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.
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Innovative Curriculum Design Based on Local Wisdom: Integrating Bengkalis Folktales into Language and Character Education in High Schools
This study aims to develop an innovative curriculum model based on local wisdom in Bengkalis by integrating Malay cultural values into Indonesian language learning at the senior high school level. The research employed a Research and Development (R&D) method adapted from the ADDIE model, encompassing the stages of needs analysis, design, development, expert validation, and limited implementation. The implementation was conducted at SMAS IT Mutiara Pinggir and SMAS Alam Duri in Bengkalis Regency. Data were collected through expert validation instruments, observation guidelines, questionnaires, and interviews. Data analysis involved descriptive quantitative techniques to assess the feasibility of the curriculum model and qualitative thematic analysis to explore teachers’ and students’ learning experiences. The validation results indicate that the developed model demonstrates a very high level of feasibility, with an average score of 4.43. Findings from the limited implementation reveal increased student engagement and the strengthening of character values through learning activities based on local folklore, including Bujang Ikal, Lancang Kuning, and Laksamana Raja di Laut. The integration of Contextual Teaching and Learning (CTL) principles with character education contributes to Indonesian language learning that is more contextual, reflective, and meaningful. Furthermore, the proposed curriculum model aligns with the objectives of the Merdeka Curriculum and the Pancasila Student Profile policy, and it can be replicated in other regions with appropriate adaptations to local cultural contexts. Overall, the findings confirm that curriculum development grounded in local wisdom is an effective strategy for preserving cultural values while simultaneously strengthening character education in schools.
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Development of Android-Based Informatics Learning Media to Improve Computational Thinking in High School Students
This study aims to develop an Android-based informatics learning medium, named THINQING, to enhance senior high school students’ computational thinking (CT) skills through Bebras informatics problems. The research employed a Research and Development (R&D) method using the Game Development Life Cycle (GDLC) framework, which consists of the stages of initiation, pre-production, production, testing, beta, and release. The participants of this study were 30 tenth-grade students from a senior high school in Garut Regency. Data were collected using the Computational Thinking Scale (CTS), which measures five dimensions of CT: creativity, algorithmic thinking, cooperativity, critical thinking, and problem-solving skills. Data were analyzed using a one-sample t-test by comparing students’ CTS scores with a neutral benchmark value. The results reveal a statistically significant improvement in students’ computational thinking skills, as indicated by a significance value of p < 0.05. These findings suggest that the THINQING learning medium—particularly its error-based explanatory feedback mechanism—is effective in supporting the development of computational thinking and can serve as an alternative interactive learning tool for fostering 21st-century skills in secondary education.
Examining the Effects of Resilience, Psychological Well-Being, and Self-Efficacy on Students’ Understanding of Accounting
This study aims to examine the effects of resilience, psychological well-being, and self-efficacy on students’ accounting understanding. A quantitative explanatory research method was employed. Data were collected from 118 undergraduate students enrolled in the Accounting Education Program, Faculty of Economics, Medan State University. The participants were selected using purposive sampling and had completed core accounting courses. Data were gathered through a structured questionnaire measured on a five-point Likert scale. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS software. The results demonstrate that resilience, psychological well-being, and self-efficacy have positive and statistically significant effects on accounting understanding. Among these variables, self-efficacy exhibits the strongest influence on accounting understanding (β = 0.41; p < .001), followed by resilience and psychological well-being. The structural model explains 65% of the variance in accounting understanding (R² = 0.65), indicating strong explanatory power. These findings suggest that students’ accounting understanding is influenced not only by cognitive learning processes but also by psychological resources that support academic engagement and persistence.
Development and Validation of "Merdeka": An Augmented Reality-Based Board Game for Indonesian History Learning
This study aims to develop and evaluate the feasibility of an educational board game, Merdeka, integrated with Augmented Reality (AR) technology as a history learning medium for junior high school students aged 13–15 years. The study employed a development research method using the Game Development Life Cycle (GDLC) model, which consists of six stages: initiation, pre-production, production, alpha testing, beta testing, and release. The feasibility of the product was assessed using a three-pronged evaluation approach: validation by material and media experts, black-box functionality testing of the AR application, and a limited beta trial involving 24 junior high school students. Data were analyzed using descriptive quantitative techniques based on Likert-scale scoring. The expert validation results indicated a “highly feasible” category, with average feasibility scores of 89.44% from material experts and 85.71% from media experts. The user trial results also demonstrated a very high level of acceptance, achieving a feasibility score of 84.8%. These findings indicate that the enjoyable gameplay experience and the integration of AR technology constitute the primary strengths of the product. In conclusion, the Merdeka educational board game is a valid, functional, and well-received learning medium and is therefore suitable for implementation and broader dissemination.
