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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Design of a New TPACK-SAMR Pedagogical Training Model Based on MOODLE to Develop 21st-Century Learning Design Skills
This study aims to develop and validate a new MOODLE-based TPACK-SAMR pedagogical training model to enhance teachers' competence in designing learning scenarios that foster 21st-century skills. This research and development study adopted the Borg and Gall model and was conducted at Satya Wacana Christian High School using a mixed-methods approach. The participants consisted of 12 teachers and one principal. Qualitative data were collected through interviews, document analysis, observations, questionnaires, and focus group discussions (FGDs), while quantitative data were obtained through questionnaires and pretest-posttest assessments. Qualitative data were analyzed using thematic analysis involving data reduction, data display, and conclusion verification. Quantitative data were analyzed using descriptive statistics, including scoring, percentages, and categorization, while the effectiveness of the training model was evaluated using inferential statistical analysis. The study resulted in a validated MOODLE-based TPACK-SAMR pedagogical training model designed to strengthen teachers' capacity to develop 21st-century learning scenarios. The model achieved an average validation score of 95.02% (Excellent) from two instructional design experts and 84.98% (Good) from one e-learning expert. In addition, participants' evaluation of the training model reached 95.21% (Excellent). The post-test results showed a statistically significant improvement in teachers' competencies (Sig. = 0.000, p < 0.05), indicating that the proposed MOODLE-based TPACK-SAMR pedagogical training model effectively enhances teachers' ability to design 21st-century learning scenarios. This model contributes to teachers' professional transformation from technology users to digital learning designers capable of developing students' Higher-Order Thinking Skills (HOTS) and 21st-century 4C competencies. Consequently, it provides an innovative pedagogical framework for strengthening teachers' digital pedagogical competence and addressing the evolving demands of education in the era of digital transformation.
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From Problem to Practice: Thai EFL Teacher Narrative on Vocabulary Learning Challenges and Solutions
This study aims to explore the experiences of Thai EFL teacher in addressing vocabulary learning challenges within a rural primary school context.. This research employed a qualitative method with a narrative inquiry design. The participant was selected through purposive sampling. Data were collected using semi-structured interviews, classroom observations, and video recordings as research instruments. The data were analyzed using narrative analysis supported by thematic analysis to identify recurring patterns in the teacher’s experiences. The results show that students’ vocabulary learning difficulties are influenced by limited concentration, short memory span, weak foundational literacy, and minimal exposure to English outside the classroom. To address these challenges, the teacher implemented adaptive instructional strategies, including repetition, multimodal input (games, songs, and visual aids), and contextualized learning. The findings also reveal that teacher–student interaction, emotional support, and continuous reflective practice play a significant role in improving vocabulary learning. Overall, the study highlights that effective vocabulary instruction in under-resourced EFL contexts depends on teacher adaptability and contextual awareness. The findings suggest the importance of strengthening reflective and adaptive competencies in teacher education while promoting flexible curriculum support for rural schools.
User-Centered Design in the AIRAF Interface: Reducing Cognitive Load and Supporting Self-Regulated Learning
This study aims to evaluate the usability, user experience, and cognitive load of the AIRAF interface using a User-Centered Design (UCD) approach through two iterative evaluation phases. In the first evaluation phase (UE1), eight undergraduate students completed a series of structured interaction tasks using Maze and subsequently responded to the System Usability Scale (SUS), User Experience Questionnaire (UEQ), and External Cognitive Load (ECL) questionnaire. The data were analyzed descriptively by calculating task performance indicators, mean questionnaire scores, and comparative changes between UE1 and UE2. The results of UE1 showed a marginal SUS score of 62, a UEQ mean score of 1.45, and an ECL mean score of 7.28, indicating usability issues related to typography, navigation, visual clarity, and feature recognition. Following the interface redesign, a second evaluation phase (UE2) involving ten participants demonstrated substantial improvements. The SUS score increased to 80, the UEQ mean score improved to 1.97, and the ECL mean score increased to 8.75, with improvements observed across all UEQ dimensions. These findings suggest that the UCD approach effectively simplifies complex AI-supported learning interfaces by enhancing visual hierarchy, interaction clarity, and feedback presentation, thereby reducing students' confusion and unnecessary cognitive effort during interaction.
Translanguaging: A Pedagogical Approach to the Teaching of English in Zimbabwean Rural Secondary Schools
This study aims to explore the effectiveness of translanguaging as a pedagogical approach for enhancing the teaching of English in rural secondary schools in the Midlands Province, Zimbabwe. The study employed an exploratory, qualitative case study design with semi-structured interviews. This was selected because it enabled an in-depth examination of the effectiveness of translanguaging in teaching and learning of English. Eight teachers teaching English additional language at Forms Three and Four levels in four selected rural secondary schools were purposively selected. The translanguaging theory underpinned this study. Data was analysed using Braun and Clarke's six-phase thematic approach. Findings revealed that learners in rural secondary schools face numerous challenges when learning English, including limited exposure to the English language, inadequate learning materials, and language barriers, among others. The study highlighted that translanguaging is a means of bridging the linguistic gap between rural students and English, thereby fostering more equitable educational opportunities. The implications of this research extend beyond rural Zimbabwe, as translanguaging offers a versatile and inclusive instructional technique that can be adapted to other multilingual contexts worldwide. The study recommends integrating bilingual texts, dictionaries, and multilingual digital applications (where possible) into classrooms to assist learners in their mother tongue and in English. It also recommends designing translanguaging-based collaborative learning activities and using local cultural materials (e.g., folktales and drama), real-life examples, and local experiences in lessons to enhance students’ motivation and engagement. Teachers need to be trained in effective translanguaging pedagogies through workshops and seminars so they can teach English effectively in rural areas using translanguaging.
A Web-Based Edulab and Problem-Based Learning Framework for Enhancing Conceptual Understanding in Cell Biology
This study aims to examine the effectiveness of an integrated instructional framework combining Web-Based Edulab (WBE) and Problem-Based Learning (PBL) in enhancing students’ conceptual understanding in cell biology. This study employed a quasi-experimental design using a non-equivalent control group structure. The study was conducted at a public senior high school in Malang, East Java, Indonesia. A total of 69 Grade XI students participated in the study, with 35 students assigned to the experimental group and 34 students assigned to the control group.. The experimental group received instruction through the integration of WBE and PBL, while the control group was taught using conventional methods. Data were collected through a conceptual understanding test administered as pre-test and post-test. Prior to hypothesis testing, assumption tests including normality and homogeneity were conducted. The data were then analyzed using Analysis of Covariance (ANCOVA) with pre-test scores as the covariate. The results revealed a statistically significant effect of the instructional intervention on students’ conceptual understanding (F(1,66) = 4.084, p = 0.047, ηp² = 0.058), indicating a moderate effect size. The experimental group achieved a higher adjusted mean score (M = 83.548) than the control group (M = 77.820), suggesting that the WBE–PBL framework effectively improved students’ conceptual understanding in cell biology. These findings demonstrate that integrating interactive digital learning environments with inquiry-based pedagogy can promote deeper cognitive engagement and facilitate meaningful knowledge construction. This study contributes to biology education by providing empirical evidence for the effectiveness of the WBE–PBL framework. Practically, biology teachers can integrate virtual laboratory simulations, interactive visualizations, and problem-based investigations into classroom instruction to support students’ exploration of abstract cellular concepts. Curriculum developers may also incorporate technology-enhanced inquiry activities into biology learning materials to strengthen conceptual understanding and promote 21st-century competencies.
