Jurnal Pendidikan Terapan

Foreign Learners' Needs for Interactive Digital BIPA Materials: Evidence from Indonesian Language Programs

2026-06-09T06:34:13+00:00

Purpose: This study aims to examine the factors influencing foreign learners’ needs for interactive digital Indonesian language learning materials (Bahasa Indonesia bagi Penutur Asing/BIPA) by integrating technological and cultural dimensions within the Technology Acceptance Model (TAM) framework. Methods: A quantitative explanatory survey design was employed involving 210 foreign learners enrolled in BIPA programs across several institutions in Indonesia. Data were collected using a structured questionnaire measuring user interface quality, digital interactivity, cultural relevance, perceived ease of use, perceived usefulness, and learners’ needs. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4. Findings: The results revealed that user interface quality and digital interactivity significantly influenced perceived ease of use, while digital interactivity and perceived ease of use significantly affected perceived usefulness. Perceived usefulness was found to positively influence foreign learners’ needs for interactive digital BIPA materials. Cultural relevance also had a significant direct effect on learners’ needs, although its influence on perceived usefulness was not significant. These findings indicate that both technological usability and cultural authenticity play important roles in shaping learners’ expectations and preferences toward digital BIPA materials. Research Implications: The findings provide practical guidance for BIPA educators, instructional designers, and educational institutions in developing user-centered, interactive, and culturally responsive digital learning materials. Emphasis on intuitive interfaces, meaningful interactivity, and authentic cultural content can enhance learner engagement and learning effectiveness. Originality: This study extends the Technology Acceptance Model by integrating cultural relevance and digital interactivity into a single framework to explain foreign learners’ needs for interactive digital BIPA materials, offering a more comprehensive understanding of technology-enhanced language learning in intercultural contexts.

Integration of Ahlussunah wal Jamaah An-Nahdliyyah Values in the Curriculum of the Islamic Religious Education Study Program Darussalam Islamic Institute of Martapura

2026-05-31T09:01:17+00:00

This study examines the integration of Ahlussunnah wal Jamaah An-Nahdliyah (Aswaja) values into the Islamic Religious Education (PAI) curriculum at the Darussalam Islamic Institute of Martapura. The research responds to the need for graduates who possess academic competence, religious moderation, and character rooted in local socio-cultural values. A qualitative case study approach was employed. Data were collected through semi-structured interviews, participatory observations, and document analysis involving 10 purposively selected participants, consisting of institutional leaders, lecturers, and student representatives. Data were analyzed using thematic analysis supported by NVivo 12 Plus software. The findings reveal that Aswaja values are integrated through three interconnected dimensions: understanding (knowing), practice (doing), and internalization (being). These dimensions are reflected in the institution’s vision and mission, curriculum structure, learning activities, worship practices, and holistic evaluation processes. The curriculum also incorporates Banjar traditions, such as tahlilan, haul commemorations, and grave pilgrimages, as media for character education. The novelty of this study lies in proposing an integrative curriculum model that links Aswaja values with local cultural traditions to strengthen character formation, religious moderation, and graduate adaptability in contemporary society.

Strengthening Organizational Resilience through Strategic Collaboration among Educators in Educational Institutions with a Mixed-Methods Approach

