cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Doni Anggoro Ari Santoso
Contact Email
journal.candradimuka@gmail.com
Phone
+6281293045485
Journal Mail Official
journal.candradimuka@gmail.com
Editorial Address
journal.candradimuka@gmail.com
Location
Kota tangerang,
Banten
INDONESIA
Candradimuka: Journal of Education
Published by CV Buana Prisma Sejahtera
ISSN : -     EISSN : 29854431     DOI : https://doi.org/10.60012/cje.v3i1
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Candradimuka: Journal of Education, e-ISSN 2985-4431, publishes multidisciplinary education articles (quantitative or qualitative). Candradimuka will be published for the first time in January 2023 in online version by Pusat Penerjemahan dan Penyuntingan Bahasa Universitas Indraprasta PGRI in collaboration with CV Buana Prisma Sejahtera. The frequency of publication is twice a year, namely in January and July.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 63 Documents
 3   4   5   6   7 
The Effectiveness of FluentU Application on Students’ Vocabulary Mastery for Ninth Grade Students at SMPN 9 Bekasi Ferawaty Puspitorini; Hermariyanti Kusumadewi; Nurhayati
Candradimuka: Journal of Education Vol. 4 No. 1 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research focuses on evaluating the role of the FluentU application in the improvement in improving vocabulary mastery among ninth-grade students at SMPN 9 Bekasi. Mastery of vocabulary is central to learning English, as it supports students’ ability to understand, communicate, and the four core language skills: reading, writing, listening, and speaking. However, many students still encounter difficulties in mastering sufficient vocabulary, which limits their overall English proficiency. To address this issue, technology-based media such as FluentU can provide an innovative learning approach. This study employed a quasi- experimental methodology with two groups: an experimental group that was learned through  FluentU and a control group that was taught using conventional methods. The instruments used in data collection were pre-tests and post-tests, which measured students’ vocabulary mastery before and after the treatment. The findings revealed that students results indicated that the experimental group outperformed the control group with a statistically significant difference. The interactive features of FluentU, such as authentic videos, captions, and quizzes, helped students to learn vocabulary in meaningful contexts, thus enhancing both retention and understanding. Moreover, students demonstrated greater motivation and engagement exhibited by students during instructional activities when using the application. These results suggest that the FluentU application is an effective tool for supporting vocabulary learning among junior high school students. Therefore, it is recommended that English teachers integrate digital learning platforms like FluentU into classroom activities to enrich vocabulary instruction and encourage independent learning.
Governing Artificial Intelligence in Higher Education: Policy Implications for Faculty Professional Competence Doni Anggoro Ari Santoso; Agustina Ramadhianti; Sugianti Somba; Nandang Hidayat
Candradimuka: Journal of Education Vol. 4 No. 1 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates how artificial intelligence (AI) is governed in higher education institutions and examines the implications of institutional AI governance policies for faculty professional competence. A qualitative policy analysis approach was employed. Data were collected through document analysis of institutional AI-related policies, including academic integrity guidelines and faculty development regulations, as well as semi-structured interviews with faculty members and academic leaders involved in AI governance and implementation. The data were analyzed using thematic analysis guided by an AI governance framework encompassing pedagogical, governance, and operational dimensions. The findings reveal that higher education institutions have increasingly formalized AI governance through institutional policies. However, these policies are largely regulatory in orientation, with a strong emphasis on ethical compliance, academic integrity, and risk mitigation. Explicit pedagogical guidance and systematic support for faculty professional competence development are limited. As a result, faculty members experience uncertainty in applying AI in teaching and assessment practices and rely predominantly on self-directed or informal learning, leading to uneven levels of AI-related professional competence. The study suggests that AI governance in higher education should move beyond compliance-oriented regulation toward an integrative, capacity-building approach. Institutional AI policies need to be aligned with structured faculty development frameworks that incorporate pedagogical guidance, ethical awareness, and operational support to enable responsible and effective AI integration in academic practice.
Model Integratif Manajemen Pendidikan Berbasis Human Capital, Intellectual Capital, dan Talent Management Doni Anggoro Ari Santoso; Henny Suharyati
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.206