Understanding Students' Prosocial Behavior in Educational Settings: A Pragmatist and Experiential Guidance Approach
This study aims to examine students' prosocial behavior as a central construct in higher education through a philosophical and theoretical lens, using pragmatism as its philosophical foundation and experiential guidance as its conceptual framework. A qualitative conceptual and philosophical analysis was employed by synthesizing peer-reviewed journal articles retrieved from Scopus and Google Scholar, seminal philosophical works on pragmatism, and theoretical literature on prosocial behavior, experiential learning, and higher education. The data were analyzed through conceptual synthesis to identify recurring concepts, dominant themes, and theoretical gaps in the existing literature. The findings indicate that students' prosocial behavior is a dynamic capacity developed through lived experience, social interaction, and reflective processes rather than an innate trait or merely a by-product of academic achievement. Pragmatist philosophy provides a coherent framework for understanding prosocial development as emerging from action and its social consequences, while experiential guidance offers an educational approach that effectively facilitates this developmental process. This study makes a conceptual contribution by integrating pragmatism and experiential guidance into a coherent theoretical foundation for fostering students' prosocial behavior, particularly among PGSD students and pre-service elementary school teachers within the context of guidance services and character development.
Festival as a Learning Space: Local Wisdom-Based Arts and Culture Education Through the Watu Pecah Mountain Foot Festival to Strengthen Student Character
This study aims to describe the implementation of arts and culture education based on local wisdom through the Watu Pecah Mountain Foot Festival and to examine its contribution to the development of students’ character at SMPN 1 Ambulu, Jember. This research employed a descriptive qualitative approach with data collection techniques consisting of participatory observation, in-depth interviews, and documentation. Informants were selected using a purposive sampling technique, involving students, arts and culture teachers, and the caregivers of Sanggar Seni Kartika Budaya Jember. Data were analyzed using an interactive model comprising data reduction, data display, and conclusion drawing, with validity ensured through source and method triangulation. The results revealed that the learning process was implemented through five ethnopedagogical stages: orientation, exploration of local wisdom, meaning construction, contextual activities, and reflection and evaluation. Through active participation in festival activities, students developed various character values, including mutual cooperation, solidarity, responsibility, discipline, social awareness, and tolerance. Compared with conventional learning approaches, the festival provided a more authentic, contextual, and meaningful learning experience because it engaged students physically, cognitively, and emotionally. This study confirms that local wisdom embedded in authentic cultural practices can serve as an effective learning resource for character education at the secondary school level.
Development of Augmented Reality-Based Learning Media Using Assemblr EDU for Introducing Indonesian Traditional Musical Instruments in Junior High School Music Education
This study aims to develop and validate an Augmented Reality (AR)-based learning medium using Assemblr EDU for introducing Indonesian traditional musical instruments in Grade VIII music education. This study employed a Research and Development (R&D) method based on the 4D model, which consists of four stages: Define, Design, Develop, and Disseminate. The research was conducted at SMP Negeri 6 Banjar, West Java, involving 20 eighth-grade students. Data were collected through interviews, expert validation instruments, questionnaires, and post-tests, and analyzed using descriptive percentage analysis techniques. The developed product integrates 3D visualization, annotations, audio narration, and AR features that can be accessed through mobile devices. The validation results showed that the learning media achieved a score of 98.75% from media experts and 100% from subject matter experts, indicating a highly valid category. The implementation results demonstrated that the media was feasible for classroom use and facilitated interactive learning about traditional musical instruments from various regions of Indonesia. These findings indicate that AR technology has the potential to transform traditional music learning by enabling students to interact directly with virtual representations of musical instruments. Consequently, AR-based learning media can provide a more immersive, accessible, and meaningful learning experience while supporting efforts to preserve Indonesia’s traditional musical heritage.
Digitalizing Local Wisdom: The Development of Tri Hita Karana-Integrated Hypermedia for Pancasila Education
This study aims to design and develop a Tri Hita Karana-based hypermedia learning resource for sixth-grade elementary school students and to evaluate its validity, practicality, and effectiveness in improving learning achievement in Pancasila Education. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The validity of the developed product was assessed using the Learning Object Review Instrument (LORI) by media and subject matter experts. Practicality was evaluated through the User Experience Questionnaire (UEQ), while effectiveness was examined using a pre-experimental one-group pretest–posttest design. Data on students’ learning achievement in Pancasila Education were collected through achievement tests and analyzed using a one-tailed t-test. The developed hypermedia consists of a cover page, user instructions, learning objectives, developer profile, learning materials, interactive quizzes, student reflection activities, and references. The content integrates the core concepts of Tri Hita Karana—Parhyangan, Pawongan, and Palemahan—through various multimedia elements, including text, images, audio, videos, animations, and interactive Wordwall-based quizzes connected through hyperlinks. The validation results indicated a mean score of 4.60, demonstrating that the product was highly valid. The practicality assessment yielded mean scores of 2.73 from teachers and 2.76 from students, both categorized as very practical. The effectiveness test showed a t-value of 83.467, which exceeded the critical t-value of 1.703, indicating a significant improvement in students’ learning achievement after using the Tri Hita Karana-based hypermedia. These findings suggest that the developed hypermedia is valid, practical, and effective for supporting Pancasila Education learning. The study contributes to the integration of Tri Hita Karana values into interactive digital learning media, making Pancasila Education more contextual, meaningful, and relevant to character-based learning in elementary education.
Analysis of Junior High School Students’ Mathematical Representation Ability Based on Self-Efficacy in Relations and Functions
This study aims to analyze students’ mathematical representation abilities in relation to their levels of self-efficacy in learning the topic of relations and functions. Employing a descriptive qualitative approach, this study involved 23 eighth-grade students from a public junior high school in East Kalimantan, Indonesia. Based on the results of a self-efficacy questionnaire, students were classified into three groups: high, moderate, and low self-efficacy. Six students were then purposively selected for further in-depth analysis using a mathematical representation ability test and semi-structured interviews. Data were analyzed through the processes of data condensation, data display, and conclusion drawing, with source triangulation applied to ensure the credibility of the findings. The results showed that students with high self-efficacy demonstrated a very high level of mathematical representation ability (87.5%) and consistently employed visual, symbolic, and verbal representations. Students with moderate self-efficacy achieved a moderate level of mathematical representation ability (58.33%), indicating sufficient conceptual understanding but inconsistencies in procedural application. Meanwhile, students with low self-efficacy exhibited a low level of mathematical representation ability (20.83%), characterized by limited confidence and difficulties in expressing mathematical ideas effectively. These findings suggest that teachers should design learning experiences that simultaneously enhance students’ self-efficacy and encourage the use of various mathematical representations, including visual, symbolic, and verbal forms. Furthermore, curriculum developers should develop instructional activities and assessment frameworks that integrate multiple representation modes while fostering students’ confidence in communicating mathematical ideas. Such efforts may contribute to deeper mathematical understanding and improved problem-solving skills.
QASE-Based Case Study Learning for Enhancing Students' Critical Thinking Skills on Socio-Environmental Issues: The Case of Forest and Peatland Fires
This study aims to analyze the effect of QASE-based case study learning on students’ critical thinking skills in addressing peatland fire problems. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design to examine the effectiveness of QASE-based case study learning in improving students’ critical thinking skills. The sample was selected using purposive sampling, involving students enrolled in environmental science and disaster mitigation courses, as well as first-year students. A total of 105 students from the University of Riau participated in this study. Data were collected using Higher-Order Thinking Skills (HOTS) test instruments and observation sheets. The data were analyzed statistically using N-Gain analysis and a t-test. The results showed an improvement in students’ critical thinking scores, with the mean pretest score increasing from 69.74 to a mean posttest score of 87.28. The overall N-Gain score for students’ critical thinking skills was 0.57, which was categorized as moderate. Among the critical thinking indicators, the ability to synthesize showed the most significant improvement in classes A and B. Furthermore, the t-test results showed a significance value of p < 0.05, indicating that QASE-based case study learning was effective in improving students’ critical thinking skills in environmental learning. These findings suggest that the QASE model can be implemented as an alternative case-based learning strategy to enhance students’ Higher-Order Thinking Skills (HOTS), particularly in addressing environmental issues such as peatland fires.
