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)
Collaborative Professional Development for Identifying English Learning Potential in Elementary Students with Intellectual Disabilities
This systematic narrative review investigates the impact of collaborative professional development (CPD) models—including co-teaching and inclusive instruction—on the capacity of elementary educators to identify and nurture English language learning potential in students with intellectual disabilities (ID). Drawing on a comprehensive synthesis of peer-reviewed empirical studies, theoretical frameworks, and case studies published between 2006 and 2025, the review reveals that effective CPD significantly shifts teacher perceptions from deficit-based to potential-oriented mindsets, thereby enhancing teacher self-efficacy and the implementation of inclusive pedagogical practices. Key findings demonstrate that interdisciplinary collaboration—particularly through Child Study Teams (CSTs)—supports teachers in differentiating between genuine language acquisition challenges and intellectual learning disabilities, thereby enabling more accurate educational placements. Despite these documented benefits, persistent systemic barriers hinder CPD implementation, including inadequate planning time, budgetary constraints, and inconsistent administrative support. This review concludes that cultivating a culture of shared professional responsibility, supported by structured, job-embedded development programs, is essential for establishing equitable learning environments in which students with ID can achieve their full educational potential.
Copyright (c) 2026 Lum Pan Hpaulu https://creativecommons.org/licenses/by-sa/4.0
Differentiated Learning Via Gallery Walk: Improving Pancasila Student Profiles and Learning Outcomes in Indonesian Elementary Education
Accommodating learner diversity under Indonesia’s Independent Curriculum (Kurikulum Merdeka) remains a persistent challenge, particularly in balancing cognitive competencies with the character-building dimensions of the Pancasila Student Profile (Profil Pelajar Pancasila, PPP). Conventional, lecture-centered instruction frequently fails to engage diverse learning styles or foster collaborative character formation. This Classroom Action Research (CAR) study investigated how integrating differentiated instruction with the Gallery Walk model enhances instructional quality, cognitive learning outcomes, and core PPP dimensions (cooperation, critical reasoning, and creativity). Following the Kemmis and McTaggart spiral model, the study was conducted over two reflective cycles with 23 fourth-grade students at Elementary School Inpres Lantebung, Makassar, Indonesia. Data were gathered using validated observation rubrics, PPP assessment instruments, and summative tests, and then analyzed through mixed descriptive methods. The results demonstrated substantial progress: the mean class score rose from a pre-cycle baseline of 64.35 to 73.91 in Cycle I, and 85.22 in Cycle II, yielding a 32.4% total gain. Classical mastery increased sharply from 30.43% to 69.60%, reaching 100% by Cycle II. Concurrently, PPP indicators advanced from "Low" to "Developing as Expected" (Berkembang Sesuai Harapan), with zero student regression. Synthesizing differentiated learning with the Gallery Walk model establishes an inclusive, kinesthetically engaging, and participatory learning ecosystem. This synergy offers a scalable framework for successfully operationalizing national curriculum mandates.
Copyright (c) 2026 Harmah Harmah, Supriadi Supriadi, Abdul Wahid https://creativecommons.org/licenses/by-sa/4.0
Religious Moderation Values through Local-Wisdom-Based Education: An Ethno-Religious Pedagogy of the Barazanji Tradition in an Indonesian Madrasah
In an era of accelerating digital information flows, madrasah students are increasingly exposed to radicalism and religious exclusivism, which threaten social tolerance. Conventional, classroom-based religious instruction frequently fails to engage learners’ affective domain, creating a critical need for culturally embedded pedagogies. This study examines how religious moderation values are internalized through the local-wisdom tradition of Barazanji at MTs Irsyadul Salam, Bone, focusing on the mechanisms transforming this oral tradition into character education. Using a descriptive qualitative design with a single-case study approach, the research engaged the principal, teachers, and students as purposively sampled informants. Data were generated through participatory observation of Barazanji extracurricular activities, semi-structured interviews, and documentary analysis. The data were analyzed using the Miles, Huberman, and Saldaña framework, with credibility secured through source and technique triangulation. The findings demonstrate that internalization unfolds through three systematic stages: value transformation (textual introduction), value transaction (collective practice), and trans-internalization (behavioral habituation). This process successfully cultivates four core moderation pillars: tasamuh (tolerance), tawazun (balance), i’tidal (uprightness), and tawasut (the middle path), effectively reconciling religious devotion with Bugis cultural identity. Consequently, the tradition functions as an impactful hidden curriculum. This study contributes a novel ethno-religious pedagogical framework for Islamic education, offering a transferable model for madrasahs seeking to strengthen learner character and pre-empt early-age extremism.
Copyright (c) 2026 Fatmawati Fatmawati, Sri Verlin, A. Muh. Iksan Magan Saputra, Rahmi Utami Dewi, Astri Safhira, Jusmiati Jusmiati, Andi Saddam Huzein Arifai, Afdal Afdal, Jumaleng Jumaleng https://creativecommons.org/licenses/by-sa/4.0
AI-Generated Instructional Animation for Local Cultural Literacy: A Design and Development Study in Indonesian Islamic Secondary Education
Global digital penetration has intensified a cultural literacy deficit among adolescents, including Indonesian Islamic secondary school (Madrasah Aliyah) students who increasingly engage with globalized content at the expense of indigenous heritage. This study developed and evaluated an AI-generated animation video focusing on the Karampuang Traditional House to strengthen local cultural literacy at Madrasah Aliyah Negeri (MAN) 1 Sinjai, South Sulawesi. Utilizing a Research and Development (R&D) framework, this study integrated the ADDIE model and the Multimedia Development Process (MDP). Evaluation involved expert validation from multimedia technology and cultural heritage specialists, followed by a school-based implementation trial with 104 students. Data were gathered using structured Guttman-scale questionnaires assessing perceived educational usefulness and visual attractiveness. Content expert validation yielded a perfect feasibility score of 100%, whereas media expert validation reached 83.3%, requiring minor visual refinement. Field testing revealed that 92.3% of students rated the tool as "highly beneficial" for cultural literacy, and 92.3% judged it "highly attractive," with zero negative responses recorded across both metrics. AI-generated animation, when developed via systematic instructional frameworks and rigorous validation, provides a pedagogically sound, technically viable medium for cultural education among digital natives. These findings underscore the capacity of generative AI as an innovative instrument for cultural preservation and transmission within formal Islamic education settings to effectively bridge the digital-heritage divide.
Copyright (c) 2026 Nurhasanah Nurhasanah, Nurlina Sjahrir, Johar Linda https://creativecommons.org/licenses/by-sa/4.0
STEM Integration as a Catalyst for Learning Revolution in Madrasah Education: The Context of Industry 4.0 and Society 5.0
The rapid progression of Industry 4.0 and Society 5.0 demands a fundamental paradigm shift in educational practices within Islamic junior high schools (MTsS), which traditionally rely on passive, teacher-centered pedagogies. This study examines the urgency and empirical effectiveness of implementing the STEM approach as an instrument of learning revolution at MTsS As’adiyah Kajuara, South Sulawesi, Indonesia. Employing a descriptive qualitative case study design, data were gathered via participant observation, semi-structured interviews with science and mathematics educators and students, and documentation analysis of STEM-based lesson plans, student project portfolios, and prototype products. Data credibility was established through triangulation and member-checking, while analysis followed Miles, Huberman, and Saldaña’s interactive model. The findings demonstrate that STEM integration generated a 25% average improvement in students’ critical thinking skills, specifically enhancing analysis (+22%), creative problem-solving (+30%), and collaboration (+23%). Students successfully engineered context-specific technological prototypes, including a gravity-fed automatic irrigation system and a computational zakat calculator synthesizing Islamic jurisprudence with algorithmic logic. Despite physical laboratory constraints, the strategic utilization of virtual laboratories (PhET simulations) and digital collaboration platforms (Google Classroom) served as primary enablers. Ultimately, this study demonstrates that STEM-based pedagogy constitutes an empirically validated catalyst for educational reform. Fusing Islamic values with technical frameworks establishes a distinctive "Humanistic STEM" model aligned with Society 5.0 imperatives, supporting broader curricular adoption across resource-constrained religious institutions.
