ETDC: Indonesian Journal of Research and Educational Review
Indonesian Journal of Research and Educational Review is a high-quality, open-access, peer-reviewed international journal that is published by the Education and Talent Development Center Indonesia (ETDC Indonesia). The Indonesian Journal of Research and Educational Review is providing a platform that welcomes and acknowledges high-quality empirical original research papers about instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational management, and educational developments written by researchers, academicians, professionals, and practitioners from all over the world. Editors will initially review all submitted manuscripts, and a minimum of two international reviewers will then evaluate them through a double-blind review process. This is to ensure the quality of the journal's published manuscripts. IJRER, an internationally recognized journal in education and other fields, publishes four times yearly: in March, June, September, and December. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference. Journal Information Editor-in-chief : Muhammad Hasbi, M.Pd. DOI : http://dx.doi.org/10.51574/ijrer Print ISSN : 2809-7505 Online ISSN : 2809-3682 Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia) Indexing : Sinta, Copernicus, Garuda, Google Scholar, One Search, BASE , Dimensions, Crossref Before Submission The author must ensure that they have prepared the manuscript using the IJRER template, adhering to their guidelines. Only an invited author or an author with a strong reputation for research or publication in the field of education should submit a single author's paper. The submission process necessitates meticulous proofreading of the manuscript, as well as the attachment of a similarity check result as a supplementary file. We will immediately reject any manuscript that fails to meet the author's guidelines, focus, and scope follows a different format, or exhibits poor soundness in both English. Only those manuscripts that adhere to the IJRER standard will proceed with further processing. Registration and Login are required to submit items online and to check the status of current submissions.
Education and Talent Development Center Indonesia (ETDC Indonesia)
Development of Calligraphy Learning Media on Calligraphy Font Types in Higher Education
Learning media is one of the supporting components in the learning process. In the process of learning fine arts, especially in calligraphy courses, recognizing calligraphy letters is one of the topics studied. This course instructs students on how to transform calligraphy letters into two-dimensional works of art. In order for the learning process to run effectively, learning media are needed that are valid and practical and can be used as a tool to achieve learning objectives optimally. The purpose of this study was to evaluate and describe the feasibility of calligraphy learning media specifically designed for letter recognition material. The research method used is the R&D research and development method with the 4D approach. This research was conducted at the Bachelor of Fine Arts Education Study Program, Gorontalo State University. The findings from the validation of learning media by several validators showed values that serve as a reference for the validity and feasibility of the media. The values obtained include 85.62% from a material expert validator, indicating very feasible criteria; 81.40% from a media expert validator, also indicating very feasible criteria; and 72.79% from a calligrapher, which indicates feasible criteria. The use of student response questionnaires also affects the level of validity of learning media with a value of 77.66% for attractive criteria. As a whole, it proves that calligraphy learning media for recognizing calligraphy types is very feasible to develop.
Copyright (c) 2025 Suleman Dangkua, Hasdiana Hasdiana https://creativecommons.org/licenses/by-sa/4.0
Attitudes, Perceptions, and Academic Performance: A Study of Computer-Based Examination Among Nursing Students in Osun State
The study determined the attitude and perception of nursing students towards computer-based examination in Osun State. It also examined nursing students’ examination performances while using CBT and traditional methods. These were with a view to providing empirical information on the attitude and perception of student nurses towards the use of computer-based tests in Osun State. The study adopted a descriptive survey research design of the correlation type. The population for the study comprised all schools of nursing in Osun State. Out of this, six nursing schools were randomly selected using 20 nursing students from each school, totaling 120 respondents. One instrument trial tested, yielding a Cronbach's alpha of 0.87, was used for the study. The data collected were analyzed descriptively and correlationally. The results revealed that the nursing students had a positive attitude towards the use of CBT. It further showed that the students demonstrated high perception towards the use of CBT in their exams. There was a significant difference (p<0.05) between the average score obtained by the nursing students in CBT and the traditional method. The study concluded that the nursing students had a positive attitude and high perception towards the use of CBT and they preferred the CBT examination to the paper-based test.
Copyright (c) 2025 Olusegun Ojo Bakare, Adebola Arike Bolarinwa https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Teacher Professional Development Programs in Church-Based Education Schools in Myanmar
This study investigated the effectiveness of Teacher Professional Development (TPD) programs in Church-Based Education (CBE) schools in Northern Shan State, Myanmar. This research primarily examined the impact and relevance of TPD programs on instructional quality and teacher performance, aiming to address contemporary challenges and the barriers to their implementation. This study employed a convergent parallel mixed-method design, with ten participants involved. The researchers integrated thematic analysis of the questionnaires and teacher interviews with descriptive survey analysis. The results highlighted that the existing TPD programs in the CBE context had a positive influence on teachers’ instructional practices and student learning outcomes, despite the challenges, such as resource limitations, financial constraints, a lack of contextual training, and restrictive governance. Thus, this study concluded that TPD programs must be tailored to the local context with adequate resource support to ensure sustainability and effectiveness. These findings provide practical implications for policymakers, educators, and teacher trainers to implement context-specific and well-resourced TPD initiatives in CBE schools to strengthen teachers’ professional growth.
Copyright (c) 2025 Gum San Aung, Nan Hkawn Nding, Bernadette Lamsis Soliba https://creativecommons.org/licenses/by-sa/4.0
Transforming Social Studies Pedagogy: Artificial Intelligence-Based tool and Students’ Academic Performance in Ondo State, Nigeria
This study examined the transformation of social studies pedagogy through artificial intelligence-based tools and students’ academic performance in Ondo State, Nigeria. This study adopted a pre-test, post-test control group quasi-experimental research design. Three objectives were set for the study, and three research hypotheses were formulated to guide it. The population for the study consisted of all secondary students in Ondo State. The sample population comprised 163 Junior Secondary School (JSS II) students drawn from four public secondary schools randomly selected in the Ondo West Local Government Area of Ondo State, Nigeria. Two instruments were used in the study. They are the Social Studies Performance Test (SSPT) and the Modified Lesson Note (MLN). All the instruments were validated by experts. The reliability of the instrument (SSPT) was determined, and a reliability coefficient of 0.83 was obtained. Students' academic data was collected, and we analyzed covariances (ANCOVA). variance (ANCOVA). The social studies that students exposed to ITS demonstrated significantly higher academic performance than those taught by other methods (F (1,154) = 111.124, p < 0.05, partial η² = .419). The findings also revealed no significant effects of gender and school location on students' academic performance. This evidence suggests that intelligent tutoring systems (ITS) provide equitable learning opportunities. The study recommends increased investment in ICT infrastructure, teacher training, and policy interventions to enhance ITS integration into the teaching and learning of secondary schools’ subjects.
Copyright (c) 2025 Abidoye James Alabi, Akeem Tunde Adelekan, Gbenga Olotu https://creativecommons.org/licenses/by-sa/4.0
Bibliometric Analysis of Problem-Based Learning Model with STEM Approach: Critical Thinking Skills of Elementary School Students
Elementary schools must creatively develop critical thinking abilities to equip students with 21st-century competencies. Analyzing previous research on integrating learning models for this purpose is necessary. This study will bibliometrically analyze the research on integrating the Problem-Based Learning (PBL) model with the Science, Technology, Engineering, and Mathematics (STEM) approach to improve elementary school critical thinking. VOSviewer software was used to conduct a systematic literature review and bibliometric analysis of 52 Scopus-indexed articles from 2020–2024. Publish or Perish (PoP), linked to Scopus, collected publication data using "problem-based learning," "STEM," "critical thinking," and "elementary school." The literature review found that the STEM-integrated PBL model in elementary schools improves critical thinking and student learning by providing real-world problems to solve. Indonesia contributed 30 articles, followed by the US (5 articles) and Hong Kong (3 articles). The study's five-year collaboration network includes 69 researchers. Bibliometric analysis indicated a high association between "STEM" and "critical thinking" and "learning model," showing that STEM influences critical thinking skills. The association between "problem-based learning," "learning model," and "critical thinking" showed that PBL strongly impacts these skills. But network visualization revealed a research gap in the weak and narrow connections between "STEM," "Problem-Based Learning," and "Elementary School." The first co-occurrence analysis showed "critical thinking," followed by "problem-based learning" and "STEM." The rise of "bibliometric analysis" and "elementary school" suggests elementary education research is digitizing. In conclusion, STEM-integrated PBL has worked, but further research is needed to apply it to elementary school pupils.
Copyright (c) 2025 Rafa Adilla Azhari, Nurul Hidayah, Rahma Diani, Diah Rizki Nur Kalifah https://creativecommons.org/licenses/by-sa/4.0
Islamic Legal Education and Social Transformation: A Study of Community's Critical Acceptance of the "Uang Pelangkah" Tradition
This article examines the tension between Islamic Law (Fiqh Munakahat) and the traditional Uang Pelangkah tradition in Palembang, particularly in Indralaya District. Uang Pelangkah has shifted from an ethical symbol to a burdensome financial requirement that contradicts the principle of taysir (ease) in Islamic marriage, creating a burden on the prospective bride and groom. This study seeks to examine the function of Islamic Legal Education (ILE) as a driver of social transformation and to delineate the manifestations of critical acceptance within the Palembang community regarding the burdensome elements of the Uang Pelangkah tradition. The study uses a descriptive qualitative approach with field research methods. Primary data were collected through in-depth interviews and observations of young couples, traditional leaders, and ILE academics in Indralaya, Ogan Ilir. The results indicate that ILE is effective in forming critical reasoning that triggers the community to actively negotiate the tradition. This critical acceptance is manifested in the form of a drastic decrease in the nominal value, the conversion of Uang Pelangkah into a beneficial gift, or its neglect by the woman's family. As a result, ILE has succeeded in transforming mandatory customary norms into optional ethical norms that align with the maqasid al-shari'ah. This article contributes to the field of Islamic sociology of law by offering a critical reception model as an intelligent mediation mechanism between sharia and custom and affirming the ILE as a central agent in reforming social norms at the grassroots level.
Copyright (c) 2025 Ahda Sabila, Alamsyah Alamsyah, Arif Fikri https://creativecommons.org/licenses/by-sa/4.0
Hands-On Activity on Fine Motor Skills in Early Childhood Education
Fine motor skills are a crucial aspect of early childhood education, which is a prerequisite for learning readiness but often requires effective and applicable learning strategies. Therefore, this study aims to test and determine the magnitude of the effect of the implementation of hands-on activity (direct practice activities) on the fine motor development of early childhood children in Early Childhood Education SPAS. Al-Kautsar Bontobiraeng. This study is quantitative with a pre-experimental approach using a one-group pretest-posttest design. The research subjects consisted of 10 children in group B (aged 5–6 years). The main data collection technique was observation using a checklist sheet based on indicators of children's fine motor development. Data was analyzed using the non-parametric Wilcoxon Signed Rank Test due to sample limitations. The results of the study showed a significant increase in children's fine motor ability scores after the intervention. The average pretest score was 20.4, increasing to 32.4 in the posttest. The results of the statistical test showed an Asymp. Sig. value (2-tailed) of 0.000, which is less than 0.05 (0.000 < 0.05). This finding indicates that there is a significant influence of the implementation of hands-on activity on the fine motor development of early childhood. This study provides a practical contribution: hands-on activity is proven to be effective in stimulating and improving children's fine motor skills through direct, fun, and meaningful learning experiences. These results can be a recommendation for early childhood education teachers to adopt direct practice activities in fine motor development stimulation programs.
