IJORER : International Journal of Recent Educational Research

Ecolinguistic-Based Development of General Linguistics Materials Using Phonological and Lexical Variations of Angkola Batak

Eli Marlina Harahap — 2026-03-09

Objective: This study develops ecolinguistics-oriented General Linguistics teaching materials grounded in Angkola Batak phonological and lexical variation to support contextualized learning and local language preservation in Indonesian universities. Method: Using an R&D approach with the ADDIE model (analysis, design, development, implementation, evaluation), the product was validated and tested with five expert validators, two General Linguistics lecturers, and 60 Indonesian Language and Literature Education students at Universitas Muhammadiyah Tapanuli Selatan. Instruments included expert validation sheets, lecturer and student practicality questionnaires, and pre–post achievement tests. Data were analyzed descriptively and inferentially using the Content Validity Index (CVI), Cronbach’s Alpha, N-Gain, and a paired-sample t-test. Results: The teaching material showed very high validity (CVI = 0.91), strong reliability (α = 0.86), and high practicality (overall practicality = 91%). Effectiveness results indicated a significant improvement in learning outcomes, with mean scores increasing from 70.27 (pre-test) to 88.56 (post-test) and an N-Gain of 0.60 (moderate–high; p < 0.05). The material enhanced students’ analytical skills in phonology and lexicon while fostering ecolinguistic awareness of regional linguistic diversity. Novelty: The study offers a replicable framework for operationalizing applied ecolinguistics in linguistic pedagogy through local language data.

Utilization of Digital Learning Media to Increase Students’ Learning Interest: A Qualitative Study in Grade III of Islamic Elementary School

Nur Hanifah — 2026-05-30

This study aims to analyze the role of digital learning media in increasing students' learning interest at the elementary school level, particularly in Islamic Elementary Schools (MI). The background of this study is based on the need to present a more interactive, engaging learning process that is in accordance with the developmental characteristics and life context of students. Theoretically, this study refers to the Multimedia Learning Theory proposed by Richard E. Mayer which emphasizes the importance of integrating visual and audio elements in improving learning comprehension, as well as the ARCS motivation model by John M. Keller which includes aspects of attention, relevance, confidence, and satisfaction in increasing students' learning motivation. This study uses a descriptive qualitative approach with data collection techniques through observations of the learning process in the classroom, interviews with teachers and students, and visual documentation as supporting data. Data analysis was conducted to describe in depth the impact of the use of digital learning media on students' learning interest and participation. The results of the study indicate that the use of digital learning media has several positive impacts, including increased student attention during the learning process, presentation of materials that are more contextual and easy to understand, increased student courage to actively participate in learning activities, and the growth of a sense of enjoyment and motivation to learn. Digital media such as animated videos, interactive quizzes, and educational games have been proven to create more engaging and participatory learning experiences. However, the implementation of digital learning media still faces several technical challenges, such as limited supporting devices and teacher competency in utilizing learning technology. Therefore, improving teacher competency through ongoing training and providing adequate facilities and infrastructure is necessary to ensure optimal and sustainable use of digital learning media to increase student learning interest.

The Effect of Differentiated Learning Approaches on Student Engagement and Self-Confidence in Social Studies Instruction among Elementary Teacher Education Students at Universitas Pahlawan Tuanku Tambusai

Yanti Yandri Kusuma — 2026-04-15

Objective: This study aims to examine the effect of differentiated learning on the learning engagement and self-confidence of students enrolled in the Elementary Teacher Education Program (PGSD). Specifically, the study focuses on how differentiated instruction facilitates active participation, supports the development of interpersonal skills, and enhances the professional competencies of pre-service teachers. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The sample consisted of 60 PGSD students, who were divided into an experimental group receiving differentiated learning instruction and a control group receiving conventional instruction. Data were collected through questionnaires measuring learning engagement and self-confidence. The data were analyzed using independent samples t-tests and Multivariate Analysis of Variance (MANOVA) to determine the effect of the instructional treatment on both dependent variables. Research Findings: The results indicate that the experimental group demonstrated a statistically significant improvement in both learning engagement and self-confidence compared to the control group. Learning engagement showed a substantial increase from pretest to posttest scores, as did self-confidence. These findings confirm the effectiveness of differentiated learning strategies in fostering student involvement, active participation, and confidence within the learning process. Novelty: This study highlights that differentiated learning is effective in higher education, particularly in Elementary Teacher Education programs. The findings show that differentiated instruction enhances social analysis skills, including identifying classroom diversity, analyzing student interactions, and proposing pedagogical solutions, while also fostering creativity and critical thinking to support the professional competence of pre-service teachers.

