Journal title Jurnal Paedagogy Synopsis Jurnal Penelitian dan Pengembangan Pendidikan Initials JP Abbreviation j. paedagog. penelit. pengemb. pendidik. Frequency 4 issues per year (January, April, July, & October) DOI Crossref Prefix 10.33394 by ISSN 2722-4627 (Online) Accreditation SINTA 3 based on on the Decree of the Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology of Indonesia Number : 10/C/C3/DT.05.00/2025<span style="color: #333333; font-family: 'Open Sans', sans-serif; font-size: 12.6px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; letter-spacing: normal; text-align: left; text-indent: 0px; text-transform: none; white-space: normal; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> Publisher Fakultas Ilmu Pendidikan dan Psikologi, Universitas Pendidikan Mandalika (UNDIKMA) Indexed SINTA | DOAJ |Google Scholar | Garuda Jurnal Paedagogy is scientific journal published by Fakultas Ilmu Pendidikan dan Psikologi (FIPP) Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2014 with ISSN: 2722-4627 (Online). Jurnal Paedagogy contains scientific articles from research and critical review in Education, Teaching and Learning. Jurnal Paedagogy 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.
License and Publishing Agreement In submitting the manuscript to the journal, the authors certify that: They are authorized by their co-authors to enter into these arrangements. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. That it is not under consideration for publication elsewhere, That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out. They secure the right to reproduce any material that has already been published or copyrighted elsewhere. They agree to the following license and publishing agreement. Copyright Authors who publish with Jurnal Paedagogy agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. Licensing for Data Publication Jurnal Paedagogy use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data: Open Data Commons Attribution License, http://www.opendatacommons.org/licenses/by/1.0/ (default) Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.
Digital-Based Interactive Teaching Module for Prospective Teachers: SBdP Learning Supplement to Improve Elementary School Student Learning Outcomes
This study aims to develop and evaluate the feasibility, practicality, and effectiveness of digital-based interactive teaching materials for Arts, Culture, and Crafts (SBdP) learning in elementary schools. The research 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 participants included three expert validators, five SBdP teachers, and students from two elementary schools. The instruments used in this study comprised expert validation sheets, teacher and student practicality questionnaires, and pre-test and post-test assessments of learning outcomes. The data were analyzed using descriptive statistics, normality testing (Kolmogorov–Smirnov), homogeneity testing (Levene’s test), a paired-sample t-test, and normalized gain (N-gain) analysis. The findings indicate that the developed interactive teaching materials are highly feasible across all assessed aspects, including content, language, graphics, didactics, construction, and technical quality. Teacher evaluations categorized the materials as very good, while students reported that they were easy to use, engaging, and helpful in improving conceptual understanding. The effectiveness test revealed a significant improvement in learning outcomes in both schools, with mean scores increasing from 45.60 to 74.70 and from 38.22 to 71.38, respectively. The hypothesis testing results showed that F_count > F_table, indicating a statistically significant difference. Furthermore, the N-gain analysis demonstrated that most students achieved a moderate level of improvement. In conclusion, the developed digital-based interactive teaching materials are valid, practical, and effective in enhancing SBdP learning outcomes in elementary schools.
Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
Development and Psychometric Properties of Self-Harm Intention Scale in Indonesian Students
This study aims to develop and evaluate the validity and reliability of the Self-Harm Intention Scale based on Ajzen’s Theory of Planned Behavior, comprising two components: attitude toward the behavior and subjective norm. A quantitative approach was employed involving 206 school and university students in Bandung, with data collected through an online survey. Item analysis using item–rest correlation identified five items with discrimination indices below 0.30, while the remaining items demonstrated acceptable discriminatory power. Content validity, assessed using Aiken’s V, yielded a value of 1.00 for 27 items, indicating excellent agreement among experts. Confirmatory Factor Analysis (CFA) indicated an adequate model fit, and the scale demonstrated very high internal consistency, with reliability coefficients ranging from 0.962 to 0.978. Overall, the findings suggest that the scale has strong potential as an early screening tool for self-harm intention. These results underscore the importance of educational settings in identifying early signs of self-harm intention and suggest that schools and higher education institutions can play a more active role in early detection and prevention when supported by a valid and reliable measurement instrument. Future studies are recommended to examine the external validity of the scale and to involve more diverse samples.
The Ideology of Accent: Investigating Accent-Based Judgments Among Indonesian EFL Students
This study aims to investigate accent-based judgments among Indonesian learners of English as a Foreign Language (EFL), particularly the preference for native-like English accents over communicative competence. The research employed a mixed-method design involving a questionnaire distributed to 60 English Education students selected through purposive sampling and semi-structured interviews with 15 selected participants from the same cohort at Universitas Sembilanbelas November Kolaka. The questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings reveal that most students prioritize native-like accents, especially British English, as the primary indicator of speaking proficiency, even when fluency and grammatical accuracy are weak. This preference contributes to social favoritism in academic contexts and leads to internalized insecurity among fluent speakers with Indonesian-accented English. The study highlights how accent ideology influences peer judgment and learner identity, reinforcing native-speakerism within EFL classrooms. It concludes by advocating an intelligibility-oriented approach to English teaching and the inclusion of diverse English varieties to promote more equitable and inclusive language practices.
Design and Optimization of Mobile Learning Resources within the Framework of User Experience Oriented Educational Technology
This study aims to examine the effectiveness of designing and optimizing mobile learning resources within a user oriented educational technology framework in enhancing students’ learning engagement in higher education. The study employed a mixed methods approach with an explanatory sequential design. Participants were undergraduate students from Tianjin University of Technology selected through purposive sampling to ensure comparable academic backgrounds. Two intact classes were assigned as the experimental and control groups to maintain ecological validity. The experimental group consisted of 199 students, while the control group consisted of 200 students, resulting in a total sample of 399 participants (N = 399). Quantitative data were collected using validated scales measuring learning support, competence support, emotional support, learning self efficacy, learning engagement, were analyzed using ANCOVA, MANOVA, regression and mediation analysis. Qualitative data were obtained from learning behavior logs, classroom observations, and semi structured interviews and analyzed thematically. The results indicate that all three support dimensions significantly and positively influenced learning engagement, both directly and indirectly through learning self efficacy as a partial mediator. Learning support emerged as the strongest predictor of engagement, followed by competence and emotional support. These findings suggest that effective mobile learning is not determined by technological access alone, but by the quality of user-oriented learning experiences. This study provides empirical evidence that the MOVES framework offers a robust foundation for designing mobile learning resources that foster sustained engagement, self efficacy, and meaningful learning in digitally mediated higher education environments.
Examining the Influence of Gadget Dependence, Emotional Intelligence, and Social Control on Students' Religiosity Characteristics
This study aims to examine the impact of gadget dependence, emotional intelligence, and social control on students’ religious character. The study employed a quantitative approach using a Structural Equation Modeling design based on Partial Least Squares (PLS-SEM). Data were collected through a five-point Likert-scale questionnaire administered to a randomly selected sample of 350 senior high school students in Yogyakarta. The results indicate that gadget dependence has a significant negative effect on students’ religious character (β = −0.41, p < 0.001), while emotional intelligence (β = 0.37, p < 0.001) and social control (β = 0.29, p < 0.01) have significant positive effects. The structural model demonstrates strong explanatory power, with an R² value of 0.879, indicating that these variables collectively explain 87.9% of the variance in students’ religious character. These findings suggest that the development of students’ religious character in the digital era is influenced not only by cognitive factors but also by emotional regulation and social supervision. Therefore, strengthening digital literacy, providing emotional regulation training, and fostering collaboration among schools, families, and religious communities are essential strategies for cultivating adaptive religiosity grounded in moral and religious values.
