Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran
Journal Title Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran English Title Journal of Education: Journal of Research and Library Studies in Education, Teaching, and Learning Initials JK Abbreviation j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik. pengjaran. n.a. Frequency 4 issues per year (March, June, September, & December) DOI by Crossref Prefix 10.33394 ISSN 2442-7667 (Online) Accreditation SINTA 2 based on the Decree of the Directorate General of Higher Education, Research, and Technology of Indonesia Number : 0385/E5.3/KI.02.00/2022 Publisher LPPM Universitas Pendidikan Mandalika (UNDIKMA) Indexed Sinta | <a href="https://doaj.org/toc/2442-7667?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222442-7667%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener"> DOAJ | Google Scholar | Garuda Jurnal Kependidikan (JK) : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran is scientific journal published by LPPM Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2015 with ISSN: 2442-7667 (Online). JK contains scientific articles from research and critical review in Education, Teaching and Learning. Language used in this journal are Indonesian and English (Preferred). JK is available for free (open access) to all readers. Please read this guideline carefully! Every manuscript sent to the editorial office of the journal ought to follow the writing guidelines. If the manuscript does not meet with the author guidelines or any manuscript written in a different format, the article will BE REJECTED before further review. Only submitted manuscripts that meet the journal's format will be processed further.
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Do Digital Literacy and Collaboration Skills Matter for Cognitive Competence in Vocational Education?
This study aims to analyze the relationships between digital literacy, collaboration skills, and the cognitive competence of vocational high school students. A quantitative approach with a correlational research design was employed. Data were collected through cognitive competence tests and questionnaires measuring students’ digital literacy and collaboration skills. Multiple linear regression was used to examine the extent to which digital literacy and collaboration skills were individually and jointly associated with students’ cognitive competence. The results revealed that digital literacy was positively and significantly associated with cognitive competence (β = 0.302, p = 0.004), whereas collaboration skills showed a positive but non-significant association with cognitive competence when analyzed separately (β = 0.062, p = 0.551). In the simultaneous analysis, digital literacy and collaboration skills were jointly and significantly associated with cognitive competence (F = 9.224, p < 0.001), with the model explaining 11.9% of the variance in cognitive competence (R² = 0.119). These findings indicate that digital literacy is a significant individual predictor of cognitive competence, whereas collaboration skills do not demonstrate a statistically significant individual contribution. However, when considered simultaneously, digital literacy and collaboration skills are significantly associated with cognitive competence. This study contributes to the literature on vocational education by providing empirical evidence regarding the relationships among digital literacy, collaboration skills, and cognitive competence among vocational students. However, the study is limited to one vocational specialization and two independent variables. Future research should therefore involve more diverse samples and incorporate additional relevant variables to provide a more comprehensive understanding of the factors associated with students’ cognitive competence.
Copyright (c) 2026 The Author(s) https://creativecommons.org/licenses/by-sa/4.0
Entrepreneurship Education and Green Economy Literacy as Determinants of Sustainable Entrepreneurial Intention: The Mediating Role of Self-Efficacy
This study aims to examine the effects of entrepreneurship education and green economy literacy on sustainable entrepreneurial intention, with self-efficacy as a mediating variable. A quantitative approach was employed using purposive sampling involving 128 university students in Jakarta who had completed or were enrolled in entrepreneurship courses. Data were collected using multi-item instruments adapted from previous entrepreneurship and sustainability studies and measured on a five-point Likert scale. Measurement adequacy was established through outer loadings ≥0.70, AVE ≥0.50, Cronbach’s Alpha and Composite Reliability ≥0.70, and the Fornell–Larcker criterion. Data were analyzed using SEM-PLS with 5,000 bootstrap resamples. The results show that entrepreneurship education (β = 0.381) and green economy literacy (β = 0.426) significantly enhance self-efficacy, while self-efficacy significantly increases sustainable entrepreneurial intention (β = 0.548). Self-efficacy significantly mediates the relationships between entrepreneurship education, green economy literacy, and sustainable entrepreneurial intention (β = 0.222, p < 0.001). Universities should embed green literacy into entrepreneurship curricula through sustainability case studies, green business projects, and incubation and mentoring activities designed to provide practical mastery experiences and strengthen students’ self-efficacy for sustainable entrepreneurship.
Cross-Cultural Adaptation and Psychometric Validation of the Functional Assertiveness Scale among Indonesian College Students
This study aims to adapt and evaluate the psychometric properties of the Indonesian version of the Functional Assertiveness Scale (FAS) (Mitamura, 2018). The scale was translated and culturally adapted following the International Test Commission Guidelines for Translating and Adapting Tests (Second Edition) (ITC, 2018), involving three translators, six expert reviewers, and 11 lay reviewers. A quantitative approach was employed, and the adapted instrument was administered to 303 Indonesian university students aged 18-23 years selected through convenience sampling. Construct validity was evaluated using Confirmatory Factor Analysis (CFA), reliability was assessed using Cronbach’s alpha coefficients, and measurement invariance across gender was examined using Multi-Group Confirmatory Factor Analysis (MG-CFA). The CFA supported the original 12-item two-factor structure, with satisfactory model fit (TLI = 0.951, CFI = 0.937, SRMR = 0.045, RMSEA = 0.051) after residual covariances were added in single-group CFA. Reliability coefficients were satisfactory for the Objective Effectiveness subscale (α = 0.803), the Pragmatic Politeness subscale (α = 0.713), and the total scale (α = 0.799). Furthermore, MG-CFA demonstrated strict measurement invariance across gender, indicating that the scale functions equivalently for male and female respondents. These findings provide evidence that the Indonesian version of the Functional Assertiveness Scale is a valid and reliable instrument for measuring functional assertiveness and supports its use in future psychological research and assessment in Indonesia.
Microlearning Videos for Green Knowledge Development: Feasibility, Learning Changes, and Cross-Case Patterns in Indonesian Vocational Education
This study aims to describe the characteristics and assess the feasibility of videos used in Indonesia’s Agribusiness Processing of Agricultural Products (APHP) program, examine changes in students’ green knowledge within each case, and identify common and contrasting patterns of green-knowledge development across the two cases. A quantitative descriptive approach with comparative multiple-case secondary analysis was used. Both cases followed the ADDIE model but differed in content, participants, instructional models, implementation periods, and assessment instruments. Product feasibility was assessed through expert validation and student-response questionnaires. Cognitive outcomes were measured using multiple-choice pretests and posttests completed by 31 students in Case 1 and 25 students in Case 2. Six experts reviewed the mapping of the test items to six common green-knowledge domains. In Case 1, expert-validation scores ranged from 83.33% to 86.11%, and student practicality was 79.41%; in Case 2, expert-validation scores ranged from 75.00% to 95.14%, and student practicality was 83.98%. Green-knowledge scores increased from 32.26% to 68.87% in Case 1 and from 69.20% to 82.40% in Case 2, producing moderate normalized gains of 0.54 and 0.43. These results do not show that one instructional combination was superior. Instead, they illustrate two context-specific uses of microlearning: discovery activities for exploring broad environmental issues and project work for connecting sustainability with processing operations. By placing different topic-based tests within one framework, this study provides a practical basis for examining green knowledge across vocational food-processing subjects.