The Influence of the RME Learning Model on Mathematical Problem Solving and Communication Skills in Mathematics Learning in Students of SMP 1 Bangkinang City

Adityawarman Hidayat — 2026-04-15

Objective: This study aims to examine the effect of implementing the Realistic Mathematics Education (RME) learning model on students’ mathematical problem-solving skills and mathematical communication abilities at SMP Negeri 1 Bangkinang Kota. The study emphasizes how context-based learning grounded in real-life situations can enhance students’ conceptual understanding, higher-order thinking skills, and their ability to communicate mathematical ideas systematically and effectively. Research Method: This study employed a quasi-experimental design using a Pretest–Posttest Control Group Design. The research sample consisted of 40 eighth-grade students of SMP Negeri 1 Bangkinang Kota, divided into two groups: an experimental group (20 students) taught using the RME model and a control group (20 students) taught using conventional mathematics instruction. Data were collected through a mathematical problem-solving test and a rubric-based assessment of mathematical communication skills. Data analysis was conducted using descriptive statistics and inferential statistics, specifically an independent samples t-test, after fulfilling the assumptions of normality and homogeneity. Research Findings: The results indicate a significant difference between the experimental and control groups in terms of mathematical problem-solving skills and mathematical communication abilities. The posttest scores of students in the experimental group were significantly higher than those of the control group. These findings demonstrate that the implementation of the RME model is effective in improving students’ mathematical problem-solving and communication skills. Novelty: This study clarifies the novelty of RME by explaining the classroom mechanism that integrates contextual problem exploration, group discussion, and student presentations. Through these processes, students simultaneously develop mathematical communication and problem-solving skills within collaborative and reflective learning activities.

The Impact of Deep Learning-Based Chatbot Intervention on Students' Cognitive Load and Narrative Writing Literacy in Indonesian Language Learning at SD 030 Bagan Jaya

Putri Hana Pebriana — 2026-04-15

Objective: This study aims to analyze the effect of a deep learning-based chatbot intervention on narrative writing literacy and cognitive load among elementary school students. Specifically, the study focuses on how the use of the chatbot can enhance student engagement in the writing process, support the development of critical thinking skills, and reduce affective and cognitive barriers during learning. Research Method: This study employed a quasi-experimental design with a Pretest–Posttest Control Group approach. The sample consisted of 40 fourth-grade students from SD 030 Bagan Jaya, divided into an experimental group receiving the chatbot intervention and a control group receiving conventional writing instruction. Data were collected through narrative writing literacy tests and a cognitive load assessment rubric. Data analysis was conducted using an independent t-test to determine the effect of the intervention on both research variables. Research Findings: The results indicated that the experimental group experienced a significant improvement in narrative writing literacy and a reduction in cognitive load compared to the control group. The posttest mean scores for writing literacy increased substantially, while the standard deviation decreased, indicating more consistent student performance. The chatbot functioned as a digital tutor providing adaptive scaffolding, real-time feedback, and guidance that facilitated idea generation, text structuring, and revision skills. This intervention also enhanced student motivation and engagement, creating a safe and interactive learning environment. Novelty: This study emphasizes that the use of deep learning-based chatbots is not only relevant for secondary education but also effective at the elementary level. The findings contribute new insights by demonstrating that integrating AI into narrative writing instruction can serve as an innovative pedagogical strategy that simultaneously supports literacy development, critical thinking skills, and student motivation.

Internalization of Religious Moderation through Islamic Religious Education in the Era of Globalization

M. Islahuddin — 2026-04-29

This study aims to analyze the internalization of religious moderation at SMA Muhammadiyah 1 Gresik as a response to fostering a harmonious life and preventing division within the educational environment. This study uses a descriptive qualitative approach was used. The data were collected through interviews, observations, and documentation. Validity was ensured using source and technique triangulation. Data analysis was conducted in three stages, namely data collection, data presentation, and drawing conclusions based on the findings obtained in the field. The result of this study indicates that Internalization of religious moderation through Islamic Religious Education at SMA Muhammadiyah 1 Gresik aligns with the school's needs, as reflected in the nationally standardized indicators of religious moderation and the principles of Risalah Islam Berkemajuan, namely tolerance, non-violence, national commitment, adaptability to local culture, and dynamization. Internalization is carried out through three core processes: externalization, objectification, and subsequent internalization. The findings of this study also underscore the strategic role of private schools through their curricula, learning processes, and the exemplary conduct of educators in supporting government policies on the implementation of moderation in schools. The implementation of this research is the strategic formation identified in this study can serve as a reference for schools in internalizing religious moderation based on the indicators of religious moderation and the principles of Risalah Islam Berkemajuan which emphasizes a locally based approach, with the city of Gresik serving as a representative model of a multicultural city an approach that has not been widely adopted in previous studies.

