Al-Ishlah: Jurnal Pendidikan (P-ISSN 2087-9490; E-ISSN 2597-940X) is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published four times in a year (March, June, September, and December) by Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Sekolah Tinggi Agama Islam Hubbulwathan Duri, Riau, Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the double-blind review process. This is to ensure the quality of the published manuscripts in the journal. Al-Ishlah: Jurnal Pendidikan has been accredited by the Minister of Research and Technology/Head of National Agency for Research and Innovation as an academic journal, No. 200/M/KPT/2020. AL-Ishlah: Jurnal Pendidikan has been indexed in DOAJ, SINTA, MORAREF, IOS, GARUDA, GOOGLE SCHOLAR
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Innovations in Microteaching: Web-Based Approaches to Pedagogical Skill Development
The shift to digital learning environments, accelerated by the COVID-19 pandemic, has prompted innovations in teacher education, including the use of web-based microteaching. While traditional microteaching enhances instructional skills, it often lacks flexibility and digital engagement. This study investigates how web-based microteaching supports pedagogical skill development in pre-service English teachers. This qualitative case study involved 25 undergraduate students enrolled in a Microteaching course at the University of Pasir Pengaraian. Data were collected through recorded teaching videos, reflective journals, structured observation checklists, and semi-structured interviews. Participants completed three teaching cycles—two synchronous and one asynchronous—over a 16-week semester. Data were analyzed thematically using Braun and Clarke’s (2006) method and organized using NVivo 12 software. Findings showed significant improvement in lesson planning, instructional clarity, classroom management, and reflective depth. Teaching videos demonstrated enhanced lesson structure, use of questioning strategies, and purposeful digital tool integration. Reflective journals evolved from general self-evaluations to more analytical reflections. Peer and instructor feedback, facilitated through digital platforms, played a critical role in supporting iterative development. Web-based microteaching proved effective in fostering both pedagogical competence and digital fluency. Participants reported increased teaching confidence and began to view themselves as emerging professionals. Despite initial technical challenges, repeated practice supported the development of adaptive teaching strategies. These results suggest that structured online microteaching can be a sustainable model for contemporary teacher education.
Copyright (c) 2026 Azi Nurazima Juhastri https://creativecommons.org/licenses/by-nc/4.0
Teaching Ethics to Management Students: A Reflective Inquiry into Character and Moral Development
Ethics education in higher education is often delivered as theoretical content, limiting its impact on students’ moral awareness and character development. This study investigates how reflective and experiential teaching strategies can enhance ethical awareness and character formation among management students.This research employed a qualitative reflective approach grounded in the author’s teaching practice in an Ethics course involving approximately 90 third-semester management students at a private higher education institution in Indonesia. Data were derived from teaching journals, classroom observations, students’ reflective writings, records of debates, and a case-based oral examination. The data were analyzed through thematic reflection, involving iterative review, coding of recurring patterns, and interpretation in light of relevant moral education frameworks.The findings revealed four major themes: (1) growth in moral reasoning, as students shifted from intuitive judgments to structured ethical deliberation; (2) increased empathy and perspective-taking through peer dialogue; (3) enhanced engagement and ethical awareness through experiential activities such as film analysis, debates, and role-play; and (4) the effectiveness of case-based oral examinations in revealing students’ ethical reasoning and reflective depth.These findings suggest that ethics education becomes more meaningful when positioned as a reflective and dialogical process rather than a purely theoretical subject. Integrating experiential learning and authentic assessment can support the development of moral reasoning, empathy, and integrity, contributing to more transformative ethics education in management programs.
Copyright (c) 2025 Occe Luciana https://creativecommons.org/licenses/by-nc/4.0
Enhancing High School Students’ Self-Efficacy in Major Selection through CBT-Based Group Guidance with Role-Playing
Selecting a university major represents a pivotal developmental task for senior high school students, yet many struggle with uncertainty regarding their academic capabilities. Within this context, self-efficacy, the belief in one's capacity to execute actions necessary to achieve specific goals, plays a critical role in facilitating informed and confident decision-making. This study examines the potential effectiveness of a group guidance intervention integrating Cognitive Behavior Therapy (CBT) principles with role-playing techniques to enhance students' self-efficacy in major selection. Employing a quasi-experimental nonequivalent pretest-posttest control group design, the study involved 11th-grade students at SMAN 20 Batam. Ten participants with moderate baseline self-efficacy levels were assigned to the experimental group through purposive sampling. Data were gathered using a self-efficacy questionnaire adapted from Bandura's (1999) theoretical framework, and analyzed via the Wilcoxon Signed Ranks Test. It is important to note that the results presented herein are based on simulated data, intended to illustrate the proposed analytical procedure and intervention design. Simulation outcomes indicated a statistically significant improvement in self-efficacy scores within the experimental group (p = 0.012), whereas the control group showed no meaningful change (p = 0.230). These findings suggest that CBT-based group guidance incorporating role-playing may serve as a promising strategy for fostering students' confidence in academic decision-making. Practically, this approach offers school counselors and educators a structured, theory-informed module to support adolescents during a critical transitional period. Future research with fully implemented empirical data and larger, randomized samples is recommended to validate these preliminary insights.
Copyright (c) 2026 Rike Ernawati Sinaga https://creativecommons.org/licenses/by-nc/4.0
Emotional Freedom Technique in School-Based Group Counseling: A Strategy to Reduce Mathematics Anxiety
Mathematics anxiety is a prevalent emotional barrier that negatively affects students’ academic performance, motivation, and engagement in mathematics learning. School counselors play a crucial role in addressing this issue through effective and evidence-based interventions. Emotional Freedom Technique (EFT), an integrative counseling approach combining cognitive, emotional, and somatic components, has shown promise in reducing anxiety; however, empirical evidence within school-based group counseling contexts remains limited. This study employed a quasi-experimental non-equivalent pretest–posttest control group design to examine the effectiveness of EFT-based group counseling in reducing mathematics anxiety among high school students in Indonesia. Nineteen students with moderate to high levels of mathematics anxiety were selected through purposive sampling and assigned to an experimental group (n = 9) and a control group (n = 10). The experimental group participated in six weekly EFT-based group counseling sessions, while the control group received no specialized intervention. Mathematics anxiety was measured using an adapted Mathematics Anxiety Scale. Data were analyzed using the Wilcoxon Signed-Rank Test and the Mann–Whitney U Test. The results indicated a statistically significant reduction in mathematics anxiety in the experimental group following the intervention (p < 0.05), whereas no significant change was observed in the control group. Posttest comparisons revealed a significant difference between the two groups, favoring the experimental group. These findings suggest that EFT-based group counseling is a potentially effective intervention for reducing mathematics anxiety among high school students. Further research with larger samples, randomized designs, and longitudinal follow-up is recommended to strengthen the evidence base and generalizability of the findings.
Copyright (c) 2026 Putra Suharnadi https://creativecommons.org/licenses/by-nc/4.0
Mapping Game-Based Learning Research in Physical Education: A Bibliometric Analysis of Indonesian Scholarly Contributions (2014–2024)
Through a bibliometric analysis, this study examines the development, patterns, and key trends in implementing game-based learning (GBL) within physical education. Despite the growing interest in GBL across various educational domains, its application in physical education remains underexplored and fragmented. To address this gap, a bibliometric analysis was conducted on 29 peer-reviewed journal articles indexed in Scopus and published between 2014 and 2024. The articles were systematically selected from an initial pool of 330 records using predefined inclusion and exclusion criteria. Data were analyzed using VOSviewer and CiteSpace to examine co-authorship networks, keyword co-occurrence, citation patterns, and publication trends. The results indicate a consistent increase in GBL-related research in physical education over the past decade, with notable contributions from Indonesian scholars. Key clusters include character development, digital media integration, cooperative learning, and motor skill enhancement. Highly cited articles emphasize the relevance of combining digital platforms such as YouTube and gamified instructional strategies to improve students' engagement and fundamental movement skills. However, challenges persist, particularly in technological access and educators' digital competencies. This study contributes to the literature by offering a comprehensive map of the research landscape and highlighting emerging gaps and opportunities for future inquiry. The findings imply that when effectively designed and supported, GBL can enhance physical, cognitive, and social-emotional outcomes in physical education. These insights are relevant for curriculum developers, policymakers, and educators seeking to modernize physical education through innovative, inclusive, and engaging pedagogical approaches in the digital era.
Copyright (c) 2026 Mas'odi Mas'odi, Joko Widodo, Nurul Zuriah https://creativecommons.org/licenses/by-nc/4.0
Agentic Group Guidance Services to Improve the Meaning of Life of Minangkabau Ethnic Adolescents
Meaning of life is a fundamental psychological need that influences adolescents’ well-being, motivation, and identity development. In the Minangkabau cultural context, philosophical values such as “hidup bajaso, mati bapusako” emphasize purposeful living and meaningful contribution. However, many adolescents demonstrate moderate to low levels of life meaning, indicating the need for culturally responsive counseling interventions. This study aimed to examine the effectiveness of agentic group guidance in improving the meaning of life among Minangkabau ethnic adolescents. This study employed a quantitative quasi-experimental design using a non-equivalent control group pretest–posttest model. Twenty Minangkabau students with moderate to low levels of meaning of life were selected through purposive sampling and assigned to an experimental group (n = 10) and a control group (n = 10). The experimental group received six sessions of agentic group guidance, while the control group received conventional guidance services. Data were collected using the Meaning of Life Questionnaire (α = 0.87) and analyzed using Wilcoxon Signed Rank Test and Mann–Whitney U Test. The findings revealed a significant increase in meaning of life scores in the experimental group after the intervention. Furthermore, posttest comparisons indicated that the improvement in the experimental group was significantly higher than that of the control group. These results suggest that agentic group guidance is an effective and culturally relevant intervention for enhancing adolescents’ meaning of life. Integrating agency principles with local cultural values can strengthen students’ self-direction, goal setting, and psychological development in school settings.
Copyright (c) 2026 Afdha Lianti, Herman Nirwana, Yeni Karneli, Rezki Hariko https://creativecommons.org/licenses/by-nc/4.0
Improving Self-Direction Among Vocational Students During On-the-Job Training Through Behavioral Psychoeducation
Navigating the transition from vocational education to industry requires robust self-direction, yet many students exhibit passive behaviors and anxiety during industrial work practices. This gap between structured schooling and industrial independence hinders work readiness. This study evaluated the effectiveness of behavioral-based psychoeducation in enhancing self-direction among learners. Employing a quantitative quasi-experimental design with a one-group pretest-posttest approach, the study involved 20 Grade XII Computer Network students at SMKN 6 Batam, selected via purposive sampling for moderate self-direction levels. Data were collected using a validated self-direction scale and analyzed using Wilcoxon Signed Ranks and N-Gain tests. Results demonstrated a significant improvement, with mean scores rising from 91.90 (moderate) to 129.80 (high). Wilcoxon test confirmed statistical significance (Z = -3.920, p = 0.000), while the N-Gain score of 0.94 indicated high intervention effectiveness. Findings suggest that behavioral-based psychoeducation, leveraging positive reinforcement and self-management, fosters student autonomy. Consequently, integrating psychological interventions into pre-internship preparation programs is crucial for bridging the school-industry gap. This research underscores the necessity of holistic support systems in vocational education to ensure students possess psychological resilience and directional clarity required for successful industrial adaptation and career stability in a competitive labor market. Thus, educators must prioritize mental readiness alongside technical skills to optimize outcomes.
Copyright (c) 2026 Ice Desvikayati https://creativecommons.org/licenses/by-nc/4.0
Conflict Management Strategies in Vocational Education: A Qualitative Case Study of a Faith-Based School in Indonesia
Interpersonal conflict between teachers and students is a common phenomenon in vocational schools, where diverse student backgrounds, academic pressure, and practice-oriented learning create complex interaction dynamics. Although conflict management in educational settings has been widely studied, limited research has examined how religious values shape conflict resolution strategies in faith-based vocational schools. This study investigates forms of teacher–student conflict and analyzes how Islamic values influence conflict management practices at SMK Muhammadiyah I Palembang, Indonesia. This study employed a qualitative case study design. Data were collected from 15 participants, including students, teachers, the principal, guidance and counseling (BK) staff, and a parent. In-depth interviews, participatory observations, and document analysis were conducted. Data were analyzed using Miles and Huberman’s interactive model, involving data reduction, data display, and conclusion drawing, with triangulation of sources and methods to enhance validity. Findings indicate that the dominant conflict management strategies are collaboration and accommodation. Conflicts commonly arise from disciplinary issues, communication misunderstandings, academic pressure, and differences in values. Resolution processes emphasize dialogue, deliberation (musyawarah), and mutual understanding, supported by active mediation from BK staff and parental involvement. Islamic values such as patience, mutual respect, and moral responsibility function not only as ethical principles but also as operational frameworks guiding mediation and reconciliation. The integration of religious values strengthens relationship-oriented conflict management, fostering constructive resolution, character development, and a conducive learning environment. The study highlights the importance of contextualizing conflict management theory within faith-based educational settings.
Copyright (c) 2026 Samsilayurni Samsilayurni, Nurlena Nurlena, M. Ilham Fikriawan https://creativecommons.org/licenses/by-nc/4.0
Analyzing TPACK Competence among Pre-Service Indonesian Language Teachers: A Quantitative Case Study
The integration of digital technology in education requires pre-service teachers to develop strong Technological Pedagogical Content Knowledge (TPACK). However, empirical studies examining TPACK implementation in Indonesian language teacher education—particularly in regional universities—remain limited. This study aims to examine the TPACK competencies of pre-service Indonesian language teachers and identify demographic factors influencing their technology integration capabilities. This study employed a quantitative approach using an online questionnaire distributed to 133 pre-service Indonesian language teachers at Universitas PGRI Sumatra Barat who had completed microteaching courses. The collected data were analyzed using descriptive statistics to determine TPACK competency levels and to examine variations based on demographic variables, including gender, academic level, and duration of technology use. The findings indicate that participants demonstrated a moderate level of TPACK competency (mean score = 2.69; 67.25%). Variations in competency were observed across demographic categories. The highest competency levels were found among second-year students and those with 3–4 years of technology experience, suggesting potential developmental windows for optimal TPACK acquisition. Gender differences were also evident: male participants showed higher scores in most TPACK domains, while female participants performed better in integrated TPACK. The results highlight that TPACK development may not follow a strictly linear progression. Instead, certain periods during teacher education may serve as optimal phases for strengthening technology integration skills. These findings underscore the importance of implementing structured and targeted technology integration strategies within teacher education curricula to support effective TPACK development among pre-service teachers.
Copyright (c) 2026 Silvia Marni, Harry Andheska, Sainee Tamphu, Abdul Wahid, Astri Widya Rulli, Trisna Helda, Muhammad Aliman https://creativecommons.org/licenses/by-nc/4.0
Building Digital Literacy Through Technology Adoption: Evidence from MSMEs in the Digital Era
In the digital era, information technology adoption has become a strategic factor in improving the performance of Micro, Small, and Medium Enterprises (MSMEs). Nevertheless, many MSMEs fail to fully benefit from digital technologies due to limited digital literacy, reflecting an education-related gap between technology utilization and human capacity development. This study aims to analyze the effect of information technology adoption on MSME performance, with digital literacy serving as a mediating variable that represents learning and skill development processes. A quantitative research design was employed using a survey of 330 MSME owners and managers across various business sectors. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). Instrument validity and reliability were established through convergent validity, discriminant validity, and composite reliability tests. The results indicate that information technology adoption has a positive and significant effect on digital literacy and MSME performance (β > 0). Furthermore, digital literacy partially mediates the relationship between technology adoption and performance, while the model demonstrates moderate explanatory power as indicated by R² values. This study contributes to education scholarship by positioning digital literacy as a mediating learning construct in MSME performance research. Practically, the findings highlight the importance of designing targeted digital training, literacy programs, and curriculum development for MSME capacity building to support sustainable economic growth.
Copyright (c) 2026 Candra Surya https://creativecommons.org/licenses/by-nc/4.0
Exploring EFL Students’ Perceptions of Public Speaking Skills Through a News Anchor Performance Activity
Developing effective public speaking skills is a key objective in English language education, yet many university students experience anxiety and limited opportunities for structured practice. This study investigates students’ perceptions of public speaking skill development through a News Anchor activity implemented in a natural classroom setting. This qualitative study involved 25 second-semester undergraduate students enrolled in a Public Speaking course at the English Department of Pasir Pengaraian University. Data were collected through semi-structured interviews, classroom observations, reflective journals, and analysis of students’ scripts and recorded performances. The data were analyzed thematically, and triangulation across multiple sources was applied to ensure credibility and consistency. The findings reveal three major themes: increased confidence, improved delivery techniques, and stronger language organization. The structured news anchor activity provided students with a clear communicative role and opportunities for repeated rehearsal, which helped reduce anxiety and improve voice projection, pacing, fluency, eye contact, posture, and gestures. Analysis of students’ scripts also indicated clearer content organization and more appropriate use of news-style expressions. Although some pronunciation challenges persisted, students demonstrated greater strategic use of practice and feedback. Overall, the News Anchor activity functioned as an effective performance-based learning strategy that supports the development of public speaking skills. By combining structured roles, rehearsal, and authentic speaking practice, the activity provides a practical approach to enhancing students’ confidence, delivery, and language organization in higher education public speaking courses.
Copyright (c) 2026 Pipit Rahayu, Eripuddin Eripuddin https://creativecommons.org/licenses/by-nc/4.0
Mosques as Community-Based Educational Institutions: A Prophetic Social Science Perspective on Sakinah Family Education in Urban Indonesia
The movement to promote sakinah (harmonious) families in Indonesia has been implemented for more than two decades; however, its outcomes remain limited, as reflected in the persistently high rates of divorce and domestic violence. Institutions such as BP4 have not yet played an optimal role, and public participation in harmonious family programs remains relatively low. In addition, formal educational institutions have not fully accommodated family education, leading to the emergence of mosque-based family education initiatives. This study investigates the role of mosques in providing harmonious family education using a prophetic social science approach.This research employed a qualitative field research design. The study was conducted in three mosques in the urban area of Ponorogo: Baitul Mukhlisin Mosque, Nurul Hasan Mosque, and Al Manar Mosque. Research subjects included mosque administrators and congregants, supported by documentary analysis. Data were collected through in-depth interviews, observation, and documentation, and analyzed both during and after fieldwork. Data validity was ensured through triangulation techniques.The findings indicate that mosques play a significant role in harmonious family education through three main dimensions: (1) a religious role, which strengthens spiritual and moral foundations of family life; (2) a humanization role, which fosters social awareness, mutual respect, and ethical family relations; and (3) an independence role, which empowers families through knowledge and social support networks.These findings demonstrate that mosques function as important social capital in urban communities. Mosque-based harmonious family education offers a strategic approach to addressing rising divorce rates, domestic violence, bullying, and socio-economic challenges such as poverty and unemployment within families.
Copyright (c) 2026 Katni Katni, Nurul Iman, Noor Amirudin, Hilma Rofi Mahfudzhah, Hilal Chamdi https://creativecommons.org/licenses/by-nc/4.0
Transformative Effects of MBKM on Student Potential in Social Studies Pedagogy: A Cross-Sectional Survey of Prospective Elementary Teachers
The Merdeka Belajar–Kampus Merdeka (MBKM) policy promotes experiential learning to strengthen pre-service teachers’ professional readiness, yet evidence in elementary social studies pedagogy remains limited. This study describes the multidimensional potential of prospective elementary teachers who participated in MBKM-related activities and examines gender differences in reported potential. A cross-sectional survey was conducted with 258 fourth-semester elementary teacher education students at Universitas Khairun, Indonesia (62% female; mean age = 20.4 years). Student potential was measured using a validated 40-item, 5-point Likert questionnaire across five dimensions: cognitive, affective, social, pedagogical creativity, and independence/adaptability (Cronbach’s α = 0.912). Item validity showed acceptable item–total correlations (r = 0.421–0.591, p < .001). Because the data were non-normally distributed, gender comparisons were tested using Mann–Whitney U with effect size r = Z/√N (α = .05). Overall student potential was high (M = 169.59 of 200), with independence/adaptability yielding the highest mean dimension score (M = 34.25 of 40). Female students reported higher scores than male students across all dimensions and the total score, with statistically significant differences (p = .013–.047) but small effect sizes (r = 0.12–0.15). Participants reported strong multidimensional potential within the MBKM experiential learning context, and gender differences were consistent but modest. Given the single-institution, cross-sectional design and reliance on self-report, findings indicate associative patterns and should not be interpreted as causal effects or generalized nationally.
Copyright (c) 2026 Anwar Marasabesy, Selvi Wulandari, Santi M.J. Wahid https://creativecommons.org/licenses/by-nc/4.0
Digital Transformation in Vocational Education: Development and Evaluation of a Project-Based E-Jobsheet for LAN Installation Integrated with Google Workspace
Vocational education must equip students with practical competencies aligned with the digital and Fourth Industrial Revolution era. However, learning in vocational schools often faces limitations, including scarce digital media resources, weak integration of real-world projects, and minimal use of collaborative technologies.This study aimed to develop and evaluate a Project-Based E-Jobsheet for Local Area Network (LAN) installation integrated with Google Workspace to enhance learning in Computer and Network Engineering programs. The research employed the 4D development model: Define, Design, Develop, and Disseminate. Instrument validation was conducted using Aiken’s V, while practicality and effectiveness were assessed through user responses and learning outcome analysis.The E-Jobsheet demonstrated high validity in terms of media (0.836), content (0.809), and language (0.909). Practicality testing yielded a score of 85.36%, categorized as “very practical.” Effectiveness analysis showed a significant improvement in student learning outcomes (p = 0.003). Integration with Google Workspace tools (Docs, Sheets, and Forms) enabled efficient collaboration, structured feedback, and digital assessment.The findings indicate that the Project-Based E-Jobsheet is valid, practical, and effective in enhancing student engagement and learning outcomes. It supports constructivist learning through active, collaborative, and project-based approaches. Despite limitations such as single-site implementation and reliance on internet access, this study offers an adaptive digital solution to improve vocational education and better prepare students for technological advancements.
Copyright (c) 2026 T Rahmilia Agraini, Muhammad Adri, Muhammad Giatman, Asrul Huda https://creativecommons.org/licenses/by-nc/4.0
EFA Analysis of Factors Affecting the Success of Online Learning in Elementary Schools: An Exploratory Study in Elementary Schools with an International Curriculum
This study was motivated by the numerous variables influencing the success of online learning in elementary schools and the need to identify the most significant underlying factors. A quantitative design employing Exploratory Factor Analysis (EFA) was used. Data were collected from 108 teachers across four elementary schools (SD Islam Al Azhar 32 Padang, SD Telkom, Yari International School, and SafaMarywa Islamic International School). Initially, 23 variables were identified through a teacher opinion survey; however, validity testing retained 20 variables. Sampling adequacy was confirmed (KMO = 0.819), and Bartlett’s test of sphericity was significant (p = 0.001), indicating suitability for factor analysis. The analysis extracted eight principal factors based on eigenvalues and rotated component matrices: (1) Psychological Readiness and Self-Regulation (3.152), (2) Support for Digital Learning Technology (2.264), (3) Teachers’ Pedagogical and Professional Competence (1.663), (4) Quality of Learning Design and Materials (1.426), (5) Teachers’ Instructional Communication (1.313), (6) Supportive Home Learning Environment (1.303), (7) Technological Capabilities of Teachers and Students (1.054), and (8) Students’ Social and Academic Participation (1.030). These findings highlight that successful online learning in elementary education is multifactorial, integrating psychological, technological, pedagogical, and environmental dimensions. The identified factors provide a structured framework for educators to enhance online learning effectiveness and improve student outcomes.
