IJORER : International Journal of Recent Educational Research

Game-Based Assessment Tool for Enhancing the Academic Performance of Grade 9 Learners in Araling Panlipunan

Ray Martin Benjamin — 2026-01-30

Objective: This study tests the Wordwall game-based assessment tool's effectiveness in enhancing the summative test scores and academic performance of Grade 9 learners in Araling Panlipunan. Additionally, this study developed an action plan for teacher training in integrating the Wordwall application in the classroom, which will contribute to the broader discussion on teacher training and development. Method: The study utilized mixed-method research using a convergent parallel mixed-method design. The study respondents were 40 Grade 9 students for the experimental group, which utilized the assessment tool in the formative assessment, and 40 Grade 9 students for the control group, which used a traditional formative assessment. Thematic analysis was conducted to gather the students' experiences utilizing the Wordwall game-based assessment tool, and an interview with the subject coordinator and perception of the ICT expert was also conducted. Results: Based on the study's findings, the assessment tool developed is content quality assured and technologically accepted. Consequently, the assessment tool effectively enhances the summative test score and academic performance of Grade 9 students in Araling Panlipunan. Novelty: Overall, the study results show a positive effect of using a Game-Based Assessment Tool for enhancing the academic performance of Grade 9 learners. Teachers improve students' performance by using this kind of educational technology in the classroom.

Evaluation of a Hybrid TOEFL Preparation Course Program for Nursing Students Using the CIPP Model

Muhammad Nashir — 2026-01-30

Objective: To enhance nurses' global competitiveness, this study evaluates a hybrid TOEFL preparation program for nursing students at STIKES Banyuwangi. Using the Context, Input, Process, Product (CIPP) model, the evaluation assesses program components to identify effectiveness, relevance, and areas for improvement. Method: This study employed a mixed-methods approach involving 86 nursing students and four academic staff. Data were collected through questionnaires, semi-structured interviews, and documentation and then analysed using descriptive statistics and thematic analysis. Results: The program significantly improved students’ average TOEFL scores, particularly in reading and listening. Context evaluation confirmed the program's relevance and students' appreciation of the hybrid format's flexibility. However, input analysis revealed a lack of nursing-specific content, and process evaluation showed inconsistent online engagement and inadequate feedback. Despite these issues, the program prepared most students to achieve their academic and professional goals. Novelty:This study addresses a crucial research gap by evaluating a hybrid TOEFL preparation program for nursing students. Unlike previous research that focused on English language learners in general and used an offline format, this study offers unique insights into the needs, motivations, and challenges of nursing students in a hybrid model. Furthermore, the comprehensive CIPP model provides a holistic and in-depth evaluation of all program stages. The model explicitly articulates how context evaluation validates program relevance, while Input and Process analyses accurately pinpoint weaknesses, such as a lack of nursing-specific content and inadequate online feedback. Product evaluation quantitatively links these deficiencies to learning outcomes, providing a clear roadmap for targeted, evidence-based program improvement.

Servant Leadership and Organizational Commitment in Female Academics: The Mediating Role of Work-Life Balance

Lintang Nezia Arkhindah — 2026-01-30

Objective: This teaching staff commitment is a crucial factor influencing the success and continuity of various activities within higher education. This research seeks to develop and evaluate a theoretical model that examines the impact of servant leadership on organizational commitment, with work-life balance serving as a mediating variable for female teaching staff in the higher education sector. Method: The study involved 117 female teaching staff who were permanent staff, married, and had at least one year of experience in higher education. Using a quantitative research design, the researchers employed Structural Equation Modeling (SEM) for analysis. Data collection involved scales measuring organizational commitment, servant leadership, and work-life balance. The validity and reliability of the constructs were assessed using an outer model, and the research data were analyzed using an inner model in SmartPLS 4.0. Results: The study findings demonstrate the development of a theoretical framework illustrating the impact of servant leadership on organizational commitment, with work-life balance serving as a mediating variable, consistent with the empirical evidence. However, the results indicate that the relationship between servant leadership and organizational commitment cannot be explained by work-life balance acting as a mediator. Novelty: This study introduces a new approach by simultaneously testing a mediator involving the variables of organizational commitment, servant leadership, and work-life balance, with a special focus on female teaching staff who work and are married in a university environment.