Developing a Local Culture-Based Character Design Module Using the ADDIE Model

Marina Wardaya — 2026-04-29

The integration of local cultural values into visual design remains a challenge for many Indonesian creators, despite the growing global influence of comics, games, and animation. This gap highlights the need for structured educational resources that guide students in embedding cultural identity within contemporary visual narratives. The purpose of this study is to develop a local culture-based character design module that supports design education and creative industry practices. The method used in this study is the ADDIE instructional design model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Data were collected through literature studies on cultural identity, visual semiotics, and mythology, complemented by in-depth interviews with local creators and design educators. The module was designed to balance aesthetic appeal with the representation of cultural values and symbolic meaning. The results of this study are a prototype module that integrates local cultural narratives and visual semiotic principles into character design processes. The prototype was validated through expert feedback and limited trials with design students, which demonstrated that the module is both pedagogically relevant and adaptable to diverse media contexts. The conclusion of this study is that the integration of cultural identity into design education through a structured module can enhance students’ creative sensitivity and cultural awareness, enabling them to create character designs that are not only visually appealing but also contextually meaningful and globally competitive.

Self-Efficacy and Perceived Social Support as Predictors of Subjective Well-Being Among Teachers in an Islamic School Foundation in Gresik

Ishmah Rafidatuddini — 2026-05-06

Objective: This study aimed to examine the contributions of self-efficacy (SE) and perceived social support (PSS) in predicting subjective well-being (SWB) among teachers across early childhood (KB-TK), primary (SD), and lower secondary (SMP) levels at an Islamic educational foundation in Gresik, Indonesia. It addresses the gap in research on teacher well-being across multiple school levels within a single foundation. Method: A quantitative correlational design was applied. From 242 active teachers, 202 respondents were selected via saturated sampling. Data were collected using standardized instruments: Teacher Subjective Well-Being Questionnaire (TSWQ), Teacher Sense of Efficacy Scale (TSES), and Multidimensional Scale of Perceived Social Support (MSPSS). Analyses included descriptive statistics, assumption tests (normality, multicollinearity), and multiple linear regression to assess both simultaneous and partial effects. Results: SE and PSS simultaneously predicted SWB significantly (R = 0.719, R² = 0.516, F(2,199) = 106.2, p < 0.001). Individually, SE (β = 0.526, t = 9.269, p < 0.001) had a stronger effect than PSS (β = 0.293, t = 5.166, p < 0.001). A one-way ANOVA further indicated no significant differences in SWB across educational levels (p > 0.05). The findings suggest that teachers’ SWB remains relatively consistent across school levels. Novelty: This study contributes to the literature by demonstrating that teachers’ subjective well-being is more strongly shaped by internal psychological resources and perceived social support than by differences in educational level. Despite variations in school level, no significant differences in well-being were found, highlighting the role of a shared organizational context in producing relatively uniform well-being across teachers.

The The Effect of Contextual Problem-Based Leaning Model on Students’ Environmental Liteacy in Environmental Education Course

Nuraini Sirajudin — 2026-05-06

Objective: The 21st century is characterized by transformation and advancement across multiple domains. These modifications encompass requirements within the educational sector. This essay seeks to analyze the opportunities and obstacles of environmental literacy and awareness in 21st-century schooling. This study sought to determine the impact of contextual problem-based learning on students' environmental literacy. The research employed a posttest-only approach and constituted a quasi-experimental study. The control group underwent conventional training, while the experimental group engaged in contextual problem-based learning. The environmental literacy of students was the dependent variable in this study. The independent variable in this study was contextual problem-based learning. Sixty pre-service biology educators from two complete courses participated in the research during their first semester. The assessments of recent environmental literacy competencies were utilized as study instruments. The research findings indicate a disparity in students' environmental literacy between those subjected to contextual problem-based learning and those who undergo traditional education. The experimental group exhibited superior environmental literacy compared to the control group. Consequently, contextual problem-based learning is a viable approach for augmenting students' environmental knowledge.

