cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dr. Permana, M.Pd.
Contact Email
admin@al-afif.org
Phone
+6282240316203
Journal Mail Official
admin@al-afif.org
Editorial Address
Jl.Pamekaran No 668 Suci Kaler
Location
Kab. garut,
Jawa barat
INDONESIA
Advances In Education Journal
Published by Yayasan Al-Afif
ISSN : -     EISSN : 30637112     DOI : -
Core Subject :
Advances in Education Journal (AEJ) adalah jurnal akademik yang berfokus pada penelitian, pengembangan, dan inovasi dalam bidang pendidikan. Jurnal ini mempublikasikan artikel-artikel yang menawarkan wawasan baru, pendekatan inovatif, dan hasil penelitian terkini yang dapat meningkatkan praktik pendidikan di berbagai tingkatan, mulai dari pendidikan dasar hingga pendidikan tinggi. AEJ menerima kontribusi dari berbagai disiplin ilmu yang berkaitan dengan pendidikan diantaranya: - Metode Pengajaran dan Pembelajaran - Teknologi Pendidikan - Kebijakan Pendidikan - Psikologi Pendidikan - Manajemen Pendidikan - Pendidikan Multikultural - Pendidikan Khusus - Evaluasi dan Penilaian Pendidikan - Pengembangan Kurikulum - Pendidikan Islam - Pendidikan Berbasis Komunitas - Edukasi Lingkungan Setiap artikel yang diterbitkan di AEJ melalui proses peer-review untuk memastikan kualitas dan validitas ilmiah. Jurnal ini menyediakan platform bagi peneliti, pendidik, dan praktisi untuk berbagi temuan dan ide-ide yang dapat diterapkan dalam konteks pendidikan nyata, dengan tujuan akhir untuk meningkatkan hasil belajar dan kesejahteraan peserta didik.
Arjuna Subject : -
Articles 447 Documents
 40   41   42   43   44 
Strategi Asesmen Guru Dalam Mengembangkan Aspek Motorik Siswa Dalam Pembelajaran Milda Novianti; Iis Komariah
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Dance learning in elementary schools helps students develop aesthetic expression and gross and fine motor skills. Appropriate evaluation is essential during this learning process. This evaluation is crucial for teachers to accurately and continuously track student progress. Therefore, this study aims to examine how teachers use assessment strategies in dance learning in fifth-grade students at Garut Islamic School Prima Insani Elementary School. This study examines these assessment strategies, particularly those related to student motor development. The objectives of this study are to identify assessment strategies used by teachers to improve students' motor skills, assess whether students' motor skills have improved during dance learning, and explain the difficulties teachers face when using these assessment strategies. The focus of this study is on the use of formative assessment during the learning process, not at the final evaluation stage. This study uses a descriptive qualitative methodology, collecting data through observation, in-depth interviews, and documentation. The research subjects consisted of dance teachers, the principal, and fifth-grade students. Data were analyzed thematically to identify patterns of assessment strategies and the impact of dance learning on students' motor development. The results of the study indicate that teachers used formative and diagnostic assessment strategies with a differential approach and direct observation. Rubrics were used to assess motor coordination, flexibility, rhythm, and manual dexterity. The motor skills of most students were categorized from "good" to "very good" out of 28 students assessed, with details of 57.14% being in the good category with a score of 75–79 and 42.86% being in the very good category with a score of 80–100. Teachers faced problems such as limited time, resources, and differences in student abilities.
Problematika Metodologis Bab III dalam Penelitian Tindakan Kelas: Analisis Desain, Instrumen, dan Prosedur Penelitian Faiqotul Magfirotus Syam; Imron Fauzi; Indah Nurmalasari; Mutiara Tazkiyah; Sofiatul Riski
Advances In Education Journal Vol. 2 No. 6 (2026): Advances In Education Journal (Juni)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to conceptually examine methodological issues in Classroom Action Research (CAR), particularly focusing on deviations in research design implementation, weaknesses in instrument development and validation, inconsistencies in research procedures, and limitations in data analysis and evidence-based reflection. This research employs a library research method using a descriptive qualitative approach. The literature selection process was conducted systematically through academic databases such as Google Scholar and indexed journals by applying keywords including “classroom action research,” “CAR methodology,” and “data analysis in CAR.” The inclusion criteria consisted of peer-reviewed articles published between 2014 and 2024, relevance to the research focus, and clear methodological descriptions. Based on this process, a total of 20 scientific articles were selected and analyzed. Data analysis was carried out through stages of data collection, reduction, categorization, and synthesis of findings. The results reveal five major themes of methodological problems in CAR: (1) inconsistency in the implementation of cyclical research design, (2) weaknesses in the development and validation of research instruments, (3) lack of systematic research procedures, (4) limited teacher competence in data analysis, and (5) insufficient integration of data in reflective processes. These findings indicate a lack of methodological integration among design, instruments, and procedures in CAR. practice. This study contributes theoretically by reinforcing CAR as an integrated methodological system that requires alignment between design, instruments, procedures, and data analysis. The novelty of this research lies in proposing a conceptual framework emphasizing methodological integration as the key to improving CAR quality. Practically, this study provides insights for enhancing teachers’ research competence to support evidence-based instructional improvement.
