Jurnal Pendidikan Terapan

Generative AI Use, Self-Regulated Learning, and Critical Thinking in EFL Writing: A Correlational Survey of Indonesian University Students

2026-07-24T03:13:21+00:00

Purpose: This study aims to examine Indonesian university students’ patterns of generative artificial intelligence (GenAI) use, critical thinking practices, self-regulated learning (SRL) behaviours, perceived benefits and challenges, and the relationships between GenAI use, SRL, and critical thinking in EFL writing. Methods: This study employed a quantitative descriptive-correlational survey design with a cross-sectional approach. Data were collected through an online questionnaire completed by 208 students enrolled in EFL-related programs at several Indonesian universities. The data were analysed using frequency distributions, percentages, means, standard deviations, the Shapiro-Wilk normality test, and Spearman’s correlation to describe patterns of GenAI use and examine relationships among the variables. Findings: Nearly all respondents 99.0% of respondents had used GenAI for EFL writing assignments. ChatGPT was the most frequently used tool (75.0%), and planning was the writing stage in which GenAI was most commonly used (46.6%). Students reported high levels of critical thinking practices (M = 4.30, SD = 0.34) and SRL behaviours (M = 4.22, SD = 0.34). They also reported a high perceived risk of over-reliance on GenAI (M = 3.90, SD = 0.73). The frequency of GenAI use was not significantly associated with critical thinking practices (ρ = 0.033; p = 0.638). By contrast, SRL behaviours in GenAI use were positively and significantly associated with critical thinking practices (ρ = 0.449; p < 0.001). Research Implications: These findings indicate that EFL writing instruction should not focus solely on whether to allow or restrict the use of GenAI. Lecturers need to guide students in planning their use of AI, formulating purposeful prompts, verifying AI-generated information, revising outputs through their own reasoning, and maintaining academic integrity. Process-based writing instruction and reflective assessment are therefore needed to support responsible, meaningful, and self-regulated use of GenAI. Originality: This study integrates patterns of GenAI use, critical thinking, SRL, and perceived benefits and hazards into a single analytical model in the context of Indonesian EFL higher education. Also, the results demonstrate that the quality of self-regulated use is more important than the intensity of use with respect to critical thinking.

Effects of an OBE-Based Semester Learning Plan on Student Competencies and Learning Outcomes: A Quasi Experimental Study in an Learning Strategies Course

2026-08-03T16:12:48+00:00

This study investigated the effectiveness of implementing an Outcome-Based Education (OBE)-based Semester Learning Plan (RPS) compared to a conventional RPS on student learning process indicators, competencies, and learning outcomes in the Learning Strategies course. Utilizing a quantitative quasi-experimental pre-test–post-test control group design, the study involved a total of N=60 undergraduate students in the Department of Economics Education, divided equally into an experimental group (n=30) and a control group (n=30) taught by the same lecturer over a 16-week intervention. Data were collected using validated cognitive achievement tests (0–100 scale), multi-item 5-point Likert questionnaires, and structured observation rubrics. Scores for participation, competency development, and authentic assessment were quantified as standardized percentages representing the ratio of achieved raw scores to maximum possible scores. To control for baseline differences, Analysis of Covariance (ANCOVA) was performed. The results revealed that the experimental group achieved significantly higher adjusted post-test learning outcomes compared to the control group (F(1,57)=128.45,p<0.001,η_p^2=0.691). Furthermore, independent samples t-tests indicated statistically significant superiority in the experimental group across student participation (X ̅=95.83% vs. 67.24%, t(58)=-23.15,p<0.001,d=5.98), competency development (X ̅=93.20% vs. 71.90%, t(58)=-15.82,p<0.001,d=4.09), and authentic assessment (X ̅=88.90% vs. 61.15%, t(58)=-17.31,p<0.001,d=4.47). While the findings indicate that structured OBE-based instructional planning is associated with improved student engagement and skill mastery within the evaluated course, generalizability is limited by the sample size and quasi-experimental design.

Internalization of the Fourth Principle of Pancasila Values in Developing the Character among Civic Education Students at Muhammadiyah University of Bengkulu

2026-08-05T12:15:40+00:00

This study aimed to describe the process of internalizing the values of the fourth principle of Pancasila in developing the character of students in Civic Education Study Program at Muhammadiyah University of Bengkulu. This study employed a qualitative approach using a descriptive method. The research involved 16 informants, comprising 8 lecturers and 8 students selected using purposive sampling. Data were collected through observation, interviews, and documentation. Data analysis was conducted using the Miles and Huberman interactive model, which encompasses data reduction, data display, and conclusion drawing. The research findings indicate that the internalization of the values of the fourth principle of Pancasila is carried out through stages of value transformation, value transaction, and trans-internalization, all integrated into the learning process and academic interactions. This process contributes to the development of student character fostering democratic attitudes, a sense of responsibility, the ability to engage in deliberation, respect for differing opinions, wisdom in decision-making, and a commitment to the common good. Inhibiting factors include low self-confidence, a lack of readiness for learning activities, and the limited participation of some students in academic activities. These findings have implications for higher education institutions particularly lecturers in the Civic Education Study Program regarding the development of participatory learning strategies and the creation of an academic environment that supports the reinforcement of democratic values, the practice of deliberation, and character building based on the values of the fourth principle of Pancasila.

Adapting Pelintau Pencak Silat Teaching in Non-Formal Education During Early Recovery After a Flash Flood

2026-08-18T11:12:26+00:00

Background: A late-2025 flash flood disrupted the physical, social, and psychological foundations of Pelintau Pencak Silat learning in Aceh Tamiang, Indonesia. Objective: This study examined disaster impacts, instructors’ adaptive teaching strategies, and a provisional framework for disaster-responsive Pencak Silat teaching. Method: An intrinsic qualitative case study was conducted from January to March 2026. Seven purposively selected participants two lead instructors, two junior coaches, and three athletes completed 45–90-minute interviews; four training sessions were observed; and photographs, attendance records, and community archives were reviewed. Results: Interview evidence described loss of the training venue and cultural materials, dispersal, interrupted participation, and anxiety. Curriculum changes were supported mainly by lead-instructor accounts; method changes by junior-coach and athlete accounts; and organizational changes by instructor, coach, and athlete accounts. Observation and documentary materials contextualized the case, but the available record did not preserve item-level links that independently confirm particular interview claims. Cross-theme synthesis produced an interpretive pathway from disruption, through curriculum, method, and organizational adaptation and the relational mechanisms of safety, reconnection, identity, and autonomy, to participant-perceived early-recovery contributions. Conclusion: Pelintau instruction functioned as a flexible cultural learning space during early recovery. The framework is provisional rather than causal and requires stronger data-source traceability, longitudinal follow-up, and cross-site validation.

Observed Changes in Fine Motor Coordination in Elementary School Students ThroughDuring Bola Serimbang: A Traditional Indonesian Ball-and-Stones Game

2026-08-18T09:15:44+00:00

Background: Fine motor coordination supports children's early writing, self-care, and precise object manipulation, yet it may receive limited structured practice in elementary physical education. This study described changes in fine motor coordination during Bola Serimbang, a traditional Indonesian ball-and-stones game. Methods: Classroom action research following the Kemmis and McTaggart model was implemented over three cycles and nine meetings with 63 first-grade students (34 girls and 29 boys) at SD Negeri 2 Kebun Lama, Langsa City. Ten progressive game stages emphasized grasping, controlled release, tossing, catching, and stone manipulation. Fine motor performance was assessed using a four-indicator observation rubric. The practical success criterion was at least 70% of students reaching Developing as Expected (BSH) or Very Well Developed (BSB). Results: The cycle summary tables indicated that the proportion reaching BSH or BSB increased from 47.62% (30/63) at the end of Cycle I to 57.14% (36/63) in Cycle II and 85.71% (54/63) in Cycle III. At the end of Cycle III, 25.40% reached BSH and 60.32% reached BSB, while no students remained in the Undeveloped category. Conclusions: Within this single-group classroom action research, higher end-of-cycle category distributions were observed during progressively changing tasks. Bola Serimbang may offer a low-cost, culturally relevant activity for elementary physical education, but source-record verification and controlled, blinded studies are needed before causal effectiveness can be established.

Development and Preliminary Validation of a Contextual Teaching and Learning-Based Indonesian Language Learning Model for Inclusive Primary Schools

2026-08-05T12:20:44+00:00

Purpose: This study aimed to develop a Contextual Teaching and Learning (CTL)-based Indonesian language learning model for inclusive primary schools by addressing instructional challenges associated with teacher-centered practices and limited accommodation of diverse learner characteristics. Methods: The study employed a Research and Development (R&D) approach with a qualitative design. Data were collected through classroom observations, semi-structured interviews, document analysis, and expert validation. The model was developed through five stages: needs analysis, model design, expert validation, limited implementation, and model refinement. Data were analyzed using thematic analysis and methodological triangulation to enhance the credibility of the findings. Findings: The needs analysis indicated that conventional instructional practices were insufficient to address the diverse learning characteristics of students in inclusive classrooms. Based on these findings, a CTL-based instructional model was developed by integrating contextual learning principles, differentiated instruction, collaborative learning, reflection, and authentic assessment into a coherent instructional framework. The study resulted in a preliminary instructional model that was conceptually validated and designed to support inclusive Indonesian language learning. However, the effectiveness of the model in improving students' learning outcomes has not yet been empirically evaluated. Research Implications: The developed model provides a conceptual framework that may assist teachers in designing more adaptive and inclusive Indonesian language instruction. Further studies involving broader implementation and effectiveness testing are required before wider adoption. Originality: This study contributes to the development of a CTL-based instructional model specifically designed for Indonesian language learning in inclusive primary schools by integrating contextual learning principles with inclusive pedagogical practices into a single instructional framework.

Gastrolinguistic and Ethnomathematical Analysis of Pecel Madiun as a Contextual Resource for Culture-Based Mathematics Learning

2026-06-25T05:52:45+00:00

Purpose: This study aims to analyze the gastrolinguistic and ethnomathematical elements embedded in Pecel Madiun and explore their potential integration as a contextual resource for culture-based mathematics learning. The study addresses the limited use of local culinary culture as a learning resource despite its rich linguistic, cultural, and mathematical values. Methods: This study employed a descriptive qualitative approach using linguistic and mathematical ethnographic perspectives. Data were collected through observations, in-depth interviews, and documentation involving approximately 15 participants, consisting of Pecel Madiun sellers, spice makers, cultural practitioners, mathematics teachers, and junior high school students in Madiun, East Java, Indonesia. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. Findings: The analysis identified various gastrolinguistic elements reflected in culinary terminology, symbolic meanings, and procedural language associated with Pecel Madiun. In addition, ethnomathematical elements were found in traditional measurement practices, proportional reasoning, geometric arrangements, and procedural patterns used in the preparation and presentation of the dish. The findings reveal the potential of integrating gastrolinguistic and ethnomathematical perspectives to provide meaningful cultural contexts for mathematics learning and to support the development of students’ cultural literacy. Research implications: The findings suggest that local culinary traditions can be utilized as contextual resources in designing culture-based mathematics learning materials and curriculum enrichment programs. However, this study is limited to the descriptive identification of gastrolinguistic and ethnomathematical elements within the context of Pecel Madiun and does not evaluate their effectiveness in classroom implementation. Future studies are recommended to develop and empirically test learning models derived from these findings in broader educational settings. Originality: This study contributes to the literature by integrating gastrolinguistic and ethnomathematical perspectives in the analysis of a traditional culinary practice, offering a novel interdisciplinary framework for culture-based mathematics education.

Pedagogical Agents in Mathematics Education (1999–2025): A Bibliometric Analysis of a Field Shifting Toward Large Language Models

2026-06-16T16:20:40+00:00

Purpose: This study maps the scientific landscape of pedagogical agents in mathematics education (1999–2025) to characterize its developmental trajectory, key actors and intellectual foundations, and thematic structure, and to locate mathematics learning within the broader pedagogical-agents paradigm. Methods: A corpus of 133 Scopus-indexed documents was analyzed with Biblioshiny and VOSviewer, combining performance analysis (production, citation impact, sources, authors, affiliations, countries) and science mapping (keyword co-occurrence at a minimum threshold of three, thematic mapping, and overlay visualization). Findings: The field shows an annual growth rate of 11.25%, far above the global-science baseline of 4%. Knowledge production concentrates in three institutional clusters (Lund University, Carnegie Mellon, UMass Amherst), with international co-authorship at 19.55%, below the cross-disciplinary average. Pedagogical agents anchor the field, with an intellectual base in cognitive principles of learning-by-teaching, while Large Language Models emerged as a converging keyword after 2022. Author-keyword co-occurrence resolved eight clusters dominated by general instructional-technology and AI motor themes, with mathematics learning fragmented across three clusters in a marginal, basic-theme position an application context rather than an epistemic core. Research Implications: Findings highlight open positioning opportunities for new entrants, guide developers integrating LLMs into established pedagogical-agent architectures, and signal to policymakers the need for broader institutional participation. Originality: This is the first bibliometric mapping specifically targeting the pedagogical-agents and mathematics-education intersection, documenting continuity in the paradigm shift from classical to LLM-based agents. As the corpus is drawn from a single database, it should be read as a Scopus-bounded, English-leaning view rather than an exhaustive census.