From Leader-Driven Action to Collective Learning: An Adaptive Community Empowerment Model in Circular Waste Economy

Herlina Siregar — 2026-05-10

Objective: This study aims to analyze how community empowerment develops within a waste-based circular livelihood model in a low-capacity context, with particular attention to the role of adaptive leadership as a transitional mechanism toward participatory autonomy. Method: The research employed a qualitative Participatory Action Research (PAR) design conducted at Padepokan Siloka SMART, a tempe-producing community facing environmental challenges due to unmanaged soybean pulp waste. Data were collected through semi-structured interviews, participatory observation, focus group discussions, and documentation. The data were analyzed using thematic analysis involving open, axial, and selective coding to identify patterns in leadership dynamics, livelihood adaptation, and experiential learning processes. Results: The findings indicate that empowerment did not initially emerge from spontaneous participation but from leader-driven initiation due to limited reflective capacity and economic vulnerability among predominantly elderly members. Adaptive leadership functioned as a catalytic and pedagogical mechanism that scaffolded collective action. The integration of long-term livestock investment with short-cycle sorghum cultivation stabilized participation, reduced environmental pollution, diversified income sources, and strengthened social capital. Novelty: This study proposes an adaptive transitional empowerment model that reconceptualizes leadership as a staged learning mechanism rather than a contradiction to participation, contributing to recent educational research on experiential and context-sensitive community transformation.

The Impact of AI-Based SMART Pancasila Learning Media on Students' Understanding of Pancasila Values

Ahmad Husaini — 2026-05-10

Objective: This study aims to design, develop, and evaluate the validity, practicality, and effectiveness of an AI-powered interactive platform, SMART (Integrated Responsive Active Media System) Pancasila, specifically engineered to enhance the comprehension of national values among fifth-grade elementary students. Method: Employing a quantitative approach with a quasi-experimental pre-test–post-test control group design, the research involved 60 students from SDN Jabungan and SDN Jeketro. Data collection utilized expert validation sheets, user feedback questionnaires (from teachers and students), and cognitive assessment tests, which were subsequently analyzed using independent sample t-tests and N-Gain scores. Results: The findings indicate that SMART Pancasila is highly feasible, achieving an average expert validation score of 3.78 and exceptional practicality ratings from teachers (3.90) and students (3.75). Regarding effectiveness, a significant improvement in student understanding was observed, evidenced by a high-category N-Gain score of 0.72 and a substantial effect size ($d = 1.70$). Novelty: The originality of this research lies in the integration of an adaptive AI system that provides personalized learning paths, analyzes student error patterns, and delivers automated feedback within a character education framework, effectively transforming abstract Pancasila principles into concrete conceptual mastery for primary learners.

Analysis of Communication, Collaboration, and Computational Thinking Skills of Students in the Computer and Network Engineering Program

Nasyiwa Ega Palupi — 2026-05-30

Objective: This study aims to analyze the communication skills (COM), collaboration skills (COL), and computational thinking (CT) of vocational high school (VHS) students in the computer and network engineering (CNE) program in Kedıri City, as well as to identify aspects that need to be strengthened to improve students readiness for the world of work. Method: This study used a survey method with a descriptive quantitative approach. The research sample consisted of 379 students selected using random sampling techniques. Data were collected through a closed questionnaire with a Likert scale consisting of 31 statements. Data analysis was performed using descriptive statistics to describe the student’s skills levels. Results: The results showed that students COM, COL, and CT skills were generally in the good category, with averages of 27.55, 52.75, and 40.89, respectively. However, at the indicator level, there were still several aspects that needed to be strengthened, namely the ability to convey information with confidence in COM, contribution and work organization in COL, and decomposition and algorithm development in CT. Novelty: This study provides new insights into the state of 21st century skills among VHS students, particularly those in the CNE program in Kediri City, and suggests the importance of strengthening aspects of skills that are still lacking in order to improve the work readiness of VHS students in an increasingly competitive era.