TPACK, Self-Efficacy, and Teaching Readiness: The Mediating Role of Reflective Practice in Pre-Service Economics Teachers
This study aims to investigate the mediating role of reflective practice in the relationships between Technological Pedagogical Content Knowledge (TPACK), self-efficacy, and teaching readiness among pre-service economics teachers in Indonesia. A cross-sectional quantitative survey was conducted with 60 pre-service economics teacher students at FKIP Universitas Pasundan (cohorts 2022–2023) using total sampling. PLS-SEM with 5,000-subsample bootstrapping in SmartPLS 4.0 was employed. TPACK (β = .431, p < .001) and self-efficacy (β = .372, p < .001) significantly predicted reflective practice, which in turn predicted teaching readiness (β = .418, p < .001). TPACK (β = .312, p < .001) and self-efficacy (β = .281, p < .001) also exerted significant direct effects on teaching readiness, indicating that the mediation is partial rather than full. Partial mediation was confirmed for both pathways: TPACK → teaching readiness (indirect β = .180; 95% CI [.09, .27]; VAF = 36.6%) and self-efficacy → teaching readiness (indirect β = .145; 95% CI [.06, .22]; VAF = 34.0%). The model explained 52.2% of variance in reflective practice and 64.3% in teaching readiness. Practically, these findings suggest that economics teacher preparation programmes should embed structured, quality-assessed reflective activities as core, assessed components of the curriculum, alongside existing efforts to build technological-pedagogical knowledge and professional self-efficacy, rather than treating reflection as supplementary enrichment. This study provides the first empirical integration of Bandura's self-efficacy theory, the TPACK framework, and Schön's reflective practitioner theory in a unified mediation model tested in Indonesian pre-service economics teacher education.
Development of MonoZooAR: A Multisensory Augmented Reality Game-Based Learning Technology for Enhancing Early Literacy Competencies in Children Aged 4–6 Years
This study aims to develop MonoZooAR, an augmented reality (AR)-based educational technology medium incorporating multisensory stimulation through a monopoly-style game framework, as an innovative approach to fostering early literacy competencies among children aged 4–6 years. The medium unifies three dimensional visual, auditory, tactile, and interactive narrative elements within a single integrated platform. A Research and Development (R&D) method was employed, guided by the ADDIE model (Analyse, Design, Development, Implementation, and Evaluation). The study was conducted in Dersan Hamlet, Semarang Regency, involving early childhood children and ECE teachers, alongside parents, as research participants. Data were gathered using expert validation sheets, observation protocols, response questionnaires, and product evaluation rubrics. The collected data were subsequently analyzed through combined qualitative and quantitative descriptive techniques, complemented by normalized gain (N-gain) calculations. Validation by the instructional media specialist (97%), ECE literacy specialist (95.5%), and ECE teachers (93.8%) consistently indicated Highly Feasible ratings. Field trials revealed substantial gains across all five early literacy dimensions, with the overall mean score rising from 2.06 to 3.66 and an N-Gain of 0.82 (High). Letter and Sound Knowledge recorded the highest gain (0.91), followed by Vocabulary (0.87), Phonological Awareness (0.82), Narrative Skills (0.81), and Print Awareness (0.69). This study demonstrates that the ADDIE-based MonoZooAR media is highly feasible and effective in enhancing early literacy skills among children aged 4–6. Expert validation exceeded 93%, while field trials yielded an overall N-gain of 0.82 (High category) across five literacy dimensions. These findings confirm that integrating 3D visuals, audio, tactile interaction, and narration within a phygital framework effectively shifts literacy learning from passive symbol memorization to active, experiential exploration.
Understanding Inclusive School Culture Through the Index for Inclusion: Empirical Findings from Primary Schools in Asahan Regency, Indonesia
This study aims to examine the culture dimension of the Index for Inclusion in public primary schools implementing inclusive education in Asahan Regency, Indonesia. Employing a quantitative descriptive survey approach, the investigation involved 35 teachers selected through purposive sampling from seven designated inclusive public primary schools (UPTD SDN) based on their direct instructional experience in inclusive classrooms. Data were collected using an adapted questionnaire measuring Dimension A (Creating Inclusive Cultures) of the Index for Inclusion and analyzed through descriptive statistics. The findings revealed that the participating schools demonstrated a relatively strong inclusive culture, with descriptive statistical analyses revealed that the participating schools demonstrated a high level of inclusive culture, with an overall composite mean score of 1.91 (SD = 0.28) on a three-point scale (ranging from 0.00 to 2.00). Across subdimensions, Building Community achieved a higher mean score (M = 1.93, SD = 0.24), led by peer assistance (M = 1.97, SD = 0.17), whereas Establishing Inclusive Values scored slightly lower (M = 1.88, SD = 0.33), with institutional anti-discrimination practices recording the lowest mean (M = 1.85, SD = 0.36). These empirical findings indicate that principles of participation, equity, and respect for diversity are well-integrated into the school culture, while underscoring the necessity of reinforcing family engagement and explicit anti-discrimination initiatives within primary schools.
From Environmental Context to Digital Learning: Developing and Evaluating an Environment-Based Practicum E-Module for Green Chemistry
This study aims to develop an Environment-Based Practicum E-Module for green chemistry and to evaluate its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) method using the three-dimensional (3-D) development model, which consists of the Define, Design, and Develop stages. The participants were 28 tenth-grade students from Class X-A at SMAS Mujahidin Pontianak. Data were collected through interviews, classroom observations, expert validation sheets, student response questionnaires, and pretest–posttest assessments. The effectiveness evaluation in the Develop stage employed a one-group pretest–posttest design, with students completing a pretest before using the e-module and a posttest after the learning intervention. The data were analyzed using percentage analysis to determine the validity and practicality of the e-module, while its effectiveness was evaluated using the Normalized Gain (N-Gain) index. The results indicated that the developed e-module achieved average validity scores of 96% from material experts, 98% from media experts, and 98% from language experts, all of which were classified as highly valid. The practicality evaluation yielded an average score of 84%, indicating that the E-Module was highly practical. In addition, the effectiveness test produced an average N-Gain score of 0.86, which falls within the high category, as reflected by the increase in students' mean scores from 85 on the pretest to 98 on the posttest. These findings demonstrate that the Environment-Based Practicum E-Module is valid, practical, and effective, making it a suitable digital instructional resource for supporting green chemistry learning, particularly in schools with limited laboratory facilities.