Copyright (c) 2025 Sintia Sintia, Sri Sufliati Romba, M. Yusran Rahmat https://creativecommons.org/licenses/by-sa/4.0
Unearthing Talent and Building Character: The Role of Sports Education in Youth Interest and Participation
This research is time-sensitive because Sinjai Regency has great potential for establishing leading sports, yet teenage sports participation is low. This study examines adolescents' interest and engagement in potential sports, identifies influencing factors, and compares subjective interest with actual sports participation. This study will also make strategic recommendations for local governments and sports institutions to develop sports based on local potential and teenage preferences. The method used is a descriptive quantitative approach involving adolescent respondents aged 13–18 years in various sub-districts in Sinjai Regency. Data collection techniques were carried out through closed questionnaires and semi-structured interviews distributed to junior high and high school students, and data triangulation was carried out through interviews with physical education teachers, coaches, and local sports figures. Data was analyzed using descriptive statistics and correlation analysis to examine the relationship between levels of interest, participation, and the factors that influence them. The results show that adolescent interest in potential sports such as soccer, volleyball, and athletics is relatively high, but not always followed by a commensurate level of participation. Dominant factors influencing participation include sports facilities, social support, and intrinsic motivation. The alignment between interest and actual involvement still needs to be strengthened through coaching programs and competitive activities at the school and community levels. In conclusion, interest-based strategies, environmental support, and the availability of adequate facilities are necessary to increase youth participation in sports in Sinjai Regency.
Copyright (c) 2025 Arifuddin Usman, Muhammad Tauhid Al Islamy Arifuddin, Muh Adnan Hudain https://creativecommons.org/licenses/by-sa/4.0
Teaching Style on Learning Outcomes of Dribbling the Ball in Extracurricular Futsal Games in High School
This study differs from field results that many students still struggle with dribbling despite regular PJOK participation. Teachers' incorrect teaching approaches and student learning motivation may contribute to this situation. This study examines how instructional approaches affect futsal dribbling skills and learning motivation in High School 1 Sinjai Utara pupils. This study used a pure experimental method (true experimental design) with a 2x2 factorial design, involving 40 students who were randomly divided into two treatment groups, namely learning with a reciprocal teaching style and a practice teaching style. The research instruments included a futsal dribbling skills test and a learning motivation questionnaire to identify student characteristics. The research procedure was carried out through the pre-test, learning treatment, and post-test stages. The analysis found that (1) there was a significant difference in dribbling skill learning outcomes between the reciprocal teaching style and the practice teaching style; (2) learning motivation significantly influenced learning outcomes; (3) there was an interaction between teaching style and learning motivation; and (4) students with high learning motivation performed better. Thus, a reciprocal teaching style can be an effective futsal learning strategy, especially for students with high learning motivation, because it encourages active participation, mutual feedback, and continuous observation and correction to improve technical skills. This study suggests that PJOK teachers should tailor their teaching techniques to students' traits and motivations for more successful, student-centered skills learning.
Copyright (c) 2025 M. Adam Mappaompo, Vaisal Vaisal, Arifuddin Usman https://creativecommons.org/licenses/by-sa/4.0
Entrepreneurial Intention Measurement Model in the Context of Assessment for Learning
Entrepreneurial intention is an important factor in the success of entrepreneurs as a solution to reduce unemployment. The main urgency of this research is that currently there is no measurement instrument to assess students’ entrepreneurial intentions, especially during the entrepreneurship learning process. However, such an instrument is important as a simulation tool to determine learning models that can increase entrepreneurial intentions. The purpose of this study was to develop a measurement model of entrepreneurial intentions that serves both as an assessment tool and a simulation for determining the entrepreneurial learning approach aimed at increasing these intentions. This research used the Borg & Gall model, obtaining primary data by distributing questionnaires to 224 respondents using purposive sampling, which refers to the rule of thumb. The data was analyzed using face validity by expert judgment and then the items of the Pearson item-total correlation instrument were analyzed with results of a correlation coefficient of > 0.3 and a reliability value of 0.905 or > 0.80 with a high level of confidence. Construct validity analysis used Confirmatory Factor Analysis and Second Order CFA with three goodness of fit criteria, namely χ² (chi square) value 0.18 or < 0.05; p-value 0.67 or > 0.05; CFI (Comparative Goodness of Fit index) 1.00 or > 0.9; and RMSEA (Root Mean Square Error of Approximation) 0.000 or < 0.08. The results show that the model formed fits with acceptable criteria. Five factors were identified from the measurement model, namely entrepreneurial motivation, self-efficacy, entrepreneurial education, independence, and internal locus of control.
Copyright (c) 2025 Mutiara Arlisyah Putri Utami, Taufiq Taufiq, Syaiful Syamsuddin https://creativecommons.org/licenses/by-sa/4.0
Educational Values in the "Sere Bissu" Performing Arts Ritual in Bone Regency: A Review of Its Meaning and Function
The Sere Bissu ritual performance in Bone Regency is a cultural heritage with significant meanings that have yet to be fully explored, particularly in relation to its role in forming character and community ethics through education. This study examines educational ideals in Bone Regency's Sere Bissu performance through three primary questions: (1) Analyzing performance structure; (2) Identifying educational values; and (3) Analyzing moral educational values' significance and function. This study is descriptive and qualitative. Data collection was carried out through direct observation, in-depth interviews, and documentation during the implementation of the Sere Bissu ritual. This approach was chosen to understand the context and interpretation of values ​​holistically. The research found that (1) Sere Bissu is a ritual performance with multiple stages, including Mappangolo Mappesabbi, Mappakaraja Alusu, Sere Alusu, Sere Mappabbitte, Sere Bibbi, Sere Mangko, Sere Maddampu Alameng, Sere Lemma’, Mammemmang, Maggiri, and Mappatabe. (2) Educational values encompass religious, social, and moral aspects that foster faith, ethics, and cultural character. (3) These educational values emphasize religious devotion, societal harmony, and moral awareness as key foundations in Bugis culture. This study enhances knowledge of educational values by incorporating local wisdom. This study provides practical guidance for educational institutions and cultural activists to conserve and internalize Bugis’ values, particularly in the Sere Bissu rite, as a foundation for national identity.
Copyright (c) 2025 Dewi Sri Astuty, Asia Ramli, Nurlina Sjahrir https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Relationship Between Emotional Intelligence and the Motivation of Extracurricular Futsal Students to Middle School
Psychological factors like emotional intelligence influence kids' willingness to exercise, especially in extracurricular sports like futsal. Schools must understand the non-technical aspects that affect student involvement and exercise quality to build more successful and sustainable coaching programs. This study aims to analyze the relationship between emotional intelligence and exercise motivation in futsal extracurricular students at middle school. The study used a quantitative approach with a correlational design. The study population was all 50 extracurricular participants, with a sample of 25 boys and 25 girls selected through a purposive sampling technique at Middle School 27 Makassar. Emotional intelligence data were collected using a questionnaire structured based on indicators of self-awareness, self-regulation, motivation, empathy, and social skills, while exercise motivation data were obtained through a questionnaire based on intrinsic and extrinsic motivation aspects. The data collection technique was carried out through a structured survey, and all instruments have undergone validity and reliability tests. Data analysis used Pearson Product Moment correlation to test the relationship between the two variables. The results of the study showed a positive and significant relationship between emotional intelligence and students' motivation to practice, meaning that the higher a student's emotional intelligence, the higher their motivation to participate in futsal training. This finding indicates the need for a coaching program that focuses not only on technical skills but also on strengthening students' emotional aspects. The study's conclusion confirms that emotional intelligence is an important predictor in increasing students' motivation to practice in extracurricular futsal activities.
Copyright (c) 2025 Arifuddin Usman, Muh. Rama Pratama, Arimbi Arimbi https://creativecommons.org/licenses/by-sa/4.0
Scramble Learning Model with the Assistance of Word Box Media: Beginning Reading Ability of Elementary School Students
Early reading skills are a crucial foundation in elementary school but are often a challenge for first-grade students. Therefore, this study aims to examine the effect of implementing the Scramble learning model mediated by word boxes on improving early reading skills in elementary school students. This study uses a quantitative approach with a pre-experimental research type of one-group pretest-posttest design. The study population was all first-grade students at elementary school 3 Way Galih, South Lampung. The research sample consisted of 38 first-grade students. The instrument used was a written test of early reading skills given in the form of a pretest (before treatment) and a posttest (after treatment). Data analysis was carried out using a paired sample t-test. The results of descriptive statistics showed a significant increase in students' abilities, evidenced by an increase in the average score from 46.18 (pretest) to 69.87 (post test). The results of the paired sample t-test hypothesis test showed a Sig. (2-tailed) value of 0.000. Because the Sig. (0.000) is smaller than alpha = 0.05, then H0 is rejected and Ha is accepted. These results demonstrate that the Scramble learning model with word box media improves word stringing and beginning reading. This study shows that the simple and interactive Scramble learning model, supported by word box media, can help teachers overcome beginning reading difficulties and motivate elementary school students.
Copyright (c) 2025 Viki Andriyani, A Fatoni, Anton Tri Hasnanto https://creativecommons.org/licenses/by-sa/4.0
Arm Strength and Shoulder Flexibility in a Physical Training Curriculum: Predictors of Spin Serve Ball Rotation
High ball rotation speed is essential for junior tennis spin serve performance, yet physical training curricula generally neglect it. Designing effective training programs requires identifying physical characteristics that predict high ball rotation. This study examines how arm muscle strength and shoulder flexibility affect spin serve ball rotation speed in junior tennis players. The correlational study included 20 Makassar-based 15–16-year-old male junior athletes who had mastered spin serving. A handgrip dynamometer and 2 kg medicine ball throw test tested arm strength. The back scratch test assessed shoulder flexibility. Kinovea analyzed the ball's rotation speed recorded by a Canon EOS 1100D camera (120 fps). The results showed a strong and significant correlation between arm muscle strength and ball rotation speed (r = 0.68; p < 0.001), as well as a moderately significant correlation with shoulder flexibility (r = 0.51; p = 0.002). A multiple regression analysis indicated that these two factors together made up 58% of the ball rotation performance (R^2 = 0.58), with arm muscle strength making up 42% and shoulder flexibility making up 16%. These findings highlight that optimal spin serve performance is strongly influenced by upper body strength and shoulder mobility, which synergistically enhance racket acceleration and ball brushing mechanics. The implication for junior tennis physical training curricula is the need for structured and measurable emphasis on developing specific arm strength and maintaining optimal shoulder range of motion as key predictors of spin serve effectiveness.
