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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Inclusive Teaching Strategies and Student-Perceived Outcomes in Primary Inclusive Schools: Insights from Jabodetabek, Indonesia
This study aims to investigate the correlation between inclusive teaching strategies and their impact on the outcomes of inclusive education. Using a descriptive quantitative design, this study involved inclusive elementary school students (n = 339) in the Jakarta, Bogor, Depok, Tangerang, and Bekasi areas. Data were collected through the Perception of Inclusion questionnaire (n = 12) and Inclusive Teaching Strategies Scale (n = 29). Hierarchical regression tests were used to examine the relationship between variables and dimensions of teacher teaching strategies that most influenced inclusive outcomes. The results showed that Values & Attitudes accounted for 37% of the variance in inclusion outcomes (R² = 0.37; β = 0.60, p < 0.01). Adding Management & Environment increased the explained variance to R² = 0.41 (β = 0.26, p < 0.01), and adding Teaching & Instruction further raised it to R² = 0.43 (β = 0.18, p < 0.01). In the final model, all subscales remained significant (Values & Attitudes β = 0.35; Management & Environment β = 0.20; Teaching & Instruction β = 0.18; all p < 0.01), identifying teacher Values & Attitudes as the strongest predictor. Findings underscore the need to prioritize teacher mindset development, proactive classroom management routines, and differentiated instruction to strengthen inclusive outcomes. Stakeholders should implement programs that raise awareness and promote diversity among students to foster more positive attitudes and values toward inclusion.
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Designing AI-Based Learning Assistant to Elevate Computational Thinking: A UX-Focused Redesign Approach
This study aims to evaluate and enhance the User Experience (UX) of SEKAPAI, a web-based AI learning assistant developed to support Computational Thinking (CT) development. The initial version was assessed using Cognitive Walkthrough, System Usability Scale (SUS), and User Experience Questionnaire (UEQ), involving ten participants. Data collected from these instruments were analyzed using descriptive statistics to quantify usability scores, and qualitative feedback from the walkthroughs was subjected to thematic analysis to identify pain points. The preliminary results showed a success rate of 90%, but also revealed issues in clarity and feature navigation. Based on user feedback, the platform underwent a redesign process guided by User-Centered Design (UCD) stages, resulting in improvements in structure, interaction flow, and interface clarity. The updated prototype showed clear improvements, supported by Maze testing with a UX score of 80 ('Good') and a SUS increase to 86 ('Excellent'), and the task success rate improved to 97.14%, indicating a significant enhancement in user satisfaction and efficiency. This study not only validates the effectiveness of UCD in refining AI-based learning tools but also highlights the potential for future system development. These findings contribute to the design methodology of intelligent educational systems by aligning pedagogical goals with interactive design strategies.
BOMCAR 7: Developing Board Game Card Media for Enhanced Grammar Learning Among Indonesian EFL Students
This study aims to develop and evaluate BOMCAR 7 (Board Game Card Media Tenses Adventure), a game-based learning tool designed to enhance grammar proficiency through interactive instruction. Using a one-group pretest-posttest design, the research investigates the effectiveness of board game card media among 30 tenth-grade students at a private Islamic senior high school in Jepara, Indonesia. The development followed the ADDIE model, incorporating needs analysis, expert validation, and field testing. The board game focused on simple present tense structures within the "Great Athletes" theme, aligning with Indonesia's Merdeka Curriculum. Validation by experts, teachers, and students yielded high ratings (85.0%-91.6%), confirming pedagogical quality and classroom feasibility. Statistical analysis revealed significant learning improvements. Students' grammar scores increased from pretest (M = 62.2, SD = 12.57) to posttest (M = 76.8, SD = 9.60), representing a 14.6-point gain with a large effect size (Cohen's d = 3.11, p < 0.001). Both parametric and non-parametric analyses confirmed these robust results. Qualitative findings showed increased motivation, enhanced collaboration, and reduced anxiety. Classroom observations documented active engagement and sustained attention during game sessions. The findings demonstrate that board game card media effectively enhances grammar instruction in EFL contexts. BOMCAR 7 successfully transformed abstract grammatical concepts into engaging learning experiences while maintaining curricular alignment. These results contribute to game-based language learning evidence and provide practical guidance for educators seeking innovative grammar instruction methods.
Developing BoardWise : A Digital Board Game for Enhancing Elementary Science Education
This study aims to develop and determine the feasibility of a digital board game, "BoardWise," based on Fun Learning principles to enhance the quality of Science Education. Employing a Research and Development (R&D) method, the study progresses through iterative cycles of needs analysis, design, validation, and testing. Data collection involves questionnaires and observations with media experts, material experts, an educator, and fourth-grade students. Data analysis uses descriptive percentages to determine product feasibility. The research results show that the "BoardWise" digital board game is "Very Feasible." The product validation achieves an overall feasibility score of 85.13%, with detailed assessments from a media expert (90.0%), a material expert (83.0%), and an educator (86.0%). Student trials also yield a "Very Feasible" rating with an average score of 81.5%, indicating that the game is highly engaging and practical for classroom use. The study concludes that the "BoardWise" digital board game is a valid, practical, and effective instructional medium. It successfully integrates curriculum content with engaging, customizable game mechanics, fostering an active and enjoyable learning environment that overcomes challenges associated with abstract scientific topics and improves student participation in elementary education.