Mapping Generational Digital Literacy and Internet Usage Patterns in Open and Distance Learning: A K-Means Clustering Analysis
This study aims to map digital literacy and internet-use patterns among multigenerational new students in open and distance learning (ODL) and to determine whether the resulting profiles are differentiated solely by generation or also by occupational and behavioral characteristics. A quantitative exploratory design with K-Means cluster analysis was applied to data from 4,371 new students at Universitas Terbuka Jakarta. The analysis integrated generational profile, occupation, internet-access time, dominant online activity, preferred social-media platform, daily social-media duration, and digital-literacy classification. The Elbow Method indicated a five-cluster solution. The cluster represented 17.00%, 24.94%, 18.39%, 9.40%, and 30.27% of respondents, respectively. Overall, 62.18% of students were classified as High and 35.69% as Very High in digital literacy, while only 2.13% were Satisfactory and none were Low or Very Low. Cluster 3, dominated by Generation Y private employees, contained 97.01% Very High-literacy students, whereas Cluster 5, also dominated by Generation Y private employees, contained 98.49% High-literacy students. Generation Z appeared across three clusters with distinct access timed and online activities. These findings show that generation alone does not adequately explain digital-literacy patterns in ODL; occupational background and digital-use behavior provide additional differentiation. The results supports cluster-based digital-literacy support, flexible learner services, and targeted skill development in ODL.
Bridging Conducting Pedagogy and Digital Technology: Teachers’ Perceptions and Adoption Intentions toward a Webcam-Based Hand-Tracking Trainer
This study aims to analyze teachers’ perceptions of the usefulness, ease of use, perceived learning, and adoption potential of the CONDUCT HandTrack Conducting Trainer a web application combining webcam hand-tracking, two-dimensional visualization, and real-time gesture scoring (perfect/good/miss) using the Technology Acceptance Model as an analytic lens. A descriptive quantitative approach complemented by qualitative data (embedded mixed-methods design) was applied to 21 teachers from teacher working groups (MGMP) in Subang Regency via a 56-item questionnaire (Likert 1–5). Descriptive analysis, Cronbach’s alpha reliability testing, Pearson correlation analysis, and thematic analysis showed perceived learning highest (mean 4.35; 96.2% agreement), followed by adoption potential (4.34) and training quality (4.22), while usability (ease of use) was lowest yet positive (3.83; α=0.83). Pearson correlations among constructs were strong (r=0.71–0.84; p<0.01), supporting the ease → usefulness → intention path indicatively at pilot scale. Application and training ratings were 4.76 and 4.48; all participants intended to pursue further training. The dominant barrier hand-detection accuracy explains the lower ease-of-use score, yet high perceived usefulness sustains adoption intention, a pattern consistent with utility-driven adoption. Theoretically, the study extends TAM and real-time-feedback evidence to in-service teachers on an embodied skill; practically, it guides the development of music-pedagogy technology toward tracking reliability, staged practice modes, and stakeholder-specific support.
Development of Central Javanese Ethnomathematics-Based E-Learning Materials to Enhance Students’ Learning Interest and High-Order Thinking Skills
This study aims to develop educational materials rooted in Central Javanese culture and based on indigenous mathematics, with a view to stimulating students’ interest in learning and fostering their higher-order thinking skills. This study adopts a research and development method based on the Borg and Gall model, modified into eight stages: identification of potential issues, data collection, product design, design validation, design revision, product trialing, product revision, and user trialing. The research utilized a two-group pretest-posttest design comparing a control class and an experimental class. Data analysis techniques included the paired-sample t-test, independent-sample t-test, and N-gain analysis. Several experts conducted product validation. The validation results from the content expert yielded a score of 95.83% (highly acceptable), the media expert scored 93.75% (highly acceptable), and the language expert scored 94.79% (highly acceptable). The practicality test of the teaching materials among students yielded a score of 98.3% in the control group and 99.2% in the experimental group, indicating high practicality. Meanwhile, the practicality test by teachers in the control group and the experimental class each yielded a score of’100%, indicating high practicality. The independent sample t-test showed a statistically significant difference in student’s learning interest between the experimental and control groups (sig < 0,05), with N-Gain score of 0,60 for experimental group and 0,38 for control group. Similarly, a statistically significant difference was found in students’ higher-order thinking skills between the two groups (sig < 0,05), with n-Gain scores of 0,61 for experimental group and 0,38 for the control group. This study demonstrates that applying ethnomathematics-assisted learning to the multiplication and division of decimal numbers can enhance interest in learning and higher-order thinking skills. This study concludes that the developed teaching materials meet high standards in both effectiveness and practicality, making them a viable option for mathematics instruction at the elementary school level.
From Laughter to Learning: Using Humor in Contextual Teaching to Foster Engagement in College Students
This study aims to explore the integration of humor into the Contextual Teaching and Learning (CTL) approach as a learner-centered strategy to support student engagement in higher education. A quasi-experimental one-group pretest–posttest design was employed with 47 undergraduate psychology students enrolled in a Positive Psychology in Schools course. Humor was integrated into CTL through learning materials, assignment instructions, discussions, quizzes, self-reflection activities, and group activities, serving to attract attention, support recall, provide feedback, and create opportunities for humorous breaks. Student engagement and sense of humor were measured before and after the intervention. The data were analyzed using repeated-measures ANOVA. The results indicated significant increases in student engagement (p = 0.015, η²p = 0.122) and sense of humor (p = 0.032, η²p = 0.096) from pretest to posttest. These findings suggest the potential value of integrating humor into CTL as a learner-centered pedagogical practice. The study extends previous research on instructional humor by examining its integration within a contextual learning approach rather than treating humor solely as a teacher-delivered instructional technique. However, the absence of a control group and the context-specific focus on a single course limit causal interpretations and the generalizability of the findings. Future research should examine different forms and mechanisms of learner-centered humor using controlled designs and larger, more diverse samples.