2026-04-29T04:15:22+00:00

This study examines how strategic collaboration among educators strengthens organizational resilience in educational institutions. In the context of rapid educational reforms, digital transformation, and institutional uncertainty, schools must develop adaptive systems to sustain performance. This study employed a mixed-methods design using a sequential explanatory approach. Quantitative data were collected from 150 respondents consisting of teachers, principals, and educational staff in primary and secondary schools in West Java, Indonesia, selected using purposive sampling based on their involvement in collaborative activities. The instrument used a five-point Likert scale to measure strategic collaboration and organizational resilience. Data were analyzed using descriptive statistics and multiple regression. The results show that strategic collaboration has a significant positive effect on organizational resilience (R = 0.71; R² = 0.50; p < 0.001), indicating that collaboration explains 50% of the variance in resilience. Qualitative data from 20 participants, analyzed thematically, reveal that shared decision-making, open communication, and collective problem-solving are key mechanisms supporting resilience, reinforced by leadership support and a culture of trust. This study contributes by demonstrating that organizational resilience is a collective and structurally developed capability. The novelty lies in integrating strategic collaboration and resilience within a mixed-methods framework. Practically, the findings highlight the importance of institutionalizing collaboration, strengthening participatory leadership, and fostering trust-based organizational cultures to enhance adaptive capacity.

Academic Identity Formation among University Students in AI-Enhanced Collaborative Learning Spaces

2026-05-28T15:56:56+00:00

Purpose: This study aims to analyze how academic identity is constructed and transformed among students engaged in Artificial Intelligence (AI)-assisted collaborative learning, addressing the limited research on this issue in underrepresented regions such as Papua. Methods: A qualitative case study approach was conducted over eight weeks in a collaborative university class in Papua. Data were collected through four classroom observations, in-depth interviews with eight students and one lecturer, five cycles of reflective journals, and analysis of learning artifacts. The data were analyzed using thematic analysis with systematic coding, source triangulation, and comparison of identity development at the beginning and end of the study. Findings: The findings indicate that AI appeared to support students’ academic agency, increase confidence in articulating scientific arguments, and strengthen the visibility and legitimacy of their contributions in collaborative group work. However, differences in digital literacy and varying intensities of AI use were associated with unequal participation and influence within collaborative activities. Research Implications: These findings suggest that reflective and inclusive AI integration may support academic identity development while highlighting the importance of equitable pedagogical strategies to reduce dependency, marginalization, and participation gaps in collaborative learning environments. However, the findings are limited to a single-case qualitative context and may not be fully transferable to other educational settings. Originality: This study provides contextual and empirical insights into academic identity formation within AI-mediated collaborative learning spaces in an underrepresented higher education context, particularly Papua, and contributes to discussions on inclusive learning design in human AI educational environments.

Strengthening Students’ Learning Enthusiasm Through Love and Appreciation: A Case Study at SMK Negeri 3 Buduran Sidoarjo

2026-06-06T17:17:56+00:00

Purpose: Analyzing the strengthening of enthusiasm for learning through providing the need for love and appreciation in overcoming the phenomenon of students not advancing to class at SMK Negeri 3 Buduran Sidoarjo during the implementation of the Independent Curriculum. Methods: This research uses a qualitative approach with a case study type. Research subjects included school principals, teachers and students who experienced not being promoted to grade. Data collection techniques are carried out through observation, interviews and documentation. Data analysis uses data reduction, data presentation, and drawing conclusions. Findings: The research results show that the phenomenon of not being promoted to grade is influenced by internal and external factors, such as low learning motivation, lack of family support, learning strategies that do not meet students' needs, and students' psychological needs that have not been met. Strengthening the enthusiasm for learning through fulfilling the needs for love and appreciation increase learning participation, self-confidence, discipline and motivation of students. Research Implications: This research has the implication that fulfilling the need for love and appreciation can be a pedagogical strategy in preventing the phenomenon of not being promoted. These findings can also be a reference for schools and teachers in designing learning that is more humane, supportive and centered on students' needs in implementing the Independent Curriculum. Originality: The novelty of this research lies in the focus on strengthening enthusiasm for learning through the perspective of the need for love and appreciation as a strategy to overcome the phenomenon of not being promoted to grade, especially in the context of implementing the Independent Curriculum in vocational high schools.