Copyright (c) 2025 Ians Aprilo, Poppy Elisano Arfanda, M. Adam Mappaompo, M. Imran Hasanuddin, Retno Farhana Nurulita, Ahmad Zakaria https://creativecommons.org/licenses/by-sa/4.0
Planning a Problem Based Learning (PBL) Model in Biology Subjects in High School: A Case Study
Biology learning in the 21st century demands a shift from conventional teacher-centered methods to student-centered approaches to improve critical thinking and problem-solving skills. The Problem-Based Learning (PBL) model is one relevant approach, but its implementation is highly dependent on the quality of teacher planning. This study intends to describe and analyze in depth the PBL model planning process in biology subjects at high school. This study uses a qualitative approach with a case study method. The research subjects are biology teachers and the school's internal MGMP team. Data collection was conducted through in-depth interviews, non-participatory observation during planning meetings, and document analysis in the form of lesson implementation plans. The results of the study indicate that the PBL planning process at High School 5 Medan goes through several crucial stages: (1) Identification of essential materials suitable for PBL; (2) Formulation of problems (scenarios) that are authentic, contextual, and relevant to the student's environment; (3) Design of systematic learning steps according to PBL syntax; and (4) Development of authentic assessment instruments that focus on process and product. The main challenges faced by teachers in planning are time allocation and alignment problems with the learning outcomes set by the curriculum. This case study concludes that thorough and collaborative planning is an essential key to the successful implementation of PBL and recommends the need for ongoing professional development support for teachers in designing innovative learning.
Copyright (c) 2025 Widya Arwita, Abraham Pranata Sitinjak, Naziha Amanda, Rayuni Istiara, Delsa Mahmudah, Sheila Desiska Nasution, Sri Tama Rotua Sianturi https://creativecommons.org/licenses/by-sa/4.0
The Use of Digital Comick Media in Improving the Reading Ability of Grade V Students of State Elementary School
This research is motivated by students' low reading ability and interest in understanding the contents of the text, which is reflected in learning outcomes that have not reached the minimum completion criteria. This study aims to strengthen the reading comprehension skills of fifth-grade elementary school students by utilizing digital comic media, which integrates text and images in an intriguing and meaningful way. This Classroom Action Research (CAR) was carried out in two cycles, where each cycle consists of the stages of planning, implementation, observation, and reflection. The research subjects were 23 fifth-grade students at State Elementary School 1 Poka in the even semester of the 2024/2025 academic year. Data were collected through observation, tests, and documentation, then analyzed qualitatively and quantitatively. The results indicated a substantial improvement in students' reading comprehension skills in every cycle. The average pre-test score was 48.68 with a completion percentage of only 13%. After the implementation of cycle I, the average increased to 63.03 (43% completion) and reached 76.51 with 100% classical completion in cycle II. This improvement occurred in all aspects of comprehension, including character identification, story content comprehension, and message interpretation. As a major contribution, this study demonstrates that the use of digital comics has proven effective in improving students' reading comprehension learning outcomes, as well as fostering students' interest in reading and active participation in the learning process. Digital comics are suggested as a novel approach to mitigate the issue of inadequate reading comprehension skills in elementary education.
Copyright (c) 2025 Indry Lenisari Rehiara, Ribka L. Ririhena, Zainudin Notanubun https://creativecommons.org/licenses/by-sa/4.0
Critical Thinking Skills of College Students in Solving Linear Algebra Problems Using the Problem-Based Learning Model
Third-semester electrical engineering students taking linear algebra had an average pretest of 54.2, indicating poor conceptual mastery of critical thinking skills (CTS). They struggled with variable analysis, mathematical inferences, and logical engineering problem solutions. This report suggests an innovative learning model that bridges mathematical theory and engineering applications. This study examines whether Problem-Based Learning (PBL) improves students' CTS and explains the qualitative mechanisms. This study employs an explanatory sequential mixed-methods approach. To measure CTS pre- and post-test scores using Facione indicators (interpretation, analysis, evaluation, inference, and explanation), 42 electrical engineering students were tested. In the second stage (quantitative), the researchers explained the quantitative results through observation of the learning process, in-depth interviews, and document analysis. The findings indicate the CTS score increased 31.2% from 54.2 to 71.1. The paired t-test (T (41) = 8.72; p < 0.001) confirmed statistical significance, while the Cohen’s d Effect Size value of 1.39 indicated significant practical impact. 10 The Inference (44%) and Analysis (38%) indicators increased most. The qualitative results indicated that PBL forced students to think investigatively instead of procedurally. High group activity also improved students' explanation and evaluation skills (p = 0.006) by encouraging coherent arguments. With PBL, electrical engineering students' CTS, especially higher order thinking skills like analysis and inference, improved greatly. Positive group dynamics and changes in students' learning experiences, which PBL promotes to develop critical thinking and engineering-relevant problem-solving skills, supported this effectiveness.
Copyright (c) 2025 Dwi Anggaini, Tri Sutrisno https://creativecommons.org/licenses/by-sa/4.0
The Influence of a Principal's Transformational Leadership Style on Teacher Performance in the Digital Era: A Case Study
Transformational leadership is believed to enhance motivation and performance; however, it is essential to evaluate the efficacy of the high school principal's leadership style in motivating teachers, particularly in the integration of technology and the resolution of digital learning challenges. This study analyzes and empirically tests the principal's transformational leadership style on teacher performance at High School 2 Takalar, especially in the digital age when technology adaptation and learning innovation are crucial. This study uses a quantitative approach with an associative explanatory survey design. The total number of teachers at High School 2 Takalar is 78, with 21 men and 57 women. The research sample was determined using the Slovin Formula with a tolerance level of error of 10% (e = 0.10), resulting in a minimum of 44 respondents. Data was collected through a closed questionnaire and analyzed using simple linear regression statistical techniques. The study found a positive and significant relationship between principal transformational leadership and teacher performance. Teacher performance in technology adaptation, learning innovation, and main task implementation improved significantly with increased transformational leadership dimensions like idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This research endorses the transformational leadership model within the context of 21st-century education characterized by digital predominance. This case study offers practical advice for High School 2 Takalar's principal and other educators on how to use transformational leadership to boost teacher professionalism and performance in the digital age.
Copyright (c) 2025 Sitti Habibah, Agussalim Juhari https://creativecommons.org/licenses/by-sa/4.0
Critical Literacy and Pedagogical Transformation among Prospective Indonesian Language Teachers
The critical reading ability of prospective teacher students remains a serious issue in higher education, particularly in regions with low literacy levels such as Probolinggo Regency, which has the lowest Community Literacy Development Index (IPLM) in East Java, thus demanding transformative pedagogical strategies to foster students' reflective reasoning and discourse awareness. This study aims to examine the effectiveness of a critical literacy approach in improving the critical reading ability of students in the Indonesian Language Education Study Program at Zainul Hasan Genggong University (UNZAH) through strengthening six dimensions of critical thinking according to Facione's model, namely interpretation, analysis, inference, evaluation, explanation, and self-regulation. This study employs a quasi-experimental design with a non-equivalent control group, involving 50 students divided into experimental and control classes, and analyzes data through ANCOVA testing to determine the effect of treatment after controlling for initial scores (pretest). The results show a significant improvement in the experimental group (p < 0.001), particularly in the interpretation and inference dimensions, and confirm that the critical literacy approach is the main factor in improving students' posttest scores. Thus, the critical literacy approach proves effective as a pedagogical strategy in Islamic higher education to develop teachers who are not only capable of reading texts but also of reading the world critically, reflectively, and with intellectual responsibility.
Copyright (c) 2025 Hemas Haryas Harja Susetya, Mochamad Ighfir Sukardi https://creativecommons.org/licenses/by-sa/4.0
Visionary Leadership Styles of School Principals in the Era of Independent Learning: Challenges and Implementation Strategies
Under the Merdeka Belajar national policy, the high school principal implements a visionary leadership style. To implement Merdeka Belajar, school leaders must drive change, foster an adaptive educational vision, and innovate learning. The main issues are the discrepancy between the expectations of the Merdeka Belajar policy and the school's conventional managerial practices, as well as the challenges of mobilizing High School 3 Gowa's teaching and education staff to support this vision of change. This study aims to (1) describe the principal of the high school visionary leadership model within the Merdeka Belajar framework, (2) identify internal and external challenges to implementing this vision, and (3) formulate specific strategies the principal has used to overcome these challenges and encourage school transformation. This qualitative study adopts a single-case study strategy. In-depth interviews with the principal, vice principal, and teacher representatives; Merdeka Belajar implementation documentation; and direct observation of High School 3 Gowa activities collected data. This study found that the principal at High School 3 Gowa's visionary leadership style was realized through open collaboration, teacher autonomy in curriculum design, and digital technology to accelerate the vision. The key hurdles included senior instructors' initial opposition, insufficient resources for new training, and the need to improve digital literacy. A core change team (Agent of Change) and teacher coaching were the main implementation techniques. This study provides an empirical model and examples of best practices for visionary leadership at a specific educational unit level to help high school principals and Indonesian high school principals succeed with Merdeka Belajar.
Copyright (c) 2025 Sitti Habibah https://creativecommons.org/licenses/by-sa/4.0
Learning Transformation: Effective Strategies for Transforming Ordinary Elementary School Classrooms into Interactive Math Labs
Textbook lectures and exercises typically dominate elementary school mathematics, which diminishes student enthusiasm and conceptual understanding. Students have trouble applying arithmetic to real life in non-visual, kinesthetic classrooms. Thus, this project seeks to create and implement a plan to turn primary school classrooms into engaging mathematics laboratories at SPF Unit of Tidung State Elementary School. Students' active participation and conceptual mastery of math are the goals. This study employs two cycles of Classroom Action Research (CAR). The transformation strategy includes 1) creating a Mathematics Corner with manipulatives, 2) using classroom walls as interactive visual media (posters and mind maps), and 3) implementing a Project-Based Learning (PjBL) Model in the new classroom. Monitoring student involvement, learning outcome tests, and student and instructor reaction questionnaires provided data. The study found that the transformation strategy provided an active and responsive learning environment. Student participation in mathematical exploration activities rose from 65% in cycle I to 88% in cycle II. Environmental intervention increased conceptual understanding by 15%. Mathematics was more appealing to students. This study demonstrates to primary schools, particularly those in urban areas, how to transform limited classroom space into a math laboratory without incurring significant costs. Its theoretical contribution strengthens empirical evidence that an interacting physical environment motivates and increases primary school pupils' math achievement.
Copyright (c) 2025 Latri Latri, Agusalim Juhari https://creativecommons.org/licenses/by-sa/4.0
Contextual Teaching and Learning Model: Explosion Box Media on Learning Activity in Elementary School Students' IPAS Subjects
Fourth graders' low learning engagement in elementary schools can hinder learning, especially in Natural and Social Sciences (IPAS) subjects that require contextual understanding. We need innovative learning techniques and media to engage pupils. Thus, this study examines how the Contextual Teaching and Learning (CTL) methodology and Explosion Box media affect fourth graders' IPAS learning in elementary school. This study uses a quantitative approach with a quasi-experimental design in a nonequivalent control group posttest-only format. The sample consisted of 40 students divided into experimental and control classes at elementary school 3 Way Galih. Learning activity data were collected using a validated and reliable questionnaire. Data analysis was carried out using an independent sample t-test. The results showed a significant difference in learning activity between the experimental and control groups, with a Sig. (2-tailed) value = 0.000 < 0.05 and a t-count value of 4.965 > t-table 1.685. These results show that the CTL model with Explosion Box media boosts student learning. This medium creates an interactive, contextual, and engaging learning environment, encouraging student participation. Effective learning model recommendations come from this research. IPAS teachers can use the CTL model and Explosion Box media to motivate, engage, and contextualize elementary school pupils, supporting holistic educational goals.
