cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedi Sufriadi
Contact Email
dedisufriadi@gmail.com
Phone
+6285260082672
Journal Mail Official
jurnal@indopublishing.or.id
Editorial Address
Jln. Malahayati KM. 9 No. 14 Desa Kajhu Kabupaten Aceh Besar, Indonesia 23373
Location
Kab. aceh besar,
Aceh
INDONESIA
Educational Journal
Published by Indo Publishing
ISSN : 31101526     EISSN : 31101151     DOI : doi.org/10.63822/edu
Core Subject : Education,
Education Other
Dedicated to the dissemination of high-quality research in the field of education. It focuses on studies related to teaching and learning processes, curriculum development, educational environments, teacher education, educational technology, and education development at various levels. The journal welcomes original empirical research, theoretical contributions, and methodological innovations that advance understanding of how educational systems, instructional strategies, and learning environments can be improved to foster better educational outcomes.
Arjuna Subject : Umum - Umum
Articles 203 Documents
 14   15   16   17   18 
Telaah Akademik terhadap Teori Behavioristik: Klasifikasi teori, Pemikiran tokoh, dan Penerapannya dalam Pendekatan Pembelajaran Salsabila Nurhasanah; Fariha Romadloniyah; M. Yunus Abu Bakar
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/1qp3yc95

Abstract

Learning is a crucial process aimed at modifying students’ behavior for the better. One theory that explains this is behavioristic learning theory, which emphasizes the relationship between stimulus and response that can be observed and measured. This theory focuses more on observable behavior rather than cognitive processes. Figures such as Ivan Pavlov, John B. Watson, B.F. Skinner, Edward Thorndike, and Edwin Guthrie made significant contributions through the concepts of classical conditioning, operant conditioning, connectionism, and contiguity. In its implementation, this theory highlights the importance of the environment, reinforcement (reward), and punishment in shaping students’ learning habits and behavior. Teachers function to manage stimuli in order to produce responses that align with instructional objectives, making the learning process more planned, systematic, and focused on measurable outcomes. Therefore, behavioristic theory plays a significant role in improving learning outcomes and shaping students’ behavior effectively and purposefully.
Penerapan Media Pembelajaran Animasi menggunakan Aplikasi Sparkol Videoscribe untuk Meningkatkan Hasil Belajar Siswa di SMA Negeri 1 Enrekang Mita Margama Sudarji; Zulhajji Zulhajji; Sanatang Sanatang; Sugeng A. Karim; Udin Sidik Sidin
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/873pvz44

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa kelas XI, khususnya dalam mata pelajaran Teknologi Informasi dan Komunikasi di SMA Negeri 1 Enrekang setelah menerapakan media pembelajaran Sparkol Videoscribe. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), dengan teknik pengumpulan data observasi, dokumentasi dan teknik tes. Sampel penelitian terdiri dari 33 orang. Implementasi media Sparkol Videoscribe dalam penelitian ini dijadikan sebagai media pembelajaran tambahan selama II siklus pembelajaran yang terdiri dari 3 pertemuan. Berdasarkan observasi peneliti mencatat bahwa pada pertemuan pertama siklus I terdapat 11 siswa yang aktif dalam proses pembelajaran, pertemuan kedua terdapat 19 siswa yang aktif dalam proses pembelajaran, dan pertemuan ketiga terdapat 25 siswa yang aktif dalam proses pembelajaran. Selanjutnya, di siklus II pertemuan pertama terdapat 14 siswa yang aktif dalam pembelajaran, pertemuan kedua terdapat 23 siswa yang aktif dalam pembelajaran, dan pertemuan ketiga sebanyak 25 siswa aktif dalam pembelajaran. Hasil penelitian menunjukkan bahwa penerapan Sparkol Videoscribe dalam proses pembelajaran teknologi informasi dan komunikasi berada pada kategori baik sekali yaitu dengan jumlah siswa yang lulus pada posttest sebanyak 27 orang (82%). Tanggapan siswa saat penerapan media pembelajaran animasi menggunakan Sparkol Videoscribe adalah siswa menjadi aktif dalam bertanya dan menjawab, serta siswa lebih aktif dalam kegiatan evaluasi yang dilakukan guru.
Students' Difficulties in English Speaking Class of Grade Eight at SMP PGRI 5 Denpasar Ni Kadek Suci Dharma Yanti; Putu Santi Oktarina; Ni Wayan Satri Adnyani
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/zf8kh877

