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Jumatriadi, S.S,. M.Pd
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Montong Waru, Desa Setungkep Lingsar, Kec. Keruak, Kab. Lombok Timur, Prov. NTB, Indonesia, Kode Pos: 83672
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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
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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 6 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2026): January" : 6 Documents clear
Constraints of Workplace Experience Learning Implementation among Fashion Design TVET in Ghana Phyllis Mensah; Harry Barton Essel; Akosua Tachie-Menson; Benjamin Tawiah; Aaron Daniel Akuteye
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.149

Abstract

Workplace Experience Learning (WEL) programs are vital to Technical and Vocational Education because they enable students to apply classroom learning in real-world settings and develop entrepreneurial skills. In Ghana’s fashion design education context, WEL has gained significance; however, there is a paucity of empirical evidence on the effectiveness of these programs in enhancing students’ practical and entrepreneurial skills in technical universities. The study aimed to investigate the impact of WEL participation on the cultivation of entrepreneurial competencies among Higher National Diploma (HND) fashion design students in Ghana. The study examined the mediating role of placement activities, including mentorship, practical training, and supervision, and identified critical factors influencing the quality and outcomes of implementation. A sequential mixed-method design with an explanatory focus was utilised. Quantitative data were gathered from 250 students at four technical universities and analysed through regression and mediation models. To enhance interpretation of the findings, qualitative data from semi-structured interviews were analysed thematically using NVivo. The results indicated a substantial positive correlation between WEL participation and improvements in entrepreneurial competencies. Placement activities became important links due to weak ties between universities and industry, limited insurance coverage, limited family support, and communication problems. The study concludes that fortifying institutional coordination, augmenting support systems, and refining industry partnerships are essential to optimise WEL’s influence on fashion design education in Ghana.
Culture and Regional Language Based Tourism Economy: An Interdisciplinary Literature Review Ahmad Turmuzi; Sofyan Hariono
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.163

Abstract

This study is motivated by the limited systematic research on the integration of culture and regional language as core economic resources in tourism, despite their significant influence on destination competitiveness, sustainability, and cultural preservation. It aims to analyze the role of culture and regional language as symbolic and economic capital, identify dominant integration patterns in tourism development, and examine challenges and future directions of culture- and language-based tourism economies. The research employs a qualitative interdisciplinary literature review design, drawing on peer-reviewed journal articles and scholarly books published between 2015 and 2025, selected through purposive sampling. Data were collected through systematic document analysis and examined using thematic and comparative analysis to synthesize perspectives from tourism studies, cultural studies, linguistics, and the creative economy. Findings indicate that culture and regional language function as strategic symbolic assets that shape destination identity, strengthen perceptions of authenticity, and generate economic value when effectively mobilized within tourism systems, supporting cultural capital theory. Community-based tourism, participatory cultural governance, and linguistic landscape strategies emerge as the most effective integration patterns for achieving economic sustainability while safeguarding cultural integrity. However, persistent challenges—including over-commodification, cultural homogenization, unequal benefit distribution, and limited institutional capacity—remain significant barriers. The study concludes that integrating culture and regional language into tourism economies requires inclusive governance, ethical commodification, and innovation through digital storytelling and creative industries. The implications advance interdisciplinary tourism and cultural economy scholarship while informing policymakers and practitioners on sustainable, culture-based tourism strategies. Future research should employ empirical, comparative, and mixed-methods approaches across diverse regional contexts.
A Contextual Approach in Islamic Religious Education Learning Muhammad Syukri; Endang Sulhiawati
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.164