Implementation of STEAM-Based Educational Games and Changes in Elementary School Students’ Learning Interest in South Central Timor

2026-07-15T14:09:32+00:00

Purpose: This study examined changes in elementary school students’ interest in learning Mathematics and Science following the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based educational games in South Central Timor. Methods: This study employed a quantitative pre-experimental one-group pretest–posttest design. The participants comprised 90 students from grades I–VI at SD Inpres Besaloka, selected through total sampling. The intervention was implemented during two learning sessions. Data were collected using a five-point Likert-scale questionnaire measuring attention, interest, enjoyment, involvement, and willingness to participate in learning. Content validity was assessed through expert judgment, while instrument reliability was examined using Cronbach’s alpha. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-samples t-test at a significance level of .05. Findings: Students’ mean learning-interest score increased from 65.42 (SD = 8.12) before the intervention to 84.78 (SD = 6.45) after the intervention, representing a mean difference of 19.36 points. The paired-samples t-test indicated a statistically significant difference between the pretest and posttest scores, t(89) = 18.74, p < .001. The magnitude of the difference was large, Cohen’s dz = 1.98. These findings indicate that students demonstrated higher learning-interest scores following the implementation of STEAM-based educational games. Research Implications: STEAM-based educational games may provide a relevant instructional alternative for supporting students’ interest in learning Mathematics and Science, particularly in resource-limited elementary school contexts. However, because this study employed a one-group pretest–posttest design without a control group, the observed changes cannot be attributed exclusively to the intervention. Further research should employ controlled experimental designs, longer intervention periods, and systematic observational measures. Originality: This study provides context-specific evidence regarding the implementation of STEAM-based educational games among elementary school students in a resource-limited region of Indonesia.

Mapping Local Assets through Place-Based Education for Early Childhood Education Curriculum Planning in Agrarian Sorawolio

2026-08-18T11:21:19+00:00

Purpose: This study aims to explore the potential of Sorawolio District through a Place-Based Education approach to inform the development of an agroeducation-based early childhood education curriculum. Method: This study employed a qualitative approach with an exploratory case study design. Data were collected through environmental observation, semi-structured interviews with heads of early childhood education institutions, teachers, parents, farmers, community leaders, and local stakeholders, and document analysis of early childhood education curriculum materials. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Findings: The findings indicate that Sorawolio has strong agrarian characteristics, as reflected in its dominant proportion of agricultural land, the presence of biopharmaceutical plants, horticultural crops, ornamental plants, plantations, and children’s close interaction with gardens, home yards, soil, water, and community-based agricultural activities. These potentials reflect the principles of Learning in Place, Learning from Place, Learning with Community, Developing Sense of Place, Learning for Place, and Authentic and Integrated Learning. Research Implications: The findings suggest that early childhood education institutions in Sorawolio need to conduct systematic local asset mapping as a basis for developing semester programs, weekly learning plans, teaching modules, community partnerships, and authentic experience-based assessment. Originality: This study positions Sorawolio as a local learning ecosystem for developing a contextual, authentic, and sustainable agroeducation-based early childhood education curriculum.

Implementing Performance Character Internalization in Entrepreneurship Education: A Qualitative Case Study in Indonesian Islamic Higher Education

2026-09-06T07:04:29+00:00

Purpose - This study aims to analyze the implementation of performance character internalization in entrepreneurship education and examine its role in shaping students’ entrepreneurial character, particularly within the context of Islamic higher education. The study addresses the gap between skill-oriented entrepreneurship education and character-based approaches that emphasize behavioral and ethical development.

Methods - This study employed a qualitative single-case study design at Universitas Islam Tasikmalaya, Indonesia. The research was conducted from January to June 2025 and involved 20 informants, consisting of 15 students with entrepreneurial experience and five entrepreneurship lecturers selected through purposive sampling. Data were collected through semi-structured in-depth interviews, participant observation, and document analysis. The data were analyzed using an interactive qualitative analysis process involving data condensation, data display, and conclusion drawing, supported by source and method triangulation and member checking.

Findings - The findings reveal that performance character internalization occurs through three interconnected mechanisms: curriculum integration, experiential learning, and habituation through continuous business practice. However, character integration in the curriculum remains largely implicit and is not yet supported by structured and measurable assessment indicators. Successful student entrepreneurs demonstrate discipline, responsibility, resilience, consistency, and adaptability. These characteristics develop gradually through cognitive (knowing), affective (believing), and behavioral (acting) stages, with behavioral embodiment representing the most advanced stage of internalization.

Research Implications - Entrepreneurship education should move beyond the development of technical competencies by explicitly integrating character development into curriculum design, experiential learning, mentoring, and assessment systems. In Islamic higher education, values such as amanah and ṣidq can provide an ethical foundation for responsibility, accountability, honesty, and consistency in entrepreneurial behavior. Institutions are therefore encouraged to develop measurable indicators of character development alongside conventional business-performance outcomes.

Originality - This study contributes to character-based entrepreneurship education by demonstrating how performance character is internalized through an integrated process of experience, reflection, and habituation. Its originality lies in positioning performance character internalization as a mechanism linking entrepreneurship learning to sustainable entrepreneurial behavior while interpreting amanah and ṣidq as ethical foundations of entrepreneurial character within Indonesian Islamic higher education.

Development and Preliminary Evaluation of a Video Tutorial for Basic Women’s Body Pattern Construction Using Draping Techniques

2026-08-17T11:15:38+00:00

Purpose: This study aims to develop and evaluate the effectiveness of a video tutorial on basic female body pattern making using draping techniques to improve students' practical skills and learning experiences in vocational fashion education.

Methods: The study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate). The participants consisted of 30 students from the Fashion Management Program at Padang State University. The developed video tutorial was evaluated through material and media expert validation, while its practicality and effectiveness were assessed using student response questionnaires and a one-group pre-test–post-test design. The collected data were analyzed using descriptive statistics.

Findings: The developed video tutorial achieved high validity, with material and media validation scores of 88.9% and 86.6%, respectively. The practicality evaluation obtained an average score of 88%, indicating that the media was very practical for classroom implementation. Students' learning outcomes improved from a mean pre-test score of 72.4 to a post-test score of 88.6, representing a 22.37% increase. In addition, 91% of students reported that the video tutorial effectively enhanced their understanding, learning independence, and mastery of draping techniques.

Research Implications: The findings demonstrate that video tutorial–based learning can serve as an effective digital instructional medium to strengthen practical competencies and support technology-enhanced learning in vocational fashion education.

Originality: This study contributes by developing and validating a draping-based instructional video tutorial specifically designed for basic female body pattern construction, integrating systematic multimedia learning principles to improve practical learning outcomes in vocational fashion education.

Classroom Management Based on Excellence Programs at Pesantren ANWAHA

2026-09-10T23:53:25+00:00

This study examines how classroom management is organized around excellence-program objectives at Pesantren ANWAHA and how institutional targets are translated into classroom practices. A qualitative single-case design was used with four purposively selected key informants representing pesantren leadership, program coordination, classroom teaching, and student experience. Data comprised semi-structured interviews conducted on 21-23 August 2026, one 90-minute observation of a Grade XI Intensive Tahfidz Al-Qur'an session on 24 August 2026, and institutional documents examined on 25 August 2026. Deductive and inductive thematic analysis generated seven interrelated themes: goal-oriented classroom planning, flexible classroom organization, target-responsive instructional management, discipline and character-based management, teacher-student relational mentoring, continuous monitoring and adaptive follow-up, and supporting and inhibiting conditions. Across the available evidence, program targets informed planning, grouping, instructional strategies, discipline, relational mentoring, monitoring, remedial support, enrichment, and regrouping, while pesantren values shaped expectations for responsibility, punctuality, adab, and respect. Direct classroom observation, however, was limited to the tahfidz program; evidence concerning the Arabic-English Language and Academic Achievement programs came primarily from interviews and documents. The findings therefore support a case-derived, context-bound framework for understanding how excellence goals can be operationalized in classroom management rather than a universally validated model.

Islamic Reflective Realistic Mathematics Learning for Enhancing Students' Mathematical Representations: A Quasi-Experimental Study

2026-07-03T12:28:25+00:00

Purpose: This study examined whether Islamic Reflective Realistic Mathematics Learning (IRRML), an instructional framework integrating reflective learning, Realistic Mathematics Education (RME), and Islamic values, was associated with stronger mathematical representation performance among Grade VII students.

Methods: A quantitative quasi-experimental pretest-posttest non-equivalent control group design was implemented with 64 students at an Islamic junior secondary school in Indonesia. Two intact classes were assigned to an experimental group receiving IRRML (n = 32) and a control group receiving conventional teacher-centered instruction (n = 32). Mathematical representations were assessed through an eight-item essay test covering visual, symbolic, verbal, and multiple-representation translation indicators. Data were analyzed using descriptive statistics and ANCOVA, with pretest scores treated as a covariate.

Findings: The IRRML group obtained a higher posttest mean (84.72 ± 7.63) than the control group (71.46 ± 8.21). After adjustment for pretest scores, the learning model was significant, F(1,61) = 36.84, p < .001, partial η² = .377, and the reported standardized effect was large (Cohen's d = 1.62). Post-intervention scores favored the experimental group across all four representation indicators.

Research Implications: Within this study context, IRRML provided a structured way to combine contextual problem situations, reflective dialogue, multiple-representation construction, and value-oriented learning. The findings support further investigation of this integrated approach across schools, mathematical topics, and educational settings.

Originality: The study operationalizes reflective learning, RME, and Islamic values within one instructional sequence and evaluates the framework in relation to students' mathematical representations.

Optimizing Graduate Learning Outcomes Assessment through an Outcome-Based Education Framework in SIAKAD STAIN Majene

2026-08-10T12:48:00+00:00

This study aims to analyze the optimization of the Graduate Learning Outcomes (CPL) assessment system through the Outcome-Based Education (OBE) Module at SIAKAD STAIN Majene, identify the factors that affect its implementation, and formulate an optimization strategy to support academic quality assurance. A descriptive qualitative approach was used, involving the head of the study program selected by purpose, SIAKAD operator, and lecturers. Data was collected through observation, in-depth interviews, and documentation, and analyzed using the interactive models of Miles, Huberman, and Saldaña, supported by triangulation of sources and methods and member examinations. The findings show that the utilization of the CPL assessment system is quite optimal but has not been implemented comprehensively, as only three out of twelve study programs have implemented an OBE-based curriculum and activated the OBE Module. The optimization is influenced by three interrelated dimensions: structural factors related to incomplete CPL-CPMK mapping, personal factors related to the understanding and competence of lecturers in OBE, and institutional factors involving coordination, quality standards, curriculum assistance, and human resources. Two complementary strategies are proposed: a conceptual strategy through strengthening a consortium of lecturers and an institutional strategy through the establishment of CPL assessment quality standards and strengthening human resources related to the curriculum. This study concludes that the effective optimization of SIAKOD-based CPL assessments requires the integration of technological functionality with curriculum readiness, lecturer competence, and sustainable institutional governance. This study provides an integrated optimization framework for the context of PTKIN by linking the implementation of the OBE Module, structural–personal–institutional determinants, and conceptual–institutional strategies to strengthen internal quality assurance and continuous curriculum improvement.

