Journal La Edusci

Religious Moderation as a Negotiation Process: Implementation of the Policy on the Right to Learn Islamic Religious Education for Muslim Students

Sanusi Sanusi, Ihsan Ihsan — Fri, 08 May 2026 11:03:41 +0700

This study examines the implementation and negotiation process of the Islamic Religious Education (ISE) right-to-learn policy in Christian-based schools with a majority of Muslim students, through a case study of SMK Kristen Nusantara Kudus. Religious moderation is understood as a dynamic social process, shaped through the interaction of daily practices, symbolic constructions, and power relations within the school environment. The study used a qualitative approach with a case study design through in-depth interviews, observations, and document analysis with the principal, Islamic Religious Education (ISE) teachers, and Muslim students. The results show that the implementation of Islamic Religious Education (ISE) not only represents administrative compliance with regulations but also serves as an institutional strategy for managing diversity while maintaining institutional identity. Interview data revealed that formally the school has fulfilled institutional justice by providing Muslim teachers, worship facilities, and learning arrangements. However, at the practical level, all participants revealed that at the beginning of each lesson, and in every formal activity such as prayer ceremonies, there are two prayers, one in Islamic and one in Christian, indicating the existence of symbolic and emotional boundaries in social interactions. Islamic Religious Education (ISE) teachers also negotiate pedagogical practices of caution in delivering material, by avoiding sensitive and potentially conflict-inducing material. This includes students' self-discipline during Christian prayer, as well as their feelings of gradually becoming accustomed to the presence of symbols of Christian identity.

Pedagogy, Personality, and Proficiency: Disentangling the Effects of Character-Creativity Instruction and Instructor Qualifications on Student Achievement in Program Design Methodology

Hardjito S. Darmojo, Partono Siswosuharjo, M Adila Rossa, Al-Bahra, Abdul Qohar — Fri, 08 May 2026 12:13:53 +0700

This research advances a more integrative model of programming education. It challenges the enduring myth that programming is solely a “hard skill” domain governed by innate logic, and instead positions it as a socio-cognitive-ethical practice shaped by how and by whom it is taught. This study employs a quasi-experimental, non-equivalent control group design with pretest–posttest measurements to examine the independent and interactive effects of two key predictors Character-Creativity Instruction (CCI) and instructor qualifications on student achievement in a foundational Program Design Methodology course. The finding that mathematical-logical ability explains only 22.3% of variance in programming achievement; Our moderation analysis reveals a crucial insight: pedagogical innovation is not self-actualizing. CCI’s efficacy is contingent upon the instructor’s capacity to enact it meaningfully; The large effect sizes observed in higher-order competencies such as algorithmic design and problem decomposition challenge the artificial dichotomy between “hard” technical skills and “soft” human attributes; Practically, our findings advocate for a dual investment strategy that is curriculum reform and Faculty development. The conclusion is these findings dismantle the persistent “math myth” in computing education and reframe programming as a socio-cognitive-ethical practice where character, creativity, and teaching quality are not peripheral “soft skills,” but core determinants of technical mastery

Reconstruction of Ethnopedagogy: The Implementation of Teaching Materials Based on the Local Wisdom of the Talang Mamak Tribe in Enhancing Students’ Morality and Ethics

Yelvia Septi Mayenti, Kama Abdul Hakam, Elly Malihah, Mupid Mupid — Fri, 08 May 2026 13:39:15 +0700