Building Students’ Career Readiness through Work Readiness: An Analysis of the Influence of Academic Indonesian Language Proficiency and Entrepreneurial Literacy from the Perspective of Social Cognitive Theory

Encil Puspitoningrum — 2026-01-30

Objective: This study aims to examine the influence of academic Indonesian language proficiency and entrepreneurial literacy on students’ career readiness, with work readiness tested as a mediating variable. The study focuses on undergraduate students in Malang City, a recognized educational hub in East Java, where students are actively preparing for their future careers. Method: A quantitative research design was employed using survey data collected from 289 undergraduate students across several universities in Malang. Respondents were selected through purposive sampling, requiring them to have completed at least four semesters. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 to evaluate both direct and mediating effects among the variables. Measurement validity and reliability were confirmed through factor loadings, AVE, Composite Reliability, and Cronbach’s alpha, while structural model significance was tested using bootstrapping. Results: The findings reveal that academic Indonesian language proficiency has a positive and significant effect on career readiness, with work readiness serving as a strong mediator. However, entrepreneurial literacy shows no significant indirect effect on career readiness through work readiness, indicating that entrepreneurial knowledge alone does not sufficiently translate into career preparation without contextual application. Novelty: This study contributes by highlighting the critical role of academic language proficiency often overlooked in employability research as a foundational capability that enhances both work readiness and career readiness, thereby offering new insights for higher education institutions in Indonesia.

CASEL and Good Governance-Based Integrative Japanese Language Learning Model to Build Character in Vocational Training Institution (LPK) Students

Yenny Jeine Wahani — 2026-01-30

Objective: This quasi-experimental study evaluates the effectiveness of an integrative Japanese language learning model based on CASEL (Collaborative for Academic, Social, and Emotional Learning) and Good Governance principles in enhancing character development of Vocational Training Center (LPK) students, preparing Indonesian workers for global workplace challenges. Employing a pre-test and post-test design, 40 LPK students were randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group received Japanese language instruction integrating SEL and Good Governance elements, while the control group underwent conventional learning. A validated instrument measured five CASEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Data were analyzed using paired t-tests, independent t-tests, ANCOVA, and MANOVA. The experimental group achieved a mean gain score of 25.7 points versus 6.3 points in the control group, demonstrating highly significant differences (t = 8.952, p < 0.001) with a very large effect size (Cohen's d = 2.83). MANOVA revealed significant improvements across all CASEL dimensions, with self-management showing the greatest enhancement (F = 22.73, p < 0.001, η² = 0.374). The intervention proved four times more effective than conventional methods (improvement ratio 4.1:1), with 70% of experimental participants achieving high improvement levels compared to only 5% in the control group.This study provides the first empirical evidence integrating CASEL and Good Governance within Japanese language learning in Indonesian vocational settings. Unlike previous research treating language and character development separately, this investigation establishes a holistic model leveraging culturally rich Japanese content as an authentic medium for character value internalization, directly addressing workforce development needs for workers combining linguistic competence with strong ethical foundations required in global workplaces.

Adaptive Leadership of School Principals in Improving Teacher Performance in the Archipelago: A Qualitative Study on State Junior High Schools in Simeulue Regency

Dewi Astuti — 2026-01-30

Objective: This study aimed to analyze how school principals apply adaptive leadership to improve teacher performance in archipelagic areas with limited educational resources. This study aimed to identify adaptive leadership patterns that emerge in various geographical contexts and examine their influence on teacher motivation, professionalism, and work culture in junior high schools in Simeulue Regency, Aceh Province, Indonesia. Methods: This study used a descriptive qualitative approach involving three state junior high schools: SMPN 1 Simeulue Tengah, SMPN 1 Simeulue Timur, and SMPN 2 Teupah Barat. Data were collected through semi-structured interviews, participatory observations, and documentation studies of nine informants, comprising three principals and six teachers. Data analysis was carried out with an interactive model that included data reduction, data presentation, and conclusion drawing, and was validated through triangulation of sources and methods to ensure the validity of the findings. Results: The results of the study show that the adaptive leadership of school principals is manifested in four main contextual styles: transformational, democratic, participatory, and spiritual. Transformational leadership dominates the central region, democratic leadership the coastal region, and participatory-spiritual leadership the outer island region. Adaptive leadership has been proven to increase motivation, professionalism, and cohesion of teachers' work culture through innovation, collaboration, and moral commitment, even in the midst of limited facilities and administrative burden. Novelty: This study integrates spiritual and socio-cultural values within the framework of adaptive leadership, resulting in a contextual adaptive leadership model relevant to schools in the archipelago. These findings expand adaptive leadership theory by emphasizing humanistic and value-based dimensions in the context of Indonesian education.

