Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
Journal Title Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran English Title Journal of Education: Journal of Research and Library Studies in Education, Teaching, and Learning Initials JK Abbreviation j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik. pengjaran. n.a. Frequency 4 issues per year (March, June, September, & December) DOI by Crossref Prefix 10.33394 ISSN 2442-7667 (Online) Accreditation SINTA 2 based on the Decree of the Directorate General of Higher Education, Research, and Technology of Indonesia Number : 0385/E5.3/KI.02.00/2022 Publisher LPPM Universitas Pendidikan Mandalika (UNDIKMA) Indexed Sinta | <a href="https://doaj.org/toc/2442-7667?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222442-7667%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener"> DOAJ | Google Scholar | Garuda Jurnal Kependidikan (JK) : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran is scientific journal published by LPPM Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2015 with ISSN: 2442-7667 (Online). JK contains scientific articles from research and critical review in Education, Teaching and Learning. Language used in this journal are Indonesian and English (Preferred). JK is available for free (open access) to all readers. Please read this guideline carefully! Every manuscript sent to the editorial office of the journal ought to follow the writing guidelines. If the manuscript does not meet with the author guidelines or any manuscript written in a different format, the article will BE REJECTED before further review. Only submitted manuscripts that meet the journal's format will be processed further.
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Unveiling the Role of Risk-Taking Ability in Mediating the Influence of Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy on Students’ Courage to Start a Business
This study aims to analyze the effects of Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy on Students’ Courage to Start a Business, with Risk-Taking Ability as a mediating variable. A quantitative approach with a survey design was employed, with 100 university students in Banyumas Regency selected via purposive sampling. Data were collected through a structured online questionnaire and analyzed using SEM-PLS with a bootstrapping procedure. The results indicate that Entrepreneurship Education, Digital Financial Literacy, and Financial Self-Efficacy have positive and significant effects on Risk-Taking Ability. Furthermore, Risk-Taking Ability has a positive and significant effect on Students’ Courage to Start a Business. In addition, Risk-Taking Ability is proven to positively and significantly mediate the effects of the three independent variables on students’ entrepreneurial courage. These findings suggest that students’ entrepreneurial courage is largely determined by their ability to assess risks and opportunities and to make decisions under uncertainty. This study contributes theoretically by uniquely integrating financial aspects and psychological aspects within a single framework grounded in the Theory of Planned Behavior, Social Cognitive Theory, and Behavioral Finance Theory. By linking students’ digital financial capability with their risk-taking ability, the model explains how financial knowledge strengthens psychological readiness in entrepreneurial decision-making. The findings also provide practical implications for higher education institutions and policymakers in designing entrepreneurship programs that simultaneously develop digital financial competence and risk-taking capacity.
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Leveraging Teacher Development Program through Organizational Support to Foster Teacher’s Thriving at Work
This study aims to empirically examine the effect of a teacher development program on educators’ psychological well-being, which is dichotomously conceptualized through the variables of thriving at work and emotional exhaustion. This study employed a quantitative method analysis. A total of 225 teachers who participated in the Teachers’ Transformation Program in Central Java Province, Indonesia, were asked to complete the survey developed using a purposive sampling technique. The data were analyzed using the Structural Equation Modeling with Partial Least Squares (SEM-PLS) method. The teacher’s development program is significantly and positively associated with psychological meaningfulness and thriving at work. In contrast, the efficacy of the teacher’s development program on role overload and psychological exhaustion is not statistically supported. In addition, perceived organizational support significantly moderates the effect of teachers’ development program on role overload and emotional exhaustion, while the moderating effect of school support on the relationship between teachers’ development program, psychological meaningfulness, and thriving at work is not significantly supported. This study contributes to the literature on teacher professional development, particularly in how the national teacher development program could potentially influence teachers' wellbeing (both positively and negatively). Policy makers should not only focus on improving competencies but also on managing teachers’ workload to prevent burnout in implementing the teacher development program.
From Design to Classroom: Developing a Generative-AI Enhanced Gamified Project-Based Civic Learning Framework
This study aims to developed and preliminarily evaluated a Generative-AI-supported gamified Project-Based Civic Learning (GPBL-Civ) framework to strengthen student engagement and creative performance. This study employed a research and development method using the ADDIE model (analysis, design, development, implementation, and evaluation), The study involved undergraduate Civic Education students and aimed to examine the feasibility and effectiveness of a gamified project-based civic learning strategy supported by generative AI. Data were collected using expert validation instruments and student assessment tools. Feasibility was evaluated by four experts across strategy and content dimensions using Likert-scale questionnaires aligned with course learning outcomes. Effectiveness was examined through a single-group pretest–posttest design in one Civic Education class. Student engagement was measured using a validated engagement scale, while creativity was assessed using rubric-based evaluations of student projects. Data analysis employed descriptive statistics and normalized gain (N-gain) to determine improvements in engagement and creativity. The results indicate that the Generative-AI-assisted gamified Project-Based Civic Learning framework was rated “feasible” to “very feasible” by expert validators assessing both strategy and content. Classroom try-out results showed moderate improvements in student engagement (average N-gain = 0.66) across behavioral, emotional, and cognitive dimensions. Student creativity also demonstrated meaningful gains (average N-gain = 0.68), as reflected in rubric-based assessments of originality, elaboration, and effectiveness. Overall, the findings suggest that the developed framework has strong potential to enhance student participation and improve the quality of project outcomes in Civic Education courses. The instructional package may serve as a practical classroom supplement for university instructors implementing project-based civic learning with responsible use of Generative AI.
ESP-Based English Learning Model for Enhancing Financial Competence among Accounting Students: A Design-Based Research Study
This study aims to design, implement, and evaluate English learning models based on English for Specific Purposes (ESP) to enhance the competencies of finance students in accounting. A Design-Based Research (DBR) approach was employed to ensure the relevance and adaptability of the model through iterative refinement based on field feedback. Analysis of interviews and observations, conducted using thematic analysis, revealed that students experienced difficulties in understanding English terminology in finance, particularly in the contexts of reports, auditing, budgeting, and general financial communication. The developed learning model emphasizes module-based analysis of reports, financial statements, budget preparation, and audit scenarios, incorporating project-based activities that integrate professional skills, language, and contextual understanding. The model was implemented over one semester with 120 students from the Accounting Study Programs of three universities in East Java—Universitas Kahuripan Kediri, Universitas Pembangunan Nasional "Veteran" Surabaya, and Universitas Islam Malang—selected purposively to represent diverse academic and cultural learning contexts. Results indicate a significant improvement in students’ understanding of terminology, financial literacy, communication skills, and English-speaking ability. The statistical analysis showed a highly significant p-value (< .001) and a large effect size (d = 1.21), providing strong empirical evidence that the ESP-Accounting model effectively enhances integrated linguistic and financial competencies. This model can be adapted by other institutions to strengthen collaboration between lecturers and accounting professionals. Research in this area contributes to the advancement of language learning in educational and vocational contexts and enhances graduates’ readiness for the global workforce.