Confirmatory Factor Analysis of a 21st-Century Skills Instrument in Audiovisual-Assisted Problem-Based Learning
This study aims to develop and validate a performance-based assessment instrument for measuring 21st-century skills in Ilmu Pengetahuan Alam dan Sosial (IPAS) learning through audiovisual-assisted Problem-Based Learning. The instrument comprises 16 essay items designed to assess four dimensions of the 4C framework—critical thinking, creativity, communication, and collaboration—with four items allocated to each dimension. Responses were scored using a 1–4 analytic rubric. An instrument development approach was employed, with construct validation conducted through a pilot test involving 30 sixth-grade students from SDN Brebes 10. Data were analyzed using Confirmatory Factor Analysis (CFA). The results indicate that all items are valid, with standardized factor loadings ranging from 0.897 to 0.967 (CR > 22.62; p < 0.001). The measurement model demonstrates excellent goodness-of-fit indices (χ² = 93.997; df = 98; p = 0.596; CFI = 1.000; TLI = 1.007; RMSEA = 0.000; SRMR = 0.023). All items exhibit very strong factor loadings (λ ≥ 0.80) and coefficients of determination (R²) ranging from 0.805 to 0.935. In addition, inter-factor correlations (–0.686 to 0.193) confirm adequate discriminant validity. Overall, these findings indicate that the developed instrument satisfies construct validity requirements and demonstrates excellent psychometric quality for assessing elementary students’ 21st-century skills in audiovisual-assisted IPAS learning.
Scientific Argumentation Abilities among Undergraduate Biology Students: An Analysis Using the Toulmin’s Argument Pattern (TAP) Framework
This study aims to examine the level of scientific argumentation skills among biology students using Toulmin’s Argument Pattern (TAP) framework. The research employed a quantitative descriptive method using essay questions designed to elicit key components of scientific argumentation. The participants consisted of 82 undergraduate students enrolled in a Genetics course during the even semester of the 2025 academic year. Data were collected through an essay test developed based on Genetics-related topics. Data analysis focused on the presence of TAP components and the classification of students’ levels of scientific argumentation. The results reveal that students’ scientific argumentation skills remain low, with 47.56% of students categorized at Level 1 and 30.5% at Level 2. Analysis of TAP component distribution indicates that 91.46% of students were able to state claims; however, these claims were predominantly unsupported by warrants or reasoning that meaningfully connected the evidence to the conclusions. The low levels of scientific argumentation observed reflect limitations in students’ critical thinking and scientific reasoning skills. Therefore, the implementation of instructional models such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), and TAP-guided formative assessment strategies is recommended to enhance students’ scientific argumentation abilities.
Development of Human Digestion Puzzle Teaching Aids Based on Edutainment and Local Wisdom for Grade V at Special Needs Schools
This study aims to develop a learning medium in the form of a human digestive system puzzle that integrates edutainment principles and local wisdom values to improve learning outcomes in Natural Sciences (Ilmu Pengetahuan Alam / IPA) for students in a special school (SLB). The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research participants included five fifth-grade students and one teacher from SLB Muhammadiyah Purworejo. Data were collected through interviews, observations, expert validation, and learning outcome tests. Data analysis was conducted using descriptive quantitative and descriptive qualitative techniques. The validation results indicate that the developed learning media achieved a very high level of feasibility, with an average validity score of 87%. The practicality of the media reached 97.7% based on student responses and 80% based on teacher responses. Interview findings further reveal that the puzzle-based media helped students understand the structure and sequence of the digestive organs more concretely. Overall, the findings demonstrate that the edutainment- and local wisdom-based puzzle media are feasible, practical, and effective for enhancing science learning outcomes in special education settings.
Examining the Effects of Leadership, Organizational Commitment, and Well-Being on Teacher Performance
This study aims to examine the influence of leadership, commitment, and welfare on teacher performance in Muaro Jambi Regency. Teacher performance is regarded as a strategic factor in improving educational quality, in which principal leadership, organizational commitment, and teacher welfare are assumed to play significant roles. The study employed a survey research method using simple random sampling. Data were collected through Google Form–based questionnaires distributed to 213 junior high school teachers in Muaro Jambi Regency. Data analysis was conducted using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) approach with SmartPLS 4 software. The results indicate that all proposed hypotheses were supported. Transformational leadership has a positive and significant effect on organizational commitment (β = 0.417; p < 0.001), teacher welfare (β = 0.726; p < 0.001), and teacher performance (β = 0.365; p < 0.001). Teacher welfare also significantly influences organizational commitment (β = 0.447; p < 0.001) and teacher performance (β = 0.344; p < 0.001), while organizational commitment has a significant effect on teacher performance (β = 0.236; p < 0.001). The coefficient of determination (R²) for teacher performance is 0.738, indicating that leadership, welfare, and commitment collectively explain 73.8% of the variance in teacher performance. These findings confirm that effective principal leadership, adequate teacher welfare, and strong professional commitment are key determinants of teacher performance and overall educational quality.
UI/UX Design and Evaluation: Web Platform to Support Self-Regulated Learning with a User-Centered Design Approach
This study aims to develop and evaluate a UI/UX design that supports the three phases of Self-Regulated Learning (SRL)—forethought, performance, and self-reflection—and to assess user satisfaction, usability, and feature suitability. The research employed a User-Centered Design (UCD) approach, involving two rounds of usability testing with ten participants. Data were collected using the Cognitive Walkthrough (CW), System Usability Scale (SUS), User Experience Questionnaire–Short (UEQ-Short), and semi-structured interviews to gather user feedback and suggestions for improvement. The collected data were analyzed using descriptive quantitative techniques. The results demonstrate consistent improvements across testing phases, with the SUS score increasing from 77.5 to 88, indicating an “excellent” level of usability. In addition, the final UEQ-Short overall score reached 2.575, which falls within the “excellent” acceptance category. This study addresses the limited availability of direct feedback during the self-reflection phase of SRL by integrating an AI-based chatbot as an adaptive reflection partner. The chatbot provides real-time metacognitive feedback, thereby enhancing learners’ reflective processes and supporting more effective self-regulated learning.
