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Edukasi: Jurnal Pendidikan dan Pengajaran
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : https://doi.org/10.19109/hf26hz57
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Arjuna Subject : Umum - Umum
Articles 253 Documents
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The Influence of Organizational Culture and Principal Leadership on Teacher Performance Through Job Satisfaction and Job Stress in Public Senior High Schools in Jambi Province Liputo, Muhammad Arif; Suca, Akmal; Muazza, Muazza
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34261

Abstract

Teacher performance is an important indicator for assessing the effectiveness of educational management in schools, especially in efforts to improve the quality of education and ensure the sustainability of school organizational management. This study aimed to analyse the influence of organizational culture and principal leadership behavior on teacher performance, both directly and indirectly through job satisfaction and job stress as managerial mechanisms. This study employed a quantitative, explanatory survey design. The study population included all public high school teachers in Jambi Province, totalling 5,105 people, and a sample of 375 people was selected using a cluster random sampling technique. Data were collected through a structured questionnaire and analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) method. The results showed that this model has significant explanatory power. The coefficient of determination (R²) of 0.701 indicates that variations in teacher job satisfaction are largely explained by organizational culture and principal leadership behaviour, while job stress has an R² value of 0.670. Teacher performance has an R² value of 0.769, indicating that most of the variation in teacher performance is explained by organizational and psychological factors contained in the model. Organizational culture and principal leadership behaviour were found to have a significant influence on job satisfaction and job stress. Job satisfaction has a positive effect on teacher performance, while job stress has a negative effect, confirming the role of both as important mediating variables. Theoretically, this study strengthens the field of educational management by positioning organizational culture and principal leadership as strategic managerial instruments in improving teacher performance. Practically, these findings suggest that improving teacher performance requires an integrated educational management approach, including strengthening school organizational culture, instructional leadership, and the systematic management of teacher well-being.
Ethnomathematics-Based PBL and Mathematical Problem-Solving Ability: A Systematic Literature Review Simbolon, Novi Tari; Eduard, Eduard; Togatorop, Jainal B.; Wahyuni, Ratna
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32472

Abstract

This study aims to synthesize empirical evidence on the implementation of ethnomathematics-based Problem-Based Learning (PBL) in enhancing students' mathematical problem-solving ability and fostering cultural appreciation. A qualitative Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. An initial search through Google Scholar via Publish or Perish yielded 62 records, of which 15 peer-reviewed empirical studies published between 2021 and 2025 met the inclusion criteria. Data were collected using a structured extraction matrix documenting study characteristics, intervention types, participants, outcome measures, and reported statistical results, then analyzed through thematic qualitative synthesis supported by descriptive aggregation of quantitative indicators including N-Gain scores, effect sizes, and significance testing. Findings reveal consistent positive trends across all included studies. Improvements in mathematical problem-solving outcomes were universally reported, with 27% of studies indicating moderate-to-high N-Gain values and 20% reporting gains in self-efficacy or learning independence. Regarding cultural appreciation, multiple studies documented that ethnomathematics-based PBL heightened students' awareness of local cultural heritage, strengthened cultural identity, and increased engagement with indigenous mathematical practices. These sociocultural outcomes were found to reinforce rather than compete with cognitive gains. Collectively, the findings support a contextual-constructivist framework in which structured inquiry embedded in culturally relevant contexts synergistically develops both mathematical competence and cultural awareness in mathematics education.
The Influence of Reading Skills on Students’ Popular Article Writing Performance in The Medical Laboratory Technology Program Riyanti, Apriani; Ernawati, Lilis; Widodo, Nicolaus Sri; Achmadi, Achmadi; Aryani , Desi
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.33800

Abstract

This quantitative correlational study examined the relationship between reading ability and popular article writing performance among Medical Laboratory Technology undergraduates at Universitas Binawan, Jakarta. Using purposive sampling, 120 students from semesters 4–6 (GPA ≥ 2.75) participated in the study. Data were collected through a 60-item reading comprehension test measuring literal (40%), inferential (35%), and evaluative (25%) comprehension levels (Cronbach's α = .87; M = 74.6, SD = 8.2) and an analytic writing rubric assessing content, organization, language use, and audience engagement (ICC = .89; M = 76.2, SD = 7.9; maximum score = 100). Simple linear regression analysis conducted via IBM SPSS 27.0 (α = .05) revealed that reading ability significantly predicted popular article writing quality (B = 0.68, t = 9.71, p < .001), explaining 46% of variance in writing performance (R² = .46, Adjusted R² = .45, F (1,118) = 94.25, p < .001). Students with higher reading proficiency demonstrated superior writing coherence, content accuracy, and audience adaptation. These cross-sectional findings, collected in May 2025, support the integration of reading-writing pedagogy in health sciences communication training within Indonesian higher education, particularly in programs aligned with the Merdeka Belajar Kampus Merdeka curriculum framework.
AI’s Impact on Students’ Oral Presentation Skills: Indonesian Lecturers’ Pedagogical Responses Primandhika, Restu Bias; Solihati, Nani; Zulaiha, Siti
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.33809