Development of E-Modules Based Science, Environment, Technology, and Society (SETS) on Buffer Solution Material for Class XI Senior High School
This study aims to describe the characteristics, validity results, practicality, and student responses to SETS-based E-Modules on buffer solution material that was developed. The research uses a Research and Development (R&D) method with the 4D model, which has four stages, namely define, design, development, and disseminate. This study examined six high school chemistry teachers and 32 12th-grade students who had studied buffer solutions. The instrument used is a product quality assessment sheet, including validation sheets for material experts, media, and practitioners, as well as student responses. The data analysis technique was carried out by converting qualitative data from media experts, material experts, and chemistry teachers into quantitative data using a Likert scale and the student responses using the Guttman scale. The results showed that the SETS-based E-Module was of excellent quality and suitable for teaching on the topic of buffer solutions. This is evidenced by validation calculations performed by material and media experts, practicality tests conducted by chemistry teachers, and student responses, which yielded scores of 89%, 94%, 83%, and 80%, respectively.
Determinants of Teachers' Organizational Commitment: The Role of Transformational Leadership, Self-Efficacy, and Job Satisfaction in Islamic Elementary Schools
This study aims to examine the direct and indirect influence of transformational leadership, self-efficacy, and job satisfaction on teachers' organizational commitment in Integrated Islamic Elementary Schools. Using a quantitative approach with the path analysis method, data were collected through a structured questionnaire measured on a 5-point Likert scale from 145 permanent foundation teachers (GTY) in Cibinong District, West Java Province, Indonesia, selected by proportional random sampling based on the Slovin formula. The instrument, developed from established theoretical constructs, was validated using Pearson Product-Moment correlation and tested for reliability with Cronbach’s Alpha, both confirming its accuracy and internal consistency. The results showed that job satisfaction had the strongest direct influence on teachers' organizational commitment (β = 0.665; t = 16.420), compared to transformational leadership (β = 0.123) and self-efficacy (β = 0.164). In addition, transformational leadership and self-efficacy also have an indirect effect on organizational commitment through job satisfaction as a mediating variable. These findings affirm the importance of job satisfaction as a strategic factor in increasing teacher commitment in Islamic-based schools.
Does Brain-Based Learning Improve Mathematical Reflective Thinking Ability in Quadratic Functions?: A Quasi-Experimental Study
This research examined the impact of Brain-Based Learning model versus conventional model on mathematical reflective thinking abilities among State Senior High Schools students in Jakarta. Employing a quantitative quasi-experimental approach with nonequivalent control group design, the study involved 48 students selected from a population of 286 grade X students using purposive sampling. Data was collected through a three-essay assessment instrument based on mathematical reflective thinking indicators, previously validated for validity and reliability. Analysis included descriptive statistics, normality test, homogeneity test, and t-test. Results show that the experimental class achieved a higher average post-test score of 17.54 compared to the control class score of 9.37. The t-test revealed a significant difference with Sig (2-tailed) = 0.000 < 0.05, leading to the rejection of H0 and the acceptance of H1. Therefore, the Brain-Based Learning model significantly enhances students' mathematical reflective thinking skills compared to the conventional model. This finding confirms that brain-based learning is able to optimize students' cognitive processes in developing mathematical reflective thinking skills, which include aspects of reacting, comparing, and contemplating. The improvement of this ability is very important considering the low level of students' mathematical reflective thinking ability previously described in this research.
Developing Teaching Materials on Basic Social Studies Concepts Through SDGs-Integrated Case Studies for Prospective Teachers
This study aims to describe the development of teaching materials for basic concepts of social studies integrated with SDGs for prospective social studies teachers. This 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 was collected using questionnaire and test methods. The data analysis techniques used were qualitative and quantitative analysis. The results of the study showed: (1) based on the validity test, the teaching materials on the basic concepts of social studies using a case study approach were classified as very valid with a score of 82.92%; (2) the practicality test indicated that the teaching materials were very practical with a score of 83.39%; and (3) the effectiveness test, which aimed to measure the critical thinking skills of prospective social studies teachers, revealed an N-Gain score of 0.56, categorized as a moderate effect. In addition, the results of the t-test showed a significance value of 0.000, which is smaller than 0.05, indicating a significant influence of the developed teaching materials on students’ critical thinking skills. Therefore, the development of teaching materials on the basic concepts of social studies based on case studies is valid, practical, and effective for use in the learning process.
Development of Interactive Learning Media Based on Differentiated Learning Styles to Improve Literacy and Numeracy in Early Childhood
This study aims to develop, validate, and evaluate the practicality and effectiveness of differentiated interactive learning media based on learning styles to improve early literacy and numeracy. The research applied an R&D method following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The participants were 30 children aged 5–6 years, divided into experimental and control groups. Instruments included literacy and numeracy tests, expert validation sheets, and practicality questionnaires for teachers and children. Data were analyzed using normality and homogeneity tests and MANOVA with SPSS 26. The findings showed that the media was highly valid (Aiken’s V > 0.90), very practical (teacher response 95.56% and children’s response 91.48%), and effective in improving literacy (F = 20.711; p < 0.001; R² = 0.425) and numeracy (F = 63.439; p < 0.001; R² = 0.694). The more substantial effect on numeracy reflected the role of concrete and kinesthetic activities, while audio-visual features supported literacy gains. These results confirm that the differentiated interactive learning media is a pedagogically relevant tool to support literacy and numeracy achievement within the Merdeka Curriculum.