The Effect of Problem-Based Digital Educational Technology on Students’ Achievement and Creativity in Chemistry Learning
This study aims to examine the effectiveness of problem-based digital learning in enhancing students’ chemistry achievement and creativity. A quasi-experimental design with pretest–posttest control groups was employed. The participants were second-year undergraduate chemistry students 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 research instruments included a chemistry achievement test, a chemistry creativity scale, and a learning behavior observation sheet. Data were analyzed using analysis of covariance (ANCOVA), multivariate analysis of variance (MANOVA), and thematic analysis for qualitative data. The results indicate that problem-based digital learning significantly improves students’ knowledge application, problem-solving skills, and chemistry creativity, particularly in terms of the uniqueness of experimental design, flexibility in solution optimization, and cross-context knowledge transfer. However, no significant difference was found between the two groups in the mastery of basic chemical knowledge. These findings suggest that chemistry instruction in higher education should move beyond the mere transmission of concepts toward problem-based digital learning that emphasizes application, problem solving, and creativity. The integration of authentic problems with virtual laboratory environments enables students to design experiments, test solutions, and transfer knowledge across contexts. In this approach, lecturers function as facilitators, while digital tools serve as cognitive instruments that bridge theoretical understanding and innovative chemical practice.
Readability of Sundanese Textbooks for Grade VIII Junior High School Students: An Analysis Based on the Fry Readability Graph
This study aims to analyze and compare the readability levels of Sundanese language textbooks for eighth-grade junior high school students using Fry’s Readability Graph. The research employed a descriptive method with a qualitative approach. Data were collected through document analysis by examining the discourses contained in the textbooks. The objects of this study were the Rancagé Diajar Basa Sunda Grade VIII textbook published by Pustaka Jaya and the Wiwaha Basa Grade VIII textbook published by Geger Sunten. Data analysis was conducted using the Fry Graph formula by calculating the average number of sentences and syllables per 100 words, which were then plotted on the Fry Graph to estimate the readability levels of the texts. The results indicate that the Rancagé Diajar Basa Sunda textbook falls within the readability range of grades 5–7, whereas the Wiwaha Basa textbook falls within the range of grades 6–8, making it more appropriate for the expected reading ability of eighth-grade students. These findings provide valuable insights for teachers and textbook authors to pay greater attention to linguistic features and text structure in the development of instructional materials. Consequently, this study contributes to improving the quality of Sundanese language textbooks and supports more effective learning that is aligned with students’ reading abilities.
Deliberative Learning in Elementary Civic Education: Strengthen Students’ Communication Skills from a Vocational Perspective
This study aims to formulate a deliberation-based Civic Education learning model from a vocational civic perspective to strengthen elementary school students’ communication skills. The study employed a qualitative approach using a case study method. Data were collected through in-depth interviews with Civic Education experts and classroom teachers at SDN 268 Panyileukan, classroom observations of the deliberative learning process, and document analysis. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing and verification. The findings indicate that the integration of deliberative practices with vocational civic education enhances students’ assertive and persuasive communication skills, active listening abilities, and collaborative competencies. In addition, the model fosters key character values, including tolerance, empathy, social discipline, and cooperation. This deliberation-based learning model is expected to serve as both a practical and theoretical reference for teachers, curriculum developers, and policymakers in implementing contextual and participatory Civic Education that emphasizes character development and 21st-century skills.
Analysis of The Influence of Principal Leadership and Emotional Intelligence on Teacher Motivation and Performance
This study examines the influence of principal leadership and emotional intelligence on teachers’ work motivation and performance. Employing a quantitative explanatory method, the research involved a sample of 220 senior high school teachers in Sarolangun Regency. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling (SEM). The results indicate that principal leadership (β = 0.505) and teachers’ emotional intelligence (β = 0.404) have significant positive effects on work motivation. Both variables also exert direct positive effects on teacher performance. Notably, work motivation emerges as the strongest predictor of performance (β = 0.706) and serves as a key mediating variable that strengthens the indirect effects of leadership and emotional intelligence on performance. These findings suggest that improving teacher performance requires strategies that extend beyond enhancing leadership practices and emotional competencies to include the systematic cultivation of intrinsic motivation. Accordingly, this study recommends that teacher development policies integrate emotional intelligence and transformational leadership training to foster a school climate that supports optimal teacher motivation and performance.
