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
 29   30   31   32   33 
Reconstructing the Institutional Role of BAWASLU in the 2019 General Election in North Sumatra YURIAL ARIEF LUBIS; EVI YUNITA KURNIATI; HIKMAWAN SYAHPUTRA
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.v4i3.3259

Abstract

This study explores the limitations of classical role theory in explaining the effectiveness of the Provincial Election Supervisory Agency (BAWASLU) in Indonesia, focusing on the 2019 General Election in North Sumatra Province. Traditional role models, particularly those proposed by Biddle and Thomas, emphasize expectations, norms, performance, and evaluation, yet they fail to adequately capture the complex institutional challenges faced by election supervisory bodies. This research aims to reconstruct a more comprehensive role model to enhance BAWASLU’s supervisory effectiveness. Using a qualitative descriptive approach with a case study design, data were collected from official documents, election supervision reports, and relevant theoretical literature. The findings indicate that BAWASLU’s effectiveness is constrained by regulatory limitations, weak institutional commitment, suboptimal supervisory behavior, disharmony among election organizers, and the absence of systematic institutional evaluation mechanisms. Importantly, the quality and quantity of human resources emerge as the most decisive factors in optimizing BAWASLU’s role, despite being largely absent from classical role theory frameworks. Based on these findings, this study proposes a reconstructed role model consisting of six key indicators: institutional commitment to role optimization, election supervision regulations, supervisory behavior, inter-organizational dynamics among election bodies, institutional evaluation mechanisms, and human resource capacity. This model contributes to the enrichment of institutional role theory and provides a practical framework to strengthen election supervision and promote professional, integrity-based, and fair electoral processes.
Enhancing Seventh Grade Students’ Vocabulary Building Through Flashcard Media at SMPN 4 Palopo. Andi Astuti Jumarizah
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.v4i3.3491

Abstract

Vocabulary mastery is an essential component of English language learning, especially for junior high school students who are developing basic language competence. However, many students still have difficulties memorizing and understanding English vocabulary when classroom activities use limited and less engaging media. This study investigated the effectiveness of flashcard media in improving seventh-grade students’ vocabulary building and described students’ responses during its implementation. A mixed-method approach with a pre-experimental quantitative design was applied. The participants were 28 seventh-grade students of SMPN 4 Palopo selected through purposive sampling. The data were collected through a vocabulary test, observation sheet, and questionnaire. Quantitative data were obtained from pre-test and post-test scores and analyzed using descriptive statistics, normality testing, and a paired sample t-test. Meanwhile, observation and questionnaire data were used to support the interpretation of the classroom learning process. The findings showed that students’ mean score increased from 52.64 in the pre-test, categorized as poor, to 88.50 in the post-test, categorized as very good. The paired sample t-test showed a significant difference between the pre-test and post-test scores, with a significance value of 0.000, lower than 0.05. Observation and questionnaire results also indicated active classroom participation and positive student responses toward flashcard use. These results suggest that flashcard media is effective for improving students’ vocabulary building and can serve as an interactive medium for English vocabulary instruction.
Mindful, Meaningful, and Joyful Learning as Predictors of Problem-Solving Skills and Independence in Early Childhood Education Siti Nur Hasanah; Ngatmini; Joko Sulianto
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.v4i3.3628

Abstract

The development of problem-solving skills and independence is a critical concern in early childhood education because these competencies support children’s cognitive and socio-emotional development. However, conventional teacher-centered learning practices may limit children’s opportunities to explore, reflect, make decisions, and engage actively in learning. This study aimed to examine the effectiveness of Mindful, Meaningful, and Joyful Learning (MML) in improving problem-solving skills and independence among early childhood learners. A quasi-experimental research design with a nonequivalent control group design was employed involving 41 children aged 5–6 years at an early childhood education institution in Indonesia. Participants consisted of an experimental group (n = 21) receiving MML-based learning activities and a control group (n = 20) receiving conventional instruction. Data were collected using structured observation instruments measuring problem-solving skills and independence, which were validated through expert judgment and reliability testing. Data were analyzed using descriptive statistics and independent sample t-tests. The results showed significant differences between the experimental and control groups in problem-solving skills (t = 5.742, p < 0.001) and independence (t = 4.981, p = 0.001). Children who participated in MML activities demonstrated stronger abilities in identifying problems, generating solutions, making decisions, completing tasks independently, and regulating their learning behaviors. The study concludes that Mindful, Meaningful, and Joyful Learning provides an effective child-centered pedagogical framework for enhancing cognitive and socio-emotional development in early childhood education. These findings highlight the importance of creating meaningful, reflective, and joyful learning environments to foster twenty-first-century competencies among young children
Technological Pedagogical Content Knowledge (TPACK) Implementation in English Primary School Teacher in Indonesia Ulhaq Zuhdi
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.v4i3.3644

