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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.
Arjuna Subject : -
Articles 42 Documents
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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.
My Post Graduate and Professional   Research and Study on Chartered Management Iqbal Shaukat
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.178

Abstract

Chartered management qualification is very important in this age ofmanage globalization.In chartered manager we study the different stream of management.In chartered manager we study about the buying and selling material,we study about the economic order quantity of material management.In the chartered manager we study all the aspects of material management, which is relate to production and operation management.In the chartered manager we study about the operation management with detail and study case.in the chartered manager we can learn about the utilization of resource under the principles of operation management,in operation management we study about the best location of resources and it utilization according to the needs.In the Chartered Management, we study quality control and project management.
The Influence of Motivation on Students’ Achievement in Learning Arabic Muhamad Hasyim; Lidia Syafitri Arum; Muh. Muhayyan Shodiki; Rohatun; Sahroni; L. Muh. Hendriawan Saufiyandi; M. Habib Alawi; Nuri Handayani; Nirmala Ramdani
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.186

Abstract

Motivation has been widely recognized as a critical factor influencing students’ academic achievement, particularly in foreign language learning contexts such as Arabic. However, existing studies often examine motivation in fragmented ways, without providing a comprehensive understanding of its multidimensional nature and its interaction with learning processes. Therefore, this study aims to systematically review and synthesize the influence of motivation on students’ achievement in learning Arabic, with a focus on intrinsic motivation, extrinsic motivation, and self-efficacy. This research employed a qualitative systematic literature review design, analyzing peer-reviewed journal articles and scholarly publications published between 2015 and 2025. Data were collected through a documentation technique and analyzed using qualitative content analysis to identify recurring themes, patterns, and relationships among variables. The findings reveal that motivation has a significant and positive relationship with students’ academic achievement in Arabic learning. Intrinsic motivation and self-efficacy emerged as the most influential dimensions, while extrinsic motivation played a supportive role in enhancing engagement. Furthermore, the study found that motivation interacts dynamically with instructional strategies and educational contexts, shaping students’ learning processes and outcomes. In conclusion, motivation is a central and integrative factor that determines students’ success in learning Arabic. The study highlights the importance of fostering intrinsic motivation and strengthening self-efficacy through innovative and supportive learning environments. These findings contribute to both theoretical understanding and practical improvement of Arabic language education.
The Influence of the Learning Environment on Students’ Motivation in Learning Arabic M. Izul Islam; Muhamad Hasyim; M. Ilham; M. Zainul Mukhlisin Azhari; M. Hadar Fathul Khairi; Muh. Hafizuddin Alfauzani; M. Syamsul Ma’arif
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.187

Abstract

The learning environment has been widely recognized as a critical factor influencing students’ motivation, particularly in the context of Arabic language learning, which involves complex linguistic and sociocultural dimensions. This study aimed to systematically examine how the learning environment has been conceptualized, to identify its key dimensions, and to analyze its influence on students’ motivation in learning Arabic. A qualitative approach using a systematic literature review design was employed. Data were collected from scholarly articles and academic books published between 2015 and 2025, sourced from reputable databases. The selection process followed predefined inclusion criteria, and the data were analyzed using thematic analysis to identify patterns and relationships across studies. The findings revealed that the learning environment is a multidimensional construct consisting of physical, social, psychological, technological, and religious-cultural dimensions. These dimensions were found to interact dynamically in shaping students’ intrinsic and extrinsic motivation. The results also indicated a positive and reciprocal relationship between the learning environment and motivation, where supportive environments enhance student engagement and achievement, while motivated learners contribute to more conducive learning conditions. Furthermore, factors such as teaching strategies, social support, and individual differences were identified as important mediators and moderators in this relationship. In conclusion, this study highlights the importance of designing holistic and supportive learning environments to enhance students’ motivation in Arabic language learning and provides a comprehensive framework for future research and educational practice.
The Utilization of Technological Media in Arabic Language Instruction Muh. Sany Segaf; M. Al Fikri Amrullah Sani; Moh. Haryadi; Larasati Praba Ningsih; Nurul Sefiatul Hikmah; Nehayati; Nurul Fatmiatu; Refa Rahmatul Ulya
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.188