RADEC Learning Integrated with Artificial Intelligence: A Quasi-Experimental Study on Elementary Students’ Critical Thinking Skills

2026-06-13T07:32:17+00:00

Purpose: This study aimed to examine the effectiveness of the Artificial Intelligence (AI)-integrated RADEC (Read, Answer, Discuss, Explain, and Create) learning model in improving fifth-grade students’ critical thinking skills on natural disaster topics. Methods: This study employed a quasi-experimental approach using a nonequivalent control group design. The research was conducted at SD Negeri Tegalkalong I, Sumedang Regency, Indonesia, involving 60 fifth-grade students divided into an experimental class (n = 30) and a control class (n = 30). The experimental class used the AI-integrated RADEC model, while the control class used the Problem-Based Learning (PBL) model. Data were collected through a HOTS-based critical thinking test consisting of 19 essay items, observations, and documentation. Data were analyzed using descriptive statistics, t-tests, and N-Gain analysis. Findings: Both learning models improved students’ critical thinking skills. However, the AI-integrated RADEC model produced significantly greater improvement than the PBL model, as indicated by the independent-sample t-test result (p = 0.001 < 0.05) and a higher N-Gain score in the experimental class (0.8152, high category) than in the control class (0.6013, medium category). Research Implications: Integrating AI into RADEC learning can support the development of critical thinking skills and strengthen disaster education in elementary schools. However, the findings should be interpreted cautiously because the study was limited to one school, a relatively small sample, and two learning sessions. Further research with larger samples and longer implementation periods is recommended. Originality: The novelty of this study lies in integrating AI into the Read and Discuss stages of the RADEC model as a tool for information evaluation and reflection rather than a direct answer provider.

Antecedents and Consequences of Academic Pressure Among Faculty Members at World-Class Universities From Scopus Database: A Narrative Review

2026-06-16T16:16:59+00:00

World-Class University (WCU) is a goal for universities around the world, including those in Indonesia, to demonstrate excellence in various fields, resources, and faculty measured by all relevant criteria as well as academic excellence and quality, as evidenced by a range of achievements. Academic pressure is one of the challenges faced by faculty members in the context of achieving various academic goals, with a focus on the antecedents and consequences of this issue within the WCU. The purpose of this article is to identify and synthesize the antecedents and consequences of academic pressure on WCU faculty members using a narrative review approach. Data were obtained from the Scopus database using the keywords “international ranking,” “World Class University,” or “academic,” yielding a total of 376 articles, of which 141 were suitable for in-depth analysis start at 2005-2024. This study examined the antecedents of academic pressure, including external factors such as the Tri Dharma, scientific publications, administrative workload, and frequently changing policies, as well as internal factors such as self-efficacy, personal capacity, time management, and work-life balance and the ambivalent consequences that trigger stress, burnout, a decline in work-life balance, and a deterioration in academic quality; yet, on the other hand, they can also enhance faculty competence, strengthen research culture, and accelerate global competitiveness. This research provides a comprehensive conceptual framework grounded in empirical evidence to help policymakers and strategists design faculty management approaches that are more supportive and focused on long-term academic performance. The conclusion of this study is that the consequences of academic pressure on lecturers not only have a negative impact but can also be a trigger for lecturers to improve their performance. Based on the background, this study has a different focus from previous research, namely related to the antecedents and consequences of academic pressure on lecturers at world-class universities as a novelty.

Effects of Project-Based Learning, STEM Education, and Culture-Based Learning on K-12 Mathematics Achievement: A Meta-Analysis