Rhetoric of Presidential Leadership: Critical Analysis of Indonesian Presidential Speech for Pedagogical English Public Speaking
This study aims to critically analyze the rhetorical strategies employed in President Prabowo Subianto’s international speeches by integrating Aristotle’s rhetorical theory with Critical Discourse Analysis (CDA) to assess their pedagogical potential as authentic models for English public speaking instruction. The research adopted a qualitative approach using a case study method. The primary data consisted of transcripts from three international speeches, which were analyzed through thematic coding. The findings indicate that the president’s speeches consistently employ logical reasoning (logos), speaker credibility (ethos), and emotional appeal (pathos) to reinforce political legitimacy and construct a positive diplomatic image. These rhetorical strategies are systematically embedded within the speech structure and reflect context-sensitive persuasive communication in international settings. The results suggest that presidential speeches can serve as valuable instructional materials for enhancing English public speaking skills, particularly in teaching structured argumentation, developing speaker credibility, and fostering cross-cultural and diplomatic communication competence.
Development of a Canva-Based English Picture Dictionary Application for Seventh-Grade Students
This study aims to develop a Canva-based English picture dictionary application designed to enhance seventh-grade students’ reading interest and vocabulary mastery. The study employed a Research and Development (R&D) method combined with a Classroom Action Research (CAR) approach conducted in two cycles. The participants were seventh-grade students at SMP Swasta Kristen Tomosa 1. Research instruments included interviews, classroom observations, questionnaires, and vocabulary tests. Data were analyzed using descriptive quantitative and qualitative techniques. The results indicate that the use of the picture dictionary significantly increased students’ interest in learning and vocabulary mastery, as evidenced by improvements in questionnaire responses and test scores across the two cycles. The mean vocabulary score increased from 49.61 in the pre-test to 86.53 in the post-test. Consistent questionnaire scores across Cycle 1 and Cycle 2 (4.61) indicate the reliability and stability of the learning media. Students’ understanding of new vocabulary reached a mean score of 4.78 (95.6%), while their understanding of word meanings increased to 4.71 (94.2%). Students’ interest in learning English also improved, with a mean score of 4.64 (92.8%). Overall, the findings demonstrate that the Canva-based picture dictionary is an effective learning medium for enhancing students’ interest and vocabulary mastery in English language learning by providing engaging visual support that promotes active and motivated learning.
Collaborative Approaches to Mitigating Teacher Shortages: Evidence from a Systematic Literature Review
This study aims to examine policy frameworks and collaborative strategies implemented across different countries to address teacher shortages through pre-service teacher education. A systematic literature review method was conducted following the PRISMA 2020 guidelines, analyzing 32 open-access journal articles published between 2020 and 2025 and indexed in the Scopus and Google Scholar databases. The review identified three dominant policy approaches: (1) intensive pre-service programs that actively involve prospective teacher candidates; (2) transitional substitution strategies implemented through short-term policies, such as the utilization of retired teachers and regional incentive schemes; and (3) tripartite structural integration among universities, schools, and government institutions. Data were analyzed using bibliometric techniques to map research trends and thematic structures, followed by qualitative thematic synthesis to examine policy models and collaborative mechanisms. The findings indicate that cross-institutional collaboration plays a crucial role in establishing a sustainable and coherent teacher policy ecosystem. The study concludes that teacher shortages should be addressed through long-term, institutionally grounded policies that strengthen pre-service teacher education pathways. These results provide a conceptual foundation for enhancing Indonesia’s Pre-Service Teacher Internship Program (Program Magang Mahasiswa Calon Guru / PMMCG) as an evidence-based strategy for teacher recruitment, preparation, and professionalization.
DAW-Based Beatmaking Creative Process: Literature Review with Guilford Indicators
This study aims to map rhythmic creativity in Digital Audio Workstation (DAW)–based beatmaking using Guilford’s indicators of creativity—fluency, flexibility, originality, and elaboration—as the primary analytical framework. In higher education in music arts, these indicators are employed as an analytical lens to examine how rhythmic ideas are generated, varied, refined, and expanded during the DAW-based beatmaking process. The study adopted a directed literature review method with thematic synthesis, analyzing 40 open-access sources published between 2017 and 2025 and retrieved through database searches (e.g., DOAJ and Google Scholar) and manual reference list screening. All included sources were peer-reviewed and assigned Digital Object Identifiers (DOIs). The literature was organized into thematic clusters, including DAW pedagogy, beatmaking practices, divergent thinking and musical creativity, digital collaboration, and critiques of technology and artificial intelligence in music production. Rhythmic elements—such as patterns, grooves, accents, subdivisions, swing, microtiming, transitions, arrangement, and energy automation—were subsequently mapped onto the four creativity indicators. The findings indicate that DAWs strongly facilitate rapid idea prototyping and iterative refinement, making fluency and elaboration the most prominent creativity indicators. In contrast, flexibility and originality appear to be more contingent on task design, learners’ willingness to shift compositional strategies, negotiation with genre conventions, and the broader collaborative and technological ecosystem, including templates, presets, and AI-assisted tools. This study provides a conceptual mapping framework and illustrative assessment directions to assist lecturers in interpreting DAW project artifacts as evidence of rhythmic creative processes. In the context of music arts higher education, the proposed mapping offers a reference for designing DAW-based composition tasks and developing more consistent and transparent assessment criteria for rhythmic creativity across the four Guilford indicators. Future research is recommended to empirically test this framework through the analysis of student-produced DAW artifacts.