Abstract

The rapid development of digital technology has transformed Arabic language instruction by introducing various forms of technological media that enhance learning effectiveness, engagement, and accessibility. This study aims to systematically review and synthesize existing literature on the utilization of technological media in Arabic language instruction, focusing on how these technologies are conceptualized, their impacts on learning outcomes and student engagement, and the challenges associated with their implementation. A systematic literature review approach was employed by analyzing peer-reviewed journal articles and academic books published between 2016 and 2025. Data were collected through structured database searches and selected based on relevance, credibility, and topical focus. The data were then analyzed using thematic analysis to identify recurring patterns and themes across the literature. The findings reveal that technological media are widely conceptualized as tools for fostering interactive, student-centered, communicative, and constructivist learning environments. The review also indicates that technological media significantly improve students’ language proficiency, particularly in vocabulary acquisition, grammatical understanding, and integrated language skills, while also enhancing motivation, participation, and learner confidence. However, several challenges persist, including limited teacher digital literacy, inadequate training, infrastructure constraints, and the digital divide, which hinder optimal implementation. In conclusion, technological media play a crucial role in advancing Arabic language instruction by improving learning outcomes and engagement, yet their effectiveness depends on teacher competence, institutional support, and technological readiness. The study highlights the need for comprehensive strategies to optimize technology integration in Arabic language education.
Exploring Grammatical Errors Among Foreign Language Learners: A Study of Islamic Educational Management Students (Class B) at STIT Palapa Nusantara Ozi Satria
Indonesian Journal of Education and Science Vol. 2 No. 2 (2026): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i2.194

Abstract

Grammar plays an essential role in helping learners produce clear and meaningful communication in English. However, many foreign language learners still experience difficulties in applying grammatical rules accurately, especially in writing. This study aims to explore the types of grammatical errors made by foreign language learners and to identify the most common errors found in their written texts. The study employed a descriptive qualitative research design using an error analysis approach. The participants of the study were students learning English as a foreign language who were asked to complete a writing task on a given topic. The students’ written texts were collected as the primary data and analyzed using the error analysis procedures proposed by Stephen Pit Corder and further discussed by Rod Ellis. The results of the analysis revealed several types of grammatical errors, including verb tense errors, subject–verb agreement errors, article errors, preposition errors, pronoun errors, and sentence structure errors. Among these categories, verb tense and subject–verb agreement errors were the most frequently occurring errors in the students’ writing. The findings indicate that learners still face considerable challenges in mastering English grammar, particularly in applying grammatical rules consistently in written communication. These results suggest that English language teaching should provide more focused grammar instruction, contextualized learning activities, and continuous feedback to help learners improve their grammatical accuracy. Overall, this study contributes to a better understanding of grammatical difficulties experienced by foreign language learners and provides insights that may help teachers develop more effective strategies for teaching English grammar.
Strengthening Higher-Order Thinking Skills (HOTS) in Economics Education: A Systematic Review of Innovative Learning Models Abdurrahim
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.209

Abstract

Strengthening Higher-Order Thinking Skills (HOTS) has become a fundamental priority in twenty-first-century education and should be systematically fostered through economics education. HOTS plays a crucial role in enhancing students' critical, analytical, evaluative, and creative thinking abilities, enabling them to understand and solve complex economic problems. This study aims to analyze the development of research on strengthening HOTS in economics education, identify the innovative instructional models employed, and examine their effectiveness in enhancing students' higher-order thinking skills. The study adopted a qualitative approach using the Systematic Literature Review (SLR) method based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The data were collected from scholarly articles published in Google Scholar, Scopus, and the Directory of Open Access Journals (DOAJ) between 2020 and 2026. A total of 30 articles that met the inclusion criteria were selected and analyzed using descriptive qualitative analysis. The findings indicate that Problem-Based Learning (PBL), Project-Based Learning (PjBL), Inquiry Learning, Case-Based Learning (CBL), Discovery Learning, and Blended Learning are effective instructional models for developing students' higher-order thinking skills. These pedagogical approaches consistently promote critical analysis, problem-solving, decision-making, and reflective thinking within authentic economic contexts. The study concludes that strengthening HOTS in economics education requires the systematic integration of innovative, student-centered instructional models to support the development of twenty-first-century competencies and to create more adaptive, contextualized, and meaningful learning experiences.
Collaborative Learning, Self-Regulated Learning, and English Communication Competence Among Students in Islamic Higher Education Rijnan
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.211

