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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 337 Documents
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Student Engagement in Mathematics Learning thru Interactive Digital Media at Madrasah Ibtidaiyah Kurnia Hidayati; Sofwan Hadi; Izza Aliyatul Muna
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.v4i3.3964

Abstract

This study aims to analyze student engagement in mathematics learning thru the use of interactive digital media in madrasah ibtidaiyah, viewed from three main dimensions: behavioral engagement, emotional engagement, and cognitive engagement. This study is motivated by the still low student engagement in abstract and less varied mathematics learning, thus requiring technological-based learning innovations that are more interactive and meaningful. This study uses a qualitative approach with a case study design. Data were collected thru observation, interviews, and documentation during the mathematics learning process utilizing interactive digital media such as Quizizz and Wordwall. The research results show that interactive digital media can significantly enhance student engagement across all three aspects of engagement. In terms of behavioral engagement, students are more actively involved in learning activities, both individually and in groups. In terms of emotional engagement, students exhibit high enthusiasm, enjoyment, and reduced anxiety toward mathematics. Meanwhile, in terms of cognitive engagement, students demonstrate improved thinking skills, conceptual understanding, and perseverance in solving mathematical problems thru visualization and direct feedback provided by digital media. Based on these findings, it can be concluded that interactive digital media not only serves as a learning aid but also as an effective means of simultaneously integrating students' behavioral, emotional, and cognitive engagement. This research implies that mathematics education in elementary schools needs to be designed based on interactive technology to create a more active, enjoyable, and meaningful learning experience
Enhancing Reading Literacy Through Project Based Learning with Webtoon and Storyboard Media in Grade VII A SMP Negeri 16 Pontianak: Meningkatkan Literasi Membaca Melalui Pembelajaran Berbasis Proyek dengan Media Webtoon dan Storyboard di Kelas VII A SMP Negeri 16 Pontianak Septy Nurillah; Seselia Seli; Henny Sanulita; Khairullah
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.v4i3.3966

Abstract

Low reading interest remains a significant challenge in Indonesian education, as reflected by Indonesia’s PISA 2022 score of 359, well below the OECD average. This classroom action research (CAR) aimed to improve the reading literacy skills of Grade VII A students at SMP Negeri 16 Pontianak through the implementation of Project Based Learning (PjBL) model assisted by webtoon and storyboard media. The study employed a two-cycle action research design based on the Kemmis and McTaggart model, encompassing the stages of planning, acting, observing, and reflecting. Subjects were 32 students in Grade VII A. Data were collected through reading literacy post-tests, reading interest questionnaires, and observation sheets (APKG 1 and APKG 2). Findings revealed that PjBL with webtoon and storyboard media significantly improved students’ reading literacy achievement. The mean score increased from 47.19 (pre-cycle) to 76.88 (Cycle I) and 86.56 (Cycle II). Classical completeness rose from 9.40% to 62.50% and finally to 81.25%, surpassing the 80% target. Students’ reading interest also improved from the sufficient category (mean 2.81) in Cycle I to the very good category (mean 3.50) in Cycle II. These results demonstrate that webtoon and storyboard within PjBL effectively addresses low reading frequency and limited reading discussion among middle school students.
Developing and Validating an AI-Integrated Gamified EFL Speaking Model with Computational Thinking Yunita Mutiara Harahap; Wiki Tedi Rahmawati; Siti Nur Fatihah binti Azri
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.v4i3.4002

Abstract

Speaking competence is a central pivotal aspect of English as a Foreign Language (EFL) instruction, particularly in higher learning institutions where students are expected to achieve communicative proficiency for academic and professional purposes. Despite its importance, EFL speaking instruction often faces challenges such as limited student engagement, insufficient opportunities for authentic interaction, and fragmented integration of emerging technologies. Previous studies have examined gamification, Artificial Intelligence (AI), and computational thinking separately, yet few attempts have been made to integrate these elements within a unified pedagogical framework. Therefore, this study aims to develop and validate a theoretical model for AI-integrated gamified EFL speaking instruction. The study employed a Design-Based Research (DBR) approach encompassing six operational phases. Data were gathered through literature synthesis, expert validation checklists, construct validation questionnaires, and pilot classroom observations. The expert validation results demonstrated high conceptual clarity and pedagogical alignment, yielding a robust overall mean score of 4.60. Furthermore, Confirmatory Factor Analysis (CFA) confirmed acceptable construct validity and internal consistency, with strong model fit indices (Chi-square/df = 1.87, CFI = 0.93, TLI = 0.91, RMSEA = 0.067). Pilot implementation further verified the practical feasibility of the model with an overall mean score of 4.36. This study offers a validated pedagogical framework that strategically synthesizes gamification, AI-supported feedback, and computational thinking to optimize EFL speaking environments in higher education.
The Effectiveness of The Steam (Science, Technology, Engineering, Arts, Mathematics) Approach on Scientific Literacy and Mathematical Modeling Dwi Putri Rahmadini; Wa Ode Nini; Agus Irmansyah; Ida Marifah; Dian Nur Azzayanti; Achmad Maulana; Nadilah Fauziah; Sevenday Simanjuntak; Rina Hidayati Pratiwi
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.v4i3.4014