Democratic Culture as a Learning Ecology in Higher Education: A Qualitative Case Study of Students’ Political Literacy with Conceptual Implications for Early-Grade Indonesian Language Pedagogy

2026-07-14T14:10:34+00:00

Purpose: This study analyzes how democratic culture in the Sociology Education Study Program of Universitas Muhammadiyah Makassar operates as a learning ecology that shapes students’ political literacy. It also formulates conceptual, not experimentally tested, implications for early-grade Indonesian language pedagogy. Methods: The study used a qualitative case-study design involving 24 students from semesters 3, 5, and 7. Data were collected through in-depth interviews, three focus group discussions, participatory observations in four campus democratic arenas, and analysis of student-organization documents. Data were analyzed through Miles, Huberman, and Saldaña’s interactive model by moving from initial codes to categories and five themes. Findings: Democratic culture shaped political literacy through four connected processes: dialogue spaces that trained students to speak, listen, and evaluate arguments; deliberation and negotiation that strengthened participation when facilitation was equal but weakened it when symbolic domination occurred; management of cultural, identity, and political differences through communicative norms; and reflective verification of public and social-media information. The study also found barriers in the form of apathy, seniority, domination by organizationally active students, polarization, and procedural formalism. Contribution: The article contributes a democratic-communicative learning-ecology framework that connects political sociology, cultural sociology, and dialogic language pedagogy. Its pedagogical implication is limited to a conceptual model consisting of dialogic circles, mini-deliberations, diversity-text reading, peer-response writing, and class voice projects.

Teacher-Mediated Use of Literacy Books and Worksheets to Support English Literacy Among Students With Special Needs: A Qualitative Study at SLB Negeri 1 Buleleng

2026-09-11T13:39:00+00:00

Aims This study aims to describe the role of teachers in enhancing English reading literacy among students with special needs through the use of reading materials and worksheets.

Method This study employed a descriptive qualitative approach. The data were collected through classroom observations, interviews with teachers and students with special needs, and document analysis related to the teaching and learning process at SLB Negeri 1 Buleleng. The data were analyzed using three stages: data reduction, data display, and conclusion drawing.

Findings The findings indicate that teachers play significant roles as facilitators, guides, mentors, and motivators in English literacy activities. The use of literacy books and worksheets helps students recognize English vocabulary, understand simple words, associate words with pictures and objects in their surroundings, and develop foundational reading and writing skills. In practice, teachers adapt learning activities to each student's individual abilities by providing modeling, repeated practice, visual media, and individualized support.

Implication The findings indicate that teachers play significant roles as facilitators, guides, mentors, and motivators in English literacy activities. The use of literacy books and worksheets helps students recognize English vocabulary, understand simple words, associate words with pictures and objects in their surroundings, and develop foundational reading and writing skills. In practice, teachers adapt learning activities to each student's individual abilities by providing modeling, repeated practice, visual media, and individualized support.

Novelty This study highlights the role of teachers in utilizing literacy books and worksheets as accessible learning resources to support the development of foundational English literacy skills among students with special needs.

Instructional Design for Problem-Based Learning in Mathematics Education: A Descriptive Evidence-Mapping Review

2026-09-09T02:37:58+00:00

Purpose: This study mapped problem-based learning (PBL) instructional configurations in mathematics education and the cognitive and affective outcomes examined across educational levels.

Methods: A descriptive evidence-mapping review used a previously assembled 2015–2023 literature inventory identified through Scopus, Google Scholar, and Publish or Perish. The reported selection process contained 39 entries. Because complete search strings, the final search date, and stage-specific exclusion reasons were unavailable, these details were not reconstructed. A source-level scope audit excluded four entries whose mathematics relevance could not be established confidently, leaving 35 studies for analysis.

Findings: The analytical set comprised five elementary, 15 junior high school, 11 senior high school, and four higher education studies. Configurations included PBL without a named additional approach, culturally contextualized designs, technology-supported formats, and strategy-linked arrangements. Outcomes included problem solving, critical thinking, mathematical literacy, communication, retention, motivation, and self-efficacy; comparator advantages and nonsignificant affective findings were also present.

Research Implications: The synthesis supports explicit alignment among problem tasks, instructional supports, comparators, and assessment, while avoiding claims of uniform PBL superiority.

Originality: The review connects educational level, instructional configuration, and outcome domain in a common descriptive map while making limitations in the available review record explicit.

Development of Emotional Animation Video Media to Enhance Emotional Intelligence in Early Childhood

2026-08-05T12:16:42+00:00

Purpose: This study aimed to develop and evaluate the feasibility, practicality, and effectiveness of Video Animasi Emosi as an emotional literacy medium to enhance the emotional intelligence of early childhood children. Methods: This research employed a Research and Development (R&D) approach using the 4D model consisting of Define, Design, Develop, and Disseminate stages. The study involved 30 children aged 5–6 years and 12 teachers from TK Pertiwi Bontonompo, TK ABA III Paranga, and TK Aisyiyah Romang Lompoa. Data were collected through interviews, questionnaires, observations, expert validation sheets, and teacher response questionnaires. The effectiveness of the media was evaluated using a one-group pretest–posttest design and analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. Findings: The developed Video Animasi Emosi obtained an average expert validation score of 3.00 (Valid), indicating that both the animated video and the accompanying teacher guidebook met the criteria for a valid learning medium. The practicality assessment yielded an overall score of 96.00%, categorizing the media as very practical for classroom implementation. The effectiveness evaluation showed that children's emotional intelligence reached the Very Good category (≥85%), with marked improvements in self-awareness, emotional management, self-motivation, empathy, and social skills. Furthermore, the Wilcoxon Signed-Rank Test revealed a statistically significant difference between pretest and posttest scores (Asymp. Sig. = 0.04, p < 0.05), confirming that the developed media effectively enhanced early childhood emotional intelligence. Research Implications: The findings suggest that animated video-based emotional literacy media can be effectively integrated into early childhood education to promote socio-emotional development and strengthen children's emotional intelligence. Originality: This study presents a technology based emotional literacy medium featuring six basic emotions happiness, sadness, anger, fear, surprise, and disgust supported by a teacher guidebook and specifically developed for early childhood education using the 4D model.

Analysis of 21st Century Learning Methods in Developing Innovations in Indonesian Language Learning in Elementary Schools

2026-07-09T04:45:46+00:00

Literacy skills are essential competencies, particularly in responding to the demands of the 21st century. However, the low level of student literacy indicates the need for innovation in the learning process. This study aims to analyze innovative learning methods to improve the literacy competencies of elementary school students. This study uses a Systematic Literature Review (SLR) method, including the collection, selection, evaluation, and synthesis of relevant scientific articles. The results of the study are based on the analysis of five primary sources of literature that have gone through a selection process and are deemed relevant to the research objectives. The main findings refer to the use of learning methods that can influence the development of innovative Indonesian language learning, namely the use of innovative learning methods that are more dominant in the multimodal approach, experiential learning, and the use of digital technology. This approach refers to learning that focuses on students' own learning activities that are designed to be broader and more directed. From these findings, it can be said that studies on innovative learning and literacy are still largely conducted through exploratory and analytical approaches to understand the phenomenon in depth. The integration of various communication modes such as text, visuals, and audio can provide meaningful learning experiences that enhance critical thinking skills, creativity, and communication skills. In the contribution of 21st century learning, the use of text, visuals, or audio can be developed more effectively, taking into account the latest technological developments that can provide a more creative, innovative, and enjoyable learning system.

Local Cultural Wisdom in Islamic Religious Education: A Qualitative Case Study of Religious Moderation at UPT SMP Negeri 1 Mattiro Bulu

2026-09-20T09:27:11+00:00

Islamic Religious Education (PAI) in plural societies serves not only to transmit religious knowledge but also to provide a space for interpreting the relationship between religious commitment and sociocultural context. This study analyzes how local cultural wisdom is incorporated into PAI and how this incorporation is interpreted in relation to religious moderation at UPT SMP Negeri 1 Mattiro Bulu, Pinrang Regency. A qualitative case study design was employed with three purposively selected participants: the principal, one PAI teacher, and one student. Data were collected through semi-structured interviews, participant observation, and document review and analyzed using Miles and Huberman's interactive qualitative data-analysis model through data reduction, data display, and conclusion drawing and verification. The findings reveal three interrelated patterns: the institutional positioning of religion and local culture as complementary domains, teacher mediation linking local practices with Islamic ethical concepts, and experiential participation in religious and cultural activities. Local wisdom was more evident through P5 activities, religious routines, and school-based cultural practices than as a fully embedded component of formal PAI instruction. These findings suggest that local wisdom can function as a contextual bridge in PAI; however, they are specific to the studied case and do not demonstrate student attitude change or causal effectiveness. The study offers a provisional conceptual synthesis of the relationships among the school environment, teacher mediation, and experiential participation in religious moderation education.

Psychological Factors Associated with Career Anxiety among University Students: A Systematic Literature Review

2026-08-24T13:34:57+00:00

Purpose: Career anxiety is an important concern among university students as they prepare for career entry amid changing educational, economic, technological, and labor-market conditions. This study aims to identify and synthesize the antecedents and consequences associated with career anxiety among university students based on recent empirical evidence. Methods: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. The literature search was performed in the Scopus database between 4 June and 1 July 2026 using the search string TITLE-ABS-KEY("career anxiety" AND ("student" OR "students" OR "university student")). The search was limited to English-language empirical journal articles published between 2021 and 2026. Following the identification, screening, eligibility assessment, and inclusion processes, eleven studies met the predetermined criteria and were analyzed through thematic synthesis. The methodological quality of the included studies was assessed using the revised JBI Critical Appraisal Tool for Analytical Cross-Sectional Studies. Findings: The synthesis identified four major themes: career development factors, individual psychological factors, environmental factors, and consequences of career anxiety. Career development and individual psychological resources, including career adaptability, future-oriented perspectives, occupational awareness, self-efficacy, and psychological resilience, were generally associated with lower levels of career anxiety, whereas environmental uncertainties, including COVID-19-related conditions and perceptions of Artificial Intelligence, were associated with greater career-related uncertainty. Career anxiety was also associated with adverse psychological, academic, and career-related outcomes, including lower life satisfaction, academic performance, career choice goals, and employability confidence. Given the predominantly cross-sectional nature of the evidence, these findings indicate associations rather than causal relationships. Research Implications: The findings provide a conceptual basis for higher education institutions, career service centers, and counselors to develop integrated career-development and psychological support programs that strengthen students’ career readiness and psychological resources. However, the findings should be interpreted in light of the limited evidence base, including the small number of studies, reliance on a single database, and heterogeneity across study contexts and methods. Originality: This study contributes a synthesized conceptual framework that distinguishes career development factors, individual psychological factors, and environmental conditions associated with career anxiety from its reported consequences. By integrating these dimensions from recent empirical evidence, the review provides a structured basis for understanding career anxiety among university students and identifies priorities for future research, particularly longitudinal investigation of its antecedents and consequences.

The Influence of Teacher Leadership on Students’ Adaptive Learning Behavior in Technology-Integrated and Curriculum-Adaptive Classroom Environments

2026-07-09T04:22:26+00:00

Purpose: This study examines the relationship between teacher leadership and students’ adaptive learning behavior in technology-integrated and curriculum-adaptive classroom environments, focusing on strategy adjustment, learning independence, and responsiveness to instructional changes. Methods: A quantitative approach with an explanatory design was used. Data were collected from 120 grade XI senior high school students in public and private schools in Sengkang City, South Sulawesi Province, using a five-point Likert-scale questionnaire. Multiple linear regression was applied to examine the predictive role of teacher leadership on adaptive learning behavior while controlling for gender and school type. Findings: The results show that teacher leadership positively and significantly predicted students’ adaptive learning behavior (B = 0.54; t = 7.62; p < 0.001). The model explained 40% of the variance in adaptive learning behavior (R² = 0.40; adjusted R² = 0.38). Students who perceived stronger teacher leadership tended to report better learning strategy adjustment, independence, and responsiveness to changing classroom conditions. Research Implications: The findings suggest that strengthening teacher leadership can support students’ learning adaptability. Teachers should provide clear instructional direction, academic support, and a supportive classroom climate to help students respond to curriculum demands and technology-integrated learning. Originality: This study contributes to educational leadership literature by examining adaptive learning behavior as a classroom-level outcome associated with teacher leadership in Indonesian senior high school contexts.