Abstract

English communication competence has become an essential competency for students in Islamic Higher Education, yet many learners continue to experience difficulties in developing effective communicative abilities despite growing interest in learner-centered English language instruction. This study aimed to systematically synthesize recent empirical evidence concerning collaborative learning, self-regulated learning, and English communication competence, examine the relationships among these three constructs, and identify current research gaps and future research directions within Islamic Higher Education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Peer-reviewed journal articles published between 2021 and 2026 were retrieved from major academic databases using predefined search strategies and explicit inclusion and exclusion criteria. The selected studies were analyzed through thematic synthesis to identify recurring themes, methodological characteristics, conceptual developments, and empirical findings. The review revealed a substantial increase in research on collaborative learning, self-regulated learning, and English communication competence, with recent studies emphasizing learner-centered, technology-enhanced, and communication-oriented pedagogies. The findings consistently demonstrated that collaborative learning promotes authentic interaction, peer engagement, and communicative practice, whereas self-regulated learning strengthens learner autonomy, motivation, strategic learning, and self-monitoring. Their integration was found to enhance English communication competence, including speaking performance, communicative confidence, intercultural awareness, and digital communication skills. However, studies integrating these three constructs within Islamic Higher Education remain limited. Overall, this review provides an integrated conceptual framework that contributes to English language education theory while offering practical guidance for lecturers, curriculum developers, and researchers in designing learner-centered and technology-supported instructional practices that strengthen English communication competence in Islamic Higher Education.
The Contribution of Islamic Religious Education Teachers to the Empowerment of Out-of-School Youth through Islamic Values-Based Education Ayatullah
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.212

Abstract

This study is motivated by the limited synthesis of evidence concerning the contribution of Islamic Religious Education (IRE) teachers to the empowerment of out-of-school youth through Islamic values-based education, despite the growing need for inclusive educational approaches to address educational inequality and social exclusion. The study aims to systematically examine the educational roles of IRE teachers, analyze the implementation of Islamic values-based education, explore the contribution of community-based educational practices, and develop an integrated conceptual framework for youth empowerment. The research employed a qualitative Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Secondary data were collected from peer-reviewed journal articles published between 2021 and 2026 and retrieved from major academic databases, including Scopus, Web of Science, ScienceDirect, SpringerLink, Taylor & Francis Online, Wiley Online Library, Sage Journals, Emerald Insight, MDPI, ERIC, DOAJ, Crossref, and Google Scholar. The selected studies were analyzed using thematic analysis. The findings reveal that IRE teachers perform multidimensional roles as moral and spiritual educators, learning facilitators, and community educators who promote educational empowerment through the internalization of Islamic values, mentoring, role modelling, and community engagement. The review further identifies justice (adl), compassion (rahmah), responsibility (amanah), and moderation (wasatiyyah) as the core values underpinning educational empowerment. The study concludes that Islamic values-based education provides a holistic framework for strengthening educational access, character formation, social inclusion, and community resilience among out-of-school youth. Theoretically, this review advances Islamic education literature by proposing an integrated conceptual framework, while practically informing educators, policymakers, and community organizations in developing collaborative and inclusive educational programs. Future research should empirically validate the proposed framework across diverse educational and cultural contexts.
Analysis of Fourth-Grade Students’ Literacy Skills in Identifying Intrinsic Elements and Moral Values in Legend Stories at SDN 2 Selebung Ketangga Nila Niswatin; Jumatriadi; Umar Bakri
Indonesian Journal of Education and Science Vol. 2 No. 3 (2026): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i3.213

Abstract

This study was motivated by the need to understand how primary school students construct meaning from legend stories, particularly in identifying intrinsic elements and moral values. The study aimed to analyze fourth-grade students’ literacy skills in identifying intrinsic elements and moral values in legend stories and to examine factors influencing their performance. The study employed an explanatory sequential mixed-methods design involving 20 fourth-grade students at SDN 2 Selebung Ketangga, Indonesia. Quantitative data were collected through a literacy test based on the legend Keong Mas and analyzed using descriptive statistics, while qualitative data were obtained through classroom observations, semi-structured interviews, and documentation and analyzed through thematic and interactive analysis. The findings showed that students’ literacy skills in identifying intrinsic elements were generally good, with a mean score of 81.25; 75% of students achieved good to very good performance. Characters and characterization (95%) and setting (90%) were the strongest aspects, whereas plot (70%) and theme (75%) were more challenging. Students’ ability to identify moral values was also good, with a mean score of 79.50; however, only 65% could provide logically supported explanations. Reading fluency, reading interest, motivation, parental support, school literacy programs, and teacher guidance influenced performance. The study concludes that legend stories can integrate literacy, literary analysis, and moral learning, although instruction should emphasize deeper interpretation and evidence-based reasoning.

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