Indonesian Technology and Education Journal

Creative Thinking Profiles of Fifth-Grade Students in Solving Least Common Multiple Word Problems: A Cognitive Style Perspective

2026-08-28T03:20:13+00:00

This study describes the creative thinking profiles of fifth-grade students solving least common multiple (LCM) word problems from the perspective of field-independent (FI) and field-dependent (FD) cognitive styles. A descriptive qualitative design was used at SD Al-Azhar Mandiri Palu, Indonesia. Twenty-two students completed the Group Embedded Figure Test (GEFT), resulting in 18 FI and 4 FD classifications. One high-performing and communicative student from each category was purposively selected as a focal participant. Data were obtained from two equivalent LCM written tasks and semi-structured interviews, with consistency examined through time triangulation. Analysis followed data condensation, data display, and conclusion drawing/verification using the four indicators of fluency, flexibility, originality, and elaboration. The FI participant, AAR, used two relevant conventional strategies, listing multiples and prime factorization, and explained the solution in detail. AAR therefore met fluency, flexibility, and elaboration and was classified at Level 3 (creative). The FD participant, AKW, used one conventional listing-multiples strategy and explained it in detail, meeting elaboration only and corresponding to Level 1 (less creative). Within these two focal cases, the main difference concerned the breadth and variation of strategy use rather than answer correctness.

Preliminary Psychometric Evaluation of Social Support, Self-Efficacy, and Resilience Measures in Military Cadets

2026-08-25T05:38:45+00:00

Resilience is an essential psychological resource for military cadets who must simultaneously meet academic, physical, and military training demands. Reliable measurement of resilience and its related psychosocial resources is therefore necessary before examining their structural relationships. This study aimed to conduct a preliminary psychometric evaluation of the Multidimensional Scale of Perceived Social Support (MSPSS), General Self-Efficacy Scale (GSES), and 25-item Connor-Davidson Resilience Scale (CD-RISC-25) among military cadets. A quantitative instrumentation design was employed involving an initial tryout with 30 cadets, followed by field administration to 225 cadets selected through proportional stratified random sampling from a population of 514. Item discrimination was assessed using corrected item-total correlations, while internal consistency was evaluated using Cronbach’s alpha. All 47 items across the three instruments met the predetermined item-discrimination criteria in both assessment phases. Internal consistency coefficients were also acceptable for all instruments, indicating adequate reliability for preliminary research use. The self-efficacy scale demonstrated comparatively stable item-level performance across phases, whereas several resilience items showed relatively weaker but still acceptable discrimination. These findings provide preliminary evidence supporting the use of the three instruments among military cadets while also indicating that further examination of the resilience measure is warranted. Confirmatory factor analysis and measurement-invariance testing are recommended before the instruments are used for structural hypothesis testing or consequential psychological assessment.

Psychological Dynamics and Coping Mechanisms in Chronic Academic Procrastination Among Senior High School Students

2026-08-25T04:49:04+00:00

Chronic academic procrastination among senior high school students is increasingly understood as a self-regulatory problem involving interconnected cognitive, emotional, and interpersonal processes rather than merely poor time management. This study aimed to explore the psychological dynamics and coping mechanisms of students experiencing chronic academic procrastination. A qualitative case-study design was employed involving two eleventh-grade students purposively identified as exhibiting persistent academic task delay across multiple subjects. Supporting data were obtained from four informants consisting of a homeroom teacher, a subject teacher, a guidance-and-counseling teacher, and a peer. Data were collected through semi-structured interviews, non-participant observation, and documentation and analyzed using the interactive model of data collection, data reduction, data display, and conclusion drawing. The findings revealed a recurring psychological cycle involving negative task appraisal, low confidence, academic anxiety, guilt, fear of failure, and avoidance of academic accountability. Interpersonal relationships played an ambivalent role, functioning both as sources of distraction and social support. Students predominantly relied on maladaptive emotion-focused coping, including digital distraction, social interaction, avoidance, and other activities that provided temporary emotional relief but reinforced continued task postponement. Problem-focused strategies, such as help-seeking and task prioritization, were present but inconsistently applied. These findings highlight the importance of guidance-and-counseling interventions that integrate self-efficacy development, emotion regulation, cognitive restructuring, and adaptive coping skills rather than relying solely on time-management training.

Digital Leadership of School Principals In Indonesia 2020–2026: A Bibliometric Analysis

2026-08-25T05:06:47+00:00

This study examines the development, intellectual structure, and thematic patterns of research on the digital leadership of school principals in Indonesia from 2020 to 2026. A quantitative descriptive approach was employed using bibliometric analysis. Publication data were retrieved from Google Scholar through Publish or Perish on [insert exact search date]. The retrieved records were screened according to predetermined inclusion and exclusion criteria, including publication period, document type, language, relevance to digital leadership, school-level leadership focus, and Indonesian educational context. After duplicate removal and eligibility assessment, 68 publications were included in the final bibliometric dataset. The data were analysed using VOSviewer through keyword co-occurrence analysis. The analysis examined publication distribution, keyword occurrence, total link strength, thematic clustering, and the temporal development of research themes. The results identified four interconnected thematic clusters representing digital transformation and emerging technology, school leadership and instructional processes, organisational performance and research relationships, and teachers, principals, and instructional leadership. The findings indicate that research on the digital leadership of school principals in Indonesia is characterised by the interaction of technological, instructional, organisational, and human dimensions. Emerging themes also indicate increasing attention to artificial intelligence, digital transformation, teacher digital competence, and equitable access to technology. This study provides a focused bibliometric mapping of the Indonesian research landscape and identifies thematic areas that may inform future studies on school-level digital transformation and leadership.