Abstract

This study aims to analyze the application of Technological Pedagogical Content Knowledge (TPACK) in English language learning in Elementary Schools. Data were taken from the Teacher Professional Education (PPG) program of Elementary School Teacher Education (PGSD) class of 2026 at Surabaya State University. The research method used was descriptive qualitative with a case study approach. The findings of this study indicate that the application of TPACK in the Field Practice Program (PPL) of PPG Elementary School Teacher Education (PGSD) of Surabaya State University followed by students has supporting and inhibiting factors in implementing TPACK in English language teaching in elementary schools. Several factors that improve teacher competence include the creation of materials containing learning videos and online games, Student Worksheets (LKM) containing HOTS, as well as teaching materials that integrate learning in the student environment, interesting PowerPoint presentations, quality lesson plans, video recording of teaching practices in the Field Experience Program, good classroom management, and active participation in online discussions in the Learning Management System. Class of 2026 students of Teacher Professional Education (PPG) Elementary School Teacher Education (PGSD) of Surabaya State University.
Constructivist Pedagogies And Critical Literacy: Contrasting Problem-Based And Project-Based Learning Outcomes Among Pre-Service Indonesian Language Teachers. Abdul Munir; Muh. Arief Muhsin; Erwin Akib; Yulis Sitiowati
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.v4i3.3727

Abstract

The main purpose of this study is to compare the implementation of the Problem Based Learning (PBL) and Project Based Learning (PjBL) model on the critical literacy skills of students of the Indonesian Language and Literature Education Study Program. The research design applied was quasi-experimental with a pretest-posttest control group design. The research sample was 64 students divided into two classes, each class consisted of 32 people. The data was collected through a critical literacy test that had been validated by experts, then analyzed using an independent t-test at a significance level of 0.05 and N-Gain calculation to assess the effectiveness of each model. The results of the study showed that both models had a significant effect on improving students' critical literacy skills; The PBL group experienced an average increase of 15.63 points, while the PjBL group increased even higher, namely 22.06 points. The results of the N-Gain distribution analysis concluded that PjBL not only increases critical literacy skills higher, but is also more consistent with student activities. These findings imply that the integration of the PjBL model in Indonesian language learning needs to receive more attention in the development of higher education curriculum to support more optimal critical literacy mastery.
AI-Assisted Learning and Mathematical Problem-Solving: The Role of Self-Regulation la eru ugi; Harmita Sari; Indrawan; Liu Ming-Chou
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.v4i3.3794

Abstract

Artificial Intelligence (AI) is increasingly integrated into mathematics education, offering personalized support, adaptive feedback, and interactive learning experiences. However, the mechanisms through which AI-assisted learning improves students’ mathematical problem-solving skills remain underexplored. This study examines the relationships among AI-Assisted Learning (AIL), Self-Regulated Learning (SRL), and Mathematical Problem-Solving Skills (MPSS), with SRL serving as a mediating variable. Drawing on Social Cognitive Theory and Self-Regulated Learning Theory, a quantitative explanatory design was employed. Data were collected from 265 Indonesian secondary school students who had experience using AI-based learning technologies for mathematics learning. The proposed model was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that AI-Assisted Learning positively and significantly influences Self-Regulated Learning and Mathematical Problem-Solving Skills. Self-Regulated Learning also has a significant positive effect on Mathematical Problem-Solving Skills and mediates the relationship between AI-Assisted Learning and problem-solving performance. These results suggest that the effectiveness of AI in mathematics education depends not only on technological capabilities but also on students’ ability to regulate their learning processes. The study contributes to the Artificial Intelligence in Education literature by identifying self-regulation as a key mechanism linking AI use and higher-order cognitive outcomes. The findings also provide practical insights for educators and developers seeking to design AI-supported learning environments that promote meaningful and autonomous learning.
Reconstruction of the Civic Character Learning Model in the Digital Era: Integration of Digital Literacy and Civic Ethics Rohana .; Panggih Nur Adi; Mila Nirmala Sari Hasibuan; Halwa Simanungkalit
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.v4i3.3795