Abstract

This study aimed to identify the types of difficulties experienced by eighth-grade students at SMP PGRI 5 Denpasar in speaking English and to analyse the factors that influence the difficulties experienced by eighth-grade students at SMP PGRI 5 Denpasar in speaking English. This study used descriptive qualitative method with a case study design. The research subjects consisted of one English teacher and 12 students of class VIII G selected through purposive sampling technique. Data were collected using three instruments, namely (1) an observation sheet based on Penny Ur (1996) four categories of speaking difficulties, (2) a speaking performance test based on Brown (2019) theory covering the rubric with five aspects of speaking, and (3) a semi-structured interview exploring linguistic factors based on Burns & Joyce (1997) and non-linguistic factors based on Krashen (1982) Affective Filter Hypothesis. The data were analyzed using an interactive qualitative data analysis model by Miles and Huberman (2014) through data reduction, data display, conclusion and verification. The findings of this research showed that students experienced difficulties across all speaking aspects, with fluency was the lowest achievement percentage (33.1%). Based on Penny Ur (1996) classification, inhibition was the most dominant difficulty experienced by all students (100%). In terms of contributing factors, vocabulary and grammar were the most dominant linguistic factors, while anxiety was the most dominant non-linguistic factor. In conclusion, students’ English speaking difficulties were influenced by the interaction between linguistic and non-linguistic factors, especially vocabulary limitations, grammar problems, and anxiety, which reinforced inhibition and significantly affected students’ fluency in speaking English. Therefore, teachers are suggested to create a supportive classroom environment, provide scaffolding, and use interactive activities to help students build confidence in speaking English. Future research is suggested to examine other types of students' speaking difficulties and the factors influencing those difficulties, using more diverse research instruments and involving a broader sample and research context.  
Rendahnya Partisipasi Siswa dalam Kerja Kelompok: Kajian Teori Konstruktivisme Sosial Fauziah Safitri; M. Mamduh Winangun
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/dg17qe50

Abstract

Rendahnya partisipasi siswa dalam kerja kelompok masih menjadi permasalahan yang kerap ditemui dalam pelaksanaan pembelajaran di sekolah. Hal ini tampak dari kurangnya keterlibatan siswa dalam diskusi, minimnya kontribusi dalam penyelesaian tugas kelompok, serta adanya kecenderungan dominasi oleh beberapa siswa tertentu. Kondisi tersebut menunjukkan bahwa proses interaksi sosial dalam pembelajaran belum berlangsung secara optimal, padahal kerja kelompok berperan esensial dalam memupuk kemampuan berpikir, komunikasi, dan kolaborasi peserta didik. Artikel ini bertujuan untuk mengkaji penyebab rendahnya partisipasi siswa dalam kerja kelompok serta merumuskan solusi yang relevan berdasarkan perspektif teori konstruktivisme sosial. Studi ini menerapkan metode kualitatif melalui desain studi kasus, memanfaatkan data sekunder dari jurnal ilmiah dan buku referensi., serta laporan pendidikan yang berkaitan dengan topik yang dikaji.Teori yang digunakan dalam analisis adalah konstruktivisme sosial yang dikemukakan oleh Vygotsky, terutama gagasan interaksi sosial dan Zona Perkembangan Proksimal (ZPD), dan scaffolding. Hasil analisis menunjukkan bahwa rendahnya partisipasi siswa dipengaruhi oleh terbatasnya kesempatan untuk berinteraksi secara aktif, belum maksimalnya peran guru dalam memberikan bimbingan, serta kurang optimalnya penerapan strategi pembelajaran kolaboratif.Sebagai rekomendasi, guru perlu menerapkan pembelajaran kolaboratif yang terencana, memberikan bimbingan secara bertahap sesuai kebutuhan siswa, serta menciptakan lingkungan belajar yang mendorong interaksi aktif. Dengan penerapan strategi tersebut, partisipasi siswa dalam kerja kelompok diharapkan dapat meningkat dan proses pembelajaran menjadi lebih bermakna.
Analisis Konsep Learning to Know dalam Perspektif UNESCO melalui Pendekatan Konstruktivisme pada Pemanfaatan Teknologi Pembelajaran Wanda Hamidah Azzahra; M. Mamduh Winangun
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/wdv67b07

Abstract

Perkembangan teknologi pembelajaran di era digital telah membawa perubahan signifikan dalam proses pendidikan, namun implementasinya masih menghadapi berbagai tantangan, terutama dalam aspek pemahaman peserta didik. Konsep learning to know yang diperkenalkan oleh UNESCO menekankan pentingnya kemampuan memahami dan mengolah pengetahuan, bukan sekadar menghafal informasi. Penelitian ini bertujuan untuk menganalisis pemanfaatan teknologi pembelajaran melalui perspektif konstruktivisme dalam mendukung konsep learning to know. Metode yang digunakan adalah studi kasus berbasis data sekunder yang bersumber dari laporan pendidikan, artikel ilmiah, dan fenomena pembelajaran digital. Hasil analisis menunjukkan bahwa penggunaan teknologi pembelajaran masih cenderung bersifat pasif dan berorientasi pada penyampaian informasi. Hal ini tidak sejalan dengan prinsip konstruktivisme yang menekankan pembelajaran aktif.
Perspektif Behaviorisme Skinner dalam Mengatasi Masalah Konsentrasi Belajar Akibat Kecanduan Gawai pada Anak Hanif Mufidatur Rohmah; M. Mamduh Winangun
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/6m1qdr20