Development of Augmented Reality Learning Media Based on the Subak System to Improve Elementary Science Learning
This study aims to develop and examine the effectiveness of Subak system–integrated Augmented Reality (AR) media as a form of Balinese local wisdom in elementary science learning. The research employed a Research and Development (R&D) method using the ADDIE model and involved 44 third-grade students of SD Negeri 18 Denpasar as trial participants. The AR media was designed to visualize the water cycle through three-dimensional representations linked to Subak elements, including dams, irrigation channels, and rice fields. The effectiveness of the developed AR media was evaluated using a one-group pretest–posttest design. Students completed a cognitive achievement test on water cycle concepts before and after the implementation of the AR media. Learning improvement was analyzed using normalized gain (N-gain) scores and a paired-sample t-test to determine the statistical significance of the observed gains. The results indicate that the developed AR media demonstrates a very high level of validity and is effective in improving students’ science learning outcomes. Beyond cognitive gains, the media enhances contextual learning, fosters environmental awareness, and strengthens students’ appreciation of local wisdom. These findings confirm that integrating AR technology with the Subak system provides a meaningful and innovative approach to elementary science learning, aligning with the demands of digital-era education.
Practicality of Project-Based Learning-Based Electronic Student Worksheets for Teaching Biotechnology to Senior High School Students
This study aims to describe the level of practicality of a Project-Based Learning (PjBL)–based electronic student worksheet (e-LKPD) on biotechnology material for tenth-grade senior high school students. The study employed a Research and Development (R&D) approach adapted from the Plomp model, with a focus on the assessment phase, particularly the practicality evaluation. The research was conducted in two schools, namely SMA Negeri 1 Tambang and SMA Negeri 2 Kampar Kiri Tengah, in Riau Province, Indonesia. Data were collected from 49 students, two biology teachers, and two observers using practicality questionnaires, learning implementation observation sheets, interview guidelines, and documentation. The data were analyzed using both quantitative and qualitative descriptive techniques. The results indicate that the practicality level of the e-LKPD, as assessed by students, reached an average score of 83%, categorized as very practical, while teachers’ assessments reached 86%, also categorized as very practical. The implementation of learning using the e-LKPD achieved 100% (very good category) based on student responses and 95% (very good category) based on teacher responses. Observers reported an average implementation score of 94%, categorized as very good. These findings suggest that the PjBL-based e-LKPD is practical for use in biotechnology learning at the senior high school level. Furthermore, it supports the development of 21st-century skills, including critical thinking, creativity, and collaboration, through project-based learning activities.
Developing a Wayang Sukuraga Pocket Book Media Based on a Deep Learning Approach to Enhance Students’ Critical Thinking Skills
This study aims to develop learning media in the form of a pocket book integrated with the local wisdom of Wayang Sukuraga, based on Deep Learning, to improve critical thinking in Pancasila education among elementary school students. The study employed the Research & Development (R&D) model SAM, conducted in three iterations, with each iteration including evaluation, design, and development stages. The participants consisted of 26 fourth-grade students from an elementary school in Sukabumi City. Data were collected using expert validation questionnaires, student response surveys, and performance assessments on a 4-point Likert scale. Data were analyzed using paired-sample t-tests within a one-group pretest–posttest experimental design. Validation results showed high feasibility, with scores of 97.9% from subject matter experts, 97.5% from media experts, 97.2% from practitioner experts, and 90.41% from student responses. The overall average feasibility score was 95.75%, categorized as very valid. The paired-sample t-test revealed a significant improvement in critical thinking (Sig. (2-tailed) < 0.001), indicating that the Wayang Sukuraga pocket book is effective in enhancing critical thinking in Pancasila education. This media also serves as a prototype for integrating other forms of local wisdom into elementary school learning.
Development of Interactive Multimedia Narrative Text (Medtenar) and Its Effectiveness in Enhancing Elementary Students’ Reading Comprehension
This study aims to describe the development of an interactive multimedia narrative text (Medtenar) for teaching narrative text reading comprehension to fourth-grade elementary students and to evaluate its feasibility and effectiveness. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Participants included seven fourth-grade students in a one-on-one pilot test at SDN Podorejo 01 and 25 fourth-grade students in a field test at SDN Bringin 01. Data were collected through expert validation sheets for media and material/language content, student and teacher response questionnaires, and reading comprehension tests administered as pretests and posttests. Data analysis included: (1) feasibility assessment using Aiken’s V to determine expert validity, (2) practicality assessment through descriptive percentage scores from student and teacher questionnaires, and (3) effectiveness assessment using the Shapiro–Wilk normality test, paired-samples t-tests for pretest–posttest differences, and normalized gain (N-gain) to measure learning improvement. Validation results indicated that Medtenar is highly feasible, with Aiken’s V values of 0.977 (media experts) and 0.952 (material and language experts). Effectiveness testing showed improvements in reading comprehension, with N-gain scores of 0.6164 (pilot test) and 0.5997 (field test), both categorized as moderate. These findings suggest that Medtenar is a feasible and moderately effective learning medium for enhancing narrative text reading comprehension and is recommended to support Grade 4 learning under the Merdeka Curriculum and deep learning framework.
Where is Environmental Issue Integration in Science Education Heading? Bibliometric Evidence on Emerging Research Frontiers
This study aims to analyze the integration of environmental issues in science education by systematically mapping research evolution and identifying emerging trends between 2015 and 2025. Employing a Systematic Literature Network Analysis (SLNA), the study combines a PRISMA-guided systematic literature review with bibliometric network analysis using Biblioshiny and VOSviewer. Data were retrieved from Scopus through a refined search strategy limited to peer-reviewed, open-access journal articles in the social sciences domain. Following PRISMA-based screening, 63 articles were analyzed to identify publication trends, influential contributors, thematic structures, and emerging research directions. The results reveal a notable increase in publication output after 2019 and the formation of five dominant thematic clusters: science education and literacy, sustainability education, socio-scientific reasoning, teacher professional development, and STEM integration. Keyword co-occurrence and density analyses indicate growing convergence around sustainability, inquiry-based learning, and ethical reasoning, highlighting these areas as key research frontiers. These findings emphasize the importance of integrating sustainability competencies into science curricula and strengthening teacher professional development to address environmental socio-scientific issues. Future pedagogical approaches should focus on inquiry-based STEM learning, socio-scientific issues (SSI)–based instruction, and ethics-oriented environmental reasoning to enhance students’ critical thinking and responsible decision-making regarding environmental challenges.
Integrating Experiential Learning and Kahoot: Impacts on Elementary Students’ Science Knowledge and Scientific Attitudes
This study aims to examine the effect of a Kahoot-assisted experiential learning model on students’ IPAS knowledge competence and scientific attitudes. The study employed a quantitative quasi-experimental method using a posttest-only control group design. Two classes were randomly assigned to the experimental and control groups. Data were collected using an IPAS knowledge competence test and a scientific attitude questionnaire and were analyzed using multivariate analysis of variance (MANOVA). The results revealed a statistically significant effect of Kahoot-assisted experiential learning on both outcome variables. The experimental group achieved higher mean scores in IPAS knowledge competence (86.35) and scientific attitudes (85.87) compared to the control group (82.56 and 60.56, respectively). These findings confirm that integrating experiential learning with Kahoot as an interactive digital medium enhances students’ conceptual understanding and scientific attitudes. In the context of elementary education in the digital era, this suggests that digital technology can play a more substantive role beyond merely increasing classroom engagement. When aligned with an appropriate pedagogical model, such as experiential learning, interactive digital media can facilitate meaningful learning experiences that promote conceptual mastery, active participation, reflection, and the development of positive scientific attitudes. Therefore, this integration provides a promising direction for elementary science instruction, particularly in addressing the need for innovative and pedagogically grounded digital learning practices in 21st-century classrooms.