Copyright (c) 2025 Umi Muslikhatul Khazanah, Baharudin Baharudin, Yuli Yanti https://creativecommons.org/licenses/by-sa/4.0
Speed Reading Method to Improve Reading Comprehension Skills among Fifth-Grade Students Primary School
This research is motivated by the low reading comprehension skills of fifth-grade students at State Elementary School 41 Ambon. This problem has a significant impact on the overall learning process and students' academic achievement. The main objective of this research is to strengthen the reading comprehension skills of fifth-grade students in elementary school through the application of the speed-reading method. This research employs Classroom Action Research (CAR) in two cycles, utilizing the Kemmis and McTaggart model. Each CAR cycle consists of planning, implementation, observation, and reflection stages. The research subjects were 20 fifth-grade students at State Elementary School 41 Ambon. The results of the study showed a significant increase in students' reading comprehension after the application of the speed-reading method. The study observed an increase in student activity during the learning process, which rose from 72% in Cycle I to 93.18% in Cycle II. The study also observed an increase in students' learning completeness, specifically in reading comprehension, from only 30% in Cycle I to 100% in Cycle II. The conclusion of this research is that the speed-reading method is effective in improving elementary school students' reading comprehension skills in Indonesian language learning. This research aims to furnish practical solutions and innovative pedagogical models for educators to address reading comprehension challenges in the classroom, while also serving as a foundation for the advancement of speed-reading techniques at the elementary education level.
Copyright (c) 2025 Thomas Picarima, Ribka L. Ririhena, Musa Marsel Maipauw https://creativecommons.org/licenses/by-sa/4.0
Think of Pair Share Learning Model on Student Learning Activity in Science Subjects at State Elementary Madrasah
This research is motivated by the low activity and learning outcomes of students in natural science subjects at state elementary schools. This study aims to test and analyze the effect of the Think Pair Share (TPS) learning model on increasing the engagement and learning outcomes of fifth-grade science subject students at State Elementary Schools. This study uses a quasi-experimental method with a post-test-only nonequivalent control group design. The sample consists of two groups: the Experimental Class (n=27), which applies the TPS model, and the Control Class (n=26), which uses conventional learning at State Elementary School 3 Bandar Lampung. Data was collected through questionnaires, observation of learning activities, and learning outcome tests (post-test). Learning outcome data was analyzed using the independent sample t-test (Welch's t-test) after normality and homogeneity tests. The results of the study show: (1) Student learning engagement in the Experimental Class is in the High category with an average of 78.7%, while the Control Class is in the medium category with an average of 59.9%. (2) The average post-test score of the experimental class (88.52) was much higher than that of the control class (69.04). (3) The results of the hypothesis test indicated that there was a statistically very significant difference between the two groups (p-value = 0.000000019), which indicated that H_0 was rejected. The contribution of this study is to provide empirical evidence that the TPS learning model is a very effective and significant intervention in improving learning activities and cognitive learning outcomes among science students in elementary Islamic education.
Copyright (c) 2025 Asri Nur Hasanah, Baharudin Baharudin, Anton Tri Hasnanto https://creativecommons.org/licenses/by-sa/4.0
Exploring Students’ Strategies in Dealing with Unfamiliar Vocabulary during a Listening Task in Higher Education
Vocabulary is an essential component in listening comprehension. However, learners are often confronted with unfamiliar words that can hinder their overall understanding. This research aims to explore the strategies used by English as a foreign language (EFL) learners when they encounter unfamiliar vocabulary during listening tasks in the first semester of the English education department at Islamic University of As’adiyah, Sengkang. This qualitative research with a case study approach involved 13 first-semester students from the English Education study program. Data was gathered using a combination of think-aloud protocols (where students verbalized their thoughts while completing the task), listening to task recordings, and semi-structured interviews. Students listened to three authentic audio texts with varying levels of difficulty and challenging vocabulary. Thematic analysis revealed five main strategies used by students: (1) Contextual Inference (using clues from surrounding sentences or paragraphs), (2) Focus on Familiar Elements (ignoring unfamiliar words and concentrating on understood words/sentences), (3) Utilizing World Knowledge (connecting the content to their background knowledge), (4) Recording Keywords (writing down words that are thought to be important for later analysis), and (5) Searching for Phonological Cues (identifying words that sound similar to their native language or English that they know). Although contextual inference is the most common strategy, its effectiveness varies greatly depending on the language proficiency of the learners and the clarity of the context provided.
Copyright (c) 2025 Amiruddin Amiruddin, Satriani Satriani, Syamsul Bahri, Fadel Muslaini https://creativecommons.org/licenses/by-sa/4.0
Make A Match Learning Model on Learning Outcomes in Elementary Schools: A Bibliometric Analysis
This article will map the architecture and detect trends in scholarly papers on the Make a Match (MaM) Learning Model in Elementary Schools from 2020 to 2025. The goals of this study are to examine annual publication growth, identify the most prolific journals, map significant keyword networks, and detect new topic trends in this literature. The study employed bibliometrics. Data were obtained using Publish or Perish software from Google Scholar, Crossref, and OpenAlex by searching the keywords "make a match," ("hasil belajar" or "learning outcome"), and ("sd" or "elementary school"). We reviewed and examined 130 items from 582 documents. VOSviewer created network, overlay, and density visualizations. The results showed that: (1) Publication Growth: There was a significant and accelerating increase in publications, reaching a peak in 2024 (36 documents, or 28%). (2) Central Focus: The main keywords are “Learning Outcomes” (56 occurrences, TLS 77) and “Make a Match” (52 occurrences, TLS 65), confirming a strong relationship between the two variables. (3) Topic Concentration: The density visualization highlights the two highest concentration areas: “learning outcomes” with “mathematics” and “make a match” with “make a match learning model.” (4) Development Trend: The overlay visualization shows a shift from basic studies (blue/green, 2022–2023) to topic specialization, which is shown by the rise of terms like "Islamic education" (yellow, 2023–2024). This study empirically supports the Make a Match Learning Model as the best pedagogical intervention to improve primary school learning outcomes in 2020–2025. These findings outline the mathematics focus and provide new topic development opportunities for future academics and practitioners.
Copyright (c) 2025 Aliyah Muslikah, Chairul Amriyah, Ayu Reza Ningrum https://creativecommons.org/licenses/by-sa/4.0
Producing Digital Natives with Morals: A Bridge Between Parental Perceptions and Student Needs
Digital natives, who have unrestricted access to information, suffer moral and ethical issues like cyberbullying, disinformation (hoaxes), and identity crises. This has created a gap between parents' idealized view of Islamic education as a moral bulwark and students' needs for a more adaptable and digitally relevant curriculum. Islamic education may be less effective at shaping noble digital character due to this divide. This study aims to identify and analyze in depth (1) how parental perceptions influence the emphasis of Islamic Education materials and methods, and (2) how the relevance of these materials meets students' spiritual and digital literacy needs. This study used a qualitative-descriptive approach with a case study method in an Islamic high school. Data was collected through in-depth interviews (with 15 parents and 10 students), classroom observations, and analysis of curriculum documents at As'adiyah Madrasah No. 21 Kampiri. It was found that most parents have a strong perception that Islamic education should focus on strengthening traditional faith and worship. However, this perception has not yet fully encouraged the integration of Islamic-perspective digital literacy materials (such as social media jurisprudence or online ethics). Thus, pupils believed religious material was insufficient for virtual world problems. This research proposes an Islamic education curriculum model to bridge parents' ideal perceptions and students' current needs, creating morally sound and technologically savvy digital natives.
Copyright (c) 2025 Nurdalia Nurdalia https://creativecommons.org/licenses/by-sa/4.0
Learning Interest: An Experimental Study of the SAVI (Somatic, Auditory, Visual, Intellectual) Learning Model
The most significant hurdle to Islamic religious education and character education learning at vocational school was pupils' low enthusiasm in learning, especially in participation and attentiveness. Traditional learning approaches might not suit all student styles. Thus, this study seeks to empirically evaluate the SAVI learning model (Somatic, Auditory, Visual, Intellectual) compared to standard learning approaches in enhancing student interest in learning. This quantitative study used a quasi-experimental posttest-only control group design. At Vocational School 1 Bandar Lampung, grade XI pupils were divided into two groups: the experimental class (provided the SAVI model therapy) and the control class (given the conventional method treatment). The instrument was a learning interest questionnaire. Analysis included precondition tests (normality and homogeneity) and t-tests. The study confirmed normality (Sig. > 0.200) and homogeneity (Sig. Levene's Test = 0.601). A 2-tailed hypothesis test significance value of 0.031 was obtained. The null hypothesis (H0) is rejected because this value is less than 0.05, showing a significant learning interest difference. The mean difference value of 3.4667 shows that SAVI-taught students had considerably higher learning interest than the control group. This interest boosts targeted deficits in pupils' desire to learn. This study suggests an innovative learning paradigm that boosts interest in Islamic religious education and character education. This study supports the holistic learning approach, which stresses combining physical, aural, visual, and intellectual aspects to engage students.
Copyright (c) 2025 Kharisma Kharisma, Erlina Erlina, Sunarto Sunarto https://creativecommons.org/licenses/by-sa/4.0
The Secret of Brotherhood-Based Education: A Holistic Ice-Breaking Strategy for Islamic Schools
Islamic education often faces challenges in realizing solid Islamic brotherhood, where students tend to be rigid, less interactive, and compartmentalized, hindering character formation and collaboration. This study intends to analyze and formulate a holistic and sharia-relevant icebreaking optimization model as a primary strategy for strengthening brotherhood in Islamic schools. The method used is descriptive qualitative, with a case study approach in the Islamic School in Wajo Regency, involving participatory observation and in-depth interviews with teachers and students. The results indicate that the implementation of the 3-S Strategy (Salam, Senyum, Sapa) through structured icebreaking, integrated with the values of adab and muamalah, is proven effective in increasing self-disclosure and empathy among students. The main contribution of this finding is the hidden curriculum model that positions icebreaking not just as a break, but as an essential component of character education. This model provides practical contributions for Islamic educators and institutions to create a warm, inclusive, and strong learning ecosystem based on brotherhood.