Copyright (c) 2026 Satriani Satriani, Besse Mutmainnah, Baso Syafaruddin, Syamsuddin Semmang https://creativecommons.org/licenses/by-sa/4.0
Sipanundu' Madandan Traditional School as a Cultural Education Space for Preserving Local Wisdom
Amid accelerating modernisation and digital globalisation, indigenous communities face mounting pressure to sustain intergenerational cultural transmission. This qualitative single-case study investigates Sipanundu' Madandan Traditional School (Sekolah Adat Sipanundu' Madandan) — a non-formal indigenous learning institution established in Madandan sub-district, Tana Toraja Regency, South Sulawesi, Indonesia — as a cultural education space for preserving Torajan local wisdom. Data were generated through in-depth interviews, participatory observation, and document analysis, and were subjected to interactive analysis (reduction, display, verification) with triangulation to ensure trustworthiness. Findings reveal seven interconnected roles fulfilled by the school: (1) reflective preservation of customary practices; (2) character education grounded in indigenous values; (3) intergenerational transmission of ancestral knowledge; (4) strengthening of Torajan identity; (5) complementary partnership with formal schooling and the church; (6) provision of a community dialogue space; and (7) revitalisation of Torajan language and artistic expression. Seven clusters of local wisdom values are identified as the pedagogical core, including sipanundu' (mutual support), Tallulolona (ecological equilibrium), Sipakaboro' (mutual care), and kada disedan sarong (oral ethical literature). Enabling factors include elder engagement, strong community ownership, and experiential learning methodology; inhibiting factors encompass digital cultural competition, facilitator regeneration urgency, funding constraints, and limited local government recognition. These findings contribute an ethno-pedagogical model demonstrating that community-based indigenous education can serve simultaneously as a mechanism of cultural heritage preservation, character formation, and social cohesion.
Copyright (c) 2026 Gracesika Datu Mangontan, Rahma M, Nurlina Syahrir https://creativecommons.org/licenses/by-sa/4.0
Religious Education and Digital Ethics Awareness Against Doxing: A Quantitative Study of University Students in Indonesia
Doxing the non-consensual public disclosure of personal information constitutes a growing threat to digital privacy among university students in Indonesia. This study examines the influence of compulsory Religious Education learning on students' digital ethics awareness in the context of doxing. A cross-sectional descriptive-correlational survey design was employed. Using purposive sampling and Slovin's formula (e = 5%), 94 participants were recruited from a population of 123 students who had completed Religious Education at Politeknik Negeri Batam, Indonesia. Data were collected via a validated 36-item Likert-scale questionnaire (Cronbach's α = 0.912 and 0.897). Analysis incorporated descriptive statistics, Kolmogorov-Smirnov normality testing, ANOVA linearity testing, Spearman rank correlation, and simple linear regression. Most students demonstrated high Religious Education internalization (98.9%) and high digital ethics awareness (95.7%). Spearman correlation indicated a very strong positive association (rₛ = 0.833, p < .001). Simple regression confirmed that Religious Education explained 71.6% of the variance in digital ethics awareness (R² = 0.716; F = 231.90; p < .001; Cohen's f² = 2.52), with a regression coefficient of b = 0.956 (95% CI [0.832, 1.081]). Religious Education serves as a substantively effective instrument of digital character formation. The theological grounding of Islamic ethical values — particularly hifzh al-'irdh (safeguarding dignity) — appears to confer moral robustness beyond that of rule-based or literacy-oriented approaches. Implications for curriculum design, institutional policy, and interdisciplinary research on digital ethics education are discussed.
Copyright (c) 2026 Fadli Firdaus, Mia Syafrina https://creativecommons.org/licenses/by-sa/4.0
Exploring Pedagogical Innovations to Address Low Student Interest in Islamic Religious Education at Islamic Senior High School
Islamic Religious Education (IRE) is pivotal in shaping students’ moral character, yet educators struggle to sustain engagement among digital-native adolescents. This qualitative case study explored pedagogical innovations implemented by IRE teachers to address low learning interest among eleventh-grade students at SMA Islam El Syihab, Bandar Lampung, Indonesia, examining student responses, pedagogical challenges, and coping strategies. Data were gathered through classroom observations, in-depth interviews with teachers and students, and documentation, and then analyzed using an interactive model (data condensation, display, and conclusion drawing) with source and method triangulation ensuring credibility. The findings reveal that teachers integrated active-learning methods (group discussions, case studies, collaborative projects), digital tools (PowerPoint, Canva, YouTube, Kahoot!), and reward-based quizzes, explicitly linking content to contemporary adolescent experiences. These innovations enhanced student attention, participation, and enthusiasm, though outcomes varied due to differing comprehension speeds, fluctuating concentration, and limited instructional time. Teachers mitigated these challenges through adaptive grouping, diverse visual media, and interactive activities. This study concludes that continuous, contextual, and learner-sensitive pedagogical innovation effectively fosters student interest, offering a holistic account of innovation beyond rigid, single-model frameworks. Future research should quantitatively examine the comparative effectiveness of specific innovation models on learning outcomes at a broader scale.
Copyright (c) 2026 Muhammad Saddam Husain, Ali Murtadho, Didik Wahyudi https://creativecommons.org/licenses/by-sa/4.0
Linguistic and Non-Linguistic Barriers to Maritime English-Speaking Proficiency: A Qualitative Investigation at Barombong Merchant Marine Polytechnic
Maritime English-speaking proficiency is a critical competency for seafarers to ensure safe and effective international maritime communication. However, speaking performance among vocational maritime cadets in Indonesia routinely falls below required global standards. This qualitative descriptive study, employing a narrative inquiry approach, investigated the specific English-speaking difficulties and underlying influencing factors among twenty purposively selected fourth-semester Marine Engineering cadets at Barombong Merchant Marine Polytechnic. Data collected via in-depth interviews and non-participant classroom observations were systematically analyzed utilizing the Miles and Huberman framework. The findings reveal that cadets confront severe linguistic barriers (restricted vocabulary, pronunciation errors, and grammatical deficiencies) alongside profound psychological hurdles (debilitating anxiety, low self-confidence, and fear of making mistakes). Furthermore, these difficulties are compounded by an interplay of internal and external factors, including socio-economic backgrounds, conventional instructor pedagogy, substandard language facilities, senior peer pressure, and exhaustive physical training schedules. Collectively, these multi-dimensional constraints severely impede communicative competence. This study underscores the urgent need for targeted pedagogical interventions, curriculum alignment, and institutional policy reforms to enhance Maritime English proficiency and ensure global maritime workforce readiness.
Copyright (c) 2026 Sarce Sampe Bungin, Nursyam Nursyam, Ratno Ratno, Lilik Yulianingsih , Ariswanto Sa’pang https://creativecommons.org/licenses/by-sa/4.0
Mahabbah as Curriculum: Actualizing a Love-Based Framework for Cultivating Intellectual-Ulama in Indonesian Islamic Boarding Schools
Contemporary Islamic education confronts a persistent epistemological dichotomy between religious and secular knowledge, producing graduates who are intellectually competent yet morally underdeveloped, or ritually observant yet socially disengaged. This study investigates how a mahabbah-based (love-based) curriculum is actualized at the As’adiyah Sengkang Islamic Boarding School (pesantren), Indonesia, aiming to reconstruct an intellectual-ulama profile that integrates revelatory and rational knowledge within a holistic educational paradigm. An intrinsic qualitative case study design was employed. Data were generated through twelve months of participatory observation, purposively sampled in-depth interviews with 18 participants (leaders, curriculum specialists, and students), and systematic document analysis. Thematic analysis followed the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was established through source/methodological triangulation, member checking, and prolonged engagement. The findings reveal that five interconnected dimensions of mahabbah—transcendental, humanistic, intellectual, ecological, and civic—function as the ontological and epistemological spine of the curriculum. Each dimension features discernible curricular, pedagogical, and evaluative manifestations that collectively reinforce the intellectual-ulama profile. This mahabbah-based curriculum represents a theoretically grounded and practically viable model for resolving the knowledge dichotomy in Islamic education. It advances a holistic curriculum paradigm wherein love operates as a transformative educational force, offering a replicable framework for pesantren and broader Islamic educational institutions globally.
Copyright (c) 2026 Baso Syafaruddin, Harling Danil, M. Sarda, Ahmad Rahanyaan https://creativecommons.org/licenses/by-sa/4.0
Understanding Students' Psychological Readiness: Analysis of Motivation and Anxiety Levels Among High School Badminton Student-Athletes
Psychological readiness is a vital component in physical education and school sports, yet empirical attention often skews toward physical and tactical training, neglecting the deep psychological experiences of student-athletes facing competitive school championships. This study aims to analyze the intrinsic and extrinsic configurations of motivation and pre-competition anxiety among senior high school (SMA) badminton student-athletes representing their school in a regional student championship. Using a descriptive qualitative research design, this study investigated six senior high school badminton student-athletes selected through purposive sampling. Data were collected using semi-structured interviews, non-participant observations during school-level preparation, and document analysis. The data were evaluated through Miles and Huberman’s interactive qualitative analysis, consisting of data reduction, data display, and conclusion drawing. Trustworthiness was preserved using source and technique triangulation. The thematic synthesis indicated that students’ motivation levels prior to the match were predominantly high to very high, heavily driven by intrinsic athletic self-improvement and extrinsic social reinforcement (coach support, peer recognition, and school pride). Conversely, student-athletes also manifested high levels of pre-competition cognitive and somatic anxiety, triggered by academic-athletic role conflicts, fear of failure, and the intimidating atmosphere of the championship. High motivation does not automatically insulate student-athletes from severe anxiety. Physical education teachers and school sports coaches must integrate structured psychological skill training (PST) alongside standard tactical instruction to optimize students' mental health and athletic performance.