Copyright (c) 2026 M. Habibi https://creativecommons.org/licenses/by-nc/4.0
Instructional Leadership, Organizational Culture, and Service Quality in Higher Education: A Case Study from Indonesia
Service quality in higher education has become a key indicator of institutional effectiveness, particularly for universities seeking to remain competitive and responsive to student expectations. Although instructional leadership and organizational culture are recognized as important internal determinants of service performance, their combined influence on service quality and student satisfaction in private higher education institutions remains insufficiently explored. This study examines how instructional leadership and organizational culture interact to influence service quality and student satisfaction at Universitas Sindang Kasih Majalengka, Indonesia. This research employed a qualitative case study design to explore leadership practices and cultural dynamics within the university’s service system. Data were collected from 21 informants, including university leaders, administrative staff, and active students, through in-depth interviews, participatory observation, and document analysis. Data analysis followed the Miles and Huberman interactive model involving data reduction, data display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking. The findings indicate that instructional leadership provides clearer task direction, strengthens employee discipline, and promotes more consistent workflow management. In parallel, a collaborative and open organizational culture improves interdepartmental coordination, enhances communication, and supports collective problem-solving in administrative services. The interaction between leadership guidance and cultural support increases service responsiveness, reduces procedural delays, and positively shapes students’ perceptions of service quality. The study proposes an Instructional–Culture Service Model in which leadership functions as a structural driver while organizational culture sustains service performance. Aligning leadership practices with supportive cultural values is essential for achieving sustainable improvements in service quality and student satisfaction in higher education institutions.
Copyright (c) 2026 Didi Rusmidi, Abdus Salam, Ade Aspandi https://creativecommons.org/licenses/by-nc/4.0
Child-Friendly Schools Meet Green Education: A Bibliometric Mapping of Trends and Synergies in School Management Research
Research on Child-Friendly Schools (CFS) and Green School initiatives has expanded significantly over the past decade; however, these two frameworks are often examined separately despite their shared emphasis on holistic and sustainable school development. This study aims to map the intellectual structure, research trends, and emerging synergies between child-friendly education and green school management.A bibliometric analysis was conducted on 312 peer-reviewed documents indexed in the Scopus database from 2010 to 2024. Publications were retrieved using structured keyword combinations related to child-friendly schools, green schools, sustainability, and environmental education in school contexts. After data cleaning and keyword normalization, analyses were performed using VOSviewer and Biblioshiny to examine publication trends, citation patterns, co-authorship networks, keyword co-occurrence, and thematic clustering.Findings indicate a marked increase in publications after 2019, reflecting heightened global attention to sustainable and inclusive education aligned with the Sustainable Development Goals. Keyword co-occurrence analysis reveals a thematic shift from infrastructure-oriented sustainability toward holistic approaches integrating student participation, eco-humanism, and whole-school governance models. Four major thematic clusters were identified: green school policies, student participation and behavior, eco-friendly infrastructure, and values-based holistic education. However, collaboration networks remain regionally concentrated, and interdisciplinary integration between child rights and environmental governance research is still limited.The results suggest that integrating child-friendly and green school frameworks offers a promising pathway toward inclusive and sustainability-oriented school management. Future research should prioritize longitudinal, comparative, and interdisciplinary studies to strengthen evidence-based models that align environmental responsibility with child-centered educational principles.
Copyright (c) 2026 Jumatul Hidayah https://creativecommons.org/licenses/by-nc/4.0
A Comparative Analysis of Primary School Curricula in Indonesia and Malaysia: Kurikulum Merdeka and KSSR
This study investigates how the primary education curricula of Indonesia and Malaysia—Indonesia’s Kurikulum Merdeka and Malaysia’s Kurikulum Standard Sekolah Rendah (KSSR)—compare in terms of curriculum relevance, depth of learning, and alignment between objectives, pedagogy, and assessment. Primary education plays a crucial role in developing foundational competencies and shaping long-term educational outcomes, making curriculum reform a central policy priority in Southeast Asia. Using a qualitative comparative research design, the study relies exclusively on Observation, interviews, and document analysis to ensure methodological consistency. Data were drawn from official curriculum frameworks, national education policy documents, and relevant scholarly literature from both countries. The analysis examined curriculum structure, content organization, pedagogical orientation, and assessment systems to identify key similarities and differences. The findings indicate that Kurikulum Merdeka emphasizes instructional flexibility, learner-centered and interdisciplinary learning, and character education, whereas KSSR prioritizes structured progression, mastery of foundational skills, early STEM integration, and national standardization. These contrasting approaches reflect differing governance models and national priorities in balancing innovation with accountability. This study contributes to comparative curriculum research by offering a novel cross-national perspective on two major Southeast Asian curriculum reforms and highlighting the importance of contextual alignment, teacher capacity, and balanced implementation strategies for improving primary education quality and relevance.
Copyright (c) 2026 Lailatul Hasanah https://creativecommons.org/licenses/by-nc/4.0
Evaluating the Effectiveness of Blended Learning Models Using a Weighting and Scoring–Based Decision Support System
The increasing adoption of blended learning in higher education has created a need for systematic and objective evaluation frameworks capable of capturing its multidimensional nature. Existing evaluation approaches often rely on fragmented or subjective measures, limiting their usefulness for strategic decision-making. This study aims to develop and apply a weighting and scoring–based Decision Support System (DSS) to evaluate and rank alternative blended learning models based on multiple criteria. A quantitative multi-criteria decision-making (MCDM) approach was employed. Five evaluation criteria—Instructional Design Quality, Technology Usability, Student Engagement, Learning Flexibility, and Learning Outcome Achievement—were identified through literature review and validated using a two-round Delphi process involving seven experts. Each blended learning model was assessed using a structured Likert-scale scoring rubric, and overall performance scores were calculated through weighted aggregation. The findings indicate that the fully interactive LMS-supported blended learning model achieved the highest overall score, followed by flipped classroom and project-based models, while lecture-dominant blended learning ranked lowest. The results highlight the critical role of technological integration and active learning strategies in enhancing blended learning effectiveness. The proposed DSS offers a transparent and replicable framework for evaluating blended learning models and supporting evidence-based decision-making in higher education. However, the study is limited by its reliance on expert judgment and lack of large-scale empirical validation. Future research should incorporate advanced MCDM techniques and real-world learning data to improve robustness and generalizability.
Copyright (c) 2026 Rivi Antoni, H Handriadi, lham Arief, Wolter Piere Boeky, Susi Indriyani https://creativecommons.org/licenses/by-nc/4.0
Artificial Intelligence in Education: A Sociological Review of Its Role in Fostering Quality and Equity
This study employs a qualitative narrative review of literature published between 2010 and 2024. Sources were selected based on relevance to AI in education and engagement with sociological concepts such as equity, digital divide, and social interaction. The data were analyzed using thematic analysis and interpreted through sociological frameworks, including Bourdieu’s theory of capital, Bernstein’s pedagogic control, and Vygotsky’s social learning theory. The findings indicate that AI contributes to improved instructional quality through personalized learning, enhanced engagement, and efficient feedback mechanisms. AI also expands educational access, particularly for learners in remote areas. However, its implementation remains uneven, with disparities in infrastructure, digital access, and teacher readiness. Additionally, increased reliance on AI may reduce face-to-face interaction and shift pedagogical authority toward algorithmic systems. The study reveals that AI functions as a dual-pathway mechanism: it enhances educational quality and access while simultaneously reinforcing existing social inequalities. Its impact is shaped by institutional capacity, digital capital, and pedagogical practices, highlighting that AI is not a neutral tool but a sociotechnical construct embedded in broader social structures. AI has the potential to support equitable and high-quality education, but only when supported by inclusive policies, adequate infrastructure, and strong teacher capacity. A sociologically informed approach is essential to ensure that AI integration promotes educational equity rather than deepening existing disparities.
Copyright (c) 2026 Aep Saepuloh, Moh. Dulkiah https://creativecommons.org/licenses/by-nc/4.0
Analysis of Students’ Mathematical Problem-Solving Ability in Statistics Viewed from Sociomathematical Norms
The persistently low performance of Indonesian students in international assessments such as TIMSS and PISA indicates a critical gap in mathematical problem-solving skills. Beyond cognitive factors, sociomathematical norms—classroom-based standards for reasoning and discourse—may significantly influence how students approach and solve problems.This study employed a descriptive qualitative design. A sociomathematical norms questionnaire was administered to 27 tenth-grade students and categorized into high, medium, and low groups (Mean = 75.185; SD = 11.281). Six students (two from each group) were purposively selected for in-depth analysis. Data were collected through three statistical problem-solving tasks and clinical interviews. Students’ processes were analyzed using Polya’s four-stage framework: understanding the problem, devising a plan, carrying out the plan, and looking back.A strong positive relationship was found between sociomathematical norms and problem-solving proficiency. Students with high norms demonstrated mastery across all stages, including deep understanding, logical planning, systematic execution, and consistent reflective evaluation. Students with medium norms performed adequately in the first three stages for simpler problems but often omitted the “looking back” phase. Students with low norms exhibited fragmented understanding, ineffective planning, and difficulty executing and verifying solutions, often accompanied by low confidence.These findings highlight the importance of sociomathematical norms in fostering reflective and effective problem-solving practices.Strengthening sociomathematical norms can enhance students’ mathematical problem-solving abilities and support improved learning outcomes.
Copyright (c) 2026 Molli Wahyuni https://creativecommons.org/licenses/by-nc/4.0
Ethnopedagogics as A Learning Strategy in Multicultural Education in Indonesian Language Subjects
Indonesia’s multicultural context presents both opportunities and challenges for education, particularly in integrating local cultural values into formal learning. Ethnopedagogy has emerged as a culturally responsive approach that connects curriculum content with students’ socio-cultural backgrounds. This study examines the implementation of ethnopedagogics as a learning strategy in Indonesian language subjects within a multicultural classroom setting in a rural area of Tana Toraja. This research employed a qualitative case study design conducted at UPT SMP Negeri 3 Bonggakaradeng, South Sulawesi. Data were collected over six weeks through participatory observation, in-depth interviews with three Indonesian language teachers, focus group discussions involving twelve students, and document analysis of lesson plans and teaching materials. The data were analyzed using thematic analysis with source and method triangulation to ensure validity. The findings indicate that the integration of local cultural elements, particularly Toraja folklore, increased students’ learning motivation, classroom engagement, and appreciation of cultural diversity. Ethnopedagogic-based learning fostered empathy, intercultural communication, and mutual respect among students from different ethnic backgrounds. Teachers also reported improved classroom dynamics and stronger teacher–student relationships. However, challenges included limited culturally representative resources and insufficient teacher training. The study demonstrates that ethnopedagogics can function as an effective multicultural learning strategy by promoting inclusive, culturally responsive education. Despite implementation challenges, this approach contributes to strengthening social cohesion and contextualizing language learning in culturally diverse settings.
Copyright (c) 2026 Elisabet Mangera https://creativecommons.org/licenses/by-nc/4.0
Curriculum Reform in Practice: Implementation of Kurikulum Merdeka in Islamic Religious Education at Sekolah Penggerak
The Merdeka Curriculum is an Indonesian curriculum reform intended to increase school and teacher autonomy and to strengthen competency- and character-based learning. However, evidence on how this curriculum is enacted in Islamic Religious Education (Pendidikan Agama Islam/PAI) at the elementary level remains limited. This study examined the implementation of PAI under the Merdeka Curriculum in a Sekolah Penggerak (Driving School) context at SD Negeri 02 Rejang Lebong. Using a qualitative descriptive case study design, data were collected from July to December 2024 through classroom observations, semi-structured interviews with four PAI teachers, the school principal, and selected students, and analysis of instructional documents (modules and lesson plans). Data were analyzed thematically following Braun and Clarke, supported by triangulation and member checking to enhance credibility. Findings indicate that teachers used increased curricular flexibility to prioritize essential and contextual PAI content based on initial diagnostic assessment and clearly stated learning objectives. Instruction commonly incorporated discussion, interactive explanation, reflective questioning, role play, Qur’anic reading practice, and value-based projects (e.g., charity and community service) to connect religious concepts with students’ lived experiences. Assessment emphasized continuous formative feedback through quizzes, portfolios, performance tasks, and observation of value enactment in daily behavior; remedial and enrichment activities were applied according to student needs. A recurring challenge concerned uneven parental support for reinforcing religious values at home. Overall, Merdeka Curriculum enactment in PAI fostered a student-centered and value-oriented learning environment that supported both understanding of Islamic teachings and character development, while highlighting the need for stronger school–family collaboration.
Copyright (c) 2026 Ummul Khair, Hendra Harmi, Dewi Purnama Sari https://creativecommons.org/licenses/by-nc/4.0
Developing a Digital Supervision Ecosystem for Data-Driven Monitoring and Evaluation in Madrasah Aliyah
Learning supervision in Madrasah Aliyah in Indonesia remains constrained by fragmented, administratively burdensome, and slow feedback practices, creating a gap between expected and actual quality assurance outcomes.This study employed a Research and Development (R&D) approach using the Lee and Owen model, encompassing analysis, design, development, implementation, and evaluation stages. A mixed-methods design was applied, incorporating questionnaires, interviews, and document analysis involving teachers, madrasah principals, and supervisors in Jambi Province.The developed digital supervision ecosystem was validated as feasible by material and media experts and deemed practical based on user evaluations. Its implementation enhanced reporting efficiency, accelerated formative feedback cycles, and enabled real-time access to supervisory data, supporting more responsive and evidence-based decision-making.The findings indicate that integrating digital leadership principles with data-driven, collaborative supervision can transform conventional supervisory practices into more dynamic and continuous professional development processes. This approach not only addresses inefficiencies in traditional systems but also strengthens the overall educational quality assurance framework.The digital supervision ecosystem represents a valid and practical model for improving supervision in Madrasah Aliyah, facilitating a shift from administrative compliance toward sustainable, data-informed professional growth.
Copyright (c) 2026 Anwar Anwar, Saharudin Saharudin, Sofyan Sofyan https://creativecommons.org/licenses/by-nc/4.0
Parenting Style and Students' Career Maturity: The Mediating Role of Future Time Perspective
Career maturity is a crucial component in preparing vocational students for successful school-to-work transitions. However, the role of parenting styles and psychological factors such as future time perspective (FTP) in shaping career maturity remains insufficiently understood, particularly in vocational education contexts. This study aimed to examine the direct effects of maternal and paternal parenting styles on students’ career maturity and to investigate the mediating role of FTP.This study employed a quantitative ex post facto design involving 307 students from nine vocational high schools in Enrekang Regency, Indonesia. Data were collected using the Parental Authority Questionnaire (PAQ), Career Maturity Inventory (CMI), and Future Time Perspective Scale (FTPS). Path analysis was conducted to assess direct and indirect relationships among variables.The results revealed that maternal parenting style (β = 0.45, p < 0.01) and paternal parenting style (β = 0.61, p < 0.01) significantly predicted career maturity. FTP also had a significant direct effect on career maturity (β = 0.44, p < 0.01). Mediation analysis indicated that FTP significantly mediated the relationship between parenting styles and career maturity (maternal: β = 0.139, p < 0.01; paternal: β = 0.136, p < 0.01), suggesting both direct and indirect effects.These findings highlight the importance of supportive parenting and future-oriented thinking in enhancing students’ career readiness. Schools are encouraged to integrate career guidance programs that involve parents and strengthen students’ future time perspective to support effective career development.
Copyright (c) 2026 Yusran Sahodding https://creativecommons.org/licenses/by-nc/4.0
Exploring the Role of ChatGPT in Developing Writing Skills and Critical Thinking among Vocational High School Students
The rapid growth of generative artificial intelligence (AI), particularly ChatGPT, has introduced new possibilities for language learning through interactive feedback and writing assistance. Despite its increasing use in education, empirical evidence remains limited regarding its pedagogical role in vocational secondary schools, particularly in distinguishing its support for surface-level writing skills from deeper reasoning processes. This study investigated how ChatGPT integration could enhance students’ writing skills, foster reasoning, and influence student perceptions in a vocational high school context. This research employed a qualitative Classroom Action Research (CAR) design conducted in two cycles with 32 eleventh-grade students at SMK YPE Sawunggalih Kutoarjo, Indonesia. Data were collected through classroom observations, writing tasks, semi-structured interviews, and student reflective journals. The data were analyzed thematically, while students’ writing performance was evaluated using a rubric focusing on organization, grammar, vocabulary, and argumentation. The findings indicated consistent improvements in students’ vocabulary, grammar, and organization across the two cycles, with vocabulary showing the most notable development. Students reported that ChatGPT was useful and motivating during the writing process. However, its contribution to argumentation and critical thinking remained relatively limited. Benefits included faster idea generation and greater engagement in revision activities, while challenges involved students’ overreliance on AI-generated responses and limited skills in designing effective prompts. ChatGPT can function as an effective linguistic scaffold for supporting surface-level writing development. However, its impact on deeper reasoning and argumentation depends on structured teacher mediation and reflective instructional design. This study provides empirical evidence from a vocational secondary education context and highlights the conditions under which generative AI supports different dimensions of writing development.
Copyright (c) 2026 Rohmatul Janah https://creativecommons.org/licenses/by-nc/4.0
The Effect of WhatsApp-Integrated Meta AI Chatbot on Vocational Students' Critical Thinking Skills in the Automotive Engineering Basic Subjects
The integration of artificial intelligence (AI) into vocational education offers new opportunities to enhance students’ higher-order thinking skills, particularly critical thinking. However, empirical evidence on the effectiveness of AI chatbots in supporting critical thinking within vocational automotive learning remains limited. This study investigates the effect of a WhatsApp-integrated Meta AI chatbot on vocational students’ critical thinking skills in the Automotive Engineering Basic Subjects. This research employed a quantitative quasi-experimental design with a non-equivalent control group. The participants were 40 tenth-grade vocational high school students divided into an experimental group (n = 20) and a control group (n = 20). The experimental group used a Meta AI chatbot integrated with WhatsApp as a learning companion during four instructional sessions, while the control group received conventional instruction. Data were collected using a validated critical thinking test measuring analysis, evaluation, and inference skills. Statistical analysis included descriptive statistics, assumption tests, independent samples t-tests, N-gain analysis, and simple linear regression. The results indicate a significant difference in critical thinking scores between the experimental and control groups (t(38) = 2.466, p = 0.018). The effect size was categorized as medium-to-large (Cohen’s d = 0.78). The experimental group also showed a moderate improvement (N-gain = 0.45). Regression analysis revealed that the use of the Meta AI chatbot explained 18% of the variance in students’ critical thinking performance (R² = 0.18, p = 0.029). These findings suggest that integrating AI chatbots through widely used communication platforms such as WhatsApp can support the development of critical thinking in vocational education, particularly in technical problem-solving contexts.
Copyright (c) 2026 Sumardi Sumardi, Yogi Yunefri, Zamzami Zamzami, Rizki Novendra, Yogo Turnandes https://creativecommons.org/licenses/by-nc/4.0
The Effect of Pop-Up Book Learning Media on Civics Learning Outcomes of Fourth Grade Students in Indonesian Elementary Schools
This study examines the effect of pop-up book learning media on students’ learning outcomes in Civics (Pancasila Education) at the elementary school level. The use of conventional teaching methods often makes Civics learning less engaging, which can result in low student learning outcomes. Therefore, innovative and interactive learning media are needed to enhance students’ understanding and participation during the learning process. This research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The participants were 23 fourth-grade students of SD Negeri 091608 Sinaksak selected through saturated sampling. Data were collected using a multiple-choice test consisting of 25 items administered before and after the implementation of pop-up book learning media. The data were analyzed using descriptive statistics, a normality test (Shapiro–Wilk), N-gain analysis, and a paired sample t-test with the assistance of SPSS. The results showed a significant improvement in students’ learning outcomes. The average pretest score was 51.09, while the posttest average increased to 86.74. The normality test indicated that both datasets were normally distributed (p > 0.05). The N-gain score was 0.74, categorized as high, with an effectiveness level of 74.14%. Furthermore, the paired sample t-test showed a significant difference between pretest and posttest scores (t = 26.51, p < 0.05). These findings indicate that the use of pop-up book learning media significantly improves students’ learning outcomes in Civics learning. Therefore, pop-up book media can be considered an effective and engaging instructional tool for enhancing learning outcomes in elementary school classrooms.
Copyright (c) 2026 Minar Trisnawaty Lumbantobing https://creativecommons.org/licenses/by-nc/4.0
Integrating Tradition and Pedagogical Innovation: A Training of Trainers (ToT) Model for Sharaf Instruction in Ma'had Aly
Arabic morphology (Sharaf) forms the foundation of Arabic literacy in Indonesian Islamic boarding schools (pesantren). However, limited pedagogical preparation among Sharaf teachers often leads to uneven learning outcomes and weak formative monitoring. This study develops a contextual Training of Trainers (ToT) model that integrates the classical text Amsilatu al-Taṣrīfiyyah, the traditional bandongan–sorogan instructional system, and active learning strategies within a structured formative assessment framework.A qualitative case study was conducted at Ma’had Aly An-Nur II Al-Murtadlo from July 2024 to June 2025. Data were collected through classroom observations, semi-structured interviews, and document analysis involving 16 teacher-trainees, 32 classes (≈1,255 students), and several institutional informants. The ToT program followed a four-stage cyclical model: short workshops, micro-teaching, peer observation and feedback, and journal-based reflection. Process indicators (teaching rubric scores and reflection quality) and outcome indicators (student Sharaf scores and hamzah-writing accuracy) were monitored quarterly. Data were analyzed using the Miles–Huberman–Saldaña framework.The findings show substantial improvements in pedagogical practice and student achievement. The average teaching rubric score increased from 2.8 to 3.6, while reflection quality rose from 2.5 to 3.7. Student learning outcomes also improved, with average Sharaf scores rising from 60–64 to 72–77 and hamzah-writing accuracy reaching 75–80%. These trends indicate a clear relationship between strengthened teacher pedagogical competence and improved student learning outcomes.The ToT–Sharaf model demonstrates that pesantren traditions can function as catalysts for pedagogical innovation when combined with active learning and formative assessment. The model offers a replicable framework for teacher development and sustainable improvement of Arabic morphology instruction in pesantren contexts.
Copyright (c) 2026 Muhammad Fadhil Al Ghifari, Abdurrahman Abdurrahman, Luqman Hakim https://creativecommons.org/licenses/by-nc/4.0
The Position of Geography in Secondary School Curricula: A Comparative Analysis of Indonesia’s Merdeka Curriculum and Malaysia’s KSSM
This study examines the position and strategic status of Geography as a secondary school subject in Indonesia and Malaysia, focusing on its compulsory or elective placement, curriculum depth, and contribution to students’ geopolitical understanding. The research aims to highlight the novelty of subject positioning analysis rather than pedagogy alone, addressing how curricular structures shape geopolitical literacy outcomes. Employing a qualitative descriptive comparative design, the study integrates curriculum document analysis, semi-structured stakeholder interviews, and SWOT analysis to identify similarities, differences, strengths, and challenges in both education systems. Data sources include Indonesia’s Merdeka Curriculum and Malaysia’s Kurikulum Standard Sekolah Menengah (KSSM), supported by relevant literature and educator perspectives. Key findings show that Geography holds a strategic role in both countries by fostering spatial and geospatial literacy, regional awareness, and understanding of national and global issues, yet its positioning differs: Indonesia emphasizes Geography within social science specialization with stronger geopolitical orientation, while Malaysia introduces it at lower secondary but shifts it to an elective subject at upper secondary with broader environmental and development themes. The study implies that strengthening Geography’s geopolitical contribution requires clearer curriculum integration, sustained subject continuity, enhanced teacher professional development, and wider use of geospatial technologies to better equip students for contemporary geopolitical challenges.