Transformasi Digital Dalam Profesi  Keguruan: Adaptasi dan Tantangan Guru di Era Artificial Intelligence salsa bila; Nur Indah; salsabila lubis; Asla Alayya; Muhammad Hasyimsyah
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

AI-driven digital transformation has significantly shifted the role of teachers from teacher-centered to learner-centered. Teachers now serve as facilitators, mediators, and learning designers who leverage AI technology through adaptive learning systems and real-time analysis of student data. However, the integration of AI in education faces various challenges, including the digital divide, limitations in teachers’ technological competencies, a lack of ongoing training, and ethical issues related to privacy and data security. Resistance to change is also a major barrier to technology adoption. The success of digital transformation in education requires comprehensive readiness, including the enhancement of teachers’ competencies, institutional support, and adaptive and ethical policies. Strategic efforts are needed to improve teachers’ digital literacy in order to create an educational ecosystem that supports the effective and responsible integration of technology.
Faktor-Faktor yang Mempengaruhi Niat Mahasiswa Pendidikan Ekonomi untuk Menggunakan ChatGPT dalam Pembelajaran: Penerapan Model UTAUT Aprillani Muntya Sari; Eka Hendi Andriansyah
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Technological developments in the world of education are increasingly developing, one of which is the emergence of generative AI such as ChatGPT, which has been widely used to assist in academic activities. However, the accuracy of the information generated by ChatGPT is sometimes misleading, which can affect students' intentions to use ChatGPT. This study aims to analyze the factors that influence the intention to use ChatGPT by economics education students in East Java using the UTAUT model. A quantitative approach with a survey method in the form of a questionnaire was used in this study. The population used in this study included all undergraduate economics education students in East Java who have used ChatGPT in learning. The sampling technique in this study used simple random sampling and the number of samples used in this study was 170 respondents. Online questionnaires were distributed via Google Forms to collect data in this study, and PLS-SEM with the help of SmartPLS 4 software was used for research data analysis techniques. This study found that all variables in the UTAUT model, including effort expectancy, facilitating condition, performance expectancy, and social influence, have a positive effect on students' intentions to use ChatGPT. This shows that the intention to use ChatGPT among economics students is influenced by perceptions regarding ease of use, availability of supporting facilities, performance benefits, and social support. 
Hambatan Struktural dan Kompetensial Guru dalam Penelitian Tindakan Kelas: Tinjauan Sistematis Pendidikan Dasar Indonesia Putri Zuhri; Iva Muji Khusus Khatimah; Dewi Safira Salsabila; Indah Dwi Pebriyana; Imron Fauzi
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan mengkaji secara sistematis hambatan struktural dan kompetensi yang dihadapi guru sekolah dasar di Indonesia dalam melaksanakan Penelitian Tindakan Kelas (PTK). Penelitian menggunakan metode Systematic Literature Review (SLR) dengan menganalisis 15 artikel peer-review dan konferensi prosiding yang diterbitkan pada tahun 2022–2025. Studi yang dipilih fokus pada kendala struktural, kompetensi guru, serta implementasi PTK pada konteks pendidikan dasar di Indonesia. Hasil sintesis tematik menunjukkan bahwa hambatan struktural seperti beban kerja mengajar yang tinggi, keterbatasan dukungan institusional, akses yang minim terhadap sumber daya penelitian, serta kebijakan yang kurang mendukung menjadi faktor utama yang menghambat terlaksananya PTK. Selain itu, tantangan kompetensi berupa keterbatasan pemahaman metodologi penelitian, rendahnya keterampilan penulisan ilmiah, lemahnya praktik reflektif, dan motivasi profesional yang belum optimal turut memperkuat kendala tersebut. Kedua jenis hambatan ini saling berinteraksi sehingga membatasi kemampuan guru dalam melaksanakan penelitian kelas secara efektif. Penelitian ini menyimpulkan bahwa peningkatan implementasi PTK memerlukan pendekatan terpadu melalui dukungan sistemik, penguatan kompetensi penelitian guru, serta pengembangan literasi penelitian berbasis teknologi sebagai bagian dari strategi peningkatan kualitas pembelajaran di sekolah dasar.