Abstract

The development of civic character has become an increasingly important concern in contemporary citizenship education, particularly in response to the rapid expansion of digital technologies that have transformed how individual access, interpret, and engage with civic information. Despite growing scholarly attention to digital literacy and civic ethics, studies that integrate both dimensions into a comprehensive civic character learning framework remain limited. This study aims to reconstruct a civic character learning model through the integration of digital literacy and civic ethics and to examine its effectiveness in strengthening students’ civic character. The research employed a quasi-experimental design using a pretest-posttest control group approach involving 320 secondary school students selected through stratified random sampling from six schools across three sub-districts in Labuhanbatu Regency. The intervention was implemented over a twelve-week period. Data were collected using the Civic Character Scale (CCS-28) and the Digital Civic Competency Inventory (DCCI-24). Statistical analyses were conducted using analysis of covariance (ANCOVA) and structural equation modeling (SEM). The findings revealed that students who participated in the integrated learning model demonstrated significantly higher civic character scores than those in the control group (F (1,317) = 84.32, p < .001, ?² = .21). Furthermore, digital literacy significantly mediated the relationship between civic ethics instruction and civic character development (? = .43, p < .001), explaining 47% of the variance in civic character outcomes. These findings suggest that digital literacy serves not only as a complementary competency but also as a crucial mechanism in fostering civic character within digitally mediated democratic societies.
Gamification of Mathematics Learning through Math Play Ground: Its Impact on Student Experience, Student Feedback, Emotions, and Math Anxiety Samsinar; Harmita Sari; Widyawanti Rajiman
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.v4i3.3812

Abstract

Math anxiety remains a persistent barrier to effective mathematics learning, and gamification has been proposed as an instructional strategy capable of improving students' affective relationship with the subject. However, prior studies have generally examined students' experience, feedback, emotions, and math anxiety as separate outcomes rather than within a single integrated model, and empirical evidence from elementary and junior high school students in Indonesia remains limited. This study examined the effect of Math Play Ground, a gamification-based mathematics learning medium, on four interrelated outcomes: student experience, student feedback, emotions, and math anxiety. Data were collected through a cross-sectional survey of 274 elementary and junior high school students in South Sulawesi, Indonesia, selected using proportionate stratified random sampling. Data were analyzed in two stages using confirmatory factor analysis to assess the validity and reliability of the measurement model, and structural equation modeling to test the hypothesized structural relationships. The measurement model showed adequate validity and reliability for all five latent constructs, and the structural model demonstrated an acceptable fit. All four hypothesized paths were significant and positive: Math Play Ground was related to Emotions Student (? = 0.608), Math Anxiety (? = 0.450), Student Feedback (? = 0.629), and Student Experience (? = 0.648). These findings indicate that a single gamification-based learning medium can simultaneously shape multiple affective and experiential dimensions of mathematics learning, offering both theoretical and practical contributions for educators designing gamified mathematics tools.
Mapping research trends on development of digital teaching materials based on the Scopus database: Bibliometric analysis for future research directions Muh. Zainur Rahman; Ahmad Harjono; Mahyuni; I Wayan Karta
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.v4i3.3918

Abstract

This study aims to map the bibliometric landscape regarding research trends in the fields of education and digital technology integration. The analysis was conducted using keyword co-occurrence techniques with the aid of VOSviewer software to identify emerging research trends from relevant literature databases. The visualization results show that the primary focus of the research centers on the integration of cutting-edge technologies such as Virtual Reality (VR), Generative AI, and Mobile Learning into educational curricula. There are significant clusters linking digital transformation to the impact of the pandemic, as well as the use of questionnaire-based quantitative research methodologies as the primary evaluation tools. This study confirms a paradigm shift toward a more adaptive and multidisciplinary digital technology-based education, particularly in response to global challenges in the education sector.
Initial Effectiveness of the Development of the PRODELIC Learning Model Oriented to Mathematical Literacy and Disposition Skills Emas Marlina; Hartono Hartono; Wahyu Setyaningrum
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.v4i3.3928

Abstract

This study aims to determine the initial effectiveness of the PRODELIC learning model oriented towards mathematical literacy and disposition skills. The subjects of this study were 30 grade-VIII junior high school students at SMPN 1 Arjasari, Bandung, Java, Indonesia. This is a Design-Based Research (DBR) which consists of problem analysis, design and innovation development, cyclical repetition and implementation, and reflection evaluation. The effectiveness of the learning model is measured using a test of mathematical literacy and a disposition skills questionnaire. The initial effectiveness is obtained from the normalized gain results from the pretest and posttest of mathematical literacy and disposition skills. The results show an average N-Gain of 0.75 for mathematical literacy and 0.86 for mathematical disposition abilities which are indicated as a high category. It implies that there is an increase in students' mathematical literacy and disposition skill after using the PRODELIC learning model. It, therefore, proves that the PRODELIC model can improve students' mathematical literacy and disposition skill.

Page 31 of 34 | Total Record : 337

 29   30   31   32   33 

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