Management Strategies and Learning Quality through Human Resource Development with Free Education Policy as a Moderator in Kaimana Senior and Vocational High Schools

2026-07-15T14:14:40+00:00

Learning quality is an important indicator of educational success that is influenced by the effectiveness of management strategies and human resource development. In Kaimana Regency, the implementation of the free education policy has expanded access to education; however, improving learning quality remains a significant challenge. This study aims to examine the effect of management strategies on learning quality through human resource development and to investigate the moderating role of the free education policy in senior and vocational high schools in Kaimana Regency. A quantitative approach with a survey method was employed involving 105 teachers, principals, and educational staff selected through purposive sampling. Data were collected using questionnaires and analyzed through Moderated Regression Analysis (MRA). The results indicate that management strategies have a positive effect on both human resource development and learning quality. Human resource development significantly contributes to improving learning quality, while the free education policy strengthens the influence of management strategies on learning quality. These findings highlight the importance of synergy among effective school management, continuous human resource development, and the implementation of educational policies in enhancing the quality of secondary education.

Reconstructing Indonesia's Medical Professional Discipline System under Law No. 17 of 2023: A Normative Legal Analysis

2026-08-18T11:23:10+00:00

Purpose: This study analyzes the implications of Law Number 17 of 2023 on Health for Indonesia’s medical professional discipline system and formulates a normatively grounded reconstruction model to strengthen legal certainty, patient protection, professional autonomy, and public accountability. Methods: This study employed normative legal research using statutory and conceptual approaches. Legal materials were selected based on relevance, authority, currency, and relation to the research questions. Primary materials included Law Number 17 of 2023 on Health, Law Number 29 of 2004 on Medical Practice, Law Number 36 of 2014 on Health Workers, and implementing regulations. The materials were classified and comparatively examined according to institutional authority, complaint and examination mechanisms, transitional provisions, and links with administrative, civil, and criminal proceedings. Analysis used legal interpretation, regulatory comparison, and deductive legal reasoning. Findings: The results indicate a shift from a profession-based disciplinary system toward stronger state supervision, creating challenges involving institutional authority, legal certainty, and professional autonomy. Three issues were identified: institutional restructuring, changes in complaint and examination mechanisms, and normative disharmony during transition. From the normative comparison, the study derives a four-pillar reconstruction model comprising clarity of institutional authority, fair and transparent procedures, accessible patient complaint mechanisms, and independent professional disciplinary councils. The model is proposed as a normative framework rather than an empirically validated model. Conclusion: Effective reform requires harmonized legal norms, clear institutional arrangements, fair procedures, and balanced relations between state oversight and professional autonomy. Originality: This study proposes a normatively derived four-pillar framework whose effectiveness requires further empirical evaluation.

The Association between Social Support and Employee Job Satisfaction: A Systematic Literature Review

2026-09-21T06:02:13+00:00

Background: Social support is considered an important resource for employees in dealing with their work environment and maintaining positive work experiences. Previous studies have examined its relationship with job satisfaction in various occupational settings, but the findings are still spread across different contexts. A systematic review is therefore needed to bring together recent empirical evidence on this relationship. Purpose: This study aims to review and summarize empirical findings concerning the relationship between social support and job satisfaction among employees in different work settings. Methods: A systematic literature review was conducted in accordance with the PRISMA 2020 guidelines. The literature search was carried out using the Scopus database with the keywords social support, job satisfaction, and employees. The review focused on empirical studies published in English from 2022 to 2026. After the screening and eligibility processes were completed, nine studies fulfilled the inclusion criteria and were included in the qualitative synthesis. Findings: The findings across the reviewed studies generally showed a positive relationship between social support and employee job satisfaction. Different sources of support, including organizations, supervisors, coworkers, family members, and the broader social environment, were associated with employees’ job satisfaction. Several studies also examined mediating and moderating factors in this relationship, although these findings represent statistical associations rather than causal relationships. Research Implications: The findings emphasize the relevance of a supportive work environment for employees’ work experiences. Organizations can consider strengthening support from supervisors, coworkers, and organizational structures as part of efforts to create a more supportive workplace. The findings may also serve as a reference for future research examining social support and job satisfaction in different occupational contexts. Conclusion: Based on the reviewed evidence, social support is consistently and positively associated with employee job satisfaction across a range of occupational settings. However, all studies included in this review used cross-sectional designs. Therefore, the findings should be understood as evidence of an association rather than a causal relationship. Further research using longitudinal or experimental designs is needed to examine the relationship over time and provide stronger evidence regarding causality. Originality: This review synthesizes empirical studies published between 2022 and 2026 to provide an updated perspective on the relationship between social support and employee job satisfaction. By bringing together findings from different occupational settings and examining various sources of social support, this study provides a broader understanding of the factors associated with employee job satisfaction.

Heart-Centered Teaching by Christian Religious Education Teachers in Vocational Education: A Case Study at SMK Kristen II Tomohon

2026-09-08T15:32:02+00:00

Purpose: This study examines how Christian Religious Education teachers enact heart-centered pedagogy at SMK Kristen II Tomohon, addressing the limited empirical understanding of how relational, affective, moral, and spiritual dimensions of Christian Religious Education are integrated within vocational education. Methods: The study employed a qualitative descriptive case study involving three Christian Religious Education teachers with more than three years of teaching experience, fifteen students from different classes, and the school principal, selected purposively. Data were collected through semi-structured interviews, classroom observations, and document analysis of curriculum materials, lesson plans, and instructional resources. Data were analyzed thematically through coding, categorization, pattern identification, and theme development. Findings: The findings identified four interrelated themes: relationally grounded teaching; teachers as role models and pastoral companions; reflective internalization; and contextual challenges. These themes show how heart-centered pedagogy is enacted through relational presence, empathetic communication, Christian exemplarity, and pastoral accompaniment. Such practices were perceived to support a more supportive learning environment, greater student openness and participation, and deeper engagement with Christian values. Teachers emerged not merely as transmitters of religious knowledge but as relational educators and spiritual companions who facilitate students’ movement from cognitive understanding toward the reflective internalization and lived expression of Christian values. Research Implications: The findings suggest that Christian Religious Education in vocational schools may be strengthened by integrating relational, affective, and pastoral dimensions into teacher development, instructional practice, and school-based character formation. Originality: This study contributes contextual and conceptual insight by positioning heart-centered pedagogy as an integrative relational and pastoral orientation within Christian Religious Education in a vocational school setting, highlighting how teacher–student interactions may support the internalization and everyday expression of Christian values.

The Influence of Character-Based Digital Transformational Leadership on the Quality of Deep Learning and Class management in Elementary Schools

2026-09-04T12:21:12+00:00

This study aims to analyze the influence of character-based digital transformational leadership on the quality of deep learning and classroom management in elementary schools. This quantitative study used a survey method with a correlational design. Respondents consisted of 169 elementary school teachers in Juwana Subdistrict, Pati Regency, selected through proportional stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS). The measurement model results showed that all constructs met convergent validity (AVE > 0.5) and composite reliability (Cronbach's Alpha and Composite Reliability > 0.7) after several indicators with low loading factors were removed from the model. The structural model results indicated that character-based digital transformational leadership had a positive and significant effect on the quality of deep learning (path coefficient = 0.761; t = 6.550; p < 0.001) and on classroom management (path coefficient = 0.738; t = 5.373; p < 0.001), explaining 57.8% and 54.5% of their respective variances. These findings confirm that character-based digital leadership plays a crucial role in creating an ecosystem for deep learning and conducive classroom management in elementary schools, and provide a basis for recommending that principals integrate digital competence with character strengthening simultaneously.

Effectiveness of Project Based Learning and Problem Based Learning Assisted by VIP Matter – Media on the Critical Thinking Skills of Elementary School Students

2026-09-16T13:51:54+00:00

Purpose: Critical thinking skills are a crucial competency for elementary school students to face the demands of 21st-century learning. However, students' critical thinking skills remain relatively low due to the teacher-centered learning process, which provides limited opportunities for students to actively engage in problem-solving. Therefore, innovative, student-centered learning models, such as Project-Based Learning (PjBL) and Problem-Based Learning (PBL), are needed, supported by the use of engaging learning media such as PowerPoint. This study aims to determine the effectiveness of Project Based Learning and Problem Based Learning models assisted by Vidio Interactive PowerPoint matter - media on the critical thinking skills of elementary school students Methods: This study aims to determine the effectiveness of Project Based Learning and Problem Based Learning models assisted by Vidio Interactive PowerPoint on the critical thinking skills of elementary school students. This study used a quantitative approach with a quasi-experimental method with a nonequivalent control group design. The study population was elementary school students, with samples selected using a purposive sampling technique. Data collection was carried out through critical thinking ability tests given before (pretest) and after (posttest) the treatment. The data were analyzed using descriptive and inferential statistical tests to determine differences in the improvement of critical thinking skills between groups. Findings: The results of this study are expected to demonstrate a difference in effectiveness between Project-Based Learning and PowerPoint-assisted Problem-Based Learning models on students' critical thinking skills Research Implications: The results of this study are expected to demonstrate a difference in effectiveness between Project-Based Learning and PowerPoint-assisted Problem-Based Learning models on students' critical thinking skills. Originality:

This research is expected to contribute to teachers' selection of effective learning models and media to improve elementary school students' critical thinking skills.

A Theory-Informed Framework for Interactive Digital Learning in Physics Education: A Systematic Literature Review

2026-08-18T11:16:15+00:00

Purpose: This study synthesizes evidence on interactive digital learning in physics education and addresses fragmented technology-specific reviews by proposing a theory-informed conceptual framework linking digital affordances, theoretical foundations, pedagogical design, learner processes and outcomes, and implementation conditions. Methods: Following PRISMA 2020 and PRISMA-S, literature published from January 2016 to June 2026 was retrieved from nine information sources and supplemented by backward and forward citation chasing. of 3,142 records identified, 66 publications met the eligibility criteria. Empirical studies were appraised using MMAT, with the JBI checklist additionally applied to quasi-experimental studies. Evidence was synthesized through thematic and abductive analysis. Findings: Five interconnected themes emerged: digital learning affordances, theoretical foundations, pedagogical design features, learner processes and outcomes, and implementation conditions. Learning benefits were associated with representational coherence, guided inquiry, scaffolding, feedback, reflection, and context-sensitive implementation. The synthesis does not establish causal mediation among framework components. Conclusion: The review proposes a theory-informed conceptual framework organizing recurring relationships across heterogeneous studies. Research Implications: The framework supports the design, implementation, evaluation, and empirical testing of coherent digital physics learning environments. Originality: The review integrates technological, theoretical, pedagogical, learner, outcome, and contextual dimensions across multiple digital modalities within a unified conceptual structure for future research.

Negotiating Masculinity in a Female-Dominated Educational Space: An Interpretative Phenomenological Analysis of Male Elementary Teacher Education Students in Indonesia

2026-09-16T14:02:26+00:00

The profession of elementary school teachers has historically and socially been constructed as a profession that is synonymous with women, so that male students in the Elementary School Teacher Education Study Program (PGSD) are in a position as a gender minority who have the potential to face stereotypes, social expectations, and gender relationship dynamics in the academic environment. This research aims to understand how male students interpret their experiences in a female-dominated educational space as well as how the process of masculinity negotiations takes place in academic and social experiences. The research uses a qualitative approach with an Interpretative Phenomenological Analysis (IPA) design. The research participants were active male students of the PGSD Study Program who were selected through purposive sampling techniques. Data were collected through semi-structured in-depth interviews and analyzed using the IPA stages. The results showed that male students engaged in various masculinity negotiation strategies to adjust to academic culture, gender stereotypes, and social expectations in the primary education environment. This process shapes how they maintain their masculine identity while adapting to a female-dominated learning environment. These findings enrich the study of gender and education by providing an understanding of the dynamics of the construction of masculinity in the context of elementary school teacher education

Artificial Intelligence Literacy and Self-Regulated Learning as Predictors of Academic Writing Skills among Pre-Service Indonesian Language Teachers

2026-08-18T08:45:29+00:00

Purpose: The rapid adoption of generative artificial intelligence (AI) has transformed higher education and reshaped academic writing practices, creating a need to understand factors that support students’ writing competence. Although previous studies have examined artificial intelligence literacy and self-regulated learning in technology-enhanced learning environments, empirical evidence remains limited regarding their predictive roles in academic writing among pre-service Indonesian language teachers. Therefore, this study aimed to examine the individual and joint predictive effects of Artificial Intelligence Literacy and Self-Regulated Learning on Academic Writing Skills. Methods: A quantitative study employing a predictive correlational design was conducted with 132 undergraduate students enrolled in Indonesian Language Education programs at several universities in Indonesia. Participants were selected through purposive sampling. Data were collected using Artificial Intelligence Literacy and Self-Regulated Learning questionnaires, while Academic Writing Skills were assessed through an academic essay-writing task using an analytic rubric. The data were analyzed using descriptive statistics and multiple linear regression with IBM SPSS Statistics. Findings: The results showed that Artificial Intelligence Literacy significantly predicted Academic Writing Skills (β = .448, t = 5.595, p < 0.001). Self-Regulated Learning also significantly predicted Academic Writing Skills (β = .271, t = 3.392, p < 0.001). Furthermore, Artificial Intelligence Literacy and Self-Regulated Learning jointly significantly predicted Academic Writing Skills (F(2, 129) = 43.276, p < 0.001), with the model explaining 40.2% of the variance in Academic Writing Skills. Research Implications: These findings suggest that teacher education programs should integrate Artificial Intelligence Literacy and Self-Regulated Learning into academic writing instruction. Such integration may help pre-service Indonesian language teachers use AI technologies critically and responsibly while maintaining self-regulated learning practices and academic writing competence.