Development of Storytelling-Based Hand Puppet Media to Enhance Narrative Text Comprehension among Third-Grade Elementary Students
This study aims to develop storytelling-based hand puppets to improve the reading comprehension skills of third-grade elementary school students. The research employed a Research and Development (R&D) method involving third-grade students at SD Negeri 2 Kuwu as the research participants. The study also involved teachers, students, and expert validators in media and learning materials. Data were collected through observations, interviews, tests, and questionnaires, and were analyzed using both descriptive qualitative and quantitative methods. The effectiveness of the developed media was evaluated by comparing students’ pre-test and post-test scores using N-gain analysis. The validation results indicated a very high level of feasibility, with scores of 94% from media experts and 90.90% from material experts. Student responses reached 91.11%, while teacher responses were 100%, all of which were categorized as very good. The t-test results showed a significance value of < 0.001, indicating a statistically significant difference between pre-test and post-test scores. Furthermore, the N-gain analysis revealed an increase in the average scores from 70.24 to 89.63, with an N-gain value of 0.65, which falls into the moderate category. In conclusion, the storytelling-based hand puppets are valid, practical, and effective for use in learning. The developed media have been proven to positively influence the narrative text comprehension skills of third-grade students at SD Negeri 2 Kuwu.
Character Strengthening through Routine School Practices: Design Models from a Systematic Review
This study aims to identify effective models, implementation strategies, and instructional design principles for routine-based character strengthening programs in elementary schools. A qualitative systematic literature review was conducted following PRISMA guidelines. A total of 24 peer-reviewed articles published between 2022 and 2025 were collected primarily from the Scopus database. Data were analyzed using thematic synthesis through a structured extraction matrix encompassing intervention design, routine practices, targeted character values, implementation strategies, and outcomes. The findings reveal that effective character education models integrate four core components: value-based learning through daily routines, teacher exemplarity and collaboration, a conducive school environment and culture, and holistic curriculum integration. Prominent models identified include Lickona’s comprehensive approach, the R2SC technique (Routine, Role Model, Spontaneity, Conditioning), the TRECB model (Transformative Reflexive Empowering Character Building), and ethnopedagogical frameworks incorporating local wisdom. Routine activities such as morning prayers, flag ceremonies, classroom duties, 5S culture (Smile, Greet, Polite, Courteous, Honest), and honesty journals were found to be effective in instilling core character values. Challenges remain in teacher training, character assessment systems, model standardization, and cross-cultural adaptation. The review recommends strengthening the educational ecosystem through comprehensive teacher professional development, innovative learning modules, continuous evaluation mechanisms, and school-family-community collaboration. These findings provide practical guidance for educators, policymakers, and researchers in designing sustainable, routine-based character education programs in elementary schools. This review advances the field by synthesizing a framework that supports the transition of character education from isolated classroom instruction to embedded, school-wide cultural practices.
The Effectiveness of Integrating Scientific Nutrition Education into Physical Education on Nutrition Knowledge and Healthy Behavior Intentions among Junior High School Students
This study aims to analyze the effectiveness of an experimental approach integrating scientific nutrition education into physical education learning in improving nutrition knowledge and healthy behavior intentions among junior high school students. The study used a quasi-experimental design with a pretest–posttest control group model, involving 40 seventh-grade students at Beijing No. 3 Middle School (Xicheng District, Beijing, China) who were divided into an experimental group and a control group through class-based randomization. The experimental group followed an integrated "physical training + scientific nutrition" curriculum for 10 weeks, while the control group received conventional physical education. The research instruments included nutrition knowledge tests and healthy behavior intention questionnaires that met the criteria for validity and reliability. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA) as the main analysis, followed by univariate ANCOVA, to control for differences in students' initial abilities. The results of the multivariate analysis of covariance (MANCOVA) indicated a significant multivariate effect of the teaching mode on students’ nutrition knowledge and healthy behavior intention after controlling for pretest scores (Wilks’ Λ = 0.338, F = 34.21, p < 0.001). This finding provides quantitative evidence that the integrated physical training and scientific nutrition learning approach significantly improved students’ learning outcomes compared to the conventional physical education model. These findings indicate that integrating scientific nutrition concepts into authentic physical training experiences can build strong links between cognitive understanding, physical experience, and health behavior reflection. This study concludes that the integration of scientific nutrition education based on educational technology is an effective and strategic approach to improving health literacy and encouraging sustainable healthy behavior change among junior high school students.
Digital Transformation of School Academic Management: A Case Study of an Indonesian Islamic Secondary School
This study aims to describe the implementation of academic digitalization in the learning process at MA Negeri 2 Pati, with a focus on lesson planning, instructional delivery, and learning evaluation. A qualitative phenomenological approach was employed, involving fifteen purposively selected participants, including teachers and students. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis followed an interactive approach consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through source and method triangulation. The findings indicate that academic digitalization at MA Negeri 2 Pati has been implemented in a systematic and integrated manner. Digital tools are utilized in lesson planning, the deployment of digital learning platforms, interactive learning media, and digital-based assessment systems. This implementation positively contributes to learning effectiveness, assessment transparency, and the enhancement of academic service quality. The study highlights that the success of academic digitalization strongly depends on human resource readiness and sustained institutional support, including teacher professional development programs, adequate digital infrastructure, and policies that promote the integration of technology in learning activities.
Exploring the Integration of ChatGPT in Catholic Religious Education and Character Development: Students’ Experience and Use Patterns
This study aims to explore the integration of ChatGPT in Catholic Religious Education and Character Development, focusing on students’ learning experiences, usage patterns, levels of awareness, and reasons for adopting the tool as a learning support. A qualitative phenomenological approach was employed to capture students’ lived experiences in using generative artificial intelligence in learning activities. The participants consisted of six junior high school students from Grades VII, VIII, and IX who were purposively selected based on their experience using ChatGPT in academic contexts. Data were collected through in-depth interviews, classroom observations, documentation, supplementary questionnaires, and field notes. Data credibility was ensured through method and source triangulation, as well as member checking. The data were analyzed thematically through the stages of data reduction, data display, and conclusion drawing and verification. The findings indicate that students use ChatGPT to deepen their understanding of learning materials and to support the completion of academic tasks. Two main patterns of use emerged, namely reflective and pragmatic, which shape how students engage with the technology. The integration of ChatGPT appears to contribute more strongly to the development of integrity-related values than relational values, underscoring the importance of sustained pedagogical guidance from teachers. These findings suggest that the purposeful integration of generative artificial intelligence, supported by reflective educational guidance, can promote both academic understanding and character formation. This approach also offers a transferable framework for the responsible integration of AI in faith-based educational institutions.