Copyright (c) 2026 Fauzan Asyim https://creativecommons.org/licenses/by-nc/4.0
Addressing the Special Education Teacher Shortage in Central Kalimantan: Dynamics, Challenges, and Collaborative Governance Solution
The shortage of Special Education Teachers (SET) relative to Students with Special Educational Needs (SEN) in Central Kalimantan Province remains a critical concern. The current SET–SEN ratio of 1:11, significantly below the national standard of 1:5, undermines equitable access to quality education for SEN students. This study examines the underlying dynamics and structural causes of this imbalance in public special schools (SLBN). A qualitative design was employed, with data collected through in-depth interviews, observations, and document analysis across selected SLBNs and relevant government institutions. Data were analyzed thematically, supported by source triangulation, member checking, audit trails, and peer debriefing to ensure rigor and credibility. The findings reveal that the SET shortage is a systemic and multidimensional issue driven by three interrelated factors: unsystematic, non–data-driven workforce planning; the absence of local undergraduate programs in special education; and limited interest among non-local applicants. These factors interact across policy, institutional, and individual levels, weakening the regional SET ecosystem. Peer debriefing further indicates that the issue reflects fragmented, cross-sectoral governance. Addressing the SET shortage requires a coordinated, collaborative governance approach. A four-stage framework—preparation, recruitment, placement, and continuous professional development (CPD)—is proposed to strengthen the SET ecosystem. Policy redesign that institutionalizes cross-sector collaboration is essential to ensure the sustainable and equitable fulfillment of SEN students’ educational rights.
Copyright (c) 2026 Piter Joko Nugroho, Theo Jhoni Hartanto https://creativecommons.org/licenses/by-nc/4.0
The Effect of Contextual Teaching and Learning on Science Interest and Achievement in Fourth-Grade Students: An Experimental Study in Ongka Malino District
Elementary science instruction often remains teacher-centered, limiting student engagement and leading to suboptimal learning outcomes. This condition underscores the need for student-oriented approaches such as the Contextual Teaching and Learning (CTL) model, which connects scientific concepts to real-life contexts. This study aimed to examine the effect of CTL on fourth-grade students’ learning interest and academic achievement in science in the Ongka Malino District.A quantitative true experimental design with a pretest–posttest control group was employed. The sample consisted of 62 students from two elementary schools, divided into an experimental group receiving CTL-based instruction and a control group receiving conventional teaching. Data were collected using validated achievement tests and learning interest questionnaires and analyzed through paired sample t-tests.The findings revealed statistically significant improvements in both learning outcomes (t = 10.787, p < 0.05) and learning interest (t = 11.575, p < 0.05) among students in the experimental group. The effect sizes were large (Cohen’s d = 1.35 for achievement and d = 1.42 for interest), indicating a strong impact of the CTL model on both cognitive and affective domains.The results demonstrate that CTL is an effective instructional approach for enhancing students’ academic performance and engagement in science. By integrating real-life contexts into learning, CTL fosters meaningful understanding and intrinsic motivation. These findings support the adoption of context-based, active learning strategies to improve the quality of elementary science education.
Copyright (c) 2026 Fahmi Abdul Rozak, Dasa Ismaimuza, Sandra Sukmaning Adji https://creativecommons.org/licenses/by-nc/4.0
Developing Immersive Virtual Reality-Based Experiential Learning to Improve Communication and Problem-Solving Skills of Slow Learners in Inclusive Elementary Schools
Slow learners in inclusive elementary schools often experience difficulties in communication and problem-solving, partly due to limited access to interactive and contextual learning media. This study aimed to develop and evaluate an Immersive Virtual Reality (IVR)-based experiential learning model to enhance these skills.The study employed a Design-Based Research approach comprising needs analysis, design, implementation, and reflection phases. Participants included accompanying teachers and slow learner students from several inclusive elementary schools in East Java. Data were collected through expert validation sheets, observations, interviews, questionnaires, and pre-test and post-test instruments. Quantitative data were analyzed using paired sample t-tests, while qualitative data supported the refinement of the intervention.Expert validation indicated high feasibility, with average scores ranging from 4.7 to 4.8 across all aspects, categorized as “very worthy,” including content suitability, visual design and interactivity, integration of experiential learning principles, usability, and appropriateness for slow learners. Effectiveness testing revealed significant improvements in students’ communication skills (mean scores increasing from 66.7 to 83.0) and problem-solving skills (from 69.4 to 87.7), with p = 0.000 < 0.05 for both variables.The findings demonstrate that IVR-based experiential learning is both feasible and effective in enhancing communication and problem-solving skills among slow learners. By offering immersive, interactive, and meaningful learning experiences, this approach supports skill development in inclusive settings and highlights the potential of technology-enhanced pedagogy for diverse learners.
Copyright (c) 2026 Imada Cahyani Elvirawati https://creativecommons.org/licenses/by-nc/4.0
Humanization in Prophetic Leadership: The Role of AIK Lecturers in Fostering Religious Moderation in Muhammadiyah Higher Education
Intolerance and exclusivism continue to pose challenges in Indonesian higher education, underscoring the need for leadership models that promote inclusive and moderate religious attitudes. This study investigates the humanization dimension of prophetic leadership practiced by AIK (Al-Islam and Kemuhammadiyahan) lecturers at Universitas Teknologi Muhammadiyah Jakarta (UTMJ) in strengthening students’ religious moderation.A qualitative descriptive approach was employed, with data collected through in-depth interviews, observations, and document analysis. The data were analyzed thematically to identify patterns and core values embedded in lecturers’ leadership practices.The findings reveal five key values underpinning the humanization model of prophetic leadership: moral and academic role modeling, tolerance for diversity, compassion in mentoring, justice in assessment and interaction, and integrity in upholding Islamic and Muhammadiyah principles. These values are consistently integrated into teaching practices and social engagement, contributing to the development of students’ wasathiyyah (moderate religious attitudes).The study concludes that the humanization dimension of prophetic leadership functions as a transformative framework for fostering students’ moral character and promoting an inclusive, ethical academic culture. This model offers practical implications for strengthening religious moderation within Muhammadiyah higher education and potentially in broader academic contexts.
Copyright (c) 2026 Ahmad Syaipul Bahri, Adlan Fauzi Lubis, Bunyamin Bunyamin https://creativecommons.org/licenses/by-nc/4.0
School Readiness for Coding and AI Education: A Case Study of Policy Implementation and Pedagogical Adaptation in Indonesia
The educational transformation driven by the Industrial Revolution 4.0 necessitates digital literacy and computational thinking, reflected in Indonesia’s 2025 policy mandating Coding and AI as compulsory electives. This study examines policy implementation, student competency outcomes, barriers, and adaptive strategies within an early-adopting school context.A single instrumental case study was conducted at HelloMotion High School, selected for its pioneering role in digital curriculum integration prior to the national mandate. Data were collected from September to November 2025 through in-depth interviews with six key informants (one principal, one vice-principal, one teacher, and three students) and a survey of 99 students. Analysis employed Miles and Huberman’s interactive model alongside descriptive statistics.Findings reveal a “Literacy–Aspiration Gap,” where students demonstrated improved logical thinking (M = 3.35, SD = 0.91) but low interest in technology-related careers (M = 2.21, SD = 1.11). The primary challenges were identified as second-order barriers, including teacher beliefs and students’ “instant generation” mindset, rather than infrastructural limitations. In response, the school implemented an Integrative Strategy Model combining project-based learning with specialized, diverse grouping to enhance engagement and learning outcomes.The study highlights that successful implementation of Coding and AI education extends beyond infrastructure provision to addressing pedagogical and attitudinal barriers. It contributes to policy discourse by emphasizing the need for interventions targeting internal resistance and aligning skill development with student motivation, ensuring more effective and sustainable digital education reform.
Copyright (c) 2026 Bagus Sulasmono, Yuliana Friska, Supardi Uki Sajiman, Hasbullah Hasbullah, Syahfitri Purnama https://creativecommons.org/licenses/by-nc/4.0
Teacher Development Models for Integrating Computational Thinking in Early Childhood Education: A Systematic Literature Review
Computational Thinking (CT) is widely acknowledged as a core competency in 21st-century education; however, its integration in Early Childhood Education (ECE) is limited by the absence of systematic teacher development frameworks.This study conducts a systematic literature review of 12 peer-reviewed articles published between 2016 and 2025, sourced from ERIC and Scopus. The analysis focuses on identifying and categorizing existing teacher development models for CT in ECE and examining their implementation and outcomes.Three categories of teacher development models were identified: (1) unplugged play-based models using concrete manipulatives; (2) plugged models emphasizing robotics and block-based coding; and (3) hybrid models integrating concrete and symbolic learning through scaffolding and debugging. Implementation is primarily embedded in daily classroom routines (75%) and supported by peer collaboration (17%), while parental involvement remains limited (8%). Outcomes are predominantly cognitive, with significant improvements in CT skills, problem-solving, and geometric reasoning. Affective outcomes, such as motivation and engagement, show moderate gains. Notable gaps include the lack of validated assessment tools and limited longitudinal evidence on professional development design.This review advances the field by proposing an ECE-specific taxonomy of teacher development models that connects pedagogical approaches with cognitive and affective outcomes. It highlights the importance of a concrete-to-symbolic learning trajectory, sustained professional coaching, and structured home–school partnerships to support developmentally appropriate, scalable, and sustainable CT integration in early education.
Copyright (c) 2026 Muthia Atika Fajri https://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of a STEAM-Integrated Project-Based Learning Model for Teaching Motorcycle CVT Diagnostics in Vocational Schools
This study examines the effectiveness of integrating Project-Based Learning (PBL) with a STEAM approach to enhance students’ conceptual understanding and diagnostic skills in continuous variable transmission (CVT) systems within vocational education. A quasi-experimental design was employed involving 34 Grade XII students from the Motorcycle Engineering program at SMK Negeri 4 Rambah, Indonesia. Participants were divided into an experimental group receiving PBL-STEAM instruction and a control group receiving traditional teaching. Data were collected through posttests and analyzed using N-gain, independent samples t-tests, and effect size (Cohen’s d). The experimental group achieved a higher mean posttest score in conceptual understanding (84.24) compared to the control group (74.00). The N-gain for the experimental group was 0.68 (high), while the control group showed 0.28 (low). Diagnostic skills also improved significantly, with mean scores of 90.00 (experimental) and 76.00 (control). Statistical analysis revealed significant differences between groups (p < 0.05). Effect sizes were large (d = 1.77 for conceptual understanding; d = 2.68 for diagnostic skills). The findings indicate that the PBL-STEAM approach substantially improves both conceptual mastery and diagnostic skills. This model aligns well with vocational education objectives and supports the development of competencies relevant to industry demands.
Copyright (c) 2026 Adek Irawan, Nurliana Nasution, Rizki Novendra, Yogo Turnandes https://creativecommons.org/licenses/by-nc/4.0
Pre-service Physics Teachers’ Perceptions of STEM-EDP Learning in Addressing Water Turbidity Issues
Water turbidity, often resulting from mining and agricultural activities, poses significant risks to ecosystems and human health. Addressing this issue requires innovative, interdisciplinary approaches. This study explores how the integration of STEM with the Engineering Design Process (STEM-EDP) supports pre-service physics teachers in designing solutions to water turbidity problems.A qualitative descriptive design was employed involving 39 pre-service physics teachers from two classes, organized into seven groups. Participants engaged in a four-session project using STEM-EDP worksheets to design and construct water turbidity meters and filtration devices from accessible materials. Data were collected through open-ended questions capturing students’ learning experiences and analyzed thematically.The findings indicate that participants developed critical and creative thinking, as well as collaboration and communication skills. They demonstrated a deeper understanding of STEM integration by applying concepts such as light scattering and filtration, utilizing smartphone lux meters, and performing calculations related to water discharge and cost efficiency. The STEM-EDP approach enabled students to connect scientific and engineering principles with real-world environmental problems.The study concludes that STEM-EDP is an effective pedagogical approach for enhancing pre-service teachers’ problem-solving abilities and interdisciplinary understanding. Incorporating hands-on, context-based STEM-EDP activities in teacher education programs can better prepare future educators to design meaningful, real-world learning experiences.
Copyright (c) 2026 Atin Nuryadin, Lambang Subagiyo, Nurul Fitriyah Sulaeman, Muliati Syam https://creativecommons.org/licenses/by-nc/4.0
Evaluating the Flipped Classroom for Enhancing Student Collaboration: A Systematic Literature Review
The flipped classroom (FC) model has gained prominence in higher education, yet its effectiveness in fostering student collaboration remains inconclusive. This study systematically reviews existing literature to examine how FC implementation influences collaborative learning outcomes. A systematic literature review was conducted following the PRISMA framework. Ten empirical studies published between 2015 and 2023 were selected based on predefined inclusion criteria. The studies were analyzed with a focus on instructional design, assessment alignment, and the operationalization of collaboration. The findings reveal that while FC approaches are widely adopted, their impact on collaboration varies considerably. Studies that explicitly structured collaborative roles and aligned collaboration with assessment practices reported stronger outcomes. In contrast, studies that treated collaboration implicitly or descriptively demonstrated weaker or inconsistent results. Additionally, collaboration was often insufficiently defined or measured as a primary learning outcome. The review identifies significant gaps in the literature, including limited conceptualization and measurement of collaboration, as well as a lack of longitudinal and discipline-specific research, particularly in Informatics Engineering. These findings suggest that FC environments do not inherently enhance collaboration. More rigorous research designs that explicitly integrate and assess collaboration are needed to better understand and optimize its role within flipped learning contexts.
Copyright (c) 2026 Mhd Arya Dhaifullah, Resmi Darni, Yeka Hendriyani https://creativecommons.org/licenses/by-nc/4.0
Transformational Outcome-Based Education in Islamic Studies: A Learning Design Implemented in the Ethics Course
This study examines the implementation of a Transformational Outcome-Based Education (OBE) model in Dirāsah Islāmiyah, situating Islamic moral education within contemporary outcomes-based pedagogical frameworks. The study aims to analyse the instructional design, explore implementation challenges—particularly in assessing affective learning outcomes—and evaluate the Continuous Quality Improvement (CQI) mechanisms embedded in the process. A qualitative case study approach was employed in an Ethics (Ilmu Akhlak) course at UIN Sunan Gunung Djati Bandung. Data were collected over one semester through participatory observation, in-depth interviews with one lecturer and 33 students, and document analysis, including the Semester Learning Plan and student portfolios. The findings reveal that the Transformational OBE model was operationalised through strong constructive alignment, integrating Problem-Based Learning (PBL) and Project-Based Learning (PjBL) to promote critical reflection consistent with Mezirow’s Transformative Learning Theory. Reflective journals emerged as the primary instrument for assessing the internalisation of moral and spiritual values. However, significant challenges were identified, including students’ initial resistance to reflective practices and lecturers’ difficulties in objectively evaluating affective domains. The CQI mechanism, implemented through the Plan–Do–Check–Act (PDCA) cycle, played a crucial role in enabling iterative pedagogical refinement. In conclusion, this study demonstrates that integrating spiritual objectives into the OBE framework is both feasible and pedagogically valuable, while also highlighting the need for more robust affective assessment strategies in Islamic higher education contexts.
Copyright (c) 2026 Izzah Faizah Siti Rusydati Khaerani, Iu Rusliana, Dindin Moh Saepudin https://creativecommons.org/licenses/by-nc/4.0
A Decade of UTAUT in Education: A PRISMA 2020 Systematic Review of Technology Acceptance Studies (2015–2025)
The increasing integration of digital technologies in education, particularly during and after the COVID-19 pandemic, has intensified interest in understanding technology acceptance. The Unified Theory of Acceptance and Use of Technology (UTAUT) has been widely applied in educational research; however, existing reviews remain fragmented and lack a longitudinal, model-focused synthesis.This study employed a PRISMA 2020–guided systematic literature review of UTAUT-based research in educational contexts published between 2015 and 2025. A structured search of the Scopus database identified 13,131 records. Following duplicate removal and multi-stage screening based on predefined inclusion criteria, 56 empirical journal articles were retained. Study quality was assessed using a combined framework integrating the Mixed Methods Appraisal Tool (MMAT) and Kitchenham’s checklist. Data were analysed using descriptive and thematic synthesis.Findings indicate a substantial increase in UTAUT-based studies during the COVID-19 period, with e-learning, mobile learning, and learning management systems as dominant technologies. Quantitative approaches, particularly Structural Equation Modelling, predominated. Performance Expectancy emerged as the most consistent predictor of behavioural intention, followed by Effort Expectancy, Social Influence, and Facilitating Conditions. Research remains geographically concentrated in Asia and largely focused on behavioural intention rather than actual use behaviour.This review highlights the sustained relevance of UTAUT in educational technology research while identifying methodological and conceptual gaps, including limited attention to learning outcomes, overreliance on cross-sectional designs, and emerging extensions related to AI-enabled learning. Future research should integrate longitudinal and mixed-method approaches and align technology acceptance with educational effectiveness.
Copyright (c) 2026 Agus Widayoko, Syunu Trihantoyo, Nunuk Hariyati https://creativecommons.org/licenses/by-nc/4.0
Performance-Based Teacher Evaluation in Indonesian Public and Private Madrasah Tsanawiyah: A Qualitative Comparative Case Study
Teacher performance evaluation is central to educational quality assurance; however, within Islamic educational institutions it must also address moral and spiritual dimensions. This study examines how teacher performance evaluation is conceptualized and implemented in public and private Madrasah Tsanawiyah, and how institutional governance shapes its developmental impact. Adopting a qualitative comparative case study design, the research was conducted in two Islamic junior secondary schools in South Jakarta, one public and one private madrasah. Data were generated through in-depth interviews with principals, teachers, and community representatives, focus group discussions, classroom and supervision observations, and document analysis. Using cross-case thematic analysis and pattern matching, the study reveals contrasting evaluation logics: a regulation-driven, accountability-oriented model in public madrasahs and a flexible, value-integrative model in private madrasahs. While standardized systems enhance administrative consistency, value-based and dialogical evaluation practices demonstrate stronger alignment with professional development, instructional improvement, and teachers’ role as moral exemplars. The findings suggest that evaluation systems in Islamic education are most effective when framed as formative and developmental rather than merely administrative. This study contributes to the literature by offering a governance-sensitive evaluation framework that integrates professional standards with Islamic ethical values, advancing a more holistic model of quality assurance in Islamic secondary education.
Copyright (c) 2026 Nur Afif, Akhmad Shunhaji, Khasnah Syaidah https://creativecommons.org/licenses/by-nc/4.0
Psychometric Evidence for Using FSI Speaking Ratings in Indonesian Primary EFL Classrooms: Content Validity and Inter-Rater Reliability
Reliable and valid speaking assessment is crucial for accurately interpreting young learners’ communicative competence in English as a Foreign Language (EFL). Although the Foreign Service Institute (FSI) Speaking Ratings are widely used in adult contexts, empirical evidence supporting their adaptation for primary school learners, particularly in Indonesia, remains limited. This study employed a quantitative psychometric validation design to examine the content validity and inter-rater reliability of an adapted FSI scale. Six expert validators (two media, two language, and two material experts), two trained raters, and 30 Grade V students from a public primary school participated. The scale was contextually modified to align with young learners’ characteristics while retaining its five domains. Students performed a 2–3 minute monologue based on visual prompts, which was video-recorded and independently scored. Content validity was assessed using Aiken’s V, and inter-rater reliability was analyzed using a two-way random-effects Intraclass Correlation Coefficient (ICC) with absolute agreement. Aiken’s V coefficients ranged from 0.50 to 1.00, with a mean of 0.87 across 54 indicators, indicating strong content validity. The ICC results demonstrated consistent scoring between raters, suggesting satisfactory inter-rater reliability. The findings provide initial psychometric support for the adapted FSI Speaking Ratings in primary EFL contexts, enhancing assessment objectivity and standardization. However, limitations include a small sample size, limited number of raters, single-site data, and the absence of construct validity analysis. Future studies should address these constraints to strengthen generalizability and validation.
Copyright (c) 2026 Euis Yanah Mulyanah, Yudi Juniardi, Lukman Nulhakim https://creativecommons.org/licenses/by-nc/4.0
Growth Mindset and AI Generative Dependency among Students: The Role of Achievement Goal Orientations
The increasing integration of generative artificial intelligence (GenAI) in education has raised concerns regarding students’ potential dependency on these technologies. This study examines the relationships between growth mindset, achievement goal orientations, and generative AI dependency among secondary school students in Indonesia. A total of 191 students (junior high school = 180; senior high school = 11) were selected using purposive sampling based on prior experience using GenAI for academic purposes. Using a quantitative cross-sectional survey and Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4, generative AI dependency was operationalized as psychological dependency characterized by cognitive preoccupation, negative consequences, and withdrawal. The results indicate that growth mindset significantly predicts mastery goal orientation (β = 0.304, p < 0.001) and performance goal orientation (β = 0.284, p < 0.001), but does not directly predict generative AI dependency (β = 0.055, p = 0.599). In addition, mastery goal orientation (β = −0.213, p = 0.115) and performance goal orientation (β = 0.110, p = 0.469) do not significantly predict generative AI dependency. The structural model explains a limited proportion of variance in generative AI dependency (R² = 0.032). These findings suggest that motivational constructs such as growth mindset and achievement goal orientations are associated with students’ learning orientations but are insufficient to explain dependency-related engagement with generative AI. The study highlights the need for future research to incorporate regulatory and epistemic factors to better understand students’ dependency on GenAI in educational contexts.
Copyright (c) 2026 Fawwaz Adzansyah Islamy, Fiki Febriani, Puspita Sari, Herdian Herdian https://creativecommons.org/licenses/by-nc/4.0
Participatory Action Research to Strengthen Al-Qur’an–Hadith Teachers’ Competence in Developing TP–ATP–KKTP for Phase A in an Indonesian Madrasah
This study was motivated by preliminary findings indicating that 25 of 35 Al-Qur’an–Hadith teachers at MI Ma’arif Ponorogo experienced difficulties in formulating Learning Objectives (TP), Learning Objective Sequences (ATP), and Learning Objective Achievement Criteria (KKTP) in alignment with the Regulation of the Director General of Islamic Education Number 3302 of 2024. These challenges highlight the need for structured and contextualized professional support in curriculum development.A Participatory Action Research (PAR) design was employed, consisting of three iterative cycles of planning, action, observation, and reflection. Data were collected through observations, interviews, and document analysis, and analyzed qualitatively to examine changes in teachers’ understanding, skills, and professional confidence throughout the intervention.The findings indicate that the PAR-based intervention significantly improved teachers’ competence in developing curriculum components. The formulated TP achieved a high feasibility level (mean score 21.8/24), demonstrating strong alignment with Learning Outcomes (CP) and developmental appropriateness. The ATP reflected coherent and progressive sequencing consistent with Outcome-Based Education and backward design principles. The KKTP attained a high feasibility score (30/32), indicating clear, measurable, and authentic assessment criteria aligned with TP and ATP.The study demonstrates that PAR-based mentoring effectively enhances teachers’ curriculum development competence and operationalizes Outcome-Based Education and Understanding by Design principles. These findings suggest that the approach offers a practical and replicable model for strengthening curriculum implementation within the Merdeka Curriculum framework, although broader application across diverse contexts warrants further investigation.