Abstract

Perubahan lingkungan pendidikan di era berbasis pengetahuan menuntut lembaga pendidikan untuk bertransformasi dari pendekatan administratif menuju pengelolaan strategis. Namun, dalam praktiknya, lembaga pendidikan masih sering mengelola human capital, intellectual capital, dan talent management secara parsial dan terpisah. Artikel ini bertujuan untuk merumuskan secara konseptual model integratif manajemen pendidikan berbasis ketiga konsep tersebut guna meningkatkan mutu, inovasi, kinerja, dan daya saing lembaga pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode kajian pustaka integratif (integrative literature review) melalui analisis isi dan sintesis tematik terhadap literatur terkait. Hasil kajian menunjukkan bahwa human capital berfungsi sebagai fondasi utama penyedia kapasitas dan kompetensi individu. Kemampuan personal ini kemudian dilembagakan melalui intellectual capital agar berubah menjadi aset organisasi berupa sistem, teknologi, budaya akademik, dan jejaring. Sementara itu, talent management berperan sebagai strategi strategis untuk mengidentifikasi, mengembangkan, dan mempertahankan sumber daya manusia potensial secara berkelanjutan. Sebagai simpulan, integrasi antara manusia, sistem pengetahuan, dan strategi talenta menghasilkan kerangka manajemen pendidikan yang utuh dan adaptif untuk menjawab tantangan dunia pendidikan modern.
Digital Literacy and Teacher Innovative Behavior: The Mediating Role of Psychological Empowerment Tanti Ardianti; Didik Notosudjono; Hendarman
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.207

Abstract

This study aims to examine the effect of digital literacy on teacher innovative behavior, with psychological empowerment as a mediating variable. A quantitative approach with a survey design was employed. The participants consisted of 178 teachers from private junior high schools in the Eastern region of Bogor Regency, Indonesia, selected using multistage random sampling. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital literacy has a positive and significant effect on both psychological empowerment and teacher innovative behavior, although its direct effect on innovative behavior is relatively small. Psychological empowerment has a strong and significant effect on innovative behavior and serves as a partial mediator in the relationship between digital literacy and innovative behavior. These findings suggest that digital literacy contributes to teacher innovation not only directly but also indirectly through psychological empowerment. The study highlights the importance of integrating digital competence and psychological factors in promoting innovative behavior among teachers. The findings provide both theoretical and practical implications for improving teacher innovation in the context of digital education.
The Role of Personality and Work Motivation in Shaping Lecturer Performance: A Path Analysis Approach Endang Wiyanti; Bibin Rubini; Suhendra
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.210

Abstract

Lecturer performance is a key determinant of academic quality in private higher education institutions. This study aims to examine the role of personality and work motivation in shaping lecturer performance using a path analysis approach. The study employed a quantitative explanatory survey design involving 147 lecturers from private higher education institutions in South Jakarta, Indonesia. Data were collected using structured questionnaires measuring personality, work motivation, and lecturer performance. Personality was measured through indicators of comfort in social interaction, adaptability, emotional stability, carefulness in acting, and openness to novelty. Work motivation was measured through achievement, recognition, responsibility, interest, salary, bonus, status, and working conditions, while lecturer performance was measured through teaching, research, community service, publication, and academic supporting activities. The results showed that personality had a positive and significant direct effect on lecturer performance. Personality also had a positive and significant effect on work motivation, and work motivation had a positive and significant effect on lecturer performance. However, work motivation did not significantly mediate the relationship between personality and lecturer performance. These findings indicate that lecturer personality contributes more directly to academic performance than indirectly through motivation. The study contributes to educational management literature by emphasizing the role of individual psychological factors in explaining lecturer performance. Practically, private higher education institutions should strengthen lecturer development programs that consider personality-based strengths, self-regulation, adaptability, emotional stability, and work motivation to improve academic performance.
The Impact of Interactive Powerpoint Media on Eight-Grade Students’ English Reading Comprehension Wiwik Yully Widyawati; Zumrotul Muniroh; Ameliantika
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.211