Implementation of the Auditory Intellectually Repetition Method in BIPA Listening Learning with Tourism Content in Indonesia and Timor Leste at ESTVC. MM Lauala

Yohana Anita Naga — 2026-01-30

Objective: To analyze the implementation and effectiveness of the Auditory Intellectual Repetition (AIR) method, integrated with tourism content from Indonesia and Timor-Leste, in improving Indonesian language proficiency among foreign language learners. Methods: A mixed-methods approach, combining classroom observations, pre-posttests, and semi-structured interviews, was employed with 30 BIPA learners at ESCTV.MM. Lauala-Gleno over a 12-week period. Results:The results indicated significant improvement in students' Indonesian language proficiency across all four language skills, with the most notable improvements in listening comprehension (M = 18.4, SD = 3.2) and speaking ability (M = 16.7, SD = 2.8), p < 0.001. Novelty: The AIR method with tourism content effectively enhances BIPA learning outcomes by providing culturally relevant and contextually meaningful materials that facilitate language acquisition through systematic auditory processing, intellectual engagement, and strategic repetition, offering a novel pedagogical approach for Indonesian language learning in Timor-Leste.

Integration of Adaptive AI Conversational Models in Bipa Learning: Design, Implementation, and Effectiveness Evaluation

Jose Manuel De Fatima — 2026-01-30

Objective: This study aims to evaluate the efficacy of integrating adaptive conversational AI models in enhancing language proficiency—specifically speaking and listening skills and learning motivation among BIPA (Indonesian for Foreign Speakers) learners. Methods: A quasi-experimental design was employed involving 30 BIPA learners at ESGC São João de Brito, Liquica, Timor-Leste. Participants were divided into an experimental group utilizing an adaptive conversational AI model and a control group following conventional teaching methods. Data collection encompassed language proficiency tests (speaking and listening), questionnaires to gauge learning motivation, and direct classroom observation. Results: The findings revealed significant improvements in the experimental group's speaking and listening abilities compared to the control group. Furthermore, learners using AI exhibited higher motivation levels, engaged in more active classroom interactions, and held positive perceptions of the AI-based approach, whereas the control group did not demonstrate comparable gains. Novelty: This research underscores the distinct potential of adaptive conversational AI not only for improving oral communication but also for fostering intercultural competence among BIPA learners. It offers valuable insights for designing innovative, responsive, and learner-centered teaching strategies within technology-integrated BIPA curricula.

Integrating Vocationalogy-Based Web Media with Blended Learning for Enhancing Practical Competence in Vocational Education

Endah Andayani — 2025-12-30

Objective: Vocational education requires learning media that not only support the delivery of conceptual knowledge but also facilitate hands-on practice relevant to workplace demands. Method : This study aims to develop and evaluate a blended learning web-based media called Vocationalogy, designed to support project-based learning in Creative Products and Entrepreneurship (PKK) at vocational high schools. Quantitative data were collected through surveys involving 94 students who used the platform during blended learning activities. Novelty: The study adopted the waterfall model as the framework for the development of the Vocationalogy platform, encompassing stages of analysis, design, development, implementation, and evaluation. The evaluation focused on four main aspects: usability, content quality, interactivity, and user satisfaction. Descriptive statistical analysis was used to assess the platform's effectiveness, and results were further validated through literature comparison and theory-driven interpretation. Result: The results indicated that Vocationalogy effectively enhanced students' access to practical materials, facilitated self-directed learning, and increased engagement through multimedia-based content and asynchronous discussion forums. Students reported high levels of satisfaction, particularly regarding the clarity of content and ease of use. The integration of features such as digital portfolios and self-assessment tools also supported reflective learning and competency tracking. In conclusion, the Vocationalogy platform demonstrates strong potential as an adaptive and pedagogically sound learning management system (LMS) for vocational education. Future development should focus on strengthening collaborative features and integrating learning analytics to enhance personalization and feedback mechanisms.

Implementation of Interactive E-Books in Fostering Personal Safety in Early Childhood Education

Aulia Syakinah Maulani — 2026-01-30

Objective: The purpose of this study is to determine the implementation and response to the use of interactive E-Books in early childhood self-safety learning. Personal safety education plays a crucial role in shaping children's attitudes and behaviors, enabling them to maintain their own safety and that of others. However, most PAUD institutions still do not have a structured concept of personal safety learning, so effective and interesting learning media for children are needed. Method: This study used a qualitative method with a case study approach. Data were collected through observations, interviews, and documentation involving early childhood educators and experts in learning activities using Interactive E-Books in Fostering Personal Safety in Early Childhood Education. Results: The results of the study show that this E-Book has a positive effect on increasing children's understanding of the concept of personal safety. Children show high enthusiasm, actively participate, and can understand safe actions in risky situations such as fires, earthquakes, or meeting strangers. Teachers consider that this media is interesting, communicative, and in accordance with the characteristics of children because it presents concrete, interactive, and fun learning. Novelty: This research strengthens the application of Bandura's Social Learning theory and Mayer's Multimedia Learning theory in the context of digital-based early childhood education. The integration of visual, audio, and character elements as behavioral models not only results in theoretical contributions regarding the effectiveness of interactive media but also makes practical contributions to the development of learning that is in accordance with the child's developmental needs. This innovation is in line with the Sustainable Development Goals (SDGs) points 3, 4, and 16, especially in supporting children's health and safety, providing quality education, and strengthening a safe and character-oriented learning environment.