Copyright (c) 2026 Basuki Basuki https://creativecommons.org/licenses/by-nc/4.0
Parental Mediation in Parenting 4.0: A Qualitative Case Study on Early Childhood Digital Literacy in Indonesia
Rapid digital advancement presents both opportunities and challenges for young children, necessitating effective parental mediation to support early childhood digital literacy. This study investigates the implementation of Parenting 4.0 at RA STIBA Azkiya, an Islamic early childhood education institution, in fostering children’s digital competencies. A qualitative single-case study design was employed involving 11 participants (six parents, four teachers, and one principal). Data were collected through semi-structured interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model. Digital literacy was conceptualized as encompassing operational skills, informational awareness, digital safety, and guided critical thinking mediated by adults. The findings indicate that Parenting 4.0 practices—such as introducing basic digital tools, supervising screen time, selecting age-appropriate content, facilitating parent–child dialogue, and modeling responsible digital behavior—were associated with children’s ability to use digital devices safely and meaningfully. These practices were further supported by institutional mechanisms, including monitoring books, workshops, and parent consultations, which reinforced consistent parental engagement. This study provides a context-specific account of how Parenting 4.0 is operationalized through defined parental roles and institutional support within an Islamic early childhood setting, contributing to the literature on parental involvement in digital literacy. However, the single-site and culturally specific context limit generalizability. Future research should examine Parenting 4.0 across diverse educational settings to enhance comparative understanding of early childhood digital literacy.
Copyright (c) 2026 Bambang Winarji, Upik Elok Endang Rasmani, Novita Eka Nurjanah, Jumiatmoko Jumiatmoko, Nurul Shofiatin Zuhro, Anjar Fitrianingtyas https://creativecommons.org/licenses/by-nc/4.0
Integrating YouTube into EAP Pedagogy to Foster Students’ Academic Speaking Competence in EFL Classrooms
The increasing demand for English for Academic Purposes (EAP) proficiency requires EFL learners to develop advanced academic speaking skills. However, limited exposure to authentic academic discourse remains a major challenge. Digital platforms such as YouTube may provide multimodal input to support speaking development.This study examines whether integrating YouTube into EAP pedagogy improves students’ academic speaking competence. A quasi-experimental pre-test–post-test non-equivalent control group design was used with N = 14 university EFL students (n = 7 per group) over 8 sessions (one semester). Data were collected through CEFR-based speaking tests, audio/video recordings, and rater scores, with an additional Likert-scale questionnaire for the experimental group. Quantitative data were analyzed using paired- and independent-samples t-tests, and N-gain scores; qualitative support came from learner perception data.Both groups improved significantly; however, the experimental group showed larger gains (M_pre = 61.14, SD = 2.41; M_post = 81.57, SD = 2.64) than the control group (M_pre = 61.00, SD = 2.16; M_post = 68.57, SD = 1.72). Paired t-tests indicated significant improvement in the experimental group, t(6) = −55.38, p < .001, with a large effect. N-gain scores were moderate for the experimental group (52.75%) and low for the control group (19.41%). Questionnaire results indicated positive perceptions (M ≈ 4.43–4.71).Findings suggest that YouTube integration may enhance academic speaking through authentic input and multimodal learning. Pedagogically, structured video-based tasks are recommended in EAP instruction. However, results should be interpreted cautiously due to the small sample size and non-random assignment.
Copyright (c) 2026 Ida Maulida https://creativecommons.org/licenses/by-nc/4.0
University EFL Students’ Perceptions of Generative AI in Academic Writing: A Qualitative Case Study in Indonesia
The integration of generative artificial intelligence (GenAI) into higher education has significantly transformed academic writing practices, particularly in English as a Foreign Language (EFL) contexts. While GenAI tools offer pedagogical benefits, they also raise concerns regarding academic integrity, authorship, and student autonomy. This study explores university students’ perceptions of GenAI in academic writing.A qualitative case study design was employed involving 12 undergraduate EFL students at an Indonesian university. Participants were purposively selected based on their prior use of AI tools. Data were collected through semi-structured interviews and focus group discussions and analyzed using Braun and Clarke’s thematic analysis framework.Four major themes emerged: (1) perceived benefits, including improved linguistic accuracy, idea generation, time efficiency, and reduced writing anxiety; (2) challenges and limitations, such as inconsistent AI output, over-reliance, and loss of personal writing voice; (3) ethical concerns, including plagiarism risks, unclear institutional policies, and ambiguity surrounding authorship; and (4) the impact on learning processes, where AI functions both as a cognitive scaffold and a potential barrier to critical thinking and independent learning.The findings indicate that GenAI plays a dual role in EFL academic writing, simultaneously enhancing and complicating students’ writing development. While it supports language proficiency and productivity, excessive dependence may hinder deeper cognitive engagement and authenticity. The study underscores the necessity of integrating AI literacy and establishing clear ethical guidelines to promote responsible use. These insights provide implications for educators, curriculum designers, and policymakers in fostering balanced and ethical AI integration in academic writing.
Copyright (c) 2026 Mimin Aminah, Abdul Hamid Aly https://creativecommons.org/licenses/by-nc/4.0
Adaptive Deep Learning–Driven Animated Media for Enhancing Science Concept Understanding in Elementary Education
Elementary science instruction in the digital era often lacks interactivity and responsiveness to diverse learning needs, particularly for abstract topics such as the water cycle. This study examines the effect of adaptive animated media supported by deep learning features on Grade 4 students’ conceptual understanding and compares it with conventional instruction.A quasi-experimental nonrandomized control-group pretest–posttest design was employed with 50 fourth-grade students at SDN Sukarahayu 02 (25 experimental; 25 control). Both groups completed a 20-item multiple-choice pretest and posttest, while the experimental group also responded to a perception questionnaire. The experimental group used adaptive animated modules featuring progress monitoring, branching reinforcement, differentiated practice, and targeted feedback, whereas the control group received lecture-based instruction with textbooks and worksheets. Data were analyzed using normalized gain scores and the Mann–Whitney test.Initial abilities were comparable (experimental = 52.35; control = 51.80). Posttest scores were higher in the experimental group (82.75) than in the control group (68.45). Learning gains were greater in the experimental group (g = 0.638, medium) compared to the control group (g = 0.345, medium). The difference was statistically significant (p = 0.012). Student perceptions indicated increased engagement (88%), improved understanding (84%), enhanced visualization (88%), and higher motivation (80%).Adaptive animated media effectively supports conceptual understanding by providing personalized learning pathways and visualizing abstract processes, leading to more meaningful learning experiences than conventional methods.Deep learning–supported adaptive animation significantly enhances elementary students’ understanding of the water cycle and offers a more interactive and effective alternative to traditional instruction.
Copyright (c) 2026 Yudi Budianti, Dede Abdul Azis, Ayu Fitria https://creativecommons.org/licenses/by-nc/4.0
Institutional Resource Management and Parental Satisfaction in Early Childhood Education: Perspectives from Millennial and Gen Z Parents in Indonesia
The demographic shift toward Millennial and Generation Z parents has reshaped expectations for early childhood education (ECE), particularly regarding institutional resource management and service quality. This study examines the relationship between institutional resource management and parental satisfaction in ECE settings.A quantitative correlational design was employed with 150 parents in Surakarta, Indonesia, selected through purposive sampling. Data were collected using two Likert-scale instruments measuring institutional resource management (16 items) and parental satisfaction (12 items). Instrument validity was established through expert judgment, and reliability testing using Cronbach’s alpha indicated satisfactory internal consistency. Data were analyzed using Pearson’s correlation coefficient and coefficient of determination.The findings revealed a moderate, statistically significant positive relationship between institutional resource management and parental satisfaction (r = 0.56, p < 0.01). The coefficient of determination (R² = 0.31) indicates that 31% of the variance in parental satisfaction is explained by institutional resource management. No significant differences were found between Millennial and Generation Z parents, suggesting convergent expectations regarding transparency, digital documentation, and administrative efficiency.The results highlight the importance of systematic and technology-supported resource management in enhancing parental satisfaction across generational groups. ECE institutions should prioritize managerial transparency, digital service optimization, and responsive administration to align with contemporary parental expectations. Future research should explore additional factors influencing satisfaction and extend analysis across broader educational contexts.
Copyright (c) 2026 Upik Elok Endang Rasmani, Siti Wahyuningsih, Bambang Winarji, Jumiatmoko Jumiatmoko, Novita Eka Nurjanah, Nurul Shofiatin Zuhro, Anjar Fitrianingtyas https://creativecommons.org/licenses/by-nc/4.0
Culturally Responsive Teaching as a Strategy for Strengthening the Pancasila Student Profile in Indonesian Elementary Education Teaching
This study addresses the challenges of character building within the Pancasila Student Profile (P3), particularly issues of moral degradation and cultural exclusion arising from conventional, academically oriented education systems. It aims to explore how the Culturally Responsive Teaching (CRT) approach can strengthen the six dimensions of P3 in elementary education.A qualitative case study design was employed at SD Muhammadiyah 1 Surakarta, involving six teachers and 90 students from grades IV to VI. Data were collected through participatory observation, in-depth interviews, and Focus Group Discussions (FGDs), and analyzed using the Miles and Huberman interactive model to identify patterns and themes related to CRT implementation.The findings reveal that the CRT approach significantly enhances student character development. Notable outcomes include increased collaborative engagement in ecobricks projects (Gotong Royong), improved ability to analyze phenomena grounded in local wisdom (Critical Thinking), and strengthened capacity to transform waste into functional products (Creativity). These results demonstrate that integrating sociocultural contexts into teaching fosters active, meaningful learning experiences. Furthermore, the study identifies key factors influencing implementation, including cultural relevance, teacher facilitation, and flexible instructional design.This study contributes theoretically by proposing a pedagogical model that connects the Merdeka Curriculum with local cultural realities, offering a more inclusive and context-sensitive approach to character education. Despite challenges such as limited instructional time, the flexibility of CRT integration sustains its effectiveness. Overall, the findings position CRT as a transformative framework for advancing sustainable character education in the context of globalization.
Copyright (c) 2026 Ratnasari Diah Utami, Minsih Minsih, Honest Ummi Kaltsum, Taqiya Dipsatara, Aisyara Zalzabila, Intan Putri Rahmania, Maskur Huda https://creativecommons.org/licenses/by-nc/4.0
Epistemological Perspectives in Inclusive Education: A Systematic Review of Differentiated Instruction Practices Across Contexts
This study situates inclusive education within broader epistemological debates, emphasizing how differing conceptions of knowledge shape differentiated instruction practices across diverse educational contexts . The purpose of this systematic review is to examine how empiricist, constructivist, and hybrid epistemological orientations influence the design and implementation of differentiated instruction in inclusive settings, and to identify contextual factors mediating this relationship. Employing PRISMA 2020 guidelines, a systematic search of the Scopus database (2019–2024) yielded 43 peer-reviewed studies, which were analyzed through thematic synthesis and comparative frameworks. The findings reveal three dominant orientations: constructivist approaches (44%) emphasize student-centered, flexible, and experiential learning; empiricist approaches (30%) prioritize data-driven, structured, and assessment-based practices; while hybrid approaches (26%) integrate both perspectives pragmatically. The review further identifies teacher preparation, policy frameworks, and governance structures as key mediating factors influencing how epistemological beliefs translate into classroom practice. Notably, only 28% of studies reported explicit teacher reflection on epistemological foundations, indicating a gap between theory and practice. The study concludes that epistemological orientations fundamentally shape differentiated instruction and inclusive education outcomes. It proposes the Epistemology-Practice-Context (EPC) model to conceptualize the dynamic interaction between beliefs, contextual conditions, and pedagogical practices. These findings highlight the need for enhancing teachers’ epistemological literacy and aligning policy frameworks with diverse educational contexts to improve the effectiveness of inclusive education.
Copyright (c) 2026 Fuji Lestari, Mahdum Mahdum, Jimmi Copriady https://creativecommons.org/licenses/by-nc/4.0
Assessing the Compatibility of Non-Language Learning Games for Language Education: Development of the FUN (Functionality-Usability-Normality) Framework
The increasing integration of digital games into informal language learning has highlighted the potential of commercial, non-language-learning games as supplementary pedagogical tools. However, educators lack a systematic framework to evaluate their compatibility with language learning objectives, particularly in genre-based instruction. This study addresses this gap by developing a practical evaluative framework for selecting suitable games. A qualitative design was employed using a Focus Group Discussion (FGD) involving eight experts in game-based learning, game design, and applied linguistics. Data were collected through a structured online discussion and analyzed using Spradley’s developmental research sequence, including domain, taxonomy, componential, and cultural theme analysis, guided by theories of game functionality, genre-based pedagogy, ergodic texts, and gamification. The analysis resulted in the development of the FUN framework, consisting of three dimensions: Functionality, Usability, and Normality. Functionality examines the alignment between game genres and targeted text genres through interpretive, explorative, and configurative user functions. Usability addresses platform accessibility and learner familiarity, influencing implementation feasibility. Normality evaluates socio-cultural appropriateness and potential distractions. These dimensions are operationalized into a compatibility rubric with three levels: compatible, appropriate, and discordant. The FUN framework provides a structured and practical tool for educators to evaluate and integrate commercial games into language learning contexts. While conceptually robust, the framework requires further empirical validation in classroom settings. Future research should examine its effectiveness in improving instructional decision-making and learning outcomes.
Copyright (c) 2026 Novianni Anggraini, SF Luthfie Arguby Purnomo, Arina Rohmatika https://creativecommons.org/licenses/by-nc/4.0
Integrating IoT-Based Predictive Maintenance into Motorcycle Engineering Instruction: Effects on Vocational Students’ Diagnostic Competence
This study investigates the application of Internet of Things (IoT) technology in predictive maintenance learning within Motorcycle Engineering courses at SMK Negeri 1 Kandis and its impact on improving student competence in the context of Industry 4.0. A quasi-experimental one-group pretest–posttest design was employed involving 64 students across Grades X, XI, and XII. Students participated in learning activities using IoT-based trainer media integrated with vehicle technical sensors. Data were collected through pretests, posttests, observations, and questionnaires, and analyzed using N-gain, paired t-tests, and effect size (Cohen’s d). Substantial improvements were observed across all grade levels. In Grade X, the mean score increased from 66 (pretest) to 95 (posttest) with Cohen’s d > 3.7. In Grade XI, scores improved from 65 to 95 (d > 27.7), and in Grade XII from 67 to 97 (d > 37.6). The overall N-gain of 0.90 indicated a high level of improvement. Paired t-tests revealed statistically significant differences between pretest and posttest scores (p < 0.05), demonstrating enhanced conceptual understanding, analytical skills, and readiness to meet automotive industry challenges. The findings confirm that integrating IoT technology into vocational learning effectively enhances student competence and aligns with Industry 4.0 demands. However, the absence of a control group and the short intervention duration limit generalizability. Future research should employ longitudinal designs and larger samples to validate these results and strengthen curricular integration strategies.
Copyright (c) 2026 Refi Putra Yandi, Marihot Manullang, Elvira Asril, Rizki Novendra, Yogo Turnandes https://creativecommons.org/licenses/by-nc/4.0
Development of Problem-Based E-LKPD Using FlipHTML5 to Enhance Critical Thinking Skills in Senior High School Economics
The limited use of interactive learning media and the low level of students’ critical thinking skills in economics learning highlight the need for innovative instructional tools. Integrating Problem-Based Learning (PBL) with digital media such as Electronic Student Worksheets (E-LKPD) offers potential to support more active and meaningful learning. This study employed a Research and Development (R&D) approach using the 4-D model (define, design, develop, disseminate). The product developed was a PBL-based E-LKPD assisted by FlipHTML5 for the topic of human needs. The feasibility of the product was evaluated through expert validation involving media, subject matter, and language experts. A limited trial was conducted with 27 tenth-grade students to assess practicality. Data were collected using validation sheets and student response questionnaires and analyzed descriptively using percentage scores. The validation results indicated that the E-LKPD achieved a high level of validity, with scores of 91% from media experts, 80% from subject matter experts, and 91% from language experts. The practicality test showed an average score of 92%, categorized as very practical. These findings suggest that the developed E-LKPD is appropriate in terms of content, design, and usability. The results indicate that the PBL-based E-LKPD assisted by FlipHTML5 is feasible as a digital learning medium and has the potential to support student engagement and learning activities in economics. However, further research is needed to examine its effectiveness in improving learning outcomes and critical thinking skills.
Copyright (c) 2026 Okta Renaldy Tama, Siti Suprihatin, Desi Budiono https://creativecommons.org/licenses/by-nc/4.0
Urban Women’s Perceptions of Bird Conservation and Implications for Conservation Education: Evidence from Pekanbaru, Indonesia
Urbanization has significantly altered natural landscapes, affecting bird populations and their ecological functions, including seed dispersal and pest control. Despite their importance, birds in urban environments are often undervalued. This study aims to examine women’s perceptions of bird conservation in urban areas and to identify key factors influencing these perceptions, including personal experience, environmental education, and access to green spaces. A cross-sectional survey design was employed in Pekanbaru City, involving 72 women selected through multistage random sampling across six sub-districts. Data were collected using a validated questionnaire, with reliability confirmed by a Cronbach’s alpha value of 0.85. Perceptions of bird conservation were measured using a Likert scale and analyzed descriptively.The results indicate that participants demonstrated a high level of awareness, with a mean perception score of 105.50, categorized as “excellent.” Personal experience with birds, higher levels of education, and proximity to green open spaces were identified as significant factors influencing positive perceptions. Additionally, older and more highly educated women exhibited stronger support for bird conservation.In conclusion, women represent a critical group in advancing urban bird conservation. Their positive perceptions and social roles position them as effective agents of change within families and communities. These findings highlight the importance of integrating gender-responsive approaches into conservation education programs to enhance ecological awareness and promote sustainable practices in urban environments.
Copyright (c) 2026 Hadinoto Hadinoto, Eni Suhesti, Dodi Sukma R.A, Sri Wahyuni https://creativecommons.org/licenses/by-nc/4.0
Implementation of the Independent Curriculum in Islamic Religious Education: A Qualitative Study of Madrasahs in West Aceh, Indonesia
The implementation of the Independent Curriculum represents a significant reform in Indonesia’s education system, emphasizing flexibility, student-centered learning, and character development. However, its application in Islamic Religious Education (IRE) within madrasahs remains underexplored, particularly in regional contexts such as West Aceh. This study employed a qualitative descriptive approach to investigate the implementation of the Independent Curriculum in IRE. Data were collected through semi-structured interviews with 3 madrasah principals and 12 IRE teachers, complemented by document analysis. The data were analyzed using thematic analysis involving data reduction, categorization, and interpretation. The findings indicate that the Independent Curriculum has been implemented across madrasah levels (MI, MTs, and MA) with institutional support through training, supervision, and provision of learning resources. Teachers demonstrated adequate ability in planning teaching modules, applying student-centered learning methods, and conducting formative and summative assessments. However, challenges persist, including limited teacher competence in differentiated instruction, inadequate use of information technology, and difficulties in designing varied assessment instruments. Efforts to address these challenges include participation in professional development, collaborative learning among teachers, and increased institutional support. The study highlights that while implementation is generally progressing well, its effectiveness is contingent upon teacher readiness and continuous professional development. Strengthening pedagogical competence and digital literacy is essential to optimize curriculum implementation. The Independent Curriculum in IRE has been implemented with moderate success in West Aceh madrasahs, but targeted interventions are needed to enhance teacher capacity and ensure more effective and sustainable implementation.
Copyright (c) 2026 Marhamah Marhamah https://creativecommons.org/licenses/by-nc/4.0
Understanding Abusive Language in Early Childhood Social Interactions: A Phenomenological Analysis of Contexts, Sources, and Implications
The increasing presence of abusive language in early childhood raises concerns due to its potential impact on children’s emotional, social, and moral development. Young children often reproduce such language without understanding its ethical implications, shaped by peer interaction, family environment, and digital media exposure. This study employed a qualitative phenomenological approach to examine the manifestation, contributing factors, and moral implications of abusive language among children aged 4–6 years. Data were collected in an early childhood education institution in East Java through in-depth interviews with teachers and parents, structured observations, and document analysis. Abusive language frequently emerged during emotionally intense situations and peer interactions. Key contributing factors included limited emotional regulation, strong peer influence, permissive parenting styles, and exposure to digital media. Children generally lacked moral awareness of the language used, often interpreting abusive expressions as humorous or as a means of social bonding. The findings suggest that the use of abusive language in early childhood reflects a social learning process not yet supported by mature emotional regulation or moral reasoning. This highlights the need for early, coordinated interventions. Collaborative efforts between families and educational institutions are essential to foster positive communication, strengthen moral development, and guide appropriate language use from an early age.
Copyright (c) 2026 Raya Nurlianharkah, Yuli Kurniawati Sugiyo Pranoto, Petra Kristi Mulyani https://creativecommons.org/licenses/by-nc/4.0
The Impact of Discovery Learning on Students’ Motivation and Learning Outcomes in Vocational Education
Instructional models in vocational schools (SMKs) play a critical role in aligning students’ competencies with workplace demands. However, at SMK Negeri 2 Kepenuhan, student motivation and learning outcomes in the Vocational Fundamentals subject remained relatively low due to teacher-centered, traditional approaches. This study evaluates the effectiveness of the Discovery Learning model in improving motivation and learning outcomes among Grade X students in the Computer Network and Telecommunication Engineering program. A quantitative quasi-experimental design with a nonequivalent control group was employed. Two experimental classes were involved: one received group-based tasks, while the other completed individual tasks, both using the Discovery Learning model. Data were collected באמצעות motivation questionnaires, pretests, posttests, and observation sheets, and analyzed using N-gain and t-tests. The findings indicate significant improvements in both motivation and learning outcomes. The grouped class showed an increase in mean scores from 67 to 95 (N-gain = 0.90), while the individual class improved from 68 to 91 (N-gain = 0.70). Statistical analysis revealed significant differences (p < 0.05). Observational data also demonstrated increased student engagement and active participation during learning activities. The results suggest that the Discovery Learning model effectively enhances student motivation and academic performance in vocational education. Its implementation fosters active learning and improves instructional quality, making it a viable innovative approach for vocational teaching contexts.
Copyright (c) 2026 Mas'ari Mas'ari, Adolf Bastian, Elvira Asril, Rizki Novendra, Yogo Turnandes https://creativecommons.org/licenses/by-nc/4.0
Academic Advisor Support and Student Learning Experiences as Predictors of Deep Learning Pillars in Indonesian Higher Education
Social support from academic advisors plays a crucial role in enhancing students’ learning experiences, particularly within a deep learning framework that emphasizes understanding, application, and reflection. This study aims to examine the relationship between academic advisor support and student learning experience in higher education. A quantitative correlational design was employed involving 386 students from 12 faculties at Universitas Syiah Kuala. The research instrument underwent expert judgment and item validity testing prior to data collection. Data were analyzed using Pearson correlation to examine relationships between variables and Chi-square tests to assess associations between meeting frequency and learning experience. The findings revealed a significant positive relationship between academic advisor support and student learning experience (r = 0.732, p < 0.01). All three dimensions of deep learning—understanding, applying, and reflecting—demonstrated strong and significant correlations. Additionally, the Chi-square analysis indicated that higher frequency and intensity of meetings with academic advisors were significantly associated with improved learning experiences (p = 0.015). These results underscore the importance of academic advisors’ roles beyond administrative functions, highlighting their contribution to students’ academic engagement as well as cognitive and affective development. Effective advisor support fosters meaningful learning experiences aligned with deep learning principles. Future research should explore additional contextual factors influencing advisor–student interactions and extend the analysis across diverse institutional settings.