Enhancing Classroom Management Through Digital Tools: A Study on Lecturer Readiness and Implementation Cut Mawar Helmanda; Rahmatun Nisa
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the challenges lecturers face in managing classrooms in the digital era and examines how digital tools can enhance classroom management in English language classes at Universitas Muhammadiyah Aceh. The research aimed to explore lecturer readiness and the effectiveness of digital tools in supporting instructional organization and student behavior management. Using a qualitative design, data were collected through classroom observations and semi-structured interviews with three English lecturers. Findings show that digital tools improved instructional flow, facilitated student engagement, and supported the monitoring of learning activities. The study concludes that English lecturers at Universitas Muhammadiyah Aceh demonstrate strong readiness in integrating digital tools, enabling effective classroom management and organized, interactive learning environments. The findings highlight that sustained institutional support and ongoing professional development will further strengthen these successful technology-enhanced practices
Pengaruh Metode Pembelajaran Survey, Question, Read, Recite, Review (SQ3R) terhadap Aktivitas Belajar dan Hasil Belajar Peserta Didik Helmalia Ayuslikha Najatul Hayati; Retno Mustika Dewi
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Faktor pendorong penelitian ini adalah kurangnya aktivitas belajar dan hasil belajar siswa tentang ekonomi, terutama tentang struktur pasar. Proses pembelajaran yang masih berfokus pada ceramah membuat siswa kurang aktif. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana pendekatan pembelajaran Survey, Question, Read, Recite, Review (SQ3R) mempengaruhi aktivitas belajar dan hasil belajar siswa. Penelitian ini menggunakan pendekatan kuantitatif dan menggunakan metode eksperimen semu (quasi experimental design). Desain kontrol grup yang tidak sebanding digunakan. Salah satu subjek penelitian adalah siswa yang berada di kelas X di SMA Hang Tuah 1 Surabaya. Penelitian ini membandingkan dua kelas, yaitu kelas eksperimen yang menggunakan metode SQ3R dan kelas kontrol dengan metode pembelajaran konvensional. Data dikumpulkan melalui pretest, posttest, dan observasi aktivitas belajar. Analisis data dilakukan dengan uji Mann–Whitney dan  uji Wilcoxon. Hasil penelitian menunjukkan bahwa metode SQ3R memberikan pengaruh positif yang signifikan terhadap aktivitas dan hasil belajar siswa. Kelas eksperimen memperoleh skor aktivitas belajar sebesar 91,25% (kategori sangat aktif), lebih tinggi dibanding kelas kontrol yang memperoleh 83,75%. Uji Mann–Whitney menunjukkan perbedaan hasil belajar yang signifikan antara kedua kelas (p < 0,05). Uji Wilcoxon juga menegaskan peningkatan hasil belajar yang signifikan setelah penerapan metode SQ3R (p < 0,05), metode SQ3R terbukti meningkatkan keterlibatan dan hasil belajar peserta didik secara lebih efektif dibanding metode konvensional. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa metode pembelajaran SQ3R efektif dalam meningkatkan aktivitas belajar dan hasil belajar peserta didik pada materi struktur pasar. 