Enacting Teacher Professional Agency through Social Literacy for Bullying Prevention: An Instrumental Case Study in an Indonesian Primary School

2026-09-14T08:19:00+00:00

Purpose This study aimed to explain how teachers’ professional agency is enacted through social literacy practices in preventing bullying

Methods An instrumental qualitative case study was conducted in an Indonesian primary school involving 24 purposively selected participants: eight classroom teachers, one principal, one student-affairs teacher, eight students, and six parents. Data were collected through semi-structured interviews, 18 observation sessions, and five school documents, then analyzed thematically using manual coding.

Findings showed that professional agency developed through six processes: professional motivation and values, recognition of bullying patterns, professional judgment, selection of social literacy practices, preventive and responsive action, and monitoring and follow-up. Social literacy was enacted through empathy development, perspective-taking, ethical communication, inclusive group learning, and reflective dialogue. However, inconsistent teacher responses, limited supervision, non-standardized documentation, and incomplete school–family follow-up constrained sustained intervention.

Research Implications that bullying prevention requires integrated teacher development, shared school procedures, and stronger family collaboration.

Originality Its originality lies in positioning social literacy as the pedagogical mechanism linking teacher motivation, professionalism, and enacted performance within a context-dependent model of professional agency.

Digital Technology and the Reconstruction of Social Interaction in a Madrasah: A Qualitative Study in East Jawa

2026-08-15T03:18:08+00:00

Background: The increasing integration of digital technology into madrasah education has transformed learning practices as well as communication, authority, participation, and interpersonal relations. However, limited attention has been given to how these changes reconstruct social interaction and the internalization of Islamic values in madrasah settings. Purpose: This study analyzes how digital technology reconstructs social interaction and its implications for communication, participation, interpersonal closeness, educational authority, and religious value internalization in a madrasah. Methods: A descriptive qualitative approach was used in a single madrasah in East Java that has integrated digital technology into learning and communication. Data were collected through semi-structured interviews with 15 informants (one head, six teachers, and eight students). Thematic analysis was conducted through coding, categorization, theme development, and interpretation using NVivo 14. Results: Digital technology expands communication spaces, accelerates information flow, enhances collaboration, and enables flexible participation. It also produces hybrid interaction patterns combining online and face-to-face engagement. The role of teachers shifts from primary information sources to epistemic and moral authorities. However, challenges include reduced face-to-face interaction, weakened social control, digital literacy gaps, and changing communication ethics. Conclusion and Implications: Digital technology reconstructs social interaction by reshaping communication, participation, relationships, and authority. Madrasas need ethical, inclusive, and Islamic value-based digital governance. Findings are context-specific. Originality: This study conceptualizes digital technology as a driver of hybrid social relations and transformed educational authority in madrasas.

Effectiveness of Gamified Qur'an-Hadith Learning on Cognitive Achievement and Student Engagement: A Sequential Explanatory Mixed-Methods Study in an Islamic Elementary School

2026-09-21T05:23:59+00:00

Purpose: This study evaluates the effectiveness and impact of implementing gamified learning on students' academic achievement and learning engagement in Qur'an-Hadith education to address low student motivation stemming from traditional instruction. Methods: Utilizing a mixed-methods sequential explanatory design across a six-session intervention, this study examined 60 fifth-grade Islamic elementary school students assigned to experimental (n = 30) and control (n = 30) groups, complemented by qualitative interviews with 2 teachers and 6 students. Quantitative data were analyzed using independent sample t-tests and ANCOVA to adjust for baseline baseline ability, while qualitative transcriptions underwent thematic analysis. Findings: Controlling for pre-test scores, ANCOVA demonstrated that the experimental group achieved significantly higher adjusted post-test performance (EMM = 84.50, SE = 1.12) compared to the control group (EMM = 72.10, SE = 1.12), F(1, 57) = 48.92, p < .001, = .462. Qualitative findings revealed that gamification mechanics specifically structured points, leaderboards, and interactive challenges enhanced student engagement, self-reported retention of scriptural text, and peer collaboration. Research Implications: Gamified learning offers a practical, high-impact pedagogical framework for modernizing religious education in Islamic elementary schools, demonstrating clear utility for enhancing short-term cognitive performance and classroom participation. Originality: This study provides empirical evidence for integrating tailored game mechanics directly into primary-level Qur'an-Hadith curricula, addressing a critical gap in educational technology research within traditional religious instruction.

The Effect of CERDAS Teacher Competencies (Collaborative, Empathic, Responsive, Digital, Adaptive, and Spiritual) on Teacher Professional Performance and Work Discipline in Elementary Schools

2026-09-25T13:30:55+00:00

This study aims to examine the influence of CERDAS Teacher competencies, comprising Collaborative, Empathic, Responsive, Digital, Adaptive, and Spiritual dimensions, on teacher professional performance and work discipline in the era of educational transformation in elementary schools. This study employed a mixed-methods approach using a Sequential Explanatory Design, combining quantitative and qualitative data. Quantitative data were collected from 136 elementary school teachers using a Likert-scale questionnaire, followed by qualitative data collection through open-ended questions and in-depth interviews with 15 selected teachers to explain and deepen the quantitative findings. Quantitative data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS version 3.2 through outer and inner model evaluation, while qualitative data were analyzed thematically. The measurement model demonstrated satisfactory validity and reliability, with Average Variance Extracted (AVE) values ranging from 0.721 to 0.743 and Composite Reliability values ranging from 0.812 to 0.871. The structural model results revealed that SMART Teacher competencies had a positive and significant effect on teacher professional performance (β = 0.513; t = 5.967; p = 0.001) and work discipline (β = 0.717; t = 12.782; p = 0.001). Work discipline also had a positive and significant effect on teacher professional performance (β = 0.356; t = 3.814; p = 0.001). Qualitative findings further revealed that the Digital and Adaptive dimensions facilitated the transformation of teaching practices, while the Spiritual and Empathic dimensions strengthened teachers' internal commitment to discipline and professional responsibility. Collaboration through professional learning communities also supported pedagogical innovation and improved lesson planning. In conclusion, the integration of CERDAS Teacher competencies significantly strengthens both teacher work discipline and professional performance, with work discipline functioning as an important pathway linking teacher competencies to professional performance. These findings suggest that educational authorities and school administrators should develop integrated professional development programs that strengthen the six SMART dimensions to support sustainable educational transformation in elementary schools.

Functional Differentiation or Institutional Fragmentation? A Policy Analysis of the Establishment of Universitas Republik Indonesia

2026-09-25T13:29:36+00:00

The inauguration of Universitas Republik Indonesia’s (URI) Governor and Vice-Governor by President Prabowo Subianto on 22 July 2026, under Presidential Decree Number 80/P of 2026, triggered a polarized public debate: the government frames the policy as functional differentiation strengthening national leadership development, while Commission X of the House of Representatives (DPR RI) and several legal scholars describe it as a procedurally flawed instance of institutional fragmentation. This study asks (1) how URI’s establishment can be mapped through William Dunn’s public-policy cycle, (2) whether the fragmentation criticism is structural-permanent or procedural-temporary, and (3) how institutional-differentiation theory and the critical-education perspectives of Paulo Freire and Ivan Illich can inform its evaluation. Using a qualitative, document-based policy analysis of a corpus of 34 official, legislative, media, and scholarly sources collected between 22 July and 18 August 2026, the study finds that URI’s agenda-setting stage was strong and centralized, whereas the formulation and legitimation stages show a documented procedural gap: no establishment regulation of equivalent force to Ministry of Education and Culture Regulations 17/2014 or 7/2020 was located within the corpus, and Commission X reports it had not been substantively consulted. The fragmentation criticism is accordingly read as an apparent, correctable procedural gap rather than a demonstrated legal violation, while the functional-differentiation rationale remains theoretically defensible only if legal certainty, an explicit authority matrix, budget transparency, and academic independence are subsequently secured. The article concludes that URI’s long-term legitimacy depends jointly on this procedural correction and on whether its future curriculum cultivates critical consciousness rather than technocratic compliance.

Customary Sasi Law in Natural Resource Governance in Maluku: A Legal Pluralism Analysis

2026-09-16T13:41:05+00:00

Background: The existence of sasi in Maluku demonstrates that customary law plays an important role in regulating the utilization and protection of natural resources. However, the sustainability of these functions faces challenges concerning legal status, the boundaries of authority, and institutional relations with state law. Objective: This study aims to analyze the legal status and legitimacy of sasi, the sustainability of its regulatory and conservation functions, and the harmonization of customary law and state law without undermining the institutional characteristics of customary law communities. Methods: This study employs a normative juridical approach using statutory, conceptual, and case approaches. Legal materials were analyzed through content analysis and critical juridical interpretation from the perspectives of living law, legal pluralism, and

responsive law. The literature search identified 60 records; after removing 6 duplicates, screening 8 irrelevant records, and excluding 4 sources after full-text assessment, 42 scholarly publications remained for analysis, alongside relevant primary legal materials. Results: Sasi possesses social legitimacy as living law, but has not yet received full formal recognition or adequate operational authority. Its regulatory and conservation functions are based on access restrictions, the regulation of closed and open seasons, customary monitoring, and community compliance. The principal gaps between sasi and state law concern the clarity of authority, institutional status, and interinstitutional coordination. Conclusion: The sustainability of sasi requires operational legal recognition, clearly defined spheres of authority, and institutional coordination through a coordinated legal pluralism model.

Teachers’ Perceptions and Practices in Promoting Learner Autonomy in Under-Resourced EFL Schools: Enabling and Constraining Factors

2026-09-27T11:11:27+00:00

This qualitative case study examines how English teachers perceive and enact practices for promoting learner autonomy in under-resourced senior high-school EFL contexts and identifies factors that enable or constrain those practices. Eleven English teachers in Lebak Regency, Indonesia, participated in in-depth interviews, and two of them additionally participated in classroom observations. Interview and observation data were analyzed thematically. The findings show that teachers promoted learner autonomy through inquiry and resource exploration, active and reflective participation, opportunities for students to make selected learning-related decisions, and collaborative group work and peer support. Teacher commitment emerged as an enabling condition, whereas teacher-perceived student dependence on teacher direction and limited teacher knowledge of autonomy-supportive assessment were identified as constraining conditions. The observation data provided contextual support for selected reported practices but were not treated as representative of all participants. The study suggests that learner autonomy in resource-constrained settings can be supported through purposeful pedagogical use of available digital, printed, local, and interpersonal resources. It also highlights learner autonomy as a gradually developed, pedagogically supported, and socially mediated process rather than as independence from teachers or peers.

Article Development and Validation of a Quizalize-Based Digital Assessment for Learning Motivation and Critical Thinking in Elementary IPAS Learning

2026-09-24T02:22:45+00:00

Purpose

This study aimed to develop and evaluate a Quizalize-based digital assessment instrument for measuring students' learning motivation and critical thinking skills in IPAS learning, in support of SDG 4-oriented elementary education.

Methods

A Research and Development (R&D) approach using the ADDIE model was employed, comprising analysis, design, development, implementation, and evaluation stages. Data were collected through observations, interviews, expert validation sheets, student response questionnaires, the ARCS learning motivation questionnaire, and a Higher-Order Thinking Skills (HOTS)-based critical thinking test. Effectiveness testing involved 60 fourth-grade students, consisting of 30 students in the experimental group and 30 students in the control group.

Findings

Expert validation yielded a feasibility score of 91.11%, while the practicality test involving 30 fourth-grade students produced a score of 90.21%, indicating that the instrument was highly feasible and highly practical. Critical thinking scores increased from 54.53 to 83.13, while the experimental group demonstrated higher learning motivation than the control group (M = 76.77 vs. 66.57).

