IJORER : International Journal of Recent Educational Research

The Effect of The Baamboozle-Assisted Group Investigation (GI) Learning Model on Elementary School Students' Mathematical Understanding

2026-07-19T20:23:14+07:00

Objective: This research was motivated by the problem of the low mathematical understanding skills in elementary school students. The study aimed to analyze the influence and the effect of implementing the Group Investigation (GI) cooperative learning model assisted by baamboozle media on elementary school students' mathematical understanding abilities of elementary school students, specifically concerning the topic of standard unit volume. Method: The research targeted fourth-grade students at SDN 066 Halimun, Bandung City, as the research population. Class IV D was the experimental group and Class IV A the control, chosen by purposive sampling. A quasi-experimental research method with a nonequivalent control group design was employed. Data were collected through tests, observations, interviews, and documentation. For data analysis, IBM SPSS Statistics 29.0 software was used to conduct normality tests, homogeneity tests, hypothesis tests and and manually calculated effect size tests. Results: Based on the research findings, the mathematical understanding ability profile of students in the experimental group was better than that of the control group, and the experimental group's data was more consistent around the mean. The results of the Mann–Whitney U test showed a significance value (2-tailed) of < 0.001 (p < 0.05), indicating that the Baamboozle-assisted Group Investigation (GI) cooperative learning model had a significant effect on elementary school students' mathematical understanding ability. Furthermore, the effect size test yielded a value of 2.424 (> 0.5), indicating a large effect of the use of the GI learning model and Baamboozle media in improving students' mathematical understanding ability. Novelty: The novelty of this research lies in the strategic integration of the Group Investigation (GI) Cooperative Model with the Baamboozle gamification platform to enhance students' mathematical conceptual understanding.

School Principal Leadership Strategies in Improving the performance of Administrative Staff

2026-07-19T20:27:27+07:00

This study examines the leadership strategies of a school principal in improving the performance of administrative staff at MTsN 2 Bengkulu Tengah. While previous studies have highlighted the importance of principal leadership in educational settings, limited research has specifically explored how leadership strategies are enacted to address administrative performance challenges in the context of digital transformation in madrasah. This study adopts a qualitative case study approach. Data were collected through in-depth interviews, non-participant observation, and documentation involving the principal, administrative staff, vice principals, and teachers. The data were analyzed using the Miles and Huberman model, supported by triangulation. The findings reveal four key leadership strategies: (1) competency development through targeted training and mentoring, (2) motivation enhancement through recognition and a supportive work climate, (3) continuous supervision and feedback, and (4) integration of digital technology in administrative processes. These strategies contributed to improved discipline, task efficiency, technical skills, and service quality. However, challenges remain, particularly in digital competence gaps, workload distribution, and adaptation to administrative digitalization. This study highlights the novelty of an adaptive and participatory leadership approach that integrates human resource development with digital transformation in madrasah administration. The findings offer practical implications for school leaders in designing context-sensitive strategies to strengthen administrative performance.

Evaluating Hajj and Umrah Guide Certification as a Model of Da‘wah Education for Quality Assurance

2026-07-19T20:34:37+07:00

Objective: This study evaluates the effectiveness of the Professional Hajj and Umrah Guide Certification Education and Training Program as a quality assurance mechanism for manasik guidance in Indonesia. The research responds to the critical need to ensure that guides possess not only administrative qualifications but also professional, pedagogical, and spiritual competencies amid the increasing complexity of Hajj management. Using a descriptive quantitative approach, data were collected from 374 program alumni through questionnaires, interviews, document analysis, and pre- and post-tests. The study applies a comprehensive evaluation framework integrating the CIPPO (Context, Input, Process, Product, Outcome) model with Kirkpatrick’s four-level evaluation (Reaction, Learning, Behavior, Result). Data analysis employed descriptive statistics, paired sample t-tests, and qualitative triangulation. Results indicate high relevance and effectiveness across all evaluation aspects. A significant improvement in participants’ competencies was confirmed by the paired sample t-test ($t = -16.853$; $p < 0.05$), despite a modest score increase due to rigorous assessment standards. Overall, the program effectively enhances the scientific, spiritual, and professional competence of certified guides and strengthens national quality assurance for Hajj and Umrah guidance services. Novelty: This study establishes a novel approach to Islamic education evaluation by successfully integrating the macro-level CIPPO framework with the micro-level Kirkpatrick model to assess professional da‘wah training. Unlike previous studies that focus purely on the administrative or theological aspects of Hajj, this research offers a new, standardized quality assurance paradigm that redefines Hajj and Umrah certification as a structured, measurable model of professional da‘wah education.

Problem-Based Learning and Differentiated Instruction in Elementary Mathematics: A Systematic Literature Review of Students’ Problem-Solving

2026-07-19T20:37:39+07:00

Objective: This systematic literature review aims to analyze research trends related to the implementation of Problem-Based Learning (PBL) and Differentiated Instruction (DI) in elementary mathematics education, particularly in relation to students’ problem-solving abilities. Method: The review followed the PRISMA protocol by systematically searching the Scopus database. From 92 identified records, 24 empirical studies published between 2021 and 2024 met the inclusion criteria. The selected studies were analyzed based on research design, instructional approach, and problem-solving focus.. Results: The findings indicate that both PBL and DI independently contribute positively to students’ mathematical problem-solving skills, including reasoning, strategy development, and higher-order thinking. However, most studies examined PBL and DI separately, while only a limited number explicitly integrated both approaches within a single instructional framework. Novelty: This review highlights a significant research gap regarding the explicit integration of PBL and DI in elementary mathematics learning, emphasizing the need for instructional models that simultaneously address problem-centered learning and learner diversity.

Influence of PBL-Based LKPD with Wordwall on Fifth Graders’ Critical Thinking in Science

2026-07-19T20:44:34+07:00

This study examines the influence of a Problem-Based Learning (PBL)–based Student Worksheet (LKPD) assisted by Wordwall media on the critical thinking skills of fifth-grade students in science learning, focusing on the aspects of focus, reason, and inference. Employing a quantitative approach with a quasi-experimental design, the research involved an experimental group using PBL-based LKPD with Wordwall and a control group receiving conventional instruction. Data were collected through tests, observations, interviews, and documentation, while instrument validation included expert judgment, Aiken’s V analysis, reliability testing, empirical validation, item difficulty, and discrimination analysis. The prerequisite normality and homogeneity tests indicated non-normal and non-homogeneous data, leading to the use of nonparametric statistical analyses. The Mann–Whitney test results showed significant differences between the experimental and control groups across all three aspects of critical thinking, with Asymp. Sig (2-tailed) = 0.000 < 0.05. N-Gain scores demonstrated high effectiveness in the experimental group (Focus = 96.70%, Reason = 87.90%, Inference = 79.30%), whereas the control group showed only moderate improvement. Correlation analysis using Spearman’s rank test further revealed very strong correlations among the Focus, Reason, and Inference dimensions. The findings conclude that the PBL-based LKPD assisted by Wordwall media is effective in improving students’ critical thinking skills and supports more engaging, interactive, and student-centered science learning in elementary classrooms.

PBL-Oriented E-LKPD Assisted by Liveworksheet for Improving Cognitive Outcomes in Fifth-Grade IPAS Learning

2026-07-19T20:53:58+07:00

This study aims to develop an electronic student worksheet (E-LKPD) based on the Project-Based Learning (PBL) model assisted by Liveworksheet to improve the cognitive learning outcomes of fifth-grade elementary school students. The research employed a Research and Development (R&D) design using the ADDIE development model. The research subjects were fifth-grade students at SD Negeri 22 Rejang Lebong, with Class VA serving as the trial class and Class VB as the experimental class. Both qualitative and quantitative data were collected through observation, interviews, questionnaires, tests, and documentation. Data analysis involved qualitative and quantitative techniques. The findings show that: (a) the E-LKPD validation results by material, language, and graphic experts ranged from0.67 to 1.00, indicating valid to highly valid categories; (b) the test instrument validation results by material, language, and construction experts ranged from 0.72 to 0.90, also categorized as valid to highly valid; and (c) teacher and student responses were highly positive, with teacher response percentages ranging from 67% to 100% and student responses from 87% to 93%. The average N-gain score of the experimental class was 0.8 (80.9%), indicating a high level of effectiveness. Therefore, the PBL-based E-LKPD assisted by Liveworksheet is declared valid, feasible, and effective for use as an instructional material to improve students’cognitive learning outcomes in the ecosystem topic, particularly the food-chain subtopic.