Culture Shock and the Paradox of Adaptation: A Phenomenological Study on Resilience and Self-Identity Reconstruction among Interregional Students
This study aims to explore the phenomenon of culture shock experienced by students from different regions at Universitas Negeri Manado using a phenomenological study approach. The main focus of this research is to describe the experience of culture shock and to explore strategies for developing resilience and reconstructing the self-identity of students from different regions during the adaptation process in a new environment. The research subjects consist of 3 (three) individuals with the following criteria: the subjects are students from different regions who have been studying for at least 3 (three) semesters at Universitas Negeri Manado, possess clear experiences of culture shock, both positive and negative during their studies, originate from various regions and diverse cultural backgrounds, and demonstrate a measurable level of resilience in coping with culture shock. Data collection methods include observation and in-depth interviews, which are thematically analyzed to identify patterns of experiences and adaptation strategies used. The results indicate that students from different face various challenges such as cultural differences, language, social norms, weather, and food, which trigger feelings of alienation, stress, and frustration. Nevertheless, they develop effective adaptation strategies, namely building social support, learning the local language, and appreciating and accepting the new culture. Additionally, self-reflection, increased self-confidence, self-efficacy, positive affirmation, and self-awareness also play important roles in strengthening resilience and helping them reconstruct their self-identity. This study is expected to provide theoretical and practical contributions in the development of policies and support programs capable of assisting students from different in facing culture shock, especially in the context of cultural diversity in Indonesia.
Design of a Collaborative Learning Platform Based on Problem-Based Learning for Distance Education: A Preliminary Study
This study aims to design and validate an initial concept of a collaborative Problem-Based Learning (PBL)-based learning platform tailored for the context of distance learning. The research employed a descriptive-exploratory design with a mixed-methods approach. Quantitative data were collected through a 5-point Likert scale questionnaire administered to 23 chemistry education students, while qualitative data were obtained from open-ended questions and expert reviews involving four subject matter experts. Quantitative data were analyzed using descriptive statistical techniques, including the calculation of mean scores and reliability testing with Cronbach’s Alpha, whereas qualitative data were analyzed through thematic analysis to identify key themes and insights. The results indicate high user demand for integrated features, including scheduled consultations with lecturers (M = 4.52), collaborative group work within a single platform (M = 4.39), direct upload and feedback mechanisms (M = 4.26), activity logs and contribution rubrics (M = 4.21), and online project presentations (M = 4.17). Expert evaluations confirmed the alignment of the proposed design with PBL stages while emphasizing three prerequisites for implementation: (i) an intuitive interface that minimizes user cognitive load, (ii) concise orientation or training sessions for both lecturers and students, and (iii) connectivity mitigation strategies such as low-bandwidth modes and asynchronous alternatives. These findings provide an evidence-based foundation for subsequent prototyping and pilot testing to ensure the platform’s effectiveness in enhancing collaboration, process transparency, and learner engagement in distance PBL contexts. The study's outcomes are expected to contribute to the development of innovative learning platforms that support student-centered learning and foster collaborative problem-solving skills in online learning environments.
Exploring Children's Literature Content in Indonesian Textbooks for Elementary Schools: Insights from the Merdeka Curriculum
This study aims to analyze the representation and quality of children’s literature content in Indonesian language textbooks for elementary schools under the Merdeka Curriculum, a national education policy aimed at promoting student-centered learning. With particular attention to genre diversity, developmental appropriateness, and alignment with literacy goals, this research examines the extent to which these textbooks provide meaningful and engaging literary experiences for students. A qualitative content analysis method was employed, focusing on textbooks for Grades I–VI published by the Indonesian Ministry of Education in 2023. This study employs qualitative content analysis of Indonesian language textbooks for elementary schools under the Merdeka Curriculum. Data were collected through document analysis using rubrics, checklists, and BSNP-based indicators. The analysis followed Miles and Huberman’s model, with validation ensured through triangulation and peer discussion. The findings indicate that literary texts are presented in various forms, including prose (fiction and nonfiction) and poetry, with realistic fiction being the most dominant genre across all grades. Lower-grade textbooks primarily feature realistic fiction and fables, while upper-grade textbooks increasingly include nonfiction texts. The alignment between literary content and learning outcomes is reflected in the variety of genres and topics relevant to students’ developmental and social contexts. These results highlight the importance of designing textbooks that not only support language skills but also foster literary appreciation and character development through contextual and meaningful texts. The study's outcomes are expected to contribute to the development of more effective and engaging Indonesian language textbooks, ultimately enhancing the quality of literacy education in Indonesian elementary schools.
