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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 35 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.

Page 4 of 4 | Total Record : 35

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