The Paradox of Empathic Communication in Islamic Education (A Quantitative Analysis of Teacher–Student Interaction and Motivation in the Qur’an Memorization Program)

Ali Husan — 2026-01-30

Objective: The relationship between empathetic communication by teachers and student learning motivation requires empirical verification in the context of traditional Islamic education, particularly in Qur'an memorization programs that emphasize an authoritative approach. This study addresses the knowledge gap regarding the motivational dynamics in Qur'an memorization learning, which has not been comprehensively documented. Methods: The study employed a cross-sectional survey design involving 83 students aged 15–18 years from four tahfidz institutions in the city and regency of Bandung through purposive sampling. Result: Empathetic communication was measured using the Dyadic Interpersonal Communication Scale (α = 0.916), while motivation was assessed using the Quranic Memorization Motivation Scale, which includes intrinsic (α = 0.843) and extrinsic (α = 0.811) dimensions. Hierarchical multiple regression analysis was conducted with demographic variables controlled according to Self-Determination Theory. The data indicate that empathetic communication predicts intrinsic motivation (β = -0.261, p = 0.015) and extrinsic motivation (β = -0.469, p < 0.001). The final regression models explained 35.8% of the variance in intrinsic motivation and 51.9% in extrinsic motivation; however, these R² values reflect the combined contribution of empathetic communication and the controlled demographic variables (age, and memorization completion) with empathetic communication demonstrating a significant incremental effect beyond the controls. Novelty: These findings differ from Western educational theories, which predict a positive relationship, indicating that cultural context mediates the empathy-motivation relationship in traditional Islamic education. The study confirms the importance of adapting pedagogical approaches that consider local cultural values to optimize learning motivation in tahfidz programs.

Integrating Sakubun Writing Instruction with Character Education: A Case Study in Japanese Language Pedagogy

Jourike Runtuwarouw — 2026-01-30

Objective: This study investigates the integration of sakubun writing instruction with character education in Japanese language pedagogy at Manado State University, exploring implementation strategies and student responses to this integrated approach. A qualitative descriptive design was employed with 30 fifth-semester students as participants. Data were collected through classroom observations (12 sessions), semi-structured interviews (15 students), and document analysis of sakubun compositions. Thematic analysis was used to identify patterns in integration practices and student perceptions. Findings reveal three primary integration strategies: thematic writing assignments incorporating moral values, reflective journal activities, and collaborative peer feedback emphasizing respectful communication. Students demonstrated enhanced awareness of character values such as honesty, responsibility, and empathy while developing their Japanese writing proficiency. Students reported increased motivation and meaningful engagement in writing tasks. Key challenges included time constraints and difficulty in assessing character development alongside linguistic competence. This study provides empirical evidence of character education integration within Japanese writing pedagogy, an underexplored area in foreign language education research. It offers a practical framework for language educators seeking to implement values-based instruction while maintaining focus on linguistic objectives, contributing to holistic approaches in second language writing instruction.

Development of an Augmented Reality-Based History Learning Model to Improve Historical Literacy Among Secondary School Students

Rudi Kurniawan — 2026-01-30

Objective: This study aimed to develop a pedagogically validated Augmented Reality (AR)-based history learning model to enhance secondary school students' historical literacy, motivation, and engagement. This study addresses the pressing issue of low historical literacy, often exacerbated by conventional teaching methods perceived as monotonous and irrelevant. Method: This study employed a tailored Research and Development (R&D) approach adapted from the Borg and Gall model, encompassing three main phases: needs identification, development, and evaluation. Comprehensive data were collected from 30 students, teachers, and experts through surveys, interviews, observations, and historical literacy tests (pre- and post-tests). Results: The developed AR prototype successfully integrated 3D visualizations, interactive narratives, and gamified quizzes to create an immersive learning experience. The model's implementation yielded substantial improvement: the students’ average historical literacy score increased significantly by 22.4% (from 55.0% to 77.4%); furthermore, the model demonstrated high user acceptance, with a student satisfaction rate of 84%. Expert validation further affirmed the model’s pedagogical soundness, content accuracy, and curriculum alignment. Novelty: This study introduces an integrated AR framework explicitly designed for Indonesian history education, effectively transforming traditional instruction into an interactive and contextual experience. This approach supports Sustainable Development Goal 4 (SDG 4) objectives by promoting innovative and equitable access to quality education.