Development of a Chatbot-Based Assessment System for Evaluating Career Readiness in Vocational Education
This study aims to develop, assess the feasibility of, and evaluate the effectiveness of a web-based chatbot, TemanKarir, for measuring vocational high school students’ career readiness. The research employed a Research and Development (R&D) method using the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The chatbot was developed using the Botpress platform and integrated with Google Sheets, WordPress, the Telegram Bot API, and QuickChart. The assessment instrument was based on the Employability Skills Framework and comprised 75 items across nine skill dimensions. All items demonstrated strong content validity (Aiken’s V = 0.75–1.00), satisfactory item validity (r = 0.339–0.813), and high internal consistency (Cronbach’s α = 0.985). The participants included two content experts, two media experts, and 50 Grade XI vocational high school students. Data were analyzed using descriptive statistical techniques based on a four-point Likert scale and software quality evaluation criteria from the ISO/IEC 25010 standard. The results indicate that: (1) the TemanKarir chatbot was successfully developed with key features, including career readiness assessment, automated feedback, result summaries for guidance counselors, and follow-up guidance recommendations; (2) the chatbot was rated as highly feasible based on evaluations by content experts (mean score = 3.62) and media experts (mean score = 3.52); and (3) the chatbot demonstrated high effectiveness as an assessment tool, with strong scores for effectiveness (3.57), efficiency (3.58), and user satisfaction (3.56). Overall, the findings confirm that the TemanKarir chatbot is both feasible and effective for assessing vocational high school students’ career readiness and contributes positively to their career development processes.
Examining The Influence of School Effectiveness, Knowledge Management, and School Based Budgeting on Teachers’ Work Motivation
This study aims to examine the influence of school effectiveness, knowledge management, and school-based budgeting on teachers’ work motivation in educational settings. The research employed a quantitative approach with a non-experimental survey design (ex post facto). The sample consisted of 207 teachers from various schools in Jambi Province. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among the study variables. The results indicate that the proposed model meets the criteria for good validity and reliability. Furthermore, all three independent variables have positive and statistically significant effects on teachers’ work motivation. Specifically, knowledge management contributes to increased motivation through processes of knowledge sharing and professional competence development. School effectiveness and school-based budgeting enhance teacher motivation by strengthening managerial systems, increasing teacher participation, and promoting transparency in school resource management. These findings confirm that improving school effectiveness, optimizing knowledge management practices, and implementing school-based budgeting are key determinants in fostering sustainable teacher work motivation and enhancing overall educational quality.
Trends and Perspectives in Web-Based Science Learning Research: Evidence from 2015–2025
This study aims to examine trends, challenges, and effectiveness in research on web-based science learning published between 2015 and 2025. A systematic literature review (SLR) method was employed. An initial pool of 150 articles was retrieved from international and national academic databases, including Web of Science, Scopus, and SINTA, using keywords related to web-based science education. Following relevance screening and the application of inclusion criteria, 104 articles were selected for in-depth analysis. The data were analyzed using thematic analysis with open coding to identify research trends, categorize technological innovations, and map challenges and opportunities associated with the implementation of web-based science learning. The findings reveal a substantial increase in research publications during the COVID-19 pandemic period, with Indonesia and Malaysia emerging as the primary contributors and physics being the most frequently studied subject area. Key challenges identified include limited digital infrastructure, low levels of digital literacy, underdeveloped instructional materials, and difficulties in conducting online assessments. In contrast, Learning Management Systems (LMS), virtual laboratories, and interactive digital media were found to be the most effective supporting technologies. These findings suggest that the success of web-based science learning depends on the integration of supportive policies, pedagogical innovation, appropriate technological tools, and international collaboration to develop an inclusive and adaptive digital science education ecosystem.
Understanding University Students’ Learning Engagement in AI-Supported Learning Environments: An Empirical Study
This study aims to explore university students’ lived experiences in using ChatGPT as a medium for learning engagement. A phenomenological method was employed to capture the essence of students’ experiences. The participants consisted of first-year undergraduate students from the Communication Science program at the State University of Surabaya, selected due to their transitional learning phase from secondary to higher education. Data were collected through Focus Group Discussions (FGDs). Data analysis followed a phenomenological procedure that involved transcript reading, meaning identification, thematic clustering, the development of textual and structural descriptions, and the synthesis of the essence of the phenomenon. The findings reveal that students utilize ChatGPT to answer questions, explain concepts, support writing and text editing, stimulate creativity and content production, and assist with analysis and problem-solving tasks. These findings indicate that artificial intelligence has become an integral component of the higher education learning ecosystem, necessitating a reconsideration of how student learning processes are understood. The results further suggest a shift in learning patterns—from exploratory to instant learning, from process-oriented to outcome-oriented approaches, and from independent learning to AI-assisted dependence. Excessive and uncritical use of AI may lead to a decline in students’ critical thinking, writing, analytical, and problem-solving skills. Therefore, this study recommends the cultivation of wise and reflective AI use among university students to ensure that AI serves as a supportive tool rather than a substitute for essential cognitive and metacognitive learning processes.