This study aims to analyze the process and outcomes of implementing character education teaching materials that integrate the local wisdom of the Talang Mamak Tribe (STM) in order to mitigate moral degradation among adolescents. The research adopts a Mixed Methods approach with an Exploratory Sequential design, integrating qualitative ethnographic exploration and quantitative quasi-experimental testing. The qualitative phase involved participatory observation and in-depth interviews with key community informants, focusing on fundamental rituals such as Begawai, Bulian, and death ceremonies to extract core ethical values. These values were reconstructed into teaching materials that combine the philosophy of Alam Takambang Jadi Guru with the National Curriculum, bridging traditional wisdom and contemporary educational relevance. The quantitative phase tested the effectiveness of the teaching materials using a quasi-experimental design with a nonequivalent control group. Data analysis employing paired and independent sample t-tests, as well as N-gain calculations, revealed statistically significant improvements in moral self-efficacy and ethical behavior. The experimental group achieved an N-gain score of 0.6257 (high category) and 100% completeness above the Minimum Competency Criteria (KKM 75), indicating strong cognitive and affective internalization of local values. Findings suggest that ethnopedagogical teaching materials serve as an effective instrument for pattern maintenance (latency), internal boundary management, and value deformalization, allowing students to navigate ethical challenges in modern and digital contexts while remaining rooted in cultural identity. The study confirms that integrating local wisdom into formal education is not merely a cultural preservation effort but a forward-looking strategy for character formation, moral resilience, and social cohesion.

Digital Community Synergy: Integrating Parents and Teachers to Build Children's Character and Language Skills

Arozatulo Bawamenewi, Arisman Telaumbanua, Riana Riana — Fri, 08 May 2026 14:06:25 +0700

This study examines a community-based digital education synergy model that integrates parents, teachers, and community support to strengthen children’s character and language skills in Gunungsitoli City. Focusing on listening, speaking, reading, and writing, the research employed a mixed-methods design with a dominant qualitative descriptive approach. Data were collected through observation, in-depth interviews, questionnaires, documentation, and a short micro-intervention involving technology-assisted language tasks. Participants included teachers, parents, students, and community informants from two elementary schools in rural settings with limited internet access, device availability, and varying levels of digital literacy. The findings show that children’s language development in the digital era is influenced not merely by technology use, but by the quality, consistency, and direction of adult guidance. Descriptive results indicate strong performance in gadget supervision (mean 3.58), literacy support (mean 3.57), and content mentoring and communication (mean 3.44), while parent-school collaboration showed the lowest score (mean 3.26), indicating the need for stronger two-way communication. The study formulates the 3P Cycle model Planning, Mentoring, and Assessment supported by four pillars: home-school communication, content curation and gadget governance, meaningful language practice, and community support. Girls tended to show stronger verbal expression and interpersonal communication, suggesting the importance of gender-sensitive mentoring strategies. The study concludes that technology becomes educationally effective when used wisely, consistently, and collaboratively. Strengthening home-school-community partnerships can foster children’s language competence, prosocial behavior, digital ethics, and safer learning ecosystems in the digital era. Practical recommendations include digital parenting training, reflective feedback journals, and community literacy spaces for sustained support.

User Acceptance of Assistive Electric Motorcycles for Physical Disabilities: An Analysis of the Technology Acceptance Model in the Context of Special Education

Asrorul Mais, Lailil Aflahkul Yaum — Fri, 08 May 2026 14:39:34 +0700

This study aims to analyze user acceptance of assistive electric reverse trike motorcycles for individuals with physical disabilities within the context of Special Education in Higher Education using the Technology Acceptance Model (TAM) approach. This research employed a descriptive qualitative method with interview and observation techniques involving 16 informants consisting of users, lecturers, technicians, and members of the disability community. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that perceived usefulness and perceived ease of use have a positive influence on attitudes toward use and the actual use of the assistive motorcycle. This vehicle is proven to enhance campus accessibility, learning independence, and academic participation of students with physical disabilities. However, acceptance is also influenced by external factors such as family support, university policies, and infrastructure. This study confirms that assistive mobility technology plays a crucial role in realizing inclusive higher education

The Influence of Leadership Behavior, Quality of Work Life and Work Motivation on the Performance of Lecturers

