Jurnal Pendidikan Terapan

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

Martriwati — 2026-06-19

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

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

Lusiana Lusiana — 2026-06-20

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

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

Pierre Marcello Lopulalan — 2026-06-20

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

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

Paul Johan Kawatu — 2026-06-20

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

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

Riskha Sinta Syah Devi — 2026-06-20

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

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

Lula Dwi Kemaliah — 2026-06-20

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

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

Laili Qomariyah — 2026-07-01

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

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

Ranak Lince — 2026-07-01

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

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

Rosmawati Taherong — 2026-07-01

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

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

Sanusi Sanusi — 2026-07-05

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

Integration of the STEM Approach in Indonesian Language Learning to Improve Elementary School Students’ Critical Thinking Skills: A Quasi-Experimental Study

Dwi Rohman Soleh — 2026-07-07

Purpose: The purpose of this study is to determine whether incorporating the Science, Technology, Engineering, and Mathematics (STEM) method into Indonesian language instruction may enhance elementary school students' critical thinking abilities. The study was carried out in response to students' poor critical thinking abilities and the underutilisation of interdisciplinary teaching methods in Indonesian language instruction. Methods: This study used a nonequivalent control group design and a quasi-experimental method in a quantitative manner. 55 primary school kids made up the participants; they were split into two groups: an experimental class (n = 28) and a control class (n = 27). Pretests and posttests of critical thinking skills, classroom observations, and documentation were used to gather data. Descriptive statistics, homogeneity and normality tests, paired-sample t-tests, and independent-sample t-tests were all used in the data analysis. Findings: The findings showed that students' critical thinking abilities were much enhanced by the use of the STEM methodology. While the independent-sample t-test revealed significantly higher posttest scores in the experimental group relative to the control group (p < 0.05), the paired-sample t-test revealed a significant difference between pretest and posttest scores in the experimental class (p < 0.05). The STEM intervention had a significant educational influence on students' critical thinking abilities, according to the computed effect size. Research implications: Because of the study's single-school context, limited sample size, and lack of random assignment, the results should be interpreted cautiously even though they show the efficacy of STEM-based Indonesian language acquisition. To improve the findings' generalisability, larger and more varied sample sizes from various educational environments should be used in future research. Originality: By incorporating the STEM approach into Indonesian language learning an area that has gotten little attention in prior research this study makes a unique addition. This study shows how STEM integration in language instruction can improve students' critical thinking abilities, in contrast to the majority of STEM studies that concentrate on science and maths.

Development of GeoGebra-Assisted Learning Media to Improve Students' Mathematical Problem-Solving Skills in Transformational Geometry in Junior High School

Majid Majid — 2026-07-07

Purpose: The purpose of this project is to create GeoGebra-assisted learning materials for transformation subjects and to assess their efficacy, validity, and usefulness in enhancing students' mathematical problem-solving abilities. Methods: The five steps of the ADDIE model analysis, design, development, implementation, and evaluation were used in this study's Research and Development (R&D) methodology. Experts in media and materials verified the product, and SMP Negeri 3 Suwawa students in Grade IX participated in both small-scale and large-scale trials. Validation sheets, response surveys, and tests of problem-solving abilities were used to gather data. Gain score analysis and pretest-posttest scores were used to gauge the media's efficacy. Findings: The findings demonstrated that the GeoGebra-assisted learning resources satisfied the requirements for efficacy, practicality, and validity. The product's viability for use in mathematics education was confirmed by expert validation. In both the small-scale and large-scale trials, student replies were 88.90% and 89.23%, respectively, while instructor responses were 95.2%, both of which were classified as extremely practical. The effectiveness test showed that students' ability to solve mathematical problems had significantly improved, as evidenced by the average pretest score rising from 53.33 to 89.89 in the posttest. A high and successful degree of improvement was indicated by the gain score of 0.71 and the gain percentage of 70.74%. Research implications: The created educational materials can be a useful substitute for teaching mathematics, especially when it comes to transformation subjects that call for powerful visualisation. GeoGebra integration offers interactive learning opportunities that improve students' problem-solving skills and help them grasp concepts. Originality: By creating and validating a GeoGebra-assisted learning medium especially for transformation material and methodically assessing its quality using validity, practicality, and effectiveness criteria within the ADDIE development framework, this study advances mathematics education.