Research Implications

The findings indicate that the Quizalize-based digital assessment instrument can be used as a feasible, practical, and effective assessment tool to support the measurement of learning motivation and critical thinking skills in elementary IPAS learning.

Originality

The originality of this study lies in the development and evaluation of a Quizalize-based digital assessment instrument that integrates the measurement of learning motivation and HOTS-based critical thinking within elementary IPAS learning, aligned with the goals of SDG 4.

Article Development and Preliminary Evaluation of an Articulate Storyline-Based Food Chain Edugame for Supporting Fourth-Grade Students’ Critical Thinking Skills

2026-09-22T14:10:13+00:00

Purpose: Development and preliminary evaluation of an Articulate Storyline-based food chain edugame were conducted to support fourth-grade students’ critical thinking skills in elementary science learning. Methods: Research and Development (R&D) employed the ADDIE model. Research was conducted at SDN 1 Bogorejo, Blora Regency, Indonesia, during the second semester of 2025/2026. Participants comprised 31 fourth-grade students, with 15 students in the experimental group and 16 in the control group. A non-equivalent control group pretest–posttest design was used to evaluate effectiveness. Data were collected through expert validation and critical thinking tests. Pearson Product–Moment correlation and Cronbach’s Alpha assessed instrument validity and reliability. Normality and homogeneity tests preceded hypothesis testing. Effectiveness was analyzed using N-Gain and an independent-samples t-test. Findings: Ten of 12 essay items met validity criteria, with a Cronbach’s Alpha coefficient of 0.877. Expert validation produced an average score of 85%, indicating valid media. Mean pretest and posttest scores reached 22.33 and 34.27 in the experimental group and 22.13 and 26.94 in the control group. Mean N-Gain scores were 0.680 and 0.273, respectively. An independent-samples t-test indicated a significant difference in N-Gain scores (t= −19.515, p< .001). Research Implications: Articulate Storyline-based food chain edugames provide interactive media for supporting critical thinking development in elementary science education. Originality: Integration of food chain simulations, gamification, interactive challenges, quizzes, and immediate feedback constitutes the primary contribution.

Gamified Teacher Training for Child-Friendly Secondary Schools in Jakarta, Indonesia: Joyful Learning and Positive Discipline through Genially

2026-07-31T13:40:31+00:00

Purpose: This study evaluates the effectiveness of Genially-based gamified training in strengthening secondary school teachers’ implementation of joyful learning, positive discipline, child-friendly classroom management, and digital pedagogy. Methods: A convergent mixed-methods approach with a one-group quasi-experimental pretest-posttest design involved 72 teachers from eight public and private schools in Jakarta. The six-week program used interactive micro-learning. Tests and classroom observations were analyzed using paired-sample t-tests and Cohen’s d; reflective journals and semi-structured interviews were analyzed thematically. Findings: Mean scores increased for joyful learning (65.12 to 86.54), positive discipline (63.88 to 86.03), child-friendly classroom management (64.41 to 85.92), and digital pedagogical adaptation (65.03 to 87.11). All gains were significant, t(71) = 18.73–19.25, p < 0.001, with large effects (d > 0.80). Qualitative and observational evidence showed shifts from teacher-centered and corrective practices toward collaborative learning, active participation, reflective discipline, inclusive classroom climates, and student-centered digital media use. Badges, progress tracking, visual storytelling, quizzes, and scenarios sustained engagement, although digital-literacy gaps, unstable internet access, and large classes remained challenges. Research Implications: Genially-based gamified micro-learning offers a practice-oriented professional development model for child-friendly secondary schools, but scaling requires mentoring, reliable infrastructure, and institutional support. Originality: The study combines gamified micro-learning, joyful learning, positive discipline, and child-friendly education in one intervention and provides mixed-methods evidence from Indonesian secondary schools.

Interactive Multimedia for Basic Pencak Silat Skills of Deaf Students in Extracurricular Activities

2026-09-16T14:07:38+00:00

Purpose: This study examined whether interactive multimedia could improve basic pencak silat skills among deaf students during extracurricular activities at SLBN 2 Pariaman, Indonesia. Methods: A quantitative Single Subject Research (SSR) approach with an A–B–A design was used. Two Grade VIII deaf students participated. The intervention combined demonstration videos, animations, visual illustrations, written instructions, and sign-supported explanations. Data were collected through structured observation, performance assessment, and documentation, and were examined using visual analysis of level, trend, stability, and overlap. Findings: Both students showed a clear increase in performance during the six intervention meetings. Student R increased from 36.78% at A1 to 96.66% at the final intervention meeting, while Student I increased from 37.35% to 95.00%. The A2 scores remained at 96.66% for R and 95.00% for I. All intervention scores were above the reported A1 scores; based on the available data, the percentage of non-overlapping intervention data was 100% for both students. Conclusion: The findings indicate that interactive multimedia supported the acquisition and retention of basic pencak silat skills in these two students. The result should be interpreted within the limits of the small sample and the limited number of baseline observations reported in the manuscript. Implications: The study provides a practical example of how visually accessible multimedia can be incorporated into extracurricular physical activity for deaf learners.

Reflective Spirituality and Character Formation among Theology Students in Indonesia’s Multicultural Context

2026-07-09T04:28:59+00:00

Purpose: This study aims to examine the process of internalizing reflective spirituality among theology students and to analyze its contribution to character formation in Indonesia’s multicultural context, particularly in bridging personal faith growth with contextual ethical and social attitudes. Methods: This study employed a qualitative approach with an interpretive phenomenological design. Data were collected through semi-structured in-depth interviews, written spiritual reflections, limited contextual observations, and institutional document analysis. The participants consisted of eight active theology students from diverse cultural backgrounds and two lecturers or spiritual coaches as triangulation informants. The data were analyzed manually and reflectively using phenomenological thematic analysis. Findings: The findings show that reflective spirituality is internalized through continuous self-reflection, cross-cultural critical dialogue, and experiential learning within academic communities and social service activities. This process contributes to the development of empathy, ethical awareness, openness to difference, and social responsibility among theology students. Research Implications: The study implies that theological education institutions need to integrate structured spiritual reflection, intercultural dialogue, community-based learning, and social service into student formation programs. Such integration can strengthen character development and prepare theology students to respond ethically and responsibly within multicultural society. Originality: The originality of this study lies in its conceptualization of reflective spirituality as a transformative mechanism for character formation among theology students in Indonesia’s multicultural context. It contributes to theological education studies by offering a contextual framework that integrates spiritual reflection, cross-cultural experience, and character formation.

Evaluation of a Four-Sided GitHub–Telegram Collaborative Communication Model for Scientific Writing in Higher Education: A Mixed-Methods Study

2026-09-25T13:38:45+00:00

Purpose: This study aimed to evaluate participants’ perceptions of a four-sided collaborative communication model integrating GitHub and Telegram Bot to support scientific writing in higher education. Methods: A convergent parallel mixed-methods design involved 50 undergraduate students and 10 lecturers from the French Department, Faculty of Languages and Arts, Universitas Negeri Medan. Quantitative data were collected using a five-point Likert-scale questionnaire and analyzed using descriptive statistics, Cronbach’s Alpha, Welch’s independent-samples t-test, and Cohen’s d. Qualitative data were collected through open-ended questions and analyzed thematically using NVivo. Findings: The ten-item questionnaire demonstrated high internal consistency (Cronbach’s α = 0.895). Students reported a mean composite perception score of 3.876 (SD = 0.509), while lecturers reported a mean of 4.050 (SD = 0.375). Welch’s independent-samples t-test showed that the difference between the two groups was not statistically significant, t(16.446) = −1.255, p= .227, with a small effect size (Cohen’s d= −0.355). Qualitative findings indicated perceived benefits related to workflow organization, revision tracking, information transparency, collaboration, and real-time communication. Participants also reported challenges related to Git workflows, merge conflicts, and initial adaptation to the integrated system. Implications: The findings suggest that integrating GitHub and Telegram Bot can support the organization and communication of collaborative scientific writing activities. Structured training, technical guidance, and ongoing support are recommended, particularly for users who are unfamiliar with Git-based collaboration.

Originality: This study evaluates an integrated four-sided collaborative communication configuration from both student and lecturer perspectives, combining a persistent GitHub workspace with real-time communication through Telegram Bot.

Development and Validation of Project-Based English Teaching Materials for Physical Education, Health, and Recreation Students at Universitas Negeri Medan

2026-09-21T06:28:38+00:00

The Teaching materials are essential components in the learning process, yet many higher education institutions still lack innovative, student-centered instructional resources that align with Outcome-Based Education (OBE) curricula. This study aimed to develop and validate Project-Based Learning (PBL) teaching materials for English courses at the Faculty of Sports Science (FIK), Universitas Negeri Medan, and to evaluate their effectiveness in enhancing students' English competence. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The sample comprised 300 second-semester students from the Physical Education, Health, and Recreation program who were enrolled in the English course. Data were collected through needs analysis questionnaires, expert validation instruments (content and media experts), and student response questionnaires. Data analysis utilized descriptive statistics with a five-point Likert scale conversion. Needs analysis revealed that 100% of students found the "Break-Down" technique helpful for understanding English materials, 70% were willing to engage with the developed learning media, and 90% expressed interest in PBL-based materials. Expert validation yielded a 94% feasibility rating from content experts. Limited product trials with 30 students showed 45% satisfaction, leading to revisions. Subsequent operational

The Project-Based Learning Model Using E-Catalog Teaching Materials to Foster Creativity of Culinary Arts Students in the Cake Decoration Course

2026-09-16T14:05:21+00:00

Purpose: This study aimed to develop and evaluate E-Catalog teaching materials supported by a Project-Based Learning (PjBL) approach to foster culinary arts students’ creativity in the Cake Decoration course. Methods: This study employed a research and development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted in the Culinary Arts Laboratory, Faculty of Engineering, Universitas Negeri Medan, involving 64 students from the Culinary Arts Education Study Program, Class of 2022. Data were collected through observation, creativity assessment rubrics, student response questionnaires, and lecturer interviews. The data were analyzed descriptively to evaluate student engagement, creativity, and responses to the E-Catalog teaching materials. Results: The findings showed that 48 students (75%) were actively involved in the PjBL activities, 60 students (92%) used the E-Catalog as a reference during project development, and 55 students (85%) completed their projects within the predetermined time. The average creativity score increased from 67/100 before implementation to 80/100 after implementation. The creativity rubric showed mean scores of 4.0/5 for originality and 4.3/5 for detail and accuracy. Expert validation indicated very good ratings across content quality, material accuracy, learning objective suitability, design and layout, and technical usability, with mean scores ranging from 4.5 to 4.8 out of 5. Student responses also indicated positive acceptance, with an overall satisfaction score of 88%. Conclusion: The developed E-Catalog teaching materials were considered feasible and positively received by students as a digital learning resource supporting Project-Based Learning in the Cake Decoration course. The descriptive findings indicate an improvement in students’ creativity and engagement following the implementation of the E-Catalog-supported PjBL activities.

Research Trends on Reading Comprehension Ability of Elementary School Students: Bibliometric Analysis

2026-08-04T11:27:46+00:00

Objective: This study aims to analyze trends, developments, and characteristics of global scientific publications regarding the reading comprehension of elementary school students during the eleven-year period (2014–2024) in order to overcome the limitations of systematic scientific mapping using a computational bibliometric approach in this field. Methods: This study used a quantitative bibliometric design, collecting metadata from 1,000 scientific articles related to reading comprehension in elementary schools from the Google Scholar database indexed through Harzing's Publish or Perish application. Statistical data processing was carried out using Microsoft Excel to analyze annual metrics and citations, followed by computational mapping and analysis of network visualizations, density, and overlays using the VOSviewer application to test the relationship between keyword co-occurrence. Findings: The analysis revealed that there were 1,000 publications with a fluctuating trend that tended to decline gradually, peaking at 171 articles in 2014 with an average of 91 publications per year. The VOSviewer mapping identifies 5 interconnected keyword clusters where the terms "program", "model", "achievement", "classroom", "comprehension ability", and "vocabulary" form the core with the highest density. Meanwhile, topics that emerged as an overlay trend have shifted from basic literacy (kindergarten, spelling) to the effectiveness of learning models (model, effectiveness) for elementary school students. Research Implications: These findings provide a comprehensive reference for educators and researchers to determine future research directions, particularly highlighting the urgency of developing interactive pedagogical models in literacy, and offer a foundation for basic education policymakers to integrate technology-based learning strategies to improve students' reading comprehension. Originality: This research contributes to presenting a unique eleven-year computational mapping of the publication of elementary school students' reading comprehension skills, as well as successfully uncovering research gaps (density gaps) that are still rarely touched, such as the integration of digital technology, teacher education, and student achievement in this discipline.