Learning Outcomes Following Assemblr EDU-Based Augmented Reality Instruction on the Human Respiratory System

2026-07-17T14:06:05+00:00

The human respiratory system involves complex anatomical structures and physiological processes that are difficult to observe directly, creating challenges for students in developing conceptual understanding. This study aimed to describe changes in middle school students’ learning outcomes following instruction supported by Assemblr EDU-based augmented reality on the human respiratory system. A quantitative pre-experimental approach with a one-group pretest–posttest design was employed. Participants were selected through purposive sampling, and learning outcomes were assessed using a multiple-choice achievement test covering remembering, understanding, applying, and analyzing cognitive processes. The data were analyzed descriptively by comparing pretest and posttest performance and evaluating normalized learning gains. The findings showed that students achieved substantially higher learning outcomes after participating in augmented reality-supported instruction, with overall learning gains categorized as high. Improvements were also observed across all cognitive-process categories, although differences among these categories should be interpreted cautiously because of unequal item distribution. These findings indicate that Assemblr EDU can serve as a useful three-dimensional representational resource for supporting the learning of internal anatomical structures when integrated with appropriate explanations and cognitive learning activities. However, because the study did not include a comparison group or inferential analysis, the findings should be interpreted as preliminary evidence of learning changes rather than causal evidence of instructional effectiveness.

Integration of Coding Education into Elementary School Curriculum: An Analysis Through a Systematic Literature Review (SLR)

2026-08-02T00:03:26+00:00

The rapid advancement of digital technology has increased the need to equip elementary school students with computational thinking, creativity, problem-solving, and digital literacy skills. This study systematically analyzes the integration of coding education into the Indonesian elementary school curriculum, focusing on implementation models, instructional approaches, educational outcomes, and implementation challenges. A Systematic Literature Review (SLR) was conducted following PRISMA 2020 guidelines. Relevant peer-reviewed studies published between 2021 and 2025 were identified through database searches, screened using predetermined eligibility criteria, critically appraised using appropriate CASP checklists, and synthesized thematically. Twelve studies met the inclusion criteria. The findings show that coding education has been implemented through subject-based, thematic, project-based, and extracurricular models using both plugged and unplugged approaches. Frequently used platforms and strategies included Scratch, Scratch Jr, Code.org, game-based learning, logic games, simulations, algorithmic activities, and contextual projects. Across the reviewed studies, coding education was associated with improvements in computational and algorithmic thinking, creativity, problem-solving, digital competence, collaboration, motivation, confidence, and student engagement. However, implementation remains constrained by teacher readiness, limited infrastructure, insufficient instructional resources, and variations in school conditions. The evidence also indicates that unplugged activities offer a practical alternative for schools with limited access to technology. Overall, coding integration has strong potential to support future-ready competencies in elementary education, provided that implementation is accompanied by teacher professional development, contextual learning materials, flexible pedagogical approaches, and equitable access to supporting infrastructure.

Principal Leadership Strategies in Enhancing The Digital Literacy Competence of Teachers and Education Personnel in Rokan Hulu

2026-08-05T13:21:38+00:00

Digital transformation in education requires school principals to move beyond administrative leadership and actively shape the digital capacity and work practices of teachers and education personnel. However, empirical evidence remains limited regarding how such leadership strategies are implemented in resource-constrained regional schools and whether similar strategic patterns emerge across schools with different organizational scales. This study examined principal leadership strategies for strengthening digital literacy among teachers and education personnel in two reference digital public junior secondary schools in Rokan Hulu Regency, Indonesia. A descriptive qualitative multiple-case study design was employed involving eight purposively selected informants comprising two principals, four teachers, and two education personnel. Data were collected through semi-structured interviews, non-participant observations, and document analysis and were analyzed using within-case and cross-case procedures based on the interactive model of data condensation, data display, and conclusion drawing, with source and method triangulation used to strengthen credibility. The findings identified four interrelated leadership strategies: mapping digital needs and competencies, applying gradual and adaptive capacity-building approaches, optimizing internal and district-level resources, and developing a sustainable digital work culture. These strategies were implemented through internal training, peer mentoring, supervision-based monitoring, and integration of digital-literacy initiatives into routine school management. Across both cases, principal leadership was the most consistently emphasized supporting factor, whereas disparities in digital skills and limited professional-development time represented the most prominent barriers. The findings extend transformational and distributed leadership perspectives by showing how adaptive and shared leadership practices can support school digitalization across institutions with different resource scales. Nevertheless, because digital competence was not directly measured, the findings should be interpreted as evidence of perceived and observed implementation rather than verified competence improvement.

Digital-Based Deep Learning in Elementary Education: Implementation, Supporting Ecosystem, and Sustainability Challenges

