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Jumatriadi, S.S,. M.Pd
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INDONESIA
Indonesian Journal of Education and Science
Published by Formad English Foundation NTB-Jakarta
ISSN : 30645379     EISSN : 30645379     DOI : https://doi.org/10.67028/ijes.v2i2.186
Core Subject :
The Indonesian Journal of Education and Science (IJES) is a peer-reviewed open-access journal dedicated to publishing high-quality research and scholarly works in the fields of education and science. Published quarterly in January, April, July, and October, the journal provides a platform for researchers, academics, educators, and practitioners to disseminate innovative ideas, empirical studies, and interdisciplinary perspectives that contribute to the advancement of knowledge and societal development. The journal welcomes original research articles, review papers, case studies, and conceptual studies covering a wide range of topics, including teaching and learning methodologies, curriculum development, educational technology, educational management, social and psychological aspects of education, as well as natural, applied, and interdisciplinary sciences. Indonesian Journal of Education and Science also encourages studies that connect science and education with contemporary global challenges, innovation, sustainability, and community empowerment. Committed to academic excellence and scientific integrity, the Indonesian Journal of Education and Science aims to foster scholarly dialogue, promote impactful research, and support the development of education and science at national and international levels.
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Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 5 (2025): October" : 5 Documents clear
The Efforts of the Madrasah Principal in Preventing Bullying Among Students at MTs NW Aik Bukaq Siti Ulfa Zuliana; Safinah; Komarudin
Indonesian Journal of Education and Science Vol. 1 No. 5 (2025): October
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i5.136

Abstract

This research aims to explore and analyze the efforts made by the principal in preventing bullying among students at MTs NW Aik Bukaq. Bullying is a serious issue within educational settings that can negatively impact students’ psychological and social development. As the leader of an educational institution, the principal holds a strategic role in fostering a safe and conducive school environment. This study employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, involving the principal, teachers, and several students as informants. The data analysis was conducted through data reduction, data display, and conclusion drawing. The findings revealed that the principal had implemented various preventive measures to address bullying: (1) anti-bullying policies were established through school regulations; (3) supervision of student interactions within the school environment was strengthened; (3) character development activities were conducted through religious and social programs; and (4) collaboration with guidance and counseling teachers as well as homeroom teachers was established to follow up on potential bullying cases. In addition, the principal applied a persuasive approach toward students with bullying tendencies and maintained intensive communication with parents. These efforts demonstrate the importance of leadership commitment, teacher collaboration, and parental involvement in preventing bullying. The study concludes that comprehensive preventive strategies supported by strong leadership and active stakeholder participation are essential to create a safe and supportive learning environment.
Teacher Reflection on the Implementation of the Independent Curriculum in Elementary Schools Syamsur Rizal
Indonesian Journal of Education and Science Vol. 1 No. 5 (2025): October
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i5.137

Abstract

The implementation of the Merdeka Curriculum in elementary schools demands a paradigm shift in learning that is more contextual, differentiated, and oriented toward strengthening the Profile of Pancasila Students. However, in reality, many teachers still face challenges in understanding and effectively applying this curriculum. This study aims to reflect on teachers’ experiences in implementing the Merdeka Curriculum at the elementary school level. This research employed a qualitative approach with a case study design conducted in four elementary schools in Wanasaba District over a period of three months, from January to March 2025. Data collection techniques included semi-structured interviews, participatory observation, and documentation involving 25 informants consisting of principals, teachers, and students. The results of the study indicate that most teachers have understood the basic concepts of the Merdeka Curriculum but face difficulties in its practical implementation, such as designing differentiated instruction, conducting formative assessments, and building a culture of reflection. Structural support from schools and other stakeholders is also still limited. The lack of ongoing training and supporting facilities is a significant obstacle in the adaptation process to this new curriculum. In conclusion, teachers' reflections reveal a gap between theoretical understanding and the practical application of the Merdeka Curriculum. Therefore, systematic efforts are needed to enhance teacher competence through training, mentoring, and strengthening collaborative learning communities to support the successful implementation of the curriculum in elementary schools.
The Efforts of Akidah Akhlak Teachers in Shaping Students’ Character at MI Maraqita’limat Mamben Lauk in the Academic Year 2024/2025 Sri Muliani Ermadani; Mukammal; Sumiatun
Indonesian Journal of Education and Science Vol. 1 No. 5 (2025): October
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i5.138