Abstract

Perkembangan teknologi digital menyebabkan tingginya aksesibilitas gawai pada anak usia dini, di mana data BPS (2024) mencatat 39,71% anak telah menggunakan telepon seluler. Lebih lanjut, data GNFI (2022) menunjukkan 25,4% anak menggunakan gawai lebih dari dua jam per hari, dengan dominasi 62,33% untuk sarana hiburan. Paparan layar yang berlebihan ini berdampak pada menurunnya tingkat konsentrasi belajar anak di sekolah. Artikel ini bertujuan untuk menganalisis fenomena kecanduan gawai dan dampaknya terhadap konsentrasi belajar anak melalui perspektif teori Operant Conditioning B.F. Skinner, serta menawarkan solusi berbasis modifikasi perilaku. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan pendekatan studi kasus berbasis data sekunder dari laporan resmi (BPS dan GNFI) serta sepuluh jurnal ilmiah terbaru. Hasil analisis menunjukkan bahwa kecanduan gawai terjadi karena gawai bertindak sebagai super-reinforcer yang memberikan immediate positive reinforcement (hadiah instan), membuat proses belajar konvensional terasa kekurangan reinforcer (penguat) dan menurunkan fokus anak. Sebagai solusi pedagogis, artikel ini merekomendasikan penerapan teknik modifikasi perilaku, yaitu Extinction (penghapusan bertahap), Behavior Contract (kontrak perilaku), dan Token Economy, guna mengembalikan konsentrasi dan minat belajar siswa.
Hubungan Integritas Akademik dengan Motivasi Belajar Mahasiswa Baru Jurusan Pendidikan Ekonomi FKIP UHO Yuniyarti Ahiri; Jafar Ahiri; Muni Nia; Harjun Harjun; Muhammad Juwantho Lewa; Wahyu Muh. Syata; Ilhamurrahman M Hubaib
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/mk189s23

Abstract

Academic integrity and learning motivation are two closely related psychological factors that shape how university students engage with their academic responsibilities. Despite growing awareness of their theoretical connection, empirical research directly examining this relationship among first-year Indonesian university students remains limited. This study investigated the relationship between academic integrity and learning motivation among new students (n = 80) of the Economics Education Department, Faculty of Teacher Training and Education (FKIP), Halu Oleo University (UHO), using a quantitative correlational design with proportional stratified random sampling. Data were collected using the Academic Integrity Scale (α = 0.879; 30 items), based on McCabe et al. (2012), and the Learning Motivation Scale (α = 0.903; 27 items), adapted from Ilham et al. (2022). Prerequisite assumption tests confirmed normality (Asymp. Sig. = 0,163), linearity (Sig. Linearity = 0.000), and homoscedasticity (Glejser Sig. = 0.241). Pearson correlation analysis revealed a strong positive relationship (r = 0.654, p < 0.001). Simple linear regression confirmed that academic integrity significantly predicted learning motivation (B = 0.632, β = 0,654, t = 7.635, p < 0.001), accounting for 42.8% of its variance (R² = 0.428, F = 58.296, p < 0.001). These findings demonstrate that building academic integrity from the very start of undergraduate study is a strategically important step in fostering strong, sustained motivation to learn among new students.
Manajemen Kurikulum Pendidikan Diniyah Formal di Pondok Pesantren Al-Mubaarok Manggisan Wonosobo Siti Fatimah; Abdul Majid; Nur Farida
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/h0y7sk72