Abstract

Science and mathematics education requires more integrated learning approaches to develop students' essential competencies, particularly scientific literacy and mathematical modeling. Although STEAM has been widely recognized as a promising interdisciplinary framework, existing studies have predominantly focused on affective outcomes and general creativity, leaving its impact on these higher-order cognitive skills insufficiently explored. This Systematic Literature Review (SLR) evaluates the effectiveness of the STEAM approach on scientific literacy and mathematical modeling. Guided by PRISMA and PICOS protocols, 28 peer-reviewed articles (2016-2026) were analyzed. Findings indicate that STEAM interventions predominantly target junior high students (53,6%) using quasi-experimental designs (64,3%). The integration of “Arts” has evolved from superficial aesthetics (2016-2024), and socio-scientific communication (2025-2026). STEAM is highly effective (89,2% positive effect size) in enhancing both competencies. it can be concluded that the STEAM approach is a highly effective pedagogical framework for simultaneously improving scientific literacy and mathematical modeling. The “Arts” element acts as a crucial cognitive bridge that reduces cognitive overload, enabling students to translate empirical scientific observations into precise mathematical calculations.
Entrepreneurial Literacy Mediating Creativity and Motivation in PKWU Project Performance: Organizational Role as a Moderator M Fathur Rahman; Fazri Anna Roza
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.v4i3.4025

Abstract

This study aims to analyze the influence of creativity and entrepreneurial motivation on students' Prakarya dan Kewirausahaan or Craft and Entrepreneurship (PKWU) project performance through entrepreneurial literacy as a mediating variable and to test the role of organizations in moderating the relationship between entrepreneurial literacy and PKWU project performance. A quantitative explanatory approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The research subjects comprised 208 Grade XI students of SMA Negeri 1 Semarang enrolled in PKWU learning, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed with SmartPLS 4 software. The results indicate that creativity and entrepreneurial motivation have a positive and significant effect on PKWU project performance. Entrepreneurial Literacy also exerts a positive and significant effect on project performance and mediates the relationship between creativity, entrepreneurial motivation, and PKWU project performance. In addition, the role of the organization significantly strengthens the relationship between entrepreneurial literacy and PKWU project performance. These findings support the Social Cognitive Theory, demonstrating that students' PKWU project performance is shaped by the interaction of personal, cognitive, and environmental factors. Therefore, enhancing PKWU project performance requires strengthening entrepreneurial literacy alongside the simultaneous development of creativity, entrepreneurial motivation, and the role of organizations in the school environment.
Developing SETS-Oriented Science Teaching Materials for Scientific Literacy and Collaboration durratus sadiyah
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.v4i3.4144

Abstract

This study aimed to develop and evaluate the effectiveness of Science, Environment, Technology, and Society (SETS)-oriented Science and Social Studies (IPAS) teaching materials in improving elementary school students' scientific literacy and collaboration. The study employed a Research and Development (R&D) approach using the ADDIE model, followed by a quasi-experimental pretest–posttest control group design to examine the effectiveness of the developed teaching materials. The participants consisted of 48 fifth-grade students, including 24 students in the experimental class and 24 students in the control class. The developed teaching materials were validated by material, media, and language experts, while practicality was evaluated by two teachers and 24 students. Data were collected through scientific literacy tests, collaboration observation sheets, validation sheets, and practicality questionnaires. The data were analyzed using descriptive statistics, N-Gain analysis, and Multivariate Analysis of Variance (MANOVA). The developed teaching materials achieved an average validity score of 95.20% (very valid) and a practicality score of 95.57% (very practical). The N-Gain analysis showed a high improvement in scientific literacy (0.7253) and a moderate improvement in collaboration (0.6498). MANOVA revealed a significant difference between the experimental and control groups (p < .001). These findings indicate that SETS-oriented IPAS teaching materials effectively improve students' scientific literacy and collaboration through contextual, collaborative, and technology-enhanced learning.
Reconstructing Teachers' Teaching Quality through Principals' Clinical Supervision in Public Junior High Schools Ailisa Mevta; Ismail Ismail; Suparta Rasyid
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.v4i3.4195

Abstract

The ineffective implementation of clinical supervision, which has not been systematically conducted, has limited the effectiveness of teacher development programs in improving teaching quality in public junior high schools. This study aimed to analyze the planning, implementation, evaluation, and follow-up of principals' clinical supervision in reconstructing teachers' teaching quality in public junior high schools in Aceh Besar Regency. This study employed a qualitative method with a case study approach conducted at SMP Negeri 1 Peukan Bada and SMP Negeri 2 Darul Imarah in 2026. The participants consisted of ten informants, including two principals, six teachers, and two school supervisors, who were purposively selected based on their involvement in the implementation of clinical supervision. Data were collected through classroom observations, semi-structured interviews, and document analysis to obtain comprehensive information regarding the implementation of clinical supervision in both schools. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The trustworthiness of the data was ensured through source triangulation, technique triangulation, and member checking. The findings revealed that clinical supervision at SMP Negeri 1 Peukan Bada was implemented systematically through collaborative planning, instrument-based classroom observation, reflective feedback, evidence-based evaluation, and continuous follow-up, thereby contributing to the improvement of teachers' teaching quality. In contrast, the implementation of clinical supervision at SMP Negeri 2 Darul Imarah was not yet optimal because several stages of the supervision process had not been carried out consistently. The novelty of this study lies in the reconstruction of a clinical supervision model that integrates collaborative planning, evidence-based evaluation, reflective feedback, and continuous follow-up as a strategy for enhancing teachers' teaching quality in public junior high schools.
Leveraging Social Media: Utilizing Short-Form Videos on Instagram to Boost Vocabulary Mastery among Young Learners Titik Lina Widyaningsih
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.v4i3.4210