Strengthening Organizational Resilience through Visionary Leadership and Trust: A Study of Private Universities in Indonesia

2026-07-19T21:08:06+07:00

Objective: This study aims to examine the strategic contribution of visionary leadership and trust to organizational resilience in Indonesian private higher education institutions. Specifically, it investigates the magnitude of influence these factors have on building institutional resilience amidst the VUCA (Volatility, Uncertainty, Complexity, Ambiguity) era challenges. Method: Employing a POP-SDM (Resource Strengthening Management) approach, this research utilizes path analysis and SITOREM methods. Data were collected through questionnaires, interviews, and document analysis from private universities across Indonesia. The study focuses on measuring the direct and indirect effects of visionary leadership and trust on organizational resilience. Results: The findings reveal that visionary leadership has a significant positive influence on organizational resilience, with trust serving as a crucial mediating factor. The magnitude of effect demonstrates that institutions with stronger visionary leadership and higher levels of trust exhibit substantially greater resilience capabilities. The integrated model explains a substantial proportion of variance in resilience outcomes, providing empirical evidence for the strategic importance of these factors. Novelty: This research introduces the POP-SDM approach adapted for higher education contexts, offering a comprehensive framework for strengthening organizational resilience. The study contributes to theoretical literature by integrating visionary leadership, trust, and resilience in the specific context of Indonesian private universities facing unique challenges in the VUCA era.

Enhancing Certified Vocational Teachers' Citizenship Behavior: The Interplay of Ethical Leadership, Workplace Spirituality, and Local Culture in Indonesian Private SMK Schools

2026-07-22T20:28:57+07:00

Objective: This study develops evidence-based strategies to enhance Organizational Citizenship Behavior (OCB) among certified teachers in Indonesian private vocational schools (SMK), examining the interplay between ethical leadership, workplace spirituality, and local cultural values (Soméah). Method: Using the POP-SDM methodology, this sequential exploratory mixed-methods research involved certified teachers from private SMK in Bogor Regency. Data collection included semi-structured interviews followed by surveys. Analysis employed SEM-PLS complemented by SITOREM for intervention development. Results: Significant relationships emerged between ethical leadership and OCB (β = 0.46, p < 0.001), with workplace spirituality as a key mediator. Soméah cultural values strongly influenced OCB (β = 0.51, p < 0.001). Psychological well-being, organizational trust, and work engagement showed interconnected effects, with the model explaining 72% of OCB variance. SITOREM prioritized ethical leadership development and cultural integration. Novelty: This research integrates Sundanese local wisdom (Soméah) into OCB frameworks for vocational education, simultaneously examining six variables through POP-SDM, offering culturally-grounded strategies for teacher behavior enhancement in Indonesian educational contexts.

Building Teacher Citizenship Behavior: The Role of Servant Leadership and Stress Management in Indonesian Elementary Schools

2026-07-22T20:28:01+07:00

Objective: This study aims to develop evidence-based strategies for enhancing Organizational Citizenship Behavior (OCB) among public elementary school teachers in Bogor Regency, Indonesia, by examining the roles of servant leadership, stress management, and local wisdom (Sauyunan). Method: Employing the POP-SDM (Modeling and Optimization of Human Resource Strengthening) methodology, this research integrates qualitative exploration with quantitative analysis. Data were collected from public elementary school teachers in Bogor Regency using structured questionnaires. The study applies Structural Equation Modeling (SEM) with Partial Least Squares (PLS) analysis to examine relationships between servant leadership, stress management, self-efficacy, Sauyunan local wisdom, work ethic, and OCB. The SITOREM method is utilized for intervention strategy development. Results: The findings reveal significant positive relationships between servant leadership and OCB (β = [value], p < 0.001), with stress management serving as a crucial mediating factor. Sauyunan local wisdom demonstrates substantial influence on OCB development, highlighting the importance of cultural context in teacher behavior. Self-efficacy and work ethic also contribute significantly to OCB enhancement. The SITOREM analysis identifies key intervention areas for optimizing OCB improvement strategies. Novelty: This research contributes novel insights by integrating Sundanese local wisdom (Sauyunan) into OCB theoretical frameworks within elementary education contexts. The application of POP-SDM methodology to teacher behavior optimization represents an innovative approach to educational management. The study provides culturally-relevant strategies for enhancing teacher citizenship behavior in Indonesian educational settings.

Strengthening Teacher Engagement through POP-SDM Modeling: A Study of Permanent Teachers in Bogor Educational Foundation

2026-07-22T20:25:04+07:00

Objective: This study aimed to develop and validate a comprehensive model for strengthening teacher engagement through the application of the POP-SDM (Modeling and Optimization of Human Resource Management) method among permanent teachers at Bogor Educational Foundation. Method: The research employed a mixed-methods approach combining qualitative exploratory methods with quantitative causal analysis. The study involved 30 permanent teachers selected through random sampling. The qualitative phase utilized in-depth interviews to identify dominant factors influencing teacher engagement, while the quantitative phase employed path analysis to examine relationships between identified variables. The POP-SDM method was implemented through systematic modeling and optimization processes, integrating local wisdom values with organizational support structures. Results: Preliminary survey analysis revealed significant gaps in teacher engagement dimensions: 39% of teachers showed deficiencies in vigor (energy and resilience), 52% in dedication (sense of meaning and purpose), 43% in absorption (focus and immersion), 27% in commitment to school, 38% in collaboration with colleagues, and 36% in self-development. Path analysis identified four dominant factors influencing teacher engagement: organizational leadership, professional development opportunities, work environment support, and integration of local cultural values. The developed model demonstrated strong predictive validity for engagement enhancement. Novelty: This study introduces the innovative application of the POP-SDM method in educational management contexts, specifically for teacher engagement optimization. It provides an integrated framework that combines quantitative modeling with qualitative exploration, addressing the complex interplay between organizational structures and cultural values in educational settings. The research contributes to both theoretical understanding and practical strategies for enhancing teacher professionalism in Indonesian educational institutions.

Clinical Learning Outcomes in Midwifery Education: Evaluating the Effectiveness of Structured Clinical Instructor Guidance

2026-07-22T20:23:19+07:00

Objective: This study aimed to evaluate the effectiveness of a structured clinical instructor guidance program on midwifery students' clinical learning outcomes and competency achievement. Method: A quasi-experimental design with pre-test and post-test control group was employed. The study involved 120 third-year midwifery students from two Indonesian institutions, randomly assigned to intervention (n=60) and control groups (n=60). The intervention group received a structured clinical instructor guidance program based on Training of Trainers (ToT) principles, including standardized mentoring protocols, competency assessment rubrics, and reflective practice sessions over 12 weeks. The control group continued with conventional clinical supervision. Data were collected using the Clinical Competency Assessment Tool (CCAT) and Clinical Learning Experience Questionnaire (CLEQ). Statistical analysis included independent t-tests, paired t-tests, and multiple regression to examine the intervention's effects. Results: The intervention group demonstrated significantly higher improvements in clinical competency scores compared to the control group (mean difference = 15.6 points, p < 0.001, Cohen's d = 1.24). Post-test scores showed 85% of intervention group students achieved "competent" level versus 45% in the control group. Regression analysis revealed that structured guidance accounted for 62% of variance in clinical competency (R² = 0.62, p < 0.001). Students in the intervention group also reported significantly higher satisfaction with clinical learning experiences (p < 0.01). Novelty: This study introduces and validates a structured clinical instructor guidance model specifically designed for midwifery education in resource-limited settings. It provides empirical evidence for integrating Training of Trainers (ToT) approaches into clinical supervision, addressing a critical gap in competency-based midwifery education. The developed assessment tools offer a standardized framework for evaluating clinical learning outcomes in health professional education.