Development of Augmented Reality Learning Media for Computer Network Topics in Junior High School

Muhammad Riska — 2026-05-30

Objective: This study aimed to develop and analyze the effectiveness of Augmented Reality (AR)-based learning media for computer network topics at the junior high school level. The background of this research is based on students’ difficulties in understanding abstract computer network concepts when taught using conventional methods. Method: The research employed a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. AR learning media were developed using paper-based markers that can be scanned via smartphones to display interactive three-dimensional representations of computer network components. Result: The research subjects were ninth-grade students and information and communication technology teachers. Data were collected through observations, questionnaires, and learning outcome assessments. The results indicate that the AR-based learning media were validated by material and media experts and were considered practical for classroom implementation. Furthermore, AR media significantly improved students’ conceptual understanding and learning engagement compared to conventional instructional methods. Novelty: This study introduces innovation through the development of AR learning media that transform abstract concepts of computer networks, which are usually difficult to visualize, into interactive three-dimensional objects that can be directly manipulated by students. Unlike previous research that generally targets higher education or general hardware materials, this study specifically integrates the junior high school informatics curriculum with an ADDIE-based instructional design that emphasizes active engagement and conceptual understanding of students through personal mobile devices.

Management of Handling Deviant Student Behavior Through Innovation of the Gerbat (Inner Movement) Program: A Study at Srondol Wetan 2 Public Elementary School, Semarang City

Ruri Wijayanti — 2026-05-30

Objective: The purpose of this study is to describe and analyze the planning, organization, implementation, and evaluation of the management of student deviant behavior through the Gerbat (Inner Movement) program innovation at Srondol Wetan 2 Public Elementary School, Semarang City. Method: The research approach used was qualitative. This type of research is phenomenological. The qualitative research design consists of three stages: orientation, focused exploration, and data analysis. Data collection techniques included interviews, observation, and documentation. This study used source triangulation. Data analysis with three steps: data reduction, data presentation, and drawing conclusions. Results: The results of the study indicate that: 1) Planning is carried out by forming a team, identifying deviant behavior, conducting direct observation of student case records and SOPs integrating spiritual, emotional, and psychological approaches. 2) Organization is carried out by considering personality competencies, concern for students, and experienced teachers. Then forming the Inner Movement Team, school organizational structure and holding training and workshops. 3) Implementation is carried out by implementing the Heart Movement (spiritual) by habituating religious values, praying together, self-reflection, and strengthening moral values. The Emotional Movement (emotional) by habituating empathy, positive communication between teachers and students. The Mind Movement (psychological) with a dialogical approach, simple counseling by teachers and BK teachers. 4) Supervision is carried out by daily and weekly monitoring of changes in student behavior. Follow-up is carried out by improving coaching strategies, adjusting SOPs, mentoring students, and training teachers. Novelty: This research is novel in its approach, namely the application of deviant behavior management through the Gerakan Batin program, which is based on the internalization of spiritual and moral values.

The Effect of Transformational Leadership and Interpersonal Communication on Guru Penggerak Work Effectiveness: The Mediating Role of Learning Organization and Work Motivation

Yusef Gunawan — 2026-05-22

Objective: This study aims to examine the direct and indirect effects of transformational leadership and interpersonal communication on the work effectiveness of Guru Penggerak in curriculum implementation, with learning organization and work motivation as mediating variables. Methods: A quantitative survey design was employed involving 116 Guru Penggerak teachers from public elementary schools in Bogor Regency, selected through proportional random sampling. Data were collected using validated questionnaires and analyzed using descriptive statistics, prerequisite tests (normality, homogeneity, and linearity), and path analysis supported by the Sobel test to examine mediation effects. Results: The findings indicate that transformational leadership, interpersonal communication, learning organization, and work motivation have positive and significant direct effects on teacher work effectiveness. Learning organization and work motivation are the strongest predictors. Additionally, both variables significantly mediate the relationship between leadership, communication, and work effectiveness, with indirect effects found to be stronger than direct effects. Novelty: This study offers an integrative causal model that combines leadership, communication, organizational learning, and motivation in explaining teacher work effectiveness. It also highlights the dominant mediating role of learning organization and work motivation, providing a more comprehensive understanding of how leadership and communication influence educational outcomes in the context of curriculum reform.