Kepemimpinan Kepala Sekolah dalam Membentuk Sikap dan Kepuasan Kerja Guru di Sekolah Penggerak Muhammad Nabhan Fajruddin
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

kepemimpinan kepala sekolah merupakan faktor penting yang memengaruhi sikap dan kepuasan kerja guru serta karyawan. Hal ini tercermin dalam perilaku kerja sehari-hari dan tingkat kepuasan mereka terhadap lingkungan kerja. Penelitian ini bertujuan untuk menganalisis peran kepemimpinan kepala sekolah dalam membentuk sikap dan kepuasan kerja di Sekolah Penggerak SMA Negeri 1 Kedungwuni. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa kepemimpinan kepala sekolah yang menerapkan gaya demokratis, didukung oleh lingkungan kerja yang kondusif serta program manajemen sumber daya manusia yang efektif, berkontribusi positif terhadap pembentukan sikap dan peningkatan kepuasan kerja guru. Penelitian ini memiliki implikasi penting bagi pengembangan lembaga pendidikan, khususnya dalam penerapan gaya kepemimpinan yang mampu meningkatkan sikap dan kepuasan kerja secara optimal
Mengembangkan Profil Gotong Royong dan Musyawarah (Syura) Melalui Projek Penguatan Profil Pelajar Pancasila dan Profil Pelajar Rahmatan Lil Alamin (P5-PPRA)(Penelitian Kualitatif Deskriptif di Kelas V MIN 2 Garut Kecamatan Karangpawitan Kabupaten Garut) Indri Nur Azqia; Asep Tutun Usman; Ani Siti Anisah
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan dasar berperan penting dalam membentuk karakter peserta didik, termasuk nilai gotong royong dan musyawarah (syura). Namun, hasil observasi awal di MIN 2 Garut menunjukkan sikap kolaboratif dan kemampuan bermusyawarah siswa masih rendah. Oleh karena itu, Projek Penguatan Profil Pelajar Pancasila dan Profil Pelajar Rahmatan lil Alamin (P5-PPRA) dipandang relevan untuk menumbuhkan kedua nilai tersebut melalui pembelajaran berbasis projek yang kontekstual dan kolaboratif. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan (P5-PPRA) dalam mengembangkan nilai gotong royong dan musyawarah (syura) peserta didik kelas V MIN 2 Garut.  Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode pengumpulan data berupa observasi, wawancara, dan studi dokumentasi. Subjek penelitian terdiri dari peserta didik, guru, dan kepala sekolah di MIN 2 Garut. Analisis data dilakukan melalui tiga tahap, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan P5-PPRA dapat mengembangkan nilai gotong royong dan musyawarah peserta didik dengan efektif. Berdasarkan hasil observasi, sikap gotong royong memperoleh rata-rata 83% (Berkembang sesuai Harapan), dengan capaian tertinggi pada aspek saling membantu (86%) dan terendah pada pembagian tugas adil (78%). Sikap musyawarah (syura) memperoleh rata-rata 83,2% (Berkembang Sesuai Harapan), dengan capaian tertinggi pada pengambilan keputusan bersama (87%) dan terendah pada keberanian menyampaikan ide (77%). Secara keseluruhan, capaian rata-rata kedua aspek adalah 83,1%, yang menunjukkan bahwa implementasi P5-PPRA efektif dalam menumbuhkan sikap gotong royong dan musyawarah.Kesimpulannya, penerapan P5-PPRA berkontribusi positif terhadap penguatan pendidikan karakter di madrasah ibtidaiyah, khususnya pada dimensi gotong royong dan musyawarah. Faktor pendukung keberhasilan antara lain peran guru, kepala madrasah, serta partisipasi aktif siswa, sedangkan hambatannya meliputi keterbatasan fasilitas, manajemen waktu, dan keterlibatan orang tua yang masih rendah.
Improving Young Learners’ Vocabulary Through Peppa Pig Cartoon Husnil Khotimah
Advances In Education Journal Vol. 2 No. 5 (2026): Advances In Education Journal (April)
Publisher : Yayasan Al-Afif

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to improve English vocabulary mastery among 3rd grade students at MI Rohmatul Ummah through the use of the Peppa Pig cartoon, specifically the “Fruit” episode. This qualitative research involved 27 students, consisting of 12 males and 15 females. The primary issue addressed is the low interest and limited vocabulary range typical of young learners at the elementary level. Data were collected through participant observation and interviews using the paused-viewing technique. The results indicate that students were able to identify various types of fruit, distinguish between fruits and vegetables, and accurately imitate expressions of preference. The use of animation proved effective in creating a low-anxiety learning environment and accelerating the retention of new vocabulary through visual and auditory associations.

Page 42 of 45 | Total Record : 447

 40   41   42   43   44 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 6 (2026): Advances In Education Journal (Juni) Vol. 2 No. 5 (2026): Advances In Education Journal (April) Vol. 2 No. 4 (2026): Advances In Education Journal (Februari) Vol. 2 No. 3 (2025): Advances In Education Journal (Desember) Vol. 2 No. 2 (2025): Advances In Education Journal (Oktober) Vol. 2 No. 1 (2025): Advances In Education Journal (Agustus) Vol. 1 No. 6 (2025): Advances In Education Journal (Juni) Vol. 1 No. 5 (2025): Advances In Education Journal (April) Vol. 1 No. 4 (2025): Advances In Education Journal (Februari) Vol. 1 No. 3 (2024): Advances In Education Journal (Desember) Vol. 1 No. 2 (2024): Advances In Education Journal (Oktober) Vol. 1 No. 1 (2024): Advances In Education Journal (Agustus) More Issue