2026-07-16T05:51:46+00:00

The integration of digital technology into elementary education creates opportunities for more contextual, collaborative, and meaningful learning. However, limited evidence explains how digital tools, pedagogical practices, school leadership, and organizational support interact to facilitate deep learning in primary schools. This study aimed to describe the implementation of digital-based deep learning and identify the factors supporting and hindering its sustainability. A descriptive qualitative design was employed involving one principal and four teachers selected through purposive sampling. Data were collected through in-depth interviews, four classroom observations, and document analysis, then analyzed through coding, categorization, theme development, data display, and conclusion verification. Trustworthiness was strengthened through source and technique triangulation. The findings reveal that digital-based deep learning emerged through the interaction of a supportive digital school ecosystem, purposeful technology integration, and contextual learning activities. Chromebooks, interactive displays, Google Classroom, and Google Workspace for Education were used to support collaborative data collection, authentic tasks, presentations, and classroom interaction. Observed activities reflected characteristics of mindful learning through explicit learning objectives and reflection; meaningful learning through authentic tasks, problem solving, and connections with real-world contexts; and joyful learning through curiosity, collaboration, and active student participation. Implementation was further supported by digital-oriented school leadership, peer mentoring, teacher learning communities, infrastructure, stakeholder support, and regular monitoring and evaluation. Challenges included internet instability, device maintenance, electricity constraints, and varying levels of teacher readiness. Teachers responded by combining digital and conventional learning and preparing alternative activities when technical disruptions occurred. These findings indicate that sustainable digital-based deep learning depends not merely on technology availability but on the alignment of digital infrastructure, pedagogical capacity, collaborative school culture, leadership, stakeholder support, and continuous and systematic evaluation practices.

The Mediating Role of Self-Regulation Between Microsystem Environment and Subjective Well-Being in Senior High School Students

2026-07-18T12:47:31+00:00

Subjective well-being (SWB) is an important indicator of adolescents’ psychological adjustment, yet limited evidence explains how proximal social environments are associated with students’ well-being through internal self-regulatory mechanisms. This study examined the mediating role of self-regulation in the relationship between the microsystem environment and subjective well-being among senior high school students. A quantitative cross-sectional explanatory design was employed involving 263 students selected through proportionate stratified random sampling. The microsystem environment encompassed family, teacher, and peer support, while self-regulation reflected students’ emotional, behavioral, and cognitive regulation. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap subsamples. The results showed that the microsystem environment was positively associated with self-regulation (β = 0.604, p < .001) and subjective well-being (β = 0.356, p < .001). Self-regulation was also positively associated with subjective well-being (β = 0.391, p < .001). Mediation analysis demonstrated a significant indirect association between the microsystem environment and subjective well-being through self-regulation (β = 0.237, 95% CI [0.134, 0.356], p < .001), indicating partial mediation. The model explained 36.5% of the variance in self-regulation and 44.9% of the variance in subjective well-being. These findings indicate that students’ well-being is associated not only with supportive family, teacher, and peer environments but also with their capacity to regulate emotions, behavior, and cognition. The study highlights self-regulation as an important psychological mechanism linking proximal social support with adolescent well-being and suggests that school-based well-being initiatives should integrate environmental support with systematic development of students’ self-regulation skills. Because the study used a cross-sectional design, the findings should be interpreted as statistical associations rather than causal relationships.

Theacers’ Professional Vulnerability in Student Character Discipline Practices : A Case Study of Digital Parent-School Communication

2026-07-21T05:22:25+00:00

Teachers play a strategic role in developing students’ character through disciplinary practices in schools. However, teachers face challenges in balancing educational responsibilities, child protection, relationships with parents, and professional risks arising from disciplinary practices. This study aims to examine teachers’ professional vulnerability in student character discipline practices and the role of digital communication between schools and parents in the context of parental reporting cases. This study employed a qualitative approach with a case study design. The participants consisted of one classroom teacher, one religious education teacher, and one school principal in Soppeng Regency, South Sulawesi, Indonesia. Data were collected through interviews, observations, documentation, and analysis of WhatsApp conversations, and were analyzed using thematic analysis supported by Atlas.ti software. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that teachers perceive character discipline as a moral and professional responsibility in developing students’ character. Teachers maintain disciplinary practices through habituation, positive approaches, consistency in rule implementation, peer support, and religious practices. However, experiences of parental reporting create professional vulnerabilities, including increased caution, decision-making dilemmas, and psychological pressure. Digital communication through WhatsApp supports transparency, documentation, clarification, and school–parent coordination, but it also has the potential to generate misunderstandings. These findings demonstrate that character discipline practices occur through a negotiation process between efforts to develop students’ character and teachers’ management of professional risks within school–family relationships.

Enhancing Descriptive Writing through Canva-Supported Think Talk Write: A Classroom Action Research

2026-07-18T13:49:01+00:00

This study examined the integration of the Think Talk Write (TTW) model and Canva as a technology-supported instructional strategy for improving students’ descriptive writing and supporting their classroom engagement. A classroom action research design based on Lewin’s cyclical framework was implemented across two instructional cycles involving 31 seventh-grade students. Data were collected through descriptive writing assessments, classroom observations, instructional documentation, and informal conversations, and were analyzed using descriptive quantitative and qualitative approaches. The findings showed progressive improvement in students’ descriptive writing achievement across the intervention cycles. The proportion of students meeting the minimum mastery criterion increased from 32.25% at baseline to 61.29% in Cycle I and 93.54% in Cycle II, accompanied by a substantial increase in mean writing scores. Classroom observations also indicated greater participation in group discussion, increased willingness to express ideas, and greater independence in completing writing tasks as the intervention progressed. The findings suggest that sequencing individual thinking, collaborative discussion, and writing through TTW, followed by a Canva-supported publication activity and targeted individual guidance, can provide a supportive instructional environment for descriptive writing. Rather than demonstrating the independent causal effect of either TTW or Canva, this study contributes a classroom-based pedagogical model that integrates cooperative learning, digital publication, and individualized support within an iterative writing intervention. Further controlled studies across broader educational settings are needed to examine the effectiveness and generalizability of this integrated approach.