Perceptions and Participation of Visually Impaired Students in the Use of an AI-Based Braille Dictionary Equipped with Audio in English Language Learning

Tulus Tulus — 2026-07-07

Purpose this study was motivated by the limitations of English learning for visually impaired students, which is still dominated by the use of conventional Braille without audio support, resulting in less optimal understanding of pronunciation, vocabulary, and language context. The study aims to describe students’ perceptions, analyze the role of an AI-based Braille–audio dictionary in understanding abstract materials, illustrate active participation, and identify learning obstacles and experiences.

Methods this research employed a qualitative approach with a phenomenological method. Data were collected through participatory observation, in-depth interviews, and documentation studies conducted at SLB Negeri Mempawah and SLB Negeri Rasau Jaya.

Findings the findings revealed that the integration of Braille and audio improved students’ understanding of vocabulary, pronunciation, and language context more comprehensively. The media also encouraged emotional engagement, active participation, and learning independence. Although technical obstacles and the need to adjust the audio pace were identified, the AI-based Braille–audio dictionary remained effective and relevant in supporting inclusive learning.

Research Implications the study suggests that integrating AI-assisted Braille–audio learning media can enhance accessibility and learning outcomes for visually impaired students. The findings provide practical implications for educators, schools, and policymakers in developing more inclusive English language learning environments that support student participation, autonomy, and meaningful learning experiences.

Originality this study offers a novel contribution by examining the use of an AI-based Braille–audio dictionary as an inclusive English learning tool for visually impaired students. Unlike conventional Braille-based learning resources, this approach combines tactile and auditory modalities, providing a more comprehensive learning experience that supports vocabulary acquisition, pronunciation development, and contextual language understanding.

Needs Analysis for Developing a Motif-Orientation-Position-Size (MOP-Size) Framework in Karawo Textile Art Learning

Hasdiana Hasdiana — 2026-07-07

Purpose: This study aims to analyze students’ learning needs as the basis for developing a Motif-Orientation-Position-Size (MOP-Size) framework in Karawo textile art education, particularly in supporting students’ ability to translate motif knowledge into structured textile composition. Methods: A descriptive quantitative needs-analysis design was employed involving 45 Visual Arts Education students who had participated in Karawo textile learning. Data were collected using a 30-item Likert-scale questionnaire covering five dimensions: learning conditions, motif-placement understanding and difficulties, perceived need for the framework, application readiness, and expected benefits. Data were analyzed using descriptive statistics, including mean, standard deviation, frequency distribution, and category analysis. Findings: The results show that all dimensions were generally in the moderate category. However, the motif-placement dimension revealed the most critical gap, with 42.22% of students in the low and very low categories. Meanwhile, the need for the framework, readiness to apply it, and perceived benefits showed positive tendencies, indicating acceptance of structured learning support. Research Implications: The findings indicate that Karawo learning requires structured scaffolding to support students’ compositional decision-making. The MOP-Size framework is proposed as a preliminary instructional structure that can guide motif analysis, orientation testing, positional arrangement, and size scaling in textile design learning. Originality: This study introduces MOP-Size as a context-based instructional construct that operationalizes motif, orientation, position, and size as teachable variables in traditional textile education, particularly in Karawo learning.

Development of a Web and Mobile Rule-Based Expert System for Vocational School Academic Supervision