Mapping Electronic Module MBKM in Indonesia: A Bibliometric Analysis

Ade Holisoh — 2026-01-30

This study aims to map and analyze research trends related to the MBKM (Merdeka Belajar Kampus Merdeka) E-Module in higher education by identifying publication growth, dominant themes, and research clusters during the 2020–2025 period. This research employs a qualitative descriptive approach using bibliometric analysis. Bibliographic data were collected from Google Scholar through the Publish or Perish (PoP) software using the keywords E-module, MBKM, and university. A total of 236 document metadata records published between 2020 and 2025 were obtained and stored in RIS format. The data were then analyzed using VOSviewer to generate network, overlay, and density visualizations to identify research patterns, keyword relationships, and publication trends. The findings indicate a fluctuating yet increasing trend in MBKM E-Module research, with a significant rise in publications between 2022 and 2024. The most frequently discussed topics include digital learning media, independent curriculum development, project-based learning, digital teaching materials, and student competency development. Network visualization reveals 13 distinct research clusters, demonstrating diverse research themes with strong interconnections among curriculum innovation, digital learning, and experiential learning approaches. Overlay and density visualizations show that recent studies focus increasingly on applied learning models and competency-based education. This study presents a comprehensive and longitudinal bibliometric mapping of MBKM E-Module research by systematically integrating e-module studies with the Merdeka Belajar–Kampus Merdeka (MBKM) policy in higher education. By analyzing publications from 2020 to 2025, this research reveals the intellectual structure, dominant themes, thematic evolution, and emerging research gaps within policy-driven digital learning. The findings offer novel insights into the development of MBKM-based digital learning scholarship and provide a robust reference for future empirical research, curriculum innovation, and evidence-based policy formulation in higher education.

Student Motivation Increases: The Impact of the Free Nutritional Meal Program on Attendance (MBG)

Ida Arina — 2026-01-30

Objective: : Quality education is a fundamental right of every child, however many students, particularly those in resource-limited areas, face challenges in accessing education. This study aimed to explore the impact of a free nutritious meal program on student attendance and motivation in three sub-districts. Using a mixed-methods approach, quantitative data were collected through surveys involving 52 students and 34 teachers, while qualitative data were obtained through in-depth interviews. The results showed that average student attendance increased from 80% to 95% after program implementation, which aligns with teachers' reports of increased student enthusiasm for learning. These findings indicate that adequate nutrition contributes to increased student motivation and engagement. While this study provides valuable insights into the program's effectiveness, its focus on three sub-districts limits the generalizability of the results. Therefore, future research is recommended to involve a wider area and employ a longitudinal approach to assess the program's long-term effects. These findings have important implications for education policy, highlighting the need for continued support for the nutritious meal program to improve access to and quality of education.

The Effect Of The Effect of Training, Teaching Experience and Work Motivation on The Performance of State Vocational School Teachers Jeneponto

Rezky Rezky — 2026-01-30

Objective: This study aims to analyze the influence of training, teaching experience, and work motivation on the performance of State Vocational High School teachers in Jeneponto Regency, both partially and simultaneously. Method: The study used Explanatory Research with a quantitative approach through a cross-sectional survey design. The study population came from three State Vocational High Schools in Jeneponto Regency totaling 134 teachers, with a sample of 100 teachers obtained using the Proportionate Random Sampling technique. Data were collected using a structured questionnaire and analyzed using simple and multiple linear regression. Results: The results showed that training, teaching experience, and work motivation had a positive and significant effect on teacher performance (Sig. <0.05). Simultaneously, the three variables explained 67.4% of the variation in teacher performance (R² = 0.674), while 32.6% was influenced by other factors outside the model. Novelty: This study emphasizes the importance of an integrated approach in improving the performance of vocational teachers by integrating aspects of competence, professional experience, and work motivation in the context of regional Vocational High Schools. These findings provide an empirical basis for formulating more contextual and sustainable vocational school teacher development policies at the local level.