Development of an Engineering Design Process-Based Digital IPAS Module to Enhance Students' Creative Thinking
This study aims to develop an integrated IPAS digital module based on the Engineering Design Process (EDP) for the topic of light and to evaluate its feasibility and effectiveness in improving the creative thinking skills of fifth-grade elementary school students. This research employed a Research and Development (R&D) approach using the ADDIE development model. The module was developed using Canva Edu and transformed into an interactive flipbook through the Heyzine platform. The feasibility of the developed module was assessed through evaluations by practitioners, media experts, and subject matter experts using a 4-point Likert scale. The validation results indicated that the module obtained an overall average score of 92%, which was categorized as “highly feasible.” To examine its effectiveness, the creative thinking skills of the experimental group (n = 22) were compared with those of the control group (n = 33). The pretest and posttest data were analyzed using the nonparametric Mann–Whitney U test, resulting in an asymptotic significance value (2-tailed) of 0.006 (p < 0.05). This finding indicates a statistically significant difference in creative thinking skills between the two groups. The experimental group that received the EDP-based IPAS digital module achieved a higher mean score (35.25) than the control group (23.17). Therefore, the EDP-based IPAS digital module is considered highly feasible for classroom implementation and has been statistically proven to enhance fifth-grade students’ creative thinking skills in learning the concept of light.
Game-Based Learning in Biology Education: Designing and Evaluating the BioQuest Mobile Learning Prototype
Abstract: This study aims to develop and evaluate BioQuest, a mobile educational game prototype for junior high school Biology learning in Indonesia, using a User-Centered Design (UCD) approach. The evaluation was conducted through two iterative cycles focusing on interface design, usability, cognitive load profiles, and the relationship between usability and extraneous cognitive load (ECL). Data were collected using several instruments, including Cognitive Walkthrough (CW), the System Usability Scale (SUS) adapted from task performance on the Maze platform, the User Experience Questionnaire Plus (UEQ+) covering 10 dimensions, a cognitive load questionnaire measuring intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL), as well as semi-structured interviews. The first evaluation cycle (UE1) involved 13 participants, while the second cycle (UE2) involved 21 participants, including both returning and newly recruited students. The results showed that UE1 achieved a SUS score of 86, while UE2 achieved a score of 82.5; both scores were categorized as “very good” and exceeded the average usability threshold. All 10 UEQ+ dimensions in both cycles were classified within the very positive category (2.00–2.73 in UE1 and 2.18–2.60 in UE2). The cognitive load profile was optimal across both evaluation cycles, with extraneous cognitive load (ECL) remaining controlled (low in UE1 and moderate in UE2) and germane cognitive load (GCL) consistently high (M = 5.74 in UE1; M = 6.19 in UE2), indicating strong cognitive engagement during learning activities. A descriptive comparative analysis revealed a negative relationship between usability and ECL across iterations. These findings provide empirical evidence that a UCD-based iterative approach can effectively support the development of mobile educational games with high usability, positive user experience, and a cognitive load profile that promotes meaningful Biology learning at the junior high school level.
Dancing on Paper: Finger Painting for Fine Motor Skill Development in Early Childhood
This study aims to explore the process of fine motor development in early childhood through the “Dancing on Paper” intervention, focusing on how participation in the activity supports the development of fine motor skills within an early childhood education setting. Employing a qualitative single-case study design, this research examines changes in children’s physical dexterity and coordination through a structured multi-day artistic intervention. Data were collected from five selected participants to observe key indicators of fine motor skills, including finger muscle strength, hand–eye coordination, and movement flexibility. The collected data were analyzed using qualitative thematic analysis through the stages of data reduction, data display, and conclusion drawing. The results indicate that participation in finger painting activities enhances children’s ability to control fine muscle movements and supports their readiness for subsequent academic tasks, such as writing. The findings suggest that the sensory-rich characteristics of the “Dancing on Paper” activity provide effective stimulation for early childhood fine motor development. This study contributes to early childhood education practices by highlighting creative arts activities as an effective pedagogical strategy for supporting children’s physical development.
Digital Comic-Supported SQ4R Method: An Innovative Approach to Improving Reading Comprehension Skills in Primary Education
This study aims to analyze the effect of the SQ4R (Survey, Question, Read, Reflect, Recite, and Review) method assisted by digital comic media on improving the reading comprehension skills of third-grade students and to describe the improvement of students’ learning activities during the instructional process. This research employed a quantitative approach using a quasi-experimental design with a Nonequivalent Control Group Design. The sample consisted of 25 students in the experimental class and 25 students in the control class. Data were collected through test techniques (pretest and posttest) and non-test techniques in the form of observations of students’ learning activities. Data analysis involved normality and homogeneity tests, the Independent Samples t-test, and N-Gain analysis. The results showed that the SQ4R method assisted by digital comic media had a significant effect on students’ reading comprehension skills, as indicated by the t-value of 2.763, which was higher than the t-table value of 2.011 at the 5% significance level (Sig. = 0.008 < 0.05). The mean posttest score of the experimental class was 80.2, which was higher than that of the control class (72). Furthermore, the N-Gain score in the experimental class was 45.01% (moderate category), while the control class obtained 27.21% (low category). Students’ learning activities in the experimental class reached an average score of 89.38% (very good category), which was higher than that of the control class (56.25%). Therefore, the SQ4R method assisted by digital comic media is effective in improving third-grade students’ reading comprehension skills and learning activities. This method can be considered an alternative instructional strategy for enhancing reading comprehension learning in elementary schools.
Development of Project Assessment Instruments Based on E-Portfolio to Measure High School Student’s Creative Thinking Skills
This study aims to develop an e-portfolio-based project assessment instrument for economics learning that can measure high school students’ creative thinking skills. The research employed a Research and Development (R&D) method using a modified 4D development model, consisting of the Define, Design, and Develop stages, followed by field testing. The research instruments included interview guidelines, validation sheets, creative thinking skills assessment rubrics, and response questionnaires. The research subjects consisted of three expert validators and 28 tenth-grade high school students in Jayapura City. The validity of the developed instrument was analyzed using Aiken’s V coefficient, resulting in an average value of 0.83, indicating a high level of validity. The field test results showed that students’ creative thinking skills were categorized as creative and highly creative. The internal consistency analysis using Cronbach’s Alpha produced a reliability coefficient of 0.89, indicating a high reliability level. The practicality evaluation based on student and teacher responses obtained a score of 92.5%, demonstrating that the instrument was practical for implementation. Furthermore, the effectiveness analysis was conducted by comparing pretest and posttest scores using normalized gain (N-Gain) analysis, which resulted in a gain score of 0.57, categorized as moderately effective. Therefore, the developed e-portfolio-based project assessment instrument is considered valid, reliable, practical, and effective for measuring students’ creative thinking skills in high school economics learning.
Development of E-Booklet Learning Media on Classification of Living Organisms to Improve Scientific Literacy in High School Students
This study aims to develop and validate an e-booklet-based learning medium on the classification of living organisms to enhance scientific literacy among high school students. The study employed a Research and Development (R&D) method using a modified Borg and Gall development model consisting of five stages: (1) identifying potentials and problems, (2) data collection, (3) product design, (4) design validation, and (5) design revision. The developed e-booklet was validated by a panel of five experts, including subject matter experts, digital media specialists, and biology practitioners, using a structured Likert-scale instrument. Data were collected through surveys, interviews, and validation questionnaires. The data were analyzed using the Content Validity Ratio (CVR) and Content Validity Index (CVI). The validation results showed that the e-booklet achieved an average CVI value of 1.00, exceeding the critical CVR value of 0.99 from the five validators, indicating strong content validity. The e-booklet integrates various multimedia elements, including relevant texts, images, and videos, to enhance students’ engagement and understanding of biological concepts. The high validity score indicates that the developed e-booklet is feasible for use as a biology learning medium, particularly for teaching the classification of living organisms. These findings demonstrate that the developed digital learning medium is highly feasible and suitable for supporting classroom instruction and independent student learning, aligning with the demands of 21st-century science education.