Abstract

This study investigates the effect of using interactive PowerPoint media on the improvement of English reading skills among eighth-grade secondary school students. Employing a quantitative experimental approach with a Posttest-Only Control Group Design, the research involved 60 students selected through quota sampling. The experimental group received instruction through interactive PowerPoint, while the control group was taught by the researcher using conventional methods. Data were collected through a validated multiple-choice reading test. Instrument validity was examined using biserial correlations, yielding 10 valid items, and reliability was confirmed using the KR-21 formula (r = 0.638; categorized as high). Data analysis included descriptive statistics, normality and homogeneity tests, and an independent-samples t-test at the 0.05 significance level. The findings revealed that the experimental group achieved a mean score of 77.26, while the control group achieved a mean score of 58.40. The t-test result (tcount = 23.45 > ttable = 2.00), with a statistically significant difference, t(58) = 23.45, p < 0.001. The study concluded that interactive PowerPoint media significantly improve students’ English reading skills and offer practical pedagogical implications for secondary school EFL instruction.
Enhancing Teacher Performance through Proactive Personality and Work Motivation: A Path Analysis Approach Khairul Tri Anjani; Soewarto Hardienata; Eka Suhardi
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.214

Abstract

This study aims to examine the effects of proactive personality and work motivation on teacher performance using a path analysis approach. Teacher performance is considered an important factor in improving the quality of education, as it directly influences the effectiveness of learning processes and educational outcomes. This research employed a quantitative method with path analysis to analyze the direct effects among variables. The study was conducted in 27 accredited private junior high schools in East Jakarta Region 1, involving 214 permanent teachers selected through multistage random sampling and proportional random sampling techniques. Data were collected using questionnaires and analyzed through prerequisite tests, including normality, homogeneity, and linearity tests, followed by path analysis. The findings indicate that proactive personality has a positive and significant direct effect on teacher performance, with a path coefficient of 0.614 (p < 0.001)” for clarity and consistency with academic reporting norms. Work motivation also demonstrates a positive and significant direct effect on teacher performance, with a path coefficient value of 0.215 and a significance value of 0.000 < 0.05. These results suggest that teachers with proactive characteristics and high work motivation tend to demonstrate better professional performance. The study concludes that proactive personality and work motivation are important determinants of teacher performance. Therefore, educational institutions are encouraged to create supportive environments that strengthen teachers’ proactive behavior and work motivation through professional autonomy, recognition, career development opportunities, and supportive managerial practices.
Work Rewards and Teachers’ Professional Commitment in Indonesian Private Schools: The Mediating Role of Work Ethic Anna Rufaidah; Sri Setyaningsih; Eka Suhardi
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.215

Abstract

This study examined the relationship among work rewards, work ethic, and teachers’ professional commitment among private junior high school teachers in East Bogor Regency, Indonesia. The study employed a quantitative cross-sectional survey design involving 178 teachers selected through multistage proportional random sampling from 23 private junior high schools. Data were collected using structured questionnaires measuring work rewards, work ethic, and teachers’ professional commitment. Data analysis was conducted using Partial Least Squares Structural Equation Modelling with SmartPLS 3 software. The findings demonstrated that work rewards positively and significantly influenced work ethic and teachers’ professional commitment. Work ethic also demonstrated a positive and significant relationship with teachers’ professional commitment. In addition, work ethic served as a significant partial mediator in the relationship between work rewards and teachers' professional commitment, indicating that work rewards enhanced teachers' professional commitment both directly and indirectly through work ethic. The coefficient of determination analysis demonstrated moderate explanatory power for the proposed structural model. The study contributes theoretically to educational management literature by strengthening empirical understanding regarding the relationship among organizational appreciation, professional behaviour, and teachers’ professional commitment within private educational institutions. Practically, the findings emphasize the importance of developing institutional strategies that combine organizational appreciation, professional support, and sustainable professional development to strengthen teachers’ professional commitment.
Patterns of Relationship between Servant Leadership, Decision-Making, and Teachers' Professional Commitment in Educational Governance Nurhayati; Rita Retnowati; Griet Helena Laihad
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.226