Integrating Video Scribe and Problem-Based Learning: A Development Study to Foster Elementary Students’ Conceptual Understanding in Natural and Social Sciences
This study aims to develop and implement VideoScribe-based learning media integrated with the Problem-Based Learning (PBL) model to improve students’ conceptual understanding in Natural and Social Sciences (IPAS) at the elementary school level. Employing a Research and Development (R&D) approach based on the ADDIE model, the study involved 20 fourth-grade students selected through purposive sampling at SDN Tanjungan 1. The students participated in a small-scale pilot evaluation as part of the implementation phase of the ADDIE model to assess the feasibility and practicality of the VideoScribe-based learning media prior to broader implementation. Data were collected through observations, interviews, pretests and posttests, questionnaires, and documentation, and were analyzed using qualitative and quantitative techniques, including descriptive statistics and the N-Gain formula. The results showed that the developed media achieved an overall feasibility score of 86.3%, indicating a high level of validity across the material, media, and language aspects. Furthermore, students’ conceptual understanding improved, as reflected in the increase in the mean score from 48.20 on the pretest to 84.10 on the posttest, with the N-Gain falling within the moderate-to-high category. These findings suggest that integrating VideoScribe-based learning media with the PBL model has the potential to enhance students’ learning outcomes. The study contributes to the growing body of literature by providing empirical evidence that aligning multimedia tools with student-centered pedagogical models can support the development of students’ conceptual understanding. It also offers practical implications for teachers seeking to design more interactive, contextualized, and meaningful learning environments, particularly in elementary education contexts.
Music Education for Students with Visual and Hearing Impairments: A Scoping Review of Adaptive Technologies
This study aims to map and synthesize how adaptive technologies are designed and implemented to support access, participation, and learning in music education for students with visual and hearing impairments. The study employed the Arksey and O’Malley scoping review framework, encompassing identification, screening, eligibility assessment, and data charting processes. Literature searches were conducted in Scopus, ERIC, and Google Scholar for articles published between 2016 and 2026. Fourteen studies met the inclusion criteria and were analyzed using thematic analysis. The findings identified five main categories of adaptive technologies: haptic and vibrotactile technologies, audio-based technologies, visual feedback technologies, Braille music technologies, and multimodal or multisensory technologies. These technologies were implemented through individual and collaborative music learning activities, structured training sessions, tactile and auditory instruction, and multisensory learning experiences. The reviewed studies demonstrated positive contributions to accessibility, musical participation, rhythm and pitch comprehension, musical performance, confidence, communication, and social participation among students with disabilities. However, most interventions remained exploratory, involving small samples and short implementation periods. Music educators should integrate adaptive technologies into curriculum-based instruction, technology developers should prioritize user-centered and sustainable designs, and policymakers should strengthen teacher training and accessibility support.
Visualization Animal Tissue: Development of a 3D E-Atlas Based on Problem-Based Learning with a Deep Learning Approach in High School
This study aims to develop a 3D E-Atlas based on Problem-Based Learning (PBL) and an in-depth learning approach for teaching animal tissue at the senior high school level and to evaluate its validity and practicality. The study employed a Research and Development (R&D) method using the Plomp development model, which encompasses the preliminary investigation and prototyping stages. The research participants consisted of 67 Grade 11 students from two senior high schools in Riau Province, Indonesia. Data were collected through interviews, needs analysis questionnaires, expert validation sheets, and student practicality questionnaires. The development process involved curriculum analysis, instructional analysis, interviews, needs assessment, self-evaluation, expert feasibility testing, one-to-one evaluation, small-group evaluation, learner practicality testing, and documentation. The findings indicated that the developed 3D E-Atlas achieved a very high level of validity, as reflected in an expert validation score of 97%. Furthermore, the practicality test indicated that the media was categorized as very practical, with a score of 85% in the field test. These findings suggest that the integration of interactive 3D visualization with PBL syntax and immersive learning activities may support students’ learning motivation, engagement, and conceptual understanding of animal tissue. The contribution of this study lies in the development of innovative digital learning media for biology education by integrating 3D visualization technology with a student-centered learning approach to support interactive, contextualized, and meaningful 21st-century learning.
From Ethnocultural Knowledge to Systems Thinking: Mapping Global Research on Ethno-ESD in Elementary Education
This study aims to analyze global research trends, thematic evolution, and research characteristics related to Ethno-ESD and systems thinking in elementary education using a bibliometric approach. The study employed bibliometric analysis using Biblioshiny within the Bibliometrix package in RStudio. A total of 44 documents published between 2017 and 2026 were retrieved from the Scopus database and analyzed, representing 33 sources. The analysis focused on publication trends, authorship patterns, citation metrics, and thematic mapping based on keyword co-occurrence. Thematic analysis was conducted to identify and interpret recurring themes and patterns across research topics and keywords. The findings revealed an annual growth rate of 8.01%, indicating increasing scholarly interest in the topic. The dominant motor themes were sustainable development, education, and learning, suggesting that sustainability-oriented educational practices remain central to current research. The collaboration index indicated a moderate level of international research collaboration. These findings suggest that research on Ethno-ESD and systems thinking in elementary education is evolving toward interdisciplinary and sustainability-focused learning approaches. This study contributes to the identification of future research directions and provides a scientific basis for integrating local wisdom and systems thinking into sustainable elementary education practices.
Development of Financial Literacy-Integrated Problem-Based Learning Worksheets for Enhancing Students’ Mathematical Problem-Solving Skills
This study aims to develop and evaluate financial literacy-integrated Problem-Based Learning (PBL) worksheets to foster students’ mathematical problem-solving skills. The product was developed using the ADDIE framework within a Research and Development (R&D) method, encompassing the stages of analysis, design, development, implementation, and evaluation. The field trial involved 61 eleventh-grade students, comprising 31 students in the experimental group and 30 in the control group, selected through cluster random sampling using a pretest–posttest control group design. Data were collected through expert validation, practicality questionnaires, and mathematical problem-solving tests. The data were analyzed using Aiken’s V to quantify expert judgments, item validity and reliability analyses to evaluate the mathematical problem-solving test, percentage analysis to assess practicality, normalized gain (N-gain) to measure improvements in mathematical problem-solving skills, and an independent-samples t-test to examine differences in improvement between the experimental and control groups. Expert judgments yielded Aiken’s V coefficients ranging from 0.84 to 0.93, indicating strong agreement among the experts regarding the relevance of the assessed components. The mathematical problem-solving test demonstrated acceptable item validity and good internal consistency, with a Cronbach’s alpha coefficient of 0.853. The developed worksheets demonstrated a high level of practicality, based on teacher and student response rates of 89% and 87.6%, respectively. The experimental group achieved a higher mean N-gain score (0.625) than the control group (0.516), with a statistically significant difference in improvement (one-tailed p = 0.011). These findings indicate that the developed financial literacy-integrated PBL worksheets meet established quality criteria, support classroom implementation, and foster students’ mathematical problem-solving skills through authentic financial contexts.