Copyright (c) 2026 Ian Saputri, Muhammad Ishak, Ahmad Adil https://creativecommons.org/licenses/by-sa/4.0
Wall Stroke Training and Precision with Tempo Training on Groundstroke Accuracy Among High School Tennis Students
Groundstroke accuracy is a foundational technical skill in competitive tennis, yet many secondary school student-athletes fail to achieve consistent precision despite adequate stroke mechanics. This study examined the comparative effects of wall stroke training and precision with tempo training on groundstroke accuracy among senior high school tennis students. A quasi-experimental two-group pretest–posttest design was employed. Twenty male students enrolled in the extracurricular tennis program of a senior high school in Makassar City were selected through purposive sampling and randomly assigned to two groups of ten. Both groups underwent a 12-session, four-week structured intervention. Groundstroke accuracy was assessed using the Hewitt Tennis Accuracy Test before and after the intervention. Data were analyzed using paired-sample t-tests for within-group comparisons and independent-sample t-tests for between-group comparisons (α = 0.05). Both training methods produced statistically significant improvements in groundstroke accuracy (p < 0.05). However, the precision with tempo training group demonstrated a significantly greater mean gain (Δ = 6.80 points) compared to the wall stroke training group (Δ = 3.70 points), with the between-group difference confirmed as statistically significant (p < 0.05). These findings indicate that training designs integrating rhythmic control, tempo regulation, and target-based accuracy are more effective than repetitive wall-based practice for improving tennis groundstroke performance in school contexts. The results have practical implications for physical education teachers and extracurricular coaches designing tennis training programs in secondary schools.
Copyright (c) 2026 Nurul Lutfiah, Andi Ihsan, Ahmad Adil https://creativecommons.org/licenses/by-sa/4.0
Quality of Sociology Learning Through Reflection-Embedded STAD Cooperative Learning: An Indonesian Senior High School
Sociology education in secondary schools is expected to develop critical thinking and sociological reasoning, yet instruction often remains teacher-centred and weakly participatory, limiting both the quality of the learning process and the depth of conceptual understanding. This study examined whether embedding a structured cooperative-reflection phase within the Student Teams–Achievement Divisions (STAD) model could improve the process and outcome quality of sociology learning. Using a two-cycle classroom action research design based on the Kemmis and McTaggart model, the intervention was implemented with 40 Grade XI students at a public senior high school in Wajo, Indonesia. Process quality was monitored through structured observation of individual and group engagement, and learning outcomes were assessed through validated end-of-cycle tests; data were analysed using qualitative thematic coding and descriptive statistics, with classical mastery set at 85% as the success criterion. Classical mastery rose from 92.5% in Cycle I to 100% in Cycle II, and the proportion of students reaching the highest achievement band increased from 85% to 97.5%. More notably, observed engagement indicators—question-asking, volunteering, and contributing to peer groups—were initially low in Cycle I and improved after reflection-informed adjustments such as group rotation and stronger scaffolding in Cycle II. The findings suggest that the gains were driven less by raising bare pass rates, which were already high, than by deepening engagement and consolidating understanding through structured reflection. The study contributes a transferable, reflection-embedded variant of STAD for sociology teaching while acknowledging the limits of single-class action research.
Copyright (c) 2026 Sadri Sadri https://creativecommons.org/licenses/by-sa/4.0
Physical and Cognitive Predictors of Badminton Short Serve Mastery in High School
Mastery of open-motor skills like the badminton short serve is often hindered by an incomplete understanding of cognitive-motor interactions. This study evaluated physical (arm muscle strength, X1; hand–eye coordination, X2) and cognitive (concentration, Y) predictors of badminton short serve mastery (Z) among high school student-athletes (N=25, aged 15–17), positioning concentration as a mediator. Utilizing a quantitative explanatory correlational design, data were collected via validated field tests and analyzed using path analysis. The empirical model accounted for 58.8% of the total variance in serving proficiency. Arm muscle strength acted as a dominant predictor, exerting significant direct effects on concentration (beta = 0.514, p < 0.05) and short serve mastery (beta = 0.421, p < 0.05). Sobel tests confirmed that concentration significantly and partially mediated the relationship between arm strength and serving performance (Z = 1.978, p = 0.047), amplifying the total integrative effect to 0.659, alongside its own direct impact on mastery (beta = 0.463, p < 0.05). Conversely, hand–eye coordination yielded no significant direct or indirect effects (p > 0.05). These findings demonstrate that technical mastery relies on both biomechanical readiness and cognitive control, where upper-body strength underpins the cognitive stability required for precise execution. Consequently, sports pedagogy should integrate targeted physical conditioning with structured cognitive training.
Copyright (c) 2026 Nur Najemunnisa, Ahmad Adil, Andi Ridwan https://creativecommons.org/licenses/by-sa/4.0
Educational Transformation as a Strategic Solution to Prevent Early Marriage: A Quantitative Study among Senior High School Students
Early marriage remains a critical socio-economic and public health challenge in Sidrap Regency, South Sulawesi, Indonesia, severely limiting adolescent development and exacerbating school dropout rates. This study examines the effect of educational transformation—operationalized through digital accessibility, a life-skills-based curriculum, and guidance counseling—as a strategic institutional mechanism to mitigate early marriage among vulnerable youth populations. Utilizing a quantitative approach with a cross-sectional survey design, primary data were gathered from 385 senior high school students aged 15–19 years, who were selected via multi-stage stratified random sampling techniques. Multiple linear regression analysis was applied to evaluate empirical relationships. The results demonstrate that educational transformation significantly enhances adolescents’ early marriage preventive intentions, jointly explaining 54.2% of the variance (R2 = 0.542, p < .001). Guidance counseling emerged as the most dominant predictor (β = 0.441), followed by the life-skills curriculum (β = 0.394) and digital accessibility (β = 0.162). These findings suggest that optimizing institutional support frameworks, particularly school counseling services and integrated reproductive-health literacy, offers the most potent lever for behavior modification. Theoretically, this research bridges educational sociology and macro-social adolescent behaviors. Practically, it provides a robust, data-driven framework for the Sidrap Regency government and educational policymakers to implement targeted, curriculum-based interventions to systematically reduce regional early marriage rates while highlighting the critical need for sustainable multi-sectoral collaborations.
Copyright (c) 2026 Nurul Hudayanti Mahas, Besse Mutmainnah, Muhammad Ardi, Muh. Nasrullah Yusri, Rasma Rasma, Afriani Afriani, Muhammad Edwin, Dewi Marwah, Andi B. Daulat Samallangi, Andi Lutfia Qalbi https://creativecommons.org/licenses/by-sa/4.0
Students' Learning Outcomes in Science and Social Studies (IPAS) through the Picture and Picture Cooperative Learning Model
This study aimed to improve the Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial, IPAS) learning outcomes of Grade IV students at Elementary School Syota, Pulau Moa District, Southwest Maluku Regency, Indonesia—a school situated in a remote, outermost, and underdeveloped (Terdepan, Terluar, dan Tertinggal, 3T) archipelagic region—through the implementation of the Picture and Picture cooperative learning model. A Classroom Action Research (CAR) design was employed, comprising two cycles conducted from August to September of the 2024/2025 academic year and involving 12 Grade IV students (8 male, 4 female) as research subjects. Data were collected through written achievement tests, structured classroom observation, and documentation and were analyzed using quantitative descriptive statistics benchmarked against the school's Learning Objective Achievement Criteria (Kriteria Ketercapaian Tujuan Pembelajaran, KKTP). The findings indicated classical learning mastery increased consistently across the three assessment points, from 45.45% at the pre-test to 63.63% at the end of Cycle I and 100% at the end of Cycle II, accompanied by a rise in the class mean score from 72.72 to 85.00. Reflective refinements introduced between cycles — including strengthened scaffolding, improved visual instructional materials, and more consolidated formative feedback — were instrumental in the substantial gains observed in Cycle II. The findings offer a low-cost, technology-independent instructional alternative that teachers in resource-constrained island schools can readily adopt to strengthen conceptual understanding and active participation in IPAS instruction.
Copyright (c) 2026 Wasti Yakobus, Samuel P. Ritiauw, Sefanya Sairiltiata https://creativecommons.org/licenses/by-sa/4.0
Adaptive-Psychological Learning Framework: Redefining Human Nature and Methodology in the Digital Era
The growing digitalization of education has accelerated the mechanization of learning, frequently marginalizing the psychological dimensions of human nature. Prevailing methodologies prioritize narrow cognitive outcomes while neglecting autonomy, affective engagement, and the social essence of learners, resulting in diminished meaning and learner well-being. This study critically analyzes the philosophical and practical implications of human nature—as conceptualized in behaviorism, cognitivism, and humanistic psychology—for the transformation of learning methodologies in contemporary educational contexts. A qualitative library research design was employed, drawing on systematic searches of Scopus, ScienceDirect, and Google Scholar. Content analysis and thematic synthesis were applied to 28 peer-reviewed sources published between 2000 and 2023, with theoretical triangulation used to ensure rigor. Three complementary psychological pillars were identified: behaviorism’s contribution to structured feedback, cognitivism’s emphasis on scaffolded mental construction, and humanism’s prioritization of autonomy and self-actualization. Synthesis of these pillars yields an Adaptive-Psychological Methodology (APM) framework. Additionally, the concept of Digital Humanism is proposed, repositioning technology as an amplifier of human agency rather than a substitute for it. Student psychological well-being is argued to constitute a primary indicator of educational success, superseding exclusive reliance on cognitive achievement metrics. Meaningful educational transformation requires a paradigm shift from mechanistic, teacher-centered instruction toward human-centered, facilitative methodologies grounded in psychological science. The three-stage Reorientation–Reconstruction–Resonance (3R) strategic framework is offered as a practical guide for educators, curriculum designers, and policymakers.