Abstract

Teachers' professional commitment plays a crucial role in strengthening educational governance and improving the quality of educational services. However, efforts to enhance teachers' professional commitment require an understanding of the organizational factors that contribute to its development. This study aims to analyze the relationship between servant leadership, decision-making, and teachers' professional commitment in the context of educational governance. This study employed a correlational survey method with a quantitative approach. Quantitative data were collected through questionnaires administered to 178 full-time teachers from private vocational high schools in Depok City, selected using a proportional random sampling technique. The instrument measured servant leadership, decision-making, and teachers' professional commitment. Quantitative data were analyzed using descriptive statistics and path analysis. The results showed that servant leadership had a positive and significant influence on teachers' professional commitment (β = 0.154; p = 0.043) and decision-making (β = 0.188; p = 0.014). Decision-making also showed a positive and significant influence on teachers' professional commitment (β = 0.236; p = 0.001). Furthermore, decision-making significantly mediated the relationship between servant leadership and teachers' professional commitment (indirect effect = 0.068; Z = 2.492; p = 0.013). This finding suggests that servant leadership contributes to strengthening teachers' professional commitment, both directly and indirectly, through improved decision-making. This study highlights the importance of encouraging servant-oriented leadership practices and participatory decision-making processes as strategic approaches to enhancing teacher professionalism and promoting effective educational governance.
Pengaruh Penguasaan Kosakata terhadap Kemampuan Berbicara Bahasa Inggris pada Siswa Kelas X SMAIT Almarjan Kota Bekasi Fakthul Anam; Agung Prasetyo; Nina Dwiastuty
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.228

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya pengaruh penguasaan kosakata terhadap kemampuan berbicara bahasa Inggris pada siswa kelas X SMAIT Almarjan Kota Bekasi. Penelitian ini menggunakan pendekatan kuantitatif dengan sampel sebanyak 30 siswa yang dipilih sebagai responden. Data dikumpulkan melalui kegiatan tes lisan, yaitu pelafalan kosakata bebas dan menceritakan kembali pesan moral dari sebuah cerita pendek. Analisis data dilakukan secara deskriptif dan inferensial menggunakan uji normalitas Lilliefors serta uji hipotesis. Hasil analisis deskriptif menunjukkan bahwa nilai rata-rata kemampuan berbicara siswa adalah 78,3, dengan median 79,7, modus 74, dan simpangan baku 13,06. Hasil uji persyaratan data dengan uji Lilliefors pada taraf signifikansi 0,05 memperoleh nilai Lhitung (0,458) > Ltabel (0,161). Hal ini menunjukkan bahwa data tidak berdistribusi normal, sehingga hipotesis nol ($H_0$) ditolak. Kesimpulan dari penelitian ini menyatakan bahwa tidak terdapat pengaruh yang signifikan dari penguasaan kosakata terhadap kemampuan berbicara bahasa Inggris pada siswa kelas X SMAIT Almarjan. Hal ini mengindikasikan perlunya memperhatikan faktor-faktor lain seperti kepercayaan diri, lingkungan bahasa, dan metode pengajaran.

Page 6 of 7 | Total Record : 63

 3   4   5   6   7 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2 (2026): Candradimuka: Journal of Education Vol. 4 No. 1 (2026): Candradimuka: Journal of Education Vol. 3 No. 2 (2025): Candradimuka: Journal of Education Vol. 3 No. 1 (2025): Candradimuka: Journal of Education Vol. 2 No. 2 (2024): Candradimuka: Journal of Education Vol. 2 No. 1 (2024): Candradimuka: Journal of Education Vol. 1 No. 2 (2023): Candradimuka: Journal of Education Vol. 1 No. 1 (2023): Candradimuka: Journal of Education