Development of Monoringan Media (Environmental Conservation Monopoly) for IPAS Learning in Fifth-Grade Elementary Students
This study aims to develop and evaluate the validity of MONORINGAN (Environmental Conservation Monopoly) as a learning medium for IPAS instruction among fifth-grade elementary school students. The study employed a Research and Development (R&D) approach based on the Borg and Gall model, encompassing the stages of research and information collecting, planning, and developing the preliminary form of the product. Data were collected through product evaluation questionnaires administered to subject matter experts and media experts. The validation data were analyzed using quantitative descriptive analysis techniques. The results indicate that the developed media achieved a high level of validity, with scores of 93.33% from subject matter experts and 94.17% from media experts, both categorized as highly suitable. These findings suggest that the MONORINGAN media is feasible for use as an instructional tool and has the potential to enhance student motivation and learning outcomes. In particular, the media promotes more active and enjoyable learning experiences, thereby facilitating a deeper understanding of the material. In conclusion, MONORINGAN represents a valid and promising instructional medium for supporting IPAS learning in elementary education.
Development of a Local Wisdom–Based Digital Comic Media Integrating the Sidakarya Mask to Enhance Cultural Literacy and Reading Outcomes in Primary Education
This study aims to develop and examine the validity, practicality, and effectiveness of a digital comic learning media incorporating the local wisdom of the Sidakarya Mask to improve cultural literacy and reading learning outcomes among fifth-grade elementary school students. The study employed a Research and Development (R&D) method using the ADDIE model. The participants consisted of all fifth-grade students at SD Negeri 4 Peliatan, selected through total sampling. The effectiveness of the media was evaluated using a one-group pretest–posttest design. Data were collected through expert validation, teacher and student response questionnaires, and tests of cultural literacy and reading achievement. Data analysis involved qualitative and quantitative descriptive analysis, paired-sample t-tests, and N-Gain calculations. The results indicate that the developed media demonstrates very high validity and practicality. Its use significantly improved students’ cultural literacy and reading learning outcomes, as reflected by N-Gain scores of 0.58 for cultural literacy (moderate category) and 0.72 for reading learning outcomes (high category). In conclusion, the digital comic media incorporating the local wisdom of the Sidakarya Mask is feasible and effective for Bahasa Indonesia learning in elementary schools.
Development of Scrapbook-Based Visual Learning Media Using the Picture and Picture Model to Enhance Elementary Students’ Poetry Writing Skills
This study aims to develop scrapbook-based learning media grounded in the Picture and Picture model and to determine its feasibility and effectiveness in improving fourth-grade students’ poetry writing skills. The study employed a Research and Development (R&D) approach based on Sugiyono’s model, which includes stages such as problem identification, product design, expert validation, field testing, revision, and implementation. Data were collected through test instruments (pretest and posttest) and non-test techniques, including observations, interviews, and questionnaires. Data analysis involved normality testing, paired-samples t-tests, and normalized gain (N-gain) analysis. The feasibility results indicate that the product was rated highly feasible, with scores of 95% from media experts and 88% from material experts, yielding an average of 91.5%. The t-test results (p < 0.05) demonstrate a statistically significant improvement in students’ poetry writing skills following the intervention. Furthermore, the N-gain scores were 0.5617 (small-scale trial) and 0.720 (large-scale trial), both categorized as moderate. These findings suggest that scrapbook-based media integrated with the Picture and Picture model is both feasible and effective in enhancing students’ poetry writing skills. The integration of visual instructional models with tactile, multimodal media such as scrapbooks helps bridge the gap between abstract ideas and written expression. This study offers practical implications for educators in fostering creative literacy through structured visual stimuli.
A Meaningful Learning Framework for Autistic Students: Teacher Innovation in Elementary
This study aims to describe the implementation of Meaningful Learning in an inclusive elementary school and to analyze its impact on students’ learning outcomes. The study employed a qualitative approach using a case study design conducted at SDN Pajang 1 Surakarta. The participants consisted of one classroom teacher, one special education teacher (GPK), and one autistic student. Data were collected through observations, interviews, and documentation, and were analyzed using data reduction, data display, and conclusion drawing. The findings indicate that Meaningful Learning was implemented through the use of concrete and visual media, experience-based learning activities, adapted student worksheets and evaluation methods, and flexible support tailored to the emotional conditions of the autistic student. Teachers connected learning materials to students’ daily lives, enabling abstract concepts to be understood through real-life experiences. Collaboration between the classroom teacher and the special education teacher further strengthened student understanding through simplified materials and individualized guidance. The implementation of Meaningful Learning positively influenced the student’s conceptual understanding, learning focus, classroom engagement, emotional stability, and motivation. These findings suggest that Meaningful Learning not only enhances the academic development of autistic students but also provides practical implications for inclusive elementary education, particularly in designing adaptive instruction and strengthening collaborative teaching practices.
Development of a Digital Reseller Platform for Entrepreneurship Learning to Improve Students’ Entrepreneurial Motivation
This study aims to develop a learning media based on a Digital Reseller Platform to enhance entrepreneurial motivation among senior high school students. The media is designed to facilitate students’ practical understanding of entrepreneurship concepts through digital simulations while addressing time management challenges in practice-based learning. The study was conducted at SMA Negeri 1 Ungaran, Semarang Regency, using a Research and Development (R&D) method based on the 4-D model, which includes the Define, Design, Develop, and Disseminate stages. The participants included 35 students from one class, a subject teacher, and material and media experts. Data were collected through interviews, observations, and questionnaires to analyze learning needs, evaluate media feasibility, and measure its effectiveness in improving students’ entrepreneurial motivation. The results indicate that the Digital Reseller Platform media is both feasible and effective for entrepreneurship learning. Expert validation demonstrated high feasibility, with scores of 82.5% from media experts and 85.7% from material experts. Furthermore, its implementation resulted in a statistically significant increase in students’ entrepreneurial motivation (F = 4.17, p < .05), as reflected in higher levels of interest, active participation, and confidence in engaging in entrepreneurial activities. In addition, the media supports more efficient time management without compromising students’ understanding of entrepreneurial concepts. In conclusion, the Digital Reseller Platform represents a valid and effective instructional medium for enhancing entrepreneurial motivation in senior high school settings.
Development of an Augmented Reality-Based Comic Integrating Balinese Local Wisdom for Enhancing Elementary Students’ Learning Outcomes
This study aims to develop an Augmented Reality (AR)-assisted comic based on Balinese local wisdom to improve Indonesian language learning outcomes for third-grade elementary school students. The study employed a Research and Development method adapted from the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected through questionnaires and learning outcome tests and analyzed using both qualitative and quantitative methods. Product validity was evaluated by experts in content, media, and language, while practicality was assessed by 15 students and 11 elementary school teachers. Effectiveness testing employed a Non-Equivalent Control Group Pretest–Posttest Design involving 19 students per group. The developed comic integrates Balinese local stories, particularly the traditions of Pengrupukan and Nyepi Day, into a child-friendly visual medium enriched with AR features, including simple animations, videos, audio narration, and supporting visual objects. The comic was designed based on the Indonesian Language Learning Outcomes for Phase B. The results indicate that the product is highly valid, with a validity coefficient of 1.00, and highly practical, with a practicality score of 92.68%. It was also effective in improving students’ learning outcomes, particularly in reading and listening comprehension, understanding story content, and information retention, as indicated by an N-Gain score of 0.79 and a Cohen’s d effect size of 1.78. In conclusion, the AR-assisted comic is valid, practical, and effective as an interactive and contextual learning medium for elementary school students.