Yudi Yansyah Al Basri — 2026-07-07

Purpose: This study develops a hybrid digital solution named BASRI (Best Academic Supervision with Recommendation using Intelligence) to resolve administrative inefficiencies and delayed feedback in the conventional academic supervision framework at SMK PGRI 1 Kota Bogor. Methods: Methodologically, an algorithmic Research and Development (R&D) pathway framed within the ADDIE framework was executed based on a preliminary needs assessment of 34 educators. Findings: Product validation confirmed the application is highly feasible, scoring 90.0% for material substance and 93.8% for media engineering. Subsequent field testing demonstrated exceptional operational practicality, achieving satisfaction ratings of 95.0% from the principal and 95.6% from 20 participating teachers. Furthermore, a Paired Sample T-Test revealed significant structural improvements in teaching outputs, with Learning Effectiveness increasing from 4.30 to 4.65, and Management Efficiency advancing from 4.32 to 4.73 (Sig. 2-tailed = 0.000 < 0.05). Research Implications: In conclusion, integrating an automated expert logic matrix within the supervisory workflow successfully shifts institutional administrative culture from passive, retrospective reporting to a responsive, real-time mentorship dynamic. Originality: Unlike conventional digital forms that merely digitize paperwork, BASRI introduces a novel Rule-Based AI expert system that automatically analyzes observation scores to diagnose pedagogical weaknesses and instantly delivers personalized professional development video recommendations to teachers. This system provides vocational institutions with an adaptable architectural blueprint to sustain micro-level continuous professional development and high-scientific advancement.

Developing a Local Socio Scientific Issues-Based Biology Module Using the RQA Approach for Environmental Change

A Aida Ariya — 2026-07-11

Purpose: This study was conducted to design a Biology module grounded in local Socio Scientific Issues (SSI) and integrated with (RQA) approach for environmental change topics. It also aimed to evaluate the module’s validity, practicality, and effectiveness in facilitating Biology learning at the senior high school level. Methods: This research employed a Research and Development (R&D) design adapted from the Borg and Gall development model. The study was conducted at UPT SMA Negeri 2 Sinjai with 59 tenth-grade students and two Biology teachers. Data collection was carried out using expert validation instruments, practicality questionnaires completed by teachers and students, and learning achievement tests administered through pretest and posttest. The collected data were then analyzed using Gregory’s content validity coefficient to determine validity, percentage analysis to assess practicality, and N-Gain analysis to measure the increase in students’ learning outcomes. Findings: The developed module achieved a Content Validity coefficient of 1.00, which reflects a very high level of validity. This result was supported by the strong ratings given by both validators across all 35 assessed indicators. In terms of practicality, the module received an average score of 94% from teachers and 89% from students, placing both results in the highly practical category. Furthermore, the effectiveness evaluation produced an average N-Gain score of 0.77, which falls within the high category, with 73% of students demonstrating a high level of learning improvement. Research Implications: The module can be used as an alternative contextual teaching material that supports active learning and improves students’ understanding of environmental change. Originality: This study offers a locally contextualized Biology module that uniquely integrates SSI with the RQA approach to connect biological concepts with real environmental issues.

Digital Transformation in Islamic Higher Education: E-Learning and Visionary Leadership at UIN Siber Syekh Nurjati Cirebon

Suhatma Suhatma — 2026-07-11

Purpose: This study aims to analyze the implementation of digital transformation management through e-learning optimization and visionary leadership at Universitas Islam Negeri Siber Syekh Nurjati Cirebon as an effort to strengthen the quality, effectiveness, and competitiveness of Islamic higher education in the digital era. Methods: This study employed a qualitative case study approach. Data were collected through semi-structured interviews with key stakeholders involved in the university’s digital transformation process and supported by institutional documentation, including strategic plans, digital transformation policies, and academic governance reports. Informants were selected purposively based on their direct involvement in planning, implementing, and evaluating digital transformation initiatives. Data credibility was ensured through source triangulation and document verification, while data analysis followed the interactive model of data reduction, data display, and conclusion drawing. Findings: The study found that digital transformation at Universitas Islam Negeri Siber Syekh Nurjati Cirebon has been implemented through the strengthening of digital infrastructure, optimization of the SPADA-based e-learning system, digitalization of academic services, and the development of a collaborative digital culture. The findings further indicate that visionary leadership has played a strategic role in formulating digital policies, encouraging institutional adaptation, and fostering stakeholder participation in transformation processes. Nevertheless, several challenges remain, including disparities in digital competencies among lecturers and students, limitations in technological infrastructure, and resistance to organizational change. The interaction between digital innovation and leadership commitment has become a key factor in sustaining institutional transformation. Research Implications: The findings provide practical insights for Islamic higher education institutions in designing sustainable digital transformation strategies through the integration of digital learning systems, capacity-building programs, and adaptive leadership practices. Originality: This study contributes to the growing literature on digital transformation in Islamic higher education by demonstrating how e-learning optimization and visionary leadership interact in supporting institutional transformation within a cyber-based university environment grounded in Islamic educational values.

