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Mauve Journal De Leardu
Published by Generasi Sains Indonesia
ISSN : -     EISSN : 30481554     DOI : https://doi.org/10.37899/mjdl
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Welcome to Mauve Journal De Leardu [e-ISSN: 3048-1554], the premier online destination for researchers, scholars, and innovators. Our platform provides a global network of professionals and experts in various fields of research, promoting knowledge-sharing and collaboration on a scale like never before. In here, we are dedicated to empowering researchers, educators, and practitioners from all corners of the world to explore the frontiers. through a range of digital resources. From scholarly articles and research papers to thought-provoking discussions and interviews with leading experts in the field, our platform offers a wealth of information and insights that inspire innovation and discovery. We believe that research and innovation have the power to change the world, and we are committed to providing a platform that empowers researchers and scholars to make a difference. Whether you are a seasoned researcher or an aspiring student, our platform is designed to help you unlock your potential and achieve your academic and professional goals. The scope of this journal covers education studies, including but not limited to teacher education, vocational education, psychological education, educational counseling, educational technology, educational management, special education, curriculum development, philosophy of education, e-learning, teaching and learning, comparative education, compulsory education, continuing education, developmental education, and language education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 50 Documents
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Implementation of the Literacy and Numeracy Habituation Program to Improve Students' Basic Competencies Mirajul Wathoni; Muh Deni Siregar; Novina Anjalina Nur Anisa; Fathimatuzzuhro Lathif; Herlina Yanti; Hikatun Fatmariza
Mauve Journal De Leardu Vol. 3 No. 1 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i1.307

Abstract

This study aims to analyze the implementation of a Literacy and Numeracy Habituation Program (Bias Litnum) and its impact on students’ foundational competencies in an elementary school context. A qualitative descriptive approach was employed, involving classroom observations, semi-structured interviews, and document analysis to capture instructional processes and student learning experiences. The findings reveal that the program, implemented through routine, contextual, and student-centered activities, contributes to improvements in reading comprehension, writing skills, and numeracy reasoning. The results also indicate that adaptive teacher facilitation and supportive learning environments play a critical role in enhancing student engagement and participation. The novelty of this study lies in its integrated analysis of literacy and numeracy within a habituation-based framework, highlighting the interaction between routine practice, contextual learning, and student engagement as key mechanisms for developing foundational competencies. The study provides both theoretical and practical implications by proposing a holistic approach to literacy and numeracy development that goes beyond traditional instructional models. These findings suggest that habituation-based programs can serve as an effective and sustainable strategy for improving basic competencies in elementary education.
The Impact of Social Media on Changes in Behavior and Morality of Adolescents from the Perspective of Islamic Education Syahria Wahda; Febby Meilia Br. S. Meliala; Melinda Isa Bella Tarigan; Nazwa Desilhan Maha; Hapni Laila Siregar
Mauve Journal De Leardu Vol. 3 No. 1 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i1.315

Abstract

This study aims to examine the impact of social media usage on students’ behavioral changes and moral orientation within the framework of Islamic education. A quantitative descriptive approach was employed using a structured questionnaire distributed to 50 university students. The data were analyzed using descriptive statistical techniques to identify patterns of social media use, behavioral effects, and moral tendencies. The findings reveal that social media plays a dual role. On the one hand, it supports learning, information access, and personal development. On the other hand, it contributes to reduced study time, increased consumptive behavior, and changes in communication patterns. Despite these challenges, students demonstrate strong moral awareness, particularly in maintaining ethical communication and avoiding misinformation. Islamic education emerges as a moderating framework that guides students’ digital behavior and reinforces moral responsibility. The novelty of this study lies in its integration of behavioral analysis with an Islamic educational perspective, positioning religious values as a moderating factor in digital ethics. The study implies the importance of combining digital literacy with value-based education to promote responsible social media use among students.
Digital Pedagogical Transformation and Teacher Work Engagement in Secondary Schools Noraini Idris; Ghavifekr Simin; Hairul Nizam Ismail
Mauve Journal De Leardu Vol. 3 No. 1 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i1.317