Rusydi Ananda, Farida Isnaini, Muhammad Rifai — Fri, 08 May 2026 15:08:17 +0700

This study examines the effects of leadership behavior, quality of work life, and work motivation on lecturer performance at IAIN Takengon. Using a quantitative ex post facto research design, data were collected from 97 lecturers through structured questionnaires and analyzed using descriptive statistics, correlation analysis, and path analysis. The results indicate that leadership behavior and quality of work life have significant direct effects on both work motivation and lecturer performance. Work motivation emerges as the strongest predictor of lecturer performance and also functions as a significant mediating variable in the relationships between leadership behavior and performance, as well as between quality of work life and performance. The simultaneous analysis shows that leadership behavior, quality of work life, and work motivation jointly explain a substantial proportion of the variance in lecturer performance. These findings highlight the importance of effective leadership practices, supportive working conditions, and sustained motivation in enhancing lecturer performance in higher education institutions. The study contributes to the existing literature by providing empirical evidence of an integrated model that explains lecturer performance through the interaction of organizational and psychological factors within the context of Islamic higher education

Lesson Study-Based Collaborative Mathematics Learning Model in Higher Education

Orisa Capriyanti, Arista Khairunnisa, Dina Yulita, Tia Amelia — Mon, 11 May 2026 15:36:55 +0700

This study examines the implementation of a Lesson Study based collaborative mathematics learning model and its contribution to student learning outcomes, learning activities, and lecturers’ pedagogical development in higher education. The study employed a mixed methods approach with an embedded design, integrating quantitative data from pretest, posttest, and learning activity observations with qualitative data from classroom observations, lecturer reflections, peer lecturer feedback, and learning documentation. The research was conducted in the Islamic Economics Study Program at STIES Nahdlatul Ulama Bengkulu, involving 28 students enrolled in the Economic Mathematics course, one course lecturer, and peer lecturers participating in the Lesson Study team. The intervention was implemented through three Lesson Study cycles consisting of planning, implementation, and reflection. The quantitative findings show that students’ overall mathematics learning outcomes increased from a pretest mean score of 58.00 to a posttest mean score of 77.50, with improvements observed across conceptual understanding, formula application, problem solving, mathematical reasoning, and contextual connection with Islamic economics. The highest gain was found in students’ ability to connect mathematical concepts with Islamic economics contexts. Qualitative findings further revealed that Lesson Study supported more reflective, adaptive, and student centered teaching practices through collaborative planning, classroom observation, and post lesson reflection. These findings suggest that integrating Lesson Study with collaborative mathematics learning can provide a meaningful instructional model for non mathematics students in Islamic higher education, especially when mathematical concepts are connected to relevant disciplinary contexts.

Development of Learning Module of Lampung Ship ornament for Students

Ismayan Dwiprayoga, I Ketut Sunarya — Tue, 12 May 2026 11:26:31 +0700

The aim of this study was to determine the understanding of vocational students using the learning module of Lampung ship ornaments. This research uses the development method or Research and Development adopted from Borg and Gall. The stages of this research include needs analysis, planning, initial product development, initial field test, revision of test results, main product field test, product revision, results of learning modules. The subjects in this study were vocational students totaling 28 students consisting of 7 students for the limited feasibility test, and 21 students for the field trial. The data were collected through validation sheets, creativity questionnaires, and learning outcomes. The results of this study are as follows. (1) The learning module of Lampung ship ornaments is declared feasible to improve understanding for vocational students. (2) The learning module on Lampung ship ornaments can improve students' understanding with very good criteria. This shows that the Lampung ship ornament learning module can improve understanding and learning outcomes for vocational students.