Management of Operational Assistance for Educational Units Providing Special Sports Classes at Kendal 1 State Middle School

Raih Swastika — 2026-07-11

Purpose The government is introducing the BOSP as a strategic instrument to support the basic operational needs of schools. The provision of BOSP aims to expand access to education for the entire community. Methods This research used a qualitative approach. Data were collected through interviews, observation, and documentation, then analyzed using an interactive model consisting of data reduction, data presentation, and conclusion drawing. Data validity was tested through triangulation of techniques and sources. Findings Planning has been carried out systematically, based on data, and involving various stakeholders through the preparation of the RKAS. The implementation of the use of BOSP shows a dualism of needs between regular classes and the KKO program. BOSP is effective in supporting basic education services, but has not been able to optimally accommodate the specific needs of the KKO program. BOSP financial reporting has been running well administratively and financially, marked by completeness of documents, timeliness, and the use of the ARKAS system. Supervision of BOSP use has been implemented through a multi-layer control system involving internal and external supervision. Research Implications This study implies that improving school quality can be strengthened through effective management of operational assistance funds for educational units, teacher development, and active parental involvement in school programs. Originality This study is original because it examines the management of operational assistance funds for educational units, emphasizing active partnerships between schools and school committees in improving school quality.

Project-Based Learning and Vocational Self-Concept as Predictors of Employability Skills among Grade XII Vocational High School Students in Gorontalo

Sunardi Sunardi — 2026-07-18

Purpose: This study examined project-based learning and vocational self-concept as predictors of employability skills among Grade XII vocational high school students in Gorontalo, Indonesia. Methods: A quantitative correlational design was used with 215 students selected through proportional random sampling. Data were collected using questionnaires measuring project-based learning, vocational self-concept, and employability skills, and analysed using descriptive statistics, assumption tests, simple regression, and multiple regression. Findings: The descriptive results indicated that students’ responses were predominantly distributed in the high category for project-based learning experience, vocational self-concept, and employability skills. Project-based learning significantly predicted employability skills, R² = 0.471, F (1, 213) = 189.746, p < .001. Vocational self-concept also significantly predicted employability skills, R² = 0.519, F (1, 213) = 229.476, p < .001. Together, both predictors explained 62.3% of the variance in employability skills, R² = 0.623, adjusted R² = 0.620, F (2, 212) = 175.467, p < .001. Vocational self-concept showed a slightly stronger standardized contribution than project-based learning in the simultaneous model. Research implications: Vocational high schools should integrate authentic project-based learning with career-oriented reflection, mentoring, and vocational identity development. Originality: This study integrates a pedagogical predictor and an identity-based predictor in a single employability model within a regional Indonesian vocational education context.

Development of a QR Code-Based Digital Attendance System to Improve the Efficiency of Student Attendance Management and Principal Decision-Making

Dewi Murni — 2026-07-18

Purpose: This study aimed to develop a QR Code-based digital attendance system to improve the efficiency of student attendance management and support data-driven decision-making by elementary school principals. Method: The study employed a Research and Development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model over six months. Participants included the principal, teachers, administrative staff, students, and parents. The system was developed by integrating Google Forms, Google Sheets, Google Apps Script, and Canva. Expert validation was conducted by specialists in educational technology, information systems, and school management. Findings: The study produced a valid and practical digital attendance system that enables QR Code-based attendance recording, automatic data recapitulation, and real-time reporting. The system significantly reduced attendance processing time, improved data accuracy to above 95%, minimized recording errors, and provided timely attendance information. The generated data also supported principals in identifying attendance patterns, monitoring student discipline, and making evidence-based management decisions. Research Implications: The findings demonstrate that affordable digital technologies can enhance administrative efficiency and strengthen data-driven school management. The system offers a practical model for supporting school digitalization initiatives. Originality: This study contributes a QR Code-based attendance system specifically designed not only to improve attendance management but also to function as a decision-support tool for principals through real-time student attendance analytics.