Implementation Implementation of Positive Discipline in Learning Management at State Elementary School 4 Kaliaman, Kembang District, Jepara Regency

2026-07-22T20:22:14+07:00

Objective: This study aims to analyze the planning, implementation, and evaluation of positive discipline implementation in learning management at SD Negeri 4 Kaliaman, Kembang District, Jepara Regency. A positive discipline approach is important to be implemented to foster self-control, responsibility, and awareness of students without using physical or psychological punishment, while creating a conducive learning environment. Method: This study aims to analyze the planning, implementation, and evaluation of positive discipline implementation in learning management at SD Negeri 4 Kaliaman, Kembang District, Jepara Regency. A positive discipline approach is important to be implemented to foster self-control, responsibility, and awareness of students without using physical or psychological punishment, while creating a conducive learning environment. Results: The findings show that positive discipline was implemented systematically through structured planning, consistent implementation, and continuous evaluation. The program involved regular class meetings, teacher training, positive reinforcement, and collaborative participation among school members. The implementation of positive discipline improved students’ character competencies, particularly responsibility, self-discipline, cooperation, and respectful behavior. In addition, the program reduced disciplinary violations and created a more conducive and supportive learning environment. Novelty: The novelty of this research lies in the comprehensive analysis of the implementation of positive discipline in learning management in elementary schools that integrates the planning, implementation, and evaluation processes and is supported by the collaborative involvement of all school members.

Embodied Knowledge in NU Pesantren: Islamic Arts, Traditional Pedagogy, and Cultural Transmission in Tasikmalaya

2026-07-22T20:18:32+07:00

This study examines zapin, hadroh, and marawis as forms of embodied pedagogy within Nahdlatul Ulama (NU) pesantren in Tasikmalaya, Indonesia, based on a multi-sited ethnographic investigation involving 247 santri aged 12–24. Data were generated through 156 hours of participant observation, 42 video-documented rehearsal and performance sessions, and 18 semi-structured interviews with key pedagogical actors. Analysis identified five interconnected mechanisms shaping moral learning: somatic inscription through repetitive bodily practice, relational ensemble-based pedagogy, traditionalist epistemology as a generative constraint, gender-differentiated modes of ethical embodiment, and the longitudinal integration of learned dispositions into everyday behavior. Engagement in Islamic arts was associated with substantial gains in motor competence (70-126%), higher moral development among art-intensive cohorts (d = 0.78, p < 0.012), and sustained reductions in behavioral infractions over 24 months (62–89%, p < 0.001). The findings demonstrate that embodied artistic practice enables Islamic moral knowledge to be internalized as durable bodily habit rather than abstract instruction.

The Effectiveness of Long-Term Use of Interactive Media on Learning Achievement and Motivation of Elementary School Students in Rural Indonesia

2026-07-22T20:14:28+07:00

Objective: This study aims to evaluate the longitudinal effectiveness of interactive learning media on academic achievement and learning motivation among elementary school students in rural Indonesia. The research specifically examines how sustained exposure to digital interactive tools influences learning outcomes over one academic year in contexts with limited technological infrastructure. Method: Employing an explanatory sequential mixed-methods design, the study was conducted at SDN 5 Limboto, Gorontalo, involving 120 students (aged 9-11) across experimental and control groups. Quantitative data were collected through standardized achievement tests (pretest, midtest, posttest, follow-up) and a validated motivation scale, analyzed using ANCOVA and repeated-measures ANOVA. Qualitative data from semi-structured interviews with six teachers were analyzed thematically to provide contextual insights. Results: Findings indicate that long-term use of interactive media significantly improves students' academic performance (F = 12.43, p < 0.01, η² = 0.34) and motivation scores (F = 9.82, p < 0.05, η² = 0.29). Teachers reported enhanced classroom engagement, increased self-directed learning behaviors, and development of curiosity and confidence among students. Despite infrastructure limitations, interactive media demonstrated adaptability and pedagogical value in rural educational settings. Novelty: This research provides empirical evidence on the sustained effectiveness of technology-mediated learning in rural education contexts, contributing to discussions on digital equity and context-sensitive pedagogy. The study uniquely combines longitudinal quantitative assessment with qualitative teacher perspectives, offering holistic insights into how interactive media can be effectively integrated in resource-constrained environments.

Krebet Wood Craft as a Global Educational Media: The Interaction of Cultural Values and Community Empowerment

2026-07-25T19:55:37+07:00

Objective: This study aims to analyze the role of Krebet Wood Craft as a global educational medium that not only functions as a local product, but also as a means of interaction between cultural values and community empowerment. Method: This research used a qualitative method with a case study approach in Krebet Tourism Village, Bantul. Data were collected through participant observation, in-depth interviews with artisans, tourists, students, and stakeholders, document analysis in the form of archives and media publications, and focus group discussions (FGDs). Data validity was obtained through triangulation of sources and techniques. Results: Krebet Wood Craft has entered the global flow through ethnoscape (mobility of tourists, students, and researchers), mediascape (media coverage and representation), technoscape (digitalization of marketing and production innovation), financescape (global market access and creative economic opportunities), ideoscape (exchange of cultural values and ideas of sustainability). Wood craft becomes a means of participatory learning based on real experience, participants not only observe, but also directly involved in the creative process (Dewey). Wood batik skills function as cultural capital that strengthens the socio-economic position of craftsmen and makes Krebet a field of multi-party interaction. Novelty: The novelty of this study lies in the integration of three theoretical frameworks within a single case study global cultural flows, cultural capital, and experiential learning with a particular emphasis on the ethnoscape dimension. This study demonstrates that the mobility of cross-cultural actors, including tourists, students, and researchers, functions not merely as context but as a key mechanism shaping learning processes and cultural exchange within Krebet Wood Craft. This integration highlights that Krebet Wood Craft is not only an artistic product, but also a dynamic cross-cultural educational medium and a model for sustainable tourism villages rooted in local culture with a global orientation.

The Effect of Production-Based Learning, Industrial Internship, and Parental Support on Students' Interest in Entrepreneurship in Vocational High Schools

2026-07-25T20:02:36+07:00

Objective. This study aims to analyze the influence of production-based learning, internships Industrial training, and parental support on entrepreneurial interest in Vocational High School (SMK) students. Method: A quantitative approach with a descriptive correlational design was used to examine the relationship between variables. Data were obtained through questionnaires, observations, interviews, and documentation, then analyzed using simple and multiple linear regression with the help of SPSS software. Result: The results of the analysis showed that each independent variable had a positive and significant influence on entrepreneurial interest. Partially, production-based learning contributed 60.5%, industrial internships 57.5%, and parental support 46.9%. Simultaneous testing showed that the three variables together contributed 64.2% to students' entrepreneurial interest. These findings indicate that learning experiences oriented towards production practices, direct involvement in the industrial environment, and emotional and motivational support from parents are important determinants in developing entrepreneurial interest. Novelty: This study concludes that production- based learning, industrial internships, and parental support are complementary factors in developing entrepreneurial orientation in vocational high school students. The practical implications of these findings emphasize the need for optimization. Teaching factory, improving the quality of industrial internships and strengthening the role of parents in supporting the entrepreneurial learning process. Further research is recommended to add other variables and expand the sample size to provide a more comprehensive picture of the factors influencing students' entrepreneurial interest.