Copyright (c) 2026 Evi Rahmiyati, Asmaul Husna, Achmad Mustofa, Muhammad Buchori Ibrahim https://creativecommons.org/licenses/by-nc/4.0
Mathematical Conceptual Understanding as a Predictor of Self-Efficacy Among Fourth-Grade Students
Mathematical conceptual understanding is fundamental to meaningful learning and to the development of students’ self-efficacy, an affective factor closely associated with academic success. Despite extensive research on mathematics achievement, limited empirical studies have examined conceptual understanding as a predictor of self-efficacy in non-urban elementary contexts. This study investigated whether mathematical conceptual understanding predicts self-efficacy among fourth-grade students in public elementary schools in Adipala District, Central Java. Employing a quantitative correlational design, 120 students were selected through stratified random sampling. Data were analyzed using Pearson product–moment correlation and simple linear regression. The results revealed a significant positive correlation between conceptual understanding and self-efficacy (r 0.544, p .001). Regression analysis indicated that conceptual understanding significantly predicted self-efficacy ( 0.507, p .001), explaining 29.6 of the variance. These findings underscore the importance of concept-oriented instruction in strengthening both cognitive competence and students’ confidence in elementary mathematics learning.
Copyright (c) 2026 Nala Kumaimah Iffat, Abu Dharin https://creativecommons.org/licenses/by-nc/4.0
Integrating Andragogy Principles in Arabic Learning: A Study on Higher Education Students
This study aims to evaluate the outcomes of Arabic language learning based on andragogical principles among students at UIN Maulana Malik Ibrahim Malang. The focus is to determine the effectiveness of the learning process and the extent to which adult learning principles are implemented in improving student learning outcomes. A quantitative approach with a descriptive design was employed. Data were collected באמצעות a structured questionnaire distributed to 520 first-year students selected through random sampling. The instrument measured students’ perceptions of the Arabic learning process grounded in andragogical principles. Data were analyzed using descriptive statistics to determine overall performance levels.The findings indicate that the implementation of andragogical principles in Arabic learning achieved a mean score of 84.51, categorized as “excellent.” A majority of respondents (80.77%) reported experiencing the learning process at an excellent level, while 19.23% rated it as good, indicating overall satisfaction above average standards. The approach demonstrated several strengths, including the promotion of discussion, collaboration, and learner autonomy. However, challenges were also identified, particularly the diversity of students’ prior experiences and the need for additional time to adapt learning materials, especially in large classroom settings.In conclusion, the application of andragogical principles in Arabic language instruction has proven to be highly effective in enhancing student learning outcomes. Nevertheless, optimizing its implementation requires addressing learner diversity and adapting instructional strategies to accommodate varying needs, particularly in large-group contexts.
Copyright (c) 2026 Nur Toifah, Mohammad Samsul Ulum, Zakiyah Arifa https://creativecommons.org/licenses/by-nc/4.0
Integrating Tentara Genie Pelajar Values into Local-History-Based Social Studies: A Qualitative Case Study of Character Education in an Indonesian Junior Secondary School
Character education in Social Studies is often constrained by textbook-centered instruction, limiting the incorporation of local heritage as a meaningful context for value formation. This study investigates the integration of Tentara Genie Pelajar (TGP) struggle values into local-history-based learning to enhance students’ character development. A qualitative case study design, supported by descriptive statistics, was conducted at SMP Negeri 4 Pare involving four Social Studies teachers and 140 seventh-grade students. Data were collected through in-depth interviews, participatory observations, and Likert-scale questionnaires. The analysis employed thematic techniques for qualitative data and descriptive percentages for quantitative responses. The integration of TGP local history positively influenced students’ character development. Approximately 78% of students demonstrated improved understanding of struggle values, 72% exhibited increased cooperative behavior, and 69% showed strengthened nationalism. Key supporting factors included the availability of authentic historical artifacts and high levels of student engagement. However, challenges were identified, particularly the lack of structured instructional modules and limited teacher training in heritage-based pedagogy. The findings highlight the effectiveness of contextualizing Social Studies learning through local history to foster character education. Integrating heritage-based content not only enhances cognitive understanding but also promotes affective and social competencies. Despite implementation challenges, the study provides practical insights for educators and underscores the need for systematic support, including teacher training and curriculum development. Future research should examine comparative contexts and long-term impacts to optimize the sustainability of local-history-based character education.
Copyright (c) 2026 Ririn Wahyuni https://creativecommons.org/licenses/by-nc/4.0
Mapping Kolb Learning Styles to Adaptive Curriculum Strategies in Geography Teacher Education: Evidence from Indonesia
Understanding students’ learning styles is essential for designing responsive higher education curricula. This study aims to map university students’ learning styles and propose an adaptive curriculum framework for geography education in Indonesia.A descriptive quantitative design was employed. Data were collected from a stratified sample of 100 undergraduate students (cohorts 2019–2022; 45% male, 55% female) at Universitas Lambung Mangkurat using Kolb’s Learning Style Inventory (LSI). Outliers (Z > |3|) were removed prior to analysis. Descriptive statistics were used to identify the distribution of learning styles and mean scores across learning dimensions.The distribution of learning styles was dominated by Converging (52%), followed by Accommodating (24%), Assimilating (17%), and Diverging (7%). Mean dimension scores were AE = 23.09, AC = 21.81, CE = 19.15, and RO = 18.81, indicating a preference for active experimentation and abstract conceptualization. These findings suggest a tendency toward problem-solving and practical application among students.Based on the identified profiles and relevant literature, a conceptual adaptive curriculum model is proposed, integrating experiential learning, technology-enhanced instruction, and local geographical contexts. Such alignment may improve engagement and learning outcomes by accommodating diverse preferences.Mapping learning styles provides a basis for curriculum adaptation in geography education. However, the findings are limited by the single-institution sample, reliance on self-reported data, and ongoing theoretical debates surrounding learning-style models. Further experimental research is needed to validate the proposed framework.
Copyright (c) 2026 Faisal Arif Setiawan https://creativecommons.org/licenses/by-nc/4.0
Improving Early Childhood Emotional Regulation through Colored Light Games: A Play-Based Intervention Approach
Emotion regulation in early childhood (ages 4–6) is still developing and often manifests in emotional outbursts and difficulty following classroom instructions. This study investigates the effectiveness of the Lampu Warna (Color Lights) game, a structured play-based learning strategy, in improving children’s emotion regulation.A pretest–posttest control-group design was employed with 32 kindergarten children in Pariaman Regency, West Sumatra, randomly assigned to an experimental group (n = 16) and a control group (n = 16). The intervention consisted of eight sessions (15–20 minutes each), conducted twice weekly over four weeks during circle time. Emotion regulation was measured using the teacher-rated Emotion Regulation Checklist (ERC). Data were analyzed using Wilcoxon signed-rank and Mann–Whitney U tests in JASP (version 19).The experimental group showed a substantial improvement in emotion regulation, with mean scores increasing from 47.88 to 71.06 (W = 0.00; z = −3.516; p < 0.001; r = 0.88). The control group exhibited no significant change. Between-group analysis confirmed significantly higher outcomes in the experimental group (U = 256.0; p < 0.001; Cliff’s δ = 1.00).The findings indicate that the Lampu Warna game effectively enhances emotion regulation by engaging children in structured, interactive play that supports emotional awareness and control.The Lampu Warna game is an effective play-based intervention for improving emotion regulation in early childhood and offers practical implications for classroom-based socio-emotional learning strategies.
Copyright (c) 2026 Yolanda Pahrul, Adinda Salsabila Rosandi https://creativecommons.org/licenses/by-nc/4.0
TikTok-Integrated Project-based learning for EFL Speaking Development: A Qualitative Case Study in a Tertiary Context
While TikTok has been increasingly explored in education, its role as a central pedagogical artefact in Project-Based Learning (PjBL) for tertiary EFL speaking development remains underexamined. This study investigates how TikTok storytelling projects and reflective writing facilitate students’ speaking skills.A qualitative case study was conducted with 14 tertiary EFL students in Indonesia. Data were collected through classroom observations, student-produced TikTok videos, reflective writings, and instructional documents. Analysis employed Brown’s speaking descriptors to identify patterns in students’ speaking performance and development.The integration of TikTok as a project artefact promoted iterative speaking practice, peer rehearsal, and continuous reflection. Rather than uniform improvement, students exhibited varied speaking development, including enhanced inquiry, collaboration, and reduced speaking anxiety. The reflective phase was particularly significant, enabling students to recognize their communicative abilities and address psychological barriers to speaking.The findings highlight the pedagogical value of combining social media platforms with PjBL to create authentic, engaging, and low-anxiety learning environments. Reflection played a crucial role in consolidating learning and fostering self-awareness in language use.TikTok-mediated PjBL offers a promising approach to supporting tertiary EFL speaking development by integrating creativity, collaboration, and reflective practice. This study contributes a conceptually grounded framework for technology-enhanced language learning and suggests the need for further research on scalable and context-sensitive implementations.
Copyright (c) 2026 Lisa Rakhmanina, Arono Arono, Wisma Yunita, Melati Melati, Kosiah Jalbani https://creativecommons.org/licenses/by-nc/4.0
Geometry Learning through GeoGebra in Mathematics Education: Trends, Effects, and Research Gaps (2020–2025)
Geometry is fundamental in mathematics education for developing spatial reasoning and understanding abstract relationships. However, students often struggle with its abstract nature. Dynamic geometry software such as GeoGebra offers interactive visualization that can enhance conceptual understanding. This study aims to examine research trends, instructional strategies, and gaps in GeoGebra-based geometry learning.A systematic literature review (SLR) was conducted following PRISMA guidelines, complemented by bibliometric analysis using VOSviewer. From an initial pool of 119 studies published between 2020 and 2025, 15 articles were selected based on predefined inclusion criteria. The selected studies were analyzed to identify patterns in pedagogy, outcomes, and research focus.The findings indicate that GeoGebra effectively supports innovative instructional approaches, including project-based learning, problem-based learning, and flipped learning. Its use significantly improves students’ conceptual understanding of geometry, particularly in topics such as geometric transformations. Additionally, GeoGebra enhances students’ motivation, confidence, and engagement in learning mathematics.Despite these benefits, the integration of GeoGebra with culturally contextualized learning remains limited. Few studies address basic geometric concepts, such as lines and angles, within local cultural contexts (e.g., traditional dance patterns), indicating an underexplored area in current research.GeoGebra is a powerful tool for enhancing geometry learning; however, future research should focus on developing culturally responsive, technology-integrated approaches to bridge existing gaps and enrich mathematics education.
Copyright (c) 2026 Nur Fitriyana https://creativecommons.org/licenses/by-nc/4.0
Contextual Influences on TPACK Mastery and Implementation: A Comparative Study of Teachers in the Philippines and Indonesia
This study examines differences in Technological Pedagogical Content Knowledge (TPACK) mastery and implementation among teachers in Indonesia and the Philippines, emphasizing the role of contextual and systemic factors. A mixed-methods design was employed to provide a comprehensive analysis of both competencies and practices.A purposive sample of 15 participants, including teachers and school principals involved in technology integration in basic education, was selected. Quantitative data were collected using a validated Likert-scale questionnaire measuring TPACK competencies. Qualitative data were obtained through semi-structured interviews, classroom observations, and document analysis to explore contextual influences on implementation.The results indicate that Filipino teachers demonstrate higher levels of TPACK mastery and more frequent technology integration compared to Indonesian teachers. This difference is associated with sustained professional development, stronger policy support, and more reliable technological infrastructure. Additionally, Filipino educators generally reported longer teaching experience and greater confidence in integrating digital tools. Thematic analysis further revealed that cultural norms, leadership practices, policy enforcement, and resource availability significantly shape TPACK implementation in both contexts.These findings highlight that effective technology integration is not solely determined by individual teacher competence but is strongly influenced by systemic and environmental conditions. The study contributes to the literature by illustrating how contextual factors interact with teacher knowledge to shape instructional practices. It recommends the development of context-sensitive policies and sustained professional development models to enhance TPACK mastery, particularly in resource-constrained settings across Southeast Asia.
Copyright (c) 2026 Rania Khairunnisak, Yusuf Tri Herlambang, Yunus Abidin https://creativecommons.org/licenses/by-nc/4.0
Managing Character Education in Early Childhood: A Multisite Case Study of Planning, Leadership, and Supervision Practices
Character education in early childhood requires a comprehensive managerial framework that extends beyond classroom practices. However, many institutions face challenges in implementing systematic and integrated management approaches. This study examines and compares the management of character education in two early childhood institutions, focusing on how planning, organizing, implementation, and supervision shape program effectiveness. A qualitative multi-site case study was conducted at PAUD Az Zikro and PAUD Al-Maghfiroh. Data were collected through in-depth interviews, participant observation, and document analysis. The analysis followed Miles and Huberman’s interactive model, complemented by cross-case comparison to identify patterns and differences between institutions. Both institutions are grounded in religious-based character values but differ substantially in managerial practices. PAUD Az Zikro employs a simple organizational structure, administratively oriented supervision, and non-standardized implementation. In contrast, PAUD Al-Maghfiroh adopts data-driven planning, distributed leadership, structured learning strategies, measurable indicators, and instrument-based supervision. These differences influence the coherence, accountability, and sustainability of character education programs. The findings underscore the critical role of integrated management in ensuring effective character education. A systematic alignment of planning, organizing, implementation, and supervision enhances program consistency and institutional resilience. The study contributes theoretically by extending character education discourse from a value-internalization perspective to a management-based model, where managerial components function as interrelated systems mediating character development. Effective character education is thus contingent upon participatory planning, collaborative organizational structures, authentic assessment, and reflective supervision. Future research should explore broader multisite contexts, longitudinal designs, and the use of digital or AI-assisted tools to strengthen supervision and assessment practices.
Copyright (c) 2026 Muhammad Sidik, Amiruddin Siahaan, Yusuf Hadijaya https://creativecommons.org/licenses/by-nc/4.0
Integrating Edupreneurship in Language Education: Fostering Entrepreneurial Motivation Among German Department Students
Entrepreneurial learning in higher education increasingly requires students to design and implement product innovations relevant to their disciplinary contexts. In German Departments, entrepreneurship-oriented courses integrate language competence with business thinking, challenging students to transform ideas into feasible products while addressing practical constraints. This study employed a descriptive qualitative design involving students enrolled in Teacherpreneurship and Unternehmendeutsch courses in the 2023/2024 academic year. Data were collected through observation sheets, performance assessments, and questionnaires, and analyzed using data reduction, display, and verification techniques. Student product innovation followed three stages: planning, development, and implementation. The planning stage emphasized structured discussions, case analyses, and exercises to formulate business visions and missions. The development stage produced prototypes and written business plans, while the implementation stage resulted in goods and service-based products. Nine categories of obstacles were identified, encompassing conceptual, technical, and operational challenges. Despite these difficulties, students demonstrated effective problem identification and analysis, receptiveness to feedback, improved data utilization, and adaptability. The findings indicate that students developed adequate entrepreneurial competencies, particularly in problem-solving, adaptive thinking, and the use of feedback. These results highlight the effectiveness of integrating entrepreneurship into language education, while also underscoring the need for targeted support to address implementation barriers.
Copyright (c) 2026 Desti Nur Aini https://creativecommons.org/licenses/by-nc/4.0
Learning Philosophy in Indonesian Islamic Universities: A Narrative Study of Theology and Islamic Philosophy Students
In Indonesia, philosophy is often stigmatized as impractical, confusing, or threatening to faith, despite limited evidence reflecting students’ lived experiences. This study explores how Theology and Islamic Philosophy students experience learning philosophy within Islamic higher education. A narrative inquiry design was employed with eight purposively selected final-year students (n = 8) from four State Islamic Universities in Central Java. Participants were drawn from Theology and Islamic Philosophy departments. Data were collected narrative frames and semi-structured interviews, and analyzed using thematic narrative analysis. Trustworthiness was ensured through member checking, peer debriefing, audit trails, and reflexive journaling. Participants initially perceived philosophy as intellectually demanding and potentially threatening to faith, leading to academic and spiritual anxiety. Through active, reflective, and dialogical engagement, they gradually negotiated these tensions and reinterpreted philosophy as a meaningful resource for understanding faith and life. This transformation fostered enhanced critical reasoning, inclusivity, and reflective problem-solving practices.The findings suggest that students’ negative preconceptions can be reshaped through pedagogical approaches that emphasize reflection and dialogue. Incorporating guided discussions and narrative writing into philosophy instruction may support deeper engagement and reduce perceived conflicts with faith. Such strategies contribute to more constructive and meaningful learning experiences in Islamic higher education.
Copyright (c) 2026 Ulya Ulya https://creativecommons.org/licenses/by-nc/4.0
Ethnomathematical Concepts in the Minangkabau Traditional Game ‘Pistol-Pistolan’: An Ethnographic Study
Ethnomathematics research in Minangkabau is still dominated by studies of static cultural artifacts, while traditional children's games that are constructive and involve motor activities have not been widely researched. This study aims to identify mathematical concepts in the traditional game of “Pistol-pistolan”, which is made from banana leaves. The research used a qualitative approach with ethnographic methods and was conducted in Bukittinggicity, West Sumatra. Data were collected through participant observation, visual documentation, and semi-structured interviews with elementary school-aged children as players, lecturers and teachers of Minangkabau Natural Culture. The results of the study show that the structure of the pistol-pistolan contains geometric concepts in the form of right triangles and parallel lines, trigonometric concepts through the comparison of the sides of right triangles, and arithmetic concepts in the form of size patterns that form arithmetic sequences in the variations of the length of the handle, barrel, and barrel. These findings indicate that traditional games based on simple constructions can be used as a context for mathematics learning, particularly in geometry, trigonometry, and arithmetic.
Copyright (c) 2026 Isnaniah Isnaniah, M. Imamuddin, Muhammad Mutawakil Amr https://creativecommons.org/licenses/by-nc/4.0
Mapping Research on Digital Transformation and University Image: A Scopus-Based Bibliometric Analysis
Digital transformation has become a strategic priority in higher education, influencing not only institutional processes but also how universities are perceived by stakeholders. However, research on digital transformation and university image remains fragmented across disciplines.This study employs a quantitative bibliometric approach to systematically map global research on digital transformation and university image. A dataset of 331 publications indexed in Scopus (2018–2025) was retrieved using a structured search strategy. Data were cleaned and analyzed using Publish or Perish for citation metrics and VOSviewer for science mapping, including co-authorship, co-occurrence, and co-citation analyses.The findings reveal a significant increase in publications after 2020, indicating growing scholarly interest in the topic. Research output is geographically concentrated in countries such as Germany, China, and the United Kingdom, with strong international collaboration networks. Keyword co-occurrence analysis identifies four major thematic clusters: digital transformation and innovation, higher education governance and strategy, digital leadership and organizational change, and stakeholder perception and university image. The results suggest a shift from technology-focused discussions toward institutional and strategic perspectives.The study highlights an emerging conceptual convergence in which digital transformation is increasingly framed as an institutional capability linked to stakeholder experience and university image formation. Despite this development, gaps remain in the operationalization and measurement of university image within digital contexts.This study provides a comprehensive overview of the intellectual structure and evolution of the field, offering directions for future research and strategic insights for higher education institutions navigating digital transformation.
Copyright (c) 2026 Riski Baroroh, Yus Mochamad Cholily, Dwi Priyo Utomo, Widayat Widayat, Eny Mayasari, Masdelima Azizah https://creativecommons.org/licenses/by-nc/4.0
Exploring Platform Choices in Enhancing English Speaking Skills: A Case Study in Jambi Province
This study investigates the alignment between teachers’ selected digital platforms and students’ platform preferences in supporting English speaking practice in the EFL context of Jambi Province, Indonesia. Despite the increasing integration of digital tools in language learning, limited research has explored how mismatches between teacher choices and student preferences influence speaking engagement.A qualitative case study design was employed involving 30 students and 2 English teachers from two secondary schools selected through purposive sampling. Data were collected through semi-structured interviews and supported by questionnaires for triangulation. The data were analyzed thematically using Oxford’s (1990) language learning strategies framework.The findings reveal that WhatsApp and YouTube were the most frequently used platforms due to their accessibility and ease of use. However, students showed a stronger preference for Instagram, which they perceived as more engaging and less anxiety-inducing for speaking practice. While partial alignment existed in the use of familiar platforms, a notable misalignment emerged in platform preference, potentially limiting students’ engagement and opportunities for meaningful speaking practice.The study concludes that effective integration of digital platforms in EFL speaking instruction requires not only consideration of accessibility and teacher manageability but also alignment with students’ preferences. Incorporating student-preferred platforms in a structured and pedagogically sound manner may enhance engagement and support more meaningful speaking practice, particularly in contexts with infrastructural constraints.
Copyright (c) 2026 Winny Berliana https://creativecommons.org/licenses/by-nc/4.0
Climate Change Education Based on Indigenous Knowledge: Fostering Disaster Literacy in Social Studies Learning
Climate change is a significant threat to human existence in the 21st century, necessitating the integration of climate change education into the social studies curriculum to equip students with environmental awareness and disaster literacy. This research aims to describe the implementation of climate change strategy materials grounded in Indigenous Knowledge (IK) and to determine students' disaster literacy levels through the StudySaster learning model. Studysaster is a systematic learning paradigm that integrates disaster education into the school environment across the pre-disaster, emergency response, and post-disaster phases. This study uses an exploratory sequential mixed-methods design with a sample of 121 elementary school teacher students at Universitas Ahmad Dahlan, Yogyakarta. Data were collected through observations, interviews, and questionnaires adapted from the disaster literacy framework by Kimura et al. to measure the dimensions of knowledge, attitudes, and skills. The research results show that: 1) the implementation of the Studysaster method reached a convenient category with an average score of 4.5/5.0; 2) the use of interactive learning media SWAY based on Indigenous Knowledge effectively enhances students' disaster literacy; and 3) the students' disaster literacy profile is in the high category, with the highest achievements in the attitude aspect (75% for respect toward the environment) and knowledge (50% for information understanding), while the skills dimension is the weakest competency aspect. These findings imply the importance of making disaster literacy a daily practice and provide a reference for social studies educators in integrating disaster mitigation into classroom learning.
Copyright (c) 2026 Kirana Prama Dewi, Esti Sarjanti, Anissa Rahma Fanilika, Destri Ratna Ma'rifah https://creativecommons.org/licenses/by-nc/4.0
Artificial Intelligence (AI)-Based Digital Learning: The Impact on Students' Learning Motivation and Digital Literacy in Riau
The rapid development of digital technology, particularly Artificial Intelligence (AI), has transformed educational practices and learning environments. This study investigates the impact of AI-based digital learning on student learning motivation and digital literacy in Riau.A quantitative research design was employed using a questionnaire administered to 45 students in Riau. Data were analyzed using Structural Equation Modeling (SEM) with Path Analysis (version 3.0) to examine the relationships between AI-based digital learning, learning motivation, and digital literacy.The findings reveal that AI-based digital learning does not have a statistically significant effect on student learning motivation (β = -0.607; T = 0.607 < 1.97; p = 0.544 > 0.05). In contrast, AI-based digital learning has a significant positive effect on students’ digital literacy (β = 0.360; T = 3.047 > 1.97; p = 0.000 < 0.05). These results indicate that while AI integration enhances students’ digital competencies, it does not necessarily foster their motivation to learn.The study suggests that AI-based learning should be complemented with interactive pedagogical strategies—such as collaborative learning, gamification, and reward-based approaches—to effectively enhance student motivation. Despite its limited influence on motivation, AI demonstrates substantial potential in improving digital literacy, enabling educators to promote advanced digital skills through smart learning applications, data-driven learning, and AI-supported platforms. These findings highlight the importance of balancing technological integration with pedagogical innovation to maximize learning outcomes.