Abstract

This study investigates the impact of digital pedagogical transformation on teacher work engagement among secondary school teachers in Selangor, Malaysia. Grounded in the Job Demands–Resources (JD-R) model, the study aims to examine how digital-related job demands and job resources influence teachers’ levels of vigor, dedication, and absorption. A quantitative research design was employed using a cross-sectional survey of 320 teachers, and the data were analyzed using Partial Least Squares Structural Equation Modeling. The findings indicate that digital job resources have a strong positive effect on teacher work engagement, while digital job demands have a significant negative effect. However, the influence of resources is more dominant, suggesting that supportive conditions can mitigate the adverse effects of digital workload and complexity. These results demonstrate that digital transformation operates as a dual mechanism, acting both as an enabler and a constraint depending on contextual factors. The novelty of this study lies in its integrative approach, conceptualizing digital pedagogical transformation as a multidimensional construct within the JD-R framework. The study contributes to theory by extending the application of the JD-R model in digital education contexts and provides practical implications for policymakers to design balanced strategies that enhance teacher support. The findings highlight the importance of prioritizing teacher-centered approaches in achieving sustainable digital transformation in education.
Analysis of Teacher Discipline Behavior in the Learning Process through Field Observations Shalma Wafiq Azizah
Mauve Journal De Leardu Vol. 3 No. 1 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i1.314

Abstract

The paper will also examine the multidimensional aspect of teacher disciplinary behavior in the learning process through a direct observation in the classroom, and how it relates to the effectiveness of the learning process. The quantitative descriptive design was used, which included six teachers observed in twelve classroom sessions using a structured observation tool which comprised of ten discipline indicators. Analytics of the data were performed with the help of the descriptive and inferential statistical methods. The results show that the general level of teacher discipline is moderate in development with better performance in administrative and structural factors like delivery of materials and adherence to rules. Conversely, interaction and compliance with teaching schedules are rather low. The correlation analysis demonstrates that discipline dimensions are related to each other, in particular, between punctuality and classroom management, or professional commitment and interaction. The novelty of the proposed study is that it utilizes observational data to investigate the concept of teacher discipline as a multidimensional construct, which offers a more objective viewpoint in comparison to self-report based approaches. The research points out the value of enhancing interactive and time-management skills in order to facilitate successful teaching and curriculum execution. These results present a theoretical contribution and practical implications on how to enhance teacher professionalism and educational quality.
The Influence of Parents' Understanding of it in Supervising Early Childhood Learning Trijiarni Trijiarni; Sri Haryanto; Sofan Rizqi
Mauve Journal De Leardu Vol. 3 No. 1 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i1.321

Abstract

This study aims to examine how parents’ understanding of information technology influences the supervision and support of early childhood learning in a technology-mediated environment. A qualitative research design was employed, involving parents and teachers in an early childhood education institution. Data were collected through semi-structured interviews, observations, and documentation, and analyzed using an interactive thematic approach. The findings reveal that parents’ understanding of digital technology is largely experiential and varies in depth, affecting their ability to supervise and support children’s learning effectively. Active mediation, characterized by parental involvement and interaction during technology use, was found to be more effective than passive or restrictive approaches. In addition, teachers play a critical role as mediators by guiding both children and parents, facilitating alignment between school and home learning environments. The novelty of this study lies in its conceptualization of parental digital literacy as an enacted and relational process shaped by interaction and context. The study highlights the importance of collaborative supervision and structured guidance in maximizing the educational value of digital technology. These findings provide implications for developing integrated digital literacy programs that strengthen parent–teacher collaboration and promote developmentally appropriate technology use in early childhood education.
Applying the STEAM Approach in IPAS Learning to Instill Discipline Character in Islamic Elementary School Fadhil Nur Hidayat; Galuh Mentari Putri
Mauve Journal De Leardu Vol. 3 No. 2 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i2.353

Abstract

This research aims to describe the implementation of the STEAM approach in Natural and Social Sciences (IPAS) learning and analyze the instilling of discipline character in 4th-grade students at SD Islami Qur’ani, East Lampung. The study employed a qualitative approach with a case study design involving 12 students and one classroom teacher as research subjects. Data were collected through participant observation across six sessions, in-depth interviews, and documentation, focusing on a simple water filter project themed around the water cycle. The findings indicate that the STEAM approach effectively instills three forms of discipline character simultaneously: procedural discipline, reflected in adherence to scientific step sequences; time discipline, through the timely completion of tasks aided by timers and learning contracts; and responsibility discipline, which arises from the awareness of fulfilling roles following technical failures within the group. The internalisation of these characters was supported by the teacher's role as a facilitator, the accessibility of low-cost practical materials, and the reinforcement of Islamic values regarding amanah (trustworthiness), while inhibiting factors included variations in students' learning paces and limited meeting time. This study concludes that the natural consequences mechanism within STEAM is capable of intrinsically re-engineering student discipline through direct experience. As a recommendation, future researchers are expected to conduct longitudinal studies to test the stability and resilience of students' discipline character over a longer period and across different subject contexts.
Joyful Learning-Based Islamic Religious Education and Its Implications for Students’ Intrinsic Motivation M Renaldy Fadillah; Neng Gina Aryani; Kahfi Pratama
Mauve Journal De Leardu Vol. 3 No. 2 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i2.356