Financial Management Efficiency in the Context of Improving School Quality at State Senior High School 11 in Bengkulu City

Didi Mizhar — 2026-05-28

This study examines the efficiency of financial management in improving school quality at SMA Negeri 11 Bengkulu City, with a focus on planning, implementation, and evaluation processes. The study responds to the limited empirical evidence on how efficiency principles are applied in school financial management within decentralized education systems. A descriptive qualitative approach was employed, using interviews, observations, and documentation as data collection techniques. Data were analyzed through the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicate that financial planning is conducted systematically based on actual needs and collaborative decision-making. Budget implementation prioritizes essential programs that directly support learning quality and student services, while evaluation and reporting processes emphasize transparency, accountability, and alignment between planning and realization. Furthermore, efficient financial management contributes to improved learning facilities, teacher professional development, and program sustainability. This study provides practical insights for school leaders and policymakers in strengthening accountable and quality-oriented financial management practices.

Digital Reflective Teaching-Based English Teacher Professional Development Management Model to Improve Students' Pedagogical Competence and Critical Literacy

Elis Yuliana — 2026-05-28

Objective: The aim of this research is to develop and test a digital reflective teaching-based English teacher professional development management model to improve students' pedagogical competence and critical literacy. Method: The research method uses research and development (R&D) through five stages, namely preliminary study, model design, expert validation, testing at SMP Negeri 13 Magelang, and model revision. Data were obtained through focus group discussions with education experts and practitioners, as well as field experiments using a nonequivalent control group design. Qualitative analysis was performed on the FGD results, while quantitative data were analyzed using ANCOVA and N-Gain tests. Results: The results showed that the developed model included a cycle of competency reflection, performance assessment, self-development plan preparation, learning implementation, digital reflection (teachers, students, peers), and comprehensive evaluation that was repeated to support the improvement of teachers' pedagogical competencies. The implementation model in English subjects at SMP Negeri 13 Magelang has a significant influence on students' critical literacy (sig. 0.000). The average N-Gain score of the experimental class (0.60) was higher than that of the control class (0.38), with the greatest increase in the indicator of focusing on sociopolitical issues. These findings prove that the integration of digital reflective teaching not only strengthens the management of teachers' professional development but also has a positive impact on the quality of learning and the strengthening of students' critical literacy in the era of education 4.0.

Harnessing AI-assisted Writing in Educational Institutions: A Systematic Literature Review

Anselmus Sudirman — 2026-05-28

Objective: This review aims to explore AI-assisted writing tools that can meet diverse learning needs and improve student writing performance in educational settings. It also examines the strategies teachers utilize to effectively integrate these tools into academic environments, ensuring student engagement and maintaining academic standards within educational institutions. Method: The analysis utilized the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology, which involved a systematic synthesis of findings from 22 selected articles gathered from a total of 1500 scholarly sources published in journals indexed by Scopus and Web of Science (2020-2025). These sources were accessed through various databases, including Web of Science, Scopus, PubMed, ScienceDirect, SpringerLink, Tandfonline, and IEEE Explore. Results: The findings indicate that AI writing tools enhance grammatical accuracy, structural clarity, and syntactic sophistication, providing timely and thorough feedback that complements traditional teaching methods. They play an essential role in fostering creativity and engagement by facilitating brainstorming and the structuring of ideas. The ethical use of AI and its effects on academic integrity were recognized as crucial considerations for teachers. The implications highlight the necessity of developing integrated feedback models that combine AI and human input, establishing clear ethical standards, and improving critical AI literacy among students. Novelty: The study highlights the transformative possibilities of AI-assisted writing tools in education, promoting their deliberate incorporation to improve conventional teaching methods and enhance students' learning experiences. This review offers an entirely new viewpoint through its thorough examination of AI integration in different educational environments, delivering detailed insights that inform future teaching methods and promote a well-rounded view of technology-enhanced learning.

Implementation of Deep Learning–Based Instruction in the Farming Method to Optimize Young Children’s Naturalistic Intelligence

Heny Djoehaeni — 2026-05-28

Objective: This study aims to examine the effectiveness of the farming method based on deep learning in developing naturalistic intelligence among early childhood learners. Method: The research employed a Classroom Action Research (CAR) design conducted in one cycle with several learning activities such as planting water spinach, understanding the phenomenon of tsunamis, observing clouds, and studying the process of rainfall. Data were collected through systematic observations using indicators of interest, knowledge, skills, and environmental awareness. Results: The findings show a notable improvement in children’s naturalistic intelligence after the implementation of the method. Children who initially showed greater interest in artificial objects demonstrated increased engagement in farming activities, improved understanding of natural phenomena, and heightened empathy and environmental care. Novelty: This study highlights a unique integration of deep learning–based instruction within the farming method, where learning activities are deliberately structured to promote conceptual understanding, active meaning-making, reflection, and the application of knowledge, core principles of deep learning pedagogy. By aligning experiential farming activities with these instructional components, the approach goes beyond routine hands-on learning and supports children in connecting natural phenomena with prior knowledge, reasoning, and environmental values. This integration offers an innovative and theoretically grounded strategy to cultivate naturalistic intelligence in early childhood settings, providing a practical model for teachers seeking meaningful experiential learning that fosters cognitive depth and environmental awareness.