Integrating Process and Product Assessment in Automotive Painting Practicum

2026-08-12T04:56:20+00:00

This study evaluated the implementation of a structured performance assessment rubric in an automotive painting practicum, examining both practical process skills and final panel product quality. A descriptive evaluative method with a quantitative approach was employed. The research subjects were 21 students enrolled in the Painting Technology course during the even semester of the 2025/2026 academic year at the Automotive Engineering Education Study Program, Faculty of Engineering, Universitas Negeri Makassar. Data collection techniques included observation, documentation, and product assessment using a 16-indicator structured rubric with a 4-point rating scale. The process performance assessment results showed achievement percentages of 88.8% for panel preparation, 77.5% for base coat, 69.4% for clear coat, and 86.3% for finishing, with an overall process performance of 80.5% (Good category). The product quality assessment revealed an overall product quality score of 72.5% (Fair category), with the most dominant painting defects being dust nibs (52.4%) and orange peel (47.6%). The inter-rater reliability coefficient (Cohen's Kappa = 0.82) indicated strong consistency in the assessment process. This study provides preliminary course-level evidence that a structured rubric can effectively distinguish between process performance and product quality assessment in an automotive painting practicum. The findings highlight clear coat application as the primary area requiring instructional improvement within the Outcome-Based Education framework. A CPMK-Rubric alignment matrix is presented to support OBE implementation.

Teachers’ Perceptions of Principal Managerial Competence and School Infrastructure as Predictors of Work Motivation in a Vocational School

2026-08-02T00:43:05+00:00

Teacher work motivation plays an important role in sustaining instructional quality in vocational education, where teachers are expected to integrate theoretical instruction with practical and industry-oriented learning. This study examined the associations between teachers’ perceptions of principal managerial competence and school infrastructure and their self-reported work motivation in a public vocational high school in Indonesia. A quantitative associative, cross-sectional design was employed involving all 20 teachers through total sampling. Data were collected using pilot-tested and reliable Likert-scale questionnaires and analyzed using multiple linear regression, with Spearman rank-order correlation employed as a supplementary analysis because of non-normal data distributions. The findings showed that perceived principal managerial competence was positively and significantly associated with teacher work motivation, whereas perceived school infrastructure did not demonstrate a significant independent association after managerial competence was taken into account. Nevertheless, school infrastructure remained strongly associated with teacher motivation at the bivariate level. The overall regression model was statistically significant and explained 68.5% of the variance in teacher work motivation. These findings suggest that, within this school context, teachers’ perceptions of principal managerial competence were more strongly associated with work motivation than their perceptions of school infrastructure. The results highlight the potential importance of effective school management in supporting teacher motivation in vocational education while also indicating that infrastructure may operate in conjunction with broader managerial conditions rather than as an isolated factor. Given the small, single-school, cross-sectional sample and reliance on teacher-reported perceptions, the findings should be interpreted as exploratory and context-specific rather than causal or broadly generalizable.

The Role of Civic Education in Building Media Ethics Among Students at STAI Natuna

2026-08-19T07:52:46+00:00

The growing use of digital communication has increased the need for university students to develop responsible media behavior alongside digital competence, making Civic Education increasingly relevant to the formation of ethical digital citizenship. This study aimed to examine STAI Natuna students’ understanding of media ethics, identify how Civic Education values are implemented in shaping ethical behavior in digital media, and formulate an integrative model for strengthening media ethics within the institutional context. A qualitative field-study design was employed involving 15 purposively selected informants consisting of students, Civic Education lecturers, and academic leaders. Data were collected through semi-structured in-depth interviews, participant observation, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, coding, thematic development, data display, and verification. The findings revealed a persistent knowledge-practice gap: students generally understood basic principles of responsible media use but did not always apply them consistently when facing peer pressure, unverified information, and socially sensitive digital interactions. Civic Education contributed to students’ ethical awareness, yet its implementation remained predominantly cognitive and was not systematically integrated into the OBE-oriented curriculum. The study consequently developed an integrative model combining civic and Islamic moral values, curriculum integration, contextual and case-based learning, moral courage, and institutional-social reinforcement. The study concludes that strengthening media ethics requires a systematic educational approach that connects ethical knowledge with reflective practice and supportive institutional environments.

Strengthening Local Wisdom-Based Strategic Management In Elementary Schools for Character Development and Generational Competitiveness: A Systematic Literature Review

2026-07-24T05:08:27+00:00

Strengthening local wisdom-based strategic management in elementary schools is important for improving educational quality, preserving cultural identity, and fostering students’ character amid globalization. However, evidence regarding its implementation and contribution to character development and students’ competitiveness remains fragmented. This study systematically synthesizes evidence on the implementation of local wisdom-based strategic management in elementary schools and examines its contribution to character development and student competencies. A Systematic Literature Review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Relevant studies published between 2020 and 2026 were identified through Scopus, Google Scholar, Crossref, and Garuda. After applying predefined inclusion and exclusion criteria and conducting methodological quality appraisal using the Joanna Briggs Institute Critical Appraisal Checklist, 30 studies were included in the synthesis. Data were coded and analyzed using thematic synthesis, producing four themes: integration of local wisdom into school vision, mission, curriculum, and organizational culture; strategic leadership and stakeholder collaboration; contributions to character development and competencies; and implementation challenges and supporting factors. The findings show that local wisdom-based strategic management strengthens discipline, responsibility, cooperation, integrity, cultural awareness, and social responsibility while creating culturally responsive and sustainable learning environments. These character attributes also support students’ readiness to face future educational and societal challenges. Effective implementation depends on visionary school leadership, teacher professionalism, supportive policies, adequate learning resources, and collaboration among schools, families, and local communities. The review concludes that local wisdom-based strategic management provides an evidence-based framework for strengthening character education and supporting students’ competencies in elementary schools.

