Journal La Edusci

Modeling and Optimizing Strategies for Strengthening PKBM Sustainability

2026-06-08T11:45:44+07:00

This study aimed to develop strategies for strengthening the sustainability of Community Learning Centers or PKBM by examining the direct and indirect effects of servant leadership, organizational climate, Organizational Citizenship Behavior, and the effectiveness of education and training. This study employed a quantitative correlational approach involving 165 heads and tutors from 39 PKBM units in East Bogor Regency. Data were collected through a structured questionnaire and analyzed using descriptive statistics, prerequisite tests, path analysis, and SITOREM analysis. The findings showed that servant leadership, organizational climate, Organizational Citizenship Behavior, and the effectiveness of education and training had positive direct effects on PKBM sustainability. Servant leadership and organizational climate also had indirect effects on PKBM sustainability through Organizational Citizenship Behavior and the effectiveness of education and training. The SITOREM analysis identified several indicators requiring priority improvement, including conceptualization, forward looking orientation, satisfaction with activities, meeting community needs, development and empowerment, availability of teaching staff, PKBM development, and work mechanisms. These findings indicate that PKBM sustainability is shaped not only by leadership and organizational conditions, but also by voluntary work behavior and continuous human resource development. The study recommends strengthening servant leadership, improving organizational climate, enhancing tutors’ extra role behavior, and designing more relevant education and training programs to support the long term sustainability of PKBM.

Development of Interactive Digital Modules Based on Local Wisdom of Gandrung Lombok Dance on Plane Figures Material

2026-06-08T13:04:48+07:00

Integrating cultural contexts into mathematics learning has increasingly been recognized as an effective strategy to enhance students’ conceptual understanding and engagement. However, the incorporation of local cultural resources into digital learning media remains limited, particularly in mathematics education. This study aims to develop an interactive digital learning module based on the local wisdom of the Gandrung Lombok dance to support the teaching of plane geometry concepts. The research employed a Research and Development approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study involved 32 third-semester students of the Primary School Teacher Education Program at Universitas Islam Negeri Mataram. Data were collected using expert validation sheets and user response questionnaires and were analyzed using quantitative descriptive analysis through percentage calculations. The results indicate that the developed module is highly feasible for instructional use. Expert validation of the learning material reached 95.83%, while media validation achieved 92.86%, both categorized as highly feasible. Lecturer response reached 95.25%, while student response reached 98.50%, indicating a very high level of user acceptance. These findings demonstrate that integrating cultural elements from the Gandrung Lombok dance into a digital learning module has strong pedagogical potential to support plane geometry learning while providing a culturally relevant and contextual learning experience.

The Role of the Subulussalam City Community Care Movement in Instilling Islamic Educational Values among First-Time Voters

2026-06-19T15:39:27+07:00

The increasing number of first-time voters presents both opportunities and challenges for local democracy, particularly in Muslim-majority societies. First-time voters are often vulnerable to unethical political practices due to limited experience and political literacy. This study examines the role of the Gerakan Masyarakat Peduli Kota Subulussalam (GEMAPKOS) in internalizing Islamic educational values among first-time voters in Subulussalam City, Indonesia. Employing a qualitative case study approach, data were collected through in-depth interviews, participant observation, and document analysis involving community leaders, educators, youth participants, and organizational actors. The findings reveal that GEMAPKOS systematically instills core Islamic values such as aqidah, ibadah, akhlak, amanah, shidiq, fathanah, ukhuwah, and responsibility through structured mechanisms, including habituation, role modeling, dialogic learning, social engagement, and formal codification. These processes contribute to the formation of an Islamic political habitus characterized by honesty, critical awareness, discipline, and ethical responsibility in political participation. The study highlights the strategic role of local civil society organizations in bridging Islamic moral education and democratic practice, offering an empirically grounded model for strengthening ethical political participation among first-time voters.