Copyright (c) 2026 Andi Najamuddin, Mansur Mansur, Fatmawati Fatmawati, Baso Syafaruddin https://creativecommons.org/licenses/by-sa/4.0
Pa’bussuk Music as a Vehicle for Character Education: Educational Values and Learning Processes in Secondary Schools
The erosion of youth engagement with traditional arts and the poor integration of local wisdom into formal curricula challenge character education in Indonesian secondary schools. This study investigates the educational values embedded in Pa’bussuk, a Torajan bamboo percussion ensemble, and examines its pedagogical transmission mechanisms at Middle School 2 Balusu, North Toraja, Indonesia. Employing a qualitative descriptive design, data were generated through two cycles of participatory observation across eight structured practice sessions, semi-structured interviews with three key informants (teachers, instructors, and students), and documentation analysis. Data validity was ensured through source and methodological triangulation. Thematic analysis, guided by the Ministry of National Education’s character framework, identified four interconnected value clusters within Pa’bussuk organology and performance: root (integrity), culm (honesty), branch (cooperation), and leaf (creativity). Results indicated that across two instructional cycles, students demonstrated progressive internalization of five core character constructs, with communicativeness and responsibility showing the most robust development. The pedagogical pathway—comprising imitation, routine rehearsal, creative variation, and public performance—effectively bridged technical musical competence with affective character formation. This study concludes that Pa’bussuk practice constitutes a potent, multi-dimensional pedagogical medium. It provides a replicable, culturally responsive model for integrating traditional arts-based character education into formal secondary school curricula.
Copyright (c) 2026 Shophianto Tarampak, Rahma M, Syakhruni Syakhruni https://creativecommons.org/licenses/by-sa/4.0
Liberal Feminism in Novel Broken Strings and Its Relevance to Indonesian Language Learning in Madrasah Aliyah
This study aims to describe the representation of liberal feminism in Aurelie Moeremans's novel Broken Strings and to examine its relevance to Indonesian language learning among eleventh-grade students at MA ZAHA 3. A descriptive qualitative approach was employed. The primary data source was the novel itself, while secondary data were obtained through interviews with four eleventh-grade students and relevant scholarly literature on liberal feminism. Data were collected through literature review, documentation of textual excerpts, and semi-structured interviews, and were analyzed using the interactive model of Miles and Huberman, comprising data reduction, data display, and conclusion drawing, with source triangulation used to establish trustworthiness. The findings reveal five recurring forms of injustice experienced by the female protagonist—psychological violence, physical violence, domination, forced dependency, and unequal treatment—alongside five corresponding forms of resistance and empowerment: courage in confronting adversity, resistance to oppression, efforts toward recovery, growing independence, and autonomous decision-making. These patterns collectively constitute a representation of liberal feminism centered on individual freedom, equality of rights, and women's pursuit of autonomy. Student interviews further indicate that the novel is considered linguistically accessible and thematically relevant, containing social and moral values pertinent to adolescent readers, supporting its potential use as literary teaching material in Indonesian language instruction at the senior secondary level.
Copyright (c) 2026 Siti Jamila, Wahyu Lestari, Ahmad Ilzamul Hikam https://creativecommons.org/licenses/by-sa/4.0
Students' Poetry Writing Skills Through the Mind Mapping Method: A Remote Indonesian Elementary School
Poetry writing is a highly demanding literacy competency for young learners, yet conventional instruction in Indonesian elementary schools often lacks the necessary scaffolding. This collaborative classroom action research (CAR) study investigated whether the mind mapping method could enhance poetry writing ability by stimulating divergent thinking during the prewriting stage. Following the Kemmis and McTaggart spiral model, the intervention was conducted across two instructional cycles involving all 14 fifth-grade students at SD Inpres Naumatang, a remote public elementary school. Data were gathered through structured observations, documentation, and performance-based tests evaluated across three core rubrics: title, diction, and figurative language. The results demonstrated progressive improvement: the class mean rose from 61.10 (pre-test) to 66.00 (Cycle I), and ultimately to 73.29 (Cycle II). Crucially, classical mastery skyrocketed from 28.57% to 100.00% by the end of Cycle II. The most significant gains occurred in diction selection and figurative language, driven by optimized mind map exemplars, intensified individualized guidance, and enhanced thematic autonomy. This study extends the literature by applying mind mapping to the cognitively demanding domain of poetry in an under-researched remote-school context. It reframes mind mapping as a critical cognitive scaffold mediating divergent thinking and creative linguistic expressions, providing elementary educators with a replicable pedagogical sequence.
Copyright (c) 2026 Martha Sendi Laurika, Zainudin Notanubun, Stelie D. Ratumanan https://creativecommons.org/licenses/by-sa/4.0
Development of Android-Based Interactive Media as a Learning Tool for Informatics Education in Junior High School
This study aimed to develop and evaluate Android-based interactive media as a learning tool for Informatics education in junior high schools, addressing the continued reliance on conventional print media that limits active student engagement with computational-thinking and digital-literacy competencies. A Research and Development (R&D) design was employed, synthesizing the Plomp, ADDIE, and Borg and Gall models into five stages: investigation, design, development, analysis and revision, and dissemination. The media was validated by two subject-matter experts and two media experts, then trialed with students and teachers from two public junior high schools in Makassar City, Indonesia, culminating in a large-group trial involving 60 students and 12 teachers. Data were analyzed descriptively for validity and practicality and inferentially using a paired-sample t-test for effectiveness. The media achieved a very valid rating from subject-matter experts (82%) and media experts (85%), and very practical ratings across the individual (81%), small-group (87%), large-group (87%), and teacher-response (90%) trials. Learning outcomes improved significantly from pre-test (M = 58.92, SD = 19.03) to post-test (M = 85.83, SD = 11.76), t (59) = -10.91, p < .001. These findings indicate that Android-based interactive media integrating instructional videos, self-paced navigation, automated-feedback quizzes, and educational games is a valid, practical, and effective tool for improving Informatics learning outcomes at the junior secondary level. The study contributes an empirically validated, game-enhanced mobile-learning model that can inform the design of similar digital learning media in resource-constrained secondary-school settings.
Copyright (c) 2026 Idul Fitrianti, Anas Arfandi, Andi Muhammad Irfan https://creativecommons.org/licenses/by-sa/4.0
AI-Integrated Classroom Action Research for Enhancing Students' Critical Thinking Skills: A Systematic Review
The rapid development of Artificial Intelligence (AI) in education has opened new opportunities for pedagogical innovation, including in the practice of Classroom Action Research (CAR). This study aims to analyze and synthesize how AI is integrated across the CAR cycle and to examine its contribution to the development of students' critical thinking skills. A systematic literature review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Twenty peer-reviewed articles published between 2023 and 2026, retrieved from Google Scholar, ScienceDirect, and ERIC, were analyzed through thematic categorization and narrative synthesis. AI is no longer positioned merely as an instructional tool; it is increasingly embedded across all stages of the CAR cycle, with the most prominent role emerging in the observation and reflection phases, where it supports learning data analysis and delivers rapid, adaptive feedback. AI integration is associated with improved student engagement and learning outcomes, as well as stronger analytical, evaluative, and argumentation skills. However, the benefits are not automatic: unstructured or excessive use of AI risks fostering dependency and reducing the depth of students' independent thinking. This review offers one of the first comprehensive syntheses of AI integration across the entire CAR cycle—planning, acting, observing, and reflecting—linking it explicitly to critical-thinking development within a reflective, teacher-led inquiry framework, an intersection that remains underexplored in the extant literature.