Digitalizing Teaching At The Right Level (TARL): An Online Assessment System for Mapping Literacy Competencies in Primary Education
This study aims to develop and validate ASI ASLI (Aplikasi Sistem Asesmen Literasi), an online-based literacy assessment and decision-support system designed to map elementary school students’ reading competencies and support differentiated instruction aligned with the Teaching at the Right Level (TaRL) framework. This study employed a research and development (R&D) approach adapted from Borg and Gall, with the development process conducted up to the main field testing stage through large-scale implementation in primary schools in Central Lombok Regency. A total of 4,058 students in Grades III–V participated, selected using a multi-stage cluster sampling strategy across urban, coastal, and rural contexts. Data were collected through literacy assessments embedded in the ASI ASLI system, expert validation instruments, teacher response questionnaires, and classroom observations, then analyzed using a mixed-methods approach. Findings indicate that ASI ASLI demonstrates strong technical feasibility, usability, and instructional relevance. Competency mapping revealed gradual improvement across grade levels; however, a substantial proportion of students remained at the Special Intervention and Basic levels, with pronounced disparities in rural areas. These findings highlight the urgent need for differentiated, data-informed instructional interventions and targeted policy support to address foundational literacy gaps.
Teacher Technological Pedagogical Content Knowledge and Skills (TPCK-S) and Student Cognitive Agency: Determinants of Deep Learning Outcomes in Immersive Geometry Instruction
This study aims to investigates the determinants of student success in hologram-enhanced geometry classrooms by examining the mediating role of teachers' Technological Pedagogical Content Knowledge and Skills (TPCK-S). Employing a Sequential Explanatory Mixed-Methods Design, this research analyzed data from 12 secondary mathematics teachers (purposively sampled) and 248 Grade 8 students from four public schools implementing the national 'Kurikulum Merdeka' in a provincial capital city in Indonesia. Quantitative analysis utilizing Spearman’s rank-order correlation revealed a robust positive revealed a robust positive relationship (r = 0.78, p = 0.002) between teacher performative skills and student deep learning achievement. To explain this statistical link, a qualitative phase involving classroom observations and semi-structured interviews was conducted with four teachers selected through extreme case sampling. The findings illuminate a "Flywheel Mechanism," demonstrating that high-TPCK-S teachers act as "Pedagogical Orchestrators" who effectively transfer "Cognitive Agency" to students. This agency characterized by student-led hypothesis testing and spatial reasoning is identified as the primary driver of deep conceptual understanding. Conversely, low TPCK-S results in passive student observation. These results suggest that educational development must shift focus from mere technology procurement to the cultivation of teachers' orchestration skills.
Cognitive–Cultural Balance in Designing Culture-Based HOTS Tasks: Evidence from Prospective Mathematics Teachers
This study aims to investigate how prospective mathematics teachers integrate cognitive and cultural dimensions in designing culture-based Higher Order Thinking Skills (HOTS) tasks. Using a qualitative descriptive approach, data were collected through task analysis, observation, and in-depth interviews. Data analysis in this study employed thematic analysis using a hybrid inductive–deductive approach. The study involved seventh-semester Mathematics Education students who had completed core pedagogical and professional courses as well as teaching practicum and were therefore considered ready as prospective teachers. Their task designs were analyzed using the Cognitive Demand and Cultural Value Framework, resulting in three classifications: cognitive dominance, cultural dominance, and cognitive–cultural balance, with one participant representing each category. Participants with cognitive dominance demonstrated strong mathematical reasoning and structured problem design but tended to disregard cultural authenticity and traditional norms. Conversely, culturally dominant participants displayed rich cultural sensitivity yet neglected mathematical coherence and contextual logic. Only participants achieving cognitive–cultural balance successfully integrated analytical rigor with cultural meaning, producing problems that were both mathematically valid and culturally grounded. These findings highlight that cognitive and cultural dimension are complementary rather than opposing forces. The study concludes that developing dual cognitive and cultural literacy is essential for prospective mathematics teachers to design transformative learning experiences that connect logical reasoning with cultural understanding, underscoring the need for teacher education institutions (LPTK) to integrate this balance explicitly into curriculum design to better prepare future teachers.
Non-Labeling Diagnostic Assessment from a Human Dignity Perspective: Implications for Students’ Academic and Character Development
This study aims to analyse how the results of the Middle Years Information System (MidYIS) initial assessment can be interpreted and utilised pedagogically as a non-labelling assessment to support students’ academic and character development. A descriptive quantitative approach was used in this study, with a cross-sectional design, involving all 10th-grade students (n=35) at a private Christian high school in an urban Indonesian context as the sample, using a total sampling technique. Data were obtained from MidYIS Standard Age Scores (mean = 100, SD = 15) across six cognitive domains. The data analysis techniques in this study employed descriptive statistics and inferential statistical tests. The findings reveal significant cross-domain variation. Mathematics and Non-Verbal Reasoning demonstrate strong performance, with 45.7% of students in the Well Above to Far Above categories. In comparison, Perceptual Speed and Accuracy is the strongest domain (65.7% Above Average or higher). In contrast, Vocabulary shows greater dispersion, with 34.3% in the Below to Far Below categories. The Overall Ability mean (≈105.67) is slightly above the international benchmark, yet substantial intra-individual differences are evident, including cases of high mathematical ability alongside lower verbal performance. These results demonstrate that cognitive profiles are multidimensional and that a single ability label constitutes a scientific fallacy. MidYIS should therefore function as a reflective tool for differentiated learning rather than a predictive or labelling instrument, supporting educational practices grounded in assessment for learning and respect for human dignity.
Transcending Institutional Origins: The Homogeneity of Multidimensional Moderate Character Among Prospective Elementary Teachers
This study aims to investigate the phenomenon of "Institutional Transcendence" by examining whether institutional origins (public vs. private schools) influence the multidimensional moderate character of prospective elementary teachers. Employing a comparative quantitative approach combined with structural modeling, data were elicited from 76 second-semester students of the Elementary School Teacher Education program. The results of a One-Way ANOVA demonstrate no statistically significant disparity in moderate character levels based on institutional origins (F=0.071, p=0.791 > 0.05). Furthermore, Partial Least Squares Structural Equation Modeling (PLS-SEM) confirms the structural integrity of the multidimensional model (R2 = 0.196), identifying Cultural Adaptability and Conflict Resolution as the most significant drivers of moderation. These findings suggest that the higher education environment acts as a potent "Equalizer," effectively homogenizing values through a shared academic ecosystem. The study concludes that while the "Equalizer" effect successfully aligns cognitive and affective dispositions, a "Knowing to Action Gap" persists, necessitating a pedagogical shift toward experiential "Moral Action" to transform theoretical moderation into decisive civic courage.