Snowball Throwing Instructional Model: Middle School Students’ Learning Interest in Islamic Education
This study intends to determine the effect of the snowball-throwing learning model on students' learning interest in Islamic religious education at the middle school level. The initial problem was low student interest and attention due to monotonous learning methods. This research employed a quantitative approach with a post-test-only control group type of quasi-experimental design. The method of sampling involved one experimental class using the Snowball Throwing model and one control class using conventional methods at Middle School 1 Waway Karya. The instrument used was a learning interest questionnaire that had been tested for validity and reliability. Data analysis was conducted through normality tests, homogeneity tests, and t-tests. The results indicated that the data were normally distributed and homogeneous. The t-test yielded a significance value of 0.008, which is less than 0.05 (p < 0.05), indicating a significant difference in learning interest between the two groups. Students who learned using the snowball-throwing model had a higher learning interest compared to students who learned with conventional methods. The activity of making and throwing questions in the form of paper balls was proven to be able to increase students' interest and attention in learning. The contribution of this research is to offer the snowball throwing model as an effective alternative learning strategy to increase students' learning interest in Islamic religious education subjects.
Copyright (c) 2025 Siti Mutmainah, Deden Makbuloh, M. Indra Saputra https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence’ Receptiveness for Inclusive Education at Obafemi Awolowo University, Nigeria
The challenges of teaching students with disabilities in Nigeria include inadequate teachers, a deficiency in the integration of technology into classroom instruction, and poor information technology infrastructure, among others. Special schools, which are dedicated to special needs students, also cannot adequately cater for them. Inclusive education provides the desired opportunities to navigate some of these challenges and prevent underserved discrimination against this group of students. The use of AI-mediated platforms has been found effective in teachers’ preparation for inclusive education in some other climes. This study investigated preservice teachers’ receptiveness and the influence of sex on the usability of AI for inclusive education. The study adopted a post-test-only experimental design. Forty-five students that participated in the training organized for the integration of the AI-mediated platform for teaching practice at Obafemi Awolowo University, Ile Ife, Nigeria, were sampled for the study. The simSchool Survey Questionnaire (SSSQ) was used for data gathering. Analysis of data showed that preservice teachers were highly receptive to the usability of the platform in teachers’ preparation for inclusive education (mean score image = 22.46). Analysis of data also showed that sex has no significant influence on the preservice teachers’ receptiveness (F (1,43) = 0.73; p > 0.05).
Copyright (c) 2025 Oteyola Adetokunbo Temitope, Oyeniran Oyetola, Babatunde Folorunso Makinde https://creativecommons.org/licenses/by-sa/4.0
Lumio Learning Media by Smart in the Subject of Faith and Morals on Student Learning Outcomes
Aqidah and Akhlak (Faith and Morals) are two important subjects that aim to build students' character through faith and positive behavioral habits. However, the implementation of these subjects faces various challenges, including a conventional learning process and the use of limited media. So that it can affect students' interest and motivation in learning as well as student learning outcomes. This media aims to determine the effect of Lumio 's Smart Learning Media about Aqidah and Akhlak on student learning outcomes. The method used in this study was a quantitative experiment with a true experimental design that used pretest-posttest. The subjects of this study were students of State Junior High School 5 Sragen. Data collection techniques were obtained based on the results of interviews, observations, tests, and documentation conducted by researchers. Data analysis used descriptive statistics, including normality tests, homogeneity tests, and independent sample t-tests with SPSS 27. The results showed that the significance value of Sig. (2-tailed) was 0.019 < 0.05, so Ho was rejected and Ha was accepted. Based on the data above, it can be interpreted that the significance value of Sig. (2-tailed) was 0.019 < 0.05, so Ho was rejected and Ha was accepted. Thus, it can be concluded that there is a significant influence on student learning outcomes in the control and experimental classes. This means that the use of Lumio by Smart Learning Media in the subject of faith and morals has a significant influence on improving student learning outcomes compared to conventional learning.
Copyright (c) 2025 Cecep Sobar Rochmat, Annisa Ajitata https://creativecommons.org/licenses/by-sa/4.0
Interest in Local Wisdom-Based Entrepreneurship among High School Students
Urban entrepreneurship education generally emphasizes generic commercial models that are irrelevant to students' cultural contexts. In Jakarta, Betawi cultural values and the local creative economy are underutilized to nurture entrepreneurial spirit, missing an opportunity to build true and sustainable business interest. This study intends to analyze the effectiveness of a program designed to strengthen entrepreneurial interest based on local wisdom among high school students in Jakarta by integrating Betawi cultural values and local creative economy practices. The research employed a quantitative approach with a quasi-experimental, pretest-posttest control group design. The sample consisted of 120 11th-grade students selected through cluster random sampling across Jakarta. Research instruments included a validated entrepreneurial interest questionnaire, structured observations of learning activities, and performance assessment sheets for local product-based projects. The findings indicated that the experimental group had a much higher level of interest in entrepreneurship than the control group (p < 0.05). The findings reveal that integrating local wisdom enhances material relevance and significantly strengthens students' cultural identity and creativity in developing business ideas. When business concepts connected to their immediate cultural heritage, like Betawi traditions, students demonstrated increased engagement. This study provides an empirical framework for urban "Indigenous Entrepreneurship" in vocational and secondary education. Policymakers and educators should implement curricula based on local potential to increase entrepreneurial temperament and preserve cultural heritage among urban kids.
Copyright (c) 2025 Eka Nana Susanti https://creativecommons.org/licenses/by-sa/4.0
Innovation in Aqidah Akhlak Learning: Implementing Think Pair Share to Cultivate Religious Moderation Values
The rapid pace of globalization and digital technology, coupled with the inherent social diversity in Indonesia, increases the risk of social conflict and intolerance. In this context, conventional teaching methods in religious education often fail to deeply instill the values of religious moderation needed to navigate such a complex environment. This study will investigate and describe the development of the Think Pair Share (TPS) instructional model as a strategic tool for cultivating religious moderation values among students within the subject of Faith and Moral Education (Akidah Akhlak). A descriptive qualitative approach was employed at State Islamic High School (MAN) 1 Bandar Lampung. Data were gathered through in-depth interviews with teachers of Faith and Moral studies and students, followed by thematic analysis to understand the implementation and impact of the learning model. The findings indicate that the implementation of the TPS model yields significant positive outcomes. The "Think" phase allows for individual reflection, the "Pair" phase fosters collaborative dialogue, and the "Share" phase encourages respect for diverse viewpoints. This process helps students not only understand theoretical ideas but also learn and practice the basic ideas of religious moderation, like tolerance (tasamuh), balance (tawazun), and non-violence. The model creates an interactive space where students refine their communication skills and develop an appreciation for differing perspectives. This study provides a paradigm for character building and active learning in Islamic education. It offers educators a reproducible technique to shift religious education from theoretical instruction to a transforming experience that fosters social harmony and moderate religious identification.
Copyright (c) 2025 Dhea Azar, Agus Pahrudin, Ida Faridatul Hasanah, Rudy Irawan, Fitriani Fitriani, Agus Susanti https://creativecommons.org/licenses/by-sa/4.0
Student Learning Outcomes in Civics Education through the Contextual Teaching and Learning Model at Primary School
Low student learning outcomes in civics education often stem from conventional teaching methods that fail to connect classroom material with real-world experiences, as observed in primary school. Therefore, this study intends to analyze the application of the Contextual Teaching and Learning (CTL) model in improving student learning outcomes regarding the implementation of rules at school and in the surrounding environment. The research employed Classroom Action Research (CAR) with a quantitative approach, conducted at Primary School Wakarleli, Southwest Maluku. Data was gathered via interviews, observations, and documentation to verify the efficacy of the CTL model's implementation. The findings indicate that the CTL model significantly enhances student performance. In Cycle I, student learning outcomes reached only 52.94%; however, after refining the instructional approach in Cycle II, the success rate increased to 100%. This study contributes to the field of primary education by providing empirical evidence that the CTL model is an effective strategy for teaching civics, as it helps students bridge the gap between theoretical knowledge and practical application in their daily lives.
Copyright (c) 2025 Deviana Sherly Sulimaly, Aholiab Watloly, Stelie Dorce Ratumanan https://creativecommons.org/licenses/by-sa/4.0
Study on the Application of Tolerance and Religious Harmony in Primary School
Indonesia is a country with a high diversity of religions and local beliefs, making tolerance an absolute requirement for maintaining social stability from ideological and physical conflict. However, the challenges of modernization often test how these values ​​of tolerance are internalized by the younger generation amidst the free flow of information. This study aims to analyze the perspectives and understanding of the millennial generation regarding the practice of interfaith tolerance in everyday life. This study uses a descriptive qualitative approach. Data was collected through field observations and in-depth interviews with millennial respondents. Data analysis techniques were carried out using the Miles and Hubberman model, which includes data reduction, data presentation (data display), and verification or drawing conclusions. The findings indicate that millennials have a very positive and open view of interfaith harmony. Respondents tend to separate theological domains from social interactions, where they consider religion as an individual's right to privacy that should not hinder social cooperation. They are not affected by differences in belief in building professional or personal relationships. Practically, this study provides policymakers and educational institutions with an understanding that the narrative of religious moderation has been well-received by millennials, which can become important social capital in maintaining national integration in the future.
Copyright (c) 2025 Muhammad Reza, Naufal Naufal, Muhammad Yamin https://creativecommons.org/licenses/by-sa/4.0
Mental Image and its Impact on Types of Errors in Mathematical Problem Solving: A Case Study
Students' difficulties in visualizing geometric objects often trigger various errors in problem-solving. Although mental imagery has an important function in clarifying the shape, position, and relationships between geometric elements, research specifically examining its relationship with student error types is still limited. This study aims to describe the relationship between mental imagery and student error types in solving geometric problems. The research method used is a qualitative approach with a case study design. The research subjects consisted of three mathematics education students selected based on the variety of errors they made. Data was collected through geometry tests, observations, think-alouds, and in-depth interviews. The results showed that inaccurate or incomplete mental imagery led to the emergence of visual representation errors, conceptual errors, procedural errors, and calculation errors. Mental imagery that is not integrated with conceptual and procedural understanding causes students to misinterpret problems. The contribution of this study emphasizes the importance of strengthening visualization skills and integrating geometric concepts in learning to minimize students' cognitive errors.
Copyright (c) 2025 Zainul Munawwir, Susanto Susanto, Abi Suwito https://creativecommons.org/licenses/by-sa/4.0
Analysis of Students University Understanding of Juvenile Criminal Decisions from the Perspective of Legal Education
This study examines As'adiyah Sengkang Islamic University (UNISAD) students' understanding of juvenile criminal decisions in legal education. The Juvenile Criminal Justice System Law (UU SPPA No. 11 of 2012) requires child protection principles like diversion and restorative justice, but students at the Faculty of Sharia and Islamic Law (FSHI) UNISAD may not understand them when analyzing court decisions. This study examines how students internalize the child protection paradigm and how the Islamic legal education curriculum shapes their views on juvenile criminalization. The method is empirical legal study utilizing quantitative and qualitative methods. Primary data was collected from FSHI students who took juvenile criminal law courses using standardized questionnaires and in-depth interviews. Patterns and comprehension were found using descriptive data analysis. The results indicate that kids comprehend diversion theoretically. When presented with real-life decision cases, their understanding tends to revert to a retributive approach (conventional punishment), indicating that campus legal education has not fully transformed their thinking paradigm to a comprehensive child protection perspective. This project provides data-driven feedback for the FSHI UNISAD to improve juvenile criminal justice teaching techniques and curriculum. To make legal education more relevant, graduates should know sharia theory and positive law and be sensitive and competent to monitor restorative justice methods in juvenile criminal justice.