Islamic Counseling and Educational Integration: A Holistic Model from Indonesian Pesantren

2026-06-19T15:39:26+07:00

The dominance of Western-centric paradigms in mental health and educational counseling has often marginalized spiritual and communal dimensions that are essential to non-Western societies. This study aims to examine the integration of Islamic counseling and education within the unique educational ecosystem of Indonesian pesantren, focusing on three modern institutions: Darul Arafah Raya, Nurul Hikmah An-Nahdly, and Darul Ihsan in North Sumatra. Employing a qualitative multiple case study design, data were collected through in-depth interviews, participant observation, and document analysis to explore how counseling is embedded within educational practices. The findings reveal that Islamic counseling is not implemented as a separate service but is systematically integrated into the educational process, encompassing classroom learning, dormitory life, and religious activities. This integration fosters a holistic model of student development that combines spiritual, emotional, and social dimensions. Core values such as sabr (patience), tawakkal (reliance on God), and muhasabah (self-reflection) function as pedagogical tools for emotional regulation and character formation, continuously reinforced through structured programs and daily interactions. The effectiveness of this model is further supported by institutional synergy among kyai, teachers, counselors, and dormitory supervisors, creating a comprehensive and collaborative educational environment. Unlike conventional Western approaches that tend to separate counseling from instructional processes, this model represents a proactive and value-driven framework that integrates counseling into the core of educational practice. The study concludes that the integration of Islamic counseling and education offers a culturally responsive and sustainable approach to holistic student development, contributing to the broader discourse on decolonizing educational and counseling practices.

Implementation of TPACK-Integrated Problem-Based Learning to Improve Students' Higher-Order Thinking Skills on Newton's Laws

2026-06-19T15:39:24+07:00

The low Higher Order Thinking Skills of Indonesian students in Physics lessons encouraged the conduct of this quasi experimental research to investigate the influence of the problem based learning model integrated with technological pedagogical content knowledge on newton's law material. Involving 65 MAN 1 Jambi City students divided into three groups, the results of the kruskal wallis test showed a significant difference (p=0.000) with the technological pedagogical content knowledge integrated problem based learning experimental group achieving the highest average score (90.45) compared to the problem based learning group alone (81.36) and control (75.91). The integration of technologies such as PhET simulation and google sites has been proven to be significantly more effective in improving students' evaluation and creation skills. This study concludes that the combination of problem-based pedagogy with technological proficiency is the main key in transforming learning from memorization into critical and creative self discovery to face the digital era.

Implementation of Academic Cultural Values in Student Campus Life: A Study

2026-06-23T10:15:50+07:00

This study examines the implementation of academic cultural values in student campus life at the State Islamic Institute (IAIN) Takengon, Aceh Tengah, Indonesia. Academic culture plays an important role in shaping students’ attitudes, behaviors, and intellectual development within higher education institutions. This research aims to analyze how academic norms, academic activities, and academic works are implemented among students in order to create a productive academic environment. The study employed a qualitative research design with a phenomenological approach. Data were collected through in-depth interviews, non-participant observations, and document analysis involving university leaders, faculty members, and students. The data were analyzed using the interactive model of Miles and Huberman, which includes data condensation, data display, and conclusion drawing. The findings reveal that the implementation of academic culture at IAIN Takengon is carried out through several strategies, including the socialization of academic regulations through student orientation programs, the role modeling of academic behavior by lecturers and university leaders, and the integration of academic norms in daily learning activities. In addition, the development of academic literacy, the ethical use of digital technology and social media, and the promotion of academic activities such as seminars, workshops, research collaboration, and student organizational involvement contribute to strengthening academic culture among students. Institutional support, adequate academic facilities, and active participation of lecturers and students were identified as key factors supporting the development of academic culture, although challenges related to student motivation and engagement remain.

Development of the KALISAD Application to Improve Structured Sentence Writing Skills among Deaf Students

2026-06-24T11:32:09+07:00

Children with hearing impairments often experience barriers in accessing language, which affects their mastery of grammar and sentence structure. These limitations make it difficult for deaf students to construct sentences according to Subject, Predicate, Object, and Complement/Adverbial (SPOK) patterns. In addition, conventional learning methods often reduce students’ interest and make it difficult for them to understand sentence structure properly. Therefore, digital learning media are needed to support visual-based learning that suits the characteristics of deaf students. This study aimed to develop the KALISAD application to improve structured sentence writing skills among deaf students and to facilitate a more interactive, attractive, and understandable learning process. This research employed a research and development (R&D) design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The study used a pretest-posttest approach with quantitative data analysis. The subjects were eight deaf students at the senior high school level of SLB A. Data were collected through observation, interviews, tests, expert validation sheets, and practicality questionnaires. The validation results showed that the KALISAD application was very valid and feasible for use. The instrument validation reached 94.59%, material expert validation 93.18%, media expert validation 94.38%, and deaf education expert validation 96.88%. The practicality score was 88.89%, indicating that the application was practical to use. The effectiveness test using the N-Gain formula showed an average score of 0.42, categorized as moderate. These findings indicate that the KALISAD application is effective, practical, interactive, and appropriate for improving structured sentence writing skills among deaf students.

Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Future Learning

2026-06-25T14:09:11+07:00

The development of Artificial Intelligence (AI) has significantly influenced educational transformation by supporting more adaptive, flexible, interactive, and personalized learning. This study aims to analyze the utilization of AI in education, identify its opportunities and challenges, and explain its implications for future learning. This research employed a qualitative approach with a library research design. Data were obtained from scientific journal articles, books, book chapters, proceedings, and relevant academic sources discussing AI in education. The selected literature was mainly focused on recent publications and was analyzed using qualitative descriptive analysis through data reduction, data presentation, and conclusion drawing. Source triangulation was applied to strengthen the credibility of the findings. The results show that AI is utilized in education through adaptive learning systems, intelligent tutoring systems, educational chatbots, automated assessment, learning analytics, and interactive digital media. AI provides opportunities to support personalized learning, improve learning efficiency, expand access to education, strengthen digital literacy, and develop 21st-century skills. However, its implementation also faces challenges, including limited technological infrastructure, low teacher digital competence, digital inequality, academic ethics issues, data privacy concerns, technology dependence, and reduced social interaction. The study also indicates that AI changes the roles of teachers and students, where teachers are increasingly positioned as facilitators, mentors, learning designers, and ethical guides, while students are encouraged to become more independent, critical, and digitally literate learners. Therefore, AI should be integrated into education as a supporting tool that strengthens, rather than replaces, human-centered learning. Its implementation requires adequate infrastructure, continuous teacher training, ethical regulation, and responsible digital literacy development.

The Effect of Climate Change Literacy on Pro-Environmental Behavior Intention of Teachers

2026-06-26T14:00:49+07:00

Climate change poses significant environmental and social risks, particularly in developing countries such as Indonesia. Education plays a strategic role in strengthening climate awareness and encouraging pro-environmental behavior, with teachers serving as key agents in shaping students’ knowledge, attitudes, and daily practices. This study examined the relationship between climate change literacy and pro-environmental behavior intention among teachers at the Al-Ashriyyah Nurul Iman Islamic Boarding School Foundation in Bogor. A quantitative cross-sectional survey design was employed involving 120 active teachers from elementary, junior high, and senior high school levels. Climate change literacy was measured through three dimensions: knowledge of causes, knowledge of impacts, and knowledge of actions/mitigation, while pro-environmental behavior intention was measured through items related to energy saving, water conservation, waste management, paper reduction, and recycling practices. Data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The findings show that teachers demonstrated stronger agreement with direct causes of climate change, locally perceived impacts, and low-cost mitigation actions. Correlation analysis indicated that all dimensions of climate change literacy were positively associated with pro-environmental behavior intention, with knowledge of actions/mitigation showing the strongest relationship, followed by knowledge of impacts and knowledge of causes. Regression analysis further showed that knowledge of actions/mitigation and knowledge of impacts significantly predicted pro-environmental behavior intention, while knowledge of causes was not a significant predictor when the other dimensions were included in the model. These findings suggest that climate change education for teachers should move beyond scientific explanations of causes and emphasize contextual impacts and applicable mitigation practices.

Linguistic Microaggressions in Indigenous Educational Community Environments: A Pragmatic Study of Language Use

2026-06-29T10:14:08+07:00

Linguistic microaggression is a subtle form of discriminatory communication that frequently occurs in multicultural educational interactions and may affect social relationships, cultural identity, and language practices within indigenous communities. This study aimed to examine the forms and levels of linguistic microaggression in indigenous community environments and to analyze the relationship between indigenous educational environments and pragmatic language politeness. An explanatory sequential mixed methods design was employed. Quantitative data were collected from 30 participants representing native-speaking communities, religious education communities, and migrant communities in Kerinci and Sungai Penuh through a structured questionnaire. The data were analyzed using descriptive statistics, the Kruskal–Wallis test, and Spearman rank correlation. Qualitative data were obtained through in-depth interviews, conversational observations, and naturalistic recordings and analyzed using thematic analysis. The quantitative findings revealed significant differences in pragmatic language politeness among the three community groups (χ² = 29.000, p < 0.001). A strong positive relationship was found between intercultural and ethnolinguistic engagement and pragmatic language politeness (ρ = 0.866, p < 0.001), while linguistic microaggression dimensions showed moderate negative correlations with pragmatic language politeness (ρ = −0.500, p < 0.05). Qualitative findings identified recurring patterns of microinsult, microinvalidation, and microassault, alongside mitigation, face-saving, and intercultural adaptation strategies used to maintain social harmony. The study concludes that linguistic microaggression is closely associated with sociocultural values, identity negotiation, and power relations, while indigenous education contributes to the development of pragmatic sensitivity and culturally respectful communication.