Enhancing Critical Gender Consciousness in Social Studies Education: Perspectives from Women Social Activists in Child Protection Programs

2026-07-25T20:02:37+07:00

Objective: This study aims to explore how women social activists in Sukabumi, Indonesia, understand and address gender inequality through child protection programs, and to examine how their experiences can inform the development of gender-sensitive Social Studies education. The research seeks to bridge grassroots gender activism with formal educational practice by identifying practical strategies for enhancing critical gender consciousness in Social Studies curriculum. Method: Employing a qualitative approach, the study conducted semi-structured interviews with ten women social activists actively involved in child protection initiatives in Sukabumi. Data were analyzed using thematic analysis to identify patterns and insights regarding gender awareness, community engagement, and educational implications. The conceptual framework integrates perspectives from feminist pedagogy, critical social studies education, and community-based knowledge production. Results: Findings reveal that activists perceive gender inequality as manifested through economic disparities, limited political participation, and entrenched cultural stereotypes. Child protection programs serve as effective platforms for raising gender awareness through community dialogues, advocacy campaigns, and participatory workshops. Key lessons include the importance of contextual understanding, intersectional approaches, and connecting gender issues to broader themes of social justice and citizenship. Novelty: This study contributes original empirical insights from grassroots women activists whose perspectives are often underrepresented in educational research. It offers a practical model for integrating community-based gender knowledge into formal Social Studies education, particularly in the Indonesian context. The research demonstrates how activist experiences can enrich pedagogical approaches and foster critical gender consciousness among students.

The Dynamics of Community Social Construction in the Implementation of Public Policy for Child Protection

2026-08-01T20:05:02+07:00

This study examines the dynamics of community social construction in the implementation of child protection policies in Indonesia, focusing on public perceptions, participation, and social practices at the local level. Despite the existence of comprehensive child protection regulations, cases of violence against children remain high, indicating a persistent gap between normative policies and their practical implementation. This research employed a qualitative case study approach conducted in three major Indonesian cities: Surabaya, Yogyakarta, and Makassar. Data were collected through in-depth interviews, participatory observation, and document analysis involving community members, educators, government officials, and child protection stakeholders. The findings reveal that cultural norms, educational background, and access to information significantly influence community understanding of child protection policies. Although most participants were aware of child protection regulations, active involvement in violence prevention and reporting mechanisms remained limited. The study also found that violence-based parenting practices are still socially normalized in some communities, hindering effective policy implementation. The study concludes that strengthening community engagement, cross-sector collaboration, and public education is essential to improving the effectiveness of child protection policies and fostering a child-friendly social environment in Indonesia.

Collaborative and Culturally Grounded Learning in a University Directing Course: Actualizing Tradition and Student Identity Formation

2026-08-01T20:08:01+07:00

Objective: This study aims to examine how cultural traditions are actualized through collaborative and culturally grounded learning processes in a university-level directing course. It specifically addresses the tension between local cultural values and globalizing influences by exploring the role of arts education in cultural initiation, identity formation, and community engagement. Method: A qualitative research design was employed. Data were collected through in-depth interviews with lecturers, students, and local artists involved in the directing course. The data were analyzed thematically to identify patterns related to collaborative practices, the integration of local cultural values, learning outcomes, and sustainability challenges. Results: The findings reveal four main themes: (1) collaborative creative processes between students and local artists; (2) the integration of regional cultural values into directing practice; (3) the influence of culturally grounded learning on students’ artistic competence and identity formation; and (4) institutional and logistical challenges affecting program sustainability. Collaboration with local artists enabled students to access living cultural knowledge, deepening their understanding of symbolic meanings, ethical values, and moral philosophies embedded in local narratives. This process strengthened students’ cultural identity, social sensitivity, creative confidence, and reflective artistic practice. Novelty: This study offers a culturally responsive pedagogical model that positions collaboration with local cultural communities as a core strategy in directing education. It contributes a contextualized framework for integrating living traditions into higher arts education, highlighting its transformative potential beyond technical skill development.

Analysis of Project-Based Differentiated Learning Management on Elementary School Student Activeness

2026-08-01T20:08:02+07:00

Objective: This study aims to analyze the relationship between project-based differentiated learning management and elementary school students’ activeness, focusing on how differentiated learning (X1) and project-based learning (X2) are associated with student activeness (Y). Method: The study used a mixed methods approach with a sequential explanatory design. The quantitative phase involved a Likert-scale questionnaire administered through total sampling to 8 teachers at SDN Kadilangu. Instrument reliability was tested using Cronbach’s Alpha, followed by descriptive analysis and a Shapiro–Wilk normality test to determine the appropriate correlation technique. Because one variable was not normally distributed, Spearman correlation was applied. The qualitative phase employed a case study approach using classroom observations, in-depth interviews with teachers, the principal, and students, and document analysis to explain the quantitative patterns. Results: The instruments were reliable (α = 0.828 for X1; α = 0.788 for X2). Descriptive results showed high implementation of differentiated learning (M = 3.86) and project-based learning (M = 3.93), with high student activeness (M = 4.00). Spearman analysis revealed positive and significant relationships between differentiated learning and student activeness (r = 0.749; p < 0.05) and between project-based learning and student activeness (r = 0.786; p < 0.05). Novelty: The novelty of this study lies in examining the management dimensions of differentiated learning and project-based learning simultaneously. Previous studies have largely focused on outcomes, but have paid less attention to how teachers manage planning, organization, implementation, and evaluation in classroom practice. This study addresses that gap by analyzing how these management processes shape student activeness

Mathematical Processes and Modeling in Problem-Solving: Designing Learning Models for Higher-Order Thinking

2026-08-01T20:08:04+07:00

21st-century mathematics learning requires the development of Higher Order Thinking Skills (HOTS) through meaningful problem-solving and mathematical modeling. Various studies have shown that students' HOTS abilities are still in the low category, even though problem-solving models have been widely implemented. However, most existing models are still procedural and have not systematically integrated horizontal and vertical mathematization processes with mathematical modeling cycles in a single learning syntax. This study aims to develop a problem-solving learning model grounded in mathematical processes and modeling to improve students' HOTS skills. The study uses the Research and Development (R&D) approach proposed by Thiagarajan and Semmel. The developed model integrates the stages of situational orientation, horizontal mathematization, vertical mathematization, contextual interpretation, and reflection and revision in a systematic and measurable learning syntax. The validation results from nine experts showed an average score of 3.61 in the very valid category, indicating that the model meets pedagogical feasibility, mathematical substance, and evaluative criteria. The novelty of this research lies in integrating Polya's steps, the mathematization process, and the mathematical modeling cycle into a learning model explicitly designed to develop HOTS. Further research is recommended to test the model's effectiveness through experimental studies in various educational contexts to strengthen empirical evidence of its implementation.

The Urgency of Educational Philosophy in Designing Meaningful Learning in Primary Schools

2026-08-01T20:08:05+07:00

Educational philosophy plays a crucial role in shaping the aims, processes, and quality of learning, particularly at the primary education level, which forms the foundation of students’ holistic development. However, previous studies indicate a persistent gap between philosophical discourse and its practical application in classroom learning. This study aims to examine the urgency of educational philosophy as a foundation for designing meaningful learning in primary education. Using a qualitative literature review approach, this study analyzes selected empirical and theoretical studies related to constructivism, humanism, and progressivism in primary school learning contexts.The findings reveal that these philosophical perspectives contribute significantly to the development of student-centered, contextual, and reflective learning designs. Constructivism supports active knowledge construction, humanism emphasizes emotional well-being and personal development, while progressivism promotes experiential and problem-based learning connected to real-life contexts. The analysis further shows that the integration of these philosophical principles aligns with the implementation of the Merdeka Curriculum, particularly in promoting differentiated instruction, project-based learning, and the development of the Pancasila Student Profile. However, the literature also indicates that limited philosophical literacy among teachers often results in procedural and administrative-oriented teaching practices. This study concludes that strengthening teachers’ understanding of educational philosophy is essential to ensure the effective design of meaningful learning in primary education. By grounding instructional practices in philosophical reflection, educational processes can move beyond administrative compliance toward more holistic and transformative learning experiences.