Transforming Economics Learning in the AI Era: An Analysis of Senior High School Students’ Acceptance of Artificial Intelligence through the UTAUT Framework
This study aims to analyze the factors that influence students’ acceptance of AI use in Economics learning by applying the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This research employed an explanatory quantitative method with Total sampling, involving 170 students from SMA Negeri 3 Nganjuk, Nganjuk Regency, as respondents. The research instrument consisted of a five-point Likert scale questionnaire measuring six main UTAUT constructs. Data were analyzed using Partial Least Squares – Structural Equation Modeling (PLS-SEM). The findings indicate that Social Influence is the most dominant variable with a significant effect on Behavioral Intention (β = 0.300; p = 0.001), while Performance Expectancy and Effort Expectancy did not show significant effects. Additionally, Facilitating Conditions and Behavioral Intention significantly affect Use Behavior. These results show that the UTAUT model is relevant for explaining AI technology acceptance in Economics learning. The study concludes that Social Influence, Facilitating Conditions, and prior Experience are the dominant determinants of AI acceptance in this context, while Performance Expectancy (β = 0.117; p = 0.204) and Effort Expectancy (β = 0.179; p = 0.053) did not reach statistical significance, findings consistent with Table 6. These results underscore the necessity for educational institutions to prioritize adequate digital infrastructure, foster supportive social environments, and provide progressive exposure to AI technologies to enhance successful implementation in Economics education.
Developing Peer Learning-Based Communication Simulation E-Modules to Enhance Soft Skills in Office Management Vocational Education
This study aims to develop an interactive e-module integrated with peer learning and workplace communication simulations to enhance students’ communication skills. The research employed a Research and Development (R&D) method using the 4D model—Define, Design, Develop, and Disseminate. The product was validated by two subject matter experts and one media expert, and its effectiveness was tested through limited trials and expanded trials involving 60 students using pretest and posttest scores. Data were analyzed using quantitative and descriptive qualitative techniques. Qualitative data in the form of suggestions and feedback from validators were used to improve the e-module. Meanwhile, quantitative data were obtained from validation scores, teacher assessments, and student test results, which were analyzed to measure the feasibility and effectiveness of the product. The e-module received a validity score of 96% from content experts and 100% from the media expert, indicating high feasibility. Effectiveness trials showed a significant improvement in students’ learning outcomes, with an average N-Gain of 0.751 in the limited trial and 0.791 in the expanded trial. Practical communication skills, including oral communication and workplace communication ethics, improved substantially, with simulation performance scores averaging 90.667 and 90.800 in two different classes. These results confirm the effectiveness of the interactive e-module in supporting the teaching of workplace communication and enhancing students’ real-world communication competencies. Students’ negotiation and persuasion skills showed the most significant improvement among the communication aspects assessed. Therefore, the developed module is suitable for use as a digital learning tool in vocational Office Management programs.
Higher-Order Organizational Commitment Instrument Integrating Spiritual and Islamic Educational Values: Development and CVA-Based Analysis
This study aims to develop and validate a higher-order organizational commitment instrument integrating spiritual dimensions and Islamic educational values, grounded in the three-dimensional model proposed by John P. Meyer and Natalie J. Allen (Affective, Continuance, and Normative Commitment), with the addition of a spiritual-value dimension reflecting Islamic educational principles. A quantitative research design was employed involving 100 lecturers at Universitas Pamulang selected through simple random sampling. The initial instrument consisted of 24 items proportionally distributed across three dimensions, with a balanced composition of favorable and unfavorable statements. Data were analyzed using Second-Order Confirmatory Factor Analysis (CFA) with SmartPLS 4, alongside Content Validity Analysis (CVA) to ensure item relevance and representativeness. The findings indicate that the higher-order construct demonstrated satisfactory convergent validity, with factor loadings exceeding 0.50 and Average Variance Extracted (AVE) values above 0.50 across dimensions. Affective Commitment demonstrated the strongest contribution to the higher-order construct, followed by Continuance Commitment and Normative Commitment. Reliability analysis confirmed strong internal consistency, with Cronbach’s alpha and Composite Reliability exceeding recommended thresholds. The developed instrument is empirically valid and reliable for assessing organizational commitment among lecturers in value-based higher education settings and contributes to the advancement of psychometric measurement by integrating organizational theory with spiritual and Islamic educational values.
Development of an Agrophysics E-Module as Teaching Materials for Supporting Sustainable Industrial Agriculture
This study aims to develop an Agrophysics e-module using the Articulate Storyline application and to evaluate its validity and feasibility as a teaching material to support sustainable industrial agriculture. A research and development method based on the 4D model was employed, encompassing the define, design, and develop stages. The research instruments included material and media expert validation sheets as well as user response questionnaires. Validation was conducted by three experts, and user trial responses were collected from 28 students. The data were analyzed using descriptive statistical techniques. The results of the material expert validation yielded an average score of 3.63, categorized as highly feasible, while media validation produced an average score of 3.33, also classified as highly feasible. Preliminary trial results indicated user responses with an average score of 3.70, falling within the highly feasible category. Consequently, the Agrophysics e-module was deemed feasible for use as a teaching material. The module was designed to integrate recent developments in the application of physics concepts in agriculture. Therefore, the developed e-module contributes to multidisciplinary physics learning within the context of supporting sustainable industrial agriculture.
Implementing Deep Learning Approaches in Non-Formal Equivalency Education: Strategies and Pedagogical Implications
This study aims to explore strategies for implementing deep learning approaches in non-formal equivalency education and to analyze their pedagogical implications for teaching practices. It addresses the limited use of contextual and holistic learning approaches in equivalency education, which often fail to adequately respond to the diverse learning needs and practical life contexts of learners. A descriptive qualitative method with an exploratory design was employed, involving data collection through in-depth interviews, participatory observation, and document analysis. The participants consisted of 20 individuals, including 5 tutors, 3 PKBM administrators, and 12 Paket C learners, selected through purposive sampling. Thematic analysis was applied to examine how the four components of deep learning—graduate profile dimensions, learning principles, learning experiences, and instructional frameworks—were integrated into practice. The findings indicate that deep learning strategies were operationalized through community-based and vocationally oriented projects aligned with learners’ economic realities, fostering entrepreneurial skills, critical thinking, collaboration, and economic self-reliance consistent with the empowerment orientation of Community Learning Centers (PKBM). Tutors employed participatory and andragogical approaches supported by flexible learning environments and digital technologies. The study concludes that deep learning has the potential to transform equivalency education into a more humanistic and empowering process, better preparing learners to address 21st-century challenges. It recommends strengthening tutor capacity, developing contextual materials, and enhancing community partnerships to ensure sustainable implementation.