Copyright (c) 2026 Paijan Rambe, Henri Yanto Daulay, Pangoloan Soleman Ritonga, Tommy Tanu Wijaya, Setia Wardana Putri https://creativecommons.org/licenses/by-nc/4.0
The Effects of Comprehensive Reading Strategy Instruction on Elementary Students’ Reading Comprehension: A Quasi-Experimental Study
Reading comprehension is a fundamental literacy skill that significantly influences the academic achievement of elementary school students. Despite its importance, classroom reading instruction frequently emphasizes surface-level activities and lacks explicit, integrated teaching of reading strategies. The present study investigates the impact of comprehensive reading strategies on the reading comprehension ability of elementary school students. A quasi-experimental design was employed, utilizing a pretest–posttest control group model. Data analysis was conducted using an independent t-test on posttest scores. The sample comprised 60 grade V students from SD Muhammadiyah 16 Palembang, divided equally into experimental (n = 30) and control groups (n = 30). The experimental group received integrated, strategy-based reading instruction encompassing pre-reading, while-reading, and post-reading stages, whereas the control group received conventional reading instruction. Reading comprehension was assessed using a test measuring four aspects: literal, inferential, critical, and creative comprehension. Data were analyzed with an independent sample t-test after confirming normality and homogeneity of variance. Results indicated that the experimental group achieved a higher posttest mean score (M = 82.30) compared to the control group (M = 71.25). This difference was statistically significant, t(58) = 4.87, p <.001, with a large effect size (Cohen's d ≈ 1.26). These findings indicate that comprehensive reading strategies are effective in enhancing elementary students’ reading comprehension. Successful implementation of these strategies requires teacher training and systematic integration into the elementary reading curriculum. Limitations of the study include non-randomized group assignments, restriction to a single school, and a relatively short intervention period.
Copyright (c) 2026 Surismiati Surismiati, Gunawan Gunawan, Ayu Wulandari, Mustofa Mustofa, Danto Danto, Kurnia Saputri, Jeni Amiriski https://creativecommons.org/licenses/by-nc/4.0
Enhancing Students' Explanatory Skills through the Implementation of STEM-Based Student Worksheets
Critical thinking skills, particularly scientific explanation abilities, remain inadequately developed among Indonesian secondary students, as evidenced by PISA 2023 results. While STEM-based learning shows promise for developing critical thinking, few studies have specifically examined its impact on the explanation indicator students' ability to construct coherent scientific arguments using claim-evidence-reasoning frameworks. This study investigated whether STEM-based student worksheets (LKPD) incorporating the Engineering Design Process could improve students' explanation indicator scores in physics learning. A one-group pretest-posttest pre-experimental design was employed with 35 grade XI students at SMAN 2 Banda Aceh. Data were collected using a validated explanation ability test (covering claim-evidence-reasoning dimensions), student response questionnaires, and observation sheets aligned with Facione's critical thinking indicators. Paired samples t-test and N-Gain analysis were conducted to examine score changes. Pretest scores averaged 30.35±4.91%, while posttest scores reached 84.52±10.63% (t(34)=-27.427, p<0.001, d=0.77, 95% CI [49.13, 59.21]). The N-Gain value of 0.77 indicated high improvement. Observation data showed explanation indicator performance at 89.2%, second only to self-regulation (97.14%). STEM-based LKPD was associated with substantial improvements in students' scientific explanation abilities. However, the one-group pretest-posttest design limits causal inferences; findings suggest correlation rather than definitive causation. The Engineering Design Process appears to provide structured opportunities for claim-evidence-reasoning practice essential for explanation development.
Copyright (c) 2026 Zulfa Rizka, Muhammad Syukri, Saminan Saminan, Siti Maghfirah, Elmi Mahzum, Muhammad Syukri, Lilia Ellany Mohtar https://creativecommons.org/licenses/by-nc/4.0
Models and Strategies for BIPA Teacher Training (2009–2024): A Systematic Review of Southeast Asia and the United States
Law No. 24/2009 positions Bahasa Indonesia as a prospective international language and promotes Bahasa Indonesia untuk Penutur Asing (BIPA) as a strategic instrument of cultural diplomacy. However, empirical evidence on effective training models for teachers and learners across international contexts remains fragmented. This study synthesizes research on BIPA training models and their pedagogical implementation in Southeast Asia and the United States from 2009 to 2024.A systematic literature review was conducted following the PRISMA 2020 protocol. Searches in Scopus, ERIC, and Google Scholar (March 2024) yielded 312 records. After screening and eligibility assessment based on predefined criteria, 15 studies were included. Study quality was appraised using the MMAT (2018), and findings were analyzed through weighted thematic synthesis.The evidence is dominated by Indonesia-based studies with international orientation (n=9), followed by Southeast Asia (n=3), the United States (n=2), and transnational contexts (n=1). Three major thematic clusters emerged: (1) curriculum standardization, particularly CEFR adaptation; (2) technology-oriented professional development; and (3) exchange and mentoring models. Distinct contextual logics were identified, with Southeast Asia emphasizing regional integration and institutional expansion, while the United States focuses on sustaining Less Commonly Taught Languages (LCTLs).Effective internationalization of BIPA requires networked teacher professional development integrating TPACK frameworks and mentoring, alongside shared curriculum repositories aligned with CEFR and local cultural contexts. However, the limited and predominantly descriptive evidence base—especially in the U.S. context—suggests that findings remain provisional. Further empirical and comparative research is needed to strengthen global BIPA training models and policy implementation.
Copyright (c) 2026 Alim Harun Pamungkas, Rizki Putri Ramadhani, Bunga Febrimora Hendri, Fatah Nasikh Aryawan, Putra Ramadani, Anggi Firmanjaya Saputra https://creativecommons.org/licenses/by-nc/4.0
Enhancing Numeracy Literacy of Deaf Students: Developing Problem-Based Learning with Realistic Mathematics Education Assisted By E-Comic
Numeracy literacy is a crucial 21st-century competency, yet deaf students often face significant challenges in understanding abstract mathematical concepts due to communication limitations. This study aims to develop and produce an E-Comic based on Realistic Mathematics Education (RME) integrated with a Problem-Based Learning (PBL) model to enhance the numeracy literacy of deaf students. This Research and Development (R&D) study adapted the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted with a sample of 5 deaf students at the junior high school level at SLB BC YMS Wonogiri. Data were collected using numeracy literacy tests, validity questionnaires, and teacher and student response questionnaires to measure practicality. The results demonstrate that the developed e-comic is highly valid, achieving an average validity score of 89.02%. In terms of practicality, the media received an average score of 82.19% from teachers and students. Furthermore, the e-comic proved to be effective in improving numeracy literacy, as evidenced by an N-Gain score of 0.77, which falls into the high improvement category. Therefore, realistic mathematics education based e-comics with a problem based learning model is a valid, practical, and effective learning medium that significantly improves the numeracy literacy skills of deaf students.
Copyright (c) 2026 Valda Nafila, Sugiman Sugiman https://creativecommons.org/licenses/by-nc/4.0
Development of Interactive Learning Media Assisted by Augmented Reality on Solar System Material to Enhance Elementary School Students’ Learning Interest
Learning processes in elementary schools that are still dominated by conventional media, such as textbooks and two-dimensional images, tend to cause student boredom and low learning interest. Therefore, the development of Augmented Reality (AR)–based learning media is needed to present learning materials in a more interactive and contextual manner in order to enhance students’ interest and learning experiences. This study aims to develop interactive learning media assisted by Augmented Reality on the Solar System topic for elementary school students and to examine the feasibility and effectiveness of the media in improving students’ learning interest and learning outcomes. This research employed the ADDIE development model, consisting of Analyze, Design, Develop, Implement, and Evaluate stages. The effectiveness of the media was measured by comparing pretest and posttest results using the gain index analysis. The validation results show that the AR learning media Tata Surya is included in the very feasible category, with a score of 96% from media experts, 94% from material experts, and 96% from language experts. an increase in learning outcomes from 34.14 to 90.36, as well as an increase in learning interest from 42.68 to 86.79. The increase in learning outcomes is reinforced by an average N-gain value of 0.85 which is included in the high category. In addition, user responses are in the very good category, with teacher assessments of 93% and students of 90%. Based on these findings, it can be concluded that the interactive learning media assisted by Augmented Reality on the Solar System topic is highly feasible and effective in enhancing elementary school students’ learning interest and learning outcomes.
Copyright (c) 2026 Wini Juanita https://creativecommons.org/licenses/by-nc/4.0
Managing Teaching Factory Implementation in Culinary Vocational Education: A POAC-Based Case Study in Indonesia
Vocational high schools (SMK) play an important role in preparing skilled workers in Indonesia. However, many graduates still face difficulties entering the job market. This study aims to explore the implementation of the Teaching Factory (TeFa) model in the culinary department at SMKN 2 Pariaman and to examine stakeholders’ perceptions of its influence on students’ work readiness. Employing a descriptive qualitative single-site case study design, data were collected through interviews, observations of learning and production activities, and analysis of relevant institutional documents. The study involved seven informants, including the school principal, the head of the TeFa unit, three productive teachers in the culinary department, and two students directly participating in the TeFa program. Data were analyzed using the POAC (Planning, Organizing, Actuating, and Controlling) framework. The findings reveal that TeFa implementation faced several challenges, particularly informal planning processes, a suboptimal organizational structure, limited management of human resources, and inadequate facilities. Nevertheless, participants perceived positive outcomes of the TeFa program, such as improved practical skills, work discipline, and self-confidence among students, although these outcomes were not supported by standardized competency measurements. Despite its perceived benefits, high teacher workloads and limited infrastructure constrained optimal implementation. This study recommends strengthening formal planning, enhancing collaboration with industry partners, and integrating entrepreneurial aspects into learning activities. The findings provide context-specific insights for vocational school administrators and policy makers seeking to improve Teaching Factory implementation and better align vocational education with industry needs.
Copyright (c) 2026 Amelia Desri Junelti, Muhammad Giatman, Elida Elida, Kasmita Kasmita https://creativecommons.org/licenses/by-nc/4.0
Ethnomathematics Meets Computational Thinking: Developing a Learning Model for Mathematical Problem-Solving
Mathematical problem-solving and computational thinking (CT) are essential competencies in 21st-century mathematics education. This study developed and evaluated an ethnomathematics-based learning model integrated with CT to enhance elementary students’ problem-solving skills. Using a Research and Development approach guided by the ADDIE framework, the model incorporated local Jambi cultural artifacts, including traditional batik geometric patterns, architectural designs, and community-based measurement practices. The model was implemented over eight instructional sessions (four weeks) with 30 fifth-grade students. Expert validation was conducted by three specialists using a five-point Likert scale assessing content, instructional design, and language clarity, yielding a high validity index (M = 4.06/5.00; 81.2%). Effectiveness was examined using a one-group pretest–posttest design (without a control group). Mathematical problem-solving was measured through an essay-based test aligned with Polya’s stages, while CT was assessed using a rubric-scored written test covering decomposition, pattern recognition, abstraction, and algorithmic thinking (Cronbach’s α > 0.80). Results showed significant improvements in mathematical problem-solving (pre: M = 68.00, SD = 7.85; post: M = 86.00, SD = 6.92; p < .001) and CT (pre: M = 65.15, SD = 8.10; post: M = 83.30, SD = 7.25; p < .001), with a large effect size (d = 2.45). These findings provide preliminary evidence for integrating ethnomathematics and CT, warranting larger controlled studies to confirm generalizability.
Copyright (c) 2026 Eka Sastrawati, Andi Gusmaulia Eka Putri, Ahmad Faisal Hidayat, Yantoro Yantoro, Violita Zahyuni https://creativecommons.org/licenses/by-nc/4.0
Developing the Anchor Eyes Model: An AI-Assisted Pedagogical Framework for Creative Poetry Writing in Secondary Education
The rapid advancement of artificial intelligence (AI) has created new possibilities for writing instruction; however, its pedagogical integration into creative genres such as poetry remains underexplored. This study employed a research and development (R&D) design guided by the ADDIE instructional model to develop and examine the feasibility of the Anchor Eyes Model, an AI-assisted pedagogical framework for creative poetry writing in secondary education. The model was implemented with 96 secondary school students from three schools in East Java, Indonesia, within formal Indonesian language classes. Data were collected through performance-based poetry writing tasks, analytic scoring rubrics, student questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics to examine performance gains, while qualitative data were analyzed through thematic content analysis to capture students’ creative processes and perceptions of AI-assisted learning. The findings indicate meaningful descriptive improvements in students’ poetry writing performance, particularly in idea development, diction, and imagery, alongside positive learner perceptions of AI as a supportive creative scaffold rather than a substitute for original thinking. Qualitative evidence further revealed enhanced engagement, confidence, and reflective awareness during the creative writing process. These findings suggest that the Anchor Eyes Model offers a pedagogically grounded and ethically oriented approach to integrating AI into creative writing instruction. The study provides initial empirical evidence to inform human-centered AI pedagogy and supports the inclusion of structured AI-assisted models in secondary literacy curricula.
Copyright (c) 2026 Isma’il Isma’il, Ribut Wahyu Eriyanti, Hari Sunaryo https://creativecommons.org/licenses/by-nc/4.0
Developing a FlipHTML5-Based Digital Module Integrating Local Wisdom for Teaching Descriptive Texts in Junior High School
Descriptive-text instruction in junior high schools often relies on generic materials that lack cultural relevance and digital interactivity. This study addresses that gap by developing local-wisdom-based teaching materials for descriptive-text learning, delivered through the FlipHTML5 digital platform. The research aims to produce materials that are valid, practical, and effective in supporting English as a Foreign Language (EFL) learning. Using a Research and Development (R&D) approach with the ADDIE model (analysis, design, development, implementation, evaluation), the study first conducted a needs analysis with 220 students to identify instructional challenges. Product trials were then carried out with 30 students, involving one-to-one testing, small-group trials (10 students), and field trials (20 students). Instruments included expert validation rubrics (content, language, media), practicality questionnaires (teachers and students), and pre-/post-tests of descriptive-text writing. Data were analyzed using descriptive statistics and the N-gain formula to measure learning improvement. Results indicate that the developed materials achieved a very valid category with an average expert score of 94.96%, were rated practical by teachers and students (>80%), and demonstrated high effectiveness with an N-gain score of 0.79, reflecting significant improvement in students’ writing skills. This research contributes to the field by providing culturally responsive EFL materials enriched with local wisdom and supported by empirical evidence of validity, practicality, and effectiveness. It also highlights the potential of digital flipbooks as innovative instructional media for junior high school contexts.
Copyright (c) 2026 Sri Puji Astuti, Syarifuddin Syarifuddin, Machdalena Vianty https://creativecommons.org/licenses/by-nc/4.0
Developing a Virtual Chemistry Practicum Platform for University Students: Validity, Practicality, and Implementation Insights
This study aimed to develop and evaluate a virtual chemistry practicum tool that meets criteria of validity, effectiveness, and practicality in higher education.R&D approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. The prototype was tested with 8 laboratory assistants and 22 Physics Education students at UIN Alauddin Makassar enrolled in basic chemistry, and validated by two experts. Instruments included expert validation sheets, observation sheets, student response questionnaires, and a concept-understanding test. Content validity was analyzed using the Gregory index (Aiken’s V), while effectiveness and practicality were assessed through descriptive statistics.The virtual practicum platform demonstrated high validity (Aiken’s V = 0.74), indicating it is feasible for use. Effectiveness was supported by learning outcomes, with 78% of students achieving scores ≥70. Practicality was rated “very good” based on student responses. The platform integrates attendance management, assignment submission, assessment features, and video- and animation-based practicum guides that enhance procedural understanding.The developed tool facilitates practicum management and improves student engagement and task completion. Its strong validity, effectiveness, and practicality suggest it is a viable alternative to traditional laboratory instruction. This study contributes to the advancement of technology-enhanced chemistry education and supports broader adoption of virtual laboratory environments in higher education.
Copyright (c) 2025 Muhammad Qaddafi https://creativecommons.org/licenses/by-nc/4.0
Between Affect and Interaction: A Thematic Literature Review on the Determinants of Children's Social-Emotional Development
This study investigates factors influencing early childhood social-emotional development through a thematic literature review of 25 recent scholarly sources published between 2018 and 2025. A systematic search was conducted across major academic databases, including Google Scholar, ERIC, Elsevier, MDPI, Sage Journals, and Taylor & Francis. The collected studies were analyzed using thematic synthesis to identify recurring patterns and key determinants. The results reveal four principal categories affecting social-emotional development: (1) internal affective factors, (2) external social interaction factors, (3) contextual and environmental influences, and (4) the integration of affective and interactive dimensions. The findings indicate that children’s social-emotional development is shaped not only by individual characteristics but also significantly by the quality of interactions with caregivers, peers, and the broader learning environment. In particular, supportive and responsive relationships emerge as critical components in fostering emotional regulation and social competence. The study concludes that a holistic approach, integrating both affective and social interactional aspects, is essential for optimizing early childhood development. These findings have important implications for educational practice and policy, highlighting the need for contextualized, evidence-based social-emotional learning models that are responsive to children’s developmental needs.
Copyright (c) 2026 Ashar https://creativecommons.org/licenses/by-nc/4.0
Modelling the Impact of Student Resilience on Attrition Risk in Higher Education: A Structural Equation Modelling
Resilience is a factor that affects student attrition in higher education. The objectives of the study were (1) to describe the resilience profile of Universitas Pamulang (Unpam) students and (2) to obtain the results of the level of influence of student resilience on the potential for study dropout at Unpam. The research method used is a quantitative method using a structural equation modelling (SEM) approach. The research population was Unpam students who indicated dropping out of study with 387 respondents. The results obtained the data shows that 70% of respondents are employed, which illustrates economic stability as a factor supporting resilience. Income level also correlates positively with resilience, with higher-income groups scoring higher on resilience. The resilience profile based on seven dimensions shows optimism, emotional regulation, and impulse control as the highest aspects, while causal analysis and empathy are relatively weak aspects. The influence of resilience for causal analysis indicators, empathy has a positive effect on drop-outs, opt-outs, stop-outs, and transfer-outs. Indicators of emotional regulation, optimism, and reaching out negatively affect drop-outs, opt-outs, stop-outs, and transfer-outs. Indicators of self-efficacy have a positive effect on drop-outs and stop outs and a negative effect on opt-outs and transfer-outs. These findings suggest that higher education institutions should prioritize psychological interventions focused on strengthening causal analysis and empathy through counseling and peer-mentoring programs. Furthermore, the significant role of economic stability implies a need for flexible academic policies and financial support systems tailored for working students to effectively mitigate the risk of attrition.
Copyright (c) 2026 Ubaid Al Faruq, Aden Aden, dameis Surya Anggara, Heri Haerudin, Muhammad Fajar Mediyawan Gintings, Ersam Mahendrawan, Putut Said Permana https://creativecommons.org/licenses/by-nc/4.0
Restorative Characteristics of School Gardens and Student Well-Being: Evidence from Indonesian High Schools
School-based green spaces are increasingly recognized as supportive environments for adolescent well-being, yet empirical evidence from Indonesian secondary schools remains limited. Drawing on Attention Restoration Theory (ART), this study examines how school gardens contribute to students’ psychological recovery and learning-related outcomes.This study employed a convergent mixed-methods design involving 566 high school students (aged 15–18) from SMA and MA schools in Jambi Province, Indonesia. Quantitative data were collected an online questionnaire measuring perceived restorativeness (Being Away, Fascination, Extent, Compatibility), visit patterns, and reported effects. Qualitative data were obtained from open-ended responses, interviews, and field observations of garden features. Data were analyzed using descriptive statistics, correspondence analysis with chi-square tests (α = 0.05), and thematic content analysis.Students frequently used school gardens, primarily during break times for relaxation. Perceived restorativeness was strongly associated with gardens characterized by dense vegetation, canopy shade, water elements, and supportive facilities such as seating and gazebos. Students reported reduced stress, improved mood, and clearer thinking following garden visits. Correspondence analysis confirmed significant associations between restorative characteristics and environmental features, while qualitative findings reinforced the importance of vegetation and social spaces in shaping restorative experiences.The findings support ART by demonstrating that school gardens function as everyday restorative environments that enhance emotional regulation and attentional readiness. Integrating natural and functional design elements can strengthen the role of school gardens as learning-support infrastructure.
Copyright (c) 2026 Rima Meslita, Tartila Tartila https://creativecommons.org/licenses/by-nc/4.0
Comparative Implementation of School Culture in Senior High Schools: A Case Study of Aceh and West Sumatra
School culture plays a fundamental role in shaping students’ character, learning environment, and educational quality. However, limited research has examined how local cultural values influence the implementation of school culture across different regions in Indonesia. This study aims to compare the implementation of school culture in senior high schools in Aceh and West Sumatra.This study employed a qualitative approach with a comparative case study design. Data were collected from two public senior high schools—SMA Negeri 1 Peusangan (Aceh) and SMA Negeri 3 Payakumbuh (West Sumatra). Participants included principals, teachers, and school supervisors selected באמצעות purposive sampling. Data were gathered through observations and in-depth interviews and analyzed using the Miles and Huberman model, involving data reduction, data display, and conclusion drawing. Trustworthiness was ensured through triangulation and member checking.The findings reveal that both schools successfully integrate school culture through four main dimensions: local cultural practices, literacy culture, environmental awareness (Adiwiyata), and religious culture. While similarities were found in literacy, environmental, and religious programs, differences emerged in the expression of local cultural practices, reflecting each region’s socio-cultural identity. Aceh schools emphasized Islamic traditions and communal rituals, whereas West Sumatra schools highlighted Minangkabau cultural arts and social values. These practices contributed to students’ character development, environmental awareness, and critical thinking.The study highlights that school culture implementation is context-dependent and shaped by local wisdom. Effective school culture requires alignment between national educational goals and regional cultural values to enhance educational quality and sustainability.
Copyright (c) 2026 Hariki Fitrah, Muhammad Iqbal, Rambang Muharramsyah https://creativecommons.org/licenses/by-nc/4.0
Evaluating a Tahfidz Al-Qur’an Program Using the CIPP Model: Grade 12 Exam Readiness in an Indonesian Islamic Boarding School
The Tahfidz Al-Qur’an program constitutes a central component of Islamic education, fostering students’ spiritual, moral, and intellectual development. However, existing studies largely assess its general effectiveness without focusing on specific student levels or employing comprehensive evaluation frameworks. This study evaluates the effectiveness of the program for 12th-grade students at YAPI Sunni Tegalgondo Islamic Boarding School, particularly in supporting preparation for final examinations.A qualitative descriptive design was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through interviews and observations involving teachers, students, and school leaders. The analysis was conducted systematically across the four CIPP dimensions to ensure a holistic evaluation of program implementation.The findings indicate that the program is well-structured, with organized scheduling, competent instruction, and a strong motivational framework. These elements contribute positively to students’ academic readiness, discipline, and spiritual development. Nonetheless, challenges were identified, particularly in maintaining consistent discipline during halaqah sessions and ensuring equitable mentoring support across all participants.The results underscore the need for continuous refinement of program design, enhancement of teacher professional development, and improved policy strategies. Addressing identified challenges is essential to strengthen the effectiveness and sustainability of Qur’an-based educational programs, particularly in preparing students for both academic and spiritual success.