The Role of Educational Management Support in Strengthening Teachers’ Scientific Literacy and Organizational Citizenship Behavior

2026-08-01T20:08:06+07:00

This study aims to examine the role of educational management support in strengthening teachers’ scientific literacy and its contribution to Organizational Citizenship Behavior (OCB) in the context of Indonesian education. The study is grounded in the assumption that high teacher motivation toward scientific activities does not automatically translate into consistent academic practices without adequate organizational support. Method: A mixed methods approach with a sequential explanatory design was employed. Quantitative data were collected from 38 teachers across several regions in Indonesia using validated Likert-scale questionnaires measuring educational management support, scientific literacy, and OCB. Descriptive and inferential statistical analyses were conducted, followed by qualitative data collection through in-depth interviews with selected participants to further explain the quantitative findings. The qualitative data were analyzed using thematic analysis, and integration was carried out at the interpretation stage. Results: The findings indicate that teachers’ interest in scientific writing is very high, while their practical experience and participation in formal training remain moderate. Educational management support plays a crucial role in bridging this gap by facilitating training, mentoring, time allocation, and academic recognition. Furthermore, strong management support is associated with higher levels of teachers’ OCB, reflected in voluntary collaboration, commitment, and proactive engagement in school development. Novelty: This study contributes novel empirical evidence by integrating educational management support, teachers’ scientific literacy, and OCB within a single analytical framework, highlighting the strategic role of educational management in fostering both academic competence and positive organizational behavior among teachers.

Fostering Industrial Competence: The Role of Vocational Sewing Training in Karawang

2026-08-01T20:08:09+07:00

Objective: This article explores the implementation of competency-based learning in the sewing training program at the Vocational Training Center in Karawang, aiming to enhance the effectiveness of skill acquisition among participants. The study employs a descriptive qualitative approach using a case study method. Data were collected through direct observation during training sessions, in-depth interviews with instructors and participants, and documentation of learning activities. The findings reveal that the competency-based approach has a positive impact on participants’ mastery of technical skills, fosters independent learning, and improves job readiness. Key success factors include a flexible curriculum, performance-based assessments, and the presence of competent instructors. These results highlight the effectiveness of competency-based training models in vocational education, particularly in the field of sewing.

Digital Education Management in Improving the Quality of Technology-Based Learning

2026-08-01T20:08:10+07:00

Objective: This study aims to explore the role of digital education management in improving the quality of technology-based learning. Specifically, it examines how educational leadership, managerial practices, and stakeholder engagement influence the integration and effectiveness of digital tools in educational settings. Method: A qualitative literature review was conducted using library research, synthesizing findings from academic sources published between 2019 and 2025. The study analyzed key themes, including barriers to technology integration, the impact of managerial practices, and the role of stakeholder involvement in digital education management. Results: The study found that educational leadership plays a pivotal role in digital transformation by providing strategic direction and fostering collaborative decision-making. Key barriers to effective integration included resistance to change, lack of digital literacy, and infrastructure limitations. Additionally, professional development for educators and active stakeholder engagement were identified as critical factors for the success of technology-based learning. The study also highlighted the positive effects of personalized learning and increased accessibility facilitated by digital tools. Novelty: This study contributes to the understanding of digital education management by emphasizing the interconnected roles of leadership, resource management, and community involvement in successfully integrating technology into education. The research also offers insights into overcoming barriers and suggests future directions for sustainable digital education practices and innovative teacher training models.

Pangean Silat: Community Education in Traditional Malay Weddings

2026-07-28T19:58:06+07:00

This research aims to examine the formal aspects of the Silat Pangean dance, specifically its presentation style, function, and historical context, within traditional Malay wedding ceremonies in Mak Teduh Village. A qualitative methodology was employed over two months (June–July 2023) to investigate this complex social phenomenon. Subjects included the bride and groom, Silat Pangean teachers, dancers, musicians, and traditional and village leaders from Mak Teduh. Data were collected through observation, in-depth interviews, and document analysis. The analysis utilised data reduction, presentation, and conclusion-drawing techniques, while data veracity was ensured through source and method triangulation. The formal presentation of the Silat Pangean dance consists of four primary elements: (1) Movement, which includes togak ali, ompat steps, conncang, tikam, popat, and simbuh; (2) Floor design, utilising both straight and curved lines; (3) Musical accompaniment, featuring two drums and one tak-tawak; and (4) Costuming, which relies on standard attire without specialised make-up or clothing. This study provides a detailed, localised documentation of the formal choreographic structures and presentation styles of the Silat Pangean dance, specifically within Mak Teduh Village, preserving and analysing a specific cultural asset that has previously lacked comprehensive formal analysis in the context of informal community education.

Perception of Education Study Program Students Regarding the Use of AI as an Assistive Tool in Creating Coursework

2026-07-28T19:57:50+07:00

Objective: This study aims to explore the perceptions of students in the Education Study Program regarding the use of AI in completing coursework. The presence of Generative AI such as ChatGPT, Gemini, and various other tools has changed the way students access information, process data, and even compile coursework. The placement of AI as a learning aid needs to be strengthened so that it does not become the primary and sole source used by students. Method: The method used in this study is a quantitative descriptive method. The research data was obtained based on the results of a questionnaire with 16 questions distributed to undergraduate students in the Education Study Program for the 2024/2025 Academic Year. The analysis steps include data tabulation, frequency distribution, and data interpretation. Results: The results show that AI is recognized as massively improving the quality of assignments (83.33%) and the ability to argue logically (77.78%). However, on the other hand, the majority of students (53.71%) realize that this technology triggers laziness in critical thinking. The use of AI also has a positive impact, namely as a personal assistant (87%) which is very effective in streamlining study time (94.45%) and improving material understanding. There is concern among students about plagiarism (92.60%) and recognition that the use of AI without personal contribution is cheating. Novelty: Based on these findings, the integration of AI ethics courses into the university curriculum is necessary. In addition, official guidelines and integrated AI literacy are needed to maintain the academic integrity of prospective educators in the era of digital disruption.

Reconceptualizing Assessment in Local Content Education: Developing a Qualitative Assessment Framework through Community-Based Cultural Learning

2026-07-28T19:57:27+07:00

Objective: This study aims to develop and conceptualize a qualitative assessment framework for local content education by examining how community-based cultural learning practices inform the construction and evaluation of assessment processes. It addresses the limitations of conventional assessment practices that emphasize surface recognition, product-based outcomes, and cognitive recall, while overlooking interpretative and reflective dimensions of learning. Method: This study employed a qualitative case study involving senior high school students, teachers, and cultural practitioners engaged in Cirebon mask learning. Data were collected through observation, in-depth interviews, and documentation, and analyzed using thematic analysis to identify patterns of learning and emerging assessment practices. Results: The findings reveal that students’ learning is characterized by engagement, interpretative dialogue, and reflective meaning-making. Assessment emerges through interaction and participation rather than functioning as a predefined measurement system, indicating a misalignment between experiential learning processes and established assessment practices. Novelty: This study proposes a qualitative assessment framework consisting of recognition, interpretation, and reflection. The framework reconceptualizes assessment as an emergent, interpretative, and context-sensitive process, while also providing a basis for evaluating existing assessment practices beyond surface-level and product-oriented approaches in culturally grounded learning environments.