The Mediating Role of Student Feedback in Math Playground Game Learning: Effects on Perceived Ease, Motivation, and Learning Outcomes
This study aims to examine how perceived ease of use and motivation to use the Math Playground learning game influence student feedback and learning success among elementary school students in Indonesia. A quantitative survey approach was employed, involving 160 students selected through convenience sampling, all of whom had prior experience using the game in mathematics learning activities. Data were analyzed using covariance-based Structural Equation Modeling (CB-SEM) with AMOS to test direct and indirect relationships among variables and to examine the structural mechanisms within the proposed research framework. The results indicate that perceived ease of use does not have a significant direct effect on learning success; however, it positively and significantly influences student feedback. In contrast, motivation to use the learning game has a positive and significant effect on both student feedback and learning success. Furthermore, student feedback significantly affects learning success and partially mediates the relationship between motivation and learning success. These findings suggest that while system usability enhances students’ comfort and responsiveness, psychological factors, particularly motivation, play a more decisive role in improving academic outcomes. The study highlights the importance of fostering students’ learning motivation when integrating digital games into classroom instruction. Additionally, educational technology developers should prioritize motivational design elements and meaningful feedback systems rather than focusing solely on technical simplicity. Overall, this research contributes empirical evidence to the game-based learning literature by clarifying the mediating role of student feedback within elementary education in the Indonesian context.
Unlocking English-Medium Instruction (EMI) Success: Exploring Language–Content Teacher Collaboration for Enhanced Learning in Bilingual Classrooms
This study aims to identify the forms of collaboration between content and language teachers in EMI, examine the challenges they encounter, and proposes strategies to enhance effective cooperation. Using a qualitative case study design, data were collected through semi-structured interviews and focus group discussions with teachers at Sekolah Dasar Muhammadiyah Terpadu Ponorogo. The data analysis technique in this study employed an interactive model consisting of data reduction, data display, and conclusion formulation or verification. Findings reveal that collaboration takes place mainly during lesson preparation, where content teachers ensure the accuracy of disciplinary concepts while English teachers simplify and scaffold the language for student comprehension. However, teachers face difficulties in balancing linguistic simplicity with subject accuracy, the limited availability of bilingual teaching resources, and diverse levels of student motivation. To address these challenges, teachers employ strategies such as scaffolding, repetition, curriculum adjustment, parental involvement, and differentiated support. These practices highlight the dual role of English teachers as both language and subject instructors and the advisory role of content teachers in safeguarding content precision. The study concludes that effective bilingual education depends on structured collaboration, adaptive pedagogy, and continuous professional development. The findings suggest school should mandate weekly co-planning and offer focused training on content-language integration in EMI classroom.
Development of a HOTS-Based Ethnomathematics Module of the Sasambo Tribe on Spatial Geometry for Elementary School Students
This study aims to develop a valid and practical HOTS-based ethnomathematics module rooted in the cultural context of the Sasambo Tribe to enhance elementary school students' understanding of spatial geometry. The module demonstrates how cultural contexts can make abstract mathematical concepts more concrete and engaging, providing a model for integrating local wisdom into the national curriculum. The study employed a Research and Development (R&D) method using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Quantitative data were analyzed using descriptive statistical techniques, with percentage scores calculated for each instrument. Qualitative data in the form of suggestions and comments from validators, students, and teachers were analyzed thematically to inform revisions at each stage. The validity test results indicated media validation at 92.4% and material validation at 94%, both categorized as highly valid. In the practicality test, the module achieved 92% in the small-group trial and 96.2% in the large-group trial based on student assessments, while teachers’ evaluations reached 100%, indicating a highly practical classification. The findings revealed that integrating Sasambo ethnomathematics with a HOTS approach increased student engagement in learning. The study concludes that the developed module meets the criteria of high validity and practicality and is suitable for use as an alternative teaching material in elementary mathematics instruction. Its structured design facilitates straightforward implementation by teachers, enhancing cultural relevance and fostering critical thinking skills in the classroom.
Integrating Social-Emotional Learning in English Language Teaching: Teachers’ Perspectives, Pedagogical Practices, and Challenges
This study aims to explore how Social-Emotional Learning is integrated into English Language Teaching by examining teachers’ perspectives, pedagogical practices, and implementation challenges, and to provide pedagogical implications for enhancing ELT practices, focusing on the Indonesian context of Kota Langsa, Aceh. Using a mixed-methods design, the research employed 50 questionnaires containing 30 items to gather quantitative data and conducted 12 in-depth interviews to collect qualitative insights. The study involved 50 English teachers from junior and senior high schools in Kota Langsa, Indonesia, representing public, private, and Islamic boarding schools. Quantitative data were analyzed using descriptive and inferential statistics, including independent-samples t-tests, with SPSS. Qualitative data were examined through thematic analysis. Integration of both strands enabled triangulation, generating findings that were both statistically grounded and contextually rich. Results indicated that while teachers demonstrated high awareness of SEL benefits (M = 4.32, SD = 0.45), their classroom practice remained moderate (M = 3.65, SD = 0.52), revealing a significant awareness-practice gap. Institutional constraints, limited training, and cultural issues were identified as major barriers, with public school teachers reporting more systemic challenges than private school teachers (p = 0.003, Cohen’s d = 0.88). Qualitative findings highlighted culturally responsive practices, such as integrating Islamic narratives, alongside the need for institutional support. The study concludes by recommending localized strategies and systematic training to bridge the gap between SEL awareness and classroom implementation.
Leadership for Innovation in Digital Teaching: A Meta-Analysis Review of Principals’ Influence on Teachers’ Innovative Work Behavior
This study aims to examine the overall effect of principals’ leadership on teachers’ innovative work behavior, compare the relative strength of different leadership styles, and assess heterogeneity and potential publication bias within the post-2015 digital education context. A meta-analysis of 26 quantitative studies (k = 26) indexed in Scopus between 2015 and 2025 was conducted using a random-effects model. The inclusion criteria were: (1) empirical quantitative studies; (2) examination of the relationship between principals’ leadership and teachers’ innovative work behavior; (3) provision of statistical data convertible into effect sizes; and (4) publication in Scopus-indexed journals. Statistical indicators (r, t, and F values) were converted into standardized effect sizes and analyzed using JASP to estimate pooled effects, heterogeneity indices, and publication bias statistics. The results indicate that (1) there is a very high level of heterogeneity across studies (I² > 98%); (2) all leadership styles demonstrate a positive and significant effect on teachers’ innovative work behavior (p < 0.001), with visionary leadership showing the largest effect size relative to participative, transformational, and ethical leadership styles (r = 0.641); and (3) publication bias tests using the Egger test and Fail-safe N reveal no significant indication of publication bias. These findings indicate that principals’ leadership is a significant factor in promoting teachers’ innovative work behavior in technology-mediated learning environments; however, the magnitude of its impact varies substantially across contextual conditions.
