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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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The Effectiveness of Augmented Reality-Based History Flashcards on Senior High School Students’ Local History Learning Outcomes Jenny Koce Matitaputty; Samuel Michael Wattimury; Jacomina Selfisina; Jems Sopacua
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.v4i3.4941

Abstract

History learning at the senior high school level often faces challenges in presenting local historical materials that cannot be directly observed by students. This study aims to analyze the effectiveness of Augmented Reality-Based History Flashcards on senior high school students’ local history learning outcomes. This research employed a quantitative approach using a quasi-experimental method with a pretest-posttest control group design. The research was conducted at SMA Negeri 4 Ambon involving 50 eleventh-grade students selected through cluster random sampling. The participants were divided into two groups: an experimental group consisting of 25 students who received learning using Augmented Reality-Based History Flashcards and a control group consisting of 25 students who received learning using Google Slides. Data were collected through pretest and posttest instruments consisting of 20 multiple-choice questions and analyzed using normality tests, homogeneity tests, independent samples t-test, and N-Gain analysis with the assistance of IBM SPSS. The results showed that both groups experienced improvements in learning outcomes; however, the experimental group achieved a higher increase than the control group. The experimental group improved from a pretest mean score of 60.4 to a posttest mean score of 83.6, with a gain increase of 23.2 points and an N-Gain score of 0.59 (moderate category). Meanwhile, the control group increased from 59.8 to 74.2, with a gain increase of 14.4 points and an N-Gain score of 0.36 (moderate category). The independent samples t-test showed a significant difference between the two groups (p = 0.000 < 0.05). These findings indicate that Augmented Reality-Based History Flashcards are more effective in improving local history learning outcomes by providing a more interactive, visual, and contextual learning experience for senior high school students.
Development Digital Assessment For Increase Understanding Number of Autistic Children at Alazka Kids Development Surabaya Dina Utaminingsih; Asri Wijiastuti; Nuphanudin
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.v4i3.5068

Abstract

Number understanding is an important foundation for mathematical learning among children with autism, yet assessment practices may not always provide structured, consistent, and individualized information about their number sense abilities. This study aimed to develop a digital assessment instrument for identifying the number sense abilities of children with autism at Alazka Kids Development Surabaya. The study employed a research and development approach using the 4D model, consisting of define, design, develop, and disseminate stages. The development process focused on four indicators of number sense: subitizing, number-symbol recognition, one-to-one correspondence, and magnitude or quantity comparison. The digital assessment was designed with an autism-friendly interface characterized by simple visual displays, structured stimuli, one instruction per screen, touch-based interaction, and limited visual and auditory distractions. The system also provides automatic recording of response accuracy and response time to support individual assessment profiles. The resulting product is intended to assist teachers and therapists in identifying children's number sense needs and supporting individualized learning programs. Further research with complete validation, practicality, and effectiveness data and broader participants is needed to establish its reliability and educational impact.
Competency-Based Professional Development for Physical Education Teachers in Collaborative School Cultures Feby Elra Perdima; Yuni Herlina; Mesterjon Mesterjon; Saipul Saipul
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.v3i3.5076

Abstract

Physical education teachers require professional development that is continuous, practice-embedded, and responsive to the pedagogical, digital, assessment, inclusion, and health-related demands of contemporary schooling. Yet professional development is frequently organized as isolated training, with limited follow-up and weak integration with teachers’ collaborative work and school culture. This article develops a competency-based professional development management model for physical education teachers by integrating three mutually reinforcing foundations: collaboration, professional competence, and supportive school organizational culture. An integrative conceptual synthesis was conducted using recent peer-reviewed studies on teacher professional development, professional learning communities, physical education teacher learning, school culture, and competency frameworks, complemented by international policy reports and foundational scholarship. The resulting model organizes professional development into seven management stages: diagnostic mapping, collaborative priority setting, co-design, active professional learning, classroom or field enactment, observation-feedback-reflection, and institutionalization with evaluation. Four competence domains are emphasized: pedagogical-content competence, assessment and data literacy, inclusive-digital competence, and reflective-professional competence. Collaboration operates through professional learning communities, peer observation, lesson or unit co-design, and mentoring, while school culture provides time, trust, leadership, resources, psychological safety, and recognition. For application in contexts such as Bengkulu City, the model recommends school-cluster implementation and locally relevant learning problems rather than one-size-fits-all workshops. The model offers a theoretically coherent and operational framework for managing sustained professional growth among physical education teachers while linking individual learning to organizational improvement.
Ethno-parenting Values: An Interpretation of Strengthening Early Childhood Sex Education Ika Rachmayani; I Made Suwasa Astawa; Muslihatun Maulidian; Aulia Dwi Amalina Wahab; Sulistia Ulan Wari
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.v4i3.5083