Developing Cirebon Local History Teaching Materials to Increase Historical Awareness of High School Students

Candra Permana, Didin Saripudin, Nana Supriatna, Leli Yulifar — Wed, 13 May 2026 14:20:00 +0700

This research is motivated by the lack of local history content of the Cirebon Sultanate in history textbooks used at the high school level. This research aims to: (1) identify Cirebon local history teaching materials that can be integrated into high school history learning in Cirebon City; (2) formulate an initial design for Cirebon local history teaching materials; (3) develop Cirebon local history teaching materials; and (4) implement these teaching materials to increase students' historical awareness and local wisdom. This research uses the 10-step research and development method of the Borg and Gall model. The effectiveness test was conducted through a quasi-experimental method by comparing the experimental class and the control class. The results of the study indicate that the integration of local history material of the Cirebon Sultanate in high school history learning is important. The developed teaching materials have been shown to have a positive effect on increasing students' historical awareness and local wisdom in the experimental class compared to the control class. This study concludes that the Cirebon Sultanate local history teaching materials are effective for use as Cirebon local history teaching materials in high school.

Modernization of Islamic Education in Indonesia: An Analysis of Malik Fadjar's Thoughts

Fawziyah Tansyah Siregar, Rusydi Ananda, Ali Imran Sinaga — Thu, 21 May 2026 15:58:17 +0700

This study examines the modernization of Islamic education in Indonesia through an analysis of the educational thought of Malik Fadjar. Employing a qualitative approach with a figure-based study design, the research explores Malik Fadjar’s ideas and practical contributions to educational reform, particularly in the areas of human resource development, curriculum modernization, and institutional governance. Data were collected through in-depth interviews, observation, and documentary analysis, and analyzed using thematic content analysis. The findings reveal that Malik Fadjar conceptualized modernization as a holistic and integrative process aimed at overcoming the dichotomy between religious and general knowledge while preserving Islamic values. His reform agenda emphasizes ethical leadership, teacher professionalism, curriculum integration, and participatory governance as key pillars of sustainable educational development. The study further demonstrates that Malik Fadjar’s ideas remain highly relevant in addressing contemporary challenges faced by Islamic education, including globalization, technological change, and institutional competitiveness. This research contributes to the discourse on Islamic education reform by highlighting a value-based modernization model that harmonizes tradition and modernity within the Indonesian educational context.

Improving the Ability of Deaf Students to Construct Subject, Predicate, Object, and Adverb Sentences Using Wordwall Media

Rimi Kalteza, Suparno Suparno — Fri, 22 May 2026 12:30:22 +0700

This study aims to improve the ability of deaf students to construct simple sentences using the Subject, Predicate, Object, and Adverb pattern through Wordwall media. The study was conducted with 10th grade deaf students at a State Special Needs School in Dumai City. This research employed Classroom Action Research using the Kemmis and McTaggart model, which consisted of planning, action, observation, and reflection stages. The research was implemented in three cycles. Data were collected through sentence construction tests, observation sheets, and documentation. The data were analyzed using qualitative and quantitative descriptive techniques by comparing students’ learning progress from the pre action stage to each cycle. The findings showed a gradual improvement in students’ ability to identify sentence elements and construct SPOK sentences. The average score increased from 20 in the pre action stage to 30 in Cycle I, then reached 70 in Cycle II, and improved further to 90 in Cycle III. The number of students who achieved the predetermined Learning Objective Criteria also increased from three students in Cycle I to six students in Cycle II and all nine students in Cycle III. These findings indicate that Wordwall media supported a more visual, interactive, and structured learning process for deaf students. The use of Wordwall helped students recognize sentence elements, arrange words into correct SPOK patterns, and construct simple sentences more accurately. Therefore, Wordwall media can be considered an effective learning medium for improving SPOK sentence construction skills among deaf students.