Analyzing WhatsApp-Based Learning Interactions: Teaching Skills and Student Responses in Indonesian Higher Education
This study explores how lecturers' teaching skills and student responses manifest in WhatsApp-based learning environments in Indonesian higher education. Focusing on three classes of an “Introduction to Education” course, the research employs a qualitative descriptive approach and content analysis of chat transcripts and voice notes over 16 weeks. To frame the analysis, Asril’s model of basic teaching skills—covering questioning, explanation, reinforcement, and classroom management—was applied, alongside Hanifi and Rahayu’s taxonomy of student responses, which distinguishes between obedient, independent, pretentious, dependent, and stolid learner behaviors. Trustworthiness was ensured through inter-coder reliability checks and triangulation of text and voice-note data, enhancing the validity of findings. The study also draws on constructivist, connectivist, and rhizomatic pedagogy perspectives, with “rhizomatic” referring to decentralized, non-linear pathways of knowledge building. The results indicate that lecturers primarily used Opening and Closing, Further Questioning, and Reinforcement skills, while students most frequently responded as Independent learners, followed by Obedient and Pretentious types. These findings suggest that WhatsApp can support meaningful teaching–learning interaction, though its design limits collaborative and differentiated instruction. The study highlights the adaptability of core teaching competencies to digital platforms and emphasizes the need for strategic scaffolding to foster learner autonomy. Limitations include the scope of data and a lack of multimodal behavioral insight. The findings have implications for mobile pedagogy, digital curriculum planning, and future research in digitally mediated instruction.
Development of Practical Guidelines for Waste Processing Based on Liquid Organic Fertilizer Formulation Research for High School Biology Learning
Abstract: This research aims to formulate a liquid organic fertilizer (LOF) based on banana corm, moringa leaves, and pineapple peel, providing a practical guide for organic waste processing in high school biology learning. The study used samples of organic waste (banana corm, moringa leaves, and pineapple peel) collected from Suci Village, Panti District, Jember Regency, which were then formulated into liquid fertilizer through a fermentation process lasting 14 days with the addition of bioactivators and other supporting materials. Data collection was conducted by observing the nutrient content of the LOF analyzed in the laboratory of Jember State University and validating the practical guide using validation sheets by three experts who assessed material, media, and language aspects on a Likert scale of 1–5. The validation data were analyzed descriptively and quantitatively by calculating the average percentage score to determine the product's validity level. Laboratory analysis showed that the resulting LOF contained Nitrogen (N) at 0.05%, Phosphorus (P) at 0.0032%, Potassium (K) at 0.005%, organic carbon at 0.62%, iron (Fe) at 0.00053%, and a pH of 3.4. The macro- and micronutrient content in this LOF is still below the minimum standards set by the Ministry of Agriculture; however, this formulation still provides an alternative for the value-added utilization of agricultural organic waste. The practical guide developed in this research has been validated by three expert validators with an average assessment percentage of 79.90%, indicating that this guide is valid for use in grade 10 high school biology learning on the topics of environmental change, waste, and recycling. The results show that this practical guide for making LOF is feasible to implement, contributing to organic waste management and contextual learning media that supports project-based environmental education. This study's outcomes have implications for developing innovative learning materials and promoting sustainable waste management practices in educational settings, ultimately enhancing environmental awareness and literacy among high school students.
Evaluating Character Education Implementation in Elementary Schools : A Kirkpatrick Model Perspective
This study aims to evaluate the implementation of character education at SDN 015 Balikpapan Selatan using the Kirkpatrick Evaluation Model, which comprises four levels: reaction, learning, behavior, and result. The research was motivated by the need to reinforce character values after the COVID-19 pandemic, which led to a decline in students' positive behaviors due to prolonged online learning. A mixed-method approach with an explanatory sequential design was employed. Quantitative data were collected through questionnaires from 89 students (grades II-VI), while qualitative data were obtained through interviews, observations, and document analysis. The data analysis employed a simple quantitative descriptive approach using Microsoft Excel to calculate percentage scores and categorize them into five levels (very high, high, moderate, low, and very low) based on the Kirkpatrick evaluation model. Qualitative data from interviews, observations, and documents were narratively integrated to support and enrich the findings. The findings revealed that the reaction stage achieved an average score of 90.87%, the learning stage 88.24%, and the behavior stage 88.07%, all within the very high category. At the result stage, character education was found to have a positive long-term impact on students' learning motivation, social behaviors, and engagement both at school and at home. The program successfully fostered student discipline, independence, empathy, and moral conduct. However, challenges remain in achieving consistent internalization of character values, particularly outside the school environment. Overall, the study concludes that character education at SDN 015 Balikpapan has been effectively implemented and significantly contributes to shaping students' character, although ongoing improvement is needed through more collaborative strategies involving both schools and parents.
The Impact of Transformational Leadership and Intrinsic Motivation on Teacher Performance via Job Satisfaction: A Structural Equation Modeling (SEM) with Partial Least Squares (PLS) Analysis
This study investigates the mediating effect of job satisfaction on the relationship between situational leadership and motivation on teacher performance. A quantitative approach was employed, and the research was conducted at Santo Nicholas School, Medan, with all teachers participating as the sample. Data were collected using a six-point Likert survey and analyzed using Structural Equation Modeling (SEM) based on Partial Least Squares (PLS). The results indicate that situational leadership has no significant direct or indirect impact on teacher performance, whereas motivation has a significant effect on performance through both direct and indirect paths. Job satisfaction partially mediates the relationship between motivation and performance, but it does not mediate the relationship between situational leadership and performance. The findings emphasize the importance of motivational support in enhancing job satisfaction and teacher performance.