Mapping Global Research Trends on Differentiated Instruction: A Bibliometric Analysis of Two Decades of Scholarship

Yulia Andriani — 2026-01-30

Objective: This study aims to map the evolution, influence, and thematic structure of global research on Differentiated Instruction (DI) published between 2005 and 2025. It examines the field’s developmental trajectory, key contributors, and emerging research directions that reflect the growing emphasis on inclusive and adaptive education. Methods: A bibliometric approach was conducted using 743 documents indexed in the Web of Science Core Collection. Analyses were performed with RStudio and VOSviewer to assess publication growth, citation patterns, co-authorship networks, and keyword co-occurrences. The study also identified thematic clusters and trend topics to trace the conceptual and methodological development of DI scholarship over two decades. Results: The findings indicate an annual growth rate of 11.77%, demonstrating that DI has developed into a dynamic and interdisciplinary research domain. The United States, Germany, and China emerged as the most influential contributors, while Teaching and Teacher Education and the International Journal of Inclusive Education were identified as leading journals. Four dominant research clusters were revealed: inclusive education, teacher professional development, technology integration, and student achievement. Novelty: This study provides the first comprehensive bibliometric mapping of DI research spanning 20 years, highlighting the shift from traditional differentiation toward digitally adaptive and equity-oriented pedagogies. The findings offer an evidence-based overview that supports the advancement of 21st-century inclusive teaching.

Enhancing Student Ecoliteracy through an ESD-Inquiry Website on Mangrove Biodiversity

Fahmie Firmansyah — 2026-01-30

Objective: This study aims to develop an inquiry-based Education for Sustainable Development (ESD) oriented website that focuses on mangrove in the Pulau Dua Nature Reserve to enhance high school students’ ecoliteracy. The research addresses the limited availability of digital learning media that successfully integrate local environmental content with inquiry-driven learning approaches. Method: The study applied the ADDIE model, which includes analysis, design, development, implementation, and evaluation phases. Validation was conducted by media and material experts, followed by classroom implementation with selected high school students in Serang Regency. Data collection combined quantitative and qualitative methods. Quantitative data were obtained from pretest and posttest assessments on ecoliteracy indicators, while qualitative data were gathered through expert reviews and teacher interviews. Results: The results indicated a significant improvement in students' ecoliteracy, covering cognitive, affective, and behavioral dimensions. All six measured aspects showed positive development, including ecological knowledge, environmental awareness, attitudes and values, ecological skills, critical and reflective thinking, and environmental action. The effectiveness was confirmed through statistical analysis using paired sample t-tests. Novelty: The novelty of this research lies in the integration of local environmental issues into a digital learning platform that promotes critical thinking and sustainability-oriented behavior. The website provides a contextual and interactive learning experience that connects ecological content with global sustainability perspectives. These findings demonstrate the potential of localized and inquiry-based digital tools to strengthen students' understanding and commitment to sustainable development.

Authentic Sociology Learning Design: A Social Constructivism Approach Through Collaboration with Government Social Programs

Atik Catur Budiati — 2026-01-30

Objective: Studying sociology gains real significance when it is linked to real-life situations, creating a challenge for teachers to incorporate society into their sociology lessons. This study seeks to connect sociological content with social programs through collaborative projects. Social programs run by both the public and private sectors can provide an individual with a genuine understanding of social issues. Method: The study employs a qualitative design with a social constructivist approach, emphasizing collaborative learning through interaction, discussion, and sharing of knowledge among students. Data were gathered through interviews and document analysis. The informants consist of sociology teachers, sociology researchers, and coordinators of sociology education programs. Additionally, the study involves informants from organizations responsible for implementing social programs. To integrate sociological material, it is necessary to simplify sociological material to facilitate the process of collaboration, bringing society into sociology classes. Results: The integration of government social programs into high school sociology instruction through a social constructivist approach fosters meaningful, contextual, and in-depth learning. By engaging in real-life experiences, participating in social dialogue, and receiving mentorship from teachers and peers, students not only grasp sociological concepts on a theoretical level but also cultivate empathy, social awareness, and essential 21st-century skills. Novelty: This study emphasizes on integrating government social programs as contextual learning resources through intersectoral collaboration. This approach positions these programs as authentic learning environments enabling students to connect sociological theories with real social conditions, aligning with Vygotsky’s social constructivism and supporting deeper conceptual understanding in sociology learning.