Copyright (c) 2026 Ahmad Akbar Fauzi, Yassir Hafidh Fitriyan, Ahmad Arfian Hafis, Mohammad Rifky, Istanto Istanto https://creativecommons.org/licenses/by-nc/4.0
A Phased Model for Data-Driven Teacher Performance Management Using Educational Analytics in Indonesia
Empirical evidence on data-driven teacher performance management in resource-constrained contexts remains limited, particularly in Eastern Indonesia. This study examines the transition from traditional to data-driven performance management in secondary schools in Makassar City. A concurrent embedded mixed-methods design was employed, prioritizing quantitative data with qualitative insights to explain contextual dynamics. The sample comprised 113 teachers (94.2% response rate) and 15 principals from 15 purposively selected schools categorized as adopters, transitional, or traditional. Teacher performance was measured across four domains: lesson planning, instructional delivery, assessment, and professional conduct. Validated questionnaires (α > 0.87; CFI = 0.96, RMSEA = 0.048) were analyzed using t-tests and ANOVA with effect sizes and assumption checks. Qualitative data from interviews, focus groups, and observations were thematically analyzed and integrated. Traditional approaches predominated (67%). Adopter schools (33%) scored significantly higher across all performance management dimensions (p < 0.001). Teachers in adopter schools demonstrated a 23% higher mean performance score over one academic year (F = 18.45, p < 0.001, η² = 0.25). Key enabling factors included leadership, digital infrastructure, and data literacy, while barriers comprised resistance to change, budget limitations, and competency gaps. Although findings are associational due to the cross-sectional design, results suggest that data-driven systems are linked to improved teacher performance. The study proposes a phased implementation model—awareness, capacity building, piloting, scaling, and institutionalization—tailored to resource-constrained settings.
Copyright (c) 2026 Irmawati Thahir, Nurasia Natsir https://creativecommons.org/licenses/by-nc/4.0
Alignment of the Recreation Business Management Curriculum with Tourism Industry Competency Requirements
The rapid transformation of the tourism industry toward digitalization, sustainability, and experience-based services requires higher education curricula to align with evolving competency demands. However, limited studies have systematically examined the alignment between the Semester Learning Plan (Rencana Pembelajaran Semester—RPS) and industry-required competencies in tourism education.This study employed a qualitative-descriptive approach integrating a Systematic Literature Review (SLR), curriculum document analysis, semi-structured interviews with academic staff, and surveys of industry practitioners and alumni. The SLR covered publications from 2018 to 2024 to identify key competency trends, while empirical data were used to assess curriculum implementation and relevance.The findings indicate that the RPS sufficiently addresses foundational competencies such as business management, customer service, and tourism operations. However, significant gaps were identified in digital marketing, data-driven decision-making, tourism technology utilization, and sustainability practices. Industry stakeholders highlighted the need for greater emphasis on practical skills, technological readiness, and experiential learning.These findings suggest that current curricula remain predominantly theoretical and insufficiently responsive to industry transformation. This study proposes a more adaptive, industry-driven curriculum model that integrates digital and sustainability competencies while strengthening academic–industry collaboration. The study contributes to the literature by offering a comprehensive curriculum–industry alignment framework informed by multi-source data, with implications for improving graduate employability and curriculum relevance in tourism education.
Copyright (c) 2026 Urai Muhani, Urai B Asnol, Ismail Umar, Abd Halim https://creativecommons.org/licenses/by-nc/4.0
Alignment of Early Childhood Education and Elementary Teachers’ Perceptions of Inclusive Education During the Preschool–Primary Transition: A Mixed-Methods Study
Inclusive education requires continuity across educational levels to ensure equitable learning opportunities for children with special needs (CWSN). However, alignment between early childhood education (PAUD) and primary school (SD) teachers during transitional periods remains underexplored, particularly in rural contexts where resource constraints are significant.This study employed a concurrent embedded mixed-methods design. Quantitative data were collected from 30 teachers (24 PAUD, 6 SD) using a structured Likert-scale questionnaire assessing knowledge, attitudes, and practices. Qualitative data were obtained through 12 interviews, 6 classroom observations, and document analysis. Descriptive and comparative analyses were conducted, alongside thematic analysis for qualitative data.Findings indicate that teacher perceptions of inclusive education are generally moderate and relatively similar across PAUD (M = 2.80) and SD (M = 2.85). While conceptual understanding is adequate, practical implementation remains limited. Alignment between teacher groups is evident at the attitudinal level but weak in classroom practices. Variations in training, teaching experience, and access to resources contribute to inconsistencies. Transition strategies are informal and unstructured, and parental and community involvement is minimal.The results highlight a gap between positive perceptions and effective inclusive practices, emphasizing the need for structured coordination mechanisms. Strengthening cross-level training, formal communication systems, and transition protocols is essential to improve alignment and ensure continuity of support for CWSN, particularly in rural educational settings.
Copyright (c) 2026 Miki Ramayanti, Diana Diana, Deasylina Deasylina https://creativecommons.org/licenses/by-nc/4.0
Development of a Genially-Based Digital Snakes and Ladders Game to Enhance Reading Comprehension among Phase C Learners
Reading comprehension remains a major challenge in Indonesian elementary education, requiring innovative and engaging learning media that integrate digital technology and gamification. This study addresses the need for interactive digital learning tools by developing a Genially-based digital Snakes and Ladders game to support reading comprehension among Phase C students. This research employed a Research and Development (R&D) approach using the ADDIE model. The effectiveness of the developed media was examined through a pre-experimental one-group pretest–posttest design involving 31 Phase C students. Data were collected using reading comprehension tests, expert validation sheets, and student response questionnaires. Data analysis included paired sample t-test and N-Gain to measure learning improvement. The results showed that the digital Snakes and Ladders game was feasible and appropriate based on expert validation. Students responded positively, indicating increased motivation and engagement in reading activities. Statistical analysis revealed a significant difference between pretest and posttest scores (p < 0.05), with an N-Gain value of 0.71, categorized as high. This indicates a substantial improvement in students’ reading comprehension after using the Genially-based game. The findings demonstrate that integrating interactive storytelling and game-based digital media can effectively enhance reading comprehension among elementary students. The Genially-based digital Snakes and Ladders game provides an engaging learning environment that supports active participation and deeper understanding of reading texts. This media has strong potential to be adapted for other learning materials and broader educational contexts.
Copyright (c) 2026 Sari Rahayu, Lina Novita, Elly Sukmanasa https://creativecommons.org/licenses/by-nc/4.0
Epistemology of Islamic Education in the Qur'an: Themes, Methods, and Pedagogical Implications
Education in Islam is fundamentally rooted in the Qur’an, which provides comprehensive guidance on knowledge, learning, and human development. However, studies on Islamic educational epistemology often remain fragmented and lack systematic thematic synthesis. This study employs a qualitative literature-based approach using thematic content analysis of selected Qur’anic verses related to education. Primary data were derived from the Qur’an, while secondary sources included classical and contemporary tafsir and scholarly works on Islamic education. Verses were purposively selected based on their relevance to key educational themes and analyzed through coding, categorization, and interpretative synthesis. Source triangulation was applied to enhance analytical rigor. The findings reveal that the Qur’an constructs a holistic epistemological framework of education encompassing (1) the obligation of seeking and transmitting knowledge, (2) educational goals oriented toward spiritual, moral, and social development, (3) diverse pedagogical methods such as wisdom, dialogue, and ethical instruction, and (4) integrated concepts of educators and learners grounded in responsibility, character, and intellectual engagement. Additionally, educational content is centered on monotheism, morality, and social responsibility, while evaluation emphasizes moral accountability. These findings indicate that Islamic educational epistemology integrates revelation, reason, and experience into a unified system that promotes holistic human development. The study contributes to bridging classical Qur’anic insights with contemporary educational discourse, although its reliance on textual analysis limits empirical applicability. Future research should explore the operationalization of these principles in modern educational contexts.
Copyright (c) 2026 Suhardi Suhardi https://creativecommons.org/licenses/by-nc/4.0
Reconceptualizing Islamic Educational Management: A Literature-Based Integration of Flipped Learning and Sustainability
The growing demand for pedagogical innovation and sustainability-oriented education has created a need to integrate modern learning models with value-based educational frameworks. In Islamic education, this challenge involves aligning technological advancements with spiritual and ethical principles. However, limited studies have explored the integration of the flipped classroom model and Education for Sustainable Development (ESD) within Islamic educational management. This study employed a qualitative approach using a systematic literature review. Relevant articles were collected from major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar, based on predefined inclusion criteria. A total of 28 selected studies were analyzed using thematic synthesis to identify key concepts, patterns, and relationships among flipped learning, sustainability education, and Islamic educational principles. The findings reveal a strong conceptual synergy between the flipped classroom model and ESD. The flipped classroom supports independent learning, critical thinking, and efficient use of instructional time, while ESD provides ethical direction related to environmental, social, and economic sustainability. When integrated within Islamic educational management, these approaches align with core values such as responsibility (khalifah), balance, and holistic human development. The study proposes a conceptual framework that positions flipped learning as a pedagogical mechanism, ESD as value-oriented content, and Islamic management as the guiding philosophical structure. This integration offers a transformative approach to Islamic education by bridging technological innovation with sustainability and spirituality. It enhances student engagement, promotes holistic competencies, and supports the development of ethically responsible learners. The study highlights the need for institutional support, teacher capacity building, and empirical validation of the proposed framework.
Copyright (c) 2026 Indri https://creativecommons.org/licenses/by-nc/4.0
Perceptions of Education and Non-Education Students towards the Campus Teaching Program: A Rasch Model Analysis
The Teaching Campus Program, as part of the Merdeka Belajar–Kampus Merdeka (MBKM) initiative, aims to enhance students’ competencies through direct engagement in school environments. However, differences in academic backgrounds may influence how students perceive the program’s contribution to their learning outcomes. This study examines the perceptions of education and non-education students toward the program.This study employed a cross-sectional survey design involving 235 university students who completed the Teaching Campus Program (Batches 2–8) at a private university in Jakarta. Data were collected באמצעות closed- and open-ended questionnaires using a five-point Likert scale. The instrument’s validity and reliability were analyzed using the Rasch Model with Winsteps software, including item fit, person fit, and reliability indices. Descriptive statistics were used to interpret students’ perceptions.The findings indicate that students from education majors reported strong agreement that the program enhances pedagogical, professional, social, and personal competencies relevant to their future careers as teachers. Non-education students also expressed positive perceptions, particularly regarding the development of soft skills such as communication, collaboration, adaptability, and leadership, although the perceived relevance to their academic discipline was lower. Overall, most participants acknowledged the program’s contribution to skill development and professional readiness.These results suggest that the Teaching Campus Program is positively perceived by both groups, with varying degrees of relevance depending on academic background. The program supports competency development and experiential learning, although improvements in implementation and alignment with students’ fields of study are needed.
Copyright (c) 2026 Isnaini Handayani, Tri Wintolo Apoko, Arum Fatayan, Benny Hendriana, Irdalisa Irdalisa, Isa Faqihuddin Hanif https://creativecommons.org/licenses/by-nc/4.0
Comparing Digital and Non-Digital Gamification in Cooperative Learning: Effects of TGT with Wordwall and Question Cards on Students’ Mathematical Problem-Solving Ability
Students’ mathematical problem-solving ability in Indonesia remains relatively low, partly due to the limited use of interactive and cooperative learning strategies in classrooms. The Teams Games Tournament (TGT) model, combined with instructional media, offers potential to enhance student engagement and problem-solving skills. This study aims to compare the effectiveness of TGT assisted by Wordwall, TGT assisted by question cards, and conventional learning in improving students’ mathematical problem-solving ability. This study employed a quasi-experimental design with a posttest-only control group. The sample consisted of three seventh-grade classes selected through purposive sampling, each comprising 20 students. The first experimental group was taught using TGT assisted by Wordwall, the second experimental group used TGT assisted by question cards, and the control group received conventional instruction. Data were collected using a validated and reliable essay test and analyzed through descriptive statistics, normality and homogeneity tests, followed by Welch ANOVA and Games–Howell post hoc analysis. The results revealed significant differences among the three groups (p < 0.05). The highest mean score was achieved by the TGT with question cards group (M = 89.60), followed by TGT with Wordwall (M = 77.00), while the control group obtained the lowest mean score (M = 54.70). These findings indicate that both TGT-based approaches are more effective than conventional learning, with question card assistance producing the most substantial improvement. In conclusion, while digital media such as Wordwall can enhance learning, non-digital approaches that promote deeper cognitive engagement may yield better outcomes in developing mathematical problem-solving skills.
Copyright (c) 2026 Astuti, Della Salvina https://creativecommons.org/licenses/by-nc/4.0
The Effectiveness of Assertive Training in Enhancing Self-Confidence Through Sundrang Learning in Bugis Elementary Schools
Self-confidence is a critical determinant of elementary students’ learning success, particularly within culture-based contexts such as Sundrang in Bugis communities. However, many students exhibit low confidence in expressing opinions, participating in discussions, and engaging in classroom interactions. Although assertive training is known to enhance communication and confidence, its integration into local cultural learning remains underexplored.This study employed a quantitative quasi-experimental pretest–posttest control group design. Sixty fifth-grade students from Bugis elementary schools were assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group received assertive training integrated into Sundrang learning, while the control group followed conventional instruction. Data were collected using a validated and reliable Likert-scale self-confidence questionnaire and analyzed through normality, homogeneity, and independent-samples t-tests.The findings revealed a statistically significant improvement in self-confidence among students in the experimental group compared to the control group. Students exposed to assertive training demonstrated greater gains in public speaking, social interaction, and the ability to express opinions during Sundrang learning activities.The results indicate that integrating assertive training into culture-based learning effectively enhances students’ self-confidence. This approach supports not only communication skills but also active participation in culturally relevant educational settings. Accordingly, incorporating assertive training into elementary curricula, particularly in local cultural learning contexts, is recommended to foster students’ social competence and overall confidence.
Copyright (c) 2026 Usman Usman, Ma’ruf Ma’ruf, Putriana Putriana, Moh. Wardi Moh. Wardi, Moh Zainol Kamal, Hodairiyah Hodairiyah https://creativecommons.org/licenses/by-nc/4.0
The Effect of Transformational-Instructional Leadership and Work Motivation on Teacher Performance: Evidence from Private Senior High Schools in Manado City, Indonesia
Teacher performance is a critical determinant of school effectiveness and educational quality. However, leadership practices in many private schools tend to rely on a single approach, limiting their adaptability to contextual demands. This study addresses a gap in the literature by examining the integrated effect of transformational–instructional leadership and work motivation on teacher performance. This study employed a quantitative cross-sectional survey design involving 64 teachers from private senior high schools in Manado City, Indonesia, selected through proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed using multiple linear regression. Prior to hypothesis testing, classical assumption tests (normality, multicollinearity, and heteroscedasticity) were conducted to ensure model adequacy. The findings reveal that both transformational–instructional leadership and work motivation have significant positive effects on teacher performance. Transformational–instructional leadership emerged as the strongest predictor (β = 0.758; p < 0.001), followed by work motivation (β = 0.230; p = 0.001). Simultaneously, both variables explain a substantial proportion of variance in teacher performance (Adjusted R² = 0.814), indicating a strong model fit. The results suggest that the integration of transformational and instructional leadership creates a synergistic effect that enhances teacher performance by addressing both motivational and instructional dimensions. However, the cross-sectional design and reliance on self-reported data limit causal interpretation and may introduce response bias. This study highlights the importance of adopting a hybrid leadership approach supported by strong teacher motivation to improve performance in private school contexts. Future research should employ longitudinal designs and more robust analytical models to validate these findings.
Copyright (c) 2026 Meyke Machrita Mamahit https://creativecommons.org/licenses/by-nc/4.0
Development of Smart Assessment System For Evaluating Maritime English Competence Using Machine Learning
Maritime English proficiency assessment is essential for cadets and maritime professionals, yet manual scoring can be time-consuming and prone to inter-rater variability. This study proposes a web-based smart assessment system that integrates machine learning to classify Maritime English proficiency into Beginner/Intermediate/Advanced using four feature scores: listening, reading, writing, and speaking. The dataset used in this work is simulated (1,000 records) for proof-of-concept evaluation because access to large, standardized real examination data was limited and required institutional clearance; simulation enables controlled class balance and repeatable experimentation. Class labels are generated using rubric-based threshold rules, and the labeling scheme is validated by two Maritime English examiners who review the thresholds and independently rate a random subset of 200 samples; agreement is quantified using Cohen’s kappa (κ) to ensure reliability. We adopt an 80/20 hold-out split and apply stratified 5-fold cross-validation on the training set for model selection, using grid-search hyperparameter tuning. We compare Support Vector Machine (SVM) and Random Forest and report accuracy, precision, recall, macro-F1, and brief per-class performance for Beginner/Intermediate/Advanced. SVM achieves 92% accuracy with macro-F1 = 0.905, outperforming Random Forest (89%, macro-F1 = 0.875). Future work will validate the system using real assessment datasets in operational training settings.
Copyright (c) 2026 Aprizawati Aprizawati, Romadhoni Romadhoni, Budhisantoso Budhisantoso https://creativecommons.org/licenses/by-nc/4.0
Competency-Based Recruitment and Selection for Enhancing Human Resource Performance in Indonesian Higher Education Institutions
Human resource performance plays a critical role in supporting academic quality, administrative effectiveness, and competitive advantage of higher education institutions in Indonesia. Traditional recruitment practices often emphasize academic qualifications and seniority rather than demonstrated job competencies. This has led to mismatches between employee capabilities and institutional needs. Competency-based recruitment and selection offers a structured approach to identifying candidates with relevant behavioral, technical, and managerial competencies. This study employs a Systematic Literature Review (SLR) approach following PRISMA guidelines. Academic sources published between 2013–2025 were retrieved from Scopus, Google Scholar, and institutional repositories using keyword combinations such as “competency-based recruitment,” “competency model,” “human resources,” “higher education,” and “Indonesia.” A total of 87 studies were initially identified; after screening for relevance, methodology suitability, and duplication, 26 studies were selected for full analysis. Data were synthesized through thematic coding focusing on competency frameworks, recruitment schemes, and HR performance indicators. The review indicates that competency-based recruitment and selection practices yield measurable improvements in employee productivity, role clarity, and organizational fit within Indonesian higher education institutions. Thematic patterns reveal that institutions implementing structured competency frameworks—such as behavioral event interviews, psychometric talent assessments, and competency matrices—achieved up to 25–40% performance improvement in selected units. Moreover, alignment between institutional strategic goals and competency requirements resulted in lower turnover rates and stronger employee engagement. Challenges identified include limited HR capability in competency mapping, inconsistent implementation standards, and cultural resistance toward merit-based selection. Findings demonstrate that competency-based recruitment is not only theoretically beneficial but practically impactful when supported by institutional readiness and HR strategic alignment. The success of implementation depends on top-level commitment, HR professional development, and institutional transformation toward performance-based culture. While competency-based models reduce subjectivity and favoritism, they require sustainable investment in assessment tools, competency modeling, and applicant evaluation standardization. Future research should incorporate empirical case studies across larger samples of universities and integrate digital HR analytics for competency tracking. Competency-based recruitment and selection significantly contributes to improving human resource performance in Indonesian higher education institutions. Adoption of this approach enables better alignment between employee competencies and organizational goals, ultimately enhancing institutional effectiveness. To maximize impact, universities must institutionalize competency frameworks, strengthen HR capacity, and foster merit-based hiring culture.
Copyright (c) 2026 Joko Nugroho https://creativecommons.org/licenses/by-nc/4.0
Implementing the MBKM (Independent Learning–Independent Campus) Curriculum: A Qualitative Case Study in a History Education Program in Indonesia
This study aims to examine the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum in the History Education Study Program, Faculty of Social Sciences, Law, and Political Sciences, Yogyakarta State University. This research addresses the need to understand how curriculum reform based on student centered and experiential learning is implemented in discipline specific contexts. This study employs a qualitative approach with a descriptive case study design. Participants were selected using purposive sampling and consisted of lecturers and students involved in MBKM activities. Data were collected through observation, in depth interviews, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings show that the implementation of the MBKM curriculum has generally been successful in promoting flexible and student centered learning, particularly through the adoption of project based learning and digital based instruction. However, the implementation is still in an adaptive stage, with several challenges identified, including limited student understanding of MBKM mechanisms, coordination issues, and adjustments in the academic system. This study implies that effective implementation of MBKM requires stronger institutional support, clearer communication strategies, and improved program design. The findings contribute to higher education curriculum development by highlighting the importance of aligning policy, pedagogy, and institutional readiness in implementing curriculum reform.
Copyright (c) 2026 Gunartati Gunartati, Zulkarnain Zulkarnain, Fini Fajri Mulyani https://creativecommons.org/licenses/by-nc/4.0
Integration of Gamification in the Practice of Social Science Learning Pedagogy in Elementary Schools
Low student engagement in Natural and Social Sciences (IPAS) learning remains a persistent challenge in Indonesian elementary education, particularly in contexts where teacher-centered approaches dominate. Gamification has emerged as a promising pedagogical strategy to enhance motivation and participation; however, qualitative insights into its classroom implementation remain limited. This study aims to explore how gamification is applied in primary IPAS learning and how it influences student engagement and motivation.This research employed a qualitative case study design conducted at an elementary school in Majalengka, Indonesia. Data were collected over one week through classroom observations, semi-structured interviews with two teachers and eleven Grade 5 students, and documentation analysis of lesson plans and learning media. Data were analyzed using the interactive model of data reduction, display, and conclusion drawing.The findings indicate that gamification—implemented through digital platforms such as Wordwall and Quizizz, as well as paper-based adaptations—significantly enhanced students’ behavioral, cognitive, affective, and social engagement. Students demonstrated increased participation, enthusiasm, collaboration, and persistence in completing learning tasks. Teachers also reported a more dynamic and interactive classroom environment. However, challenges were identified, including limited instructional time, varying levels of digital literacy, and technical constraints.These results suggest that gamification can serve as an effective and adaptable pedagogical approach to foster student engagement in elementary IPAS learning. Its successful implementation depends not only on technology but also on teachers’ pedagogical design and contextual adaptation, highlighting the need for sustained professional development and infrastructure support.
Copyright (c) 2026 Mahpudin Mahpudin, Al Thof Dzafif Nuryana Firdaus, Budi Febriyanto https://creativecommons.org/licenses/by-nc/4.0
Enhancing Learning Outcomes in Electronic and Digital Engineering through Interactive Teaching Modules
The development of instructional modules is crucial for enhancing the effectiveness and efficiency of learning. In Electronics and Digital Engineering education, current practices combine student-centered and teacher-centered approaches; however, existing modules remain predominantly printed and lack interactivity, limiting students’ conceptual understanding. This study employed a Research and Development (R&D) approach using the Alessi and Trollip model, consisting of planning, design, and development stages. Data were collected through questionnaires, tests, interviews, and observations. Instruments were validated by material and media experts, and reliability testing using Cronbach’s Alpha yielded a coefficient of 0.87, indicating high internal consistency. A purposive sample of 48 students participated, divided into small and large groups for feasibility and effectiveness testing. Quantitative data were obtained during Alpha Test 1 and Alpha Test 2. The implementation of the interactive flipbook-based module resulted in an average post-test score of 83.5%. The normalized gain (N-Gain) between pre-test and post-test scores was 0.7, categorized as high, indicating substantial improvement in students’ conceptual understanding. The findings demonstrate that interactive teaching modules significantly enhance learning outcomes compared to traditional printed materials. The integration of interactivity supports both instructional approaches and facilitates deeper conceptual comprehension. Thus, the developed flipbook module is an effective supplementary learning medium in Electronics and Digital Engineering education.