Development and Validation of a Problem-Based Learning E-Module Integrating Sidoarjo Milkfish Local Wisdom for Enhancing Students’ Critical Thinking Skills
This study aims to evaluate the validity and readability of a Problem-Based Learning (PBL) e-module integrated with the local wisdom of milkfish cultivation in Sidoarjo on the topic of ecosystems to support the development of 10th-grade students’ critical thinking skills. The study employed the Fenrich development model, which comprises the stages of analysis, planning, design, development, and implementation, with each cycle involving evaluation and revision. The validity of the PBL e-module was assessed by three evaluators, comprising two expert lecturers and one biology teacher. Data were analyzed using descriptive quantitative and qualitative approaches. The results indicated that the PBL e-module achieved a validity score of 3.94, which was categorized as very valid. The Fry readability graph placed the text of the e-module at Grade 10, indicating that the e-module was appropriate for 10th-grade students. The findings indicate that the PBL e-module, integrated with local wisdom related to milkfish cultivation in Sidoarjo, is valid and appropriate for biology learning. Integrating local wisdom and contextual issues into biology education has the potential to support the development of students’ critical thinking skills.
Digital Muslim Parenting and Generation Z Behaviour: A Systematic Literature Review for Islamic Religious Education Learning Design in Higher Education
This study aims to explore the types of digital parenting styles adopted by Muslim parents, examine their influence on the social, moral, religious, and digital behaviors of Generation Z, and formulate implications for the design of Islamic Religious Education (PAI) in higher education. The study employed a Systematic Literature Review (SLR) following the PRISMA 2020 protocol to identify publications published between 2015 and 2024 across Scopus, Web of Science, Google Scholar, and Sinta. Of the 487 articles identified, 28 studies met the inclusion criteria and were analyzed in depth using thematic synthesis, whereby findings were coded, categorized, and synthesized into cross-cutting themes addressing the three research questions. The results identified three main typologies of digital parenting: authoritative Islamic digital parenting (50%), restrictive digital parenting (32%), and permissive digital parenting (18%) among the reviewed studies. Authoritative Islamic digital parenting was consistently associated with stronger indicators of moral reasoning and religiosity among Generation Z, as reflected in higher levels of ethical filtering, empathy, and religious engagement reported across the reviewed studies. The findings further indicated that digital parenting patterns were associated with social empathy, digital ethical resilience, religious engagement, digital literacy, and privacy management skills among Generation Z. Among the three typologies, authoritative Islamic digital parenting demonstrated the strongest potential for fostering positive digital character and behavior and serving as a protective factor. These findings highlight the need to redesign Islamic Religious Education by integrating Islamic digital competencies, social media fiqh, digital ethics, blended learning, project-based learning, and authentic digital portfolio-based assessment, thereby enhancing its relevance to the digital habitus of contemporary students.
From Policy to Practice: Exploring Inclusive School Culture in Vocational Education through the Index for Inclusion
This study aims to explore inclusive school culture through a vocationally adapted Index for Inclusion framework, focusing on multistakeholder perspectives and the factors shaping inclusive practices in vocational school settings. Employing a qualitative case study design at a vocational high school (SMK) in Surabaya, Indonesia, the study applies an Index for Inclusion framework extended with a fourth dimension, Vocational Accessibility & Transition Readiness (VATR), which integrates vocational pedagogy, Universal Design for Learning, and a school-to-work transition framework. Ten stakeholders were purposively selected using a maximum variation sampling strategy. Data were collected through triangulation of semi-structured interviews, participant observation, and document analysis, using an instrument developed from the operationalization of 24 Index for Inclusion sub-indicators. Data were analyzed using Braun and Clarke’s six-phase thematic analysis with a deductive–inductive approach. Based on scores across 12 core Index for Inclusion indicators, the findings showed an overall inclusion attainment of only 41.67%, characterized by covert selectivity, a 1:12 special education teacher (GPK)-to-student ratio, inaccessible infrastructure, and declining academic expectations. Notably, a gap emerged between teachers’ strength-based perceptions of students with disabilities and the exclusionary experiences reported by the students themselves, indicating that students’ vocational potential is evident but remains systemically unsupported. This study proposes a Vocational Universal Design for Learning (V-UDL) framework to reconcile industry standardization with inclusive differentiation, while strengthening the VATR dimension as a policy foundation for strength-based major placement, improved special education teacher ratios, and the development of inclusive vocational learning modules at the SMK level.
Development of a PRODELIC-Based Instrument for Assessing Students’ Mathematical Literacy and Disposition
This study aims to develop and validate a PRODELIC-based instrument for assessing students’ mathematical literacy and mathematical disposition, ensuring that the instrument demonstrates adequate validity and is suitable for evaluating these competencies in mathematics learning. This research method uses Design-Based Research (DBR) which consists of problem analysis, design and innovation development, cyclical repetition and implementation, and reflection evaluation. The research instrument is a validity instrument consisting of a validity assessment sheet for the PRODELIC learning model components and learning support tools. The data analysis used is qualitative and quantitative. The validity of the model, lesson plans, and worksheets was evaluated based on the assessment of experts and practitioners using the Aiken validity index. The results of the study showed that the Aiken's V value for all learning model component instrument items was in the range of 0.85 to 0.95, the lesson plan instrument was in the range of 0.9 to 0.95, and the worksheet was in the range to 1. These scores means that the model is valid and suitable for developing mathematical literacy and disposition. These findings indicate that the PRODELIC model and its supporting instruments are valid and suitable for mathematics learning aimed at developing students’ mathematical literacy and disposition. Theoretically, PRODELIC contributes an integrated framework that combines Deeper Learning and Project-Based Learning, while practically, it provides teachers with a structured approach for designing mathematics instruction that promotes mathematical literacy and disposition.