Abstract

Early childhood sex education is often approached as the provision of age-appropriate knowledge about sexuality, while the role of family culture in shaping children’s understanding of the body, privacy, boundaries, and protection remains less explored. This study examines how Sasak ethno-parenting values are enacted in everyday family practices and interpreted in relation to early childhood sex education. A qualitative phenomenological approach was employed involving parents, extended family members, and traditional and community leaders in Lombok, Indonesia. Data were collected through in-depth interviews, observations, and documentation and analyzed using Colaizzi’s phenomenological method. The findings indicate that Sasak ethno-parenting is expressed through four interconnected dimensions: modesty as foundations of body awareness; privacy as an everyday experience of personal boundaries; parental modelling and habituation as mechanisms of value enactment; and family responsibility as a protective social environment. These practices provide children with everyday experiences related to appropriate bodily conduct, private spaces, interactional boundaries, communication of discomfort, and seeking help. The study theoretically extends the concept of ethno-parenting from cultural value transmission toward a cultural mediation mechanism that connects local values with children’s learning experiences related to body safety and protection. It also conceptualizes early childhood sex education as a culturally mediated process rather than solely formal knowledge transmission. The findings suggest the need for culturally responsive parenting and early childhood education that integrates local values with child protection principles.
Video Tutorial Development For Increase Graphic Design Skills Using Canva on Participants Deaf Children Utik Nur Komariyah; Budiyanto; Pamuji
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.v4i3.5086

Abstract

Study This aim develop video tutorials on using Canva for increase skills design Graphics on Students with Hearing Disabilities. Research use Research and Development (R&D) method with the ADDIE model which includes Analysis, Design, Development, Implementation, and Evaluation stages. Product developed with consider visual characteristics of participants educate through demonstration step by step, text, subtitles, illustrations, and language signal. Data collected through observation, interviews, questionnaires validation, response users, as well as evaluation skills design graphic. Research results show that video tutorials get validation expert material by 92%, media experts by 90%, and experts Language by 90%, all of which including very valid category. Practicality test show teacher response of 93.6% and participants educate by 90.4%, both categorized as very practical. The pretest results showed an average of 53.3, while the posttest reached 85.8 with average increase of 32.5. The N-Gain value of 0.69 is in the category moderate, with statistical test results significant (p < 0.05). Canva video tutorials can used as a systematic and supportive visual learning medium improvement skills design graphic participant educate Deaf Children.
SAPAKU Interactive Digital Social Story Development to Improve Social Communication of Autistic Children Santhi Afriliya Ratna Sari; Asri Wijiastuti; Wiwik Widajati
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.v4i3.5102

Abstract

This study aimed to develop SAPAKU (Interactive Digital Social Story for Children's Communication Skills) as a digital intervention medium to support social communication skills in children with autism spectrum disorder (ASD). This research employed a Research and Development (R&D) approach using the Dick and Carey instructional design model. The participants were six children with ASD aged 8–10 years at the UPTD Disability Services of Sidoarjo Regency. Data were collected through interviews, observations, documentation, expert validation, therapist questionnaires, and pretest-posttest assessments. The data were analyzed using Aiken's V, percentage analysis, and N-Gain. The results showed that SAPAKU integrated social stories, illustrations, audio, simple animation, interactive exercises, feedback, and evaluation. Media validation obtained an average Aiken's V of 0.852 (very valid), while intervention validation obtained 0.873 (very valid). Therapist responses indicated an overall practicality score of 86% (very good). The pretest-posttest results indicated an increase in social communication skills, with an N-Gain of 0.62 (moderate category). SAPAKU therefore demonstrates potential as a structured and interactive supporting medium for social communication intervention in children with ASD, particularly in greeting and responding to greetings.
The Epistemology of Environmentally Oriented Islamic Education in Islamic Boarding School: Foundation, Transformation, and Implication Mardhati; Syahabuddin; Muhammad Rusydi
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.v3i3.5268

Abstract

This study examines the epistemology of environmentally oriented Islamic education in Islamic boarding schools, focusing on its foundations, transformation, and implications. Employing a qualitative research paradigm through fieldwork, the study finds that the epistemological foundations of environmentally oriented Islamic education encompass four sources of knowledge: revelation, reason, empirical experience, and ecological science. These four sources are translated into the educational system of Islamic boarding school through curriculum design, teaching and learning processes, role modeling, Islamic boarding school culture, and the integration of religious knowledge with real-life experiences. This process fosters students’ ecological awareness and responsibility across three dimensions: the cognitive dimension, which involves understanding the environment; the affective-spiritual dimension, which encompasses concern for the environment and moral responsibility toward nature; and the praxis dimension, which entails concrete actions to protect and preserve the environment.

Page 34 of 34 | Total Record : 337

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