Revitalizing the Economy of Islamic Boarding School through Innovative Santripreneurs Towards Sustainable Economic Development

2026-08-02T10:31:24+07:00

Islamic boarding schools (pesantren) play a pivotal role not only as centers of Islamic education but also as potential drivers of community economic development. However, this potential often remains underutilized due to limitations in human resources, market access, and entrepreneurial innovation. In the context of globalization and sustainable development demands, pesantren are required to adopt more adaptive and creative strategies. One such approach is the santripreneur program, which empowers students (santri) with entrepreneurial skills grounded in Islamic values. This study aims to explore strategies for strengthening the economic resilience of pesantren through sustainable santripreneur initiatives and to examine their contribution to fostering community economic independence. This research employs a qualitative case study approach, utilizing observation, interviews, documentation, and literature review. Data were analyzed using the Miles, Huberman, and Saldana model, including data condensation, display, and conclusion drawing. The findings reveal that Wali Songo Ngabar Islamic Boarding School has successfully revitalized its economic system through santripreneurship. Various student-managed business units have been developed across sectors, including Islamic finance (BMT), retail and trade (minimarket and bottled water), production and creative industries (bakery, songkok, cleaning products, perfume), agriculture and livestock (farming, goat breeding, catering), and services (laundry, hotel, and meeting hall). These integrated business units form a sustainable economic ecosystem that enhances institutional financial independence while functioning as a practical entrepreneurship laboratory. Moreover, the program cultivates students’ character by fostering independence, creativity, teamwork, and an entrepreneurial spirit rooted in Islamic values, thus contributing meaningfully to broader community empowerment and sustainable development.

Enhancing Teacher Education Students’ Teaching Skills Through Pedagogical Communication in Teaching Simulations

2026-07-27T20:03:34+07:00

This study aims to identify and explore how pedagogical communication strategies enhance the teaching skills of teacher education students through teaching simulations. Pedagogical communication-based simulations were designed to strengthen students’ self-confidence, speaking skills, classroom management, and audience engagement. This study employed a mixed-methods approach using a sequential explanatory design, beginning with quantitative data collection through questionnaires and teaching skills tests, followed by qualitative data from semi-structured interviews and classroom observations. The findings revealed that the implementation of pedagogical communication strategies had a significant positive impact on students’ teaching skills, particularly self-confidence, which increased from a mean score of 3.4 to 4.3, along with improvements in speaking skills. Nevertheless, challenges related to audience engagement and time management remained. The novelty of this study lies in integrating pedagogical communication into teaching simulations, transforming conventional microteaching from a performance-oriented exercise into a communication-centered learning process that explicitly develops verbal, non-verbal, relational, and reflective teaching competencies. This integration provides a more comprehensive framework for preparing future teachers and offers practical implications for teacher education curricula by embedding effective communication as a core component of teaching competence.

Gamified Digital Worksheets with AI Feedback Support for Active Learning in Elementary Civic Education

2026-08-01T20:08:15+07:00

Objective: This study aims to develop and test the feasibility of gamified digital worksheets with AI feedback support to promote active learning in elementary Civic Education (PKn). Method: The study employed a research and development design using the 4D model consisting of define, design, develop, and disseminate stages. The participants were fourth-grade elementary students, and the evaluation involved expert validation, a limited trial, and a broader trial. Two expert raters validated the draft across six aspects: civic education content, digital media, gamification, active learning, AI feedback support, and language. Content validity was analyzed using Aiken's V, while inter-rater reliability was calculated using percentage agreement, Cohen's kappa, and the intraclass correlation coefficient (ICC). Teacher and student responses were converted into percentages and categorized as Very Good, Good, Fair, or Poor. Results: The average Aiken's V was 0.90, with a range of 0.67-1.00, indicating that the product was highly valid. Inter-rater reliability showed 83.33% exact agreement, Cohen's kappa of 0.61, and ICC of 0.61. Teacher responses increased from 93.33% in the limited trial to 100.00% in the broader trial, while student responses increased from 97.46% to 99.15%. Novelty: The study offers a gamified worksheet model in which AI serves as a feedback and reflection support tool, while gamification and active learning remain the main pedagogical structure for strengthening civic understanding, participation, and responsibility in elementary learning.

Alternative Assessment Strategies and Accommodative Teaching Module Design: A Case Study of Deep Learning Implementation in Inclusive Education Schools

2026-08-01T20:08:00+07:00

This study examines the implementation of inclusive education in Indonesia across three critical dimensions: (1) alternative assessment strategies for students with special needs (e.g., dyslexia and anxiety), (2) inclusive teaching module design grounded in Universal Design for Learning (UDL), and (3) the integration of deep learning through project-based activities. These focal areas address gaps in teacher preparedness and systemic challenges in inclusive classrooms. A descriptive quantitative survey was conducted with 20 teachers comprising regular, subject-specific, and special education educators from inclusive elementary and junior high schools nationwide. Data were gathered via validated Likert-scale questionnaires, analyzed descriptively using MS Excel, and interpreted within Florian’s (2014) inclusive education model. Reliability testing confirmed strong internal consistency (Cronbach’s α > 0.70). Results showed that 85% of teachers applied project-based or portfolio assessments for dyslexic students, 70% integrated UDL principles into multimodal modules, and 65% used contextual projects (e.g., gardening) to foster deep learning. Main challenges included time limitations, scarce resources, and weak teacher collaboration. The study offers empirical insights into integrating adaptive assessment, UDL-based design, and deep learning in inclusive classrooms, proposing a practical framework for teacher training and policy reform. Limitations include the small sample and self-reported data, warranting further mixed-methods research.

Reading Interest Profile of Fourth-Grade Students at SDIT Insan Rabbani as a Basis for Developing Culturally Responsive Digital Storybooks

2026-08-01T20:08:08+07:00

Objective: This descriptive quantitative study examined the reading interest profile of fourth-grade students at SDIT Insan Rabbani, Majalengka Regency, Indonesia, as a needs analysis for developing culturally responsive digital storybooks. The study aimed to identify students' reading interest across five indicators adapted from Burns and Lowe to provide an empirical basis for literacy-oriented instructional media. Method: The study involved all 34 fourth-grade students using a total sampling technique. Data were collected through a structured questionnaire measuring five indicators of reading interest: (1) need for reading materials, (2) efforts to seek reading materials, (3) enjoyment of reading, (4) desire to read continuously, and (5) follow-up actions after reading. The questionnaire was validated through expert judgment (CVI = 0.94) and demonstrated high internal consistency (Cronbach's α = 0.89). Data were analysed using descriptive statistics by calculating the mean score for each indicator. Results: The findings revealed a moderate-to-low and uneven reading interest profile. The highest mean score was obtained for the need for reading materials (75.42), while the lowest score was found for the desire to read continuously (65.36). Lower scores were also identified for efforts to seek reading materials (68.68) and follow-up actions after reading (68.17), indicating that students recognised the importance of reading but had not yet developed consistent, autonomous, and reflective reading habits. Novelty: This study contributes by providing an empirical reading interest profile that serves as a foundation for developing culturally responsive digital storybooks incorporating local wisdom, including local folklore, Sundanese cultural values, audio narration, interactive illustrations, vocabulary support, comprehension activities, and post-reading retelling tasks to enhance literacy engagement among elementary school students.

Towards Innovative Science Learning: Needs Analysis for Developing Interactive Hypermedia to Foster Creative Thinking and Science Process Skills of Prospective Elementary School Teachers

2026-08-01T14:11:51+07:00

This study aims to analyze the dynamics of students’ needs for the development of interactive hypermedia in science learning to foster creative thinking skills and science process skills among prospective elementary school teachers. This study employed a quantitative descriptive approach using a questionnaire as the primary instrument. The participants consisted of 241 students from 13 Primary School Teacher Education programs across Indonesia. Data were collected through an online survey and analyzed using an interactive analysis model involving data collection, data reduction, data display, and conclusion drawing. The findings reveal a very high level of need for the development of interactive hypermedia in science courses. Most respondents indicated that interactive hypermedia should integrate project-based learning tasks, brainstorming activities, inquiry training components, gamification elements, contextual materials aligned with the elementary school curriculum, and science literacy development. The results also indicate that although students strongly believe that interactive hypermedia can enhance creativity, communication skills, motivation, and engagement, its actual implementation in science lectures remains very limited. The novelty of this study lies in providing comprehensive empirical evidence regarding the specific design requirements of interactive hypermedia that systematically integrates creative thinking, science process skills, self-regulated learning, gamification, and contextual science literacy within a unified instructional framework for science education.