Abstract

This study investigates lecturers’ pedagogical responses to student challenges in processing information for oral presentation skills in the era of artificial intelligence. Employing a qualitative case study design with thematic analysis, the study involved eight lecturers and 62 students from three private universities in Cimahi, Indonesia. Data were collected through in-depth interviews and Focus Group Discussions (FGDs) and analysed using Braun and Clarke’s six-phase thematic framework. The findings reveal that 1) all lecturer participants (100%) reported an erosion of students’ oral communication skills, manifested in a gap between high-quality visual artifacts and weak verbal performance, deficits in spontaneous responses, and degradation of non-verbal communication, indicating the role of artificial intelligence as a cognitive crutch, 2) lecturers responded to these challenges by diversifying pedagogical strategies, particularly through explicit AI usage policies (100%), intensified oral validation via spontaneous question-and-answer sessions (87.5%), and process-oriented assessment (75%), and 3) student responses were ambivalent, with the majority (77.4%) perceiving the new assessment approaches as fairer and more transparent, while a minority (22.6%) expressed resistance related to performance anxiety. These findings suggest that the most effective response to AI-related challenges is not the prohibition of technology, but a pedagogical redesign that prioritizes process validation, human interaction, and assessment security to maintain rigorous academic standards in Indonesian higher education.
Female Ulama and Islamic Education in Manado: Pedagogical Authority in a Muslim Minority Context Salim, Arhanuddin
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34085

Abstract

This study examines how female ulama in Manado construct and negotiate religious authority through Islamic education within a Muslim-minority and multicultural context. Using a qualitative design grounded in Interpretative Phenomenological Analysis (IPA), the study draws on in-depth interviews with seven female ulama actively engaged in community-based Islamic education in Manado, North Sulawesi. Interviews were conducted between March and July 2024 in Bahasa Indonesia, audio-recorded, transcribed verbatim, and analyzed through iterative coding, theme development, and cross-case interpretation following IPA procedures. The findings reveal that female ulama primarily exercise authority outside formal religious institutions. They construct legitimacy through sustained pedagogical engagement, moral credibility, and culturally adaptive teaching practices. Islamic teachings are transmitted largely through informal learning spaces such as majelis taklim, family-based instruction, and digital platforms. These spaces emphasize coexistence, civic ethics, and ethical modeling rather than doctrinal assertion. Religious authority in this context is therefore relational and pedagogically negotiated rather than institutionally granted. This study contributes to Islamic education scholarship by demonstrating how pedagogical authority emerges through relational teaching, ethical modeling, and cultural adaptation in Muslim-minority contexts. The findings offer practical insights for strengthening inclusive and community-responsive Islamic education.
Effectiveness of a Multimodal E-Book in Enhancing 21st Century Skills in Pancasila Education Dharma, Surya; Hodriani; Halking; Safitri, Ira
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34113

Abstract

The weakening of students' civic character is caused by the influence of globalization and the ineffectiveness of conventional learning methods in Pancasila Education. These challenges demand innovative learning media that can foster 21st-century skills while internalizing Pancasila values. This study aims to develop and test the effectiveness of Multimodal E-Books as a learning medium capable of improving students' critical thinking and collaboration skills. A mixed method with a Research and Development (R&D) approach followed by a quasi-experiment was used in this study. The e-book was tested on two groups of students, namely the experimental group and the control group, with 30 participants in each group. This study included expert validation, pre-test, post-test, normality test, homogeneity test, independent sample test, and N-Gain analysis. The results show that the Multimodal E-Book is highly valid and suitable for use. In the effectiveness test stage, the experimental group obtained an N-Gain score of 0.68, which falls into the medium-high category. Meanwhile, the control group obtained an N-Gain score of 0.32, which falls into the low-medium category. The t-test results confirm that the difference between the two groups is highly significant (sig. 0.000). This study concludes that Multimodal E-Books are effective as a transformative learning medium capable of improving critical and collaborative skills and understanding of Pancasila values among students.    
Teacher Professional Responsibility and Student Respect in Indonesian Secondary Schools: An Emotion Regulation Perspective Kasman, Apri
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34390

Abstract

Declining students’ respect toward teachers has become a growing concern in Indonesian secondary schools, particularly amid rapid social and cultural change. This study examines the relationship between students’ perceptions of teacher professional responsibility and their respectful behavior toward teachers. Using a quantitative survey design, data were collected from 300 students enrolled in vocational and general secondary schools in Indonesia. A Likert-scale questionnaire measured students’ perceptions of respectful behavior and three dimensions of teacher professional responsibility: instructional, ethical, and relational. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings indicate that 62.7% of students demonstrated moderate to low levels of respectful behavior, particularly in verbal conduct and adherence to classroom norms. Most students (68.4%) perceived teacher professional responsibility primarily in terms of instructional delivery rather than ethical guidance or relational engagement. Correlational analysis revealed a significant positive relationship between students’ perceptions of teachers’ ethical and relational responsibility and their respectful behavior (r = 0.49, p < .001). In contrast, perceptions limited to instructional competence showed a weaker association with students’ respect. These results suggest that professional responsibility defined by ethical consistency and relational engagement is more strongly associated with students’ respect than responsibility framed solely as instructional competence. The study highlights the importance of integrating ethical and relational dimensions into teacher professional development and school policy to strengthen respectful classroom interactions in Indonesian secondary education.
Participatory Management of School Principles in Building Early Childhood Education Teachers’ Professionalism: A Case Study Kresnawaty, Anita; Shofiyullah, Shofiyullah
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34410