Copyright (c) 2025 Siswanto Siswanto, Samsuddin Samsuddin https://creativecommons.org/licenses/by-sa/4.0
Principals' Strategies in Improving Student Achievement: A Multi-Site Study
Improving student achievement is a complex challenge that requires an adaptive leadership approach, especially in educational institutions with different environmental and curricular characteristics. This phenomenon demands a profound understanding of how instructional leadership strategies are effectively implemented in the field. Therefore, this study aims to analyze and compare the principals' strategies in improving student achievement in two educational institutions with different characteristics: Madrasah Ibtidaiyah (MI) IMAMI Kepanjen and Elementary School 4 Panggungrejo. This study used a qualitative approach with a multi-site study design. Data was collected through in-depth interviews, participant observation, and documentation studies to obtain a comprehensive picture of the policies and program implementation in both locations. The findings indicate that at MI IMAMI, the strategy focused on six integrated approaches: developing collaborative programs based on the Independent Curriculum, improving teacher quality through academic supervision, systematic learning evaluation, providing adequate facilities, developing interests and talents, and intensive communication with parents. Meanwhile, at Elementary School 4 Panggungrejo, the strategy emphasized integrated program planning, improving teaching staff competencies, supplementary and remedial programs, strategic partnerships, and a comprehensive reward system. The results of this study indicate that a contextual approach and strong instructional leadership are key to successfully improving student achievement across multiple dimensions. This study provides theoretical and practical contributions regarding the importance of adapting leadership strategies that are responsive to institutional characteristics and the specific needs of students at the elementary school level.
Copyright (c) 2025 Hasyisyatun Nurun Nisa’, Moh. Padil, Ahmad Barizi https://creativecommons.org/licenses/by-sa/4.0
Wasathiyah Values in the Hadith and Their Implementation in Education
The rise of religious and societal extremism deviates from Islamic precepts of moderation and balance. However, educational institutions often fail to teach wasathiyah (religious moderation), especially those derived from the Prophet's Hadith, the second source of Islamic law. Such behavior raises concerns about a severely or unlimitedly liberal generation. This study intends to completely identify the Prophet's Hadith values of wasathiyah, examine their significance to current education, and develop a model for applying these values in the curriculum and educational activities. This study is qualitative and library based. Thematic (maudu'i) and content analysis were used to assess authentic Hadiths that clearly or implicitly include wasathiyah values. The analysis results were integrated to create an education idea. The Prophet's Hadith contained wasathiyah values, including balance (tawazun), forbearance (tasamuh), fairness ('adalah), contemplation (shura), and ease (taysir). These values can be implemented in education through the integration of religious and general subjects, a dialogical and inclusive school culture, and wasathiyah teacher training. This study, from the Prophet's Hadith, provides a theoretical basis for wasathiyah in Hadith and Islamic education. Practically, this study can help educational officials, school principals, and instructors construct curricula and learning methodologies to produce moderate, tolerant, and balanced kids in thinking and behavior.
Copyright (c) 2025 Hasfiana Hasfiana, Arifuddin Ahmad, Muh. Sabir Maidin https://creativecommons.org/licenses/by-sa/4.0
Show and Tell Learning Method Based on the Discovery Learning Model: Creativity and Learning Outcomes at Primary School
Conventional and boring learning paradigms typically lead to low creativity and learning outcomes in Pancasila and Citizenship Education. Researchers at Primary School 126 Inpres Kariango, Maros Regency, found a new way to attract kids interested in civics. This study examines how the Discovery Learning-based Show and Tell learning technique influences fifth-grade students' creativity and learning at Primary School 126 Inpres Kariango. This research is an experimental quantitative study. The study included 30 fifth graders. Pretests and posttests measured learning outcomes, and observation sheets measured student inventiveness. To assess intervention efficacy, descriptive and inferential statistics were used, including normality, homogeneity, and t-tests. The findings found considerable improvements in all areas: (1) Teacher instruction improved from "Very Poor" (35%) to "Good" (70%). (2) Student participation skyrocketed to "Very Good" (90%) at the final meeting. (3) Students' creativity scores increased from 49.00 (less creative) to 83.67 (creative/very creative). (4) Average student learning outcomes rose from 52.57 to 82.47, with 93.4% reaching moderate to very high. The hypothesis test shows that this strategy boosts creativity and learning. In conclusion, the Discovery Learning-based Show and Tell method enhances student learning in the PPKn subject, fosters creativity, and enhances interaction. This study helps teachers apply student-centered learning practices. This study strengthens our knowledge of how communicative strategies and discovery models improve primary school critical and creative thinking.
Copyright (c) 2025 Zahra Nur, Mulyadi Mulyadi, Erwin Nurdiansyah https://creativecommons.org/licenses/by-sa/4.0
Cooperative Learning Model on Group Work Ability of Vocational High School Students: Learning Basic Electronics
The ability to work together in groups is a crucial soft skill for vocational high school students, but conventional learning methods are often less effective in honing this collaborative competence in complex technical subjects. This study aims to test the effectiveness of the Cooperative Learning (CL) learning model on improving students' group work skills in Basic Electronics. This study used a quasi-experimental method with a nonequivalent control group pretest-posttest design. The sample consisted of 50 students of grade XI TAV Vocational High School 4 Gowa who were divided into an experimental group (CL implementation) and a control group (conventional learning). The research instruments included a validated learning outcome test and a group work ability questionnaire. Data were analyzed using Normalized Gain Score (N-Gain) and Analysis of Covariance (ANCOVA). The findings showed that the N-Gain value of the experimental group reached 61.77%, higher than the control group, which was only 44.06%. The effectiveness difference of 17.71% indicates an increase in group skills in the moderate category but significantly outperformed the control class. The ANCOVA test results confirmed this finding with a significant value of 0.001 (p < 0.05), proving a significant influence of the CL model on students' collaboration skills. This study confirms that cooperative learning is an effective strategy for strengthening collaboration soft skills in vocational education environments while also providing practical recommendations for educators on integrating teamwork into technical curricula.
Copyright (c) 2025 Marlina Rande, Mustamin Mustamin, Lu’mu Lu’mu https://creativecommons.org/licenses/by-sa/4.0
Digital Media-Assisted Problem Based Learning Model: Students' Learning Outcomes and Science Literacy at Middle School
Low scientific literacy and student learning outcomes in science subjects are often caused by conventional learning processes and the lack of technological integration in solving real-world problems. This study aims to analyze the effect of implementing the Problem-Based Learning (PBL) learning model assisted by digital media on students' learning outcomes and scientific literacy in the digestive system material. This study used a quantitative approach with a quasi-experimental nonequivalent control group design. The research subjects consisted of two eighth-grade classes in a public junior high school, where the experimental class implemented PBL assisted by digital media (n=30) and the control class used conventional learning (n=30). Data was collected through learning outcome tests and scientific literacy tests, then analyzed using an independent sample t-test. The results showed a statistically significant difference between students' learning outcomes and scientific literacy in the two classes (p < 0.001). The experimental class achieved an average posttest learning outcome of 82.10, higher than the control class's 74.30. For the scientific literacy variable, the experimental class achieved an average of 79.40, while the control class achieved 71.20. The effect sizes found were categorized as strong, namely 1.17 for learning outcomes and 1.16 for scientific literacy. This study proves that the integration of digital media in PBL syntax is effective in improving students' cognitive achievement and science process skills. This research provides a practical contribution for educators in implementing innovative learning strategies relevant to the digital era to create more applicable and meaningful science learning.
Copyright (c) 2025 Muh Alka, Ernawati Ernawati https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Renewal to Achieve Peace Education Curriculum: Artificial Intelligience as Path in Nigeria
The study investigates pedagogical renewal to achieve a peace education curriculum through the integration of artificial intelligence (AI) in Nigerian universities. Despite the critical role of peace education in fostering national stability, traditional teaching methods often struggle to engage students effectively in the digital age. This study aimed to explore how AI can serve as a transformative path for pedagogical renewal in this field. A descriptive survey research design was employed, focusing on a population of peace education lecturers. Using a purposive sampling technique, a sample size of 180 respondents was selected. Data were collected via a self-structured instrument titled "Questionnaire on Pedagogical Renewal to Achieve Peace Education: Artificial Intelligence as Path in Nigeria (QPRAPEIAPN)," which utilized a four-point Likert scale. The instrument was validated by experts in measurement and evaluation, achieving a reliability coefficient of 0.72 through the test-retest method. Data were analyzed using descriptive statistics, including simple percentages, frequency counts, and mean scores. The results revealed that AI significantly enhances the efficiency of lesson planning and the delivery of peace education, offering personalized and interactive learning experiences. Consequently, it was concluded that AI is a viable tool for revitalizing the curriculum. The study contributes to the field by providing empirical evidence for digital transformation in social sciences. Based on these findings, it is recommended that universities prioritize the provision of AI infrastructure and implement mandatory AI literacy programs for educators to ensure a seamless pedagogical transition.
Copyright (c) 2025 Erinsakin Martins Ojo, Olaniyan Olaolu Damilola https://creativecommons.org/licenses/by-sa/4.0
Human Resources Availability and Input for Effective Administration of Secondary Schools in Ondo West, Nigeria
The success of educational management depends heavily on the availability and quality of human resources (HR). However, in Ondo West, Nigeria, the effectiveness of secondary school administration is often hampered by issues of staff adequacy and the quality of available HR input. Therefore, this study aims to investigate the availability of human resources and its contribution to the effectiveness of secondary school administration in Ondo West, Ondo State, Nigeria. This study employed a descriptive survey research design. The study population included school principals, vice principals, and Ministry of Education personnel. A sample of 120 respondents was selected using a purposive sampling technique. The research instrument was a self-administered questionnaire (QHRAIEASSOWOSN) with a 4-point Likert scale. The instrument's validity was tested by a measurement expert, while its reliability achieved a coefficient of 0.67 through a test-retest method. Data was analyzed using mean scores, standard deviations, frequencies, and simple percentages. The research shows that obtaining human resources is difficult, even though they are abundant. The survey found that Ondo West secondary schools are understaffed. The number of available staff does not match school administration’s needs for best effectiveness. This study contributes to the literature on teacher-student ratios and administrative staff in educational management. Based on these findings, the government and education providers should prioritize hiring new staff, improving staff quality through human resource development training, and staffing schools proportionally to student enrollment to improve administration.