Teacher Learning Innovation and Principal Reflective Leadership as Predictors of Pedagogical Deep Learning in Elementary Schools

2026-09-14T08:26:38+00:00

Deep learning (deep learning) is the main orientation of 21st-century education that emphasizes conceptual understanding, active involvement, and the ability of students to relate knowledge to real life. However, its implementation in elementary schools still faces obstacles due to suboptimal learning innovations by teachers and inconsistent reflective leadership of principals. This study aims to analyze the influence of learning innovations by teachers and reflective leadership of principals on in-depth learning in elementary schools, both partially and simultaneously. The study used a quantitative approach with the SEM-PLS method (Structural Equation Modeling - Partial Least SquaresThe research population was all elementary school teachers in Tlogowungu District, Pati Regency. The research sample consisted of 177 teachers selected using the techniqueProportional Stratified Random Sampling. Data were collected through a Likert-scale structured questionnaire and analyzed using SmartPLS 3.2 software. The results of the study indicate that: (1) Teacher Learning Innovation has a positive and significant effect on Deep Learning (β = 0.614; t = 5.881; p = 0.001); (2) Principal Reflective Leadership has a positive and significant effect on Deep Learning (β = 0.356; t = 3.075; p = 0.001); and (3) Both independent variables simultaneously explain the variance of Deep Learning by 88.7% (R² = 0.887). These findings provide theoretical and practical contributions to strengthening the capacity of teachers and principals in building a conscious, meaningful, and enjoyable deep learning ecosystem.

Indonesian Senior High School Students’ Acceptance of Audiovisual Media for EFL Learning: A TAM-Based Mixed-Methods Study

2026-09-06T06:54:43+00:00

Purpose This study describes senior high school students’ responses to the integration of audiovisual media in English as a Foreign Language (EFL) learning using four Technology Acceptance Model (TAM) constructs: perceived usefulness (PU), perceived ease of use (PEOU), attitude toward using (ATT), and behavioral intention (BI).

Methods A concurrent triangulation mixed-methods design was employed with 300 Grade X and XI students from one public senior high school in Pontianak, Indonesia, recruited through purposive sampling. Quantitative data were collected using a 20-item four-point Likert questionnaire, while qualitative data were elicited through four open-ended questions. Descriptive statistics and hypothetical-mean categorization were integrated with thematic analysis through a joint display.

Findings Overall, 68.3% of students were in the high-response category. The proportions in the high category were 89.3% for PU, 75.7% for PEOU, 80.7% for ATT, and 70.0% for BI. Qualitative findings showed that students valued audiovisual media for pronunciation, contextual vocabulary, and exposure to authentic accents, while unstable internet access, advertisements, and the need for subtitles remained practical constraints. The 10.7-percentage-point difference between the high ATT and BI categories is interpreted descriptively rather than causally.

Research Implications The findings support more structured integration of audiovisual media accompanied by accessible infrastructure, scaffolding, and teacher guidance.

Originality The study extends TAM-based EFL research by examining a broad category of audiovisual media among Indonesian secondary-school students and integrating quantitative acceptance patterns with students’ contextual experiences.

Managing National Science Olympiad Coaching: A Case Study of Internal–External Collaboration at SMA Negeri 2 Ponorogo

2026-09-21T05:11:27+00:00

Purpose: Academic achievement in the National Science Olympiad (OSN) is determined not only by individual student ability but also by how schools manage their coaching programs. This study examines the management of the OSN coaching program at SMA Negeri 2 Ponorogo, using Terry’s management functions, planning, organizing, implementing, and controlling as an analytical framework. Methods: This qualitative case study collected data through in-depth interviews with the principal, the vice-principal for student affairs, and three supervising teachers in informatics, chemistry, and economics. Observation and document analysis complemented the interviews. The data were analyzed using an interactive model and validated through source triangulation. Findings: The findings indicate that the school implemented all four management functions: planning through annual programs and syllabus-based materials; organizing through a coaching team and partnerships with external Olympiad tutoring institutions; implementation through intensified, routine, and Higher-Order Thinking Skills (HOTS)-based coaching; and controlling through periodic tests, mock examinations, and re-teaching sessions. The number of students qualifying for the provincial level increased from four in 2025 to seven in 2026, a change that was observed alongside the adoption of an internal-external collaborative coaching model, rather than being directly attributable to it. Research Implications: The findings suggest that schools can strengthen student achievement in academic competitions by developing a well-managed collaborative coaching structure that integrates the expertise of school teachers with external experts.

Originality: This study contributes to the literature on school management and academic competition by applying Terry’s management functions to the management of an OSN coaching program and highlighting the role of internal-external collaboration as a strategy for strengthening student achievement

The Influence of Social Values and Characters on Short Story Writing Skills in PLS-SEM Model Analysis

2026-09-28T16:02:21+00:00

Purpose: This study aims to analyze the influence of social values and manners on students’ short story writing skills using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach. The study focuses on the role of social values and manners in supporting students’ ability to produce meaningful and well-structured short stories. Methods: This study employed a quantitative approach with students as the research subjects. Data were collected using questionnaires measuring social values, manners, and short story writing skills. Social values were measured through empathy, cooperation, social responsibility, social concern, respect for others, and honesty. Manners were measured through politeness, respect, responsibility, honesty, self-discipline, and self-control. Short story writing skills were assessed based on theme suitability, story structure, character depiction, setting, and moral message. Data were analyzed using PLS-SEM to evaluate validity, reliability, and the relationships among variables. Findings: The results show that social values and manners have a positive and significant influence on students’ short story writing skills. Both variables also contribute simultaneously to improving students’ writing abilities. Research Implications: The findings highlight the importance of integrating social values and manners into learning activities to strengthen students’ writing skills and character development. Originality: This study contributes by examining social values and manners simultaneously as predictors of short story writing skills through the PLS-SEM model, providing an empirical perspective on the relationship between character development and writing competence.

Educational Administration and Participatory Learning in Indonesian Higher Education: A Conceptual Review

2026-09-25T13:07:18+00:00

Purpose: Participatory learning is a central element of higher-education reform in Indonesia, particularly under the Merdeka Belajar-Kampus Merdeka (MBKM) policy, yet its administrative foundations remain under-theorised. This article examines how educational administration, framed through George R. Terry's planning, organizing, actuating, and controlling (POAC) functions, can enable participatory learning in Indonesian higher-education institutions (HEIs). Methods: The study uses a qualitative conceptual-analytical design through a narrative review informed by PRISMA 2020 principles. Sources were identified from Scopus, ERIC, Crossref, and Google Scholar during March–May 2026, with supplementary searches in September 2026. Studies were screened using explicit eligibility criteria, appraised with a five-criterion rubric, and thematically coded using a documented codebook. The final corpus comprised 22 sources, mainly published between 2022 and 2026: 20 peer-reviewed articles, one institutional policy report, and one doctoral dissertation used only as an illustrative source. Sixteen sources concerned higher education and eleven directly addressed participatory administration. The sources were mapped onto Terry's POAC functions to develop a framework linking administration with a participatory learning ecosystem, shared governance and quality culture, and andragogically grounded learner agency. The absence of complete screening records and the use of a single coder are acknowledged as limitations. Findings: The synthesis indicates that planning supports flexible and co-designed curricula; organizing distributes authority among lecturers, students, and administrative units; actuating repositions lecturers as facilitators; and controlling, through internal quality-assurance (SPMI) cycles, supports continuous improvement. These relationships are interpretive propositions rather than empirically validated causal effects. Their implementation is constrained by bureaucratic rigidity, uneven institutional capacity, and limited lecturer readiness for participatory pedagogy. Research Implications: Educational administration should be viewed not merely as a supporting function but as an active enabler of participatory learning. The framework provides guidance for HEI leaders and policymakers seeking to strengthen participatory practices under MBKM. Originality: The article proposes an integrative framework linking Terry's POAC functions with participatory-learning enablement in Indonesian higher education. Its contribution lies in translating a participatory learning management perspective into a higher-education administrative framework and generating propositions for future empirical testing rather than claiming a validated model.

From Needs Analysis to a RADEC-School Literacy Movement Learning Design for Fifth-Grade Reading Comprehension and Expository Writing

2026-09-21T07:14:16+00:00

Purpose: Elementary students in Indonesia still struggle with reading comprehension and writing, while the School Literacy Movement (SLM) has not been fully translated into classroom instruction. This study documented a needs analysis and formulated a RADEC-SLM learning design for fifth-grade literacy.
Methods: A design study covering the analysis and design phases of ADDIE was conducted in eight elementary schools in Purwakarta, Indonesia. Document study of 17 literacy documents, classroom observations, interviews with eight teachers, and questionnaires completed by teachers and 224 fifth graders provided the data, which were analyzed qualitatively and descriptively. The design phase mapped the five RADEC stages onto the three SLM stages to produce an alignment matrix and a product blueprint.
Findings: Literacy policies existed but were rarely operationalized: only four of eight schools had an SLM implementation guide, instruction questions were predominantly literal, and expository writing modeling appeared in three schools. Teachers and students expressed strong need for an integrative design (85%), while students' writing habits scored lowest (56%). These needs directed an alignment matrix linking Read-Answer-Discuss-Explain-Create to the habituation, development, and learning stages of SLM, and a six-component product blueprint for reading and writing instruction.
Research Implications: The study provides an evidence-based procedure for translating school literacy policy into classroom design, with an alignment matrix teachers can use to integrate literacy programs into subject instruction.
Originality: Few studies document a needs-based pathway from analysis to learning design that aligns RADEC with SLM for elementary literacy.

Mathematical Critical Thinking of Madrasah Ibtidaiyah Students: Component Profile and Difficulties in Open-Ended Mathematics Tasks

2026-09-21T07:15:00+00:00

Purpose. This study describes the mathematical critical thinking profile of fifth-grade students in a madrasah ibtidaiyah and identifies the difficulties they experience when solving open-ended mathematics tasks, an area rarely examined in non-public elementary schools.
Methods. A descriptive qualitative approach was employed with 27 fifth-grade students of Madrasah Ibtidaiyah Hidayatul Mubtadiin, an Islamic elementary school under the Ministry of Religious Affairs of Indonesia. Critical thinking was examined using Facione's framework covering interpretation, analysis, evaluation, inference, and explanation. Data were collected through an open-ended prism problem instrument validated by two mathematics education experts, followed by semi-structured interviews with the classroom teacher and nine selected students. The interactive analysis model of Miles and Huberman was used with source and method triangulation.
Findings. Critical thinking developed unevenly across the five components. Evaluation and inference appeared relatively well developed, whereas interpretation consistently emerged as the weakest component across all performance levels; even high-performing students found it difficult to articulate the meaning of mathematical information. The pattern suggests that critical thinking does not automatically follow content mastery, but requires deliberately designed instructional support.
Research Implications. Mathematics instruction in elementary madrasah should explicitly scaffold interpretive and analytical processes, for example by training students to restate problems, identify relevant information, and explain their reasoning before engaging in higher-order evaluation.
Originality. Unlike studies that rely on public elementary schools or written-test scores alone, this study combines a validated open-ended instrument with interviews to profile critical thinking difficulties in the under-represented madrasah ibtidaiyah context.

Article Effects of Kosifacay Media-Assisted Problem-Based Learning on Fifth-Grade Students’ Learning Interest and Conceptual Understanding of Light: A Quasi-Experimental Study

2026-09-22T14:08:04+00:00

Purpose: This study examined the effects of Kosifacay media-assisted Problem-Based Learning (PBL) on fifth-grade students’ learning interest and conceptual understanding of the properties of light. Methods: A quasi-experimental study using a Matching Only Pretest–Posttest Control Group Design was conducted with 43 fifth-grade students from two public elementary schools in Blora Regency, Indonesia. The participants consisted of 15 students in the experimental group and 28 students in the control group. The groups were naturally formed classroom groups located in different schools, and random assignment was not feasible. Data were collected using a 20-item learning interest questionnaire and a 30-item conceptual understanding test. Data were analyzed using descriptive statistics, paired-samples t-tests, and MANOVA with Pillai’s Trace. Findings: The experimental group showed increases in both learning interest and conceptual understanding following the intervention. MANOVA indicated a statistically significant multivariate difference between the instructional conditions in the combined outcomes (Pillai’s Trace = 0.733, F (2, 40) = 54.870, p < .001). Research Implications: The findings suggest that integrating Kosifacay media with PBL may support affective and cognitive outcomes in elementary science learning. However, the unequal group sizes, lack of random assignment, and implementation across different schools limit causal interpretation and generalizability. Originality: This study provides empirical evidence on the integration of Kosifacay media and PBL to address learning interest and conceptual understanding of the properties of light within an elementary science context.