Case Study of Students' Errors in Mathematical Modeling: Analysis Based on Solution Plan Stages in Context-Based Problems
This study aims to analyze students’ errors in solving context-based systems of two-variable linear equations (STLVE) based on the stages of the mathematical modeling solution process. This study employed a qualitative approach with a descriptive case study design. The research subjects consisted of 28 ninth-grade students from one class at a junior high school in Denpasar, Indonesia, from which eight students were selected as interview participants. The primary data consisted of students’ answer sheets from the first summative assessment on the systems of two-variable linear equations topic, as well as interview data obtained from students and mathematics teachers. Data were analyzed qualitatively through the stages of data condensation, data display, and conclusion drawing. Students’ errors were classified and interpreted based on the four stages of the mathematical modeling solution process. The results showed that students’ errors in solving context-based systems of two-variable linear equation problems occurred at all stages of the solution process, with the highest frequency of errors appearing in the advanced stages of mathematical modeling. These errors were influenced by several factors, including limited understanding of contextual information, insufficient practice, weak mastery of solution methods, the tendency to solve problems hastily without verification, and difficulties in relating calculation results back to the given context. The findings indicate that the mathematical modeling solution process can serve as a systematic framework for identifying and understanding students’ errors comprehensively, as well as providing a foundation for developing more meaningful and targeted mathematics learning strategies.
Development of Scratch-Based POEDU Digital Media Incorporating Children’s Songs to Improve Fifth-Grade Students’ Poetry Reading Skills
This study aims to develop a digital learning medium called POEDU (Poetry Education), assisted by children’s songs and developed using Scratch, and to examine its feasibility and effectiveness in improving fifth-grade students’ poetry reading skills at SDN 3 Kedu. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects were 21 fifth-grade students, with a small-group trial involving 6 students and a large-group trial involving all 21 students. Data were collected through interviews, observations, expert validation questionnaires, and pretest–posttest assessments. Data analysis was conducted using descriptive qualitative and quantitative approaches, supported by the Shapiro–Wilk normality test, paired-samples t-test, and N-Gain analysis to evaluate the effectiveness of the developed media. The results showed that the POEDU media obtained an average expert validation score of 93.33%, indicating a highly feasible category. The paired-samples t-test results revealed a significance value of p < 0.05, demonstrating a significant improvement in students’ poetry reading skills after using the media. Furthermore, the N-Gain scores were 0.5518 for the small-group trial and 0.4527 for the large-group trial, both categorized as moderate. In conclusion, Scratch-based POEDU digital media assisted by children’s songs is highly feasible and effective for improving elementary school students’ poetry reading skills. This study highlights the potential of technology integration in supporting innovative, interactive, and meaningful learning experiences in primary education.
Accountability Practices in Performance-Based Education Planning: A Case Study of Sabilal Muhtadin Islamic High School, Banjarmasin
This study aims to analyze the implementation of performance-based educational planning accountability and its role in strengthening school governance at SMA Islam Sabilal Muhtadin Banjarmasin. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the school principal, teachers, school management team, and school committee members. Informants were selected purposively based on their direct involvement in school planning and evaluation processes, while data credibility was ensured through source and method triangulation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results showed that performance-based educational planning accountability in schools is implemented through four main mechanisms: strategic planning based on performance indicators, integration of program planning with school budgeting, data-driven monitoring and evaluation, and transparent reporting to stakeholders. This study highlights the importance of strengthening organizational capacity and promoting data-driven decision-making to enhance the effectiveness of accountability practices in school management.
Development of Socio-Scientific Inquiry-Based Learning Worksheets on Coordination System Material to Improve Senior High School Students’ Critical Thinking Skills
This study aims to develop and validate socio-scientific inquiry-based learning worksheets for the coordination system topic and to examine their effectiveness in enhancing senior high school students’ critical thinking skills. The study involved 25 eleventh-grade students from SMA Swasta Harapan Paya Bakung and employed a Research and Development (R&D) approach based on the 4D model, combined with a One-Group Pretest–Posttest design. The quality of the developed worksheets was assessed through expert validation, while their practicality was evaluated based on teacher and student responses. The effectiveness of the worksheets was measured using critical thinking assessments developed according to Facione’s indicators and analyzed using N-Gain scores. The results showed that the developed worksheets achieved a high level of validity, with validation scores exceeding 85%, and received positive responses from both teachers (94%) and students (90.6%). Furthermore, students demonstrated significant improvement in critical thinking skills, as indicated by an average posttest score of 90.72 and an N-Gain value of 0.85, which was categorized as high. These findings indicate that socio-scientific inquiry-based learning (SSIBL) worksheets serve as an effective learning resource for fostering critical thinking skills while promoting active, contextual, and meaningful biology learning experiences.
The Effectiveness of Playful Learning Design on Learning Outcomes and Cognitive Load in Junior High School Informatics
This study aims to evaluate the effectiveness of pedagogical PSD adaptation in improving learning outcomes while managing junior high school students’ cognitive load in Informatics learning. This research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group pretest–posttest design. The sample consisted of 56 eighth-grade students who were divided into an experimental group implementing the PSD method and a control group using the Think Pair Share method. Data were collected through pretests, posttests, and cognitive load questionnaires. The data were analyzed using descriptive statistics to summarize learning outcomes, followed by the Shapiro–Wilk test to examine data normality. Since the posttest data were not normally distributed, the Mann–Whitney U test was conducted to compare learning outcomes between the experimental and control groups. Cognitive load was measured using a questionnaire based on Cognitive Load Theory (CLT) and analyzed descriptively through mean scores across three dimensions: intrinsic, extraneous, and germane cognitive load. The module review results indicated that the adapted PSD module was considered appropriate by six Informatics teachers in terms of content, language, and alignment with student characteristics. The statistical analysis revealed a significant difference between the two groups, with the experimental group achieving higher learning outcomes than the control group (p < 0.05). Regarding cognitive load, both groups demonstrated low intrinsic and extraneous cognitive loads, while the experimental group exhibited a higher germane cognitive load. These findings suggest that PSD adaptation effectively improves learning outcomes while promoting more optimal cognitive engagement among students in Informatics learning.
Google Sites-Assisted Discovery Learning in Primary Mathematics and Its Effect on Students’ Problem-Solving Ability in Factors and Multiples
This study aims to examine students’ mathematical problem-solving skills and determine the effect and contribution of implementing the Discovery Learning model supported by Google Sites on the topics of Greatest Common Divisor (GCD) and Least Common Multiple (LCM) among fourth-grade students at SDN 2 Jampiroso. This research employed a quantitative quasi-experimental method using a non-equivalent control group design, involving 25 students in the experimental class and 28 students in the control class. The research instruments consisted of descriptive problem-solving tests (pretest and posttest) that had been validated and tested for reliability, as well as a problem-solving ability questionnaire. Data analysis was conducted using normality tests, homogeneity tests, the Independent Samples t-test, and N-Gain analysis with the assistance of SPSS version 27. The results showed that students in the experimental class achieved higher problem-solving skills than those in the control class, with mean posttest scores of 79.33 and 71.54, respectively. The t-test results indicated a calculated t-value of 2.198, which exceeded the critical t-value of 2.007 (df = 51). Furthermore, the significance value (two-tailed) was 0.033 < 0.05, indicating a statistically significant difference between the two groups. The N-Gain score of 56.71% was categorized as moderate, indicating that the implemented learning model had a moderate level of effectiveness. This finding was supported by the questionnaire results, which obtained an average score of 83.31, categorized as very good. Therefore, the Discovery Learning model supported by Google Sites effectively enhances students’ mathematical problem-solving skills and provides a more interactive, technology-integrated learning experience that can support teachers and curriculum developers in the digital era.