The Mediating Role of Entrepreneurial Motivation in the Relationship between Income Expectation, Social Capital, and Entrepreneurial Readiness: Evidence from Indonesian Vocational High School Students
This study aims to investigate the mediating role of entrepreneurial motivation in the relationships between income expectations, social capital, and entrepreneurial readiness among eleventh-grade students at public vocational high schools (SMKNs) in Jambi City. A quantitative explanatory design with a cross-sectional survey approach was employed. The population comprised 2,745 eleventh-grade students enrolled in public vocational high schools in Jambi City, from which 349 respondents were selected using proportionate stratified random sampling. Data were collected through a structured questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. The results indicate that income expectations, social capital, entrepreneurial motivation, and entrepreneurial readiness were generally rated at a good level. Income expectations had positive and significant effects on entrepreneurial readiness (β = 0.293, t = 7.178, p < .001) and entrepreneurial motivation (β = 0.510, t = 13.922, p < .001). Social capital also had positive and significant effects on entrepreneurial readiness (β = 0.389, t = 8.974, p < .001) and entrepreneurial motivation (β = 0.445, t = 11.554, p < .001), while entrepreneurial motivation had a positive and significant effect on entrepreneurial readiness (β = 0.321, t = 5.831, p < .001). Entrepreneurial motivation partially mediated the relationships of income expectations and social capital with entrepreneurial readiness. These findings suggest that vocational education policies, entrepreneurship curriculum design, and school-based mentoring programs should be aligned to strengthen students’ financial literacy and expand access to entrepreneurial social networks, thereby better preparing SMK graduates to become job creators rather than job seekers.
Developing an AI-Assisted Project-Based Learning Model Integrating Pedagogical Deep Learning Principles for Tenth-Grade Students’ Writing Skills
This study aims to develop and evaluate an AI-assisted project-based instructional model for teaching descriptive text writing and to examine its feasibility and effectiveness in improving students’ writing performance. Employing a mixed-methods Research and Development (R&D) design based on the ADDIE framework, the study involved 36 tenth-grade students and one English teacher. Data were collected through questionnaires, interviews, expert validation sheets, observations, and pretest and posttest assessments. Quantitative data were analyzed using descriptive statistics and paired-samples t-tests, while qualitative data were examined through thematic analysis. The results indicated improvements in students’ writing performance across all assessed components, with the overall mean score increasing from M = 12.85 on the pretest to M = 15.68 on the posttest. The findings also showed high levels of student participation and positive evaluations of the instructional materials in terms of practicality and suitability. The structured use of ChatGPT, Grammarly, QuillBot, DeepL, Hemingway Editor, Wordtune, and Scribbr AI Proofreader provided scaffolding within the project-based framework and supported students’ writing development while remaining feasible for classroom implementation. This study contributes to the growing body of literature on technology-enhanced language learning by providing empirical evidence of an instructional model that integrates AI tools with sound pedagogical design and offers practical guidance for EFL educators.
Development of Project-Based Learning Instructional Materials Integrating Bojonegoro’s Jamu Gepyok Local Wisdom to Enhance Students’ Creative Thinking Skills
This study aims to develop Project-Based Learning (PjBL) instructional materials integrated with the local wisdom of Bojonegoro’s jamu gepyok that are valid, practical, and effective in improving students’ creative thinking skills. The instructional materials consisted of a learning module, student worksheets, and a textbook. The study employed a Research and Development (R&D) approach using the 4D model, which comprises four stages: define, design, develop, and disseminate. The participants were 20 tenth-grade students at SMAN 1 Baureno. The research instruments included validation sheets, pretest and posttest assessment sheets for measuring creative thinking skills, and student response questionnaires. Data were analyzed using descriptive and inferential quantitative methods. The results showed that the instructional materials achieved a mean validity score of 3.97 out of 4.00, indicating a very high level of validity. The materials were also considered highly practical, as reflected in the Fry Graph readability results, which indicated suitability for Grade 10, and the mean student response score of 3.61 out of 4.00. Their effectiveness was demonstrated by an N-Gain score of 0.71, categorized as high, and a paired-samples t-test showing a statistically significant improvement in students’ creative thinking skills, t(19) = −15.32, p < .001. Students also expressed positive responses to the implementation of the instructional materials, with a mean response score of 3.65 out of 4.00. These findings indicate that PjBL instructional materials integrated with the local wisdom of Bojonegoro’s jamu gepyok can effectively support the development of students’ creative thinking skills. The local wisdom of *jamu gepyok* provides an authentic problem context for PjBL by enabling students to investigate local biological resources, identify problems related to the preservation and utilization of traditional knowledge, generate alternative product ideas, design and test solutions, and communicate their products or findings. These activities align with key dimensions of creative thinking, particularly fluency, flexibility, originality, and elaboration.
From Digital Literacy to Computational Thinking in Economics Education: The Mediating Role of Self-Regulated Learning
This study aims to examine the effect of digital literacy (DL) on students’ computational thinking (CT) in Economics Education, with self-regulated learning (SRL) serving as a key explanatory factor. A quantitative explanatory survey design was employed with 210 junior high school students from North Sulawesi and Central Kalimantan, Indonesia, who were selected through proportional sampling. Data were collected using Likert-scale questionnaires measuring DL, SRL, and CT and were analyzed using descriptive statistics and univariate linear regression. The results showed that DL significantly predicted SRL (β = 0.75, p < .001) and CT (β = 0.71, p < .001), while SRL significantly predicted CT (β = 0.76, p < .001). The significant direct relationship between DL and CT, together with the significant relationships between DL and SRL and between SRL and CT, suggests that SRL may play an explanatory role in the relationship between DL and CT. Because the direct relationship between DL and CT remained significant, the relationship was not fully accounted for by SRL. These findings highlight the importance of integrating digital literacy with SRL strategies, including goal setting, learning monitoring, strategy use, and self-evaluation, to support the development of students’ computational thinking skills in Economics Education.
Bridging Culture and STEM Education: Developing a Tamansiswa-Grounded Project-Based Learning Model to Strengthen Mathematical Connections and Collaboration Skills
This study aims to develop and evaluate the initial feasibility of a culturally grounded STEM instructional model that incorporates the Tamansiswa educational philosophy, encompassing Tri N (Niteni, Nirokke, and Nambahi) and Tri Ko (Cooperative, Consultative, and Corrective), to scaffold project-based learning while fostering students’ mathematical connection and collaboration skills. Employing an Educational Design Research (EDR) approach, the study collected data through expert validation sheets, implementation observation sheets, response questionnaires, mathematical connection tests, and collaboration observation sheets. Expert validation was analyzed using Aiken’s V and feasibility percentages, while implementation fidelity was assessed using Interjudge Agreement (IJA). Effectiveness was evaluated using Normalized Gain (N-Gain) and, following Shapiro–Wilk normality testing, either the Wilcoxon signed-rank test with rank-biserial r or the paired-samples t-test with Cohen’s dz, as appropriate. The study comprised analysis, design, and evaluation phases, including validation by five experts and a small-scale pilot involving 30 eighth-grade students from two junior high schools in Yogyakarta. The model demonstrated very high validity (95.42%; Aiken’s V = 0.86–0.96) and good implementation fidelity (mean IJA = 89.49%). Statistically significant improvements were observed in students’ mathematical connection skills (Wilcoxon Z = 4.78, p < .001; rank-biserial r = 0.87; N-Gain = 0.44, moderate) and collaboration skills (t(29) = 14.62, p < .001; Cohen’s dz = 2.67; N-Gain = 0.41, moderate). These findings provide empirical evidence that indigenous educational philosophy can function as a coherent pedagogical foundation, rather than merely as supplementary cultural content, for integrated project-based STEM learning. The study also offers practical implications for curriculum developers seeking to design culturally responsive instructional frameworks.
