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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 226 Documents
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Improving English Speaking Abilities Using Communicative Language Teaching Approach Through Flashcards in Islamic Boarding School Culture Fitriyah, Fitrah Yuliawati, Ina Daril Hanna
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.v3i3.2535

Abstract

This study aims to evaluate the effectiveness of the Communicative Language Teaching (CLT) approach, integrated with flashcards based on the culture of Islamic boarding schools, in improving the English speaking skills of tenth-grade students at MA Bustanul Ulum. This study was motivated by the high levels of language anxiety and the lack of contextual learning materials that align with the daily lives of students in boarding schools. This study employed a Classroom Action Research (CAR) design following the Kemmis and McTaggart model across two cycles, involving 16 students selected through purposive sampling. Data were collected via speaking tests, observation sheets, and field notes, and analyzed using descriptive-comparative techniques. The results showed a significant improvement in students’ speaking performance; the class average score increased from 56.5 in the pre-intervention phase to 73.6 in Cycle I and reached 85.4 in Cycle II. Additionally, the percentage of students meeting the learning standards surged from 0% to 100% by the end of the second cycle. The integration of local wisdom into visual media has been shown to reduce psychological barriers and increase students’ active participation. This study implies that contextualizing learning materials with students’ cultural identities is a key factor in the success of EFL teaching in a pesantren environment
Strategic Use of Youth Slang in TikTok Live Marketing and Its Pedagogical Implication for English Language Education Windasari, Rini Listyowati, Fitrah Yuliawati
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.v3i3.2537

Abstract

This study aims to analyze the use of youth slang as a communication strategy in TikTok Live marketing and its implications for English language learning. The development of social media has influenced language use, especially among the younger generation, who tend to use informal and dynamic language in digital communication. TikTok Live, as an interactive platform, allows hosts to communicate directly with audiences, making language an important tool for building engagement and persuasive communication, particularly in the promotion of fashion and beauty products. This study used a qualitative approach with a case study method involving ten TikTok Live hosts from various brands and online stores. Data collection techniques were carried out through observation, interviews, and documentation, then analyzed using qualitative descriptive analysis. The results showed that youth slang was used strategically to increase audience engagement, create relaxed and friendly communication, and adapt communication styles to the characteristics of the audience, which is predominantly the younger generation. In addition, the use of slang helped reduce social distance between hosts and viewers and strengthened interaction during the live session. The research findings also showed that digital language practices differ from formal language taught in the classroom, so that the integration of digital language in learning can improve sociolinguistic awareness and students' communication competence in English learning.
Phonological Interference from Madurese to English: a Case Study on Word Stress Pattern among EFL Students Alvin Noroniyah, Jaftiyatur Rohaniyah, Dinar Vincy Yunitaka B
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.v3i3.2548

Abstract

This study investigates phonological interference from Madurese into English, focusing on word stress patterns among EFL students. The research aims to identify the forms of interference and the types of errors produced in students’ pronunciation. This study employed a qualitative research design involving third-semester students of the English Education Department at Universitas Islam Madura. The data were collected through observation, audio recording of students’ dialogue performances, and documentation using phonetic transcription. The analysis followed an interactive model consisting of data organization, data reduction, coding, and categorization of errors based on types of word stress and intonation patterns. The findings reveal that students frequently experience errors in word stress, including first-syllable dominance, misplaced stress, flat stress, and unclear stress. These errors significantly influence the production of intonation patterns, resulting in flat, unstable, and premature falling intonation. The results indicate that the interference is mainly caused by the transfer of the Madurese phonological system, which is syllable-timed, into English, which is stress-timed.
The Implementation of Word Mapping Technique Using Harris J’s Song Lyrics in Vocabulary Learning Liatun, Linta Wafdan Hidayah, Jaftiyatur Rohaniyah
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.v3i3.2575

Abstract

This study aims to examine the implementation of the word mapping technique, focusing on mapping synonyms and antonyms using Harris J’s song lyrics in vocabulary instruction, as well as to identify the challenges faced by students during the learning process. This study employed a qualitative design with a case study approach conducted among 10th-grade students at MA Miftahul Ulum Bettet. Data were collected through observation, semi-structured interviews, and documentation. The results of the study indicate that the technique was implemented systematically through three main stages: introductory activities, core activities, and concluding activities. The use of song lyrics as a learning medium proved effective in enhancing student motivation and engagement, while word mapping activities encouraged active participation and helped students understand the semantic relationships between words more deeply. However, students face several challenges, including limited vocabulary, difficulty identifying synonyms and antonyms, word ambiguity, difficulty constructing sentences, and difficulty understanding song lyrics. These challenges are influenced by linguistic, cognitive, and technical factors, such as limited vocabulary, high cognitive load, input complexity, and a lack of effective dictionary-use strategies. Nevertheless, this technique has great potential for enhancing vocabulary learning when supported by appropriate pedagogical strategies.
The Influence of the TPACK Approach Based on Canva and Quizizz Media on Students’ Learning Motivation Istikazah Martiana, Lubna, Wildan
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.v3i3.2607