Integrating Ethnopedagogy into Learning Media to Foster Positive Discipline among Elementary School Students: A Systematic Literature Review
This study aims to explore the integration of ethnopedagogy in the development of learning media to strengthen positive discipline among elementary school students. The study employed a systematic literature review following PRISMA guidelines. A total of 18 empirical articles published between 2023 and 2025 were retrieved from the Scopus, Google Scholar, and DOAJ databases. The data were synthesized using thematic analysis, focusing on ethnopedagogy-based learning media, the effectiveness of pop-up books, and positive discipline practices in inclusive classrooms. The results indicate that ethnopedagogy-based learning media—including interactive videos, digital modules, traditional arts, and augmented reality applications—effectively enhance character values such as cooperation, environmental awareness, integrity, and discipline. Pop-up books demonstrate considerable potential in fostering positive behavior, self-confidence, and learning motivation, although limited studies specifically address discipline and prosocial behavior. Furthermore, positive discipline practices that incorporate local cultural values, indigenous learning approaches, and restorative practices show promising outcomes in creating inclusive classroom environments and reducing exclusionary discipline. The integration of local cultural wisdom through ethnopedagogical approaches provides culturally relevant contexts that enhance student engagement and the internalization of positive discipline values. This review contributes novel insights by proposing a multimodal integration framework that combines indigenous values with diverse learning media formats, addressing a gap in the literature where ethnopedagogy and positive discipline have rarely been examined together. However, challenges remain regarding scalability, teacher training, and the need for longitudinal impact evaluation.
Developing a Web-Based Application to Support Student Behavior Monitoring in Vocational Education
This study aims to develop and implement a web-based student behavior monitoring application for Grade X students of Computer and Telecommunication Network Engineering (TJKT) at SMKN 1 Sambas and to analyze its impact on student behavior and learning outcomes. The research employed a Research and Development (R&D) method using the ADDIE model, encompassing the stages of needs analysis, design, development, implementation, and evaluation. The data analysis combined quantitative descriptive and qualitative approaches. Quantitative data obtained from expert validation sheets and questionnaires were analyzed using percentage-based descriptive statistics to determine the feasibility and practicality of the developed application. Meanwhile, qualitative data derived from observations and documentation were analyzed through data reduction, data display, and conclusion drawing to support the interpretation of the findings. Data were collected through observations, questionnaires, and documentation, involving teachers, class advisors, parents, and students. The expert validation results indicated that the application is highly feasible, with scores of 88.31% from content experts, 88.94% from media experts, and 86.48% from technology experts. Practicality testing by teachers and parents also categorized the application as highly practical, with scores of 83.51% and 84.94%, respectively. Behavioral evaluation showed significant improvement, with teacher-led interventions reaching 81.27% (good category) and student self-interventions 85.45% (very good category). Furthermore, academic outcomes improved significantly, with the class average increasing from 70 to 79. The t-test analysis yielded a p-value of 0.000 (p < 0.05), indicating that the application effectively enhances both student discipline and academic performance. In conclusion, the developed web-based application is valid, practical, and effective in improving student behavior and learning outcomes.
Creativity-Based Music Education for Kindergarten: Integrating Musical Literacy and Emotional Intelligence at PPPK Petra
This study aims to analyze the creative application of music education through the integration of musical literacy—encompassing media use and teaching strategies—into activities that foster emotional intelligence among kindergarten children at PPPK Petra. The research employed a descriptive qualitative approach. Data were collected in the form of verbal data and visual documentation through direct classroom observations of children during music learning activities, interviews with music teachers and homeroom teachers, and interviews with parents. The data were analyzed through three stages: data reduction, data display, and conclusion drawing and verification. The findings indicate that music education integrating two paradigms—education about music and education through music—can create interactive and meaningful learning experiences. Children not only acquire a basic understanding of rhythm, pitch, and musical symbols, but also apply this understanding in activities that foster self-motivation, empathy, and collaborative skills. These findings confirm that the integration of musical literacy with emotional development is effective, as children learn through direct, contextual, and collaborative experiences. In conclusion, creative and comprehensive music education contributes not only to students’ cognitive development but also to the formation of positive behaviors and character, serving as essential preparation for their future lives.
Problem-Based Learning Supported by Assembler Edu: Impacts on Science Learning Outcomes and Students’ Self-Confidence
This study aims to examine differences in IPAS learning outcomes between students taught through Problem-Based Learning (PBL) assisted by Assemblr Edu and those taught through conventional instruction, as well as to analyze the interaction between the learning model and students’ self-confidence. The study employed a quasi-experimental design using a pretest–posttest non-equivalent control group approach. The participants were 115 fifth-grade students from Cluster II Tegallalang Elementary Schools, comprising 57 students in the experimental group and 58 in the control group. The research instruments included a multiple-choice IPAS learning outcomes test and a self-confidence questionnaire, both of which were validated and tested for reliability. Content validity was assessed by two expert lecturers using Gregory’s formula. The learning outcomes test demonstrated very high reliability (KR-20 = 0.958), and the self-confidence questionnaire also showed very high reliability (Cronbach’s α = 0.929). Data were analyzed using ANCOVA. The results indicate that the learning model significantly affected IPAS learning outcomes (F = 56.791, p < 0.001, Partial η² = 0.340), while self-confidence also had a significant effect (F = 43.628, p < 0.001, Partial η² = 0.284). Furthermore, a significant interaction was observed between the learning model and self-confidence (F = 6.486, p = 0.012, Partial η² = 0.056). These findings suggest that PBL assisted by Assemblr Edu is more effective than conventional instruction, indicating that the integration of problem-based learning with AR-supported media can reduce learning barriers and enhance conceptual understanding in a meaningful way.
School Principal Management in Integrating Character Education: A Case Study of Realfunrainbow Kindergarten in Salatiga City
This study aims to examine the principal’s management in integrating character education at Realfunrainbow Kindergarten in Salatiga City. Character education in early childhood has become increasingly important in response to globalization, the rapid development of digital technology, and socio-cultural changes that influence children’s behavior. The study employed a descriptive qualitative approach, with data collected through observations, in-depth interviews, and documentation. Methodological triangulation was applied to ensure the credibility of the findings. The research participants included the principal, two Group B teachers, three parents as program beneficiaries, and three local MSME owners as internship partners. Data were analyzed through the stages of data reduction, data display, and conclusion drawing. The findings reveal a distinctive innovation at Realfunrainbow Kindergarten, namely the integration of character education with local socio-economic contexts through internship programs at MSMEs. This initiative enables children to practice values such as discipline, cooperation, respect, and responsibility in authentic settings, thereby strengthening experiential learning and community engagement. In addition, the integration of character education is systematically implemented through the principal’s management functions, including planning, organizing, mobilizing, and controlling. Planning is based on needs analysis with a focus on character development, while organizing involves assigning teachers as mentors, engaging parents as collaborators, and establishing partnerships with local MSMEs. Mobilization is carried out through role modeling and motivation, whereas controlling is conducted through continuous supervision and evaluation. In conclusion, the successful integration of character education is largely determined by the principal’s managerial and leadership capacities in managing school resources comprehensively and sustainably, as well as in fostering community partnerships to support early childhood character development.
Development of Gamification-Based Story Learning E-Book to Improve Simple Sentence Writing Skills in Grade Two Elementrary School Students
This study aims to design, assess the feasibility, and evaluate the effectiveness of a gamification-based e-book for story learning to enhance simple sentence writing skills among second-grade students at SDN Tawangmas 01 Semarang. The study employed a Research and Development (R&D) approach, adapting the Borg and Gall model into eight stages. The research instruments included validation sheets for media and material experts, teacher and student questionnaires, and pretest–posttest writing assessments to measure students’ simple sentence writing skills. The data were analyzed using descriptive statistics to determine feasibility and user responses, while effectiveness was examined using a paired-samples t-test and normalized gain (N-gain) analysis. The findings indicate that the gamification-based e-book achieved high feasibility ratings, with scores of 93.75% from media experts and 96.24% from subject matter experts. Positive responses were also obtained from teachers (81.53%) and students (94.44%). Furthermore, the e-book was effective in improving students’ simple sentence writing skills, as evidenced by a statistically significant result (p < 0.05) and an increase in mean scores from 48.77 (pretest) to 77.72 (posttest). The N-gain value of 0.5277 (52.77%) falls within the moderate category. In conclusion, the gamification-based story learning e-book represents an innovative instructional medium that supports Indonesian language learning and enhances elementary students’ foundational literacy skills.