Exploring Nursing Students’ Perceptions of English Learning for Palliative Care Communication

2026-07-10T05:06:23+00:00

Effective communication combining clinical competence with empathy and cultural sensitivity is central to quality palliative care. In globalized healthcare, English proficiency has become essential for nursing students, not only as a professional tool but as a medium for compassionate, ethical communication. This study aims to explore nursing students’ perceptions of learning English for palliative care communication, identify the challenges they face in developing empathetic and clinical language competence, and propose pedagogical strategies to enhance English-for-Nursing curricula. A mixed-method research design was employed with undergraduate nursing students from STIKes RS Husada, Jakarta. Data were gathered through questionnaires of all 40 students, and semi-structured interviews were conducted online with 10 selected students. The results of the study showed that students' perception of the importance of English in palliative care communication was in the agree and strongly agree categories, with an average overall score of 81.5%. The highest indicator was the importance of English for the future career of a nurse. The result also highlighted that 42% of students experienced challenges in learning English for palliative care, namely expressing empathy, understanding vocabulary, role-playing, limited opportunities to practice, and cultural differences. Interview data confirmed that students recommend role-play, simulation, peer dialogue, and multimedia immersion for improvement, highlighting interactive and experiential learning strategies

Development of Interactive Learning Multimedia for Primary Science Education: An Alessi and Trollip Model Approach

2026-05-28T06:21:42+00:00

Low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 14 OKU prompted this study. The predominance of conventional teaching methods and inadequate use of interactive learning media had led to monotonous learning conditions, reduced student engagement, and less meaningful educational experiences. This study aimed to develop PowerPoint-based interactive learning multimedia for fourth-grade IPAS instruction that meets the criteria of validity and practicality as judged by expert validation and student response data. A Research and Development (R&D) method was employed, guided by the Alessi and Trollip instructional design model and Tessmer's formative evaluation framework. The development stages encompassed planning, design, production, expert validation, and sequential field trials including one-to-one evaluation, small group evaluation, and field testing. Data were gathered through expert validation sheets and student response questionnaires. Results indicated that the developed multimedia achieved strong feasibility levels: media expert validation reached 87.5%, materials expert validation 88.2%, and instructional design expert validation 84.4%, yielding an overall average of 86.7% (Excellent category). Student trial outcomes showed progressive improvement in perceived practicality: 85.6% in one-to-one evaluation, 87.6% in small group evaluation, and 89.4% in field testing, all within the good-to-excellent range. These findings confirm that the PowerPoint-based interactive learning multimedia is valid and practical, and shows strong promise for supporting student engagement and perceived comprehension in IPAS at the elementary school level. Future research employing pre-test and post-test designs is recommended to provide stronger evidence of direct learning outcome gains.

Development of Gamification-Based E-Learning Media in a Blended Learning Model to Enhance High School Students’ Motivation in Learning Probability

2026-06-29T08:59:26+00:00

This study aims to develop gamification-based e-learning media within a blended learning model and examine whether it is associated with higher high school students' motivation to learn probability compared to conventional instruction. Despite the documented potential of digital learning technologies, a critical gap remains regarding how structured gamification combined with blended delivery can address persistently low motivation in probability learning, a topic widely perceived as abstract by students. Using the ADDIE development model and a quasi-experimental, posttest-only design (n = 36 per group), this study compared the post-intervention motivation scores of students learning through gamified interactive videos on Google Classroom versus those taught through conventional lecture methods. Data were collected using a validated Likert-scale motivation questionnaire (Cronbach's alpha = 0.87) and analyzed using an independent samples t-test. The experimental group achieved a significantly higher mean motivation score (M = 84.02, SD = 5.62) compared to the control group (M = 74.68, SD = 6.25), with t(70) = 6.67, p < 0.001, and a large effect size (Cohen's d = 1.57). These findings indicate that the gamified blended learning group demonstrated significantly higher post-intervention motivation than the conventional group, suggesting that integrating gamification elements including points, badges, leaderboards, and immediate feedback within a blended learning approach is associated with higher student motivation in probability learning. The novelty of this study lies in the systematic development and empirical validation of a gamified blended learning environment tailored specifically for probability topics at the senior high school level.

Social Stratification in Digital Learning: A Bibliometric Analysis of Self-Regulated Learning and Pedagogy via Biblioshiny (2016–June 2026)

2026-07-03T09:09:36+00:00

The digital transformation of global education has accelerated pedagogical shifts that prioritize students’ self-regulated learning (SRL) as a prerequisite for academic achievement. However, contemporary digital curricula frequently overlook social stratification and material disparities present in students’ home learning environments. This descriptive-quantitative bibliometric study maps thematic trends, critiques epistemic biases, and synthesizes global literature on the relationship between socioeconomic class, digital inequality, and students’ digital self-regulated learning agency from 2016 to June 2026. Utilizing the PRISMA protocol, 45 Scopus-indexed documents were analyzed with the Bibliometrix R-package via the Biblioshiny interface. Pierre Bourdieu’s framework of capital, habitus, and symbolic violence guided the examination of publication trends, geographical distribution, citation structures, collaboration patterns, co-keyword networks, and thematic evolution. The results indicate a 19.62% annual growth rate, with a marked increase in publication activity during the first half of 2026. China led in publication output (19 appearances) and citation visibility (182 citations), followed by the United States (10 publications; 178 citations) and Australia (5 publications; 104 citations). Indonesia ranked among the top five contributors in publication output but was absent from major citation distributions, highlighting citation invisibility despite publication visibility. Co-keyword and thematic evolution analyses identified two major shifts: the reduction of SRL’s theoretical depth to psychological, demographic, and administrative performance indicators, and the instrumentalization of SRL through artificial intelligence, adaptive learning technologies, and platform-based education. This study advances Critical SRL by demonstrating that digital learning agency constitutes a stratified form of digital cultural capital rather than solely an individual psychological capacity. The findings are pertinent to policymakers, curriculum designers, and educational technology developers in developing countries aiming to create class-sensitive and socially just digital learning systems.

