Journal of Basic Education Research

Managing Curriculum Innovation to Enhance Education Quality at MA Tahfidz Al-Qur’an Banyuwangi

2025-08-28T23:04:52+07:00

Purpose of the study: This study examines the management of curriculum innovation aimed at improving the quality of education at MA Tahfidz Al-Qur'an Sumbermulyo Pesanggaran Banyuwangi, focusing on the integration of the national curriculum with tahfidz programs.

Methodology: A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation. Analysis followed the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing.

Main Findings: The study revealed two key findings: (1) successful integration of the national curriculum with the tahfidz program, resulting in a balanced model of academic and spiritual education; and (2) the influence of transformative leadership in fostering a culture of innovation and collaboration. These elements significantly enhance educational quality and institutional identity.

Novelty/Originality: This research introduces a distinctive model of curriculum integration that aligns national education standards with tahfidz programs in Islamic schools. It proposes a practical framework demonstrating how visionary leadership and contextual innovation can synergistically advance both academic excellence and spiritual character development

A Systematic Literature Review of Raz-Kids in Teaching Reading

2025-08-29T22:49:11+07:00

Purpose of the study: The objective of this study is his study ims to evaluate the effectiveness of Raz-Kids in improving students’ reading skills and investigate the effect of Raz-Kids on students during a reading program.

Methodology: The method implemented in this study was Systematic Literature Review (SLR). There were 16 papers on implementing Raz-Kids in teaching reading from Google Scholar, SINTA, Science Direct, and ERIC. The step in writing this scientific work is to find the sources of previous studies, examine them, and make conclusions based on the subject of the study.

Main Findings: The result showed that Raz-Kids is an effective internet portal that helps students develop reading skills. It also supports students’ enthusiasm and independent learning in reading. The parents and teachers act as support systems to encourage them to achieve their reading goals. However, there are many challenges with Raz-Kids’ use in reading programs. It highlights the need for this portal to be enhanced. Thus, Raz-Kids is a valuable online resource that helps learners develop their reading skills.

Novelty/Originality of this study: This review mainly focused on implementing specific internet portals, namely Raz-kids, in teaching reading in EFL Classes. It aims to develop the knowledge of researchers, educators, policymakers, and technology developers concerning the crucial internet portal Raz-Kids in teaching reading and its effect on students’ outcomes.

Threading Transformative Impact of Artificial Intelligence: Navigating Challenges and Opportunities in L2 Writing Among Students

2025-09-07T22:13:30+07:00

This study explores the intersection of Artificial Intelligence (AI) and second language (L2) writing education, aiming to critically assess both the benefits and challenges of AI integration in language learning. As AI becomes increasingly embedded in educational settings, particularly in writing instruction, understanding its impact on students’ learning experiences is essential. Using a descriptive qualitative research design, the study engaged 30 undergraduate students from the University of Southern Mindanao—25 through individual interviews and five through a focus group discussion. All participants had intermediate or higher proficiency in English and extensive experience with AI writing tools. Findings indicate that students’ use of AI in L2 writing is shaped by its perceived usefulness and ease of use. While AI enhances writing quality, fluency, and access to immediate feedback, it also introduces concerns such as reduced critical thinking, diminished confidence, and overreliance. Nonetheless, students reported strategies for mitigating these issues, stressing the importance of ethical use, originality, and independent learning. The study offers original insights into the dual role of AI as both a facilitator and potential hindrance in L2 writing development. Unlike existing research that often focuses solely on the technological advantages, this study highlights a balanced perspective that considers pedagogical, cognitive, and ethical dimensions. It advocates for the responsible integration of AI tools in language education—where innovation is paired with critical awareness—to support sustainable and meaningful learning outcomes.

Reward and Punishment to Students’ Learning Motivation in Hybrid Learning: Digging Teachers’ Perspectives

2025-09-07T14:14:35+07:00

Purpose of the study: In implementing hybrid learning, both teacher and student can notice that there are some changes on students’ learning motivation. This research focuses on teachers’ strategy, rewards and punishments teaching strategy in enhancing students’ learning motivation. In addition, this research also aims to provide teachers’ perspectives about the use of rewards and punishments strategy to improve students’ motivation and efficiency as EFL learners during hybrid learning.

Methodology: Interviews in the class were used to gather the teachers’ perspectives and to see the on-site implementation of rewards-punishments strategy toward students’ learning motivation. Besides, the researchers also highlight the technology used by the teachers in their hybrid learning process

Main Findings: The results indicate that a balanced strategy by combining suitable motivational techniques with emerging technology can significantly enhance teachers' effectiveness and morale in a hybrid learning environment which can increase students’ learning motivation. Teachers’ supports in the form of positive feedback are also found to be beneficial to boost students’ confidence in learning English.

Novelty/Originality of this study: This research contributes to the ongoing conversation about improving students’ learning motivation and teachers’ teaching strategy in hybrid learning.