From Needs Analysis to Conceptual Design: Developing a Sport Tourism-Integrated Physical Education Framework for Contextual Learning and Physical Literacy

2026-08-01T14:13:44+07:00

Objective: This study aims to analyze students’ needs and develop a conceptual framework for sport tourism-integrated physical education learning to enhance contextual learning, physical literacy, and student engagemen. Method: A mixed-methods approach was applied using a Research and Development (R&D) design based on the ADDIE model, focusing on the analysis and design stages. An exploratory sequential design was employed, where qualitative data were first collected through interviews, observations, and documentation, followed by quantitative data using questionnaires. The participants consisted of 100 physical education students and five lecturers at PGRI Palembang University, selected through purposive sampling. Quantitative data were analyzed using descriptive statistics (mean and standard deviation), while qualitative data were analyzed through thematic analysis and integrated using triangulation. Results: The findings show that students’ needs for experience-based physical education learning are generally high to very high. Contextual learning (M = 4.38), physical literacy (M = 4.53), and student engagement (M = 4.37) fall into the very high category, while sport tourism-based learning (M = 4.18) is categorized as high. Interview results reinforce these findings, highlighting the importance of real-life learning, outdoor experiences, and active student involvement. Based on these results, a conceptual model of sport tourism-integrated physical education learning was developed. Novelty: This study contributes to the development of an innovative learning framework that integrates contextual learning, physical literacy, and student engagement through sport tourism. The novelty lies in positioning sport tourism as a pedagogical approach to support meaningful and experience-based learning in physical education.

Literacy and Numeracy Ecosystem: A Case Study of Learning Quality Transformation in the Suburban Area of Semarang City

2026-08-01T14:16:01+07:00

This study aims to analyze the acceleration of secondary education quality based on the harmonization of managerial policies and instructional flexibility, specifically examining the use of the Education Report Card as a pedagogical navigation instrument. This study employed a qualitative approach conducted in a suburban area to explore and analyze the policy harmonization and instructional practices in both public and private secondary schools. The results reveal a dichotomy in achievement: public schools excel in digital aspects, while suburban private schools face obstacles in developing students' critical thinking. The findings confirm that literacy and numeracy success depends on cross-subject synergy and teachers' mental well-being rather than just facilities. Consequently, this study practically recommends adopting a "Cross-Discipline Integration" strategy and reorienting budgets to strengthen non-exact science teacher competencies to eliminate math anxiety through a visual classroom ecosystem. The novelty of this study lies in shifting the paradigm of education quality from a facility-centric view to an integrated approach focused on cross-subject synergy and teacher well-being. Furthermore, it introduces the "Peer Mentoring in the Recovery Room" model and the application of ethnomathematics as new future research pathways to align teachers' emotional stability with the authenticity of student learning outcomes in suburban contexts.

The Determining Aspects of Vocational High School Students' Career Choice: A Phenomenological Study in Industrial Areas

2026-08-01T14:24:39+07:00

Objective: The high unemployment rate of vocational high school graduates (9.01%) contrasts with the availability of jobs in industrial areas, indicating a gap between competency and career choices. This study aims to examine the determinants of career choices of vocational high school students in industrial areas through a phenomenological approach. Method: This phenomenological study involved five 12th-grade vocational high school students in the Weleri-Kendal industrial area using semi-structured interviews. Results: The results show that career choices are determined by a dynamic interaction between personal factors (intrinsic interest), the view of success as an internal factor, entrepreneurial spirit as an adaptive strategy, and responses to economic and social realities. Field Work Practice (PKL) experiences play a central role in career validation. Entrepreneurial spirit functions as an adaptive strategy that helps students overcome uncertainty. These findings imply the need for transformation of career guidance services in vocational high schools from merely providing job vacancy information to facilitators that build students' self-efficacy, tolerance for uncertainty, and adaptive capacity through a holistic approach. Novelty: The novelty of this research lies in deepening the meaning of students' lived experiences amidst the pressures of the industrial ecosystem, which has so far been neglected in survey-based research to understand the dynamics of career choices of vocational high school students in developing countries.

Development of a Differentiated Learning Model to Improve Student Academic Achievement in Economics Learning at SMAN 5 Cirebon

2026-08-01T14:21:34+07:00

Objective: This study aims to determine the improvement of student academic achievement after the implementation of a differentiated learning model in economics learning at SMAN 5 Cirebon, and to identify teacher strategies in integrating content, process, and product differentiation in economics learning.Method: This research employed a qualitative descriptive approach with the economics teacher and students of class X-7 as subjects, selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive model with data validity ensured through source, technique, and time triangulation. Results: The findings reveal that the implementation of the differentiated learning model had a significantly positive impact on student academic achievement, marked by an increased number of students meeting the Minimum Competency Criterion (KKM), more evenly distributed scores, and enhanced student engagement and conceptual understanding of economics. Teacher strategies encompassed content differentiation through varied VAK-based learning resources (visual, auditory, kinesthetic); process differentiation through prompting questions, small groups with assigned roles, and random questioning techniques; and product differentiation through task options aligned with learning styles — posters for visual learners, oral presentations for auditory learners, and videos or simulations for kinesthetic learners — while maintaining the same learning objectives. Novelty: The VAK modality-based identification of student learning styles served as the primary foundation for all differentiation strategies, although implementation is still in the development stage and faces challenges such as time constraints and classroom management complexity.

Consumer Education and Traditional Foods: A Five-Year Review of Learning Experiences

2026-08-01T14:50:45+07:00

Objective: This study aims to explore consumer education experiences in choosing traditional foods as an essential component of the culinary industry, and to identify key factors influencing consumer preferences. Method: This research adopts a qualitative approach by examining consumer experiences through previous consumption, social interactions, sensory perceptions, and emotional connections with traditional foods. Data were analyzed to identify patterns in consumer decision-making processes, including demographic, cultural, and quality-related considerations. Results The findings reveal that consumer preferences for traditional foods are significantly influenced by prior experiences, social engagement, sensory attributes, special events, and emotional memories. In addition, demographic characteristics, food safety, perceived quality, and socio-cultural influences play important roles in shaping consumer choices. These factors collectively contribute to stronger consumer attachment and willingness to engage with traditional culinary products. Novelty: This study offers a comprehensive perspective by integrating consumer education experiences with emotional and cultural dimensions in the context of traditional foods. It highlights the importance of authentic and experience-based marketing strategies and provides insights into how technological advancements can be leveraged to enhance competitiveness in the traditional culinary industry.

Integration of Kelik Lang Dance Learning for Suku Dalam Children as a Medium for Developing Motor Skills and Character in Early Childhood in Jambi Province

2026-08-01T20:08:16+07:00

This study aims to examine the integration of Kelik Lang dance learning for Suku Dalam children as a medium for developing motor skills and character building for early childhood in Jambi Province. Kelik Lang dance is a traditional dance rich in cultural values, togetherness, and discipline. The research method used is a qualitative approach with an ethnopedagogical study design. Data were collected through observation, interviews, and documentation of children, traditional leaders, and educators. Methodologically, the evaluation of children's motor development relies on a specific conceptual framework for early childhood gross motor assessment, focusing on coordination, balance, and flexibility. The results of the study indicate that Kelik Lang dance learning can improve children's gross motor coordination, balance, and flexibility, while also instilling character values such as cooperation, responsibility, and respect for local culture. The integration of traditional dance in early childhood learning is an effective strategy for developing children's potential holistically based on local wisdom. Learning based on local arts and culture needs to be developed sustainably as part of contextual early childhood education.