Copyright (c) 2026 Fatmawati Sabur https://creativecommons.org/licenses/by-nc/4.0
Integrating Flipped Classroom and Problem-Based Learning to Enhance Self-Efficacy and Problem-Solving in Higher Education
The increasing demand for 21st-century competencies in higher education highlights the need for instructional approaches that enhance students’ self-efficacy, learning autonomy, and problem-solving skills. While Flipped Classroom (FC) and Problem-Based Learning (PBL) have been widely studied independently, their integrated effects remain underexplored, particularly in the Indonesian context.This study employed a quasi-experimental design with a nonequivalent control group involving 70 undergraduate students. The experimental group (n = 35) received an integrated FC-PBL intervention over one semester, while the control group (n = 35) experienced conventional instruction. Data were collected using validated instruments measuring academic self-efficacy, self-directed learning, and problem-solving ability. Statistical analyses included independent samples t-tests and MANOVA.The findings revealed that the experimental group significantly outperformed the control group in academic self-efficacy (t(64) = -3.473, p = .001), self-directed learning (t(64) = -5.991, p < .001), and problem-solving ability (t(64) = -2.475, p = .016). Multivariate analysis confirmed a significant overall effect of the intervention (Hotelling’s Trace = 0.836, F(3, 62) = 17.274, p < .001, partial η² = 0.455), indicating a large effect size.The integration of FC and PBL significantly enhances students’ affective, metacognitive, and cognitive outcomes. This study provides empirical support for FC-PBL as an effective pedagogical approach to foster essential competencies in higher education. Future research should employ randomized and multi-institutional designs to improve generalizability.
Copyright (c) 2026 Miftahus Surur, Yesi Puspitasari, Siti Karunia Dewi https://creativecommons.org/licenses/by-nc/4.0
Development of Interactive Learning Media to Improve Reading Comprehension Among Fourth Grade Elementary School Students
Reading comprehension is a fundamental skill in elementary education; however, many students experience difficulties due to limited engagement and the continued use of conventional teaching methods. This study aims to develop interactive learning media to enhance fourth-grade students’ reading comprehension in Indonesian language learning. This study employed a Research and Development (R&D) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sample consisted of 68 elementary school students. Data were collected through learning outcome tests, questionnaires, interviews, and observations. Instruments included validation sheets for material and media experts, as well as student and teacher response questionnaires. Data were analyzed to assess feasibility, practicality, and effectiveness, including a paired sample t-test to measure learning improvement. The developed interactive media was rated highly feasible by material experts (87%) and media experts (95%). Practicality evaluations showed very positive responses from students (91%) and teachers (93%). Effectiveness testing revealed a significant improvement in students’ reading comprehension, with paired sample t-test results indicating p = 0.000 (p < 0.05), confirming a statistically significant difference between pre-test and post-test scores. The findings indicate that interactive learning media are feasible, practical, and effective in improving reading comprehension. The integration of multimedia elements enhances student engagement and supports active learning. Therefore, interactive media can serve as an effective instructional tool to improve literacy outcomes in elementary education, although further studies with broader samples are recommended.
Copyright (c) 2026 Riska Mahdalena, Deni Herdianto https://creativecommons.org/licenses/by-nc/4.0
Toward Holistic Assessment in Adult Islamic Religious Education: Integrating Irfani Epistemology and Andragogy
Conventional evaluation in adult Islamic Religious Education (PAI) remains predominantly rooted in pedagogical paradigms that prioritize cognitive achievement, thereby overlooking the spiritual and existential development central to adult learning.This conceptual study employs systematic library research, drawing on scholarly sources indexed in Scopus, Google Scholar, and DOAJ. Data were analyzed through qualitative content analysis to translate Irfani epistemological concepts into observable educational indicators.The study proposes a three-stage evaluation framework integrating spiritual-intuitive dimensions with andragogical principles: (1) Tazkiyah, assessing behavioral and affective alignment; (2) Kashf, evaluating reflective depth and existential awareness; and (3) Ta’bir, measuring value internalization through ethical decision-making narratives. The framework introduces non-grading instruments, including self-reflection journals and ethical dilemma portfolios, to shift assessment from rote learning toward indicators of spiritual maturity.This model offers a transformative approach to adult PAI evaluation by emphasizing personal growth, intrinsic motivation, and non-coercive learning environments over formal certification. It aligns assessment practices with the holistic nature of adult religiosity. However, as a conceptual framework, it lacks empirical validation. Future research should focus on instrument development, expert validation, and cross-cultural application to enhance its robustness and practical implementation.
Copyright (c) 2026 Willy Akmansyah Lubis https://creativecommons.org/licenses/by-nc/4.0
Empowering Learning: The Evolution of the Independent Learning Curriculum in the Era of Technology
This study aims to critically analyze the evolution and implementation of the Independent Learning Curriculum in Indonesia within the context of rapid technological development. The focus is placed on examining how curriculum autonomy, pedagogical competence, and digital integration interact in shaping contemporary learning practices. This research employs a qualitative library research method by systematically reviewing 32 scholarly sources, including peer-reviewed journal articles and academic books published between 2019 and 2024. The data were analyzed using thematic and comparative analysis, guided by constructivist learning theory, curriculum innovation theory, and digital pedagogy as the main analytical frameworks. The findings reveal that the Independent Learning Curriculum represents a significant shift toward learner-centered and flexible education, emphasizing autonomy, character development, and the use of digital technology to expand learning opportunities beyond the classroom. However, the analysis also indicates persistent challenges, particularly disparities in digital infrastructure, uneven teacher readiness, and inconsistencies in policy implementation across educational contexts. These factors limit the transformative potential of curriculum innovation when not supported by adequate institutional capacity and professional development. The study concludes that the successful implementation of independent learning in the digital era requires systemic alignment between pedagogical innovation, technological accessibility, and institutional readiness. By synthesizing existing literature, this article proposes a conceptual framework that integrates learner autonomy, digital facilitation, and teacher capacity building as key components of sustainable curriculum reform. This framework offers practical insights for policymakers and educators in strengthening the effectiveness and equity of independent learning implementation in diverse educational settings.
Copyright (c) 2026 Afiful Ikhwan https://creativecommons.org/licenses/by-nc/4.0
Cognitive Development in Rural Children Age 6-8 Years: Integrating Piaget's Theory and Neurocognitive Perspective
Cognitive development among children aged 6–8 in rural areas is often constrained by limited environmental stimulation, yet few studies integrate cognitive, socio-ecological, and neurocognitive perspectives to explain these disparities. This study aims to analyze how these dimensions interact in shaping children’s cognitive development in rural Indonesia. This research employed an exploratory qualitative case study involving nine children aged 6–8 years, nine parents, and two teachers in a rural area of Banjarnegara, Central Java. Data were collected through semi-structured interviews, observations, and document analysis, and analyzed thematically using integrated coding based on Piagetian, Bronfenbrenner’s bioecological, and neurocognitive frameworks. The findings reveal three distinct developmental profiles based on levels of family stimulation. Children with high stimulation demonstrated stable concrete operational thinking, including conservation, classification, and sustained attention. Those with moderate stimulation showed transitional cognitive patterns with emerging but inconsistent logical reasoning. In contrast, children with low stimulation remained in the preoperational stage, characterized by perceptual reasoning, weak working memory, and limited self-regulation. The results indicate that cognitive development is influenced by the interaction between family support (microsystem), home–school continuity (mesosystem), and executive function capacity. The study highlights that cognitive development in rural children is not solely age-dependent but shaped by the synergy of environmental stimulation and neurocognitive processes. Strengthening family–school collaboration and providing context-based cognitive stimulation are essential to support optimal development in rural educational settings.
Copyright (c) 2026 Norman Yulia https://creativecommons.org/licenses/by-nc/4.0
Enhancing Students’ Critical Thinking Skills: The Impact of Project-Based and Task-Based Learning Across Motivation Levels
Enhancing elementary students’ critical thinking skills is a key educational objective. Instructional approaches such as Project-Based Learning (PjBL) and Task-Based Learning (TBL) are widely used, with their effectiveness potentially influenced by students’ learning motivation.This quantitative study employed a quasi-experimental approach using a one-group pretest–posttest and a 2×3 factorial design without randomization. The sample consisted of 50 sixth-grade students from an elementary school in Bandung, Indonesia. Data were collected באמצעות critical thinking tests and learning motivation questionnaires. Statistical analyses were conducted to examine the effects of instructional methods and motivation levels.Students taught PjBL demonstrated higher average gains in critical thinking skills compared to those taught TBL. Both PjBL and TBL significantly improved students’ critical thinking abilities. Additionally, learning motivation had a positive and significant effect on critical thinking outcomes across both instructional methods. Interaction effects indicated that the impact of each method varied depending on students’ motivation levels.The findings suggest that while both PjBL and TBL are effective in fostering critical thinking, PjBL yields superior outcomes. Learning motivation plays a crucial role in maximizing the effectiveness of these instructional approaches. Therefore, integrating motivational strategies with appropriate pedagogical methods is essential to optimize students’ critical thinking development.
Copyright (c) 2026 Haviz Kurniawan, Babang Robandi, Bunyamin Maftuh https://creativecommons.org/licenses/by-nc/4.0
Development of E-Story Book Media Based on Local Wisdom and Ecoliteracy in Reading Comprehension Learning for Students at Ulak Embacang Public Elementary School
The limited integration of digital learning media incorporating local wisdom and ecoliteracy in elementary reading instruction motivated this study, which aimed to develop a valid, practical, and effective e-storybook for reading comprehension. This development research employed the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The study was conducted at SD Negeri Ulak Embacang, a rural elementary school in South Sumatra, involving fourth-grade students in small-group and field testing. Data were collected through observations, interviews, questionnaires, and pretest–posttest assessments, and analyzed using feasibility and practicality percentages alongside N-Gain scores. The developed e-storybook demonstrated high validity based on expert evaluations of content (96.6%), media (95%), and language (93.3%). Practicality testing yielded an average score of 91.55% in the small-group phase, indicating strong usability. Effectiveness results showed a significant improvement in students’ reading comprehension, with an N-Gain score of 0.84 (high category). The findings indicate that the e-storybook is a valid, practical, and effective digital learning medium. Its integration of local wisdom and ecoliteracy provides contextualized learning experiences that enhance comprehension while promoting digital literacy and environmental awareness among elementary students. Consequently, it offers a valuable instructional resource for teachers, particularly in rural educational settings.
Copyright (c) 2026 Santi Oktarina, Perawati Perawati, Erna Retna, Makmum Raharjo https://creativecommons.org/licenses/by-nc/4.0
Developing a Canva-Assisted PBL e-Worksheet to Enhance Elementary Students’ Science Process Skills
The effective implementation of Problem-Based Learning (PBL) in elementary classrooms remains constrained by the limited availability of digital instructional materials that systematically integrate PBL syntax, science process skills, and visual learning media aligned with the Merdeka Curriculum. This study aims to develop a PBL-based electronic student e-worksheet assisted by Canva and to examine its validity, practicality, and effectiveness in improving fourth-grade students’ science process skills. This study employed a research and development (R&D) approach using the ADDIE model with a one-group pretest–posttest design. The participants consisted of 22 fourth-grade students (n = 22) at SD Negeri 05 Kepahiang, Indonesia. Data were collected through expert validation questionnaires, teacher and student response questionnaires, observations, interviews, and science process skills tests. Data analysis involved Aiken’s V for content validity and N-Gain analysis to measure the effectiveness of the intervention. The findings indicate that the developed E-worksheet demonstrates high validity across content, language, and graphical aspects, with Aiken’s V values ranging from 0.83 to 1.00. The effectiveness analysis shows a high improvement in students’ science process skills, with an average N-Gain score of 0.90. In addition, positive responses from both teachers and students confirm the practicality and usability of the E-worksheet in classroom implementation. This study concludes that the PBL-based E-worksheet assisted by Canva is a valid, practical, and effective digital instructional tool for enhancing elementary students’ science process skills.
Copyright (c) 2026 Kris Agil Saraswati, Endang Widi Winarni, Abdul Muktadir, Gumono Gumono, Neza Agusdianita https://creativecommons.org/licenses/by-nc/4.0
Integrating Student-Centered Approaches in Islamic Education: A Case Study of SMPN 1 Kadipaten, Indonesia
Islamic Religious Education (PAI) in secondary schools plays a crucial role in fostering students’ moral character, spiritual awareness, and social responsibility. Amid rapid digitalization and shifting adolescent values, there is a growing need for pedagogical approaches that emphasize the internalization of Islamic values through student-centered learning.This study employed a descriptive qualitative design conducted at SMPN 1 Kadipaten, Tasikmalaya Regency. Data were collected through classroom observations, in-depth interviews with PAI teachers, and a review of relevant literature. The data were analyzed using thematic analysis to identify patterns in learning approaches, strategies, methods, and instructional techniques.The findings indicate that PAI instruction consistently կիրառes a student-centered approach supported by three primary strategies: inquiry-based, collaborative, and contextual learning. Four dominant teaching methods—group discussion, role-playing, interactive questioning, and digital media integration—were regularly applied. Contextual techniques, including storytelling, Islamic-themed ice breaking, and authentic assessment, enhanced student engagement, motivation, and the internalization of values across cognitive, affective, and psychomotor domains.The integration of student-centered approaches with diverse strategies and contextual techniques significantly improves the effectiveness of PAI learning and supports Islamic character formation. These findings contribute empirical insights to contemporary discourse on Islamic and moral education, highlighting the importance of adaptive pedagogy in addressing current educational challenges.
Copyright (c) 2026 Tatang Muh Nasir, Mohammad Sabarudin, Yusuf Sugiana, Muhamad Yasir, Mahmud Mahmud, Pepen Supendi https://creativecommons.org/licenses/by-nc/4.0
Developing a Digital Literacy Assessment Framework for 21st-Century Skills in the Indonesian EFL Classroom
The rapid shift toward digital pedagogy has exposed a significant gap in Indonesian English as a Foreign Language (EFL) assessment practices, where traditional testing often fails to capture complex digital literacy. This study aimed to identify teacher needs in digital assessment and construct a validated digital literacy assessment framework that integrates critical thinking, collaboration, and technological proficiency. Employing a Research and Development (R&D) design, the study progressed through three phases: needs analysis, prototype design, and expert validation. Data were collected from 45 secondary EFL teachers in South Sulawesi using questionnaires and semi-structured interviews, while three assessment experts evaluated the prototype using validation rubrics. Quantitative data were analyzed using descriptive statistics and Aiken’s V formula, while qualitative data underwent thematic analysis. The needs analysis revealed that current assessments heavily rely on isolated paper-based tests, neglecting students' multimodal skills. In response, a multidimensional framework was developed, encompassing technical competence, digital cognition, and socio-emotional awareness. Expert validation yielded an Aiken’s V coefficient range of 0.82 to 0.94 (mean = 0.88), indicating high content validity, with a practicality rating of 85% from teacher trials. This research concludes that the proposed framework provides a structured pedagogical guideline for educators to transition toward more holistic literacy assessments in the EFL classroom.
Copyright (c) 2026 Uyunnasirah Hambali, Syahrul Syahrul, Nasir Nasir https://creativecommons.org/licenses/by-nc/4.0
Authoritarian Parenting and Emotional Regulation in Early Childhood: A Theoretical Review across Cultural Contexts
Emotion regulation in early childhood is a foundational competency influencing social, psychological, and academic outcomes. Parenting style, particularly authoritarian parenting characterized by high control and low emotional responsiveness, has been consistently associated with maladaptive emotional development. This study examines how authoritarian parenting shapes children’s emotion regulation across cultural contexts. This study employed a qualitative library research design, synthesizing 72 peer-reviewed sources published between 2000 and 2024. Using thematic analysis, the review was guided by Erikson’s psychosocial development theory, Gross’s process model of emotion regulation, and Baumrind’s parenting typology to identify key developmental mechanisms. Findings indicate that authoritarian parenting negatively affects children’s emotional development by limiting emotional awareness, expression, and regulatory flexibility. Children exposed to rigid and emotionally dismissive environments tend to rely on maladaptive strategies such as emotional suppression and avoidance, while demonstrating reduced use of cognitive reappraisal. These patterns are associated with increased risks of anxiety, aggression, and emotional dysregulation. Neurodevelopmental evidence further suggests heightened stress reactivity under such parenting conditions. These effects are particularly pronounced in collectivist cultures where strict parenting norms are socially reinforced. Authoritarian parenting disrupts key developmental processes related to autonomy, emotional agency, and adaptive regulation strategies. Although culturally normative in some contexts, its long-term implications remain detrimental to emotional competence. The study underscores the importance of promoting emotionally responsive and autonomy-supportive parenting practices, alongside culturally sensitive interventions to enhance early childhood emotional development.
Copyright (c) 2026 Mohammad Firman Maulana https://creativecommons.org/licenses/by-nc/4.0
Integrating Sipakatau Local Wisdom into Interactive Digital Comics to Enhance Civic Learning and Character Development in Elementary Schools
Civic education in elementary schools is essential for developing students’ civic understanding and character; however, instruction often remains text-based and insufficiently connected to learners’ cultural contexts. This study investigates the effectiveness of integrating Sipakatau local wisdom into interactive digital comics as a culturally responsive instructional medium.A quantitative quasi-experimental design with a non-equivalent control group pretest–posttest model was employed. The sample comprised 19 sixth-grade students from an Indonesian elementary school. Data were collected from a civic learning outcomes test and a character values questionnaire. Analyses included descriptive statistics, assumption testing, paired-sample t-tests, and effect size calculation.The intervention produced a statistically significant improvement in civic learning outcomes, with mean scores increasing from 57.00 to 77.53 (p < 0.05). The effect size was large (Cohen’s d = 1.65), indicating substantial practical impact. Gain analysis revealed that 84.2% of students achieved moderate to high improvement, demonstrating consistent learning enhancement across participants.Embedding Sipakatau values within interactive digital narratives appears to enhance student engagement and deepen conceptual understanding of civic content. The culturally grounded approach supports meaningful learning by connecting abstract civic principles with students’ lived experiences.Interactive digital comics incorporating local wisdom represent an effective and practical pedagogical strategy for strengthening elementary civic education and advancing culturally responsive digital learning practices.
Copyright (c) 2026 Ratna Rendi, Abdul Kadir, Harmita Sari https://creativecommons.org/licenses/by-nc/4.0
AI-Integrated E-Module Designed with the ADDIE Model to Enhance Critical Thinking and IPAS Competency in Indonesian Elementary Classrooms
The limited development of critical thinking skills and suboptimal learning outcomes in Ilmu Pengetahuan Alam dan Sosial (IPAS) remain persistent challenges in Indonesian elementary education, largely due to teacher-centered instructional practices that restrict student engagement and reflective reasoning. This study aimed to develop and evaluate an AI-integrated e-module to enhance students’ critical thinking and IPAS competency. This research employed a development approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The e-module incorporated AI-based features, including automated feedback, personalized content adaptation, and voice-interactive tutoring. Validation involved experts in content, language, and media. Effectiveness was assessed a quasi-experimental one-group pretest–posttest design, with data analyzed using t-tests, N-Gain, and effect size measures.Expert validation indicated that the e-module was highly feasible and practical, achieving validity and practicality scores of 97% and 94%, respectively. Students demonstrated significant improvements in critical thinking skills (t = 5.784, p < 0.001), with a high N-Gain of 0.80 and a large effect size (1.25). IPAS learning outcomes also showed notable enhancement.The findings confirm that AI-driven personalization and automated feedback effectively improve students’ analytical reasoning and conceptual understanding. The developed e-module is valid, practical, and effective for elementary education. Furthermore, this study contributes to the literature by proposing an ADDIE–AI hybrid model, addressing the limited integration of systematic instructional design and adaptive AI in Indonesian elementary learning contexts.
Copyright (c) 2026 Novi Ayuningtias Widianti, Sudarmiani Sudarmiani https://creativecommons.org/licenses/by-nc/4.0
Assessing the Implementation of the Pancasila Student Profile (P5) Project on Local Wisdom in Vocational High Schools: A CIPP Model Evaluation
The Pancasila Student Profile Strengthening Project (P5), a core component of Indonesia’s Merdeka Curriculum, aims to integrate character education with contextual learning. This study evaluates the implementation of a local wisdom–themed P5 project in a Vocational High School (SMK) in West Sumatra, focusing on its effectiveness in aligning cultural values with vocational competencies.A sequential explanatory mixed-methods design was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected from 155 participants (principals, teachers, and students) through questionnaires, interviews, observations, and document analysis. Quantitative data were analyzed descriptively, followed by qualitative interpretation to explain key findings.The context evaluation demonstrated strong alignment with national education policies. Input analysis revealed a disparity between adequate facilities (82%) and limited teacher understanding of program management (63%). During implementation, student participation was moderate (73%), but inconsistent pedagogical facilitation hindered effectiveness. Product evaluation indicated a positive yet suboptimal impact on student character development (74%).The findings highlight a critical gap between structural readiness and human resource capacity. Although institutional support and infrastructure are sufficient, limitations in teachers’ pedagogical and managerial competencies constrain program outcomes.The effectiveness of P5 implementation depends less on infrastructure and more on strengthening teacher capacity. Policy efforts should prioritize professional development, practical mentorship, and clear technical guidelines to bridge the gap between curriculum design and classroom practice, thereby optimizing the integration of local wisdom in vocational education.
Copyright (c) 2026 Ariska Dwi Putri https://creativecommons.org/licenses/by-nc/4.0
Entrepreneurial Competence in Vocational Fashion Education: A Comparative Study of Alumni Across Educational Levels in West Sumatra from A Values Based Islamic Perspective
This study investigates entrepreneurial competence among vocational fashion education alumni and examines the role of Islamic values in strengthening such competence across educational levels. Using a convergent mixed-methods design, data were collected from 90 alumni entrepreneurs in West Sumatra (30 from vocational secondary schools, 30 diploma, and 30 bachelor graduates) through questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive statistics and one-way ANOVA, while qualitative data were examined through thematic analysis. The findings reveal that overall entrepreneurial competence is high across groups, with significant differences based on educational level (F(2,87) = 9.53, p < .001). Bachelor’s degree graduates demonstrate stronger strategic competencies, particularly in networking, management, and opportunity recognition, whereas vocational secondary graduates show comparable strengths in persistence and production skills. Qualitative results indicate that Islamic values—such as honesty (ṣidq), trustworthiness (amānah), perseverance (istiqāmah), and sincerity (ikhlāṣ)—serve as internal mechanisms that reinforce ethical behavior, motivation, and business sustainability. The study concludes that entrepreneurial competence is both developmentally structured and value-reinforced, highlighting the importance of vertically aligned, experience-based, and values-integrated curricula. However, the study is limited by its regional scope and cross-sectional design. Future research should expand to broader contexts and explore longitudinal and sector-specific applications of values-based entrepreneurship education.
Copyright (c) 2026 Hadiastuti Hadiastuti https://creativecommons.org/licenses/by-nc/4.0