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 337 Documents
 28   29   30   31   32 
Learner Agency in AI-Supported EFL Speaking The Interplay of Local Identity, Self-Regulation, and Oral Communicative Competence among Sasak Learners Hasbullah; Mawardi; Nurlensi
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.v3i3.5130

Abstract

Artificial intelligence (AI) has created new opportunities for English as a foreign language (EFL) speaking practice, yet the effectiveness of AI-supported learning may depend on learners’ agency, self-regulation, and sociocultural identity. This study investigates learner agency in AI-supported EFL speaking by examining the interplay among learner agency, self-regulation, local identity, and oral communicative competence among Sasak learners in Indonesia. An explanatory sequential mixed-methods design was employed with 120 EFL learners participating in an eight-week AI-supported speaking program. Quantitative data were collected through measures of learner agency, self-regulation, local identity, and oral communicative competence, while qualitative data were obtained through learner interviews and reflection logs. The quantitative findings showed positive relationships among all four variables, with self-regulation demonstrating the strongest association with oral communicative competence. Regression analysis further indicated that learner agency, self-regulation, and local identity each contributed significantly to oral communicative competence, with self-regulation emerging as the strongest predictor. Learners also demonstrated improvement in oral communicative competence following the instructional period. Qualitative findings explained these patterns by showing that learners used AI to exercise greater control over speaking practice, monitor their performance, revise responses, and engage in repeated practice. Local identity provided culturally familiar content that facilitated idea generation and meaningful participation in English. Overall, the findings suggest that AI-supported EFL speaking is most meaningfully understood as an interaction among technological affordances, learner agency, self-regulation, and sociocultural resources. The study highlights the importance of designing culturally responsive AI-supported speaking activities that promote learner choice, self-regulated learning, and meaningful communication.
Development and Preliminary Evaluation of a Positive Psychology-Based Counselling Model for Strengthening Resilience among Students with Special Needs in Inclusive Schools Irpan; Maliki
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.v3i3.5215

Abstract

Students with special needs in inclusive elementary schools face academic, communication, social, and emotional challenges, yet school counseling for them in Indonesia remains largely incidental and is rarely planned to build resilience. This study aimed to develop and preliminarily evaluate a positive psychology-based counseling model for strengthening resilience among students with special needs. A Research and Development design adapted from Gall, Gall, and Borg was implemented through eight stages, from needs assessment to dissemination. Forty purposively selected students with physical, sensory, intellectual, and mental or emotional disabilities from three public elementary schools in Mataram City participated: ten in the preliminary trial and thirty in the main field trial. Resilience was measured with the ten-item child version of the Connor-Davidson Resilience Scale, supported by observations, interviews, and documentation. The final model comprised eight sessions over four weeks covering positive-emotion recognition, gratitude, strengths spotting, self-affirmation, emotion regulation, prosocial relationships, meaning reflection, and strength integration. Mean resilience scores rose from 59.50 to 67.58 in the preliminary trial and from 60.37 to 69.53 in the main trial, and both increases were statistically significant at the .05 level. Qualitative data showed more positive emotional expression, confidence, emotion regulation, persistence, adaptive problem solving, and prosocial interaction. The model is a promising and feasible school-based approach for inclusive settings, although controlled and longitudinal studies are needed to confirm its causal effects
Artificial Intelligence Model Development Using Spatiotemporal Artificial Intelligence Model Development Using Spatiotemporal irmayani
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.2619

Abstract

Landslides are one of the most frequent natural disasters in Indonesia, causing significant environmental and socio-economic impacts. However, existing early warning systems remain limited in accuracy and are often unable to capture the complex spatial and temporal dynamics of landslide- triggering factors. Therefore, this study aims to develop an artificial intelligence model based on a spatiotemporal transformer to improve landslide prediction and support early warning systems. This research employs a quantitative experimental approach by integrating spatial data such as slope, soil type, and land cover with temporal data including rainfall, temperature, and humidity, as well as historical landslide records. The data are processed through preprocessing stages including normalization and sequence construction, followed by model training using a spatiotemporal transformer architecture. The model performance is evaluated using accuracy, precision, recall, F1 score, mean absolute error, and root mean square error. The results indicate that rainfall and humidity exhibit high variability and play a major role as dynamic triggering factors, while slope represents a dominant static factor contributing to landslide susceptibility. The developed model demonstrates high predictive performance with an accuracy of 0.97, indicating its effectiveness in classifying landslide risk. However, the findings also suggest the need for further validation using more diverse datasets to ensure model generalization. In conclusion, the integration of artificial intelligence and spatiotemporal data provides a promising approach for enhancing landslide prediction and developing more adaptive and reliable early warning systems.
Localizing Islamic Education: Strategic Engagement with Sasak Wisdom in Lombok’s High School Curriculum Ahmad Sulhan; Iqbal Bafadal
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.2902