Guided Inquiry Learning Model Integrated with Peer Instruction: Its Impact on Grade Xi Students' Critical Thinking Skills in Thermochemistry
This study examines the effectiveness of a guided inquiry learning model integrated with peer instruction in improving students’ critical thinking skills. An experimental method employing a randomized control group pretest–posttest design was implemented in two Grade XI MIPA classes at SMAN 2 Tambang. The research instruments consisted of pretest and posttest assessments comprising 25 items developed based on 11 indicators of critical thinking skills. Data were analyzed using inferential statistics. Prior to hypothesis testing, assumptions of normality and homogeneity were examined using the Liliefors and Levene’s tests, respectively. Hypothesis testing was conducted using an independent samples t-test to determine differences in critical thinking skills between the experimental group, which received guided inquiry instruction integrated with peer instruction, and the control group, which was taught using a conventional guided inquiry learning model. The significance level was set at α = 0.05. The results indicate that the mean gain in critical thinking skills in the experimental group (54.58) was higher than that of the control group (48.98). The hypothesis testing yielded a t-value of 10.56, exceeding the critical t-value of 1.987 at the 0.05 significance level, indicating a statistically significant difference between the two groups. These findings demonstrate that the guided inquiry learning model integrated with peer instruction is effective in enhancing students’ critical thinking skills in thermochemistry. Therefore, this model is recommended for chemistry teachers to improve student engagement and foster higher-order thinking skills in chemistry learning.
Reframing Social Studies Education : A Critical Pedagogical Approach to Developing Students’ Ecological Awareness
This study analyzes the role of a critical pedagogical approach in Social Studies education in strengthening students’ ecological awareness. The research employs a qualitative approach using a literature review method. Data were drawn from 27 selected scholarly publications sourced from Scopus-indexed journals and nationally accredited journals. These publications were analyzed through a conceptual literature review and qualitative content analysis to identify key themes related to critical pedagogy, Social Studies education, and ecological awareness. The findings indicate that critical pedagogy enables the meaningful integration of environmental issues into Social Studies learning by fostering contextual, dialogical, and reflective learning processes. Through the problematization of socio-ecological realities, students are encouraged to develop an understanding of the interrelationships between human activities, development policies, and their environmental impacts. This approach not only enhances cognitive understanding but also cultivates students’ critical awareness, environmental concern, and ecological responsibility. The study concludes that Social Studies learning grounded in critical pedagogy can function as a vehicle for social transformation by promoting ecological awareness. It further emphasizes the importance of shifting the Social Studies learning paradigm from memorization-oriented instruction toward meaningful, critical learning oriented to environmental sustainability.
Local Wisdom in Learning: Ethnopedagogical Values of "Kandas" in Traditional Culinary Practices of the Ngaju Dayak Tribe
This study aims to describe and analyze the ethnopedagogical values embodied in the kandas culinary tradition of the Dayak Ngaju people. The research employed a qualitative approach using a descriptive ethnographic method. Data were collected through participatory observation, documentation, and in-depth interviews with traditional leaders, community leaders, the owner of a Dayak traditional restaurant, and members of the younger generation. The data were analyzed qualitatively using a cultural ethnographic approach with an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The analysis process was conducted iteratively and concurrently with data collection until the completion of the study. The findings indicate that the kandas culinary tradition embodies several ethnopedagogical values, including religious and spiritual values, togetherness, independence, environmental conservation, cultural identity, and intergenerational knowledge transmission. These values are highly relevant for integration into contextual learning grounded in local culture. This study contributes to the strengthening of local wisdom–based education and supports efforts to preserve the cultural heritage of the Dayak Ngaju community.
Project-Based Learning in Music Education: A Scopus-Based Bibliometric Review of Research Trends and Intellectual Structure
This study examines the implementation of Project-Based Learning (PjBL) in music education through a bibliometric analysis of Scopus-indexed publications from 2016 to 2025. A total of 479 relevant articles retrieved from the Scopus database were analyzed using VOSviewer to identify research trends, thematic clusters, and the intellectual structure of the field. The analysis focused on keyword co-occurrence, thematic clustering, and publication trends. The results reveal six major thematic clusters: (1) pedagogy and instructional strategies, (2) educational innovation and technology integration, (3) music, creativity, and collaboration, (4) interdisciplinary learning and 21st-century skills, (5) learning evaluation and outcomes, and (6) artificial intelligence and future-oriented music education. Publication trends indicate a substantial increase in research output, particularly after 2022, which coincides with the post-COVID-19 period and the accelerated adoption of digital learning technologies. Overall, this study provides a comprehensive mapping of PjBL research in music education, highlighting both established and emerging research themes and offering valuable implications for curriculum development and future research directions.
Designing an Integrated English Learning Mobile Application Using a User-Centered Approach
This study aims to address the fragmentation of learner experiences by developing an integrated mobile application that consolidates core English language skills—such as grammar, speaking, and vocabulary—into a single, holistic learning ecosystem using a User-Centered Design (UCD) approach. Data were collected from ten participants across three rounds of testing, comprising interviews and two iterative usability evaluation cycles employing the Cognitive Walkthrough (CW) method, the System Usability Scale (SUS), and the User Experience Questionnaire (UEQ). Quantitative data from the SUS and UEQ were analyzed descriptively to examine usability improvements across iterations, while qualitative data from interviews and observational notes were thematically coded to identify usability issues and user preferences. The results indicate consistent improvements across the two evaluation rounds. Specifically, CW success rates increased from 89.23% to 96.92%, SUS scores improved from 71.8 to 78.6—placing the application within the “good” usability category—and all UEQ dimensions showed enhancement, with an average score of 1.92, classified as “high positive.” These findings demonstrate that the iterative application of the UCD approach effectively enhances usability and user satisfaction. Overall, the final integrated design successfully establishes a synergistic and holistic mobile learning ecosystem for English language learning.