The Dialectics of Aesthetics and Philosophy in Tandang Mendet Dance: Analysis and Its Implications for Cultural Education

Rifki Ayu Rosmita, Reni Anggraeni, Yuni Iriani Suganda Putri — Fri, 22 May 2026 00:00:00 +0700

This study examines the relationship between aesthetic structures and philosophical meanings in Tandang Mendet Dance as a cultural practice of the Sasak community. Departing from the prevalent tendency to separate aesthetics from meaning in traditional art studies, this research employs an interpretive qualitative approach, integrating semiotic analysis, symbolic anthropology, and the sociology of art. Data were collected through observation, interviews, and documentation of Tandang Mendet performances at the Sembalun Mountain Festival 2025. The findings reveal that the aesthetic structure comprising repetitive movement patterns, collective synchronization, the use of properties, and musical rhythm functions as an operational system in the articulation of values. The philosophy of Lombok Mirah Sasak Adi, particularly the value of honesty, is not verbally represented but is internalized through consistent and coordinated performative practices. The analysis demonstrates a dialectical relationship between aesthetics and philosophy, in which form not only represents meaning but also produces and reproduces it within a dynamic social context. The study further highlights that traditional arts can function as an experiential medium of cultural education, while simultaneously confronting challenges of commodification and the transformation of meaning in the context of globalization.

The Role of Educational Policy in Mitigating Cyberbullying and Its Impact on Students’ Cognitive Development

Kadi Sukarna, Ika Nurwulandari, Zainal Arifin — Fri, 29 May 2026 15:16:52 +0700

The rapid development of information and communication technology has significantly transformed students’ social interactions, particularly through digital platforms, which has also increased the risk of cyberbullying. This study aims to examine the role of educational policy in mitigating cyberbullying and its impact on students’ cognitive development. A quantitative approach with an ex post facto design was employed, involving elementary school students as research participants. Data were collected using Likert-scale questionnaires measuring educational policy implementation, cyberbullying experiences, and cognitive development, and were analyzed using descriptive statistics, multiple regression, and path analysis.The findings indicate that educational policy has a significant negative effect on cyberbullying, suggesting that better policy implementation contributes to reducing cyberbullying incidents. Furthermore, cyberbullying has a significant negative impact on students’ cognitive development, particularly in terms of concentration, critical thinking, and problem-solving abilities. The mediation analysis reveals that cyberbullying acts as an intervening variable in the relationship between educational policy and cognitive development. This means that educational policy not only has a direct influence on cognitive outcomes but also indirectly affects them through the reduction of cyberbullying.These results highlight the importance of strengthening educational policies that integrate digital literacy, character education, and preventive strategies to create a safe learning environment. Effective policy implementation can minimize the negative impact of cyberbullying and support optimal cognitive development among students. This study contributes to the existing literature by providing empirical evidence on the interconnected relationship between educational policy, cyberbullying, and cognitive development in the context of digital education.

Developing Historical Awareness in Elementary Teacher Education: A Narrative Literature Review from a Meaning-Making Perspective

Karina Wanda, Anik Ghufron, Ibnu Syamsi — Tue, 02 Jun 2026 10:50:35 +0700

This article examines the development of historical awareness in elementary teacher education through a meaning-making perspective. Responding to ongoing concerns about the limited relevance of history learning and the dominance of memorization-based approaches, this study employs a narrative and interpretive literature review to synthesize international research in history education. Historical awareness is conceptualized as a dynamic process involving sensitivity to the past, understanding the past, and self-representation in relation to history, each supported by specific meaning-making processes. The findings reveal three interconnected dimensions of historical meaning-making: experiencing historical temporality to cultivate sensitivity to the past, interpreting historical material through inquiry, narrative, and perspective-taking to develop understanding, and orienting toward practical life to construct historical presence and identity. The synthesis demonstrates that historical awareness emerges not as a linear set of competencies but as an integrative process shaped by cognitive, affective, cultural, and ethical engagement with the past. This study highlights the importance of pedagogical approaches that foreground reflection, personal connection, and ethical deliberation in history learning. The article concludes by emphasizing the relevance of meaning-making-oriented history education for preparing prospective elementary teachers to foster reflective and meaningful historical learning in schools.