Abstract

Mastery of vocabulary is an important and strategic foundation for the study of English because it becomes support in the development of speaking, listening, reading and writing skills. Unfortunately, in young learners, vocabulary mastery is still limited, this is because students still encounter learning media that is not engaging, based on textbooks, so that learning interest and student involvement is low. In the era of development of social media, the existence of Instagram with features short form video (Reels) provide learning media, especially in form visual and audio visual that have the potential to improve the attention, interest, and vocabulary retention students. The purpose of this research is to increase vocabulary mastery students on the fifth grade of elementary school using short form video on Instagram in learning English. This research uses Classroom Action Research (CAR) with Kemmis and McTaggart models with stages consisting of planning, implementation action, observation, and reflection. The subjects of this study were 15 students in grade five of SD Negeri 1 Wates, Campurdarat, Tulungagung. Data obtained from tests, observation sheets, and field notes are analyzed using qualitative and quantitative methods. From the results, the implementation of short form video on Instagram can increase vocabulary mastery students. Average score student pretest 48.8 and increases in the post test to 78.1 above the Minimum Completion Criteria (KKM) determined. In addition, observations have shown an increase in students' participation in learning activities, such as watching videos enthusiastically, pronouncing words, and using words in context very simple.
The Application of the Problem-Based Learning Model on Student Learning Outcomes in Application Embroidery within the Textile Experimentation and Decoration Development Element for Phase F of the DPB Department at SMKN 1 Baureno Baiq Anggraeni Pusfita Sari; Mein Kharnolis; Imami Arum Tri Rahayu
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.v4i3.4261

Abstract

Low active student engagement in textile experimentation and decoration development learning at vocational high schools remains a challenge in implementing the Merdeka Curriculum. This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and student learning outcomes in appliqué embroidery among Phase F students in the Fashion Design and Production Department (DPB) of SMKN 1 Baureno. A quantitative pre-experimental one-shot case study design was employed. The participants were 21 students of class XI DPB 2, selected through purposive sampling. Data were collected using a PBL syntax implementation observation sheet, a 10-item multiple-choice cognitive test, and a psychomotor product assessment rubric. Data were analysed descriptively using percentages and mastery categories. The results showed that PBL implementation was observed at an average of 83.6%, categorized as very good. Nineteen of 21 students (90.48%) achieved the mastery criterion of ?75, while 2 students (9.52%) did not. Because the design did not include a pretest or comparison group, the findings are interpreted as descriptive and associational rather than as evidence of a causal effect. The results indicate that PBL can be implemented with high fidelity in this vocational context and that most students met the specified mastery criterion, while also highlighting the need for remedial scaffolding for students with limited foundational embroidery and fine-motor skills.
Wayground in Discovery Learning: Impact on Elementary Science Motivation Neneng Suriani; Imam Pribadi; Harmita Sari; Hamka; Amriani; Junaidi; Muh. Akbar
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.v4i3.4275

Abstract

Learning motivation is a fundamental factor influencing elementary school students' success in science learning. However, science instruction at the primary level is frequently challenged by low student motivation due to the predominance of teacher-centered instructional practices, limited variation in learning media, and the underutilization of digital technologies that are closely aligned with students' learning characteristics. This study aimed to examine the effect of integrating Wayground, a gamified digital learning platform, into the Discovery Learning model on elementary students' science learning motivation. The study employed a quantitative approach using a quasi-experimental nonequivalent control group design. Participants consisted of elementary school students assigned to an experimental group receiving Discovery Learning supported by Wayground and a control group receiving Discovery Learning without Wayground. Data were collected through a validated and reliable learning motivation questionnaire complemented by classroom observations. The collected data were analyzed using descriptive and inferential statistical techniques to determine the influence of the instructional approach on students' learning motivation. The findings demonstrate that integrating Wayground into the Discovery Learning model positively enhances students' science learning motivation by increasing their engagement, enthusiasm, persistence, confidence, and active participation throughout the learning process. The novelty of this study lies in the integration of Wayground as a gamified digital pedagogical tool within the Discovery Learning framework, providing empirical evidence that technology-enhanced inquiry-based learning can effectively strengthen elementary students' motivation in science education. These findings contribute to the development of digital pedagogy by offering an innovative instructional approach that promotes more interactive, student-centered, meaningful, and motivating science learning experiences in elementary schools.

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