Abstract

Early Childhood Education (PAUD) teacher professionalism plays a crucial role in improving the quality of early childhood education, while school principals, as educational leaders, determine the success of teacher development and competency enhancement. This study aims to analyze the implementation of participative management by the principal in fostering PAUD teacher professionalism at RA Al Muawanah, Tasikmalaya, using the theoretical frameworks of moral leadership (Sergiovanni), developmental supervision (Glickman), and self-efficacy (Bandura). A qualitative approach with a case study design was employed, involving one principal and four teachers as participants. Data were collected through in-depth interviews, participatory observation, and documentation, and then analyzed using data reduction, data display, and conclusion drawing techniques. Data validity was strengthened through source and method triangulation. The findings indicate that the integration of participatory planning, dialogic supervision, professional development through training and discussions, systematic performance evaluation, and motivation and rewards simultaneously enhances teacher professionalism. Teacher professionalism is most evident when the principal acts as a moral leader emphasizing ethical values, a supervisory facilitator supporting reflection and mentoring, and a provider of successful experiences that strengthen teacher self-efficacy. A supportive school culture further reinforces the effectiveness of these strategies. These findings contribute theoretically by expanding understanding of applying moral leadership, developmental supervision, and self-efficacy theories within the context of Islamic-based PAUD. Practically, this study provides guidance for school principals and policymakers in designing adaptive, value-oriented teacher development programs that sustainably enhance teacher professionalism.
The Effect of Problem-Based Learning on Critical Thinking Skills in Islamic Religious Education: A Quasi-Experimental Study in an Indonesian Vocational High School Agus Fawait; Kuratul Ayuni; Diah Kartika Sari
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.34114

Abstract

This study examined the effect of Problem-Based Learning (PBL) on students' critical thinking skills in Islamic Religious Education (IRE) at a vocational high school in Indonesia. A nonequivalent control group quasi-experimental design was employed with 66 Grade XI students at State Vocational High School 02 Bondowoso, selected through purposive sampling and divided equally into an experimental class (PBL) and a control class (conventional instruction). Data were collected using a 17-item PBL implementation scale, a 16-item critical thinking scale (both on a four-point Likert scale), and pre-test/post-test assessments. Instruments were validated using Pearson Product Moment correlation and confirmed reliable via Cronbach's Alpha (α > 0.60). Data were analyzed using an independent sample t-test and simple linear regression with IBM SPSS version 25. The t-test revealed a statistically significant difference between groups, t(64) = 2.079, p = 0.042, with the experimental group achieving a higher mean score (M = 56.18) than the control group (M = 54.15). Simple linear regression confirmed a significant predictive model, F(1, 64) = 9.481, p = 0.003, R² = 0.129, with a standardized coefficient β = −0.359. These results indicate that PBL significantly affects students' critical thinking skills in IRE; however, optimal outcomes require improvements in teacher facilitation quality and student readiness for inquiry-based learning.
L1 Interference and Pronunciation Difficulties among Pre-service EFL Teachers in Indonesia Andriani, Agis; Saeful Anwar; Sitti Syakira
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32317

Abstract

Pronunciation plays a critical role in English as a Foreign Language (EFL) learning, as it directly influences learners’ communication fluency and comprehensibility. However, in the Indonesian EFL context, many pre-service English teacher students continue to experience pronunciation difficulties, which are commonly influenced by their first language (L1), limited early exposure to English, and the complexity of English phonology. This study aimed to investigate the types of pronunciation difficulties faced by pre-service English teacher students, the influence of L1 interference on their English pronunciation, and the strategies they employ to overcome these challenges. This research combined qualitative thematic analysis and acoustic phonetic analysis, involved four pre-service English teacher students from diverse regional language backgrounds, Sundanese, Javanese, Buginese, and Ambonese Malay. Data were collected through semi-structured interviews conducted online via Zoom, and vowel formant analysis was conducted using PRAAT software to compare the participants’ vowel production with native speaker benchmarks. The data analyzed using thematic analysis framework revealed five central themes: (1) perceived pronunciation difficulties and language awareness, (2) challenges with English phonemes absent in L1, (3) the influence of L1 stress, rhythm, and intonation, (4) pronunciation learning strategies including classroom practices, and (5) motivation linked to professional identity. Additionally, motivation emerged as a significant factor in improving pronunciation. The PRAAT analysis confirmed that the participants’ L1 backgrounds strongly influenced variations in vowel production. It concludes that L1 interference significantly shapes pronunciation difficulties, while self-awareness, motivation, and active learning strategies play essential roles in mitigating these challenges.

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