Abstract

Islamic Religious Education (IRE) plays a strategic role in fostering learners’ cognitive, affective, and psychomotor development through the integration of religious knowledge, values, and real-life practice. However, IRE learning is often characterized by abstract and text-oriented instruction, which limits students’ meaningful engagement. This study aims to examine the implementation of the Contextual Teaching and Learning (CTL) approach in Islamic Religious Education, identify facilitating and inhibiting factors affecting its application, and analyze its contribution to meaningful learning outcomes. Employing a qualitative literature review design, this study analyzed relevant books and peer-reviewed journal articles published within the last ten years. Data were collected through systematic documentation and analyzed using thematic content analysis to identify recurring concepts, strategies, and outcomes related to CTL in IRE contexts. The findings indicate that CTL in Islamic Religious Education is conceptually grounded in constructivist learning theory, cognitive psychology, and the philosophical foundations of Islamic education. CTL implementation is characterized by experiential learning strategies, including problem-based learning, collaborative activities, reflection, and the use of learners’ real-life environments as instructional resources. Teacher pedagogical competence, curriculum flexibility, institutional support, and learning resources emerged as key facilitating factors, while limited infrastructure, insufficient training, time constraints, and technological challenges were identified as major barriers. Furthermore, the contextual approach contributes significantly to meaningful learning outcomes across cognitive, affective, and psychomotor domains by enhancing understanding, motivation, value internalization, and behavioral practice. This study concludes that CTL serves as a pedagogically relevant approach for strengthening meaningful and holistic learning in Islamic Religious Education.
The Influence of the Madrasah Principal’s Interpersonal Communication on Teachers’ Organizational Citizenship Behavior (OCB) in Madrasah Aliyah M. Rasyid Ridlo
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.165

Abstract

This study analyzes the direct effect of principals’ interpersonal communication on teachers’ organizational citizenship behavior (OCB) in Madrasah Aliyah in Central Lombok, Indonesia. OCB refers to discretionary extra-role behaviors that are not formally rewarded but support school effectiveness. Recent evidence highlights teachers’ OCB as a key determinant of collaboration and student outcomes, while leadership and the way principals exercise power are important antecedents. A quantitative survey with a causal design was employed. The population consisted of 2,665 Madrasah Aliyah teachers, from which 348 were selected through multi- stage simple random sampling. Principals’ power and teachers’ OCB were measured using validated Likert-type scales. Data were analyzed using descriptive statistics and path analysis. The findings show that teachers’ OCB is generally at a moderate level, while principals’ power is perceived as relatively high. Path analysis indicates that principals’ power has a positive and statistically significant direct effect on teachers’ OCB (p31 = 0.118; t = 2.793; p< 0.05). The study concludes that effective and constructive use of power by principals fosters higher OCB among teachers. The results imply the need to strengthen principals’ of openness, empathy,supportivinees, positiveness, and equality to cultivate extra-role behaviors that support the improvement of with teachers. This finding also reinforces leadership development programs as a strategic approach to enhancing school climate, teacher engagement, and overall institutional performance.
Research on Economics Growth and Development as Doctor of Letters in Economics Iqbal Shaukat
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.166

Abstract

Economic development is a continuous process.it is not possible in one years,it takes the many years,the impact of economic development is very long.Economic development is the right example of revolution.Economic development is the very integral part of country human life.Some countries are symbol of Economic development.All the nation should fellow the path way of development..Many countries are the examples for other world.Deregulation,cottage industry,Micro finance, Motivation economic and management policies.Such economy got the destination of Economic development with steadily and smoothly.for example in china and Japan have the economic growth target of two percentage,through this way they achieved the economic growth and devlopment.
Learning Disruption among Elementary School Children Caused by Mobile Digital Games: A Literature Analysis of Parenting and Teaching Challenges Mustakim
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.167

Abstract

The rapid proliferation of mobile digital games has introduced both opportunities and challenges for elementary education, as children increasingly integrate gaming into their daily routines and social interactions. This study investigates the extent to which mobile digital gaming disrupts learning among elementary school children and examines the associated challenges faced by parents and teachers in managing these activities. Employing a qualitative literature analysis, the research synthesizes findings from peer-reviewed journal articles and scholarly books published within the last ten years. Data were collected through systematic identification, screening, and extraction of relevant studies, followed by thematic content analysis to identify patterns in academic, behavioral, social, and cognitive impacts, as well as parenting and instructional challenges. The results reveal that excessive mobile gaming negatively affects attention spans, academic motivation, study habits, and adherence to school routines. Behavioral and social consequences include increased individualism, antisocial tendencies, and potential gaming addiction, while cognitive impacts encompass diminished problem-solving skills, decision-making, and executive functioning. Parents face difficulties in monitoring game usage, managing emotional pressures, and providing effective guidance, whereas teachers encounter challenges in adapting pedagogical strategies, maintaining classroom focus, and collaborating with families. The findings highlight the systemic nature of learning disruption caused by mobile gaming and emphasize the need for digital literacy, structured parental guidance, and home–school collaboration. The study contributes to understanding the interplay between digital media use, child development, and educational practice, offering insights for policies and strategies that promote balanced digital engagement, enhance learning outcomes, and support holistic development in elementary education.

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