Growth Influence Mindset and Digital Literacy on Professional Teacher Work Motivation Through Resilience in High School
This study aims to analyze the influence of growth mindset and digital literacy on professional teacher work motivation with resilience as a mediating variable in public senior high schools in Jeneponto Regency, South Sulawesi Province. This study employed an ex-post facto quantitative approach with a sample of 104 teachers selected using a proportional sampling technique. The instrument used was a questionnaire with a Likert scale of 1–5, which consisted of indicators from four research variables: growth mindset, digital literacy, resilience, and teacher work motivation. Data analysis was conducted using descriptive and inferential analysis through validity and reliability tests, as well as hypothesis testing. The results indicate that growth mindset significantly influences work motivation (t-statistic = 2.672, p-value = 0.004) and resilience (t-statistic = 4.200, p-value = 0.000). Digital literacy also significantly influences work motivation (t-statistic = 3.118, p-value = 0.001) and resilience (t-statistic = 3.431, p-value = 0.000). Additionally, resilience plays a significant role in work motivation (t-statistic = 4.547, p-value = 0.000). Mediation tests prove that resilience mediates the effect of growth mindset (t-statistic = 3.372, p-value = 0.000) and digital literacy (t-statistic = 2.677, p-value = 0.004) on work motivation. The R-square value of 0.686 indicates that 68.6% of the variation in work motivation is explained by the research model.
Development of a Drill-and-Practice Chatbot for Enhancing English Pronunciation through Interactive Dialogue Exercises
This study aims to implement a drill and practice-based chatbot to improve English speaking skills, particularly in the aspect of pronunciation. The research employed a mixed-methods approach by combining the Research and Development (ADDIE) model with a quasi-experimental design using a pretest-posttest control group pattern. The participants consisted of 76 eighth-grade students from SMPN 5 Cirebon, divided into experimental and control groups. The instruments used included a pronunciation assessment rubric based on the Cambridge English Linguaskill Speaking Global Assessment Criteria, observation sheets, and student perception questionnaires. Data analysis was conducted through normality tests, the Wilcoxon Signed Rank Test, the Mann-Whitney U Test, and N-Gain calculation, complemented by qualitative analysis from observations and questionnaires. The findings revealed that the use of a drill and practice-based chatbot had a positive impact on improving students' pronunciation skills, although the improvement achieved remained merely in the low category, with an N-Gain score of 0.25. The chatbot was proven to provide broader, more flexible, and personalized practice opportunities for students, as well as facilitate instant feedback that is difficult to obtain in conventional learning. These results indicate that chatbots can serve as an effective supplementary medium in English language learning, particularly for practicing pronunciation both independently and in integration with classroom learning, suggesting the potential for further development and integration of chatbot technology in language education.
Navigating The Future: Exploring The Link Between Proactive Personality and Career Adaptability Among College Students in Indonesia
This research explores the link between career adaptability and proactive personality among university students in Indonesia. Employing a quantitative correlational design, the study utilized a career adaptability scale and a proactive personality scale as instruments. A total of 1,590 students aged 18–25 years from six provinces across Java Island participated, selected through a cluster quota sampling technique. The hypothesis proposed that career adaptability would show a positive correlation with proactive personality, including its sub-dimensions. Data were examined using Spearman’s correlation analysis, resulting in a correlation coefficient of r = 0.651 (p < 0.001). This outcome demonstrates a significant positive association between career adaptability and proactive personality, thereby confirming the hypothesis. The results highlight that students with stronger proactive personality traits are more likely to exhibit higher levels of career adaptability. These findings serve as a foundation for developing targeted interventions and programs that foster proactive personality to strengthen students' career preparedness and adaptability in response to the evolving labor market.
The Power of Contextual Learning: Dutch Colonialism in Ende-Lio and Its Effects on Students' Historical Awareness
This study aims to examine the effectiveness of local history-based teaching materials, specifically focusing on Dutch colonialism in Ende-Lio, in enhancing students' historical awareness at SMA Negeri 1 Wolowaru. The rationale behind this study is to make history learning more contextual, meaningful, and closely related to students' daily lives. By integrating local historical narratives into the classroom, students are expected to acquire factual knowledge and develop pride, responsibility, and a stronger attachment to their cultural heritage. This study employed a quasi-experimental method with a randomized pretest-posttest control group design. The population consisted of all eleventh-grade students at SMA Negeri 1 Wolowaru, with two classes selected as samples: XI-1 as the experimental group and XI-2 as the control group. Locally developed history modules on Dutch colonialism in Ende-Lio and a historical awareness questionnaire were used as instruments. Data analysis using descriptive statistical techniques revealed that students exposed to local history-based teaching materials achieved higher levels of historical awareness compared to those who experienced conventional learning methods. This finding confirms that embedding local historical contexts into history education provides a more engaging and meaningful learning experience, contributing to students' emotional engagement with the past and strengthening their awareness of national identity through local heritage.