Development of a Web-Based E-SCIENCE Learning Model to Improve Science Learning Outcomes for Junior High School Students
This study aims to develop a web-based E-SCIENCE learning model to improve students’ science learning outcomes on the topic of the human circulatory system. 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 was conducted at SMPN 1 Cilawu, Garut Regency, involving a sample of 40 eighth-grade students from class VIII G. The research instruments included expert validation questionnaires, student response questionnaires, and achievement tests to measure learning outcomes. The results indicate that the developed learning model meets the criteria of validity, practicality, and effectiveness. Students’ learning outcomes showed a significant improvement after the implementation of the model, as evidenced by higher post-test scores compared to pre-test scores. Furthermore, expert evaluations revealed a high level of feasibility, with both media and content experts awarding scores of 94. These findings suggest that the web-based E-SCIENCE learning model is effective in enhancing students’ understanding and learning outcomes related to the human circulatory system. Therefore, this model can be considered a viable and effective alternative for science instruction to improve student learning outcomes.
Development of Microsite-Based Digital Learning Media for Elementary English Instruction
This study aims to develop microsite-based digital learning media for English instruction in elementary schools. The research employed a Research and Development (R&D) method using the ADDIE model, limited to the analysis, design, and development stages. Data were collected through observations, interviews, questionnaires, and documentation. A limited trial was conducted in three elementary schools, involving three English teachers and 60 students who evaluated the practicality and usability of the developed microsite-based learning media. The research instruments included needs analysis forms, expert validation questionnaires for both material and media aspects, and response questionnaires for teachers and students. Data were analyzed using descriptive qualitative methods and simple quantitative analysis in the form of percentage scores. The findings indicate that the developed microsite-based digital learning media demonstrates a high level of feasibility, achieving average scores of 90% from material experts and 87% from media experts. Furthermore, the results of the limited user trials revealed very positive responses, with average practicality scores of 87% from teachers and 91.2% from students, placing the media in the “very practical” category. Therefore, the developed microsite-based digital learning media can be utilized as an effective alternative learning resource to support English instruction in elementary schools.
Bridging Urban and Rural Contexts: A Comparative Case Study of English Teachers’ Implementation of the Merdeka Curriculum
This study aims to explore and compare the implementation of the Merdeka Curriculum by English teachers in urban and rural junior high schools in Kolaka Regency, Southeast Sulawesi. A qualitative comparative case study method was employed, involving four English teachers from two schools—one urban and one rural. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive qualitative analysis framework that included data reduction, data display, within-case analysis, cross-case analysis, and conclusion drawing. The findings reveal notable differences in curriculum implementation practices and challenges across the two contexts. Urban teachers demonstrated pragmatic adaptation strategies, primarily focusing on material modification and internal collaboration within schools. In contrast, rural teachers exhibited high levels of pedagogical creativity and relied heavily on external collaborative networks, such as Musyawarah Guru Mata Pelajaran (MGMP). While both contexts faced pedagogical challenges, including low student motivation and limited vocabulary mastery, rural schools additionally encountered significant barriers related to inadequate digital infrastructure. This study underscores the importance of context-sensitive educational policies and targeted professional development programs to support equitable and effective implementation of the Merdeka Curriculum across diverse school settings.
Can I Manage My Own Classrooms? Perceptions of Rural School Novice Teachers
This study aims to describe novice teachers’ insights regarding classroom management in rural schools. This Study employed a descriptive method through which the researchers determined a written instrument to be fulfilled. A total of eighty three teachers with various majors (i.e., Math, Biology, English, Physics, Economy, Art, Religion, Counselling, and Sport) were involved in a survey study. Through an online survey, a questionnaire was sent to the participants via email and WhatsApp platform. Collected data were analyzed through a descriptive statistical analysis where means and percentages were used to indicate response estimation. The findings shows that there were eight indicators of rural teachers’ classroom managements, including seating arrangement, student teacher relationship, time management, use of writing board, classroom norms, conducive environment, appropriate instructional techniques, and feedback. From all of them, the teachers encountered barriers in terms of feedback, and use of writing board. It is noticed that novice rural school teachers performed positive attitudes on time management, relationship with students, and norms applied in the classroom. This current study implies that there should be an educational policy that leads the teachers to manage their classrooms as effective as they could.