Fostering Students’ Tolerance in Civic Education: An Experimental Study of Value Clarification Technique Assisted by Picture Cards
This study aims to examine the effect of the Value Clarification Technique (VCT) assisted by picture cards on enhancing students’ tolerance attitudes in Civic Education. The study employed a quasi-experimental method using a pretest–posttest control group design. The participants consisted of 60 fifth-grade students from a public elementary school in Bali, Indonesia, who were divided into an experimental group and a control group. The experimental group received instruction using the Value Clarification Technique assisted by picture cards, while the control group received conventional instruction. The instrument used in this study was a 20-item Likert-scale questionnaire designed to measure students’ tolerance attitudes. Data were analyzed using descriptive statistics, normality and homogeneity tests, paired-samples t-test, and independent-samples t-test. The results showed that students in the experimental group achieved a higher posttest mean score (M = 86.43) compared with those in the control group (M = 75.87). The independent-samples t-test revealed a statistically significant difference between the two groups, t(58) = 3.884, p < 0.001, with a large effect size (Cohen’s d = 1.00). These findings indicate that the implementation of the Value Clarification Technique assisted by picture cards had a significant effect on improving students’ tolerance attitudes. The integration of reflective learning through the Value Clarification Technique and visual support through picture cards enabled students to understand and internalize tolerance values more meaningfully during classroom interactions.
Development of Flipbook Based Learning Media to Enhance Elementary Students’ Reading Interest and Learning Outcomes
This study aims to develop Flisco, a Flipbook Scan Code literacy-based learning medium themed around family and community traditions for third-grade elementary school students, and to evaluate its feasibility and effectiveness in improving students’ literacy interest and learning outcomes. This study employed a mixed-methods approach combining qualitative and quantitative methods within a Research and Development (R&D) framework consisting of eight systematic development stages, with a focus on expert validation and field testing. The study was conducted at SDN Sidomulyo 1 involving 30 students selected through saturated sampling, while 15 students from SDN Sidomulyo 3 participated in a small-scale trial selected through purposive sampling. Data were collected through pretest and posttest assessments as testing techniques, and through observations, interviews, Likert-scale questionnaires, and documentation as non-testing techniques. The validity of the test instruments was established using the Pearson correlation method on 30 items at a significance level of α = 0.05. Data analysis involved normality testing, homogeneity testing, paired-samples t-test, and N-Gain analysis. The validation results from material and media experts indicated that Flisco was categorized as “highly feasible,” with scores of 96% and 94%, respectively. The paired-samples t-test showed a correlation coefficient of 0.787 with a significance value of p < 0.001, confirming that Flisco significantly improved students’ IPAS learning outcomes. The N-Gain score of 76.15% was categorized as high. Furthermore, literacy interest measurements showed that 76.7% of students achieved the very high category, while 23.3% were categorized as high. These findings demonstrate that Flisco is a valid, feasible, and effective literacy-based learning medium that provides an innovative alternative for enhancing elementary school learning experiences.
Digital Transformation in School Financial Management: Its Role in Enhancing Educational Efficiency
This study aims to examine the role of technology-based financial management in improving educational efficiency in public elementary schools. A quantitative approach with a correlational research design was employed. The respondents consisted of 60 school stakeholders, including principals and BOS treasurers from public elementary schools in Brebes Regency, who were selected using purposive sampling based on their direct involvement in school financial management. Data were collected using a structured questionnaire developed based on indicators of financial management (transparency, accountability, budget accuracy, and resource optimization) and educational efficiency. The data were analyzed using descriptive statistics and simple linear regression analysis. The results showed that technology-based financial management had a significant effect on educational efficiency (R² = 0.507, p < 0.05). This finding indicates that 50.7% of the variance in educational efficiency is explained by the implementation of digital financial management systems, while the remaining 49.3% is influenced by other factors, such as digital literacy, infrastructure availability, and leadership commitment. The findings demonstrate that digital financial systems enhance transparency, accountability, and budget accuracy while reducing bureaucratic inefficiencies and minimizing errors in financial reporting. This study implies that Education Offices should strengthen the standardization of digital financial systems and provide continuous training for school financial administrators. Furthermore, improving ICT infrastructure, particularly in rural areas such as Brebes Regency, is essential to support the effective implementation of digital financial governance in schools.
Developing The Super Sehat Program: A Model for Promoting Healthy Living and Balanced Nutrition in Early Childhood Education
This study aims to develop the SUPER SEHAT Program to improve clean and healthy living behaviors and understanding of balanced nutrition among early childhood children at Pelangi School Bali. 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. The participants included 42 early childhood children aged 4–6 years and two classroom teachers. Data were collected using observation sheets, expert validation instruments, and teacher response questionnaires. The instruments were used to measure children’s clean and healthy living behaviors, balanced nutrition understanding, program validity, and practicality. Data were analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the SUPER SEHAT Program achieved a high validity score from experts, with a mean score of 3.79 out of 4.00, and was considered highly practical based on teacher responses, with a mean score of 3.81 out of 4.00. The effectiveness test revealed significant improvements in children’s clean and healthy living behaviors (Z = -5.656, p < .001) and balanced nutrition understanding (Z = -5.671, p < .001) after the implementation of the program. These findings indicate that the SUPER SEHAT Program is a valid, practical, and effective health education program for early childhood settings. Therefore, the program can serve as an alternative model for promoting healthy habits and supporting health-oriented learning in early childhood education.
Developing Immersive Augmented Reality Applications on Spatial Geometry Materials for Junior High School Slow Learners
This study aims to describe the development process and outcomes of an interactive mobile application called KURA AR as an assistive mathematics technology for slow learners. Adopting the systematic ADDIE development model, this study employed a quantitative descriptive design with a small-group trial involving five ninth-grade slow learners at SMPN 2 Sukodono using a One-Group Pretest–Posttest Design. The research instruments used a five-point Likert scale to evaluate the validity and practicality of the developed application. Quantitative data obtained from validation sheets were analyzed using descriptive percentage analysis based on the five-point Likert scale criteria. The expert validation results demonstrated a high level of feasibility, with scores of 80% from the material expert and 100% from the media expert. The field implementation results indicated that the application had high usability, achieving a teacher practicality score of 93% with a total score of 326 out of 350, supported by highly positive responses from students. Furthermore, the effectiveness test revealed a significant improvement in students’ learning outcomes, with the mean score increasing from 38 in the pretest to 90 in the posttest. The normalized gain (N-Gain) analysis using Hake’s formula produced an average score of 0.83, which was categorized as high effectiveness. In conclusion, the developed KURA AR mobile application is valid, practical, and effective in supporting spatial visualization and improving geometry learning outcomes among junior high school students with slow learning difficulties.
Development and Feasibility of Lumio-Based Learning Media for Teaching Javanese Descriptive Texts in Junior High School
This study aims to develop learning media for Javanese descriptive texts using Lumio by SMART and to evaluate its feasibility and trial outcomes. The research employed a Research and Development (R&D) method using the 4-D development model, which was limited to the product trial stage. The research subjects consisted of 23 seventh-grade students from a junior high school in Central Java, Indonesia, along with Javanese language teachers, subject matter experts, and media experts. Data were collected through interviews, questionnaires, and tests, and analyzed using qualitative and quantitative descriptive methods. The developed product was a Lumio by SMART-based learning medium for Javanese descriptive texts, designed according to the needs of students and teachers and containing learning materials, exercises, and evaluation activities. The expert validation results indicated that the developed media met the required feasibility criteria. Following revisions based on expert recommendations, the media was implemented in a trial phase, resulting in student learning outcomes of 82.6% in the very good category and 17.4% in the good category. Therefore, the Lumio by SMART-based learning media is feasible as an alternative digital learning medium for teaching Javanese descriptive texts to seventh-grade students at MTs NU Mawaqi’ul Ulum Kudus.