Abstract

Penelitian ini dilatar belakangi oleh pentingnya pengelolaan kurikulum Pendidikan Diniyah Formal (PDF) di dalam pesantren yang memadukan pendidikan agama dan formal sekaligus mempertahankan ciri khas pendidikan pesantren. Penelitian ini bertujuan untuk memaparkan tata kelola kurikulum Pendidikan Diniyah Formal di Pesantren Al-Mubaarok Manggisan Wonosobo. Faktor-faktor yang dianalisis mencakup perencanaan, pengorganisasian, pelaksanaan, pengawasan, penilaian, serta unsur pendukung dan penghambat dalam pelaksanaan kurikulum. Metode yang digunakan adalah metode kualitatif yang melibatkan kerja lapangan. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi dengan pengelola, pendidik, dan pihak terkait lainnya di pesantren. Validitas data dijamin dengan menggunakan triangulasi sumber dan metode. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian menunjukkan bahwa Para pengelola kurikulum Pendidikan Diniyah Formal di Pesantren Al-Mubaarok Manggisan telah menunjukkan tata kelola yang baik baik dalam merencanakan dan mengatur seluruhnya. PDF Al-Mubaarok Manggisan memiliki sistem yang mencakup perencanaan, pengorganisasian, pelaksanaan, pengawasan, evaluasi, dan peningkatan kurikulum. Kurikulum yang telah digunakan merupakan gabungan antara apa yang disampaikan oleh Kementerian Agama dan apa yang mereka pelajari dari kitab kuning. Para pemimpin sekolah, guru, dan lingkungan di pesantren semuanya membantu keberhasilan kurikulum ini .Kurikulum Pendidikan Diniyah Formal di Pondok Pesantren Al-Mubaarok Manggisan masih memiliki beberapa masalah. Diantaranya kekurangan tenaga untuk membantu, karena semua siswa berbeda, dan sulit menggunakan buku-buku lama dalam lingkungan sekolah modern. Dapat diketahui bahwa penggabungan cara belajar tradisional dengan cara baru, para siswa akan mendapatkan pendidikan yang lebih baik dan tetap mempelajari tentang Islam. Kurikulum Pendidikan Diniyah Formal di Pondok Pesantren Al-Mubaarok Manggisan dapat menjadi contoh bagaimana meningkatkan kualitas pendidikan tanpa melupakan asal-usul nilai keagamaan.
The Correlation Between Translanguaging Strategy and Reading Comprehension of Tenth Grade Students at SMA Negeri 2 Tabanan I Gusti Agung Ayu Eka Pratiwi; Ni Wayan Satri Adnyani; Putu Santi Oktarina
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/sgj21318

Abstract

The purpose of this study is to examine the correlation between translanguaging strategy and reading comprehension of tenth grade students at SMA Negeri 2 Tabanan. This study employed a correlational research design. The participants consisted of 35 tenth grade students selected through purposive sampling. Data were collected using two instruments, namely a reading comprehension test consisting of 25 multiple-choice questions and a translanguaging strategy questionnaire with 15 Likert scale statements. The data were analyzed using descriptive and inferential analysis, which included normality test, linearity test, and Spearman’s Rank correlational test. The findings of this research show that there is no significant correlation between translanguaging strategy and students’ reading comprehension. This is indicated by the significance value of 0.786, which is higher than 0.05. The absence of such a correlation is due to a difference in pattern between the use of translanguaging strategies and students’ reading comprehension scores. These findings suggest that translanguaging strategy do not always align with students’ reading comprehension and are not necessarily the primary factor influencing it. Therefore, students, teachers, and schools are advised to implement various learning strategies, particularly in reading activities tailored to learning needs. Future research is suggested to examine other factors influencing students’ reading comprehension, using more diverse research instruments, and involving a broader sample and research context.
An Analysis on Listening Comprehension Difficulties Among Grade VII-E Students at SMP Negeri 4 Kediri Ni Kadek Keristina Wati; Putu Santi Oktarina; Ni Wayan Satri Adnyani
Educational Journal Vol. 1 No. 4 (2026): MAY-JULY
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/jcw6p843

Abstract

The purpose of this study was to find out what aspects of listening difficulties are experienced by students, the types of listening difficulties experienced by students and the factors that influence them. This study used a descriptive qualitative method of case study type. This study used VII-E class of SMP Negeri 4 Kediri as a sample with a total of 29 students. The test results showed that students experienced difficulties in the listening for specific information (implicit) with percentage 71.6% while the lowest percentage was listening for inference with percentage 48.9%. The students felt the classroom was noisy, they could not hear the audio clearly, foreign words, lost concentration, lack of vocabulary and did not understand the audio. Based on the close-ended questionnaire the result showed that dominant difficulties faced by students in contextual difficulties especially noisy classroom and speaker difficulties especially speaking speed. Furthermore, students also faced stimulus difficulties especially in grammar and listener especially vocabulary. This is due to their limited vocabulary, loss of concentration, audio is too fast, the noisy classroom and long text. Based on the results of semi-structured interviews, students experienced difficulties caused by both internal and external factors. Internal factors such as lack of concentration and limited vocabulary. Meanwhile, external factors, such as noisy classrooms, audio that is too fast and unclear, and unfamiliar accents. From these results, it can be concluded that students experience the highest difficulty in the aspect of listening for specific information, they also experience dominant contextual difficulties, especially difficulties in noisy classroom, speaker difficulties especially in speaking speed, stimulus difficulties, especially in grammar and listener difficulties especially in vocabulary. It means that they experienced difficulties caused by internal and external factors.

Page 16 of 21 | Total Record : 203

 14   15   16   17   18 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 1 No. 4 (2026): MAY-JULY Vol. 1 No. 3 (2026): FEBRUARI-APRIL Vol. 1 No. 2 (2026): JANUARI Vol. 1 No. 1 (2025): AGUSTUS-OKTOBER