Development of Gamification-Based HTML5 Interactive Learning Media for Human Digestive System in Elementary Education
This study aims to develop interactive learning media based on HTML5 with a gamification approach to improve students' understanding, activeness, and learning motivation. This research used a Research and Development (R&D) method with the ADDIE model, consisting of five main stages: analysis, design, development, implementation, and evaluation. The validation process was carried out by three experts using a feasibility assessment instrument, followed by a limited trial with fifth-grade students at SD Negeri Inpres Malompo Elementary School. Data analysis was conducted quantitatively through validation questionnaires and student responses. The findings indicated that the media was considered "very feasible" in terms of content, visual appearance, and technical aspects, and was highly effective in helping students understand the concept of digestive organs interactively. This media offers an innovative alternative in science learning in elementary schools and has the potential for further development in other materials, contributing to the development of gamification-based digital media in elementary education.
Building Self-Efficacy in Intercultural Communication: A Narrative Study of an International Ph.D Student in The US
This study aims to explore how self-efficacy in intercultural communication was constructed by an Indonesian Ph.D. student in the United States through academic and social experiences. A narrative inquiry design was employed to capture lived experiences and meaning-making processes in intercultural adaptation. Data were collected through in-depth interviews, self-recorded conversations, and researcher notes, with triangulation applied to ensure validity. Thematic analysis indicated that intercultural challenges, including communication barriers and cultural differences, were navigated through adaptive strategies, reflective practices, and support from academic and community networks. The findings suggest that self-efficacy is a dynamic process, strengthened through mastery experiences and social reinforcement. This study emphasizes the need for reflective learning opportunities and empathetic institutional support to enhance international students' intercultural competence.
Deep Learning Based Flipbook Media to Improve Descriptive Text Learning in Elementary Schools
This study aims to analyze the effectiveness of a deep-learning approach assisted by flipbook media in improving Indonesian language learning outcomes on descriptive-text material for elementary students. The research involved 22 fifth-grade students at SD Negeri Salamrejo, Kulon Progo. A quantitative one-group pretest-posttest pre-experimental design was employed, with data collected through a validated multiple-choice test. Analysis included normality and homogeneity tests, Pearson correlation, paired-sample t-test, and normalized gain (N-Gain). The findings indicate a strong positive correlation between pretest and posttest scores (r = 0.884, p < 0.001), a significant mean difference (t = –15.11, p < 0.001, 95% CI [–20.17, –15.29]), and an average N-Gain of 0.55, classified as medium improvement. Notably, these findings confirm that integrating deep-learning pedagogy with flipbook media strengthens students' conceptual understanding, critical reflection, and higher-order thinking in descriptive-text learning. The results provide practical guidance for teachers to incorporate interactive flipbook-based activities that foster reflective discussion, contextual examples, and peer feedback, thereby enriching classroom practices and supporting the development of 21st-century literacy skills.
Development of Teaching Materials for Popular Scientific Articles Using Contextual Approach for Grade VIII Students
This study aims to develop a popular scientific article teaching book based on a contextual approach for eighth-grade students. The research method used is Research and Development (R&D) with the 4D model, limited to the development stage. The research subjects involve teachers and eighth-grade students from MTs Negeri 1 Kota Magelang, with feasibility assessments conducted by two subject matter experts and two media experts. Data analysis used quantitative descriptive techniques through the calculation of the average expert validation score, supported by qualitative analysis of improvement suggestions. The results show that the developed textbook received a 'highly suitable' category, with scores of 95.3% from subject matter experts and 96.6% from media experts, resulting in an overall average of 95.9%. Therefore, the textbook is deemed highly suitable for use as a learning support tool for popular scientific article texts in junior high schools/MTs.
Evaluation of the Merdeka Curriculum in Educational Institutions: A Systematic Literature Review of Strategies, Challenges, and Student Learning Outcomes
This study aims to evaluate the implementation of the Merdeka Curriculum across various educational institutions in Indonesia through a Systematic Literature Review (SLR) supported by bibliometric analysis. A total of 30 Scopus-indexed articles, were analyzed using the PRISMA protocol to identify implementation strategies, key challenges, and student learning outcomes following the curriculum adoption. The findings indicate that common implementation strategies include teacher professional development, school leadership enhancement, project-based learning, and the integration of local values into the curriculum. Nevertheless, several challenges remain, such as limited pedagogical competencies, inadequate digital infrastructure, and disparities in curriculum quality across regions. In terms of learning outcomes, the Merdeka Curriculum has shown potential in enhancing student engagement, critical thinking, and independent learning, particularly in institutions with strong institutional readiness. The study recommends policies to improve teacher capacity, reduce administrative burdens, ensure equitable access to technology, and promote cross-sector collaboration as critical measures to strengthen curriculum implementation. This review contributes valuable insights for policymakers and educational practitioners in designing evidence-based strategies to support the success of Indonesia’s national curriculum reform.