Copyright (c) 2026 Yusriani Yusriani, Andi Yuyung https://creativecommons.org/licenses/by-sa/4.0
Developing an Interactive E-Booklet Based on Multimedia Learning Theory to Improve Learning Outcomes on Biodiversity
Students frequently struggle with biodiversity concepts due to abstract materials and conventional, static text-based learning. This study aimed to develop, assess the feasibility and practicality, and evaluate the effectiveness of an interactive e-booklet based on multimedia learning theory to enhance student learning outcomes. Utilizing a 4D Research and Development (R&D) model, a sample of 50 tenth-grade students was selected via cluster sampling and divided equally into experimental and control classes at SMA Islam Al Ulum Terpadu Medan. Data gathered through validation sheets, practicality questionnaires, and pretest-posttest cognitive instruments were analyzed using Normalized Gain (N-Gain) and Mann–Whitney U tests. Material experts validated the product as Very Feasible with a 100% consistency score. Practicality metrics increased significantly from Feasible (67.50%) to Very Feasible (86.25%) for teachers, and consistently remained Very Feasible for students in small-group (78.13%) and large-group (88.30%) trials. Crucially, the experimental group achieved a higher posttest average of 93.00 and a medium N-Gain of 0.42, significantly outperforming the control group's posttest average of 80.00 and low N-Gain of 0.25 (Z-count > Z-table). This research contributes an innovative digital solution that actively mitigates cognitive overload, facilitates autonomous learning, and provides teachers with a proven pedagogical tool to optimize students’ conceptual mastery in biology education.
Copyright (c) 2026 Yachsifa Muna, Aida Fitriani Sitompul https://creativecommons.org/licenses/by-sa/4.0
Islamic Education and Local Governance: A Collaborative Framework for Combating Child Marriage
Early marriage in Welado Village, Indonesia, remains a persistent developmental challenge, driven by cultural resistance and superficial religious internalization. This study analyzes the educational collaboration between village government and the community in mitigating early marriage, examining the role of Islamic education in enhancing collaborative effectiveness. Utilizing a descriptive-qualitative approach, data were gathered through in-depth interviews, participatory observation, and documentation with key local stakeholders. Analysis followed data reduction, display, and verification stages, framed around five collaboration dimensions: common purpose, mutuality, enabling environment, trust, and specific personal characteristics. The findings reveal that while common purpose, mutuality, and enabling environments function optimally through shared educational visions, significant constraints persist within trust and specific personal characteristics due to negative public perception and weak cross-sectoral coordination. From an Islamic education perspective, these structural-cultural barriers occur because the core tenets of maslahah (public good), amanah (trustworthiness), and akhlaq (character formation) remain unintegrated into the collaborative framework, rendering existing approaches merely administrative. Theoretically, this study pioneers a community-empowerment-based model of Islamic education. Practically, it underscores the necessity of embedding Islamic educational values as a moral-spiritual foundation within village policies to foster transformative collective awareness for early marriage eradication.
Copyright (c) 2026 Andi Utari Samsir, Ahmad Muktamar, Muhaemin Muchlis, Fitriani Fitriani, Reski Amaliah, Hasdi Anugrah, Muh. Akmal Mubaraq, Lailatil Qadriani, Aulia Novita Handayani https://creativecommons.org/licenses/by-sa/4.0
Industrial Practice and Communication Skills: Work Readiness of Electronic Engineering Education Students
This study examines the effect of industrial practice and communication skills on the work readiness of students in the Electronic Engineering Education Department at Universitas Negeri Makassar, Indonesia. Work readiness is a crucial outcome of higher education, particularly for students preparing to enter the professional workforce, yet prior studies have rarely modeled industrial practice and communication skills jointly within a single regression framework in the vocational-engineering context. A quantitative ex-post facto design was employed, drawing on the entire population of 47 fourth-year students who had completed their industrial internship, using a validated four-point Likert-scale questionnaire (15 items per variable). Data was analyzed through multiple linear regression in IBM SPSS Statistics 29, following tests of validity, reliability, and classical assumptions. The results show that (1) industrial practice has a positive and significant partial effect on work readiness (t = 2.165, sig. = 0.034 < 0.05); (2) communication skills have a positive and significant partial effect on work readiness (t = 3.580, sig. = 0.001 < 0.05); and (3) industrial practice and communication skills simultaneously and significantly affect work readiness (F = 86.529, sig. = 0.001 < 0.05), jointly explaining 78.8% of the variance in work readiness (Adjusted R² = 0.788), with communication skills exerting the more dominant influence (b = 0.709) relative to industrial practice (b = 0.240). These findings suggest that vocational teacher-education curricula should integrate structured industrial-practice programs with deliberate communication-skills training to strengthen graduate employability.
Copyright (c) 2026 Vionisa Gassa Langan, Hasanah Nur, Muh. Ma'ruf Idris https://creativecommons.org/licenses/by-sa/4.0
Emotional Intelligence and Learning Interest in Islamic Religious Education and Character Building among Students at High School
Learning interest is a critical determinant of students' success in the instructional process. In practice, however, many students continue to display low enthusiasm, limited concentration, and minimal engagement during Islamic Religious Education and Character Building (PAI and BP) lessons. Emotional intelligence has been proposed as a factor associated with this problem. This study examined the relationship between emotional intelligence and learning interest among students enrolled in PAI and BP at High School 3 Bandar Lampung, Indonesia. A quantitative correlational, ex post facto design was employed. The population consisted of 233 tenth-grade students, from which 70 respondents were drawn using Slovin's formula (10% margin of error) and a simple random sampling technique. Data were collected through a validated and reliable Likert-type questionnaire and analyzed using Kolmogorov-Smirnov normality tests, linearity tests, and Pearson product-moment correlation. The analysis yielded a correlation coefficient of r = 0.460 with a significance value of p = 0.000 (p < 0.05), indicating a statistically significant, positive relationship of moderate strength between emotional intelligence and learning interest. Students with higher emotional intelligence tended to report higher learning interest, and vice versa. These findings suggest that emotional intelligence plays a meaningful role in fostering learning interest and should be considered in efforts to improve the quality of Islamic religious education instruction.
Copyright (c) 2026 Nuriski Hairuniska, Siti Zulaikhah, Zahra Rahmatika https://creativecommons.org/licenses/by-sa/4.0
Managing Qur'an Memorization Learning through the Tasmi' Method: An Indonesian Islamic Boarding School
Although tasmi’ the practice of aloud Quranic recitation for verification is widely utilized across Indonesian tahfidz (memorization) institutions, its specific internal management mechanisms remain underdocumented in empirical literature. This qualitative case study examines the management, implementation, and overall effectiveness of the tasmi’ method at the As'adiyah Central Mosque Tahfidz Institution in Sengkang, Indonesia. Data was gathered through semi-structured interviews with seven purposively selected informants, including the head, deputy head, instructors, and students, alongside non-participant observations and extensive document reviews. Data analysis followed an interactive model of condensation, display, and conclusion drawing, with credibility established via source and method triangulation. The findings reveal a highly structured management sequence: specialized tajwīd coaching, daily memorization deposits, forty-one repetitions of a completed juz’ known as maddarasa patappulo seddi, and a public, livestreamed tasmi’ session. Supported by a rigorous five-juz’ certification scheme, this framework significantly strengthens recitation fluency, tajwīd accuracy, long-term retention (mutqin), student discipline, and self-confidence while systematically reducing performance anxiety. This study conceptualizes tasmi’ as a dual-function instrument serving both formative evaluation and character development. Moreover, it reframes the local maddarasa patappulo seddi tradition as an indigenous application of modern retrieval-practice and spaced-repetition principles, offering a highly transferable institutional model. Ultimately, these insights assist global tahfidz institutions aiming to optimize memorization quality through structured, community-witnessed oral examinations within Islamic educational management frameworks.
Copyright (c) 2026 Nurdalia Nurdalia, Taufiqurrahman Taufiqurrahman https://creativecommons.org/licenses/by-sa/4.0
Development of Audiovisual-Based Teaching Materials for the Paduppa Anida Dance: Traditional Dance Learning in Junior High School
Culturally grounded teaching materials remain scarce in secondary school dance education, and the transmission of the Paduppa Anida dance – a signature Bugis-Makassar welcoming dance created in 1965 – has been undermined by inconsistent movement variants circulating across community dance studios. This study develops, validates, and evaluates the effectiveness of an audiovisual teaching resource that reconstructs the dance's original repertoire for classroom use. A research and development (R&D) design following Thiagarajan's Four-D model (Define, Design, Develop, Disseminate) was employed. Movement material was reconstructed using Hawkins' exploration–improvisation–composition choreographic method and produced as a 9-minute, 720p audiovisual module. The product was reviewed by a dance-content expert and a media expert, then field-tested with Grade VII students (n = 20) at Junior High School 1 Makassar, Indonesia, in a limited trial (n = 6) followed by an extended trial (n = 15). The finding indicated that the product satisfied the Four-D development stages and achieved a mean expert-validated feasibility score of 87% (“very good” category) across both content and media dimensions. The extended field trial yielded a mean student-response score of 3.49 out of 4 (total score 787/900, “very good”), indicating gains in movement accuracy, learner confidence, and self-directed engagement relative to conventional instruction. The validated module offers teachers a standardized, reusable reference for authentic movement vocabulary and has been disseminated via YouTube to extend access beyond the classroom, supporting both in-class demonstration and independent student practice.