Bridging Nature and Technology: The Impact of Environment-Based Augmented Reality Digital Books on Elementary Students’ Science Interest and Achievement
This study aims to develop a digital book design equipped with environment-based Augmented Reality (AR) features and to examine its validity, practicality, and effectiveness in improving students’ interest and achievement in science learning. This study employed the ADDIE model, consisting of five stages: Analyze, Design, Development, Implementation, and Evaluation. The research was conducted with fifth-grade students at SD No. 3 Kedonganan, Bali Province. The effectiveness test involved 54 students from two classes, consisting of 27 students in the experimental class and 27 students in the control class. The practicality test involved five teachers and 25 fifth-grade students selected for the product trial. Data were collected through validated questionnaires and multiple-choice tests. The validity of the digital book was assessed using a modified Learning Object Review Instrument (LORI) and BSNP assessment instruments. The developed digital book integrates 3D visualization and AR features. The validity test results showed that the digital book achieved an average score of 0.92, indicating a very valid category. The practicality results showed that teacher responses reached an average score of 95.16%, while student responses reached 92.53%, both categorized as very practical. The hypothesis testing results using one-way MANOVA showed a significance value of p < 0.001, indicating a statistically significant effect of implementing the environment-based AR digital book on students’ interest and achievement in science learning. These findings indicate that the developed digital book with environment-based AR features is a valid, practical, and effective learning medium for enhancing science learning outcomes and interest among fifth-grade elementary school students.
Formative Evaluation of School Work Plan (RKS) Implementation in Curriculum Management: Evidence from a Vocational High School in Indonesia
This study aims to conduct a formative evaluation of the implementation of curriculum programs outlined in the School Work Plan (RKS) at SMKN 1 Martapura using the Context, Input, Process, and Product (CIPP) evaluation model. The study employed an evaluation research design with a qualitative approach. The primary informant was the Vice Principal for Curriculum Affairs, while additional data were obtained from the Principal and selected teachers for source triangulation. Data were collected through in-depth interviews, document analysis, and limited observations. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing/verification, guided by the CIPP evaluation framework. The results showed that curriculum program planning was developed based on the analysis of the Education Report and the School Medium-Term Development Plan (RKJM), reflecting a data-driven planning approach. From the input perspective, teacher readiness and the availability of practical learning facilities remained important factors influencing curriculum implementation. From the process perspective, most curriculum programs included in the School Work Plan had been implemented, including teacher professional development activities, curriculum synchronization with industry needs, and teaching factory-based learning, although their implementation had not yet achieved optimal effectiveness. From the product perspective, improvements were observed in several educational indicators, including literacy, numeracy, and the alignment between school programs and industry demands. However, the quality of classroom learning still requires improvement, particularly in the implementation of innovative instructional strategies. Unlike previous CIPP-based studies that primarily focused on standalone educational programs, this study evaluates curriculum management embedded within the School Work Plan as an integrated strategic planning instrument in vocational education. These findings suggest that the effectiveness of curriculum program implementation within the School Work Plan is influenced by data-driven planning, human resource readiness, the availability of learning facilities, and the transformation of teachers’ pedagogical practices.
Integrating Gamelan into Problem-Based Learning and Culturally Responsive Teaching-Oriented E-Learning to Enhance Students’ Problem-Solving Skills and Cultural Awareness
This study aims to evaluate the effectiveness of gamelan-integrated e-learning Problem-Based Learning combined with Culturally Responsive Teaching (PBL-CRT) in improving middle school students’ problem-solving skills and cultural awareness. A quantitative pre-experimental approach using a one-group pretest–posttest design was employed, involving 33 eighth-grade students. Data were collected through problem-solving tests and cultural awareness questionnaires administered before and after the intervention. The data were analyzed using nonparametric statistical tests and effect size analysis. The results showed significant improvements in both students’ problem-solving skills and cultural awareness after the implementation of gamelan-integrated e-learning PBL-CRT. The Wilcoxon Signed-Rank Test revealed a significant difference between pretest and posttest scores (Z = −4.937, p = 0.001), while the effect size analysis indicated a very large effect (r = 0.85). Improvements were observed across all indicators of both variables. These findings indicate that gamelan-integrated e-learning PBL-CRT serves as an effective contextual learning approach for enhancing students’ problem-solving skills while fostering greater appreciation and awareness of local culture.
Neuro-Kinesthetic Stimulation: Optimizing Playdough Manipulation to Address Fine Motor Stagnation in 4–5-Year-Olds
This study aims to evaluate the effectiveness of optimizing playdough-based activities to enhance fine motor skills in children aged 4–5 years. Employing a quasi-experimental non-equivalent control group design, the research involved 28 children divided into an experimental group (, structured playdough intervention) and a control group (, conventional paper-based media). Data were collected using structured observation scales and performance rubrics, and analyzed via descriptive statistics, N-Gain scores, and independent t-tests. Results indicate a significant disparity in motor skill acquisition between the groups (). The experimental group’s post-test score significantly increased to 82.50 (from 56.56), yielding an N-Gain of 60.33% (Moderately Effective). Conversely, the control group only achieved an N-Gain of 24.18% (Ineffective). These findings demonstrate that the tactile resistance of playdough provides superior stimulation for the hand’s intrinsic muscles compared to traditional methods. Consequently, early childhood educators should integrate structured playdough activities into the core curriculum rather than treating them as elective play. Future research should implement longitudinal tracking to determine the long-term impact of these motor gains on formal writing readiness.
Reconstructing a Model for the Internalization of Islamic Educational Philosophy Values in Islamic Elementary Schools
This study investigates the internalization of Islamic educational philosophy values into the daily behavior of students in Islamic elementary schools, focusing on the gap between formal teaching and reflective internalization. Employing an interpretive phenomenological approach, this qualitative inquiry explores the lived experiences of school principals, educators, students, and parents across selected institutions in Bandung, Indonesia. Data were gathered through in-depth, semi-structured interviews and prolonged field observations, and subsequently analyzed using Interpretative Phenomenological Analysis (IPA) to uncover emerging themes and shared meanings. The results indicate that although values such as monotheism, adab (manners), and amanah (trustworthiness) have been integrated into the curriculum, their internalization often stalls at a superficial level. To address this, this study proposes an operational framework that emphasizes reflective pedagogy, authentic role models, and ecosystem synergy between school and family environments. These empirical insights offer a strategic, localized contribution to refining the implementation and sustainability of national values-based character education policies in developing countries.
GASING vs Deep Learning: Which Instructional Approach More Effectively Improves Primary Students’ Understanding of Whole Numbers?
This study analyzes the comparative effectiveness of the GASING (Easy, Engaging, and Enjoyable) approach and the Deep Learning approach in improving the mathematics learning outcomes of elementary school students regarding whole number content. A quasi-experimental pretest-posttest design was employed with 18 students from two classes at a public elementary school in Siak Regency, Riau Province (Class A: Deep Learning, n = 9; Class B: GASING, n = 9). Data were collected using a 20-item validated multiple-choice achievement test (KR-20 = 0.78) and semi-structured interviews. Quantitative analysis included normalized N-Gain, paired-samples t-tests, the Mann-Whitney U test, and Cohen's d effect size. Results indicated that both approaches significantly improved learning outcomes. The Deep Learning approach yielded a medium N-Gain ($\langle g \rangle$ = 0.547, t = 6.874, p < 0.001), whereas the GASING approach yielded a high N-Gain ($\langle g \rangle$ = 0.827, t = 8.847, p < 0.001). Between-group comparison confirmed that the GASING approach was significantly more effective (U = 70.5, p = 0.009, Cohen's d = 1.57, indicating a very large effect). Interview data corroborated these findings, showing that Class B students demonstrated greater self-confidence and active engagement. Because whole number understanding serves as the foundation for subsequent mathematical concepts—such as arithmetic operations, fractions, and algebraic reasoning—mastering this content is critical for long-term mathematical development. Therefore, identifying instructional approaches like GASING that effectively support whole number mastery is essential for strengthening students’ readiness for advanced mathematical concepts.