Developing Microlearning-Based Teaching Materials for Sociology Education: Evaluating Feasibility, Practicality, and Student Acceptability in the Digital Era
This study aims to develop and evaluate the quality of microlearning-based teaching materials for Grade 11 Sociology education and to assess their feasibility, practicality, and acceptability from the perspectives of experts, teachers, and students. The study employed a Research and Development (R&D) design using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Data were collected through interviews, observations, document analysis, expert validation sheets, and user response questionnaires. The participants comprised subject-matter experts, media experts, instructional practitioners, Sociology teachers, and Grade 11 students involved in the limited trial phase. Quantitative data were analyzed using descriptive statistical techniques to calculate feasibility and response percentages, while qualitative data were analyzed through data reduction, data presentation, and conclusion drawing based on interview findings and open-ended responses. The findings indicated that the microlearning-based teaching materials developed for Grade 11 Sociology achieved an average feasibility score of 91.83%, placing them in the “highly feasible” category. Specifically, the materials received scores of 92.50% from the subject-matter expert, 89.00% from the media expert, and 94.00% from the instructional practitioner. The trial results also demonstrated high levels of practicality and acceptability, with average response scores of 91.56% from students and 92.80% from the teacher. The overall evaluation yielded an integrated score of 92.06%. These findings indicate that the developed teaching materials meet established content and media feasibility criteria, are easy to implement, and are well received by students, while supporting the understanding of sociological concepts and improving instructional efficiency in the digital era. Theoretically, this study contributes to the literature on digital instructional design in secondary education by highlighting the relevance of microlearning to cognitive load theory. Practically, the findings provide educators with a foundation for designing digital learning resources that are adaptive, cognitively manageable, and aligned with the demands of twenty-first-century education.
From Data Reading to Statistical Literacy: Examining Grade-Level and Gender Differences in Indonesian Elementary Students’ Data-Description Skills
This study aims to examine Indonesian elementary students’ data-description skills as a foundational dimension of statistical literacy and to investigate differences across grade levels and gender. A quantitative cross-sectional design was employed with 2,106 students from Grades 2, 4, and 6 across 16 urban and rural schools. Four open-response tasks assessed students’ abilities to identify information in tables, recognize visual codes, explain data, and make predictions or draw conclusions. Confirmatory Factor Analysis (CFA) and multi-group CFA were used to examine the measurement structure, while Welch’s t-test, Welch’s ANOVA with Games–Howell post hoc comparisons, and Cohen’s d were used to assess group differences and effect sizes. All four indicators significantly contributed to the data-description construct, with drawing conclusions showing the strongest association. Most students (78.3%) were classified at the Idiosyncratic level, indicating predominantly literal or surface-level interpretations of data. Mean scores increased from Grade 2 (M = 1.15) to Grade 4 (M = 1.33) and Grade 6 (M = 1.92), with significant differences across all grade-level pairs (p < .001; d = 0.47–1.39). Female students scored slightly higher than male students, although the effect size was small (d = 0.27). Instruction should therefore move beyond literal data reading by engaging students more explicitly and consistently in comparing data, explaining relationships, and justifying predictions or conclusions using evidence from tables and graphs.
Reconstructing a Culturally Grounded Social Entrepreneurship Model: Insights from Sundanese Cultural Values among Social Studies Education Students
This study aims to identify forms of social entrepreneurship among Social Studies Education students, examine the application of Sundanese cultural values, analyze the supporting and inhibiting factors, and formulate a social entrepreneurship model based on local wisdom. A qualitative approach with a multiple-case study design was employed. The research was conducted at three universities—Universitas Bale Bandung, Institut Pendidikan Indonesia, and Universitas Tazkia—using observations, document analysis, focus group discussions (FGDs), and in-depth interviews with 29 informants, including students, faculty members, program administrators, and community partners. Data were analyzed interactively through data condensation, data display, and conclusion drawing. The findings indicate that student social entrepreneurship manifests in three main forms: businesses based on local potential, community cooperatives, and digital social movements. Sundanese cultural values, including Silih Asah, Silih Asih, Silih Asuh, Sauyunan, and Sabilulungan, as well as the character traits of Cageur, Bageur, Bener, Pinter, and Singer, were found to be well integrated into entrepreneurial practices. Institutional support and social capital emerged as the primary enabling factors, whereas limited financial capital and business literacy constituted the major barriers. This study resulted in the NISSE Model (Sundanese Values–Social Sciences–Social Entrepreneurship), a holistic framework that integrates cultural inputs, the pedagogical processes of Social Studies Education, student competencies, and community transformation. Theoretically, the model contributes to the theory of indigenous entrepreneurship by demonstrating how local wisdom can function as an operational principle shaping business ethics, collaborative decision-making, and altruistic orientations. Practically, the NISSE Model provides a curriculum framework for local-wisdom-based entrepreneurship that may be adapted to diverse cultural contexts globally.
Altruistic Preferences and Empathic Concern among Generation Z Pre-Service Teachers: The Moderating Role of Self-Control
This study aims to analyse the effect of altruistic preferences on empathic concern and examine the moderating role of self-control among Generation Z pre-service teachers. A quantitative approach with a cross-sectional design was employed. The study population comprised 1,833 students enrolled in Economic Education Study Programs at Universitas Sebelas Maret (UNS) and Universitas Negeri Semarang (UNNES). The sample was selected using purposive and proportional random sampling, yielding 177 valid responses. Data were collected through an online Likert-scale questionnaire and analysed using Moderated Regression Analysis (MRA) in SPSS. The results indicate that altruistic preferences have a positive and significant effect on empathic concern (p < 0.001). Self-control also has a significant direct effect on empathic concern (p = 0.028); however, it does not significantly moderate the relationship between altruistic preferences and empathic concern (p = 0.762). These findings suggest that empathic concern among Generation Z pre-service teachers is directly associated with altruistic preferences, whereas self-control does not significantly alter this relationship. The findings provide an empirical basis for strengthening character education and social-emotional competencies in teacher education.