Abstract

This study aims to analyze the influence of the media-based TPACK approach. Canva and Quizizz on the learning motivation of class XI students in the subject of the Qur'an Hadith MA Al-Hasani Ma'arif. This research uses quantitative methods, specifically a pre-experimental one-group pretest-posttest design, with a research sample of 22 students. The data collection technique in this study used a questionnaire to measure students' learning motivation. Based on the processing of the data obtained by using the Paired Sample T-Test, a significant value of 0.000 was obtained. with a significance level (0.05), so it can be stated that H0 is rejected and Ha is accepted. It can be concluded that the TPACK approach, based on Canva media and Quizizz, influences the learning motivation of class XI students in the subject of Al-Qur'an Hadith at MA Al-Hasani Ma'arif
The Influence of Learning Strategies and Learning Environment on the Difficulties of Learning Economics in Grade X Students Muhamad Juaini; Mispandi
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.v3i2.2615

Abstract

This study aims to determine the influence of learning strategies and the learning environment on difficulties in learning economics.This study employed a quantitative research method with a descriptive design. The study population was 175 tenth-grade students of SMAN 1 Sakra Timur. The sample size was 35 students, selected using a proportional sampling technique. The data collection technique and instrument used in this study was a questionnaire. Data were analyzed using validity tests, reliability tests, autocorrelation tests using the runs test method, multiple linear regression tests, multiple correlation tests, the coefficient of determination (R2) test, partial t-tests, and simultaneous f-tests, using SPSS version 26 software.The results of this study indicate that, partially, there is no significant influence between the variables of learning strategies and the learning environment on difficulties in learning economics. This is evidenced by the calculated t-value < t-table (0.762 < 2.037) for the learning strategies variable, and the calculated t-value < t-table (-1.267 < 2.037) for the learning environment variable. And there is no significant influence between learning strategies and learning environments on the difficulty of learning economics (Y). Proven by the F-count value < F-table (0.833 < 3.29) with a significance value of 5%. It can be concluded that learning strategies and learning environments do not have a significant influence on the difficulty of learning economics. It can be concluded that learning strategies and learning environments do not have a significant influence on the difficulty of learning economics in this context. These findings should nevertheless be interpreted with caution given the very low explanatory power of the model (Adjusted R² = -0.010), suggesting that the difficulty students experience in learning economics is more strongly determined by factors outside the two predictors examined here, such as students' prior knowledge, motivation, and cognitive load.
Rethinking Teaching Methods for Meaningful Learning in Contemporary Education Ulan Susilawati, Ahmad Sulhan, Akhmad Syahri
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.v3i3.2622

Abstract

Contemporary education is experiencing significant transformation due to rapid technological development, globalization, and evolving learner needs, requiring teaching methods that promote meaningful learning rather than passive knowledge transmission. This study aims to rethink teaching methods by examining how contemporary pedagogical practices support meaningful learning in classroom contexts. A qualitative-dominant mixed-method approach was employed involving 15 participants consisting of five teachers and ten secondary-level students in East Lombok Regency. Data were collected through classroom observations, semi-structured interviews, document analysis, and student questionnaires, and analyzed using an interactive analysis model complemented by descriptive statistics. The findings indicate a clear shift from teacher-centered instruction toward student-centered learning, where teachers act as facilitators of knowledge construction. Four major themes emerged from the analysis. First, student-centered learning promoted active participation, with 78% of students agreeing that classroom activities enabled active engagement. Second, collaborative learning enhanced interaction and motivation, supported by 82% student agreement. Third, contextual learning connected lessons to real-world experiences, with 85% of students perceiving learning as meaningful and relevant. Fourth, autonomy-supportive practices fostered learner independence, as 76% of students reported increased responsibility for their own learning. Triangulation across observations, interviews, documents, and questionnaires confirmed that redesigned teaching methods contributed to deeper engagement, contextual understanding, and learner autonomy. The study concludes that meaningful learning emerges when teaching integrates active participation, collaboration, contextual relevance, and reflective independence, aligning with contemporary educational demands and 21st-century learning competencies.
Transforming Classroom Practice Through Effective Teaching Methods: Evidence from Educational Research Abid Rahman Asrowi, Tiara Agustina
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.v3i3.2629