Copyright (c) 2026 Sitti Hariati, Nurlina Syahrir, Arifin Manggau https://creativecommons.org/licenses/by-sa/4.0
Tradition-Based Community Education Model: The Effectiveness of Maddengeng in Ecological Conflict Resolution
The conversion of forest land into maize plantations in Labissa Village during 2010–2011 disrupted the local ecosystem, triggering a surge in the wild boar (Sus scrofa) population and intensifying human–wildlife ecological conflict. This condition threatened household food security and underscored the urgency of transmitting indigenous ecological knowledge to younger generations before culturally rooted solutions are lost. This study analyzes the Maddengeng tradition as a community-based education model grounded in local wisdom for mitigating ecological conflict. A qualitative phenomenological case-study design was employed, combining in-depth interviews and participatory observation. Informants were selected through purposive sampling and comprised affected residents, customary authority figures (tokoh adat), and senior high school students. Data trustworthiness was established through source and method triangulation, and data were analyzed using an interactive model of reduction, display, and conclusion drawing. Findings indicate that Maddengeng has transformed from a subsistence hunting practice into an adaptive social-learning institution. For residents and customary leaders, the tradition strengthens social cohesion and facilitates conflict resolution; for senior high school students, participation functions as contextual character education and a vehicle for the transmission of local wisdom outside formal schooling. Theoretically and practically, this study contributes to the development of community-based education models that integrate indigenous knowledge into the informal curriculum for youth. It offers a sustainable pathway for maintaining ecological harmony, food security, and cultural identity preservation in Bone Regency, Indonesia.
Copyright (c) 2026 Amiruddin Amiruddin, Syamsul Bahri, Muh. Adnan Yusuf, Hermansyah Hermansyah, Resky Rahmadani, Dias Sanubari, Jesiqa Putri Amanda, Besse Agusnaeni, Besse Putri Ummiahani https://creativecommons.org/licenses/by-sa/4.0
Teaching Styles and Learning Motivation in Enhancing Futsal Dribbling Skills among Junior High School
Mastery of dribbling is fundamental for successful futsal performance, yet traditional physical education often struggles with low student motivation and monotonous instruction. This study examined the main and interaction effects of teaching style (reciprocal vs. command) and learning motivation (high vs. low) on futsal dribbling outcomes among junior high school students. Utilizing a true-experimental 2×2 factorial design, 32 eighth-grade students were selected via cluster random sampling and underwent 12 instructional sessions. Motivation was measured using a validated Likert-scale questionnaire, while dribbling skills were evaluated via Nurhasan’s standardized test. Data were analyzed separately by gender using two-way ANOVA (alpha = 0.05). The findings revealed that the reciprocal style yielded significantly higher dribbling outcomes than the command style for both male (M = 88.20 vs. 86.30) and female students (M = 89.00 vs. 87.33). Crucially, a significant teaching style × motivation interaction was found for both sexes (male: F (1,16) = 13.83, p = .002; female: F (1,8) = 12.25, p = .008). The reciprocal style excelled for highly motivated students, whereas the command style was more effective for low-motivated students. These insights demonstrate that instructional effectiveness is highly contingent on student motivation, suggesting that educators should dynamically adapt teaching styles rather than applying a uniform approach.
Copyright (c) 2026 Muh Imam Buhari, Poppy Elisano Arfanda, Muhammad Ishak https://creativecommons.org/licenses/by-sa/4.0
Cultivating Civic Virtue in Early Education: The Implementation of Pancasila Values in Primary School Students' Daily Behavior
The suboptimal implementation of Pancasila values among elementary school students, manifested in rising bullying, low discipline, and weak environmental responsibility, demands systemic investigation. This study examines how the five core Pancasila principles are integrated into students' daily behavior at a public primary school in South Tangerang City, while identifying key supporting and inhibiting factors. Employing a descriptive qualitative single case-study design, data was gathered over a four-week period via participant observation, structured teacher interviews, and extensive documentation. Analysis followed the classic Miles and Huberman framework (data reduction, display, and conclusion drawing), with trustworthiness rigorously ensured through source, technique, and time triangulation strategies. Findings reveal highly uneven implementation across the five principles: divinity values are most consistently practiced due to established daily routines, while unity and humanity values thrive primarily within structured activities. Conversely, democratic deliberation and social justice values weaken significantly once students operate outside direct teacher supervision. Crucial systemic facilitators include consistent teacher role-modeling, routine habituation, and active parental support. Meanwhile, primary barriers include a scarcity of explicit fairness-building activities, student over-dependence on external oversight, and unmonitored digital media influences. This study concludes that successful moral internalization depends heavily on sustained behavioral habituation rather than conceptual instruction alone, offering vital theoretical and practical implications for refining primary-level character-education policies.
Copyright (c) 2026 Saepudin Karta Sasmita, Dini Handayani https://creativecommons.org/licenses/by-sa/4.0
Experiencing Citizenship: How Immersive Pedagogies Transform Student Interest and Academic Achievement in Pancasila Education
Civic education in the twenty-first century faces substantial pedagogical challenges, particularly the dominance of teacher-centered instruction that constrains active student participation. In Indonesia, Pancasila Education is frequently delivered through conventional lecture-based methods, resulting in diminished learning motivation and suboptimal academic achievement among elementary school students. This empirical study examines the effect of combining Role-Playing and Experimental methods on the learning interest and academic outcomes of sixth-grade students at Elementary School 239 Inpres Nipa, Maros Regency, Indonesia. Employing a quantitative pre-experimental design with a One-Group Pretest-Posttest format, the research involved 20 sixth-grade students recruited through total (saturated) sampling. Data were collected via cognitive achievement tests, a Likert-scale learning interest questionnaire, structured observation sheets, and documentary records. The gathered data were analyzed descriptively and through analysis-of-variance (ANOVA) procedures using SPSS version 26. Findings revealed significant improvements post-intervention: the mean student learning outcome score rose from 45.00 to 82.50, while the mean learning interest score increased from 49.80 to 81.13. ANOVA results confirmed a highly statistically significant main effect (F = 309.932, p = 0.000 < 0.05). The integrated application of Role-Playing and Experimental methods fosters an interactive, experiential learning environment that strengthens students' deep comprehension of Pancasila values and active engagement in civic education. Ultimately, these methods constitute a viable instructional alternative for supporting the implementation of the Merdeka Curriculum in primary elementary schools.
Copyright (c) 2026 Neliana Neliana, Mulyadi Mulyadi, Badaruddin Kaddas https://creativecommons.org/licenses/by-sa/4.0
Culturally Adaptive Religious Leadership and Islamic Education Development in Muslim Minority Communities from Eastern Indonesia
Religious leaders occupy a pivotal role in sustaining Islamic education within remote, heterogeneous Muslim minority communities, yet their specific mechanisms remain undertheorized. This study investigated the roles of religious leaders in strengthening Islamic education through cultural integration in Buyasuri District, Lembata, East Nusa Tenggara, Indonesia, alongside its socio-cultural implications. Employing a descriptive qualitative design, this study selected 15 participants across three villages via purposive sampling, including religious, educational, and community figures. Data were gathered through semi-structured interviews, participant observation, and document analysis over a three-month period. Analysis followed the Miles–Huberman–Saldaña interactive model, ensuring trustworthiness through triangulation and member checking. The findings revealed that religious leaders execute four interrelated roles—educator, mentor, motivator, and moral exemplar—across formal and nonformal settings. Cultural integration is enacted by embedding Islamic teachings within indigenous Kedang linguistic conventions, ceremonies, and communal gatherings. This culturally adaptive approach significantly enhances community participation, social solidarity, and religious engagement. Principal enablers include high community trust and institutional legitimacy, whereas structural deficits and geographical remoteness present major barriers. Ultimately, this study proposes a conceptual model linking religious leadership, cultural integration, value internalization, and community empowerment, advancing the theoretical understanding of religiously embedded education in multicultural contexts.
Copyright (c) 2026 Fitrah Fauziah, Muhaemin Muhaemin, Fatmaridah Sabani https://creativecommons.org/licenses/by-sa/4.0
Adaptive Inquiry-Based Learning Applications for Enhancing Students' Critical Thinking Skills: An Innovative Approach
Despite the urgency of fostering critical thinking in the Society 5.0 era, conventional digital learning often overlooks individual learner diversity, particularly in the post-pandemic educational landscape. This study addresses this gap by developing and validating a cloud-hosted learning application based on the Adaptive Inquiry Approach. Utilizing a Research and Development (R&D) methodology via the six-stage Luther-Sutopo model (concept, design, material collection, assembly, testing, and distribution), the platform dynamically tailored multi-modal content (text, audio, video, and simulations) to match diverse learning styles (visual, auditory, read/write, and kinesthetic) for elementary students (grades IV–VI). The findings indicated that validation by an interdisciplinary panel of experts established outstanding conceptual, pedagogical, and technical viability, with all composite evaluation scores exceeding the 80% threshold. Concurrently, empirical assessment instruments demonstrated optimal item difficulty and robust discriminatory power in tracing cognitive gains, while supplementary guidebooks achieved high institutional feasibility. By shifting from a static, uniform instructional delivery model to a dynamic, algorithmically tailored inquiry framework, this platform bridges the digital-pedagogical divide without diluting instructional substance. This study contributes to the educational technology literature by offering a powerful, scalable blueprint to systematically empower students' critical thinking skills in the post-pandemic era.