Implementation of Teaching Factory in Mathematics Learning: A Qualitative Survey of Students' Trigonometric Concept Understanding and Building Construction Reasoning Literacy

2026-08-07T09:43:08+00:00

Mathematics instruction in the Building Modeling and Information Design program requires students not only to master trigonometric concepts but also to develop reasoning literacy for interpreting building construction models within authentic vocational contexts. However, many vocational high school students continue to experience difficulties in connecting abstract trigonometric concepts with practical construction tasks. Although previous studies have investigated trigonometric conceptual understanding and Teaching Factory implementation, limited research has examined the integration of trigonometric conceptual understanding and building construction reasoning literacy within Teaching Factory-based mathematics learning. This study aimed to examine students' trigonometric conceptual understanding and their reasoning literacy regarding building construction models during the implementation of Teaching Factory-based mathematics learning. A descriptive qualitative survey design was employed involving 40 tenth-grade students enrolled in the Building Modeling and Information Design program. Data were collected through a trigonometric concept understanding test, a building construction reasoning literacy questionnaire, and semi-structured interviews, and were analyzed using descriptive qualitative techniques. The findings revealed that 45% of the students demonstrated a moderate level of trigonometric conceptual understanding, 40% achieved a high level, and 15% were classified in the low category. Similarly, the majority of students exhibited a moderate level of reasoning literacy regarding building construction models, indicating that conceptual understanding and reasoning literacy developed at varying levels within the Teaching Factory learning environment. These findings demonstrate that Teaching Factory-based mathematics learning provides a meaningful vocational context for strengthening the relationship between trigonometric conceptual understanding and reasoning literacy, thereby supporting the application of mathematics in authentic building construction tasks.

Examining the Relationship Between AI Chatbot Use Frequency and English Speaking Skills among the 2023 Cohort of English Education Students at UIN Datokarama Palu

2026-08-07T09:17:28+00:00

The rapid adoption of artificial intelligence (AI) chatbots in English language learning has created new opportunities for autonomous speaking practice; however, empirical evidence regarding whether the frequency of AI chatbot use is associated with learners’ speaking skills remains limited. This study aimed to examine the relationship between AI chatbot use frequency and the English speaking skills of the 2023 cohort students in the English Language Education Program at UIN Datokarama Palu. A quantitative correlational design was employed involving 15 students selected through purposive sampling based on predetermined inclusion criteria. Data were collected using a validated questionnaire to measure AI chatbot use frequency and a speaking test assessing two indicators, namely fluency and pronunciation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the linearity test, and the Pearson Product Moment correlation test with the assistance of IBM SPSS. The findings indicated that the participants demonstrated relatively high AI chatbot use frequency and fairly good English speaking skills. However, the Pearson Product Moment correlation analysis revealed no statistically significant relationship between AI chatbot use frequency and English speaking skills (r = 0.010, p = 0.972). These findings suggest that frequent AI chatbot use alone does not necessarily improve students’ fluency and pronunciation. Therefore, AI chatbots should be integrated with structured pedagogical strategies and meaningful communicative activities to optimize their contribution to English speaking development in higher education.

Examining the Relationship Between Gamification-Based Quizizz Use and English Vocabulary Mastery in Elementary Education

2026-07-31T09:07:47+00:00

This study was conducted in response to the growing integration of information and communication technology in English language learning, which has created opportunities to enhance students’ vocabulary acquisition through more interactive and engaging instructional media. Vocabulary mastery is a fundamental component of English proficiency, yet many elementary school students continue to experience difficulties in learning new vocabulary through conventional teacher-centered approaches. Therefore, this study aimed to examine the relationship between the use of gamification-based Quizizz and English vocabulary mastery among sixth-grade students at MIN 1 Kota Palu. A quantitative correlational research design was employed, involving 30 students selected through purposive sampling from a population of 63 students. Data were collected using a 15-item Likert-scale questionnaire measuring students’ use of Quizizz and a 20-item multiple-choice vocabulary test. The data were analyzed using IBM SPSS Statistics version 30 through normality, linearity, and Pearson Product Moment correlation tests. The findings indicated that the data satisfied the assumptions of normality and linearity. Pearson correlation analysis revealed a very strong positive and statistically significant relationship between Quizizz use and students’ English vocabulary mastery (r = .892, p < .001), indicating that greater engagement with Quizizz was associated with higher vocabulary achievement. The study concludes that Quizizz has considerable potential as a gamification-based learning medium to foster engaging, interactive, and student-centered vocabulary learning in elementary English classrooms. However, because the study employed a correlational design, the findings demonstrate an association rather than a causal effect between Quizizz use and vocabulary mastery.