NLP-Based Quranic Verse Retrieval In Islamic Education: A Development Model And Preliminary Evaluation Of Computational Thinking
This study aims to develop a Natural Language Processing (NLP)-based Quranic verse retrieval model to support Quranic verse exploration and Computational Thinking (CT)-oriented learning in Islamic Education. The study employed the ADDIE development framework, and the model was implemented with Grade XI students and Islamic Education teachers at a private high school. Data were collected using a mixed-methods approach, including pre- and post-tests, perception questionnaires, expert validation, and teacher interviews. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk test, the Wilcoxon signed-rank test, N-gain analysis, and descriptive percentage analysis of questionnaire responses, while qualitative data were analyzed through thematic analysis. The results demonstrated a significant improvement in students’ mean scores, increasing from 74.40 to 96.40 (*p* < 0.001), with a high average N-gain of 0.882. Student and teacher responses reached 90.19% and 77.50%, respectively, indicating positive acceptance of the proposed model. Although the one-group pretest–posttest design limits causal inference and CT was operationalized through learning-process indicators and user perceptions rather than comprehensive performance-based assessment, the findings suggest that the model has considerable potential as a technology-enhanced medium for exploratory learning in Islamic Education. Future research should focus on expanding the Quranic corpus, integrating tafsir resources, validating retrieval performance using standard information retrieval metrics, and incorporating performance-based assessments to measure Computational Thinking more comprehensively.
Development of a Balinese Local Wisdom–Based Digital Flipbook to Enhance Elementary Students’ Science Learning Outcomes
This study aims to develop a Balinese local wisdom-based digital flipbook for ecosystem learning and to examine its validity, practicality, and effectiveness in improving fifth-grade elementary students’ science learning achievement. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The participants included expert validators, fifth-grade elementary school teachers, students involved in the practicality assessment, and 60 fifth-grade students who participated in the effectiveness testing. The research instruments comprised expert validation sheets, teacher and student practicality questionnaires, and a validated science learning achievement test administered before and after the intervention. Quantitative data were analyzed using descriptive statistics and inferential statistical analyses, including the Shapiro–Wilk normality test, homogeneity test, paired-samples *t*-test, and effect size analysis. The results indicated that the digital flipbook demonstrated excellent validity, with media and content validity scores of 96.00% and 95.99%, respectively. The media also showed excellent practicality, with teacher and student practicality scores of 98.91% and 98.98%, respectively. Furthermore, the effectiveness test revealed a statistically significant improvement in students’ science learning achievement following the implementation of the digital flipbook (p < 0.05), with a large effect size. These findings indicate that the Balinese local wisdom-based digital flipbook is valid, practical, and effective for supporting elementary science learning. By integrating the principles of Tri Hita Karana and the cultural traditions of Tumpek Wariga and Tumpek Uye into ecosystem learning, the digital flipbook also contributes to strengthening students’ digital science literacy while fostering the preservation of Balinese cultural values.
Understanding Instructors’ Perspectives on Differentiated Education: Insight and Practical Approaches from a Comprehensive Literature Review
This study aims to analyze teachers’ perceptions and implementation of differentiated instruction (DI) and to identify the key barriers and implications for improving DI within the Indonesian education system. The study adopted a systematic review approach based on the PRISMA 2020 guidelines. Articles were retrieved from Scopus, Google Scholar, and Semantic Scholar using Boolean search operators. Of the 151 articles initially identified, 15 empirical studies published between 2022 and 2026 met the inclusion criteria. The selected studies were analyzed using thematic analysis. The findings indicate that Indonesian teachers generally hold positive perceptions of differentiated instruction, recognizing its potential to address learner diversity, enhance student engagement, and promote inclusive learning. However, the implementation of DI remains inconsistent and largely superficial. Although content differentiation is widely implemented, process differentiation, product differentiation, and systematic diagnostic assessment receive considerably less attention. Major barriers to effective implementation include limited instructional time, large class sizes, inadequate learning resources, insufficient diagnostic assessment literacy, limited professional development opportunities, and varying levels of teacher readiness. This study contributes to the literature by synthesizing recent empirical evidence on teachers’ perceptions and implementation of differentiated instruction in Indonesia and highlighting priority areas for policy, teacher professional development, and future research.
Exploring Social and Cultural Meanings in the Novel Tempurung by Oka Rusmini: Its Relevance to Literature Learning in Senior High School
This study aims to analyze the representation of social and cultural meanings in the novel Tempurung by Oka Rusmini and to examine its relevance as literature learning material for senior high school students. The study employed a qualitative approach using a descriptive-interpretative method. The primary data consisted of textual elements in the novel, including words, phrases, sentences, dialogues, narrative passages, characters’ actions, and significant events. Supporting data were obtained from the Merdeka Curriculum documents, particularly the Indonesian Language Learning Outcomes for Phase F, as well as qualitative responses from Indonesian language teachers and Grade XI/XII students collected through focus group discussions (FGDs), interviews, and open-ended questionnaires. The data were analyzed using descriptive-interpretative content analysis. The findings indicate that the novel represents a range of social meanings, including social stratification, gender inequality, power relations, and tensions between individual agency and collective social norms. Its cultural meanings are reflected through religious beliefs, Balinese customs and traditions, the symbolic meaning of the Tempurung (coconut shell), family honor, social obligations, and the value of harmony. The findings further suggest that Tempurung is highly relevant as literature learning material for senior high school because it promotes critical reading, literary appreciation, social empathy, cultural awareness, and the strengthening of the Pancasila Student Profile.
Development of Augmented Reality-Based Learning Media to Enhance Students' Understanding of Diversity Values in Civic Education
This study aims to develop an Augmented Reality (AR)-based learning media for Civic Education and evaluate its effectiveness in improving seventh-grade students’ understanding of diversity within the context of Bhinneka Tunggal Ika (Unity in Diversity). The study employed a Research and Development (R&D) approach based on the Borg and Gall model, implemented up to the seventh stage (Operational Product Revision). Data were collected through learning achievement tests, questionnaires, and classroom observations. Qualitative data were analyzed descriptively, while quantitative data were analyzed using descriptive statistics, validity and reliability testing, a paired-samples t-test, and normalized gain (N-gain) analysis. The findings indicate that the development of the AR-based learning media was motivated by the abstract nature of diversity-related learning, which resulted in approximately 70% of students failing to achieve the minimum learning mastery standard. The developed media incorporates marker-based AR features, three-dimensional (3D) representations of Indonesia’s cultural diversity, interactive quizzes, and a glossary. The effectiveness evaluation demonstrated a substantial improvement in students’ learning achievement, with the mean score increasing from 35.19 on the pretest to 94.21 on the posttest. The paired-samples t-test further confirmed that the improvement was statistically significant (p < 0.001). In addition, students rated the media positively, with an overall acceptance score of 70.5%, indicating good usability and attractiveness. These findings suggest that the AR-based learning media is valid, practical, and effective in enhancing students’ understanding of diversity while supporting Civic Education learning grounded in the values of Bhinneka Tunggal Ika.