Evaluation of the Learning Quality of the Agricultural Industrial Technology Study Program Using Customer Satisfaction Index (CSI) And Importance-Performance Analysis (IPA)

Andi Muhammad Akram Mukhlis — 2026-07-18

Purpose: This study analyzes the learning process quality in the Agricultural Industrial Technology Program at Universitas Negeri Makassar by evaluating satisfaction, analyzing gaps, and mapping priority attributes to provide data-driven management recommendations. Methods: This descriptive quantitative survey involved 121 active students, split into pilot and main groups. Content validity was verified using Aiken’s V with 5 experts. Construct validity was tested via Confirmatory Factor Analysis (CFA) in JASP, and reliability via Cronbach's Alpha. Data analysis integrated the Customer Satisfaction Index (CSI) and Importance-Performance Analysis (IPA). Findings: Aiken's V confirmed content validity (V ≥ 0.87). CFA eliminated 5 weak items, leaving 40 valid items with excellent reliability (alpha = 0.958). Indicator CSI scores reflected "Satisfied" and "Very Satisfied" categories (70.08%–84.40%). The grand mean of performance (X = 3.99) fell below importance (Y = 4.46), yielding a -0.47 gap. The IPA matrix identified two critical Quadrant I (Top Priority) attributes: lab staff responsiveness to technical glitches (Item 18) and flexible personal tutoring for struggling students (Item 34). Research Implications: These findings direct study program management to bypass high-cost overhauls, reallocating those resources to optimize laboratory staff responsiveness and more personalized student mentoring. Additionally, the CSI baseline indicates that student satisfaction remains anchored by strong pedagogy, proving that interventions must target specific technical and administrative bottlenecks. Originality: This study hybridizes the SERVQUAL framework with the latest National Higher Education Standards (Permendiktisaintek No. 39/2025), statistically reinforced by CFA to map academic dynamics in a developing engineering program.

Principal Leadership in Developing Adaptive Educational Management Culture in Elementary Schools

Agusalim — 2026-07-21

Purpose: This study aims to analyze how principal leadership contributes to the development of an adaptive educational management culture in elementary schools, particularly in responding to policy changes, learning needs, and the dynamics of school governance. Methods: This study employed a qualitative case study design involving three elementary schools: SD Negeri 2 Baubau, SD Negeri 2 Palatiga, and SD Negeri Palatiga. This study employed a qualitative case study design involving three elementary schools. Fifteen informants, consisting of three principals, nine teachers, and three educational staff members, were selected purposively. Data were collected through in-depth interviews, observation, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing/verification. Findings: The findings reveal that adaptive educational management culture is developed through five interconnected mechanisms: translating the school vision into daily work practices, strengthening participatory communication, involving teachers in decision-making and program implementation, promoting context-based program flexibility, and using reflective evaluation as a space for organizational learning. Research Implications: The study implies that principals need to strengthen collaborative governance, reflective supervision, teacher participation, and context-sensitive decision-making to build schools that are more responsive to institutional and pedagogical change. Originality: This study offers a contextual model of adaptive educational management culture by positioning principal leadership as a cultural and relational practice rather than merely an administrative function. lies in the placement of the principal's leadership as a cultural practice that constructs an adaptive management culture through social relations and organizational learning, not just an administrative function.

Community-Based Arts Education Management at U2 Java Dancer Studio: A Qualitative Case Study