Copyright (c) 2025 Akinniranye Oluwarotimi Iluyemi, Adafiogho Oluwatoyin Afolake https://creativecommons.org/licenses/by-sa/4.0
The Utilization of Audiovisual Media in Improving Short Story Writing Skill of Fourth Grade Students at Elementary School
The abstract nature of storytelling and a lack of engaging learning media often lead to low writing skills among elementary school students. At Elementary School 2 Poka, students faced significant challenges in organizing storylines and developing ideas, as evidenced by low initial test scores. This study aims to enhance short story writing skills through the utilization of audiovisual media in Indonesian language learning. The research employed a Classroom Action Research (CAR) design consisting of two cycles, each comprising planning, acting, observing, and reflecting. There were 25 fourth-grade students in the study. Data was collected through classroom observations, short story writing tests, and documentation, then analyzed using mixed descriptive quantitative and qualitative methods. The indicator of success was set at 85% of students reaching the minimum mastery criterion of > 70. The findings revealed a progressive improvement in students' performance. The average score went up from 47.6 in the pre-test to 67.6 in Cycle I and then to 81.2 in Cycle II. Correspondingly, classical completeness increased significantly from 24% at the baseline to 52% in Cycle I, finally achieving 88% in Cycle II. The integration of audiovisual media effectively assisted students in visualizing story elements, structuring coherent plots, and refining their diction. This study demonstrates that audiovisual media is an effective pedagogical tool to boost interest, motivation, and creative writing skills. These results provide a practical reference for elementary educators to adopt multimedia-based strategies to overcome barriers in literacy education.
Copyright (c) 2025 Kiswita Papuanga, Zainudin Notanubun, Ribka L Ririhena https://creativecommons.org/licenses/by-sa/4.0
Measuring the Mathematical Representation Ability of Vocational High School Students in Solving Geometry Problems
The intent of this study is to measure and describe the mathematical representation ability of vocational high school students in solving geometry problems. Using a descriptive research design with a qualitative approach, this study evaluates three primary forms of representation: visual, symbolic, and verbal. The subjects were grade XI students at Vocational School 3 Pinrang, selected to represent different levels of visual-spatial intelligence to see how it affects their representational performance. Data was collected through mathematical representation tests and semi-structured interviews. The analysis followed the stages of data reduction, data display, and conclusion drawing. The findings indicate that students' mathematical representation abilities vary significantly. High-capacity students can present geometric problems visually, interpret symbols, and construct mathematical models, although they still struggle with verbalizing conclusions. In contrast, students with low ability are primarily limited to basic image-based tasks. The results show that while visual-spatial intelligence correlates with better representational skills, overall proficiency in solving complex geometry tasks remains low across the subjects. This measurement provides a baseline for developing targeted instructional strategies in vocational geometry education.
Copyright (c) 2025 Jumiarti Jumiarti, Sukmawati Sukmawati, Muhammad Muzaini https://creativecommons.org/licenses/by-sa/4.0
Fostering Diversity Awareness in Indonesian Islamic Boarding Schools: Cross-Cultural Religious Literacy-Based Approach in Teaching English
Indonesia faces the challenges of intolerance and limited interfaith understanding despite its religious and cultural diversity. This study explores the integration of Cross-Cultural Religious Literacy (LKLB) in English teaching within pesantren to enhance students' diversity awareness. Pesantren, as traditional Islamic educational institutions, have an important influence on young Muslims' perspectives and can potentially promote interfaith harmony. English, as a lingua franca, facilitates access to diverse cultures and religions. The LKLB approach develops three competencies: personal (understanding one's own religion), comparative (understanding other religions), and collaborative (working with people of other faiths). This study aims to examine how Cross-Cultural Religious Literacy (LKLB) can be integrated into English teaching, how students respond to such instruction, and what pedagogical implications emerge from its implementation. This study is significant as it addresses the gap between religious moderation discourse and classroom-level pedagogical practice in faith-based education. Using an ethnographic approach, this research addresses three questions: (1) How is cross-cultural religious literacy integrated into English teaching in pesantren? (2) How do students respond to LKLB-based English instruction regarding their awareness of religious and cultural diversity? (3) What pedagogical implications emerge from implementing LKLB in English teaching? The findings demonstrate that LKLB-based English instruction fosters students’ empathy, self-reflection, respect, and openness towards religious and cultural diversity. It contributes theoretically by widening religious literacy in ELT and pedagogically by offering a practical model for LKLB-based English instruction.
Copyright (c) 2025 Muhajirah Idman https://creativecommons.org/licenses/by-sa/4.0
Problem Solving and Cooperative Learning Model of the Jigsaw Type: IPAS Learning Outcomes in Elementary School
The low learning outcomes of Natural and Social Sciences (IPAS) in elementary schools are the main challenge in this study. This study aims to test and compare the effectiveness of the problem-solving learning model and the jigsaw cooperative learning model in improving the learning outcomes of fourth-grade students in Elementary School Inpres Tello Baru 1I in the 2025/2026 academic year. The research method used is a quantitative approach with a quasi-experimental design (Non-Equivalent Control Group Design) involving 54 students. Data was collected through observation sheets of teacher and student activities and learning outcome tests. The findings indicated that both models significantly improved the quality of teacher instruction and active student participation. Teachers achieved a score of 93.33% in the problem-solving model and a perfect score of 100% in the jigsaw model at the fourth meeting. Student activity also increased drastically, reaching 92.30% in the problem-solving model and 100% in the jigsaw model. Statistically, there is a significant difference in learning outcomes between the experimental and control classes, where the average posttest score of the experimental class (83.93) is much higher than the control class (73.08). The t-test produces a calculated t value (3.004) > t table (2.006), which proves that the use of the problem-solving and jigsaw models has a greater positive impact than the conventional method. This study recommends both models as innovative strategies to address the low learning outcomes of IPAS in elementary schools.
Copyright (c) 2025 Supiarti Supiarti, Nurhayati Selvi, Syarifah Nur Fajrin https://creativecommons.org/licenses/by-sa/4.0
Integration of Love-Based Curriculum and Deep Learning in Madrasahs: A Holistic Approach to Islamic Education
Islamic education at madrasahs still struggles to balance spiritual and emotional qualities like love for Allah, the Prophet, and others with 21st-century skills like analytical and problem-solving. Curricula generally emphasize cognitive without truly integrating emotive and use AI technologies for tailored learning. Thus, this article proposes a holistic curriculum integration model in Madrasahs that combines love-based education (a moral and spiritual foundation) with deep learning technology (a tool for personalization and cognitive acceleration) to create noble and competitive students. This study is descriptive, qualitative, and literature reviewed. An in-depth analysis of Islamic curriculum theory, love-based education, and deep learning in education yielded data. Synthesizing the analysis results created an integration model conceptual framework. A love-based core curriculum (values of compassion, ethics, and spirituality are embedded in every subject), deep learning as an enabler (algorithms analyze students' learning styles, pace of understanding, and emotional/spiritual needs to personalize materials and interventions), and a holistic learning environment are the three pillars of the proposed integration model. This strategy promises to boost student engagement, cognitive learning, and Islamic character. This article offers a framework that integrates spiritual/affective and technological/cognitive aspects to advance Islamic education curriculum thinking. This page helps policymakers, curriculum creators, and Madrasah educators create a balanced, relevant, and adaptable educational approach.
Copyright (c) 2025 Baso Syafaruddin, Muh Sarda, Nurul Mawaddah, Baso Agustinanda https://creativecommons.org/licenses/by-sa/4.0
Educational and Cultural Value of the Pakarena Anida Dance: A Medium for Passing on Local Wisdom in High Schools
This paper addresses modernization's propensity to undermine local wisdom. This research asks how the Pakarena Anida Dance can teach young people educational and cultural values in a sustainable way. This study seeks to (1) identify and define the educational values in each Pakarena Anida Dance movement, property, and accompaniment. (2) the Sanggar Bhakti Seni 05 Makassar's role in preserving this dance is to carry on indigenous wisdom. This research uses a qualitative descriptive method. We chose this approach to provide a rich, in-depth, and holistic picture of the phenomenon under study. The main subjects of the research are Sanggar Bhakti Seni 05 (High School 5 Makassar), with a focus on the studio managers, trainers, and students who are actively involved in learning the Pakarena Anida Dance. Participatory observation, in-depth interviews with key informants, and document analysis of studio curriculum and training methods collected data. Research shows that the Pakarena Anida Dance is a rich source of local wisdom. Education emphasizes discipline, ethics/courtesy (particularly amongst men and women), patience, and respect for ancestors. An integrated approach to technical dance instruction and cultural philosophy at Sanggar Bhakti Seni 05 Makassar helps students internalize these principles. This study contributes theoretically to performing arts studies as a source of socio-cultural knowledge and practically to educational institutions and local governments in developing cultural preservation policies based on non-formal education and arts communities.
Copyright (c) 2025 Nur Indah Swara Rahman, Johar Linda, Asia Ramli https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Needs Augmented Reality-Based Learning Media: Spatial Structure Material in Junior High Schools
Acquiring knowledge in geometry, especially three-dimensional geometry, necessitates robust visualization and spatial reasoning abilities. In practice, students frequently encounter challenges in perceiving three-dimensional shapes when solely provided through two-dimensional representations in textbooks or on classroom boards. This study aims to examine the preliminary requirements for creating Augmented Reality (AR)-based educational resources for three-dimensional geometry at the junior high school level, as a component of the Analysis phase of the ADDIE development model. The research employed a descriptive qualitative approach, with data collected through semi-structured interviews involving one mathematics teacher and two eighth-grade students at Junior High School 7 Tarakan. Data analysis was conducted through data reduction, data display, and conclusion drawing. The results demonstrate that students have challenges in visualizing three-dimensional structures, especially in tasks involving composite solids and spatial perspectives. Traditional learning media are deemed inadequate in delivering sufficient visual experiences and are restricted in their application. Simultaneously, both educators and learners articulated a want for interactive, flexible, and smartphone-accessible technology-based learning resources. Augmented reality media are considered to have the capacity to enhance students' comprehension of three-dimensional geometric topics by providing tangible learning experiences through manipulable three-dimensional visuals. These findings lay a crucial foundation for the future design and development of AR-based educational media.
Copyright (c) 2025 Alfian Mucti, Nurmala Nurmala, Hermansyah Hermansyah https://creativecommons.org/licenses/by-sa/4.0
Differentiated Learning Management in Improving Children's Cognitive Development and Creativity in Kindergarten
The implementation of the Independent Curriculum at the Early Childhood Education level faces challenges in accommodating the diverse characteristics and unique learning rates of children. This study aims to explain and analyze differentiated learning management and its impact on the cognitive development and creativity of early childhood at the Kindergarten Model in Malang City. The research method used was a qualitative approach with a case study design. The research subjects included the principal and teachers, with data collection techniques using participatory observation, in-depth interviews, and documentation studies. Thematic data analysis was performed via data reduction, data presentation, and conclusion formulation, with its validity assessed through source and method triangulation. The results indicated that differentiated learning was managed systematically through the stages of planning, implementation, and assessment. Differentiation was applied to aspects of content, process, product, and learning environment by adjusting the level of readiness, interests, and learning profiles of children. This implementation has been proven to have a significant positive impact on cognitive development, especially in logical thinking, pre-mathematics, and simple problem-solving skills. In addition, children's creativity increased through meaningful play activities, free exploration, and the use of diverse media such as loose parts. This research provides a practical contribution as a reference for effective implementation strategies for the Independent Curriculum in Early Childhood Education units to create inclusive and child-centered learning.