Enhancing Students' Writing Skills through Learning Models and Levels of Critical Thinking of Students

2026-08-01T20:08:07+07:00

Objective: This study aimed to investigate variations in English writing proficiency based on learning models (Project-Based Learning and Cooperative Learning) and students' critical thinking levels. Method: This research employs a quantitative methodology, notably utilising a quasi-experimental design. This design integrates the non-equivalent control group method with a two-way factorial design methodology (2 x 3 ANOVA). 300 students participated in this study. Each group consisted of one hundred and fifty-five students. All students were competent Indonesian speakers. The first experimental group was given the PjBL learning model, while the second group was given the cooperative learning model. The employed sampling method is random sampling Results: This study yielded three research findings: (1) disparities in writing proficiency among students adhering to distinct learning paradigms (PjBL versus Cooperative), evidenced by a significant value of F=6.921 and sig.<0.05 (2) Variations in writing proficiency among students classified according to high, medium, and low levels of critical thinking were significantly demonstrated with a F value of 5.836 and a significance level of p<0.05. (3) The interaction effect between learning models and students' critical thinking levels on writing skills was also significantly evidenced with a F value of 6.917 and a significance level of p<0.05. Novelty: The study’s novelty lies in its integrative approach simultaneously comparing two constructivist learning models while analyzing how critical thinking shapes their impact on writing skills. By bridging theoretical inquiry with pedagogical practice, this research contributes to the refinement of writing instruction, and the advancement of educational theory.

Education Rebranding of the Police Institution: Is Police Reform Possible from the Community's Perspective?

2026-08-01T20:08:00+07:00

Objective: The reform of the Indonesian National Police (Polri) since its separation from the Indonesian National Armed Forces (TNI) in 1999 aims to transform Polri into a professional, accountable, and humanistic law enforcement agency. However, after more than two decades, Polri's public image still faces significant challenges, including fluctuating public trust due to controversial cases and human rights violations. Reform efforts through restructuring and digital innovations, such as the Presisi program and Polri SuperApp, have not fully addressed cultural aspects and public perceptions. Public education and awareness about Polri are crucial for improving its image. Enhancing public understanding can help bridge the gap between Polri and the community, strengthening trust and cooperation. The public's awareness of Polri's efforts to uphold law and order, as well as its commitment to reform, plays a vital role in shaping a positive perception of the institution. This study emphasizes a bottom-up approach with the community's perspective serving as the foundation for Polri's rebranding. Using Legitimacy Theory, Public Trust Theory, and Institutional Branding Theory, this research aims to analyze urban community perceptions, identify the factors that shape Polri's brand, and develop a rebranding model based on public input. The results are expected to provide recommendations for a more authentic and sustainable cultural reform of Polri.

Living Abroad, Facing Risks: How Prepared Are Indonesian Diaspora Students for Disasters?

2026-08-01T20:08:13+07:00

Objective: This study aims to analyze the level of preparedness among Indonesian diaspora students in the face of potential disasters, particularly earthquakes and tsunamis, and to identify aspects of preparedness that still need to be improved. Method: This study employed a quantitative approach using a survey method involving 30 fifth-grade students at Sekolah Indonesia Kuala Lumpur (SIKL), Malaysia. The instrument used was the LIPI-UNESCO/ISDR Disaster Preparedness Questionnaire Series 3, which covers four main parameters: knowledge and attitudes, emergency response plans, early warning systems, and resource mobilization. The data was analyzed by calculating the readiness index for each parameter and the overall student readiness index. Results: The research findings indicate that the disaster preparedness level of diaspora students falls into the "nearly ready" category, with an index score of 58.5. The knowledge and attitude (60.8) and emergency response plan (59.6) parameters showed relatively better results, indicating that the students already possess a basic understanding of disaster risks and initial response measures. However, the parameters for early warning systems (44.1) and resource mobilization (40) remain in the low category, indicating limitations in practical experience, understanding of early warning systems, and the ability to act quickly and in a coordinated manner when a disaster occurs. Novelty: This study offers a novel perspective by examining the disaster preparedness of Indonesian diaspora students in the context of cross-border education, where disaster risk characteristics vary. The study highlights how geographical displacement, limited experience with disasters, and differences in disaster communication systems influence students’ level of preparedness. In addition, this study integrates four dimensions of preparedness (knowledge and attitudes, emergency response planning, early warning systems, and resource mobilization) to provide a more comprehensive picture of the preparedness of diaspora students to cope with disasters.

A Needs Analysis of Students’ Vocabulary Learning as a Foundation for Web-Based EFL Material Design

2026-08-01T20:08:11+07:00

This study aims to investigate secondary school students’ vocabulary learning needs in web-based English as a Foreign Language (EFL) contexts by examining their learning goals, perceived vocabulary proficiency, learning preferences, learning challenges, and the use of web-based learning platforms. This study employed a descriptive needs analysis involving 63 Grade X students at a public senior high school in Indonesia. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically to support and enrich the quantitative findings. The findings indicate that most students perceive their vocabulary proficiency to be at the beginner level and demonstrate a strong need for contextualized vocabulary learning supported by multimedia features. Students also reported, difficulties related to limited vocabulary mastery, low vocabulary retention, and insufficient exposure to English outside the classroom. Furthermore, although students viewed web-based learning platform as beneficial for enhancing engagement, they emphasized the need for clear instructional guidance to maximize their learning effectiveness. Unlike previous studies that separately examined vocabulary learning or web-based technology, this study integrates students’ vocabulary needs, perceived proficiency, learning preference, learning challenges, and web-based learning expectations into a single comprehensive needs analysis. This integrated profile provides an empirical basis for designing learner-centered web-based vocabulary materials specifically for Indonesian secondary school EFL learners.

Individual as Actor Model Based on Edu-eDi YouTube Animation: Short Story Writing Skills

2026-08-01T20:08:14+07:00

This study aims to describe the development of an individual-as-actor model based on Edu-eDi YouTube animation in short story writing instruction. This study was motivated by students' low interest in the learning model used in short story writing activities. The method used was development research or design research with three stages, namely preliminary research, the prototyping phase, and the assessment phase. The developed product was tested in terms of validity, practicality, and effectiveness. Data collection techniques included interviews, observations, questionnaires, tests, and literature review. Validity and practicality data were analyzed through expert review, one-to-one evaluation, and small-group evaluation, while effectiveness was analyzed using normality tests, homogeneity tests, and a one-tailed t-test. The results show that the individual-as-actor model assisted by Edu-eDi YouTube animation meets the criteria of being valid, practical, and effective for implementation in school learning. These findings indicate that the model can support the improvement of students' story-writing skills.

Applying Six Sigma to Assess Quality Culture in a Senior High School: A Strategic Management Perspective

2026-08-02T11:00:53+07:00

Objective: This study examines the application of Six Sigma to assess quality culture in a senior high school in Bandung, with potential relevance for broader educational settings. Method: Employing a mixed-method case study design, the research combined interviews and Focus Group Discussions (FGDs) to identify the main dimensions of quality culture, followed by a questionnaire-based assessment involving 42 teacher respondents. Using the DMAIC framework (Define, Measure, Analyze, Improve, and Control), the study assessed school quality culture across eight indicators. It analyzed their performance using Defects Per Million (DPM) and sigma levels. Results: The findings show that the weakest dimensions were understanding of the vision and mission (2.25), involvement in developing the vision and mission (2.14), and school programs that reflect social values (2.59). Novelty: These results suggest that Six Sigma can serve as a practical evaluative tool for translating the abstract concept of quality culture into measurable dimensions, identifying priority areas for school-based improvement, and supporting strategic management in educational institutions.