Abstract

This study explores the efforts of Akidah Akhlak teachers in shaping students’ character at MI Maraqita’limat Mamben Lauk during the 2024/2025 academic year. Character education plays a crucial role in developing students’ moral integrity, discipline, and social responsibility, particularly within Islamic educational settings where teachers serve as both moral educators and role models. The study aimed to identify the strategies used by teachers in character formation and to examine the supporting and inhibiting factors influencing these efforts. A qualitative descriptive approach was employed using a case study design. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model consisting of data reduction, data display, and conclusion drawing. The findings revealed that the teachers’ efforts included integrating moral values into learning activities, modeling ethical behavior, habituating good practices, applying persuasive and disciplinary approaches, and collaborating with parents and the community. Supporting factors comprised teacher exemplarity, a conducive school environment, parental involvement, and curriculum-based moral integration, while inhibiting factors included lack of family support, negative media influence, and high teacher workload. The study concludes that successful character formation requires consistency, collaboration, and the embodiment of Islamic values by teachers. These findings contribute to the theoretical development of Islamic character education and offer practical insights for enhancing teacher strategies in fostering akhlaq al-karimah.
A Literature Review on Technology-Based Learning: Trends, Challenges, and Opportunities Rahman
Indonesian Journal of Education and Science Vol. 1 No. 5 (2025): October
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i5.139

Abstract

This study synthesizes literature on technology-based learning to identify prevailing trends, implementation challenges, and actionable opportunities across educational levels, with particular attention to Indonesian high schools and Islamic schools. Motivated by rapid digital transformation and uneven adoption during and after the COVID-19 pandemic, the review aimed to answer: What are TEL trends; which barriers hinder effective implementation; and what opportunities can be leveraged to improve teaching and learning through technology? A qualitative systematic literature review was conducted using purposive sampling of 25 publications from 2015–2025 drawn from international and local academic databases. Data were extracted with a structured form and analyzed through thematic content analysis supported by NVivo to generate cross-cutting themes. The review found four dominant trends—artificial intelligence for adaptive learning, mobile and cloud-based platforms for flexible access, immersive XR/AR/VR experiences for experiential learning, and pedagogical innovations such as gamification and flipped classrooms—alongside persistent challenges including infrastructure and access inequities, limited teacher competencies, cultural and organizational resistance, sustainability and scalability concerns, and digital literacy gaps. Corresponding opportunities include personalized learning, expanded access and inclusion, enhanced student engagement through innovative pedagogy, and data-informed strategic planning. The study concludes that TEL is a systemic transformation requiring aligned pedagogy, professional development, equitable infrastructure, and context-sensitive strategies to realize its potential. Future research should empirically assess TEL interventions in classroom settings and explore long-term impacts on equity and learning outcomes.
Theoretical and Empirical Review of Reading Literacy among Elementary School Students Ozi Satria
Indonesian Journal of Education and Science Vol. 1 No. 5 (2025): October
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i5.140

Abstract

Reading literacy is a fundamental competence that profoundly impacts students' academic performance and lifelong learning. This study aims to provide a comprehensive review that bridges theoretical frameworks and empirical findings regarding reading literacy among elementary school students. Utilizing a qualitative research design with a systematic literature review approach, this study analyzed 42 peer-reviewed publications from 2015 to 2025. The sources were selected using predefined inclusion criteria and analyzed thematically to address three central research questions concerning theoretical models, effective literacy strategies, and the integration of theory and practice. The findings reveal that the Simple View of Reading, the Interactive-Compensatory Model, and Sociocultural Theory are dominant frameworks explaining reading development. Empirical evidence highlights the effectiveness of strategies such as metacognitive approaches, digital literacy tools, paraphrasing training, and feedback-oriented instruction. The integration of these theoretical insights with classroom practices underscores the importance of student-centered learning and culturally responsive pedagogy in enhancing literacy outcomes. Moreover, the study emphasizes the evolving role of technology and the need to address learning loss due to the COVID-19 pandemic. This integrative review contributes to a deeper understanding of how theory and practice intersect in reading instruction, offering valuable implications for educators, curriculum designers, and policymakers aiming to improve literacy education in elementary settings.

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