Building Student Skills: Putting Process First in Assessment in Elementary Schools

Ida Arina — 2026-05-28

Objective: In modern education, assessment is often considered a tool to measure student learning outcomes. However, this approach often ignores the processes students go through to achieve these outcomes. This study aims to explore the impact of implementing process-based assessment in sixth-grade learning, specifically on enhancing students' abilities in communication, teamwork, and critical analysis. The approach taken in this research is a qualitative descriptive technique approach, involving data collection through observation, interviews, and document analysis. The results show that the implementation of process-based assessment significantly increased students' active participation, which was reflected in their confidence when expressing ideas and contributing in groups. This study highlights an innovative shift towards process-oriented assessment, advocating for an educational paradigm that recognizes students' individual needs and promotes meaningful learning experiences. Recommendations for educators include designing inclusive assessment strategies and providing constructive feedback to foster important skills in early childhood students, ultimately improving educational outcomes in elementary schools.

Religious Humanistic Learning in Improving Islamic Religious Education Learning Outcomes at Pesat Senior High School Bogor

Abdul Jabar Idharudin — 2026-05-28

Objective: This study analyzes the implementation of religious humanistic learning in Islamic Religious Education at Pesat Senior High School Bogor as a response to emerging dehumanization issues in Indonesian education, aiming to explain the concept, identify applied strategies, and evaluate the implications for students’ holistic development. Method: Using a qualitative case study approach through in-depth interviews, classroom observations, and documentation analysis, the data were triangulated to enhance validity and capture the real dynamics of religious humanistic learning practices. Results: The findings show that religious humanistic learning strengthens cognitive, affective, and psychomotor outcomes, with improved academic performance, evidenced by an average Islamic Religious Education score of 94. Teachers implement empathetic dialogue, contextual instruction, and value internalization to cultivate critical thinking, spirituality, and ethical behavior, while the school integrates religious habituation, digital ethics guidance, birrul walidain programs, and scholarship initiatives to support these goals. Twenty-first-century skills are enhanced through project-based learning, the Pesat Research Community, edufairs, and talent classes, preparing students to face global challenges creatively, independently, and responsibly in the future. Novelty: This study presents a comprehensive model of religious humanistic learning that integrates spiritual formation, ethical digital culture, parental devotion programs, and research-based activities, offering new insights into the alignment of humanistic pedagogy with Islamic educational values in the Indonesian secondary school context.

Bridging the Gap between Academic Preparation and Clinical Needs: A CIPP Evaluation of the English for Nursing Program (ENP)

Roudlotun Nurul Laili — 2026-05-28

Objective: To examine whether the English for Nursing Program (ENP) at STIKes Banyuwangi really supports students’ clinical communication needs and is consistent with the institution’s vision to prepare nurses who can compete internationally. Methods: A mixed-method approach was used by applying the CIPP (Context, Input, Process, Product) evaluation model developed by Daniel L. Stufflebeam. Data were collected from 32 nursing students, 2 ENP lecturers, the Head of the Nursing Study Program, 3 alumni, and 2 clinical instructors through questionnaires, interviews, document analysis, and classroom observation, then analyzed using descriptive statistics and thematic analysis. Results: The ENP goals are in line with institutional aims and national nursing standards, but the support in practice is still limited because English is only offered as a 2-credit subject in one semester. Most students rate their general English as intermediate, with listening and speaking as their weakest skills, and alumni describe their post‑ENP English as only enough for simple tasks, not for sudden or complex clinical interactions. The syllabus already includes basic nursing terms and simple nurse–patient conversations, and most students achieve good scores in conversation and presentation. However, there is still not enough time and exposure to practice more complex and authentic tasks, such as handovers or emergency scenarios. Novelty: This research applies the CIPP model in an ESP context to link ENP evaluation with real communication demands in clinical settings, not only exam scores, and offers practical suggestions such as increasing contact hours, adding realistic simulations and varied listening input, and enhancing cooperation between English lecturers and clinical instructors