Abstract

This study aims to formulate a conceptual model of integrative education based on Islamic values and Sasak local wisdom at the senior high school level in Lombok Island. Employing a descriptive qualitative approach, data were collected through interviews, observations, and document analysis in three public schools, and analyzed thematically and theoretically. The findings reveal that integration occurs across three main domains: intracurricular activities, non-formal/extracurricular programs, and school culture. Local values such as tabek, begibung, nyongkolan, besiru, and roah show strong relevance to Islamic principles including ukhuwah, ta??wun, gratitude (syukur), and adab. Supporting factors include the alignment between Islamic and Sasak cultural values, active roles of teachers and cultural leaders, and strong community support. Identified barriers involve limited curricular guidelines, differing perceptions regarding the boundaries between tradition and sharia, and the lack of formal documentation and policy. Stakeholders teachers, cultural leaders, community figures, and students perceive this integration as essential and strategic for shaping students’ religious and social character. The study proposes a Conceptual Model of Integrative Islamic–Sasak Education comprising four core components: foundational values, pedagogical aspects, sociocultural dimensions, and character development. Theoretically, this model expands the paradigm of multicultural and contextual Islamic education and contributes to the development of locality-based education in Indonesia.
Project-Based Deep Learning in Distance Teacher Education: A Scoping Review Toward an Integrated PjBDL Tutorial Model Amalia Sapriati; Sendi Ramdhani; Maya Puspitasari; Fitria Amastini; Monika Handayani; Isti Rokhiyah
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.2924

Abstract

Distance teacher education is increasingly expected to develop not only pedagogical competence but also educators’ capacity to address issues of equity, inclusiveness, and innovation in digitally mediated environments. Project-Based Deep Learning (PjBDL) offers a promising approach by integrating authentic tasks, reflective inquiry, and collaborative problem-solving; however, existing evidence remains fragmented across key constructs, including assessment literacy, learner engagement, self-regulated learning (SRL), and digital literacy. This study presents a PRISMA-informed mini scoping review and conceptual synthesis of 28 empirical studies examining project-based, problem-based, blended, and deep-learning-oriented instructional designs in higher and teacher education contexts. The review identifies four converging patterns. First, project-based and blended designs can enhance digital and pedagogical competencies, although outcomes depend on scaffolding and institutional conditions. Second, engagement emerges as a multidimensional mechanism linking instructional design to learning outcomes. Third, SRL functions as a regulatory process that sustains deep learning through planning, monitoring, and reflection. Fourth, assessment literacy and digital literacy are essential but frequently under-integrated within instructional designs. Based on these findings, the study proposes a theoretically grounded PjBDL tutorial model that positions engagement as a participation mechanism, SRL as a regulatory engine, assessment literacy as an applied deep learning outcome, and digital literacy as enabling pedagogical infrastructure. The model advances distance teacher education by framing global justice and innovation as explicit design commitments, emphasizing equitable participation, ethical digital engagement, and context-responsive pedagogy.
Development of a Socio-Scientific Issue-Based Module on Food Loss and Food Waste to Enhance Elementary Students’ Scientific Literacy in Bandung City Murni Murni; Anggie Siti Perdani; Dhita Rismayani Priatna; Nerru Pranuta Murnaka
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.2950

Abstract

This study addresses the growing issue of food loss and food waste as a relevant socio-environmental problem in education, particularly in fostering students’ scientific literacy at the elementary level. The urgency of this research lies in the need to integrate real-world sustainability issues into science learning to support students in developing critical and reflective thinking skills, as well as to contribute to the achievement of Sustainable Development Goals related to hunger, responsible consumption, and climate action. The objective of this study is to develop a Socio-Scientific Issue-based supplementary learning module on food loss and food waste that is valid, practical, and effective for elementary school students. This research employed a Research and Development approach using the Borg and Gall model, involving four elementary schools in Bandung City, with one school for a limited trial and four schools for field testing, consisting of three private and one public school. The results indicate that the developed module meets theoretical and empirical validity criteria and is feasible for use. Responses from experts, practitioners, and students show that the module is highly practical. Furthermore, post-test results demonstrate a significant improvement in students’ scientific literacy, indicating that the module is effective. In conclusion, the Socio-Scientific Issue-based module on food loss and food waste is a valid, practical, and effective learning resource to enhance elementary students’ scientific literacy.
The Influence of Learning Motivation and Peer Support on Student Commitment in Peace Education: Evidence from Indonesian Junior High Schools Dian Eka Mayasari; Dwi Priyo Utomo; Dwi Poedji Astuti; Hidayati Hidayati; Lukman Lukman; Suhupawati Suhupawati
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 aims to examine the influence of learning motivation and peer social support on students’ learning commitment within the context of peace education in junior high schools. The novelty of this study lies in integrating three psychosocial variables into a single empirical model in the underexplored context of peace education in Indonesia. A quantitative approach with an associative causal design was employed, involving 148 students selected through proportional stratified random sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression. The results reveal that learning motivation (? = 0.45; p < 0.001) and peer social support (? = 0.33; p < 0.001) have significant effects on learning commitment, both partially and simultaneously (R² = 0.689; p < 0.001). Learning motivation emerged as the stronger predictor compared to peer support. These findings highlight that strengthening students’ learning commitment in peace education requires a psychosocial approach that integrates both internal and external factors. This study provides practical implications for designing learning strategies that foster intrinsic motivation and supportive peer interactions in school settings.
Integration of Local Commodity-Based Culinary in Optimizing The Attraction of Agrotourism Nurhassanah Nurhassanah; Aan Anisah; Rusdiyana Rusdiyana
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3103