Copyright (c) 2026 Musdalifah Nihaya, Nurhilaliyah Nurhilaliyah, Harun Nihaya, Nurhidayat Nurhidayat https://creativecommons.org/licenses/by-sa/4.0
Faith-Integrated Environmental Education in a Muslim-Majority Rural Community: A Qualitative Case Study South Sulawesi, Indonesia
Education for Sustainable Development increasingly recognizes that durable environmental behavior is rooted in intrinsic motivation rather than information provision alone. In Muslim-majority communities, Islamic ecotheology offers a culturally authentic foundation for environmental education, yet empirical research on its operationalization in real community settings remains limited. This qualitative case study investigates how Islamic ecotheological values function as a framework for non-formal and informal environmental education in Ganra Village, South Sulawesi, Indonesia, examining the factors sustaining community-wide environmental learning. Data were collected through purposive semi-structured interviews, participatory observation, and document analysis, then analyzed using the Miles, Huberman, and Saldaña interactive model. Three principal findings emerged: first, environmental awareness is grounded in Islamic faith, framing environmental care as ibadah (worship) through khalifah (vicegerency) and mizan (balance); second, ecotheological values are operationalized through five structured educational channels, including communal rituals and the BERGEGAS waste management program; third, six interdependent factors sustain learning, notably strong leadership, village regulations, and a deep Islamic heritage. The Ganra Village case demonstrates that faith-integrated environmental education, when institutionally scaffolded, produces highly persistent pro-environmental outcomes. This ProKlim-awarded model offers a replicable template for faith-based environmental education globally, advancing scholarship by demonstrating how ecotheology functions as a pedagogically coherent framework.
Copyright (c) 2026 Rudhi Rudhi, Herianti Herianti, Nurdin Nurdin, Nursyamsidar Nursyamsidar, Nurhaliza Nurhaliza, Nia Kartika Putri, Sita Damayantih, Indo Aco, Rahman Rahman, Naufal Fajrul Ihsan, Agung Setia Budi Wahid https://creativecommons.org/licenses/by-sa/4.0
Audiovisual Media to Improve Football Passing Learning Outcomes among Elementary School Students: A Classroom Action Research
This study aimed to improve students' learning outcomes in the football passing technique through the application of audiovisual media among fifth-grade students at Elementary School Inpres Tallo Tua I, Makassar, Indonesia. The main problem addressed was the low psychomotor learning outcomes of students, most of whom had not reached the Minimum Mastery Criterion (Kriteria Ketuntasan Minimal, KKM = 75). A Classroom Action Research (CAR) design was employed, implemented in two cycles, each consisting of planning, action, observation, and reflection phases. The participants were all 31 fifth-grade students (17 boys and 14 girls), selected through total sampling. Data were collected through observation, performance tests, and documentation, and were analyzed descriptively using mastery-learning percentages. The results showed that the application of audiovisual media significantly improved students' passing performance. The classical mastery percentage increased from 64.52% in Cycle I (mean score = 73) to 96.77% in Cycle II (mean score = 88), exceeding the pre-determined success indicator of 85% classical mastery. This improvement indicates that audiovisual media enhanced students' comprehension, motivation, and motor skills in performing the inside-of-the-foot passing technique correctly. It can be concluded that audiovisual media is an effective instructional tool for improving football passing learning outcomes among elementary school students. This study implies that the use of innovative and engaging instructional media is essential for improving the quality of physical education in primary schools.
Copyright (c) 2026 Abrar Abrar, Muh. Adnan Hudain, Ahmad Adil https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence-Assisted Learning Videos for Biotechnology Instruction: Effects on Senior High School Students' Learning Outcomes
This study examined the effect of Artificial Intelligence (AI)-assisted learning video on the biotechnology learning outcomes of senior high school students. A quantitative approach was employed using a quasi-experimental, pretest-posttest control group design, involving an experimental class and a control class at High School 1 Labuhan Deli, Indonesia, each consisting of 30 students (N = 60). Learning outcomes were measured using 15 multiple-choice items selected from an initial pool of 30 items covering cognitive levels C1 to C6 of Bloom's Taxonomy, following item-trial procedures encompassing validity, reliability, discrimination index, and difficulty level. Data was analyzed using tests of normality and homogeneity, followed by a paired-sample t-test. The pretest results indicated comparable baseline ability between the control (M = 47.11) and experimental (M = 45.78) groups. After treatment, the experimental group's posttest mean (M = 89.55) was considerably higher than that of the control group (M = 72.00), corresponding to mean gains of 43.77 and 24.89 points, respectively. Hypothesis testing confirmed a statistically significant difference between groups (t = 7.03 > t-table = 2.00; p = 0.000 < 0.05). The largest gains in the experimental group occurred on indicators related to the utilization of microorganisms, tissue culture, and cloning and genetic engineering, suggesting that AI-assisted video is particularly effective for visualizing abstract, microscopic biological processes. These findings indicate that AI-assisted learning video is a more effective instructional medium than conventional lecture-and-textbook teaching for biotechnology content, and broader adoption of such media is recommended for similarly abstract topics in biology education.
Copyright (c) 2026 Rieke Octaviani Aritonang , Eko Prasetya https://creativecommons.org/licenses/by-sa/4.0
Emotional Intelligence and Motivation as Predictors of Lower Secondary School Students’ Mathematics Achievement
Emotional intelligence (EI) and learning motivation are widely recognized as critical non-cognitive factors influencing academic success. However, empirical evidence regarding their impact on mathematics achievement within Indonesian Secondary School contexts remains limited. This study examines the individual and simultaneous effects of EI and learning motivation on mathematics learning outcomes among Grade VIII students. Utilizing an ex-post facto quantitative design, a saturated sampling technique was employed to select all 50 Grade VIII students from Lower Secondary School 12 Bulukumba, South Sulawesi, Indonesia. Data was collected via a validated mathematics achievement test and two Likert-scale questionnaires assessing EI and motivation. Descriptive and inferential statistical analyses, including multiple linear regression, were performed using SPSS. Descriptive results categorized student EI as high (M=51.62, SD=4.34), learning motivation as high (M=53.60, SD=6.66), and mathematics outcomes as moderate (M=75.80, SD=10.90). Inferential analysis revealed that EI significantly predicted mathematics outcomes (R2 = 0.14, p = 0.008), and learning motivation emerged as a stronger individual predictor (R2 = 0.302, p<0.001). Simultaneously, both variables exerted a significant combined effect, explaining 39.2% of the variance (R2 = 0.392, p<0.001). These findings underscore the critical role of affective factors in STEM education, suggesting that integrating socio-emotional development programs into secondary mathematics instruction can significantly enhance student performance.
Copyright (c) 2026 Fathrul Arriah, Abd. Kadir Jaelani, Ilhamuddin Ilhamuddin, Ahmad Syamsuadi, Ririn Anggraeni https://creativecommons.org/licenses/by-sa/4.0
Holistic Pedagogical Strategies: Combating Bullying in Islamic Secondary Schools Through Religious Education
This study examines the strategies employed by Islamic Religious Education (PAI) teachers to prevent bullying at Islamic Secondary School 1 Poso, Poso Regency, Central Sulawesi Province, Indonesia. Bullying remains one of the most pressing problems in contemporary educational settings, generating substantial adverse consequences for students' mental health and social development. This study aimed to describe the forms of bullying occurring in the research site, identify their contributing factors, and analyze the strategies implemented by Islamic Religious Education teachers to prevent them. A qualitative descriptive-exploratory design was employed, combining pedagogical and psychological perspectives. Data were collected through direct observation, in-depth interviews with the head of madrasah, Islamic Religious Education teachers, guidance and counseling teachers, the vice-head for student affairs, and students, together with documentation studies, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that verbal bullying is the most prevalent form encountered, driven by family disharmony, the school environment, and social media exposure. The prevention strategies adopted by Islamic Religious Education teachers encompass sustained moral guidance and character coaching, the integration of Islamic values into classroom instruction, personalized approaches to students, cross-unit collaboration within the madrasah, and the application of educative rather than punitive sanctions. These findings underscore the strategic potential of religious education teachers as proactive psycho-spiritual agents of character transformation in mitigating bullying within Islamic secondary education.