Emotional Intelligence and Teachers’ Entrepreneurial Behavior: A Gender-Based Analaysis in Surakarta
This study aims to analyze the influence of emotional intelligence on teachers’ entrepreneurial behavior, with gender included as a moderating variable. A quantitative survey design was employed, involving a sample of 102 teachers from SMK Negeri 1 Surakarta and SMK Negeri 6 Surakarta. Data were collected using a closed-ended questionnaire, and the analysis was conducted using hierarchical regression modeling. The results indicate that emotional intelligence has a significant and positive effect on teachers’ entrepreneurial behavior, with a coefficient of determination (R²) of 0.772. However, gender does not moderate the relationship between emotional intelligence and teachers’ entrepreneurial behavior. These findings suggest that the development of teachers’ emotional intelligence plays a crucial role in fostering entrepreneurial behavior, regardless of gender differences. Accordingly, this study recommends that school principals provide emotional intelligence development programs, such as emotional regulation and emotion management training, as well as implement balanced work policies to reduce occupational pressure. Such initiatives can support teachers’ emotional well-being and optimize the expression of entrepreneurial behavior among both male and female teachers.
Canva-Based Digital Teaching Materials for Elementary Literacy: A Feasibility and Practicality Study
This study aims to examine the feasibility and practicality of Canva-based digital teaching materials for enhancing elementary school students’ literacy skills. The research employed a Research and Development (R&D) method using the ADDIE model, limited to the analysis, design, and development stages. The participants consisted of fourth-grade students and teachers from two elementary schools in Taman District, Pemalang Regency. Data were collected through observations, literacy tests (pre-test and post-test), questionnaires, interviews, and documentation. Feasibility data were obtained through expert validation involving material and media experts, while practicality data were gathered from teachers’ and students’ responses during a limited trial. Quantitative data were analyzed using descriptive statistics and N-Gain analysis, whereas qualitative data were analyzed using Miles and Huberman’s interactive model. The results indicate that the Canva-based digital teaching materials are valid based on expert judgment, with an average feasibility score of 4.36, and practical based on user responses, with an average practicality score of 4.34. Furthermore, students’ literacy skills showed improvement after using the developed materials, as reflected by an N-Gain value of 0.55, which falls within the moderate category. These findings suggest that Canva-based digital teaching materials are feasible and practical for supporting literacy learning in elementary schools.
Revisiting Digital Storytelling as a Pedagogical Strategy in Educational Technology: A Systematic Literature Review of Recent Evidence
This study aims to systematically examine the utilization of digital storytelling (DST) in the context of educational technology, focusing on the digital media used, supporting platforms and their impact on student learning processes and outcomes. The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines and involved 36 scientific articles f published in the 2020–2024 period. The results of the thematic analysis showed that the most dominant digital media used was narrative video, followed by digital comics, story-based games and interactive applications. Various platforms and technological tools are utilized, reflecting the flexibility of DST implementation across various educational levels and subject areas. DST implementation has been reported to improve students' learning motivation, emotional engagement, digital literacy, communication and collaboration skills. This study confirms that DST is a technology-based learning strategy that is relevant and adaptive to 21st-century needs. These findings are expected to serve as a reference for developing more effective and contextually grounded digital narrative-based instructional innovations. Future research is recommended to examine how specific types of DST media influence measurable learning outcomes and to develop practical, pedagogically grounded implementation models that can be effectively adopted by teachers across diverse educational contexts.
Development of Edutainment and Problem Solving Based Student Worksheet on Magnet Concept for Elementary Science
This study aims to develop a student worksheet integrating edutainment and problem solving approaches to improve fifth grade students’ understanding of magnetism. The research employed a Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) and was conducted over four meetings at Muhammadiyah I Elementary School Purworejo, involving limited and large scale trials with 10 and 21–22 students. The data analysis technique used in this study was quantitative descriptive analysis, which included product validity analysis, practicality analysis, effectiveness analysis, and analysis of the improvement in conceptual understanding. The developed student worksheet was validated by a media expert and two material experts, yielding an average validation score of 86.3% (highly valid). The practicality assessment reached 95.2%, categorized as very practical. Pretest and posttest results showed improved student understanding with an average increase of 80.61%. Its effectiveness was further supported by an N-Gain score of 0.8 (high category). These findings indicate that the edutainment and problem solving based student worksheet has strong potential as an effective learning medium for enhancing students’ understanding of magnetic concepts and addressing misconceptions in Integrated Natural and Social Sciences learning at the elementary level.
Development of TPACK-Based Digital Economics Worksheets to Enhance Students’ Critical Thinking Skills
This study aims to develop TPACK-based digital economics worksheets and to examine their validity, practicality, and effectiveness in enhancing students’ critical thinking skills. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants were tenth-grade students at SMK Negeri 1 Angkola Timur, North Sumatra. The research instruments included expert validation sheets, teacher and student response questionnaires, critical thinking skill tests, and learning achievement tests. Data were analyzed using descriptive quantitative and qualitative methods, normality testing, N-Gain analysis, and effectiveness testing. The findings revealed that the developed digital worksheets were highly valid based on evaluations by content, media, and instructional design experts. The practicality analysis indicated that the worksheets were highly practical, as reflected in positive responses from both teachers and students. Furthermore, the implementation of the TPACK-based digital worksheets was proven to be effective in improving students’ critical thinking skills, as demonstrated by increased mean scores and moderate to high N-Gain values. Therefore, TPACK-based digital economics worksheets are suitable for use as innovative instructional materials in vocational high school economics learning.