Development of a Game-Assisted Flipbook to Enhance Fifth-Grade Students’ Conceptual Understanding of Cultural Diversity
This study aims to develop and evaluate the feasibility, practicality, and effectiveness of a game-assisted flipbook on cultural diversity for fifth-grade elementary school students. The study was conducted in Cluster V Tuanku Imam Bonjol, Denpasar, Bali, using the ADDIE development model. The participants included two content experts, two media experts, 12 teachers, and 65 fifth-grade students, comprising 33 students in the experimental group and 32 in the control group. Data were collected using expert validation sheets, teacher and student practicality questionnaires, and pretest–posttest assessments of concept mastery. The data were analyzed using descriptive statistics, percentage conversion, analysis of covariance (ANCOVA), and normalized gain (N-gain). The flipbook was developed using Microsoft Word, Canva, and Heyzine, and featured contextual narratives, cultural illustrations, reflective activities, QR codes, and educational games. The validation results indicated that the product was highly feasible, with a mean score of 3.87 (96.75%) from both content and media experts. Practicality was also rated very highly, with scores of 3.84 (95.88%) from teachers and 3.91 (97.83%) from students. ANCOVA results revealed a statistically significant difference between the experimental and control groups after controlling for pretest scores (F = 84.980, p < 0.001), with a large effect size (partial eta squared = 0.578). Furthermore, the N-gain analysis showed greater improvement in the experimental group (0.81, high category) compared to the control group (0.51, moderate category). In conclusion, the game-assisted flipbook is highly feasible, practical, and effective in improving students’ concept mastery in elementary education.
Global Trends in Emotional Intelligence Research and Their Implications for Education: A Bibliometric Analysis (2010–2025)
This study aims to analyze the development of emotional intelligence research and its implications for educational practice through a bibliometric analysis of global scientific publications. Using the Scopus Performance Analysis approach, a dataset of 28,404 articles indexed in Scopus between 2010 and 2025 was examined. Descriptive bibliometric techniques were employed, including annual publication trends, author productivity, institutional contributions, and thematic evolution, to identify dominant research patterns and emerging directions. The findings indicate substantial growth in emotional intelligence research over the past decade, peaking in 2021, reflecting increasing attention to social-emotional competencies in education, mental health, and resilience during the COVID-19 pandemic. Thematic analysis shows a shift from early trait-based and self-report approaches toward integrative models linking emotional intelligence with psychological capital, educational outcomes, and emerging digital technologies such as artificial intelligence. These developments underscore the growing recognition of emotional intelligence as a critical factor in supporting student well-being, learning engagement, and adaptive skills in contemporary educational environments. This study provides a comprehensive mapping of emotional intelligence research evolution and identifies key gaps for future studies. For the Indonesian educational context, the findings highlight the importance of integrating emotional intelligence into curriculum design, teacher training, and social-emotional learning initiatives to strengthen students’ psychological resilience and learning readiness in an increasingly complex digital era.
Development of Augmented Reality-Based "KARINA" Media to Improve Learning Outcomes in Traditional Clothing Content for Grade III Students
This study aims to develop KARINA (National Interactive Card) learning media based on Augmented Reality (AR) to improve students’ learning outcomes on the topic of traditional clothing for third-grade students. The study employed a Research and Development (R&D) method adapted from the four-dimensional (4D) development model, comprising the stages of define, design, develop, and disseminate. The research involved six students in a small group test and 23 students in a large group test. Data were collected using both testing and non-testing instruments. Testing instruments included pre-tests and post-tests, while non-testing instruments consisted of interviews, questionnaires, and documentation studies. Data analysis was performed using Shapiro–Wilk tests for normality, paired-sample t-tests, and N-Gain calculations with SPSS 31. Validation results indicated that the learning media is in the very feasible category, with scores of 88% from material experts and 93% from media experts. The effectiveness of the media was demonstrated by significant improvements in learning outcomes: in the small group test, the average score increased from 57.5 to 85 (N-Gain = 0.62), while in the large group test, it increased from 67.3 to 89 (N-Gain = 0.57). Both results are categorized as quite effective. These findings indicate that AR-based Interactive Cards are effective in improving students’ conceptual understanding and learning outcomes in Pancasila Education.
Examining the Impact of School Principals’ Leadership and Family–Teacher Synergy on Elementary Students’ Prosocial Behavior
This study aims to examine the influence of principal leadership and family–teacher synergy on the prosocial behavior of elementary school students at SD Negeri 05 Pontianak Selatan. A quantitative survey approach was employed, with data collected from 88 students in Grades IV, V, and VI using validated questionnaires. The data were analyzed using descriptive statistics and inferential analysis, including percentage analysis to categorize variables and regression analysis to examine the relationships among variables. The results indicate that students’ prosocial behavior was generally at a positive level, with most students categorized as high, although variations were observed across dimensions. Helping and sharing showed the highest levels, while empathy and environmental care still require improvement. Principal leadership demonstrated strong effectiveness, particularly in community empowerment and instructional leadership. Similarly, family–teacher synergy showed high effectiveness, especially in learning support and character-building collaboration, although communication and value consistency remain areas for improvement. The findings suggest that concrete prosocial behaviors are more easily developed through habituation, whereas more complex behaviors require structured and continuous interventions. In conclusion, this study highlights the importance of strengthening transformational leadership and enhancing collaboration between schools and families to create a supportive educational ecosystem. It also underscores the need for differentiated character education programs and more intensive communication strategies to optimize students’ prosocial development.
Project-Based Learning with Interactive Video: Effects of Fifth-Grade Science Literacy Viewed from Self-Regulation
This study aims to examine the effect of a Project-Based Learning (PjBL) model assisted by interactive video on elementary students’ science literacy, with self-regulated learning as a moderating variable in the IPAS subject. A quasi-experimental design with a pretest–posttest control group was employed. The population consisted of all fifth-grade students in Cluster IV, Sukawati District, during the 2025/2026 academic year (N = 260). The sample was selected through simple random sampling and comprised 39 students from SD Negeri 1 Batubulan Kangin and 40 students from SD Negeri 2 Batubulan Kangin. Science literacy data were collected using a test instrument, while self-regulated learning was measured using a non-test instrument. Data were analyzed using two-way analysis of variance (ANOVA) in SPSS. The results indicated that the PjBL model assisted by interactive video had a statistically significant main effect on students’ science literacy (F(1,76) = 249.416, p < 0.001). Additionally, a significant interaction effect was observed between the learning model and students’ self-regulated learning on science literacy outcomes (F(1,76) = 6.363, p = 0.015). These findings suggest that interactive video–assisted Project-Based Learning is an effective instructional approach for enhancing science literacy in elementary education.