Copyright (c) 2026 Ummul Khaer, Mansur Mansur, Baso Syafaruddin https://creativecommons.org/licenses/by-sa/4.0
Passing and Ball Control Skills through Small-Sided Games in Futsal Learning at Elementary School Students
This study aimed to examine the effectiveness of the Small-Sided Games (SSG) method in improving sixth-grade elementary school students' passing and ball control skills in futsal, together with its contribution to cognitive and affective learning outcomes. A two-cycle Classroom Action Research (CAR) design following the Kemmis and Taggart model was employed, comprising planning, action, observation, and reflection stages. Cycle I engaged students in homogeneous (male-only) groups, whereas Cycle II involved heterogeneous (male and female) groups with increased training variety and intensity. Learning outcomes were measured through cognitive tests (multiple-choice and short-answer items), direct psychomotor performance assessment of passing and ball control, and structured affective observation. Data were analyzed descriptively by comparing mean scores across the pre-cycle, Cycle I, and Cycle II stages against a success criterion of ≥80. Mean scores increased consistently across cycles. Cognitive scores rose from 62.58 (pre-cycle) to 77.58 (Cycle I) and 87.58 (Cycle II); passing scores from 43.10 to 67.24 and 92.24; ball-control scores from 44.82 to 68.96 and 93.96; and affective scores from 46.55 to 63.79 and 87.06. All indicators exceeded the success threshold by Cycle II, with the largest gains observed in the psychomotor domain. The Small-Sided Games method effectively enhanced students' passing and ball control skills as well as their cognitive and affective learning outcomes by creating a more active, enjoyable, and game-contextual learning environment.
Copyright (c) 2026 Ahmad Mubarak, Hikmad Hakim, Rachmat Kasmad https://creativecommons.org/licenses/by-sa/4.0
Students' Mathematical Representation in PISA Space and Shape Tasks Across Gregorc's Thinking Styles
This qualitative descriptive study investigates high school students' mathematical representation ability in solving PISA Space and Shape problems, analyzed through Gregorc’s thinking style model. Eight tenth-grade students at Islamic High Secondary School DDI Takkalasi (2025/2026 academic year) were purposively selected based on a Gregorc Thinking Style Questionnaire, representing two students per style: Concrete Sequential (CS), Abstract Sequential (AS), Concrete Random (CR), and Abstract Random (AR). Data gathered through questionnaires, a six-item mathematical representation test adapted from PISA released items, and semi-structured interviews were analyzed using Miles, Huberman, and Saldaña’s framework, with credibility ensured via source triangulation. Results demonstrate distinct representation profiles across styles: CS students systematically integrated verbal, visual, and symbolic representations; AS students prioritized conceptual understanding by linking visual confirmation to symbolic formalization through verbal justification; CR students utilized visual representation for exploration but struggled with accurate symbolic translation; and AR students relied on mental visualization and intuition, leaving key reasoning unverified. These findings indicate that thinking styles systematically influence mathematical representation behaviors and suggest that evaluating representation ability solely through written work risks underestimating conceptual understanding, particularly in random-oriented thinkers. The study provides critical insights for developing differentiated instructional strategies that align mathematical task design with students' dominant cognitive processing styles.
Copyright (c) 2026 Khaerunnisa Khaerunnisa, Baso Intang Sappaile, Syafruddin Side https://creativecommons.org/licenses/by-sa/4.0
Fostering Vocational Students' Self-Confidence and Learning Interest in Mathematics Through ARCS-Based Instruction
Affective disengagement can limit students' participation in vocational mathematics even when cognitive instruction is adequate. This study examined whether Attention, Relevance, Confidence, and Satisfaction (ARCS)-based instruction improved vocational secondary-school students' self-confidence and interest in learning mathematics. A quasi-experimental nonequivalent control-group pretest-posttest design was conducted in January 2026 at an anonymized vocational secondary school in Eastern Indonesia. The study involved 47 students, with 25 in the ARCS group and 22 in the control group. Two 17-item four-point Likert questionnaires measured self-confidence and mathematics learning interest. Data were analysed using baseline equivalence tests, multivariate analysis of variance on change scores, independent-samples t tests, Hedges' g, and analysis of covariance. The groups did not differ significantly at baseline for self-confidence (p = .622) or learning interest (p = .691). The joint change in both outcomes was significant, Pillai's trace = .410, F (2, 44) = 15.27, p < .001. Self-confidence increased more in the ARCS group (Mchange = 5.12, SD = 4.20) than in the control group (Mchange = -0.95, SD = 4.04), t (44.61) = 5.05, p < .001, g = 1.45. Learning interest also improved more in the ARCS group (Mchange = 2.52, SD = 4.69) than in the control group (Mchange = -3.18, SD = 5.63), t (41.09) = 3.74, p < .001, g = 1.09. ANCOVA confirmed both effects after controlling pretest scores. ARCS-based mathematics instruction therefore showed substantial potential to strengthen affective engagement in vocational education.
Copyright (c) 2026 Heny Sri Astutik https://creativecommons.org/licenses/by-sa/4.0
Primary School English Language Policy: Assessing Islamic School Teacher Readiness in Indonesia
The reintroduction of English as a compulsory subject in Indonesian primary education, including in Madrasah Ibtidaiyah (MI), places teacher readiness at the center of successful policy implementation. This qualitative study examines Madrasah Ibtidaiyah (MI) teachers' readiness to respond to the English learning policy, focusing on teachers serving in Wajo Regency, South Sulawesi. Semi-structured interviews were conducted with 17 purposively selected MI teachers and analyzed using thematic analysis guided by a multidimensional readiness framework encompassing cognitive, pedagogical, professional, psychological, and institutional dimensions. Findings show that teachers hold moderate to high cognitive readiness and generally positive attitudes toward the policy, yet report significant systemic constraints, including insufficient teaching materials, limited institutional support, inadequate professional development, and low baseline English proficiency among students. A discrepancy between teachers' positive change commitment and their uncertain change efficacy indicates that willingness alone does not translate into implementation capacity. The study concludes that policy success requires not merely a shift in teacher perspective but a comprehensive institutional infrastructure that addresses resource constraints, provides pedagogical support, and enables context-sensitive implementation within Islamic educational settings. The findings contribute to language policy and planning scholarships by illuminating the interplay among teacher agencies, institutional capacity, and systemic conditions in implementing curriculum policy in developing educational contexts, and they offer recommendations for policymakers, teacher-education institutions, and future research.
Copyright (c) 2026 Muhajirah Idman https://creativecommons.org/licenses/by-sa/4.0
Developing a Deep Learning–Based Digital Learning Module for Dance in Cultural Arts Education
Integrating digital technology into cultural arts education presents a persistent pedagogical challenge, particularly in fostering deep, meaningful student engagement while safeguarding intangible cultural heritage. This study developed, validated, and evaluated an interactive digital learning module grounded in a deep learning pedagogical approach—characterized by mindful, meaningful, and joyful learning—centered on the Pakkarena Anida traditional dance of South Sulawesi. Conducted with tenth-grade students at High Secondary School 25 Makassar, the research utilized a Research and Development (R&D) design integrating the ADDIE and 4D instructional models across six distinct phases: analysis, design, development, implementation, evaluation, and dissemination. Authored via Canva and delivered as a cross-platform digital flipbook, the module incorporated multimodal content, including embedded instructional videos, structural movement breakdowns, and formative self-assessments. Expert validations established high feasibility for classroom instruction, while small- and large-scale field tests yielded "good" to "excellent" ratings across content depth, linguistic clarity, interface design, and pedagogical utility. Implementation yielded substantial academic gains: mean cognitive scores rose from 52 to 85, and psychomotor scores increased from 40 to 78, reflecting medium-to-high normalized gains. Beyond quantitative performance, the module enhanced student engagement, collaborative synergy, creative expression, and performance confidence in choreographing contemporary works rooted in tradition. These findings demonstrate that deep-learning-driven digital modules effectively optimize cultural arts education, providing a scalable, innovative framework that bridges cultural preservation with contemporary educational technology.
Copyright (c) 2026 Nurul Azizah Asri, Syakhruni Syakhruni, Nurwahidah Nurwahidah https://creativecommons.org/licenses/by-sa/4.0
Focus-Explore-Reflect-Apply (FERA) Learning Model: Aqidah Akhlaq Learning Outcomes at Islamic Lower Secondary School
Learning outcomes in Aqidah Akhlaq (Islamic creed and ethics) across Indonesian madrasahs are often constrained by traditional lecture-dominated instruction, leaving students struggling to master application-level cognitive skills (Cognitive Level C3). This study evaluated the efficacy of the Focus-Explore-Reflect-Apply (FERA) learning model—a constructivist framework adapted from science education—in enhancing student learning outcomes in Aqidah Akhlaq. A quantitative quasi-experimental design was conducted at an Islamic Lower Secondary School in East Lampung. Two intact seventh-grade classes with homogeneous baseline academic abilities were assigned to an experimental group taught via FERA (n=24) and a control group taught via conventional instruction (n=25). Data were collected using a validated 15-item objective test (Cronbach’s α=.650). Due to a non-normal score distribution in the experimental group (Shapiro-Wilk, p=.011), hypothesis testing was performed using the nonparametric Mann-Whitney U test. The results revealed a statistically significant difference between groups (Z=-6.169, p<.001), demonstrating that the FERA model yields significantly superior learning outcomes, particularly at the application level (C3). These findings suggest that adapting constructivist science-based models like FERA into Islamic education offers a promising pedagogical strategy to bridge cognitive application gaps in madrasah curricula.