Development of Comic-Based Learning Media for Javanese Language at the Junior High School Level
This study aims to develop Javanese comic-based learning media (KOBAJA) for teaching the topic of unggah-ungguh (Javanese language etiquette). The research employed a Research and Development (R&D) design using the 4D model, which includes the stages of definition, design, development, and dissemination. The developed product was evaluated for its feasibility through validity tests using expert validation questionnaires. Data were analyzed using both qualitative and quantitative descriptive techniques. The validity test involved both media and material experts. Product trials were conducted with students to assess the attractiveness and effectiveness of the developed media using a response questionnaire. A total of 32 Grade VII students from SMP Negeri 38 Semarang participated in the product trials. The results indicated that the developed Javanese comic (KOBAJA) is suitable for use as a reading aid and meets the required criteria. Validation from material experts yielded a score of 3.09 (“feasible to use”), while media experts gave a score of 3.5 (“very feasible”). Furthermore, student response data showed that KOBAJA was considered “very interesting” to use, with an average score of 3.44. Based on these findings, it can be concluded that the Javanese comic-based learning media (KOBAJA) is both feasible and engaging for classroom learning on unggah-ungguh topics.
Development of the EDU-ECON E-Module Based on Problem-Based Learning to Enhance Students’ Critical Thinking Skills on the Topic of Economic Actors
This development research aimed to create a problem-based learning (PBL)-based EDU-ECON e-module and to evaluate its feasibility, effectiveness, and practicality using the ADDIE development model. The research subjects were 36 students from Class X-3 at State Senior High School 21 Surabaya. The research instruments included interview guidelines for the economics teacher, questionnaires, and pre-test and post-test assessments. Data were analyzed using descriptive statistics and t-tests. The results showed that the developed e-module was feasible for use, with average validation scores of 92% from media experts and 90.67% from content experts, classifying it as highly valid. The module’s effectiveness was also high, with an N-gain value of 0.76, indicating its ability to improve students’ critical thinking skills. Furthermore, student responses were positive, with a practicality score of 82.45%, categorized as very practical. Therefore, the developed e-module is both feasible and effective in enhancing students’ critical thinking skills.
Determinants of Teacher Satisfaction: A Study of School Policies, Resource Allocation, and Managerial Support
This study aims to analyze the influence of school policies, resource allocation, and managerial support on teacher satisfaction. Using a quantitative approach, the study employed a survey method and applied Structural Equation Modeling with Partial Least Squares (SEM-PLS) using SmartPLS 4 software. A census sampling technique was used, in which all 63 teachers at SMAN 3 Rembang were included as respondents, representing the entire population. The results show that: (1) school policies have a positive and significant influence on teacher satisfaction; (2) resource allocation has a positive and significant influence on teacher satisfaction; (3) managerial support has a positive and significant influence on teacher satisfaction; and (4) school policies, resource allocation, and managerial support simultaneously have a positive and significant influence on teacher satisfaction. These findings suggest that well-managed schools, in terms of structure and administration, can enhance teachers’ satisfaction, enthusiasm, and commitment to both their institution and their profession.
Development of Augmented Reality Learning Media Based on Assemblr Edu to Improve Students' Creativity Abilities
The purpose of this study is to design digital learning media that utilize Augmented Reality (AR) technology through the Assemblr Edu platform on the topic of Earth’s Rotation and Revolution to enhance students’ creativity. This research employed a Research and Development (R&D) method using the ADDIE model, which consists of five main stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews and questionnaires administered to subject matter experts, media experts, teachers, and students. Both qualitative and quantitative techniques were used for data analysis. The validation results showed that the developed learning media achieved a feasibility score of 86% from material experts and 95% from media experts, both of which are categorized as very feasible. Meanwhile, responses from teachers and students obtained scores of 95% and 84%, respectively, classified as very good. Overall, these findings indicate that Assemblr Edu–based AR learning media are suitable for use in science learning and have strong potential to enhance students’ creativity and understanding of abstract concepts.
Development of Learning Media Kahoot! Based on Gamification in Basic Management Subjects Office and Business Services
This study aims to analyze the development process, feasibility, and student responses to the development of Kahoot!-based gamification learning media. This research employed a Research and Development (R&D) design using the ADDIE model. The participants consisted of 20 students from Class X MPLB 1 at SMKN 2 Kediri. The research instruments included validation sheets for material and media experts as well as student response questionnaires. Data were analyzed using material and media expert validation analysis and student response analysis. The results showed that the material expert validation obtained a score of 91%, while the media expert validation reached 97%, both categorized as very good. The overall percentage of student responses to the Kahoot!-based gamification learning media was 97%, also classified as very good. Therefore, it can be concluded that the developed Kahoot!-based gamification learning media is highly suitable for use in the teaching and learning process for Class X MPLB students at SMKN 2 Kediri.