Contextual Teaching Materials Development and Its Impact on Science Learning Outcomes

2026-06-30T14:16:17+07:00

This study aimed to develop contextual-based science teaching materials on the topic of pressure and to evaluate their validity, practicality, and effectiveness in improving students’ science learning outcomes at YHS Christian Junior High School Makassar. The study employed a Research and Development (R&D) approach using the 4-D model, consisting of the Define, Design, Develop, and Disseminate stages. The effectiveness of the developed teaching materials was examined using a quasi-experimental design involving an experimental group and a control group. The field testing involved 30 Grade IX students, consisting of 16 students in the experimental group and 14 students in the control group. Data were collected using expert validation sheets, teacher practicality questionnaires, and students’ learning achievement tests. The validation results indicated that the developed teaching materials achieved an average Aiken’s V coefficient of 0.90, indicating high validity. The practitioners’ evaluation yielded an average practicality score of 92.91%, categorizing the teaching materials as very practical. The effectiveness analysis showed that students who learned using contextual-based teaching materials achieved higher learning outcomes than those who learned using conventional teaching materials. The Independent Samples t-test revealed a calculated t-value of 6.15, which exceeded the critical t-value of 1.40 at the 5% significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the developed contextual-based science teaching materials are valid, practical, and effective in improving junior high school students’ science learning outcomes.

The Mediating Role of Organizational Culture in the Relationship between Work Motivation, Professional Responsibility, and Teacher Performance

2026-07-05T11:15:07+07:00

This study examines the mediating role of organizational culture in the relationship between work motivation, professional responsibility, and teacher performance among 165 public junior high school teachers in Kota Kisaran, Indonesia. Using path analysis, the research tested direct and indirect effects within a structural model based on organizational behavior theory. Results revealed that organizational culture significantly mediates the influence of both work motivation and professional responsibility on teacher performance, transmitting 42.4% of each variable's total effect. While all three predictors demonstrated significant direct effects on performance, organizational culture emerged as the strongest predictor (β = 0.561, p < 0.001), explaining 47.4% of performance variance. The simultaneous model achieved robust explanatory power (R² = 0.484, F = 50.295, p < 0.001) with perfect model fit (Q = 1.00). These findings demonstrate that teacher performance results from synergistic interactions between individual characteristics and organizational contexts rather than isolated factors. The study contributes to educational management literature by empirically validating culture as a critical transmission mechanism linking motivation and accountability to professional outcomes. Implications suggest that school leaders should prioritize integrated interventions addressing motivation, responsibility, and culture simultaneously rather than fragmented approaches to enhance teaching quality effectively.

Improving Female Students' Descriptive Writing Skills Through the Microselection Learning Strategy: A Classroom Action Research Study

2026-07-15T12:00:50+07:00

Writing in English as a Foreign Language (EFL) represents one of the most demanding competencies for Indonesian junior high school students, particularly those enrolled in Islamic boarding schools (pesantren) where instructional time is constrained by dual academic and religious curricula. This study examined the effectiveness of the Microselection Learning Strategy in improving descriptive text writing skills among ninth-grade female students at Khoirotul Usroh Islamic Boarding School, Stabat, Langkat Regency, North Sumatra, Indonesia. A Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model was employed across two cycles over five weeks, involving all 36 female students as participants through a saturated sampling technique. Data were collected using pre-tests and post-tests evaluated with a five-dimension rubric (title, identification, description, vocabulary, and closing), supplemented by observation sheets, semi-structured interviews, questionnaires, and documentation. Quantitative data were analyzed using descriptive percentage statistics; qualitative data followed Miles and Huberman's reduction–display–conclusion framework. Results showed a dramatic improvement in classical mastery: from 13.89% in the pre-test to 50.00% after Cycle I, and reaching 100.00% at the conclusion of Cycle II. The class mean score rose from approximately 46.9 to 87.1 points. Qualitative findings corroborated these gains, documenting improvements in vocabulary selection, sentence cohesion, paragraph organisation, and student confidence. The Microselection strategy proved highly effective as a scaffolded, cognitive-theory-grounded approach to EFL writing instruction in a boarding school context.