Culturally Responsive Teaching for Deep Learning: Exploring Pre-Service Teachers' Pedagogical Competence Across the Instructional Cycle
This study aims to examine pre-service teachers’ pedagogical competence in implementing Culturally Responsive Teaching (CRT) to support deep learning pedagogy during mathematics lessons observed in their teaching practicum and to identify points at which implementation weakened across the instructional cycle. A qualitative descriptive design was employed, with structured 1–4 observation ratings used solely as descriptive supporting evidence rather than as a separate quantitative strand. Observations and document analysis involved 30 pre-service teachers, while interviews were conducted with 10 of these participants, four teacher educators, and 30 students. Data from observation protocols, semi-structured interviews, lesson documents, assessment tasks, and reflective journals were analyzed thematically and validated through source, method, and time triangulation. Descriptive ratings indicated stronger performance in inclusive classroom management (M = 3.5) and culture-based lesson planning (M = 3.2), but weaker performance in the use of culturally relevant media (M = 2.8) and culture-based assessment (M = 2.6). Triangulated evidence revealed a culturally responsive continuity gap: cultural responsiveness was evident in lesson planning and classroom interactions but diminished during assessment and critical reflection. When local cultural contexts were used as resources for mathematical reasoning rather than as decorative examples, students demonstrated clearer indicators of meaningful, mindful, and joyful learning. The study identifies authentic culture-based assessment, structured reflection, mentoring, and culturally relevant resources as priority areas for strengthening pre-service teachers’ pedagogical competence during teaching practicum.
Cultivating Pupils’ Religious-Ecological Attitudes Through Faith-Based Eco-Education in Disaster-Prone Areas: Impacts and Implementation Factors
This study aims to examine the effectiveness of an Islamic and Muhammadiyah movement (AIK)-based eco-education programme in enhancing pupils’ religious-ecological attitudes in disaster-prone areas and to identify the supporting and hindering factors. A mixed-methods sequential explanatory design was employed, consisting of a one-group pretest–posttest experiment involving 30 pupils at SMPN 12 Mataram, located along the banks of the Jangkok River, followed by in-depth interviews with teachers, the headteacher, and pupils. The post-test instrument demonstrated acceptable internal consistency (Cronbach’s alpha = 0.645), although only 5 of the 20 items were found to be valid. The results showed an increase in the mean score from 58.5 at pre-test to 64.8 at post-test. A paired-samples t-test indicated that this increase was statistically significant (t(29) = 2.60, p < 0.05), with a moderate effect size (Cohen’s d = 0.47), indicating a meaningful practical impact. The qualitative findings further demonstrated that the internalisation of the values of khalifah, maslahah, and the prohibition of isrāf through habitual practices, such as the “Clean Friday” programme, strengthened pupils’ awareness that environmental protection is an integral part of religious faith. However, challenges, including limited resources and inadequate parental support, remained. This study contributes a contextually integrated model of AIK and eco-education for flood-prone schools. The practical implications include strengthening the curriculum through fiqh al-bi’ah, providing continuous teacher training, and developing standardised evaluation instruments to support spiritually grounded disaster-mitigation education.
Age–Mechanic–Function (AMF) Framework: A Developmental Framework for Analyzing Cognitive and Social Learning Opportunities in Analog Board Games for Children Aged 3–8
This study aims to construct and preliminarily appraise the Age–Mechanic–Function (AMF) Framework as a systematic, evidence-informed framework for analyzing cognitive and social learning opportunities in analog board games designed for children aged 3–8 years. The study combined an integrative review, structured content analysis of a purposive sample of 20 commercially available games, and a preliminary expert appraisal involving three experts in game facilitation, game design, and early childhood education. The 20 games were purposively selected based on variation in game mechanics, reported availability, and market visibility, and satisfied the predefined inclusion and exclusion criteria by spanning all three proposed developmental age ranges and representing the full spectrum of proposed mechanic families. The framework distinguishes among proposed design range, mechanic demands, potential practice opportunities, demonstrated outcome evidence, evidence directness, and facilitation conditions. For the experts’ ratings of the original combined game-level mappings, ordinal Krippendorff’s alpha was .860, while pairwise unweighted kappa values ranged from .798 to .805. These estimates indicate substantial agreement in category assignments within the small expert panel but do not establish developmental validity, causal effects, or validated age cutoffs. Accordingly, the AMF Framework is proposed as a transparent decision aid for generating and comparing design hypotheses rather than as a diagnostic tool or an alternative safety-rating system. Broader expert consensus and prospective studies involving children are needed before claims regarding learning effectiveness can be made. The AMF Framework may support game developers in designing learning mechanics that are informed by available evidence and provide early childhood educators with a structured basis for evaluating and integrating educational board games into classroom practice.
From Curriculum Integration to Classroom Practice: Assessing Primary School Teachers’ Competence and Challenges in Contextual IPAS Learning
This study aims to assess primary school teachers’ competencies in managing contextual IPAS (Integrated Science and Social Studies) learning and to identify the major challenges affecting its implementation in Tomohon City, Indonesia. A mixed-methods approach was employed, combining quantitative data from a structured questionnaire with qualitative data from classroom observations and semi-structured interviews. The participants comprised 40 primary school teachers from ten public schools selected through purposive sampling. The questionnaire consisted of 15 Likert-scale items covering three competency dimensions: science laboratory management, environment-based learning media management, and science content contextualization. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that only 45% of the teachers demonstrated good to excellent competence in managing contextual science learning, whereas 55% demonstrated moderate to low competence. The overall mean competency score was 58%, indicating a moderate level of competence. Among the three dimensions, science laboratory management received the lowest score (52.4%), followed by environment-based learning media management (58.7%) and science content contextualization (63.1%). Teachers reported persistent challenges in organizing practical science activities, developing contextual learning media, and integrating local environmental resources into inquiry-based instruction. This diagnostic profile addresses a gap in the literature by providing a detailed account of teachers’ competencies in managing contextual science learning across three integrated dimensions. The findings provide an evidence-based foundation for curriculum developers and policymakers in Indonesia and other developing countries to design targeted professional development programs and support strategies. Such initiatives may strengthen contextual science education reform and support the effective implementation of the Merdeka Curriculum in primary schools.