Observing Students' Engagement in Rural Indonesian EFL Classrooms Through The “Word of the Day” Strategy
This study aimed to investigate the effectiveness of the Word of the Day (WotD) strategy in enhancing vocabulary learning and student engagement in a rural EFL context. A quasi-experimental control class (CC) design was employed, involving two ninth-grade classes from SMP Negeri 2 Samaturu. Class 9A received instruction using the WotD-based approach, while Class 9E was taught using traditional methods. Data were collected through pre- and post-tests, classroom observations, semi-structured interviews, and open-ended questionnaires. The WotD strategy was implemented in several stages, including a pre-test, strategy application through contextual texts and games, and a post-test. Quantitative data were analyzed by comparing mean scores between groups, whereas qualitative data were analyzed thematically. The results indicated that vocabulary scores significantly improved in Class 9A (mean gain = 23.3) compared to Class 9E (mean gain = 9.2), along with higher levels of classroom participation. These findings suggest that low-stakes vocabulary strategies such as WotD can effectively promote vocabulary acquisition and active participation in under-resourced rural classrooms. Complementary qualitative findings further highlighted the roles of family support, student motivation, and peer collaboration in enhancing classroom engagement beyond test performance.
Digitalizing Assessment : An E-Report Application for Supporting Accountability in Merdeka Curriculum-Based Learning
This study aims to analyze the utilization of the current E-Report system in managing student assessments, identify the challenges encountered in the assessment process, and explore the development of an enhanced E-Report application to improve assessment accountability. The research adopts a Research and Development (R&D) approach based on the Borg and Gall model, implemented up to the fifth stage, and employs a mixed-methods design integrating both quantitative and qualitative data to obtain a comprehensive understanding of system use and development. The study was conducted at SMP Negeri 1 Bandungan, Semarang Regency, Central Java Province, involving teachers, system operators, and the vice principal for curriculum affairs as research participants. Data were collected through interviews, observations, document analysis, and questionnaires. Research instruments included interview guides, observation sheets, assessment documents, and validation questionnaires. Qualitative data validity was ensured through technique and source triangulation, while quantitative data validity was established through expert judgment. The findings indicate that the manual process of inputting assessment descriptions requires simplification to enhance efficiency and effectiveness. The Microsoft Excel–based E-Report application developed in this study provides flexible access and facilitates more efficient data management. Validation results showed scores of 88% and 94% from two management experts and 94% from an ICT expert. User testing results demonstrated ratings of 98.06% for display quality, 92.50% for technical quality, and 88.33% for accessibility. Overall, the application is categorized as “very good” and proven effective in enhancing assessment accountability.
Development of a RADEC-Based E-LKPD Using Liveworkaheets for Thermochemistry Learning
This study aims to develop an Electronic Student Worksheet (E-LKPD) based on the RADEC (Read, Answer, Discuss, Explain, Create) learning model using the Liveworksheets platform to enhance learning quality and student engagement. The study employed the 4-D development model (Define, Design, Develop, Disseminate), limited to the development stage. The research instruments consisted of expert validation sheets and user response questionnaires. Data were analyzed using descriptive quantitative and qualitative techniques. Quantitative data were obtained from expert validation questionnaires and teacher and student response questionnaires, while qualitative data were derived from observations and open-ended responses, analyzed through data reduction, data display, and conclusion drawing. The validation results from two material experts indicated that the E-LKPD achieved validation scores ranging from 91.6% to 95.8%, categorized as “Valid.” Meanwhile, media validation by one media expert resulted in a score of 100%, also categorized as “Valid.” Trials involving teachers yielded a response score of 90.63%, and trials involving students obtained 92.32%, both classified as “Very Good.” Therefore, the RADEC-based E-LKPD was declared valid and received highly positive responses, indicating its potential for use in teaching thermochemistry to Grade XI SMA/MA students.
Transforming Local History Learning Through Wordwall Media in The Digital Era 4.0
This study aims to explore the use of Wordwall in transforming local history learning, particularly the topic of Muara Takus Tempel into a more interactive and contextual experience. Employing a qualitative approach with a case study design, the research subjects at SMA Negeri 3 Bukit Batu, Bengkalis, Riau. Data were collected through classroom observation, having conversations with open-ended interviews, and documentation, and were analyzed using source triangulation. The findings indicate that the use of Wordwall enhanced student understanding, fostered a more interactive classroom atmosphere, and increased learners’ interest in history. These results suggest that digital tools like Wordwall can serve as effective strategies for making local history learning more engaging, relevant, and aligned with the demands of the digital era.
Representing Pancasila Values through ‘CAKRA’: The Universitas Negeri Malang Mascot in SIPEJAR-Based Educational Videos
This study aims to design digital learning media in the form of 3D animated videos presenting the CAKRA mascot, which represents Malang State University (UM). This media will be uploaded on SIPEJAR as a supporting media for Pancasila Education. The research method used is Research and Development (R&D) based on the ADDIE model comprises the stages of analysis, design, development, implementation, and evaluation. It is articulated systematically at every stage by the outcome of learning needs analysis of both students and lecturers. Therefore, covered scripting and storyboarding for interactivity plus 3D animation production in Blender and Adobe Premiere Pro. The media developed was validated by subject matter experts, media experts, and language experts on a pilot test with 116 students. The results of the assessment prove that this learning media is effective at inspiration, raising motivation, and deepening students understanding as well as participation in learning about the values of Pancasila. Consequently, the use of educational mascots coming from cultural identity proves to be an innovative learning strategy for strengthening character education in digitalization.