2026-06-08T15:33:04+00:00

Purpose: This study evaluates and compares the effectiveness of Project-Based Learning (PjBL), STEM/STEAM, and Culture-Based Learning (CBL) on students’ mathematics achievement to address fragmented findings in existing literature. Methods: A systematic review and meta-analysis following PRISMA guidelines was conducted on 34 empirical studies published between 2015 and 2025 across four major academic databases: Scopus, ERIC, ScienceDirect, and Sinta. Effect sizes were calculated using Cohen’s d and analyzed with a random-effects model. Findings: All three student-centered approaches significantly improve mathematics achievement, with a large pooled effect size (d = 0.99). Subgroup analysis revealed that CBL yielded the highest effect size (d = 1.50), followed by STEM/STEAM (d = 1.07), and PjBL (d = 0.74). High heterogeneity indicates effectiveness is heavily influenced by contextual implementation factors. Research Implications: The findings recommend that educators and curriculum developers integrate contextual, project-based, and interdisciplinary approaches to enrich mathematics learning and bridge abstract concepts with students' real-world experiences. Originality: This research provides a unique contribution by systematically comparing the relative strengths of PjBL, STEM/STEAM, and CBL within a single analytical framework, demonstrating the strong potential for an integrated hybrid pedagogical model in mathematics education.

Maritime Habitus and Learning Ethos Among Bajo Youth: Negotiating Scholling and Sea Life in Kawite-Wite

2026-06-13T12:25:52+00:00

Purpose: This study aims to analyze how maritime habitus shapes the learning ethos of Bajo youth in Kawite-Wite Village, Muna Islands, Southeast Sulawesi, by addressing a research gap in coastal education studies that have largely emphasized access, participation, and dropout, while paying limited attention to maritime culture as both educational capital and structural challenge. Methods: This study employed a descriptive qualitative approach within a critical sociology of education paradigm using a phenomenological-sociological design. Data were collected through participant observation, semi-structured in-depth interviews, focus group discussions, and documentation involving 24 informants, consisting of 16 Bajo youth aged 13-18 years and 8 supporting informants, including teachers, a school principal, fishermen parents, a senior fisherman, a Bajo community figure, and a local education observer. Data were analyzed interactively through data condensation, data display, and conclusion drawing/verification. Findings: The findings reveal three central patterns. First, maritime habitus functions as cultural capital through hard work, resilience, solidarity, responsibility, independence, and collective discipline. Second, it produces educational tension through seasonal absenteeism, fatigue, family labor demands, and the risk of school dropout. Third, Bajo youth construct a hybrid future orientation by negotiating their roles as students and children of fishing families. Research Implications: The study implies that coastal education should be culturally responsive, flexible, and connected to maritime life. Originality: This study advances the concept of maritime habitus as an analytical lens for understanding learning ethos as a negotiation between the school field and the sea field.

Exploring Grade XI Students’ Pattern Recognition in Solving Complex Number Exponentiation Problems: A Qualitative Study

2026-06-16T08:30:15+00:00

Purpose – This study aims to explain students' ability to recognize patterns (pattern recognition) when solving complex number exponentiation problems, especially in shapes with great rank. The focus of the research is directed at how students identify cyclic patterns and use those structures to simplify calculations. Methods – This study employed a descriptive qualitative approach involving three Grade XI students selected through purposive sampling. Data were collected through problem-solving tests, students’ written work documentation, controlled think-aloud protocols, and semi-structured interviews. The data were analyzed using interactive qualitative analysis consisting of data reduction, data display, and conclusion drawing to identify students’ pattern recognition processes in solving complex number exponentiation problems. Findings – The findings revealed that all participants successfully recognized the cyclic power pattern of the imaginary unit , namely and , which repeats every four powers. Students used this cyclic structure together with modulo 4 reasoning to simplify high-order exponentiation problems, such as determining the value of and simplifying expressions involving . Although the participants employed different solution strategies, all were able to identify the same underlying mathematical structure and arrive at correct solutions. These results indicate that pattern recognition plays a central role in supporting students’ mathematical reasoning and efficient problem-solving in complex number exponentiation. Research implications – These findings indicate that learning mathematics in complex number materials needs to emphasize the development of pattern recognition skills so that students can more easily understand abstract concepts and reduce computational burden. Originality – This research makes a new contribution by highlighting specifically how complex number cyclic patterns are used by students to solve large ranks, as well as mapping the variation of strategies that arise in the mathematical reasoning process.