Abstract

Developing culinary tourism is an important strategy for increasing the attractiveness of a destination because culinary delights not only fulfill consumption needs but also represent local identity and the tourist experience. The Pondok Durian Sinapeul Agrotourism in Majalengka Regency has durian-based culinary potential that can support tourism, but it has not been optimally utilized. This study aims to analyze the potential of local culinary businesses, their tourist appeal, and the role of culinary delights in enhancing tourist appeal in the area. The research method used was descriptive with a qualitative approach. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The results show that local culinary businesses play a significant role in increasing tourist appeal by strengthening destination identity and creating a more comprehensive tourist experience. Culinary delights can also increase the length of stay and tourist spending, as well as provide an economic impact for the surrounding community. However, its development still faces obstacles such as limited facilities, accessibility, and promotion. Therefore, an integrated development strategy is needed to maximize the culinary potential.
Needs Analysis for Developing a Social-Scientific Issue-Based Project Model to Enhance Science Literacy and Socio Technopreneurship Among University Students Dyah Setyaningrum Winarni; Dyah Rini Indriyanti; Sigit Saptono; Arif Widiyatmoko
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3177

Abstract

Higher education in the era of Society 5.0 requires graduates to go beyond mastering pure scientific theory; they must also be capable of creating tangible, technology-based solutions that generate social impact and economic value. However, current realities reveal a gap between academic curricula and the actual demands of society. This study aims to conduct a needs analysis for the development of a project-based learning model integrated with Socio-Scientific Issues (SSI), designed to enhance students' scientific literacy and sociotechnopreneurship character. Employing a qualitative descriptive approach as part of a preliminary Research and Development (R&D) study, the research involved 40 science educators selected through purposive sampling. Data were collected via questionnaires and analyzed using descriptive statistics. The findings indicate that the current implementation of project-based learning is suboptimal: 42% of educators use it only occasionally, while 27% report using it rarely or never. Nevertheless, there is a high level of interest and a strong sense of urgency, with 90% of respondents expressing a positive view and emphasizing the critical need to implement an SSI-based project model. The study concludes that developing an SSI-based project learning model is an urgent necessity for reforming rigid science pedagogy. Such a model would help cultivate innovative graduates who possess scientific acumen, social empathy, and business agility all aligned with the Sustainable Development Goals (SDGs).
Parents’ Evaluative Attitudes toward Indonesia’s Free Nutritious Meal Program: An Appraisal Analysis SORAYA GRABIELLA DINAMIKA; ELITARIA BESTRI AGUSTINA SIREGAR; YONI RAHAYU; MUHAMMAD MUSLIM NASUTION; IIS APRIANTI
Journal of Educational Studies Vol. 4 No. 3 (2026): October
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i3.3212

Abstract

This study investigates parents’ evaluative attitudes toward Indonesia’s Free Nutritious Meal (Makanan Bergizi Gratis/MBG) program through the Attitude subsystem of Appraisal Theory. Drawing on Systemic Functional Linguistics, the study focuses on how parents construct evaluative meanings through Affect, Judgment, and Appreciation resources in their responses toward the program. The research employed a qualitative descriptive approach using open-ended questionnaire responses collected from 60 parents in North Sumatra and Aceh whose children received MBG meals at school. The data were manually coded and analyzed based on the Attitude subsystem proposed by J. R. Martin and Peter R. R. White. The findings reveal that Appreciation emerged as the most dominant attitudinal category, indicating that parents primarily evaluated the program based on its practical quality, nutritional value, implementation effectiveness, and meal composition. Positive evaluations reflected support for the program’s objectives in improving children’s nutrition and well-being, while negative evaluations highlighted concerns regarding food quality, hygiene, menu variation, and distribution consistency. Although Affect and Judgment appeared less frequently, these categories revealed important emotional responses and criticisms related to institutional responsibility, professionalism, and transparency. The study demonstrates that evaluative language provides important insights into public perceptions of welfare-oriented nutritional policies and reflects broader negotiations of trust, expectation, and accountability toward government programs in Indonesia.

Page 30 of 34 | Total Record : 337

 28   29   30   31   32 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 3 (2026): October 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 More Issue