Evaluation of the Implementation of the Christian Religious Education Curriculum Using the CIPP Model: Alignment with the Indonesian Qualifications Framework and Outcome-Based Education
This study aims to evaluate the implementation of the Christian Religious Education Study Program curriculum, based on the Indonesian Qualifications Framework (IQF) and an Outcome-Based Education (OBE) approach, at STAK Terpadu PESAT Salatiga using the CIPP (Context, Input, Process, Product) evaluation model. The study employed a quantitative evaluative approach involving 13 lecturers and 86 students as respondents. Data were collected using a closed-ended Likert-scale questionnaire that had undergone validity and reliability testing and were analyzed using descriptive and inferential statistics through Welch’s t-test. The results showed that all CIPP components were categorized as good. The context and input aspects reflected adequate planning and resource availability. However, the process and product components were identified as suboptimal due to insufficient alignment between semester learning plans, active learning strategies, authentic assessment practices, and graduate learning outcomes, and evidence of competency attainment did not demonstrate strong performance outcomes. Inferential analysis showed that there were no significant differences in perceptions between lecturers and students regarding the process (p = 0.602) and product (p = 0.980), with very small effect sizes. These findings indicate perceptual convergence between lecturers and students while highlighting the need to enhance the quality of Outcome-Based Learning and Teaching (OBLT) and Outcome-Based Assessment and Evaluation (OBAE) practices. The findings imply that curriculum development within the Christian Religious Education Study Program should prioritize authentic assessment, strengthen lecturers’ pedagogical competencies, and systematically integrate cognitive, affective, and spiritual dimensions within a holistic and sustainable Outcome-Based Education (OBE) framework.
Personalization of Adaptive Learning Modules: Differential Impact Analysis Based on Students' Prior Knowledge Profiles and Self-Regulated Learning Levels
This study aims to identify student learner profiles based on a combination of prior knowledge and Self-Regulated Learning (SRL) levels and to analyze the differential impact of an adaptive learning module on knowledge and SRL improvement in each profile. Using a mixed-methods explanatory sequential design, 92 undergraduate physics education students were selected through purposive sampling. K-Means cluster analysis was applied to form learner profiles, followed by a six-week pre–post intervention and qualitative interviews. The results identified three learner profiles (Proficient-Autonomous Learner, Resilient-Developing Learner, and Proficient-Fragile Achiever). The result showed that the adaptive module significantly improved Results showed significant knowledge gains across profiles, while SRL improvements differed significantly. The Proficient–Fragile Achiever group demonstrated the largest SRL gain (p < .001; large effect size, d > 0.80), associated with more frequent scaffolding support. In conclusion, the effectiveness of adaptive modules is highly dependent on learner profiles, with the most significant benefits in their ability to provide external support for building self-regulation skills. These findings imply that learning technology design should incorporate SRL as a key variable for personalization, and institutions can utilize these platforms as intervention tools for students with weak learning independence.
Development of an Augmented Reality–Based Science Module Integrated with Mbojo Ethnoscience to Improve Junior High School Students’ Scientific Skills and Environmental Awareness
This study aims to develop and evaluate an Augmented Reality (AR)–based science module integrated with Mbojo ethnoscience to enhance junior high school students’ scientific skills and environmental awareness. The study involved 52 Grade VII students (25 experimental; 27 control) and employed a Research and Development (R&D) method using the ADDIE model combined with a quasi-experimental design. Data were collected through expert validation, student practicality questionnaires, scientific skills tests, and environmental awareness measures, and were analyzed using descriptive statistics and independent-samples t-tests. The module was classified as highly valid (mean = 3.21) and highly practical (89.8% positive responses). The quasi-experimental findings revealed statistically significant improvements in scientific skills (t = 4.215; p < 0.001) and environmental awareness (t = 4.475; p < 0.001) compared to conventional instruction. These findings suggest that the AR–Mbojo ethnoscience module constitutes a valid, practical, and empirically effective instructional innovation for contextual and sustainability-oriented science learning.
Designing Aceh Local History Teaching Materials to Strengthen Social Cohesion: A Qualitative Study
This study aims to explore the design process of Acehnese local history teaching materials oriented toward strengthening students’ social cohesion. The research employed a qualitative case study approach involving six social studies teachers, twelve students, and two curriculum developers selected through purposive sampling. Data were collected through classroom observations, interviews with teachers and students, and analysis of curriculum documents and teaching materials. Data were analyzed using Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing and verification. The findings indicate that local history learning in Aceh remains dominated by elite-centered narratives and does not adequately represent the roles of cross-ethnic and cross-class actors in shaping social cohesion. Empirical evidence shows that integrating alternative sources—such as local archives, oral histories, and multi-perspective case studies—broadens students’ understanding of social cohesion as a historically constructed process formed through interaction and social negotiation rather than as a given condition. These findings underscore that strengthening social cohesion through history education requires a shift from single narratives toward contextual and inclusive instructional design. However, challenges remain in the availability of contextual teaching resources and pedagogical strategies. Overall, the study highlights the importance of systematically designing local history teaching materials aligned with social cohesion theory to enhance the role of history education in fostering national character.
Mapping the Intellectual Landscape of Character Education Research: A Systematic Literature Review of Trends, Themes, and Collaboration Networks
This study aims to maps the intellectual landscape of character education research through a bibliometric-based Systematic Literature Review (SLR), focusing on the relationship between character education and civic education in the school context. Data were obtained from the Scopus database, where 522 documents were identified, limited to English-language journal articles published between 2016 and 2026. Bibliometric analysis was conducted using VOSviewer to identify publication trends, author contributions, affiliations, countries, and keyword co-occurrence patterns. The findings indicate a significant increase in publications on character education, with character education and civic education emerging as strongly interconnected central themes. The thematic mapping reveals several major clusters, including virtue ethics and moral values approaches, democratic civic education, curriculum and learners, methodological approaches based on human experiences, as well as pedagogical innovations such as project-based learning, empathy, and digital literacy. These findings indicate a shift in character education research from a normative approach toward a more integrative, contextual, and practice-oriented perspective. This study contributes theoretically by clarifying the intellectual landscape of character education research and this study supports policies promoting integrated character–civic curricula, whole-school approaches, innovative pedagogy, teacher professional development, and holistic assessment aligned with 21st-century educational challenges.