Article Effect of Wordwall-Assisted Differentiated Instruction on Sixth-Grade Students’ Science Achievement: A Quasi-Experimental Study

2026-09-24T02:21:20+00:00

Purpose: This study examined the effectiveness of Wordwall-assisted differentiated instruction in improving sixth-grade students’ science learning outcomes. Methods: A quasi-experimental pretest–posttest control group design was employed involving 32 sixth-grade students, with 16 students assigned to the experimental group and 16 to the control group. Data were collected using a 20-item researcher-developed science learning outcomes test based on Grade VI IPAS learning outcomes and Bloom’s Revised Taxonomy. The test was administered before and after the intervention. Descriptive statistics were used to summarize students’ performance, while normality and homogeneity tests were conducted as prerequisites for hypothesis testing. An independent-samples t-test was used to compare posttest scores between groups, and Cohen’s d was calculated to determine the magnitude of the intervention effect. Findings: The results showed a statistically significant difference in posttest science learning outcomes between the experimental and control groups (p< .05). Students who received Wordwall-assisted differentiated instruction achieved higher posttest scores than those who received the Drill and Practice method. The intervention produced a large effect size (Cohen’s d= 0.92), indicating a substantial difference between the groups. Implications: The findings indicate that integrating Wordwall with differentiated instruction may provide an interactive approach to supporting science learning outcomes among elementary students. Originality: This study contributes empirical evidence on the integration of an interactive digital learning medium with differentiated instruction to address diverse learning needs in elementary science education

The Transformation of Digital Learning in Higher Education in the Society Era 5.0: A Systematic Literature Review

2026-07-07T14:18:59+00:00

Purpose: This study examines the transformation of digital learning in higher education in the Society 5.0 era through a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Methods: The review synthesized 34 Scopus-indexed Q1 and Q2 journal articles published between 2023 and 2025. Studies were selected through the PRISMA stages of identification, screening, eligibility, and inclusion and subsequently analyzed using thematic synthesis. All included studies met the predefined quality assessment criteria, with 20 classified as very high quality and 14 as high quality. Findings: The synthesis identified four major dimensions of digital learning transformation: (1) pedagogical innovation and learning experience, (2) digital learning technologies, (3) individual factors influencing digital learning adoption, and (4) institutional transformation and readiness. The reviewed studies suggest that technologies such as Artificial Intelligence (AI), adaptive learning, learning analytics, and Learning Management Systems (LMS) are frequently associated with more personalized, flexible, and data-informed learning environments, alongside higher levels of student engagement and self-regulated learning. However, the evidence also indicates persistent challenges related to digital infrastructure, unequal access to technology, limited digital competencies, and organizational readiness. Research Implications: The findings highlight the importance of integrating pedagogical innovation, digital technologies, individual digital competencies, and institutional readiness to support sustainable digital learning ecosystems aligned with the principles of Society 5.0. Originality: This study proposes an integrated conceptual framework that synthesizes pedagogical, technological, individual, and institutional dimensions into a comprehensive perspective on digital learning transformation. The review is limited to Scopus-indexed Q1 and Q2 journal articles published between 2023 and 2025, and the findings should therefore be interpreted within the scope of the available evidence.

Students’ Perceptions of Pedagogical Strategies in Vocational Teacher Education: An Explanatory Sequential Mixed-Methods Study

2026-09-16T14:06:34+00:00

Purpose: This study examined students’ perceptions of pedagogical strategies in a vocational teacher education course and explored experiences underlying selected survey patterns. Methods: An explanatory sequential mixed-methods design involved 90 students who completed a researcher-developed 10-item questionnaire and 15 willing respondents randomly selected for semi-structured interviews. Because one item represented each pedagogical dimension and internal consistency was low (Cronbach’s alpha = 0.295), quantitative interpretation was limited to individual items; no composite score was interpreted. Interviews were analysed thematically and integrated with the survey findings in a joint display. Findings: Responses were confined to Neutral, Agree, and Strongly Agree, and all items had a median of 4.00. Active discussion, collaborative learning, and technology use were generally viewed affirmatively, but the narrow numerical differences among indicators were not treated as substantively meaningful. Interview accounts described collaboration as supporting discussion and peer assistance, while indicating expectations for more specific, actionable feedback and assessment tasks more closely connected with vocational practice. Acquiescence and social desirability bias cannot be excluded given the restricted response distribution. Research Implications: Course evaluation should examine feedback usability and the vocational authenticity of assessment while retaining opportunities for collaborative participation. These findings concern one course and should not be interpreted as evidence of instructional effectiveness. Originality: Integrating item-level survey patterns with interview accounts showed how broadly affirmative responses could coexist with specific expectations for improvement, providing a context-sensitive explanation of students’ pedagogical experiences in vocational teacher education.

A Simulation-Based MANOVA of Mathematics, Chemistry, and Physics Scores Across Differentiated, Group, and Individual Learning Methods

2026-07-23T07:33:45+00:00

Purpose:

This study aims to evaluate multivariate statistical sensitivity in detecting academic performance differences across three instructional methods: Differentiated Instruction, Group Learning, and Individual Learning in Mathematics, Chemistry, and Physics. Methods: A structured synthetic dataset containing 100 simulated student records was generated using a stratified Monte Carlo distribution to reflect balanced instructional groups (Differentiated Instruction: , Group Learning: , Individual Learning: ). Data analysis employed a one-way Multivariate Analysis of Variance (MANOVA) to assess simultaneous score variations across the three subjects. Findings: The overall multivariate model revealed significant differences across instructional groups, Pillai's Trace . Univariate tests demonstrated significant effects for Chemistry, , and Physics, , whereas Mathematics showed no significant effect, . Games-Howell post-hoc tests confirmed that Group Learning yielded higher simulated scores than Individual Learning in Chemistry () and Physics (). Research Implications:

These simulation patterns demonstrate how subject-specific characteristics interact with group-based learning modalities, highlighting the necessity for future empirical classroom trials to validate these statistical trends. Originality: This study provides a controlled simulation framework illustrating that the theoretical efficacy of instructional techniques varies according to the domain-specific demands of STEM subjects.

Institutional Role Overload and TOEIC Instruction in Aviation Training: A Qualitative Case Study at API Banyuwangi

2026-09-12T12:16:11+00:00

Purpose: This study explores how instructors at Akademi Penerbang Indonesia (API) Banyuwangi perceive and manage institutional role overload while delivering TOEIC preparation alongside technical and administrative duties. Methods: A qualitative case study involved six dual-role instructors. Data comprised semi-structured interviews and non-participant classroom observations of eight TOEIC sessions over four weeks and were analyzed thematically. Findings: Five connected themes were identified: role accumulation, instructional deprioritization, survivalist pedagogy, cognitive depletion, and professional identity ambiguity. Across the interview and observation data, dual-role demands were associated with reactive planning, test-focused lessons, shorter feedback, and uncertainty about language-teacher identity. These findings describe perceived and observed constraints rather than causal effects. Research Implications: The case supports consideration of protected instructional time, workload redistribution, formal ESP development, and stronger institutional recognition of TOEIC teaching. Implications for operational communication or aviation safety remain prospective because student proficiency and safety outcomes were not measured. Originality: The study applies role theory to the organization of ESP teaching in a vocational aviation institution and shows how dual-role arrangements appear to shape pedagogical choices. The single-site findings are analytically transferable but are not intended for statistical generalization.

Professional Negotiation of Female Teachers Amid School Leadership Inequality: A Grounded Theory Study in Public Senior High Schools in Dili

2026-09-19T09:40:36+00:00

Purpose: This study develops a grounded theory explaining how women teachers negotiate their professional roles amid unequal school leadership structures in public senior high schools in Dili, Timor-Leste. Methods: A qualitative multisite grounded theory design was employed. Data were collected through in-depth interviews, observations, and document analysis involving 21 purposively selected participants, comprising nine women teachers, nine students, and three principals from three public senior high schools. The data were analysed using open, axial, and selective coding with the constant comparative method supported by ATLAS.ti 9. Findings: Five interrelated categories emerged: the policy–implementation gap in gender equality, structural and cultural barriers to women teachers’ leadership, the reproduction of inequality through school culture, adaptive negotiation strategies, and professionalism as a source of legitimacy. The core category identified was the professional negotiation of women teachers in confronting gender inequality through competence development, professional networking, strategic participation, and classroom role modelling. Research Implications: The findings support the development of transparent promotion systems, mentoring, leadership succession programmes, equitable task allocation, and gender-responsive school cultures while enriching theoretical understanding of gender negotiation in educational leadership. Originality: This study proposes a grounded theory that explains women teachers’ professional negotiation by integrating structural, cultural, and professional dimensions into a coherent conceptual framework within the context of public secondary schools in Timor-Leste.

Reconstructing Contemporary Islamic Educational Epistemology: Synergizing Civic Religious Values and Modernity in Integrative Transformative Curriculum

2026-10-08T03:20:23+00:00

Purpose: This study aims to reconstruct contemporary Islamic educational epistemology by examining the synergy between civic-religious values and modernity in the development of an integrative-transformative curriculum at Universitas Islam Negeri Ar-Raniry Banda Aceh. Methods: This study employs a qualitative case study design. Data were collected through semi-structured interviews, classroom observations, focus group discussions, and document analysis involving curriculum documents, course plans, teaching materials, learning outcomes, assessment instruments, and institutional policies. Data credibility was supported through source and method triangulation, member checking, peer debriefing, and an audit trail. Findings: The findings indicate that contemporary Islamic educational epistemology involves the integration of revelation, rational inquiry, empirical knowledge, interdisciplinary perspectives, and ethical responsibility. Civic-religious values, including justice, tolerance, humanity, diversity, and national responsibility, provide an ethical foundation for engaging with modernity. However, challenges remain in disciplinary integration, curriculum implementation, lecturer competence, pedagogical practices, and conventional assessment. The study proposes the Integrative-Transformative Islamic Educational Epistemology Framework (ITIE), comprising five dimensions: epistemological foundation, civic-religious synergy, critical engagement with modernity, transformative curriculum and pedagogy, and transformative outcomes. Research Implications: The proposed framework provides conceptual guidance for curriculum development, teaching innovation, and institutional policy aimed at strengthening critical thinking, ethical reasoning, civic responsibility, and social engagement in Islamic higher education. Originality: This study offers an integrative framework that connects Islamic epistemological foundations, civic-religious values, and critical engagement with modernity within a transformative curriculum approach.

The Use of Educational Robots and Pedagogical Deep Learning Approach to Enhance Critical Thinking in Early Childhood Education

2026-07-15T14:03:25+00:00

Purpose: This study aims to examine the implementation of Educational Robots using a Pedagogical Deep Learning Approach as a learning medium to foster critical thinking skills in early childhood education. Methods: This study employed a descriptive qualitative approach. Data were collected through observations and semi-structured interviews involving children aged 5–6 years. The data were analyzed using coding, category development, and thematic analysis to identify patterns and themes emerging from the learning process. Findings: The findings indicate that Educational Robots were implemented through learning activities emphasizing exploration, problem-solving, and collaborative play, in line with the principles of meaningful, mindful, and joyful learning. The results suggest that the use of Educational Robots facilitated children's critical thinking skills, as reflected in their ability to analyze shapes, make decisions, predict outcomes, identify errors, and revise construction strategies. In addition, increased engagement, collaboration, and curiosity were observed throughout the learning process. Research Implications: This study suggests that Educational Robots integrated with a Pedagogical Deep Learning Approach can facilitate meaningful and accessible learning experiences that support the development of critical thinking skills in early childhood. The findings also offer an innovative, affordable, and sustainable learning medium that can assist early childhood educators in implementing meaningful learning practices. Originality: The originality of this study lies in integrating Educational Robots constructed from recycled materials with a Pedagogical Deep Learning Approach to foster critical thinking skills in early childhood education. This study offers an innovative, affordable, sustainable, and contextually relevant learning medium to support the implementation of meaningful learning in Indonesian early childhood education settings.