Abstract

This study aims to analyze the implementation of joyful learning in Islamic Religious Education and examine its implications for students’ intrinsic motivation in a fourth-grade classroom at Madrasah Ibtidaiyah Tegal. A qualitative case study approach was employed using classroom observations, semi-structured interviews, and documentation. The findings indicate that joyful learning creates an interactive, enjoyable, and student-centered learning environment through storytelling, educational games, collaborative activities, and dialogic communication. These instructional practices significantly enhance students’ intrinsic motivation, reflected in increased enthusiasm, curiosity, engagement, self-confidence, and learning satisfaction. The study also identifies teacher creativity, positive teacher-student relationships, and supportive classroom environments as key enabling factors. The findings imply that integrating emotionally meaningful learning experiences into religious education can improve instructional effectiveness and promote more humanistic, psychologically responsive educational practices at the primary level.
Virtual Peer Counseling and Emotional Well-Being Among Distance Learning Students Higher Education Chinedu Michael Okafhor; Ibrahim A. Dandjuma; Ngozi Patience Ekueme
Mauve Journal De Leardu Vol. 3 No. 2 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i2.370

Abstract

This study examines the influence of virtual peer counseling on the emotional well-being of distance learning students in Nigerian higher education institutions. The increasing expansion of digital learning environments has intensified concerns regarding emotional isolation, psychological stress, and reduced social connectedness among online learners. Using a quantitative cross-sectional survey design, data were collected from 287 students enrolled in distance learning programs across selected Nigerian universities. The data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. The findings reveal that virtual peer counseling significantly and positively influences students’ emotional well-being. Peer-based digital interaction was found to strengthen emotional stability, academic motivation, psychological comfort, and social connectedness among students participating in online learning systems. Empathy and emotional communication emerged as the most influential dimensions of peer-support interaction. The study also demonstrates that virtual peer counseling explains a substantial proportion of variance in students’ emotional well-being within distance education contexts. The findings provide important implications for universities and policymakers in developing emotionally supportive and sustainable digital learning environments through structured peer-support initiatives.
Trauma-Informed School Counseling for Internally Displaced Students in Conflict-Affected Regions David K. Mensah
Mauve Journal De Leardu Vol. 3 No. 2 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i2.373

Abstract

This study examines the implementation of trauma-informed school counseling for internally displaced students in conflict-affected regions. The research aims to analyze how trauma-informed counseling practices support students’ psychosocial recovery, emotional resilience, and educational participation within fragile educational environments. Using a qualitative multiple case study approach, data were collected through semi-structured interviews, observations, and document analysis involving counselors, teachers, school administrators, humanitarian officers, and internally displaced students from selected conflict-affected schools. The findings indicate that displacement-related trauma significantly influences students’ emotional well-being, classroom behavior, social interaction, and academic engagement. Trauma-informed counseling practices emphasizing emotional safety, empathy, trust-building, and collaborative psychosocial support contributed positively to students’ resilience, peer connectedness, and educational continuity. However, the implementation process was constrained by institutional limitations such as counselor shortages, inadequate professional training, limited psychosocial resources, and weak policy support. The study implies that trauma-informed approaches should become central components of educational policy and humanitarian schooling strategies for displaced learners in conflict-affected regions.
Virtual Learning Environments and Digital Learning Satisfaction among Generation Z Students Hartina Marawiah; Nadia Safitri Mahendra; Kevin Adrian Wijaya
Mauve Journal De Leardu Vol. 3 No. 2 (2026): Mauve Journal De Leardu (MJDL)
Publisher : Generasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/mjdl.v3i2.374

Abstract

This study examines the influence of virtual learning environments on digital learning satisfaction among Generation Z students in higher education. The research employed a quantitative approach using a cross-sectional survey involving 320 undergraduate students from several Indonesian universities implementing online and hybrid learning systems. Data were analyzed using descriptive statistics and multiple regression analysis to evaluate the influence of system usability, interaction quality, and learning engagement on digital learning satisfaction. The findings reveal that all variables significantly influence students’ satisfaction, with system usability emerging as the strongest predictor. The study demonstrates that accessible platforms, effective communication, and active student participation are essential components of satisfying digital learning experiences. The findings contribute theoretically to digital learning literature and practically provide strategic insights for universities in designing more adaptive, interactive, and student-centered virtual learning environments.

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