The Determinant of Tax Awareness in Higher Education and its Impact on Compliance

Ikhwanudin Ikhwanudin — 2026-01-30

Objective: This study aims to analyze the elements affecting the compliance of individual taxpayers in Indonesia. This study will focus on the role of taxpayer awareness and tax center activities in affecting compliance. Method: In this research, the author intends to examine the variables in question, in which a quantitative approach will be used. In this case, the author used a structured questionnaire to collect the primary data, which was distributed to 285 respondents who were selected using the purposive sampling method. This research is based on a taxonomy of three exogenous variables: tax knowledge, ease of administration, and law enforcement, which is in turn is impacted by a mediating variable, taxpayer awareness, a moderating variable of tax center activity, and an endogenous variable of taxpayer compliance. The data collected will be processed using descriptive statistics and analyzed using Structural Equation Modeling (SEM-PLS). Results: Law enforcement, tax knowledge, and ease of administration increases taxpayer awareness and compliance. It has been shown that taxpayer awareness mediates the relationship between these three variables and compliance. Tax center activities moderate the relationship between tax knowledge and awareness, but do not moderate the relationship of ease of administration and law enforcement on tax awareness. Novelty: This research is innovative because it incorporates tax center activity both as a moderating variable and taxpayer awareness as a mediating variable within a single structural model. More specifically, this study aids in the empirical understanding of the tax center’s limitations, which seem to be more effective in reinforcing the educative (knowledge) dimension rather than the administrative/law enforcement dimension.

From Bias to Better Decisions: Behavioral Insights for Financial Literacy Curriculum Development in Higher Education

Tia Yuliawati — 2026-01-30

Objective: This study aims to analyze the effect of behavioral bias on investment decisions of undergraduate students in Indonesia in the context of higher education with risk perception as a mediating variable and financial literacy as a moderating variable as a basis for strengthening the behavioral-based financial literacy curriculum in universities, as well as preparing students to become rational investors. Method: The study used a quantitative approach by distributing questionnaires to 385 undergraduate students in Indonesia who are active individual investors and registered with the Kustodian Sentral Efek Indonesia (KSEI). The structural model analysis was conducted using SmartPLS 4, while the moderated mediation test was performed using PROCESS Model 59 in SPSS. Results: The study's results indicate that behavioral bias has a significant adverse effect on risk perception, which in turn hurts the investment decisions of students in Indonesia. Financial literacy is proven to act as an important moderating variable. It can weaken the adverse effect of behavioral bias on risk perception and change the impact of risk perception on investment decisions to be positive at high levels of financial literacy. In addition, risk perception mediates the relationship between behavioral bias and investment decisions, especially at moderate levels of financial literacy. Novelty: The findings underscore the importance of integrating behavioral aspects in developing financial literacy curricula in higher education to equip students with the cognitive and affective competencies needed for rational investment decision-making. This study contributes to the behavioral finance literature and offers practical and theoretical contributions for educators and policymakers in designing contextual and behavioral-based financial literacy education for students.

Neuroscience Integration in Secondary Education : A Bibliometric Analysis (1993-2025)

Siti Zayyana Ulfah — 2026-01-28

Objective: This study aimed to explore the intersection of neuroscience and education by analyzing how neuroscientific research informs secondary education, particularly in relation to cognitive development, motivation, and learning strategies. Method: A bibliometric analysis of 218 articles indexed in the Scopus database from 1993 to 2025 was conducted. Keyword co-occurrence mapping, citation tracking, and publication trend analysis were performed using VOSviewer to identify core themes and leading contributors in the field. Results: Findings revealed a growing scholarly interest in applying neuroscience to education, especially in areas such as emotional and cognitive regulation, memory, and attention. Foundational studies from 2006 to 2012 remain influential, though the literature still lacks practical integration of neuroscientific findings into secondary-level teaching practices. Novelty: This study offers a structured overview of the educational neuroscience landscape with a unique focus on secondary education, highlighting the need for stronger interdisciplinary collaboration to bridge theory and practice and proposing that neuroscience-informed strategies can improve learning outcomes when aligned with classroom realities.

The Role of FOMO on Netflix Subscription Intention

Fenny Damayanti — 2026-01-30

Objective: This study examines the influence of Fear of Missing Out (FOMO) on Generation Z university students' Netflix subscription intention. The research is motivated by the increasing reliance of students on streaming platforms for entertainment, cultural exposure, and informal learning, alongside heightened psychological pressures associated with digital connectivity. Method: A quantitative explanatory approach was employed using online questionnaires distributed to 385 university students aged 18–24 who actively use Netflix. Out of 400 questionnaires distributed, 385 were returned and deemed valid (response rate: 96.25%). Non-probability purposive sampling was applied. Data analysis included descriptive statistics, reliability and validity testing (HTMT criterion for discriminant validity), and hypothesis testing using Partial Least Squares Structural Equation Modeling (PLS-SEM) with bootstrapping. Results: Students exhibited moderate-to-high FOMO levels (M = 3.87, SD = 0.92) and predominantly high subscription intentions (M = 4.12, SD = 0.78) on a 5-point Likert scale. FOMO had a significant positive effect on subscription intention (β = 0.432, p < 0.001), explaining 43.2% of the variance. Perceived usefulness, social influence, and digital literacy were measured as contextual variables but not incorporated into the structural model. The remaining 56.8% of unexplained variance indicates that other psychological, social, and technological factors warrant future investigation. Novelty: This study provides empirical evidence that FOMO is a significant predictor of streaming platform adoption among Generation Z. The findings offer practical implications for platform providers and educational institutions to develop targeted interventions addressing psychological drivers and digital literacy competencies relevant to subscription behavior in higher education contexts.