Copyright (c) 2025 Endang Ratnawati, Ahmad Yusuf Sobri, Imron Arifin https://creativecommons.org/licenses/by-sa/4.0
Evaluation of the Use of ChatGPT in Online Discussions: Its Impact on Student Understanding of Material and Interaction
The rapid incorporation of artificial intelligence, notably ChatGPT, in online learning settings has raised questions about its impact on pedagogy. It is unclear whether AI use intensity inherently improves interaction quality and student pleasure or if other cognitive aspects like material knowledge are more important. This study analyzes two models—student interaction quality and student satisfaction—to assess ChatGPT's multifunctional role in online conversations. This quantitative study examines ChatGPT usage intensity, AI dependency, content understanding, interaction quality, and student happiness using structural models. The mechatronics program at Batam State Polytechnic collected data from students using AI techniques in online discussion forums. The findings indicated that the most consistent and dominant predictor of interaction quality and satisfaction is material understanding. ChatGPT intensity and content understanding promote interaction quality in Model 1, demonstrating its procedural support role. Model 2 demonstrates that student satisfaction is more influenced by material understanding and tool trust (dependence) than frequency of usage, suggesting that satisfaction is subjective and effective. The study reveals that AI integration alone does not guarantee success; pupils' cognitive competence and AI adaptation play a significant role. AI's procedural and affective effects on learning are distinguished in this educational technology study. It assists educators in positioning ChatGPT as a "thinking partner" instead of a quick fix. It suggests that pedagogical focus must remain on strengthening students' foundational grasp of concepts before introducing AI tools to ensure high-quality, sustainable online discourse.
Copyright (c) 2025 Fadli Firdaus, Mia Syafrina https://creativecommons.org/licenses/by-sa/4.0
Integrating English Language and History Learning Through Visual Arts at Primary School
Learning world history in English using an international curriculum (Pearson Edexcel) poses difficulties for elementary school students. At Makassar Independent School (MIS), innovative learning methods are needed to help students understand complex historical material while keeping it engaging and accessible. This study intends to describe the role of creative arts, particularly drawing, as a pedagogical approach in teaching history in English. This study used a descriptive qualitative method. The subjects involved students in grades 2, 4, and 5 in history at Makassar Independent School. Data was collected through classroom observations to see how arts integration was carried out in the learning process. The research findings indicate that teachers have implemented a combination of learning methods, such as inquiry-based learning, discussion, and interactive learning. Drawing served as the final medium of articulation through which students visually expressed their profound understanding of historical topics. Through drawing activities, students were more enthusiastic and able to absorb the subject matter more effectively even though the medium of instruction was English. This study contributes to interdisciplinary learning strategies (arts and history). The results confirm that fine arts can be used as a cognitive tool to validate students' understanding in collaborative schools while also serving as a reference for educators in creating more inclusive and creative history classes.
Copyright (c) 2025 Musdalifah Musdalifah https://creativecommons.org/licenses/by-sa/4.0
Integrating Character Values in La Kadandio’s Poem within Linda’s Dance: A Hermeneutic Study for Cultural Education
This study examines the integration of character values in the La Kadandio poem in the Linda Dance performance of the Muna community through a hermeneutic approach. As an oral literary work, La Kadandio is not merely a dance accompaniment, but rather a representation of identity, collective memory, and cultural values rooted in the historical narrative of the exile of the 11th King of Muna, La Ode Ngkadiri. This study aims to: (1) look at the structure and deeper meaning of the La Kadandio poem as a cultural text; (2) understand the character values shown in the symbols of the Linda Dance performance; (3) explain how the text, symbols, and social culture are connected using the ideas of Paul Ricoeur and Clifford Geertz; and (4) create a model to combine these values to enhance cultural education. The method used is descriptive qualitative with data collection techniques in the form of observation, in-depth interviews, documentation, and hermeneutic analysis of the poem text and performance context. The results show that the La Kadandio poem in the Linda Dance contains essential character values such as fortitude, loyalty, and local wisdom. These findings are expected to provide a comprehensive understanding of cultural symbolism and provide practical contributions to the preservation of local culture and strengthening character education based on Muna local wisdom for the younger generation.
Copyright (c) 2025 Wa Ode Fadhilla Azahra, Asia Ramli, Nurwahidah Nurwahidah https://creativecommons.org/licenses/by-sa/4.0
The Love of the Qur'an Culture Program in Forming the Islamic Character of Elementary School Students
Religious character formation in elementary school pupils commonly suffers moral degeneration in the digital age; therefore, habituation in schools is needed to strengthen religious ideals. Elementary School 266 Pakkanna started a specific program to address this issue; however, its efficacy and implementation challenges need further study. This study examines the Culture of Love for the Qur'an program, its impact on students' Islamic character, and supporting and limiting elements. This study is descriptive and qualitative. Field observations and in-depth interviews with Elementary School 266 Pakkanna's principal and teachers collected data. To verify the findings, qualitative descriptions and data triangulation were used. The study found that 1) joint tadarus activities before class, tahsin classes for grades 1–3, and a tahfidz program using memorization cards for grades 4–6 are used to implement the program; 2) this program helps students become faithful and pious by internalizing Qur'an values; and 3) student motivation and teacher-parent collaboration are key. This study helps educators incorporate Al-Qur'anic ideals into school culture and strengthens elementary school religion-based character education management research.
Copyright (c) 2025 Fatmawati Fatmawati, Resky Amaliah https://creativecommons.org/licenses/by-sa/4.0
Soft Skills and Learning Facilities on Job Readiness Mediated by Learning Motivation of Vocational High School
Dompu Regency vocational high school graduates are expected to be job-ready, yet many struggle to fulfill industry standards. Technical capabilities are generally stressed, but student drive, learning infrastructure, and soft skills are significant but understudied aspects affecting professional preparation. This study examines how Dompu Regency vocational high school students' learning motivation mediates the effect of soft skills and learning facilities on work preparedness. The study was quantitative and ex post facto. The sample included 211 grade XI students selected by cluster selection and proportional random sampling to represent regency schools. Structured equation modeling using partial least squares was used to examine data. The results show that soft skills have a significant effect on work readiness (β = 0.395; p = 0.000) and learning motivation (β = 0.621; p = 0.000). Learning facilities also significantly influence work readiness (β = 0.139; p = 0.006) and learning motivation (β = 0.216; p = 0.000). Furthermore, learning motivation significantly influences work readiness (β = 0.413; p = 0.000) and serves as a vital mediator for both soft skills and learning facilities. These findings underscore that work readiness is not merely a product of external resources but is heavily driven by the student's internal motivation developed during the learning process. The "mediation mechanism" of motivation is empirically supported in this vocational education study. It gives Dompu Regency schools and policymakers a framework to emphasize physical infrastructure, soft skill integration, and psychological motivational tactics to boost graduate employability.
Copyright (c) 2025 Annisa Septiani Kamal, Syahrul Syahrul, Anas Arfandi https://creativecommons.org/licenses/by-sa/4.0
Learning English in the AI Era: Challenges and Opportunities for Today's Higher Students
The rapid development of artificial intelligence (AI) has brought significant transformations to the educational landscape, including English language learning at the tertiary level. This study aims to explore the challenges and opportunities of using AI technology in the learning process for students of the English Language Education program at As'adiyah Islamic University, Sengkang. The main issue raised is the gap between easy access to AI tools (such as ChatGPT, QuillBot, or Grammarly) and the risk of reducing critical thinking skills and originality in students' work. The research method used is a descriptive qualitative approach. Data were collected through observations and in-depth interviews with English Language Education students at As'adiyah Islamic University, Sengkang, to understand their perceptions and experiences in integrating AI into academic assignments. The results show that AI offers significant opportunities to improve learning efficiency, such as instant grammar correction and the provision of varied learning resources. However, the main challenges faced are over-reliance on technology that has the potential to erode independent writing skills and ethical challenges related to academic integrity. This research is meant to help study program managers and teachers assess how to create flexible English learning strategies, using AI as a helpful tool while still focusing on building real language skills.
Copyright (c) 2025 Hamzah Alias https://creativecommons.org/licenses/by-sa/4.0
Project Based Learning in the Subject of Embedded System Programming: Students' Conceptual Understanding and Learning Outcomes
This research is motivated by the low conceptual understanding and learning outcomes of students in the Embedded Systems Programming subject, which is often considered difficult due to the complexity of the material. The main objective of this study is to determine the effectiveness of the project-based learning model (PjBL) in improving conceptual understanding and learning outcomes among students at Vocational School 10 Makassar. The method used is a quasi-experiment with a Nonequivalent Control Group Design. The study population comprises all students from Vocational School 10 Makassar, with samples deliberately chosen: class XI Teli 1 serving as the experimental group and class XI Teli 3 as the control group. Data were collected through test instruments (pre-test and post-test) and student activity observation sheets. The findings showed a significant increase in the experimental class compared to the control class. The experimental class's average score on the post-test went from 41.36% to 83.10%, while the control class's score went from 42.66% to 45.62%. The t-test results showed a significance value <0.05, proving that the PjBL model effectively improved student learning outcomes. This research contribution provides recommendations for educators to implement the PjBL model sustainably as an innovative solution in teaching complex technical materials and its development in other subjects to improve the quality of vocational education.
Copyright (c) 2025 Putri Putri, Purnawati Purnawati, Mantasia Mantasia https://creativecommons.org/licenses/by-sa/4.0
Utilization of Virtual Reality: Transforming Spiritual Experiences in Hajj Ritual Learning in High Schools and Tour Travel
Secondary hajj education is often abstract and limited to physical simulations that cannot capture the Holy Land's vastness and holiness. The lack of representative Islamic religious education laboratories in Wajo Regency exacerbates this. Viewing rituals as physical procedures without inner transformation or Mecca and Medina spatial awareness lowers student spiritual engagement. This study examines how VR technology and PT Darmawan Tour & Travel can improve Wajo Regency high school students' Hajj practices and how digital immersion connects cognitive theory and affective-spiritual experiences. This study employs descriptive qualitative and collaborative case study methods. The study utilized VR devices and PT Darmawan Tour & Travel content in Wajo Regency high schools. Data is collected through participatory observation during VR simulations, in-depth interviews with professors of Islamic Religious Education and Hajj and focus group discussions (FGDs) with students. To measure spiritual presence, data reduction, presentation, and verification were done. The research indicated that VR's "real presence" effect on Hajj rituals evoked high emotional responses, such as emotion and commitment, not found in simulations. PT Darmawan Tour & Travel ensured field-relevant visual and procedural accuracy. Students claimed a better grasp of the pilgrimage itinerary and enhanced religious enthusiasm to perform Hajj. VR can create immersive spiritual places in schools. This paper proposes a VR-based experiential learning methodology for Islamic religious education. This article advocates for a strategic alliance between educational institutions and Hajj travel agencies to enhance religious education resources and urges Wajo Regency education authorities to incorporate immersive technology into the regional curriculum.
Copyright (c) 2025 Hasan Basri https://creativecommons.org/licenses/by-sa/4.0