Abstract

This study investigates how effective teaching methods transform classroom practices by integrating evidence from both quantitative and qualitative data. Employing a mixed-methods research design, the study involved 120 students and 10 English as a Foreign Language (EFL) teachers selected through cluster random and purposive sampling techniques. Data were collected using questionnaires, classroom observations, semi-structured interviews, and document analysis to provide a comprehensive understanding of instructional practices and learning outcomes. The quantitative findings revealed that students demonstrated highly positive perceptions of the implemented teaching methods, with an overall mean score of 4.14 (83%), categorized as very good. Among the measured variables, contextual learning (86%) and collaborative engagement (84%) showed the highest levels of effectiveness, followed by student-centered learning (82%) and learner autonomy (79%). Inferential statistical analysis further indicated significant differences (p < 0.05) in learning outcomes between students taught using innovative approaches such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) and those taught using conventional methods, with PjBL showing the strongest impact. Qualitative findings supported these results, revealing increased student engagement, improved collaboration, and more meaningful learning experiences. Students were observed to be more active, confident, and motivated when participating in interactive and context-based learning activities. However, several challenges were identified, including time constraints, diverse student abilities, and the need for greater teacher readiness in implementing innovative pedagogies. Therefore, the study concludes that effective teaching methods significantly enhance classroom practices by promoting active learning, collaboration, and improved academic performance. These findings suggest that adopting student-centered approaches is essential for creating dynamic and meaningful learning environments, while also highlighting the importance of addressing implementation challenges to ensure sustainable educational transformation.
Bridging the Skills Gap: The Impact of Internal Quality Assurance on Educational Outcomes Sitti Hardiyanti Arhas; Nasir Nasir; Jamaluddin Jamaluddin; Arismunandar Arismunandar
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.v3i3.2638

Abstract

This study aims to analyze the impact of internal quality assurance systems in bridging students’ skill gaps in vocational education. A qualitative approach with a case study design. Data were collected through interviews, documentation, and surveys, and analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The findings reveal that the internal quality assurance system has been implemented across all stages of the quality cycle, including standard setting, quality mapping, planning, implementation, and monitoring and evaluation. However, the implementation remains largely procedural and has not been fully integrated to produce optimal educational outcomes. Students demonstrate adequate technical skills, yet still face limitations in non-technical skills such as communication, adaptability, and problem-solving. These gaps are attributed to the suboptimal use of data in decision-making, limited involvement of industry stakeholders, and the underdeveloped quality culture within schools. This study concludes that internal quality assurance contributes to improving educational processes but has not been fully effective in bridging students’ skill gaps. Therefore, strengthening the integration of the quality cycle, adopting data-driven approaches, and enhancing collaboration with industry are essential to improve the relevance and quality of educational outcomes.
Digital Marketing Adoption Among Small Businesses: A Case Study of Stamford University Graduates Tutut Ruwaidah, Ari Trisna Winata, M. Zaidi Abdad
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.v3i3.2642

Abstract

The swift development of digital technologies has transformed marketing practices worldwide, prompting small businesses to increasingly utilize digital platforms to strengthen their market presence, improve customer interaction, and enhance operational efficiency. This study explores the level and characteristics of digital marketing adoption among Stamford University graduates who run small businesses in Dhaka, Bangladesh. Employing a mixed-methods design, data were gathered through a structured questionnaire (n = 30) and in-depth semi-structured interviews (n = 10). The results offer insights into the types of tools employed, perceived advantages, implementation barriers, and the role of academic background in shaping digital marketing practices. The findings indicate that 83% of participants had adopted at least one form of digital marketing, with social media platforms particularly Facebook (90%) and Instagram (65%) being the most used. In contrast, more advanced tools such as SEO (28%), Google Ads (20%), and email marketing (15%) were used far less frequently. Although 76% of respondents reported improvements in customer reach and 69% experienced increased brand visibility, only 41% observed a meaningful rise in direct sales. Several challenges were identified, including limited technical expertise (reported by over 60% of participants), time constraints (45%), and insufficient understanding of return on investment. While respondents acknowledged that their education at Stamford University provided a solid theoretical grounding in business and marketing, 62% admitted that their practical digital marketing skills were largely developed independently. These findings point to a clear gap between academic instruction and practical application, emphasizing the need to incorporate hands-on digital literacy training into business curricula. Overall, this study contributes to the ongoing discussion on SME digital transformation in emerging economies and highlights the critical role of educational and institutional support in fostering effective digital marketing adoption.

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