The Influence of Digital Marketing, Branding, Electronic Word of Mouth, and the Reputation of Islamic-Based Educational Institutions on the Decision to Join Islamic Schools

Muammar Khadafie — 2026-01-30

Objective: This study aims to analyze the influence of digital marketing, branding, electronic word-of-mouth (e-WOM), and reputation on the decision to enroll in Islamic schools. Methods: The research employs multiple linear regression analysis to test the proposed hypotheses. Results: The findings indicate that digital marketing has a positive but statistically insignificant effect (β ≈ 0.092, p = 0.269) on enrollment decisions. In contrast, branding (β ≈ 0.263, p < 0.001), e-WOM (β ≈ 0.297, p = 0.012), and reputation (β ≈ 0.412, p < 0.001) exert significant positive influences, with reputation as the most dominant factor. The overall regression model is statistically significant (F = 120.1, p < 0.001), with an R² of 0.624, explaining 62.4% of the variability in enrollment decisions. Islamic schools should prioritize strengthening branding, leveraging e-WOM, and maintaining robust reputations to boost enrollment rates, while optimizing digital marketing through integration with other strategies for greater impact. Novelty: This study offers actionable insights for Islamic educational institutions to enhance their competitive edge in the sector, particularly by identifying key drivers beyond digital marketing—such as branding, e-WOM, and reputation that significantly shape enrollment decisions.

Beyond Culture Shock: Intercultural Learning and English Language Adaptation among Sudanese Students in Palembang, Indonesia

Asti Gumartifa — 2026-01-30

Objective of this study is to explore the culture shock experienced by Sudanese students studying at a university in Palembang, Indonesia, focusing on both students' psychological and sociocultural adaptation challenges and strategies when adapted to a new cultural environment. The method is qualitative descriptive approach, data were collected through questionnaires and unstructured interviews to obtain a deeper exploration of students’ perspectives. As a result, the findings reveal that Sudanese students experienced the four stages of culture shock such as honeymoon, crisis, recovery, and adjustment. During the crisis stage, students reported difficulties related to language barriers, food, climate differences, and communication patterns with local students. Over time, in the recovery and adjustment stages, students gradually adapted by building social networks, improving language skills, and engaging in local cultural practices. Furthermore, this study offers novelty by integrating intercultural adaptation theories and exploring the under-researched experiences of African students in Indonesia by providing insights into how they enhance academic adaptability and sociocultural competence during classroom activities. The findings reveal that social adaptation strategies significantly improved students' English ability by encouraging actual language exposure, improving academic confidence, and promoting greater understanding and production of academic texts.

The Role of Digital Literacy and Indonesian Language Proficiency Among University Students in Using Social Media

Yulian Dinihari — 2026-01-30

Objective: This study examines how digital literacy and Indonesian language proficiency shape university students’ patterns of social media use. Digital literacy is conceptualized not merely as technical ability, but as a reflective and ethical capacity to access, evaluate, and produce information responsibly. Indonesian language proficiency is similarly positioned as a key indicator of students’ logical reasoning, clarity of expression, and politeness in digital communication. Using a mixed-methods approach with 75 Communication Science students, this study collected quantitative data through Likert-scale questionnaires measuring digital literacy, language proficiency, and ethical awareness, while qualitative insights were obtained from open-ended responses describing students’ verification practices, communicative strategies, and perceptions of responsible online behavior. The results show that 84% of students routinely verify information sources before sharing, 78% maintain polite and audience-appropriate language when interacting online, and 92% express pride in using proper Indonesian in digital spaces. These findings indicate that higher digital literacy is associated with stronger discernment, self-regulation, and ethical awareness in social media use, while greater Indonesian language proficiency supports clarity, civility, and context-sensitive communication. The integration of these competencies fosters responsible and reflective participation in online environments. The novelty of this study lies in demonstrating how language proficiency complements digital literacy in fostering responsible digital behavior and strengthening students' communicative ethics. Importantly, these insights have practical implications for curriculum development and character education in higher education, by promoting an integrated approach that combines digital literacy and language ethics to prepare students for responsible digital citizenship.