:1-12, the research examines the theological foundation of holy dating, explores the root causes and consequences of moral failures among youth, and proposes a pastoral response. Employing a qualitative approach, the study integrates biblical exegesis, literature review, and informal interviews with eleven young people who have personally experienced such failures. The findings reveal that a holy dating relationship is a calling to live pleasing to God, marked by sexual purity, honor for one’s body, and mutual respect as bearers of God’s image. The primary causes of failure are identified as a lack of parental love and oversight, negative peer influence that normalizes premarital sex, and living environments where cohabitation is commonplace. These failures lead to physical health risks, psychological trauma, distorted relational views, and a disrupted relationship with God. In response, the article proposes a multi-layered pastoral strategy: biblically-grounded seminars, small discipleship groups for mutual accountability, and personal mentoring. It also emphasizes the essential role of family and church collaboration in forming resilient youth. Ultimately, the study underscores that while God calls young people to holiness, His grace offers forgiveness and restoration through the Gospel, enabling a return to a life that pleases Him.
Development of an Educational Board Game to Enhance Students' Motivation and Learning Outcomes in Integrated Science and Social Studies (IPAS) for Fifth-Grade Primary School Students Sri Ajeng Lintang Asmoro; Muhammad Hanif; Nur Samsiyah
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.v4i2.3777

Abstract

This study aims to develop educational board game media as well as test its influence on motivation and results of students' learning in science at the basics. The method used is Research and Development (R&D) with the ADDIE model, while the effectiveness test was carried out through a pseudo experimental design with a pattern pretest-post test control group in class experiments and a class control group, each consisting of 28 students. Data collection using a questionnaire, motivation study, test results, learning, observation, and validation by an expert. Research results show that the media developed is valid, practical, and effective criteria. Improvement motivation and study results in the class experiment are taller compared to the control class, and there is a significant difference between the second group. Findings: This shows that educational board games can increase student involvement and strengthen understanding more interactively. In theoretical research, this supports the constructionist approach to motivation in learning-based games. In practice, developed media can be used in a flexible way in various science materials as an alternative innovation for teachers. Although limitations on the number of samples and coverage of material show the need for advanced study with larger scale.
Reimagining Multicultural Pedagogy in Economic Learning Based on Local Wisdom: The Experience of High School Students in Palembang City Reva Maria Valianti; Neta Dian Lestari; Riswan Aradea
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.v3i2.4698

Abstract

This study aims to explore students’ experiences in local wisdom-based economics learning through a multicultural pedagogy perspective in public senior high schools in Palembang City. The study employed a qualitative approach, with Grade 11 students selected as the main informants through purposive sampling. Data were collected through in-depth interviews, observations, and documentation, and analyzed through data reduction, coding, categorization, data presentation, and conclusion drawing. Data validity was ensured through technical triangulation, source triangulation, and member checking. The findings show that economics learning becomes more meaningful when connected to students’ daily lives and local economic activities. Local wisdom serves as a source of knowledge that helps students understand the concepts of production, consumption, distribution, markets, and entrepreneurship contextually. Cultural diversity also provides a learning space that encourages students to understand differences in economic experiences, appreciate others’ perspectives, and develop values of cooperation, responsibility, honesty, mutual assistance, creativity, and independence. Furthermore, students’ experiences indicate a shift in their understanding of economics learning from merely mastering theories toward a deeper understanding connected to real-life contexts. However, implementation still faces limitations related to learning resources, instructional time, and teachers’ ability to optimally integrate local wisdom. This study confirms that local wisdom-based multicultural pedagogy can strengthen economics learning that is contextual, inclusive, relevant, and meaningful for students.
Building Cultural Understanding through Topeng Cirebon Practice-Based Learning in Local Content Education Hadiyatno; Muhammad Jazuli; Syakir; Djuli Djatiprambudi
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.v3i3.4856

Abstract

Culture-based local content learning often presents cultural heritage as learning material, while the processes through which students develop cultural understanding through direct engagement with cultural practices remain insufficiently explained. This issue is important because local content education provides a curricular space for connecting students with cultural knowledge through contextual learning experiences. This study aimed to explore how Topeng Cirebon practice-based learning enables students to experience, interpret, and reflect on cultural practices. Using a qualitative case study design, the study involved 28 students, two teachers, and three Topeng Cirebon cultural practitioners in Cirebon, Indonesia. Data were collected through observations of learning activities, semi-structured interviews with teachers and cultural practitioners, and documentation that included field notes and records of learning activities. The data were analyzed thematically. The findings revealed three interconnected processes. First, students engaged directly with cultural practice through material activities, tools, and mask-making processes. Second, through visual experience, dialogue, and interaction with teachers and cultural practitioners, students began to connect mask characteristics with practical experiences and associated cultural meanings. Third, students reflected on their experiences by recalling the characters they selected, the difficulties they encountered, and the processes they had undergone. These findings suggest that practice-based cultural learning can support the development of cultural understanding through direct engagement, interpretation, social interaction, and reflection.
The Implementation of the Hidden Curriculum in Developing the Religious Character of Elementary School Students Anik Darwati; Katni Katni; Nurul Iman
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.v4i2.4879

Abstract

There is a decline in students' religious character amidst the modernization of education, which tends to prioritize cognitive aspects over religious character formation. Furthermore, the implementation of the "hidden curriculum" in Islamic education is often viewed merely as a supplement to the formal curriculum, despite its strategic role in internalizing religious character in students. This study aims to analyze policies regarding the hidden curriculum in Islamic primary *madrasahs*, describe its implementation in fostering students' religious character, and explain its implications for that character formation. A qualitative case study approach was employed, utilizing in-depth interviews, observation, and document analysis involving *madrasah* principals, curriculum vice-principals, teachers, and the *madrasah* environment. Data analysis involved data reduction, data presentation, and conclusion drawing. The results indicate that the hidden curriculum is implemented through the cultivation of a religious culture, teacher role-modeling, implicit rules, and the integration of Islamic boarding school culture, all of which are effective in holistically shaping religious character. This implementation is realized through daily, weekly, monthly, and annual religious activities. The study finds that consistent religious habituation facilitated by reinforcement and positive social experiences successfully fosters student character traits such as discipline, responsibility, honesty, noble character religious, tolerance, spirituality, and social concern. The hidden curriculum serves not merely as a supplement to the formal curriculum but as a character-building system that operates naturally, sustainably, and integrally within the religious culture of the formal educational institution

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