Exploring the Relationships Between Perceived Leadership Style, Job Satisfaction, and Academic Service Quality Among Cambodian Public University Staff

2025-09-07T14:14:58+07:00

Purpose of the Study: This study aims to investigate the current self-perceptions of public university staff in Cambodia regarding transformational leadership components, job satisfaction, and academic service quality.

Methodology: This study employs the quantitative research design. A sample of 336 staff from three selected public universities located in Phnom Penh completed the Multifactor Leadership Questionnaire (MLQ) to measure transformational leadership (TRL) dimensions, the Minnesota Satisfaction Questionnaire (MSQ) to measure the level of job satisfaction (JOS), the Service Quality (SERVPERF) to measure academic service quality (ASQ), and a demographic survey. The collected data were analyzed using descriptive and inferential statistics.

Main Findings: The study found that public university staff in Cambodia perceived TRL, JOS, and ASQ were at high levels. Ranking from the highest to the lowest mean scores were TRL, JOS, and ASQ, respectively. It was also revealed that there were favorable correlations between TRL dimensions, JOS, and ASQ. This indicates that the TRL dimensions exhibited stronger positive relationships. Every correlation was statistically significant at the 0.01 level.

Novelty/Originality of this Study: Through this study, the significance of transformative leadership behavior and its connection to job satisfaction and academic service quality were better understood. The findings of this study offer empirical research on this subject in higher education, which advances the field of leadership studies.

Effective Learning Strategies to Overcome Concentration Barriers in Tunagrahita Children at SLB Bhakti Luhur Madiun

2025-09-07T14:15:10+07:00

Purpose of the study: This study aims to identify and analyze effective learning strategies in overcoming concentration barriers in children with disabilities at SLB Bhakti Luhur Madiun.

Methodology: This study used a descriptive qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation with students with disabilities, teachers, and caregivers. Data analysis used the Miles and Huberman interactive model.

Main Findings: The results showed that the implementation of various strategies such as direct learning, individualized teaching, behavior modification strategies, lecture method, and the use of learning media (pictures) were able to improve students' focus, motivation, and engagement. Regular evaluation by teachers is also proven to support learning effectiveness. Supporting factors include teacher commitment, small number of students, and comfortable classroom atmosphere. Meanwhile, the main obstacle is students' emotional instability.

Novelty/Originality of this study: Based on the results of previous studies, there are no strategies regarding learning specifically for children with special needs who are mentally disabled, so this study wants to present a new context in effective learning for mentally disabled children. Therefore, a more in-depth study of some literature is needed to obtain a clearer picture.

Effectiveness of Gamification-Based Learning Application to Prevent Bullying Behavior in Elementary School

2025-09-07T14:15:24+07:00

Purpose of the study: This study aims to examine the effectiveness of a gamification-based learning application in enhancing elementary school students’ understanding and awareness of bullying prevention. The research focuses on addressing the low level of students’ comprehension regarding the forms and impact of bullying through an engaging, interactive, and age-appropriate educational intervention.

Methodology: A quantitative method using a pre-experimental one-group pretest and posttest design was used. The study included 49 fifth-grade students from an elementary school in Malang. Data was gathered through pretest and posttest tools, and the information was examined using IBM SPSS Statistics version 26. The analysis included checking for normal distribution, conducting a paired sample t-test, and performing N-gain analysis to assess statistical significance and effect size.

Main Findings: The results indicate that there was a significant improvement in students' understanding following the intervention. The average pretest score was 52.33, rising to 87.51 in the posttest. The paired sample t-test produced a significance value of p < 0.001, indicating strong effectiveness. Furthermore, the N-gain analysis yielded a value of 0.71, classified as high, confirming the application’s substantial impact on students’ comprehension of bullying prevention.

Novelty/Originality of this study: This study presents a contextually designed gamification-based application that combines quizzes, mini-games, and role-playing scenarios, offering not only cognitive learning but also emotional engagement. The study contributes to the literature by offering a practical, tech-based educational tool that fosters emotional engagement and proactive behavior in bullying prevention at the elementary school level.

Academic Buoyancy and Peer Support as Predictors of Student Engagement in High School Students

2025-09-07T14:15:38+07:00

Purpose of the study: This study aims to examine academic buoyancy and peer support as predictors of student engagement in high school students

Methodology: This study is a quantitative study involving 324 high school students in Madiun who were selected by random sampling. The research instrument in this study used three scales: the student engagement scale, the academic buoyancy scale, and the peer support scale. Validity testing used content validity using the Gregory formula, while reliability using Chronbach Alpha with a value of 0.863 for the student engagement scale, 0.629 for the academic buoyancy scale, and 0.865 for the peer support scale. The data were analyzed using multiple linear regression techniques.

Main Findings: The results of the study showed that academic buoyancy and peer support simultaneously had a significant influence on student engagement, which means that academic buoyancy and peer support together were predictors of student engagement in high school students

Novelty/Originality of this study: This study reveals the unique role of academic buoyancy and peer support as predictors of high school student engagement, presenting a new perspective that combines academic resilience and social relationships in predicting learning engagement holistically.