Differentiated Instruction Strategies to Enhance Reading Comprehension in Elementary Schools: A Systematic Literature Review
This study aims to identify evidence-based differentiated instruction (DI) strategies that enhance reading comprehension in elementary education. The research employed a systematic literature review following the PRISMA guidelines. A total of 16 empirical studies published between 2020 and 2025 were retrieved from the Scopus database based on their relevance and methodological rigor. The data were analyzed using qualitative thematic analysis and cross-study comparison to identify effective strategies and patterns of implementation. The findings indicate that differentiated instruction consistently improves reading comprehension outcomes, with reported gains ranging from 10% to 44%. Effective strategies include tiered instruction, flexible grouping, content–process–product differentiation, and technology-supported approaches. Instructional models such as identification–reflection–improvement cycles and Cooperative Integrated Reading and Composition (CIRC) demonstrated particularly strong effectiveness. Successful implementation was associated with continuous assessment practices, teacher preparedness, and access to differentiated instructional resources. In conclusion, this review confirms that differentiated instruction provides an effective framework for addressing diverse learner needs and improving reading comprehension outcomes in elementary classrooms.
The Effectiveness of Inquiry-Based Learning in Enhancing Student Creativity as a Dimension of Deep Learning and Its Impact on Learning Outcomes in Elementary Education
This study aims to investigate the effectiveness of inquiry-based learning in enhancing students’ creativity as a dimension of deep learning and its impact on learning outcomes in elementary education. The research was conducted with sixth-grade students at SDN Wanamulya, Pemalang Regency. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The instruments included a creativity observation checklist and an IPAS learning achievement test. Data were analyzed using descriptive statistics and comparative analysis to examine changes in students’ creativity and learning outcomes before and after the implementation of inquiry-based learning. The findings indicate that students’ creativity improved following the implementation of inquiry-based learning, as reflected in the increase in the mean creativity score from 2.34 in the pretest to 3.54 in the posttest. Improvements were observed across several dimensions, including idea fluency, flexibility in problem-solving, originality, and elaboration. In addition, students’ learning outcomes showed a significant increase, with the class average score rising from 63.40 in the pretest to 82.15 in the posttest. The percentage of students achieving the minimum mastery criterion also increased from 45% to 85%. In conclusion, inquiry-based learning is effective in promoting meaningful learning and supporting deep learning by enhancing students’ creativity and improving learning outcomes in elementary education.
Mapping the Landscape of Deep Learning in Meaningful Principles: A Decade-Long Bibliometric Review (2015–2025)
This study aims to explore how Deep Learning (DL) contributes to meaningful learning in response to the increasing demand for ethical, transparent, and student-centered applications of Artificial Intelligence (AI) in education. The study employs a bibliometric analysis of 110 Scopus-indexed publications published between 2015 and 2025, using Biblioshiny in the R Bibliometrix package to identify research trends, key contributors, institutional productivity, and thematic developments. The analysis encompasses publication trends, citation patterns, author and country productivity, collaboration networks, and keyword co-occurrence. The findings indicate that, although the majority of studies originate from computer science and engineering, there has been a growing shift toward education and the social sciences, reflecting an increasingly interdisciplinary orientation, particularly after 2020. Emerging themes such as explainable AI, adaptive learning, and ethical AI suggest a transition from technology-driven innovation toward pedagogy-oriented and ethically grounded practices. Keyword co-occurrence analysis reveals three dominant thematic clusters: (1) explainable AI in pedagogy, (2) adaptive learning systems, and (3) ethical and human-centered AI in education. This shift reflects a broader movement toward human-centered AI that enhances learning relevance, personalization, and engagement. Overall, the integration of DL in education is evolving beyond technical efficiency to support meaningful, ethical, and learner-centered educational experiences.
Development of Articulate Storyline-Based IPAS Multimedia to Improve Learning Outcomes among Third-Grade Elementary Students
This study aims to develop and evaluate Articulate Storyline-based multimedia to improve learning outcomes in Natural and Social Sciences (IPAS), specifically on the topic of “Diversity of Landforms in Indonesia” for third-grade students at Bringin 01 Public Elementary School, Semarang. 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. Data were collected through interviews, questionnaires, and learning outcome tests. The data analysis techniques included normality testing, paired-sample t-tests, and normalized gain (N-gain) analysis. The multimedia product was developed using Articulate Storyline software and subsequently validated by media experts and subject matter experts, yielding scores of 93.33% and 90.78%, respectively, which were categorized as highly feasible. Teacher responses reached 95%, while student responses were 89.13%, both of which fell into the very feasible category. The effectiveness test results indicated a significant improvement between pre-test and post-test scores in both small- and large-scale trials (sig. = 0.000 < 0.05). Furthermore, the N-gain analysis showed a high improvement in the small-scale trial (0.7337) and a moderate improvement in the large-scale trial (0.6415). In conclusion, the Articulate Storyline-based IPAS multimedia is valid, practical, and effective in improving students’ learning outcomes in elementary school IPAS subjects.
Measuring the Efficacy of Interactive Flipbooks in Boosting Reading Interest: Evidence from a Systematic Literature Review
This study aims to examine the effectiveness of interactive flipbook media in enhancing elementary school students’ reading interest. A systematic literature review was conducted following PRISMA guidelines. Relevant studies were retrieved from Scopus, Web of Science, ERIC, Google Scholar, and Consensus AI databases. Data were analyzed using descriptive statistical synthesis and thematic analysis to identify implementation patterns and student outcomes. The results indicate that interactive flipbook media consistently produces significant positive effects on students’ reading interest, with reported improvements ranging from 11% to 32% across studies. The media is particularly effective in enhancing visual literacy, digital literacy, and cultural appreciation, alongside traditional reading skills. However, several implementation challenges were identified as barriers to widespread adoption. This review concludes that interactive flipbooks represent a promising pedagogical tool for elementary education. Successful implementation, however, requires adequate technological infrastructure, comprehensive teacher training, and further research across diverse educational contexts and subject areas.
From Student-Centered Learning to Student Agency: A Systematic Review of Motivation, Self-Regulated Learning, and Academic Achievement in the Merdeka Curriculum with ASEAN Perspectives
This study aims to synthesize the influence of learning motivation and self-regulated learning on students’ academic achievement in the implementation of the Merdeka Curriculum among senior high school students, while benchmarking pedagogical strategies against those implemented in ASEAN countries. The study employed a Systematic Literature Review (SLR) design following the PRISMA 2020 protocol. A total of 20 empirical studies published between 2020 and 2025 were retrieved from the Scopus, Google Scholar, and SINTA databases. Data were analyzed using a thematic synthesis technique. The findings indicate that learning motivation and self-regulated learning make a substantial contribution to students’ academic achievement in the Indonesian context, with the highest reported effect size reaching 88.9%. Comparative analysis reveals that several ASEAN countries have more extensively advanced student autonomy through the integration of self-monitoring technologies (e.g., Singapore and Vietnam) and strong teacher autonomy support (e.g., Malaysia and Thailand). These findings suggest that optimizing the implementation of the Merdeka Curriculum requires the adoption of such pedagogical strategies. In particular, the roles of teachers and educational technology should be transformed from administrative support mechanisms into key drivers that foster student agency. Overall, this study highlights the importance of aligning motivation, self-regulated learning, and innovative pedagogical practices to enhance academic achievement in contemporary educational contexts.