From Collaboration to Competence: How Learning Communities and Digital Platforms Enhance Pedagogical Skills of Primary Teachers
This study aims to analyze the effect of learning community effectiveness and the use of the Rumah Pendidikan Platform on the pedagogical competence of public elementary school teachers in Tanggungharjo District, Indonesia. A quantitative survey approach was employed, involving 137 teachers selected through proportional random sampling. Data were collected using questionnaires that had undergone validity and reliability testing and were analyzed using simple and multiple linear regression with SPSS 27. The results indicate that learning community effectiveness has a positive and significant effect on teachers’ pedagogical competence (r = 0.820; R² = 0.703), explaining 70.3% of the variance. The use of the Rumah Pendidikan Platform also demonstrates a positive and significant effect (r = 0.684; R² = 0.469), accounting for 46.9% of the variance. Simultaneously, learning community effectiveness and platform utilization significantly influence pedagogical competence (R = 0.852; R² = 0.725). These findings highlight the importance of strengthening learning communities and optimizing digital education platforms to enhance teachers’ pedagogical competence. The study recommends that education authorities prioritize integrated digital training initiatives within teacher working groups to ensure sustainable improvement in pedagogical competence.
Development of STEAM Project-Based Learning Tools to Enhance Students’ Critical Thinking and Mathematical Argumentation Skills
This study aims to develop a valid, practical, and effective STEAM Project-Based Learning (PjBL) instructional device to improve junior high school students’ critical thinking and mathematical argumentation skills. The study employed a Research and Development (R&D) method using the Dick and Carey instructional design model, which consists of nine systematic stages. The participants were eighth-grade students in Bandung Regency. The instruments included expert validation sheets to assess validity, teacher and student response questionnaires to evaluate practicality, and pre-test and post-test instruments to measure effectiveness. The product was validated by two experts in media and subject matter. Practicality was determined based on teacher and student responses, while effectiveness was measured using the N-gain score. The results indicated that the developed instructional device was highly valid and feasible for implementation. The material expert validation achieved an average score of 96.48%, and the media expert validation reached 95.25%, both categorized as very high. The practicality test showed very positive responses, with teacher responses averaging 95% and student responses 93%. Furthermore, the effectiveness test demonstrated high N-gain scores of 0.75 for mathematical critical thinking and 0.77 for mathematical argumentation skills, indicating significant improvement in both competencies.
Integrating Emotional Intelligence into Midwifery Education: A Scoping Review of Curriculum Innovations
This study aims to analyze the relationship between emotional intelligence (EI) and midwifery service quality and its implications for higher education curricula. A scoping review method was conducted using the Arksey and O'Malley framework and aligned with PRISMA-ScR guidelines. Articles were retrieved from four databases (Scopus, PubMed, ScienceDirect, and Google Scholar) and limited to publications between 2020 and 2025. The data were analyzed using qualitative thematic analysis. The findings consistently demonstrate that EI is positively associated with academic achievement, clinical performance, decision-making, and quality of care, and in several studies functions as a predictor of professional outcomes. Educational strategies such as simulation-based learning, scenario-based approaches, and structured reflective practice were reported to enhance self-awareness, emotional regulation, and professional confidence. The evidence suggests that EI is most effective when integrated longitudinally and embedded within clinical education rather than delivered solely as a stand-alone subject. Systematic integration of EI within midwifery curricula represents a strategic pathway to strengthening professional competence, patient safety, and maternal-neonatal care quality.
Documenting Nature, Constructing Meaning: A Qualitative Case Study of Inquiry-Based Science Learning Integrated with Video-Based Environmental Observation to Foster Critical Thinking in Elementary Education
This study aims to explore how inquiry-based elementary science learning integrated with video-based environmental observation supports the development of students’ critical thinking. A qualitative case study design was employed involving fifth-grade students at a public elementary school located in the Lake Tondano area of North Sulawesi, Indonesia. The learning intervention was structured as a project in which students documented lake ecosystem observations through short videos and presented their findings during classroom discussions. Data were collected from student-produced videos, classroom observations, group interviews with students, teacher interviews, and researchers’ field notes. The data were analyzed using an inductive thematic approach to identify patterns of critical thinking and students’ processes of scientific meaning-making. The findings reveal that inquiry-based video projects enabled students to develop a more concrete and contextual understanding of ecosystems through direct observation, interpretation of local environmental conditions, and construction of causal explanations grounded in visual evidence. Moreover, video documentation and collaborative discussion fostered inquiry-oriented questioning, metacognitive reflection, and awareness of environmental responsibility. These results indicate that integrating inquiry-based learning, local environmental contexts, and simple video production serves as an effective pedagogical approach for fostering elementary students’ critical thinking and contextual scientific literacy.
Development of the INDEEP-MOODLE Model: An Innovative Deep Learning–Integrated Training Framework to Enhance Teachers’ Pedagogical Competence
This study aims to develop a MOODLE-based training model for innovative learning integrated with deep learning to enhance teachers’ teaching abilities. This research employed the Borg and Gall research and development (R&D) model up to the expert validation stage. The participants consisted of five school principals and twenty teachers. Data were collected through interviews, open-ended and closed-ended questionnaires, and focus group discussions. Qualitative data were analyzed using the Miles and Huberman model, while quantitative data were analyzed using descriptive statistical techniques, including percentages, categories, and mean scores. During the Research and Information Collecting phase, the findings indicated that teachers’ ability to implement innovative learning methods integrated with deep learning was categorized as sufficient, highlighting the need for further improvement. The developed training model is an online training program based on the MOODLE learning management system. The model consists of a visual representation and a detailed description outlining the concept of online training for innovative learning integrated with deep learning. Based on the validation conducted by four experts in content, technology, and instructional design, the conceptual model was rated very good, with an average score of 4.2. This result indicates that the model is valid and feasible to be further developed into a procedural training model to improve teachers' pedagogical competence. This study implies that technology-supported professional development models, such as INDEEP-MOODLE, provide a structured, sustainable, and scalable alternative to conventional workshop-based training for integrating innovative and deep learning principles into teachers’ pedagogical practices.
Understanding the Synergistic Effects of Ecoliteracy and Spatial Literacy on Students’ Environmental Problem-Solving Abilities
This study aims to analyze the levels of ecoliteracy, spatial literacy, and environmental problem-solving ability among high school students in Medan City, as well as to examine the influence of ecoliteracy and spatial literacy on students’ environmental problem-solving abilities. This research employed a correlational design using a survey approach. The participants consisted of 343 high school students in Medan City, selected through proportional random sampling. The research instruments included tests and questionnaires. The ecoliteracy test instrument for the environmental knowledge dimension and the spatial literacy test were scored dichotomously, while the ecoliteracy questionnaire measuring environmental care attitudes and environmental problem-solving ability was assessed using a Likert scale. Data were analyzed using SEM-PLS analysis with SmartPLS 3 software. The results showed that: (1) ecoliteracy had a significant effect on students’ environmental problem-solving ability, as indicated by a t-statistic value of 11.378 and a p-value of 0.000; (2) spatial literacy also had a significant effect on environmental problem-solving ability, with a t-statistic value of 9.093 and a p-value of 0.000; and (3) ecoliteracy and spatial literacy jointly contributed 56.4% to students’ environmental problem-solving ability, which is categorized as moderate. This study provides empirical evidence that ecoliteracy and spatial literacy are two complementary constructs in shaping students' environmental problem-solving abilities. Through the integration of these competencies and the use of geospatial technology, students can develop evidence-based and contextual solutions, enabling them to become a generation that is responsive to real-world environmental challenges such as climate change and other complex environmental issues.