Enhancing Elementary Students’ Understanding of the Solar System through Smart TV and Solar Scope Integration: A Classroom Action Research Study

2026-07-22T05:49:57+00:00

This study was motivated by students’ low conceptual understanding and learning outcomes in the Solar System topic within Integrated Science and Social Studies (IPAS) learning at SDN 101 Bungo. The predominance of conventional teaching methods and the limited use of interactive media made it difficult for students to comprehend abstract scientific concepts. Therefore, this study aimed to improve students’ learning outcomes and classroom engagement through the implementation of Smart TV-based learning media integrated with the Solar Scope system. This research employed a Classroom Action Research design based on the Kemmis and McTaggart model, which consisted of two cycles involving planning, action, observation, and reflection. The participants were 25 sixth-grade students. Data were collected through achievement tests, classroom observations, and documentation and were analyzed using both quantitative and qualitative approaches. The findings revealed a substantial improvement in students’ academic achievement and learning activities. The average score increased from 65 in the pre-action stage to 70 in Cycle I and reached 85 in Cycle II. Similarly, the percentage of students achieving learning mastery improved from 52% to 60% and finally to 92%. Students also demonstrated higher levels of participation, interaction, collaboration, and motivation during the learning process. These findings indicate that the integration of Smart TV and Solar Scope provides meaningful visual experiences that facilitate students’ understanding of abstract concepts and promote more student-centered learning. Consequently, this instructional innovation can serve as an effective alternative for enhancing elementary science education in the digital era.

Students’ Errors in Solving Integer Multiplication and Division Word Problems

2026-07-18T12:57:32+00:00

This study aims to describe the types of errors and the factors causing such errors made by Grade VII students at SMPN 19 Palu in solving word problems involving multiplication and division of integers. Mathematics education plays a vital role in developing students’ reasoning abilities; however, many students still encounter difficulties in operations with integers, particularly in solving contextual problems. Although Newman’s Error Analysis has been widely applied, research that thoroughly examines the errors of junior high school students in word problems on integer multiplication and division remains limited, especially in the context of Indonesian students using the Newman’s Error Analysis framework. This research employs a qualitative descriptive approach, involving two Grade VII students as research subjects. Data were collected through written tests and interviews, then analyzed using the Miles and Huberman model with reference to the procedures of Newman’s Error Analysis: reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The findings identified four types of errors: comprehension, transformation, process skill, and encoding errors, while no reading errors were found. Comprehension errors occurred because students failed to identify all relevant information presented in the problems, while transformation errors stemmed from an inability to convert verbal information into mathematical models. Process skill errors resulted from careless calculations, which in turn led to errors in writing the final answers. No reading errors were found among any of the subjects. This study enhances understanding of the characteristics of student errors in the context of word problems on integer operations at the junior high school level. The findings highlight the importance of instruction that emphasizes understanding word problems, constructing mathematical models, and developing the habit of rechecking calculations, so that errors at every stage of problem solving can be minimized.

Students' Perception of the Implementation of Ki Hajar Dewantara Values in Strengthening Character Education at an Indonesian Senior High School

2026-06-05T03:50:01+00:00

This research is motivated by the limited study that focuses on students' perception directly of the implementation of Ki Hajar Dewantara's values in strengthening character education, especially at the high school level. This study is anchored in Ki Hajar Dewantara's educational trilogy as its theoretical foundation. This study aims to describe students' perceptions of the implementation of Ki Hajar Dewantara's values in strengthening character education at SMA Negeri 10 Berau. A convergent mixed-methods design, combining a Likert-scale questionnaire with semi-structured interviews, was used in this study. Data were collected through questionnaires of all 26 students of class X-B and semi-structured interviews with seven selected students. The results of the study showed that student perception was in the good category with an average overall score of 81.2%. The highest indicator was the role of teachers as motivators (Ing Madya Mangun Karso) at 82.5%, while the lowest indicator was the teacher's role model (Ing Ngarso Sung Tulodo) at 79.8%. This gap indicates that the exemplary aspect needs to be strengthened through a more structured teacher professional development program. Interview data confirmed that students felt motivated, valued as unique individuals, and experienced positive character development, especially in discipline, responsibility, and cooperation. This study recommends that school leaders and teacher professional development units design structured exemplary-modeling programs for teachers and strengthen the synergy of the Tri Education Center (family, school, and community) to support more holistic student character formation.

Local Wisdom in Indonesian Language Instruction and Students’ Cultural Literacy: A Qualitative Case Study

2026-07-26T12:21:17+00:00

Indonesian language instruction has the potential to connect literacy development with students’ cultural identities. However, the integration of local wisdom into classroom instruction is often constrained by limited learning resources and insufficient instructional planning. This study examined how local wisdom was represented in Indonesian language instruction, how teachers and students perceived the value of culturally relevant materials for cultural literacy, and what institutional conditions supported or constrained their integration. A qualitative case study was conducted at SMPN 2 Kolaka, Southeast Sulawesi. The participants comprised one principal, two Indonesian language teachers, and 64 Grade VIII students involved in six observed lessons. Five students were purposively selected for individual interviews. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were coded and organized into themes, and the interpretations were strengthened through source and method triangulation. The findings showed that local wisdom had not been systematically integrated into instructional planning or classroom practice. Learning materials were dominated by nationally published textbooks, while locally relevant folklore, traditions, cultural inquiry activities, and community cultural resource persons were used only to a limited extent. The interviewed students were generally more familiar with visible cultural forms than with their underlying meanings, values, and social functions. Teachers considered culturally relevant materials useful for connecting instruction with students’ experiences, but they reported constraints related to preparation time, references, instructional resources, and the absence of structured teaching modules. These findings suggest that strengthening culturally contextualized Indonesian language instruction requires systematic planning, locally relevant materials, collaborative module development, cultural inquiry activities, and sustained institutional support.