Distributed Leadership and Teacher Turnover Intention: The Mediating Roles of Teacher Efficacy and Work Engagement and the Moderating Role of Interpersonal Trust

Hari Eko Purnomo — 2026-05-29

Objective: Teacher turnover intention remains a critical challenge in vocational education, particularly in emerging economies where teacher retention is essential for maintaining instructional quality and sustainable school development. This study examines the effect of distributed leadership on teacher turnoverintention, mediated by teacher efficacy and work engagement and moderated by interpersonaltrust. Method: This study utilized a quantitative explanatory survey design. Data were obtained from 250 teachers in private vocational high schools in Surakarta, Indonesia, using cluster sampling. The proposed mediated–moderated model was assessed using Partial Least Squares Structural Equation Modeling (PLS-SEM) which draws on Conservation of Resources (COR) Theory. Results: The findings demonstrate that distributed leadership has a significant positive effect on teacher efficacy and work engagement. Both variables significantly reduce teacher turnover intention, with work engagement emerging as the strongest predictor. Teacher efficacy also significantly mediates the relationship between distributed leadership and work engagement. Furthermore, interpersonal trust negatively moderates the relationship between distributed leadership and teacher efficacy, indicating a resource saturation effect in high-trust environments. Novelty: Based on Conservation of Resources (COR) Theory, this study offers new theoretical insight by demonstrating that leadership resources do not operate linearly. Using a moderated-mediation model, the findings reveal a resource saturation effect in which high interpersonal trust weakens the marginal impact of distributed leadership on teacher efficacy. This extends leadership research by empirically identifying the boundary conditions of distributed leadership and refining COR Theory within vocational education settings.

Enhancing ESP Students’ Speaking Ability through PowerPoint-Assisted Oral Presentations

Tri Pujiati — 2026-05-29

Objective:The integration of technology in English language teaching, particularly in English for Specific Purposes (ESP), has transformed classroom practices in higher education. However, students often face difficulties in speaking English fluently within their specialized subjects. This study aims to evaluate the effectiveness of PowerPoint (PPT) as a medium to enhance students’ speaking skills through oral presentations, with a focus on ESP for Business Law, an area that has received limited empirical attention. Method : This research used qualitative approach. Data were collected via observations, questionnaires, and documentation from 48 students enrolled in an English for Business Law course. Results: Findings revealed that (1) PPT effectively supports students in improving their oral communication skills, and (2) students’ speaking performance increased after conducting group presentations using PPT. Novelty: The study’s contribution lies in demonstrating how structured PPT-based presentations can enhance subject-specific oral proficiency in ESP classrooms. These results suggest that lecturers and students should consider integrating PPT in oral presentations to promote language development and engagement in higher education settings.

Optimization of Tangerang Regency Mangrove Park as A Learning Resource for the Community

Ajeng Dwi Yuliyanti — 2026-05-29

Objective: The Tangerang Regency Mangrove Park is a tourist attraction that offers numerous educational benefits to the community; however, the community has not been able to fully capitalize on these educational opportunities because visitors primarily engage in activities such as taking photos. Method: This study uses a quantitative approach, analyzing data using percentages, a Likert scale, and the 4A tourism object criteria (attractions, accessibility, facilities, and additional services). The data analysis techniques used were simple linear regression and a coefficient of determination summary model. Results: The results of the simple linear regression test indicate that the attractiveness of the mangrove park as a learning source (X) has a positive effect on tourist satisfaction (Y). The regression equation Y = 61.78 + 0.213X shows that when the attractiveness of the mangrove park as a learning resource increases by one unit, tourist satisfaction increases by 0.213 units, assuming all other variables remain constant. The coefficient of determination of 0.927 or 92.7% indicates that the variation in tourist satisfaction can be explained by the attractiveness of the mangrove park as a learning resource. Novelty: This research fills a crucial gap in mangrove ecotourism-based geography pedagogy, where existing studies have not integrated the 4A framework (attractions, accessibility, facilities, amenities) equivalent to the learning resource optimization model of messages, people, media, tools, techniques, and settings, through place-based education design in Tangerang Mangrove Park especially iconic landmarks such as I Love Mangrove, the circular bridge, and the bird's nest through a cycle of experience: observation, reflection, conceptualization, and application. This approach has not been explored.