Development of Local Wisdom–Based Digital Educational Games of the Sasak Tribe to Enhance Second-Grade Students’ Reading Skills
This study aims to develop a digital educational reading game based on the local wisdom of the Sasak tribe to improve the reading skills of second-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research instruments included validation questionnaires for media and material experts, teacher and student response questionnaires, and an early reading skills test. Data were analyzed using descriptive statistical techniques to determine feasibility and practicality percentages, while effectiveness was measured using the Normalized Gain (N-Gain) formula to assess the improvement between pre-test and post-test scores. The results showed that the developed game was highly feasible, with a percentage of 97.8% from two media experts and 95% from two material experts. The game was also categorized as highly practical, with teacher response percentages of 98.6% and student response percentages of 95.7% and 97.8%. Furthermore, the N-Gain analysis indicated that the game was effective in improving students’ early reading skills in two schools, achieving 74.15% (moderately effective) at SDN 1 Buwun Mas and 76.37% (effective) at SDN 4 Buwun Mas. Therefore, the developed digital educational game is considered feasible, practical, and effective for second-grade reading instruction. The findings contribute theoretically to the literature on Game-Based Learning and Place-Based Education and provide practical implications for the design of culturally responsive instructional media.
Development of an Innovative Canva-Based Web Training Module: Implications for Teachers’ Digital Competence
This study aims to develop a Canva-based training module for website creation to enhance teachers’ digital competencies in supporting digital-based services for parents in the Industry 4.0 era. The study employed a Research and Development (R&D) approach using a mixed-methods design, specifically an exploratory sequential design. The development process integrated the ADDIE model with the framework proposed by Borg and Gall, encompassing the stages of needs analysis, design, development, expert validation, limited trials, and effectiveness testing. Data were collected from 30 respondents. Qualitative data were obtained through interviews, observations, and a literature review, while quantitative data were gathered through pre-tests, post-tests, mini-project assessments, and questionnaires administered to teachers participating in the training. The data were analyzed using descriptive analysis and inferential statistical tests. The qualitative findings indicated a high demand for instructional materials to support digital competency training. Quantitative results demonstrated the effectiveness of the module, as evidenced by a significant increase in the average pre-test and post-test scores from 58.3 to 79.3. Expert validation results indicated a high level of validity, with agreement rates of 77% from module experts, 78% from subject-matter experts, and 85% from website design experts. Limited trials revealed a practicality level of 87.5%, and the effectiveness test showed a statistically significant improvement, with a mean difference of -21.00 (t = -28.571). The module includes an overview of digital service concepts, systematic steps for creating websites using Canva, guided practice through mini-projects, evaluation, and reflection. Overall, the findings indicate that the developed training module is valid, practical, and effective in enhancing teachers’ competencies in developing Canva-based websites to support digital services for parents.
An Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM): Evidence from Teachers’ and Students’ Perspectives
This study aims to develop an Integrative Model of Mathematical Well-Being and Anxiety Reduction (I-WARM) based on the perspectives of secondary school teachers and students in Kupang City, Indonesia. A mixed-methods sequential exploratory design was employed, involving 211 students and 32 mathematics teachers. Quantitative data were collected through Likert-scale questionnaires to measure levels of mathematical well-being and mathematics anxiety, while qualitative data explored pedagogical practices and classroom environments that support students’ well-being. Quantitative data were analyzed using descriptive statistics to describe the level of each variable, instrument validity and reliability tests (through item-total correlation and Cronbach’s Alpha), and Pearson correlation analysis. Meanwhile, qualitative data were analyzed using thematic analysis techniques through the processes of data reduction, coding, categorization, and conclusion drawing. The findings indicate that students’ mathematical well-being was at a moderate to high level, whereas mathematics anxiety was at a moderate level. Correlation analysis revealed a significant negative relationship between mathematical well-being and mathematics anxiety (r = −0.236, p < 0.05). Qualitative results highlight autonomy-supportive teaching, competence development, and social relatedness as key protective factors against mathematics anxiety. By synthesizing Self-Determination Theory and Control-Value Theory, the proposed I-WARM model provides a conceptual roadmap for educators to foster resilient learning environments. These findings suggest that reducing anxiety requires a shift from deficit-based interventions to well-being-centered pedagogical strategies.
Toward a Smart Campus: A Qualitative Study of the Digital Learning Ecosystem Model in Indonesian Higher Education
This study aims to describe the implementation of innovative campuses in Indonesia based on a digital learning ecosystem model, while also analyzing how universities leverage technology to foster institutional innovation and support the development of a Smart Campus framework. This research employed a descriptive qualitative approach by conducting interviews with lecturers and students from several universities in Indonesia, including Makassar State University, Pontianak State Polytechnic, IPB University, Gadjah Mada University, Budi Luhur University, and Multimedia Nusantara University. Data were collected through semi-structured in-depth interviews using an interview protocol that focused on technology utilization, system integration, digital literacy, and organizational readiness. The data were analyzed using thematic analysis to identify recurring patterns in the implementation of Smart Campus initiatives. The findings reveal that the implementation of Smart Campus in Indonesian universities remains partial and fragmented due to limited system integration, unequal technological infrastructure, and varying levels of digital readiness among academic staff. These findings indicate that developing a sustainable Digital Learning Ecosystem requires not only the provision of technological infrastructure but also strong institutional alignment, continuous digital literacy development, and the design of integrated digital platforms.
Community-Based Arts Education: Innovating Tunggul Kawung Performance as a Cultural Learning Medium in Kampung Seni EDAS
This study aims to analyze the innovation process in the performance packaging of Tunggul Kawung as a community-based arts and culture learning medium at Kampung Seni EDAS. The research employed a qualitative approach using Participatory Action Research (PAR), conducted through two action cycles involving three art practitioners and 15 adolescents aged 13–19. In addition, approximately 50 workshop participants were involved as part of the participatory evaluation process. The research instruments included participatory observation, semi-structured interviews, audio-visual documentation, and a Likert-scale survey. The data were analyzed using Miles and Huberman’s interactive analysis model, which consists of data reduction, data display, and cyclical conclusion drawing. The findings indicate that the innovation was integrated into three main aspects: ergonomic and symbolic instrument design, adaptive musical development aligned with contemporary dynamics, and high-mobility choreography that supports kinesthetic learning. These innovations created a more participatory, inclusive, and meaningful learning experience for adolescents. Furthermore, the study demonstrates how performative innovation in traditional arts can reshape both the cognitive understanding and kinesthetic engagement of learners within the framework of sustainable arts education.