Innovating Reading Instruction: Interactive Multimedia Rooted in Jambi Local Wisdom to Enhance Elementary Students’ Reading Comprehension

2026-06-12T15:50:18+00:00

The impetus for this research stems from the limited availability of website based interactive multimedia that integrates Jambi local wisdom, reading comprehension exercises and teacher-managed content features within elementary reading instruction. Although digital media and local wisdom-based resources have been developed in prior studies, few have explicitly connected local cultural texts with interactive inferential and evaluative reading activities tailored for fifth-grade students. This study aims to develop and examine the feasibility and effectiveness of interactive multimedia grounded in Jambi local wisdom to enhance the reading comprehension of elementary school students. The research employed a Research and Development (R&D) approach utilizing the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The product was developed as a website featuring Jambi-localized reading texts, visual, audio support, interactive quizzes and a teacher content-management feature. The subjects comprised 15 fifth-grade students at SDN 93/I Lopak Aur. Data were collected through observations, interviews, expert validation sheets and reading comprehension pretests and posttests, then analyzed using expert validation percentages, paired sample t-tests and N-gain analysis. Expert validation demonstrated high feasibility, with scores of 97% from media experts, 91% from material experts and 89% from language experts. Students’ mean reading comprehension score increased from 74.00 on the pretest to 88.67 on the posttest. The paired sample t-test confirmed a statistically significant difference (p < 0.001) and the N-gain score of 0.5777 fell into the moderate category, indicating the multimedia’s effectiveness. This study contributes both scientific and practical novelty by offering a culturally responsive, website-based multimedia model that strengthens reading comprehension while empowering teachers to adapt local texts and quizzes to their students’ specific cultural contexts and learning needs.

Beyond Usability: Uncovering the Paradox of Website Quality and User Satisfaction in Indonesian Higher Education

2026-06-02T16:05:46+00:00

This study aims to examine the effects of usability quality, information quality, and service interaction quality on user satisfaction with the official website of Muhammadiyah University of Purworejo using the WebQual 4.0 framework, supported by Importance-Performance Analysis (IPA). A descriptive quantitative approach was employed, with data collected through an online questionnaire distributed to 130 active students selected using non-probability convenience sampling; 30 responses were used for validity and reliability testing, while 100 responses were analyzed in the main study. The data were processed using IBM SPSS Statistics 26 through Pearson correlation, Cronbach’s Alpha, multiple linear regression, partial t-tests, coefficient of determination, and IPA. The findings reveal that usability quality has a negative and significant effect on user satisfaction (β = −0.168; p = 0.037), whereas information quality (β = 0.284; p = 0.001) and service interaction quality (β = 0.533; p = 0.000) have positive and significant effects, with service interaction quality emerging as the strongest predictor. The model explains 67.6% of the variance in user satisfaction. The originality of this study lies in its explanation of the negative usability effect through expectation-disconfirmation theory and the Technology Acceptance Model, as well as its integration of WebQual 4.0 regression with IPA to generate prioritized improvement strategies. The findings imply that UMPWR website managers should urgently improve interface usability, maintain strong service interaction quality, and sustain accurate and timely information provision to enhance user satisfaction.

Integrating Traditional Games into Literacy Instruction: The Development of 'Cak Ingkling' Media for Early Reading Skills

2026-05-24T15:51:29+00:00

Early literacy skills form the cornerstone of academic success, yet many first-grade students in primary schools struggle with foundational reading competencies due to limited access to contextual learning media. This research aimed to develop a non-digital, game-based learning medium called “Cak Ingkling” and evaluate its validity, practicality, and pedagogical potential for lower-grade primary school classrooms. The study employed a Research and Development (R&D) methodology using the ADDIE model integrated with Tessmer’s formative evaluation framework, spanning expert review, one-to-one, small group, and field testing phases. Data were gathered through validation sheets, user questionnaires, and structured observations. Evaluation results confirmed high feasibility: content validation reached 87.2% (Excellent), instructional design scored 84.2% (Good), and media expert validation achieved 87.3% (Excellent). Classroom field trials with first-grade students produced an overall practical and positive user response score of 87.2% (Excellent). The study concludes that the “Cak Ingkling” learning medium, as a culturally responsive innovation, shows strong potential as a valid and practical instructional tool for fostering student participation and supporting early reading engagement in resource-constrained primary school settings, although measurable reading achievement gains remain to be empirically tested through future longitudinal experimental designs.

Development of Genially Based Interactive Learning Multimedia for Social Studies (IPS) in Grade VII at SMP Negeri 32 OKU

2026-05-09T07:01:43+00:00

This research is motivated by the limited use of technology-based learning media in Social Science subjects at SMP Negeri 32 OKU, where instruction still relies on conventional textbooks. The abstract nature of Social Science topics, specifically "Life in the Pre-literacy Era," often leads to low student motivation and difficulty in conceptualizing historical events. The primary objective of this study is to develop a website-based interactive learning multimedia using Genially and Canva platforms to create a more engaging and flexible learning environment. The research follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation) combined with Tessmer’s formative evaluation stages, including expert review, one-to-one, small group, and field testing. Results from expert validation show high feasibility scores: 92.4% from material experts, 86.1% from learning design experts, and 87.5% from media experts. In practical application, the field test involving 32 students yielded an average score of 89.8%, placing the product in the "Very Good" category. The conclusion of this research is that the developed website-based interactive multimedia is valid, practical, and effective for use in Social Science instruction. This product contributes a modern technological solution to enhance independent learning and student engagement in the digital era.