Trauma-Informed Practices in Early Childhood Education: Supporting Emotional Recovery and Classroom Reintegration After Disaster

2026-07-15T15:51:30+07:00

Disasters disrupt not only children’s psychological security but also the stability of early learning environments. In early childhood education settings, post-disaster trauma may directly affect emotional regulation, classroom participation, and learning engagement. This study aimed to examine manifestations of trauma among children aged 3–6 years in a post-disaster context and to analyze how classroom-based psychosocial interventions support emotional stabilization and educational reintegration. A descriptive qualitative design was employed in a kindergarten functioning as a child-friendly psychosocial support setting. Data were collected through participatory classroom observation, semi-structured interviews with caregivers and educators, and children’s expressive activities, including drawing and symbolic play. Thematic analysis was conducted to identify patterns of trauma expression and changes in learning engagement. Findings indicate that trauma was primarily expressed through non-verbal behaviors, including regression, separation anxiety, sleep disturbances, hyperarousal, and reduced attention span, which interfered with structured classroom participation. Play-based and expressive strategies integrated into daily routines facilitated emotional regulation, peer interaction, and gradual re-engagement in learning activities. Recovery was most effective when family involvement and consistent caregiver–teacher collaboration supported classroom routines. The study highlights the importance of trauma-informed, developmentally appropriate practices embedded within early childhood education settings to promote both psychological recovery and educational continuity in post-disaster contexts.

The Effect of a Motivation-Based STAD Learning Model on Students’ Academic Achievement in Mathematics and Science

2026-07-15T15:54:07+07:00

This study examined the effectiveness of a motivation-based Student Teams Achievement Division (STAD) learning model on junior high school students' academic achievement in mathematics and science in Banten Province, Indonesia. Employing a quasi-experimental non-equivalent control group design, 750 students were purposively selected through stratified cluster sampling and assigned to experimental (n = 375) and control (n = 375) groups. The experimental group received the motivation-enhanced STAD intervention, while the control group experienced conventional instruction. Data were collected using validated achievement tests and a learning motivation questionnaire, then analyzed through Multivariate Analysis of Covariance (MANCOVA), controlling for pretest scores, prior GPA, socioeconomic status, and age. Results revealed a statistically significant multivariate difference between groups for combined mathematics and science posttest scores (Wilks' Λ, p < 0.001). Univariate ANCOVA further indicated that the experimental group significantly outperformed the control group in mathematics (F(1,743) = 905.38, p < 0.001, η² = 0.549) and science (F(1,743) = 684.56, p < 0.001, η² = 0.479), with large effect sizes. These findings demonstrate that integrating motivational scaffolds such as autonomy support, competence feedback, and positive interdependence within cooperative learning structures substantially enhances both cognitive achievement and affective engagement. The study concludes that the motivation-based STAD model represents a scalable, equity-promoting pedagogical innovation suitable for improving STEM education outcomes in diverse secondary school contexts.

Production of the English Voiceless Labiodental Fricative /f/ by Sundanese EFL Student Teachers: A Case Study

2026-07-16T11:12:09+07:00

The production of English consonants can be challenging for EFL learners, particularly when the target sounds are absent or have limited use in their first language. This study investigated the production and substitution patterns of the English voiceless labiodental fricative /f/ among Sundanese EFL student teachers in Banten. A qualitative case study design supported by descriptive frequency analysis was employed. The participants were 12 undergraduate English Education students aged 20–21 years who regularly used Sundanese in daily communication and had completed pronunciation and phonetics courses. Data were collected through two oral-reading recording sessions using 30 isolated words and 22 sentences containing English labiodental fricatives. The analysis focused on 78 occurrences of /f/ in initial, medial, and final word positions. The recordings were transcribed using the International Phonetic Alphabet, classified according to their phonetic realizations and phonological environments, and validated by two expert raters. The findings showed that /f/ was substituted with the voiceless bilabial stop [p], voiced labiodental fricative [v], voiced velar stop [g], and voiceless velar stop [k]. The substitution of /f/ with [p] was the most frequently identified pattern. These substitutions occurred across different word positions and were influenced by surrounding sounds and orthographic forms, particularly words containing <ph> and <gh>. The findings highlight the need for explicit pronunciation instruction focusing on articulatory features, phonological environments, and English sound–spelling relationships.