Child-Friendly School Management

Hilva Ramadhani, Nabila Amanina — Thu, 04 Jun 2026 09:48:46 +0700

This study examines the implementation of Child-Friendly School (CFS) management at Madrasah Ibtidaiyyah Uways Alqorni Pekanbaru as an effort to fulfill and protect children’s rights within the educational environment. Employing a qualitative descriptive approach, data were collected through literature review and field observations to capture school policies, leadership practices, learning processes, and daily interactions that reflect child-friendly principles. The findings reveal that the principal plays a pivotal role in leading and sustaining child-friendly management through rights-based policies, positive discipline, inclusive learning strategies, and collaborative school culture. The implementation of CFS at MI Uways Alqorni emphasizes non-discrimination, student participation, safety, and emotional well-being, contributing to the prevention of violence and bullying while promoting students’ holistic development. Supportive facilities, clear operational procedures, and strong involvement of parents and the community further strengthen the effectiveness of child-friendly practices. The study concludes that effective school leadership and integrated management are key determinants in translating child-friendly policies into sustainable educational practices. These findings highlight the potential of Child-Friendly School management as a practical strategy for improving educational quality and safeguarding children’s rights.

The Impact of Educational Service Quality on Student Satisfaction in Samarinda’s Higher Education Institutions

Marsuq Marsuq — Thu, 04 Jun 2026 13:49:45 +0700

This study examines the effect of educational service quality on student satisfaction in higher education institutions in Samarinda, Indonesia. Using a quantitative explanatory design, the study focused on five dimensions of educational service quality, namely tangibles, reliability, responsiveness, assurance, and empathy. Data were collected from 313 undergraduate students from public and private higher education institutions in Samarinda through a structured questionnaire using a five point Likert scale. The data were analyzed using multiple linear regression to determine the partial and simultaneous effects of service quality dimensions on student satisfaction. The findings show that tangibles, reliability, responsiveness, assurance, and empathy have positive and significant effects on student satisfaction at the 0.05 significance level. Among these dimensions, empathy has the strongest influence, followed by responsiveness and reliability, indicating that students place high value on personal attention, responsive services, and consistent service delivery. The model explains 61.1 percent of the variance in student satisfaction, suggesting that educational service quality is an important determinant of students’ evaluative perceptions of their institutional experience. These findings highlight the need for higher education institutions to strengthen student centered service practices, particularly by improving relational quality, administrative responsiveness, and institutional reliability. The study contributes to educational management by emphasizing that student satisfaction is shaped not only by physical facilities but also by the quality of interaction between students and institutional service providers.

Multicultural Character Formation in Islamic Religious Education

Mohamad Alifian Zanuar, Thoriq Al-Anshori, Dwi Mariyono — Fri, 05 Jun 2026 11:14:15 +0700

The implementation of multicultural education in Indonesia often encounters epistemological challenges, namely the dominance of Western educational theories that tend to be secular and only focus on socio-cognitive engineering, while ignoring the spiritual dimension that is the core of Islamic Religious Education. This condition triggers disparities in students who may understand tolerance intellectually, but are emotionally and spiritually fragile. This article seeks to reconstruct the position of Islamic Religious Education as the main discursive authority in character education, by making local wisdom in the Book of Jawahirul Adab as a pedagogical case study to fill this spiritual void. Using a qualitative approach with content analysis methods and contextual hermeneutics, this study dialogues the dimensions of James A. Banks' multicultural education with the concept of tazkiyatun nafs (purification of the soul). The results of the comparative analysis show that Islamic ethics provides axiological reinforcement to Banks' theory through the "Tazkiyah-Based Multiculturalism" model that prioritizes inner management. An analysis of the Jawahirul Adab (The Book of Adab) finds that the elimination of the trait of ujub (inheritance) serves as an internal mechanism for Prejudice Reduction, while the prohibition against ngutek-ngutek drengki (introverted behavior) is a psycho-spiritual prerequisite for the success of Equity Pedagogy. This study also reveals that the rhythmic structure of nadhom in the book serves as a more effective pedagogical instrument for internalizing values than instructional prose texts. This integration of traditional values offers a fundamental solution to the problem of "spiritual emptiness" in modern multicultural education.