Sesaria Prima Yudhaningtyas — 2026-07-21

Purpose: This study examines the management of community-based arts education at U2 Java Dancer Studio, focusing on curriculum implementation, mechanisms of Javanese cultural transmission, character and emotional intelligence development, and contributions to Sustainable Development Goal 4 (SDG 4). Methods: A qualitative single-case study design was employed. Data were collected over six months through participant observation, in-depth interviews with nine informants (studio leader, instructors, students, and parents), and document analysis. Data were analyzed inductively through coding, categorization, and thematic interpretation. Findings: The study found that U2 Java Dancer Studio applies a structured thematic rotation curriculum with classical Javanese dance serving as a foundational learning framework. Cultural transmission occurs through four interconnected mechanisms: intergenerational learning, embodied learning, contextualization of cultural meanings, and community performances. Dance education also promotes character development and emotional intelligence, particularly confidence, respect, patience, empathy, and aesthetic sensitivity. The studio contributes to SDG 4 by expanding access to inclusive non-formal arts education, supporting lifelong learning, preserving local cultural knowledge, and strengthening community participation in education. Research Implications: The findings highlight the strategic role of community-based art studios as non-formal educational institutions that integrate cultural preservation, character formation, and sustainable education. The study provides practical insights for policymakers and educators seeking to strengthen arts-based educational initiatives. Originality: This study offers an integrated perspective on arts education management, cultural transmission, emotional intelligence development, and sustainable education within a community-based dance studio context, extending the discourse on non-formal education in Indonesia.

Retractive Thinking Characteristics of Mathematics Education Students in Solving Differential Equation Problems: Evidence from a Qualitative Case Study

Ardiana Ardiana — 2026-07-21

Purpose: This study aims to identify and describe the characteristics of students’ retractive thinking in solving differential equation problems. The research focuses on how students recognize errors, evaluate solution procedures, and revise their mathematical reasoning during the problem-solving process. Methods: This qualitative study employed a case study design involving eight mathematics education students who had completed a Differential Equations course. Participants were selected through purposive sampling. Data were collected using think-aloud protocols, semi-structured interviews, and documentation of students’ written work. Data were analyzed through data condensation, data display, and conclusion drawing, supported by triangulation and member checking to ensure credibility. Findings: The findings reveal three main characteristics of retractive thinking. First, students demonstrate error recognition, shown by their ability to identify inconsistencies in their solution steps during or after problem solving. Second, students exhibit procedural re-examination, where they return to earlier steps to verify formulas and computational processes. Third, students apply solution revision strategies, ranging from correcting algebraic errors to restructuring entire solution procedures. However, retractive thinking is not consistently supported by conceptual understanding, as many revisions remain procedural rather than conceptual. This indicates a gap between procedural fluency and conceptual awareness in differential equation problem solving. Research Implications: The findings suggest the importance of integrating metacognitive strategies in teaching differential equations, particularly activities that promote self-monitoring, error analysis, and reflective revision. These strategies can strengthen students’ retractive thinking abilities. However, this study is limited by its small sample size and case study design, which restrict generalization. The findings are therefore context-bound and intended to provide analytical insight rather than statistical generalization. Originality: This study contributes to the literature by specifically identifying and describing retractive thinking characteristics in the context of differential equation problem solving, offering a process-oriented perspective beyond procedural error analysis

Digital Leadership Paradox in Primary Education: Bridging the Instructional Gap through Collaborative Teacher Networks

Edo Agustian — 2026-07-21

Purpose: The development of digital technology in primary education presents a paradox in instructional leadership. Although schools are increasingly providing learning technologies, the transformation of instructional practices has not yet fully occurred. This study aims to analyze how teacher learning communities construct collective digital instructional leadership through reflection, collaboration, and the distribution of agency among teachers. Methods: This study employed a qualitative approach with a case study design focusing on the Kombel Ganesha teacher learning community in Yogyakarta. The participants consisted of one head of the learning community, two community administrators, and one school supervisor, who were selected purposively. Data were collected through in-depth interviews and document analysis, and were analyzed using Braun and Clarke’s thematic analysis with the assistance of ATLAS.ti. Findings: The findings revealed five major themes: agency and instructional leadership, data-based planning and assessment, technology integration and innovation, collaboration within teacher learning communities, and quality assurance and teacher role modeling. The findings indicate that teacher learning communities function as collaborative spaces for professional reflection, shared problem-solving, and instructional improvement. Collective digital instructional leadership develops through collaboration, technology integration, and institutional support, enabling teachers to address the gap between digital learning demands and pedagogical readiness. Research Implications: Teacher learning communities can serve as strategic platforms for strengthening collective digital instructional leadership and supporting sustainable pedagogical transformation in primary education. Originality: This study proposes collective digital instructional leadership as a collaborative approach to bridging the gap between digital learning demands and pedagogical readiness through teacher learning communities.