Science E-Modules in the Digital Era: A Bibliometric Analysis of Research Trends and Thematic Development
This study aims to analyze the trends and characteristics of research related to e-module learning media in science education through a bibliometric analysis approach. The research employs a descriptive quantitative method with a bibliometric design. Data were obtained from scientific articles indexed in several academic databases, including Scopus, Web of Science, DOAJ, and Google Scholar, through a systematic search using keywords related to e-modules and science learning. Articles meeting the inclusion and exclusion criteria were analyzed using Bibliometrix software (R-Studio) and VOSviewer. Data analysis includes publication productivity, annual trends, top citation analysis, author collaboration, dominant keywords, and research theme mapping. The results show that publications related to science e-modules have significantly increased in the last five years, with the peak of publications occurring in 2024. The most cited articles are dominated by SINTA-accredited national journals and generally examine the development of e-modules based on the ADDIE model with contextual, scientific, connected, and guided discovery approaches. Dominant keywords such as e-module, science learning, digital learning, and STEM indicate a shift in research focus toward technology integration and the strengthening of 21st-century skills. Thematically, science e-modules are widely developed to improve media validity, learning independence, science literacy, critical thinking, and student learning outcomes. These findings provide a comprehensive overview of the developmental direction of science e-module research and serve as a basis for developing more effective and contextual learning media research and innovation in the future.
Trends and Emerging Innovations in Digital Media for E-Module Development: A Systematic Literature Review
This study aims to conduct a comprehensive mapping of the evolution of digital media in e-module development over the past five years (2020–2024). Furthermore, it seeks to identify research gaps to provide a strategic roadmap for the future development of e-modules integrated with Artificial Intelligence (AI) and immersive media. Adopting the PRISMA 2020 protocol, a Systematic Literature Review (SLR) was conducted on Scopus-indexed articles. From the selection process, 20 articles were analyzed through a systematic process of categorization and synthesis based on research types, pedagogical approaches, and the digital media and platforms used. The findings indicate the dominance of R&D methods, particularly the ADDIE and 4D models. Pedagogical approaches such as Problem-Based Learning, STEM, SETS, Discovery Learning, and Guided Inquiry consistently improve critical thinking skills, learning outcomes, and 21st-century competencies. In terms of technology, Android-based platforms and flipbooks are the most preferred due to their accessibility and support for multimedia elements such as videos, animations, simulations, and interactive quizzes. These findings highlight the importance of developing e-modules that are systematic, pedagogically grounded, constructivist, and supported by interactive multimedia. Future research needs to explore the integration of AR/VR, gamification, and artificial intelligence.
Development of the “TeachABK” Big Book to Improve the Speaking Skills of Children with Speech Delay
This study aims to develop a learning instrument, the "TeachABK" Big Book, designed to stimulate the verbal competence of children with speech delays at MI Al-Hidayah, Malang Regency. This study adopts a Research and Development (R&D) approach using the ADDIE instructional design model. The resulting product is an A4-sized learning medium that integrates adaptive visual design, simplified text, and audio-based QR code features to support students’ articulation. Data were collected through observations, interviews, documentation, and questionnaires. The effectiveness of the media was evaluated using both qualitative and quantitative data analyses, including the N-Gain test. Based on expert validation of both material and media aspects, the "TeachABK" Big Book achieved a "very good" rating, with scores exceeding the 85% threshold. Field implementation results indicate significant improvements in students’ speaking abilities, particularly in vocabulary development, pronunciation clarity, and the ability to produce simple sentence structures. Both theoretically and practically, these findings highlight that personalized and interactive media innovations serve as essential tools in strengthening the implementation of inclusive education at the elementary school level.
The Evolution of E-Module Development in Secondary Education: A Systematic Review of Trends and Emerging Practices
This study aims to systematically examine the evolution of e-module development in secondary education between 2020 and 2024. Employing a Systematic Literature Review (SLR) method guided by the PRISMA 2020 protocol, the study explores emerging trends in instructional design, pedagogical frameworks, and technological integration. A total of 27 Scopus-indexed empirical studies were analyzed through four thematic lenses: disciplinary distribution, pedagogical approaches, levels of interactivity, and reported learning outcomes. Data were analysed using thematic analysis following Braun and Clarke (2006). The results reveal a pronounced STEM concentration (n = 23; 85.2%), with Physics and Chemistry dominating, while non-STEM disciplines account for only 14.8% (n = 4). Constructivist pedagogies, particularly Problem-Based Learning (n = 8; 29.6%), are dominant, effectively supporting higher-order cognitive outcomes such as Critical Thinking Skills (n = 12; 44.4%). However, Collaboration Skills receive critically minimal attention (n = 1; 3.7%), revealing a systematic gap in addressing social learning competencies essential to 21st-century education. These findings establish e-modules as effective digital frameworks when researchers align pedagogical design with technological affordances. Two urgent recommendations emerge: first, researchers must investigate e-modules in non-STEM disciplines; second, future studies must prioritise collaborative features to address the critical gap in 21st-century skill development.
A Bibliometric Analysis of Policy-Driven Religious Moderation Education Research in Indonesia: Trends, Evolution, and Research Landscape
This study systematically maps the intellectual landscape of religious moderation education in Indonesia by analyzing publication growth, identifying key influential actors, and tracing thematic evolution in order to provide a strategic theoretical framework for inclusive Islamic education policy. A bibliometric approach was employed, analyzing metadata from 149 Scopus-indexed articles published between 2015 and 2025. The results indicate that the discourse has reached a stage of “policy-driven maturity,” characterized by an exponential increase in publications after 2020, largely in response to national policy mandates. Thematic analysis reveals a core dualism between the “Education Implementation” and “Policy Response” clusters, illustrating how government directives are translated into pedagogical strategies. However, the findings also highlight a pronounced “silo effect” in institutional collaboration, primarily driven by localized and competitively allocated research funding schemes (e.g., BOPTN and Litapdimas), which limit cross-institutional synergy. This study concludes that research on religious moderation in Indonesia is systematically shaped by government policy and contributes significantly to the achievement of SDG 4 (Quality Education). Nevertheless, stronger cross-institutional collaboration is essential to sustain and further develop inclusive educational frameworks.
The Effect of STEM Integration on Scientific Literacy and Scientific Attitudes: An Empirical Study in Primary Education
This study aims to examine the effect of implementing the Science, Technology, Engineering, and Mathematics (STEM) approach on elementary school students’ scientific literacy and scientific attitudes. A quasi-experimental method with a one-group pretest–posttest design was employed. The participants consisted of 30 third-grade students from SD Negeri 100206 Pintu Padang, South Angkola District. Data were collected using a scientific literacy test in the form of essay questions, a scientific attitude questionnaire, and observation sheets to assess the implementation of the learning process. The data were analyzed quantitatively using the normalized gain (N-gain) to measure the level of improvement and a paired-sample t-test to determine the significance of differences between pretest and posttest scores. Prior to hypothesis testing, prerequisite tests, including tests of normality and homogeneity, were conducted. The findings indicate that the implementation of the STEM approach led to a substantial improvement in students’ scientific literacy. The mean score increased from 48.33 in the pretest to 88.33 in the posttest, with an N-gain value of 0.77, categorized as high. Similarly, students’ scientific attitudes improved significantly, with the mean score increasing from 49.50 to 89.17 and an N-gain value of 0.78, also classified as high. The paired-sample t-test yielded a significance value of 0.000 (p < 0.05), indicating statistically significant differences between pretest and posttest scores. These results suggest that the STEM approach is effective in enhancing both cognitive aspects (scientific literacy) and affective aspects (scientific attitudes). This effectiveness may be attributed to the characteristics of third-grade students, who are in the concrete operational stage of cognitive development. At this stage, students learn more effectively through direct experiences, hands-on activities, and real-life problem-solving. The STEM approach accommodates these needs by engaging students in practical investigations, collaborative tasks, and contextual learning, thereby making abstract concepts more tangible and meaningful. Therefore, the integration of STEM in science learning can be considered an effective instructional strategy to enhance students’ engagement, critical thinking, and problem-solving skills in elementary education.