From Classroom Context to Financial Practice: A Qualitative Study of Contextual Financial Literacy Education and Its Role in Students’ Financial Understanding and Behavior
This study aims to describe the implementation of contextual-based financial literacy learning and to explore its role in shaping the financial understanding, attitudes, and behaviors of junior high school students at SMP Negeri 10 Palopo. The study employed a descriptive qualitative approach involving eight informants, consisting of three teachers and five students, who were purposively selected based on their active involvement in the learning process. Data were collected through classroom observations, semi-structured interviews, and documentation, and were subsequently analyzed using thematic analysis. The results show that learning activities that connect financial literacy materials with students’ real-life experiences, such as managing pocket money and engaging in simple business simulations, enhance students’ learning engagement and facilitate their understanding of financial concepts. The impact of this learning approach is reflected in improved financial understanding, the development of a sense of responsibility, and positive changes in financial behavior, particularly increased thriftiness and a stronger inclination to save. Pedagogically, this model highlights the importance of authentic experiences, active participation, and reflective learning in financial literacy education. Furthermore, the model can be adapted by other schools by adjusting it to students’ contextual backgrounds, integrating financial literacy into relevant subjects, and presenting simple financial practices that are closely related to everyday life.
Development of a Contextual QR-Based English Module to Enhance Elementary School Students' Critical Thinking Skills
This study aims to develop and evaluate the feasibility and effectiveness of a contextual English module supported by QR codes to enhance fourth-grade students’ critical thinking skills. The research employed a Research and Development (R&D) method using the ADDIE model, involving 27 fourth-grade students from SDN 1 Jeketro, an urban public elementary school in Brebes, Central Java, as well as two external experts for content and media validation. Data were collected through expert validation sheets, classroom observations, and a critical thinking test using a one-group pretest–posttest design. The developed module demonstrated a high level of feasibility, achieving a mean validation score of 9.28 out of 10 from the content and media experts. Students’ performance improved substantially, increasing from 32.59% in the pretest to 70.74% in the posttest, with an N-gain score of 0.55, which falls into the moderate category. Among the assessed dimensions of critical thinking, analytical ability showed the most significant improvement, followed by evaluation and problem-solving skills. This pattern suggests that students became more capable of identifying relevant information, interpreting meaning, and drawing reasoned conclusions from contextual English materials. These findings indicate that a culturally contextualized QR code–based module is both feasible and effective in fostering critical thinking skills in primary English learning. The integration of local cultural content with structured digital support appears to create meaningful learning experiences that encourage deeper cognitive engagement. Furthermore, the results suggest that combining contextual pedagogy with accessible technology can strengthen not only language acquisition but also higher-order thinking processes. This approach offers practical implications for primary educators seeking instructional strategies that connect language learning with students’ lived experiences while promoting reflective and analytical thinking in a sustainable manner.
Exploring the Pedagogical Process of Contrabass Learning through Édouard Nanny’s Études: A Qualitative Case Study of Technical and Musical Skill Development in Higher Education
This study aims to describe the pedagogical process of contrabass instruction in the Music Education program through the use of Édouard Nanny’s études and to analyze the development of students’ technical and musical skills following the instructional process. The research employed a qualitative approach using a case study method. The participants were students from the Music Education program at Universitas Pendidikan Indonesia (UPI), selected through purposive sampling. Data were collected through participant observation, in-depth interviews with students and lecturers, and document analysis, including sheet music and learning notes. The data were analyzed using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The findings indicate that Édouard Nanny’s études effectively enhance students’ fundamental contrabass techniques, particularly in bowing, fingering, and shifting. In addition, these études contribute to the development of students’ musical abilities, including dynamics, articulation, and phrasing. Students reported feeling both challenged and motivated to practice consistently due to the progressive structure of the études. Overall, the results suggest that Édouard Nanny’s method can serve as an effective pedagogical approach for contrabass instruction in higher education. The études not only support the mastery of fundamental techniques but also promote the development of more advanced musical skills. Future research may explore how Édouard Nanny’s études can be pedagogically adapted within Indonesian higher music education, particularly in response to existing instructional and curricular challenges.
Bridging Policy and Practice: An Analysis of Outcome-Based Education (OBE) Curriculum Implementation Using David C. Korten’s Fit Model
This study aims to analyze the implementation of the Outcome-Based Education (OBE) curriculum at a faculty in a state-owned university in East Java using David C. Korten’s fit model, which emphasizes three elements: program, organization, and beneficiary alignment. This research employs a qualitative descriptive approach. Data were collected through in-depth interviews with 12 lecturers, 6 students, and 3 administrative staff members, as well as through observations and documentation studies. The data were analyzed using the interactive analysis model. The results indicate that the implementation of OBE has achieved a progressive alignment between program design, organizational capacity, and beneficiaries, although it remains in a consolidation phase. The adoption of the Case Method and Project-Based Learning, supported by the SIM OBE information system, has successfully shifted the academic culture toward a student-centered learning approach, with average learning outcome achievements exceeding 70 percent of the class average score. The discussion of the findings suggests that while structural support and stakeholder involvement are relatively strong, several challenges remain, particularly regarding the consistency of pedagogical practices and the standardization of assessment among faculty members. These dynamics indicate that successful curriculum transformation requires a “triple alignment” among policy regulations, organizational culture, and classroom-level implementation. This study contributes to the conceptual framework of educational policy implementation by emphasizing that academic transformation is not merely administrative but requires strong synergy between curriculum design and operational capacity. The findings provide strategic insights for higher education institutions to optimize OBE implementation through the systematic integration of digital systems, faculty mentoring, and stakeholder collaboration to enhance graduate competitiveness.
Developing “SiGaya” Web-Based Interactive Learning Media Using Google Sites : Effect on Motivation and Science Learning Outcome in Primary Education
This study aims to develop a web-based interactive learning media called “SiGaya” using Google Sites to enhance elementary school students’ motivation and learning outcomes in science. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The SiGaya media was designed with interactive features such as videos, quizzes, and games to support engaging and effective learning experiences. The participants consisted of 25 fourth-grade students from an elementary school in Semarang, Indonesia. Data were collected through observations, interviews, questionnaires, and achievement tests. The data were analyzed using descriptive quantitative analysis, descriptive qualitative analysis, and inferential statistics. The results show that the content expert validation of the SiGaya media achieved a score of 94%, categorized as very good. Meanwhile, the media expert validation obtained a score of 88%, which is also categorized as very good. Furthermore, the effectiveness test revealed an N-Gain score of 0.71 (71%), indicating a high level of improvement in students’ learning outcomes. Statistical analysis also demonstrated a significant difference between the pretest and posttest scores (p < 0.05). Therefore, the findings suggest that SiGaya is a valid, practical, and effective web-based learning medium that can enhance students’ motivation and learning outcomes in elementary science education. This study contributes to the integration of digital learning innovations in primary education and offers a scalable model for technology-enhanced science learning.