Tri Hita Karana-Based School Leadership for Shaping Elementary School Graduate Profiles
This study aims to analyze Tri Hita Karana-based school leadership as a conceptual foundation for shaping elementary school graduate profiles. The study employed a qualitative library research approach by examining educational policy documents, scientific journal articles, books, and other relevant academic publications related to Tri Hita Karana, school leadership, character education, local wisdom-based education, and elementary school graduate profiles. Data were collected through the identification, screening, classification, and synthesis of relevant literature. The data were analyzed using content analysis and thematic analysis, while source triangulation and relevance checking were employed to enhance the credibility of the findings. The results indicate that the three core principles of Tri Hita Karana—Parhyangan, Pawongan, and Palemahan—are closely aligned with the dimensions of elementary school graduate profiles. *Parhyangan* strengthens faith, moral awareness, and ethical behavior; *Pawongan* promotes citizenship, collaboration, communication, empathy, and social responsibility; whereas Palemahan fosters ecological awareness, healthy lifestyles, independence, creativity, and critical thinking. The findings further suggest that leadership grounded in Tri Hita Karana provides a conceptual framework for school principals and teachers to integrate local wisdom into school culture, classroom instruction, co-curricular programs, and students’ daily character development. Overall, this study demonstrates that Tri Hita Karana-based school leadership can serve as a strategic bridge between national graduate competency standards and local wisdom-based education, contributing to the development of elementary school graduates who are academically competent, spiritually grounded, socially responsible, and environmentally conscious.
From Social Media to Learning Media: Developing Valid and Practical TikTok-Based Educational Videos for Stage Makeup Education
This study aims to develop TikTok-based educational video content for stage makeup learning that is valid and practical for vocational high school students majoring in Beauty and Cosmetology. The study employed a Research and Development (R&D) approach using the Four-D (4D) model, which consists of the Define, Design, Develop, and Disseminate stages. The participants included two material experts, two media experts, one language expert, and 39 students who participated in the practicality evaluation. Data were collected using validity and practicality questionnaires based on a five-point Likert scale and were analyzed descriptively. The results indicated that the developed learning media demonstrated high validity, with validity coefficients of 0.955 and 0.833 from the material experts, 0.877 and 0.777 from the media experts, and 0.900 from the language expert, representing valid to highly valid categories. In addition, the practicality evaluation yielded a score of 0.892 (89.16%), indicating that the media was highly practical. These findings demonstrate that the TikTok-based educational video content is valid, practical, and suitable for supporting stage makeup instruction in vocational high schools. The study further suggests that TikTok-based educational videos have considerable potential as digital learning media in vocational education by providing flexible access to practical learning materials, promoting self-directed learning, and accommodating the learning preferences of Generation Z. Accordingly, integrating social media into vocational education can enhance the delivery of practical instruction in the digital learning environment.
Fostering Naturalistic Intelligence in Early Childhood: An Exploratory Study of Learning Strategies, Practices, and Developmental Outcomes
This study aims to describe the development of naturalist intelligence among early childhood learners at KB Titian Sejahtera, Muaro Jambi Regency, by examining learning implementation, instructional strategies, learning activities, supporting and inhibiting factors, and developmental outcomes. The study employed a qualitative descriptive approach. The participants consisted of the school principal, two teachers, and 26 children. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data credibility was ensured through source, method, and time triangulation, while data were analyzed using data reduction, data display, and conclusion drawing and verification. The findings indicate that naturalist intelligence was systematically developed through nature-based learning by utilizing the school environment as a primary learning resource. Teachers implemented outdoor learning, environmental exploration, play-based learning, and the use of natural materials such as leaves, flowers, stones, and seeds. Supporting factors included a conducive school environment, teacher creativity, institutional support, and children’s enthusiasm, whereas limited learning materials, weather conditions, time constraints, and insufficient parental involvement were identified as major challenges. The findings further demonstrate that this approach not only enhances children’s ability to recognize and classify natural objects but also fosters environmental awareness and responsibility. Moreover, the effective use of the school environment as a learning resource highlights the potential of place-based education and ecopedagogy as meaningful approaches to early childhood education, particularly in rural settings with limited access to digital technologies and modern educational facilities.
Communication Barriers and Digital Technology Readiness in Inclusive Elementary Schools: A Thematic Analysis of Stakeholder Perspectives on Teacher-Parent Interaction for Children with Special Needs
This study aims to investigate the communication barriers and digital technology readiness of classroom teachers, special education companion teachers (GPKs), and parents of children with special needs (ABK) at SD Laboratorium UPI Cibiru, Bandung Regency. A qualitative approach was employed using semi-structured, in-depth interviews with 60 participants, comprising 18 classroom teachers, 19 special education companion teachers (GPKs), and 23 parents. The data were analyzed thematically using NVivo 15 software. The findings revealed six interconnected themes: (1) current communication practices dominated by WhatsApp; (2) multidimensional communication barriers encompassing structural, technical, and relational factors; (3) unmet needs for structured digital communication features; (4) stakeholders' perceptions of and readiness for website-based platforms; (5) concerns regarding the security and privacy of ABK students' data; and (6) the critical importance of long-term developmental documentation. The findings indicate that, although WhatsApp is universally used, it fails to support the structured, secure, and longitudinal communication required for effective inclusive education. Stakeholders across all participant groups demonstrated moderate-to-high levels of digital readiness, providing a strong foundation for the adoption of purpose-built digital communication platforms. These findings have important implications for the design of educational technologies and the development of inclusive education policies in Indonesia.
Unpacking Physics Teachers’ Perceptions of Assessment and the Challenges of Classroom Implementation: Insights from Bengkayang District, Indonesia
This study aims to analyze physics teachers' perceptions of assessment implementation in learning and to identify the challenges they face in state senior high schools in Bengkayang Subdistrict, Bengkayang Regency, West Kalimantan Province. A qualitative approach was employed through in-depth interviews and document analysis involving four physics teachers selected using purposive sampling. The data were analyzed using thematic analysis through the stages of data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers have implemented various types of assessment, including diagnostic, formative, and summative assessments, through written tests, oral tests, quizzes, and practical activities. The findings also reveal a high level of teacher awareness regarding the importance of assessment in supporting student learning, as reflected in their efforts to integrate assessment throughout the learning process. However, limited instructional time and inadequate laboratory facilities remain the primary challenges to effective assessment implementation. To address these constraints, teachers adopted adaptive strategies, such as continuing assessment activities in subsequent class sessions and utilizing alternative learning media, including PhET Simulations. These findings suggest that the effectiveness of assessment implementation largely depends on teachers' ability to adapt to resource limitations while maintaining the quality of the assessment process.
Blended Learning in Health Professions Education: A Systematic Review of Pedagogical Approaches, Digital Innovations, Learning Outcomes, and Implementation Challenges
This study aims to examine the implementation patterns, technology integration, learning outcomes, student engagement, and sustainability factors of blended learning (BL) in health professions education (HPE) between 2020 and 2024 across diverse pedagogical and educational contexts. Despite the increasing adoption of BL in HPE, the existing literature lacks a comprehensive, theory-informed synthesis of implementation patterns, technology integration, the relationship between student engagement and learning outcomes, and sustainability factors across disciplines and educational settings. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review was conducted using the Scopus database and included studies published between January 2020 and December 2024. A total of 41 peer-reviewed empirical studies were selected from an initial pool of 65 records through rigorous title and abstract screening, followed by full-text eligibility assessment. Data were synthesised narratively, and the findings were organised thematically according to five research questions using an integrated theoretical framework encompassing constructivism, cognitive load theory, multimedia learning theory, and self-regulated learning theory. The findings revealed that 58.5% of the included studies implemented general BL approaches, whereas 41.5% adopted established pedagogical frameworks. Technology integration primarily involved multimedia resources (53.7%), digital assessment platforms (43.9%), and video conferencing tools (43.9%). Overall, BL demonstrated high effectiveness, with 86% of the reported learning outcome measures indicating positive results. Structured active engagement exhibited the strongest positive association with learning outcomes (r ≈ 0.55–0.75). The main challenges included substantial resource requirements and difficulties in student self-regulation, whereas instructional design support emerged as the most important facilitating factor. These findings suggest that although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design. Accordingly, educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support to ensure the effective and sustainable implementation of blended learning in health professions education.