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.