Jurnal Pendidikan Terapan

Understanding the Concept of Fractions through the Integration of the Realistic Mathematics Education Approach and Metacognition: A Descriptive Study of Second-Grade Elementary School Students in Indonesia

Rina Setiana — 2026-05-07

This study aims to analyze elementary school students’ understanding of fractional numbers through the application of a metacognitive-based Realistic Mathematics Education (RME) approach. The study employed a qualitative, descriptive approach and was conducted with second-grade students at SDN Banjarwangi. Research subjects were selected using purposive sampling. Data were collected through concept comprehension tests, observations, interviews, and documentation. Data analysis was performed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and drawing conclusions, and its validity was tested through triangulation of techniques and sources. The research results indicate that students’ understanding of fraction concepts falls into the “good” category, with an average score of 79.4%, an increase from the pre-test score of 61.2%. Most students were able to restate the concepts, classify, and represent fractions, but still had difficulty explaining the solution procedures systematically. Results from interviews and observations indicate that the use of real-world contexts in the RME approach helped students understand the concepts more concretely, while metacognitive strategies encouraged students to plan, monitor, and evaluate their thinking processes. Thus, RME- and metacognition-based mathematics learning is effective in improving students’ understanding of fraction concepts, although reinforcement is needed in the area of mathematical communication. This study recommends the integration of real-world contexts and reflective activities in learning to enhance the quality of students’ conceptual understanding.

Investigating Differentiated Learning Practices and their Influence on Multiple Domains of Early Childhood Development

Annisah Nurul Dzulaekha — 2026-05-07

Purpose : This study examines the systematic use of differentiated learning in early childhood classrooms at Hang Tuah Kindergarten, Tarakan, with a focus on its observed associations across six developmental domains moral-religious, physical-motor, cognitive, linguistic, socio-emotional, and artistic. It addresses the research gap in holistic analyses that move beyond single-domain evaluations. Methods: A qualitative methodology was used, incorporating classroom observations, semi-structured interviews with educators, and analysis of children's work artifacts. Data triangulation included instructional techniques, instructor perspectives, and developmental markers. Evidence was categorized into observed behaviors, instructor reflections, and documented outputs, with quality ratings assigned for systematic comparison. Findings: The study highlighted consistent differentiation in content, process, and product, with content adaptation deemed "adequate." Gains were observed in linguistic proficiency, collaboration, creativity, motor coordination, and cognitive sequencing. Teachers noted feasibility, alignment with readiness, and engagement from activity choice. Moderate progress was seen in moral-religious and socio-emotional domains, indicating a need for more focused scaffolding and long-term strategies. Research Implications: Findings indicate that differentiated learning significantly contributes to balanced child development, linking Tomlinson’s differentiation framework to Vygotsky’s sociocultural theory. The study suggests that differentiated strategies can enhance academic and social growth, prompting policymakers to consider institutional support for content adaptation. Originality: This research presents a qualitative account of differentiated learning across six developmental domains in Indonesian kindergartens, contributing a comprehensive framework that integrates teacher perceptions, classroom practices, and developmental artifacts, expanding upon previous studies that have predominantly focused on isolated domains.

Transformational Leadership and Teacher Performance in Islamic Schools: A Structural Equation Modelling Approach in the Era of Educational Disruption

Waryadi Waryadi — 2026-05-07

Purpose: This study aims to examine how transformational leadership contributes to enhancing teachers’ inventiveness and creativity in madrasah environments, as part of efforts to improve educational quality in times of rapid change. Method: This research employs a quantitative approach using a questionnaire as the primary data collection instrument. The collected data were analyzed using structural equation modeling (SEM). Findings: The results indicate that transformational leadership plays a significant role in fostering supportive relationships and increasing teacher motivation, which subsequently encourages more inventive and creative performance among teachers. Research Implication: This study highlights the importance of implementing transformational leadership practices to cultivate a culture of creativity and innovation, thereby improving teacher productivity and overall educational quality. Originality: This study contributes by examining the link between transformational leadership and teacher creativity in madrasah contexts, supported by SEM-based empirical evidence.

Spiritual Assessment Based on Matthew 22:37-40: Faith Integration, Communal Spirituality, and Environmental Stewardship in Indonesian Christian Higher Education

I Made Suardana — 2026-05-07

This study addresses the need for a contextual spiritual assessment model in Christian higher education in East Nusa Tenggara, Indonesia, by examining the internalization of the Law of Love (Matthew 22:37–40) in personal spirituality, integration of faith and reason, and environmental stewardship. A descriptive-quantitative survey was conducted with 94 students purposively sampled from four theological institutions in Kupang. Data were analyzed using descriptive statistics, primarily frequency distributions and percentage analysis. The findings revealed that 95.7% of respondents affirmed love as the foundational basis for life decisions (combined "Agree" and "Strongly Agree"). Personal piety was highly endorsed, with 94.7% reporting that daily prayer and Bible reading deepened their relationship with God, and 95.7% indicating that communal worship strengthened their faith. Integration of faith and reason was reflected by 60.6% strongly agreeing that Christian education helped them love God intellectually. Notably, 92.6% affirmed that their faith compels care for the environment (61.7% strongly agree), highlighting an emerging dimension of student spirituality. The study supports the relevance of a Matthew 22:37–40-based assessment model for holistic spiritual formation. However, limitations include reliance on self-report data, a geographically concentrated sample in Kupang, and a cross-sectional design. Future research employing mixed-methods and longitudinal approaches is recommended to validate these preliminary findings and capture behavioral expressions of spiritual formation..

Joyful Learning in Elementary Mathematics: A Multi-Site Case Study of Teacher Strategies and Student Engagement in Tomohon City

Deysti Trivena Tarusu — 2026-05-07

Purpose:

This study examines the challenges of implementing Joyful Learning in primary school mathematics instruction across four public schools in Tomohon City, North Sulawesi, addressing the gap between national curriculum policy endorsement of student-centered pedagogy and its actual classroom practice.

Methods:

A qualitative multi-site case study design was employed involving 12 mathematics teachers and 60 students across urban and peripheral schools. Data were collected through 48 classroom observations, semi-structured interviews, lesson plan (RPP) analysis, school assessment reports, and a student engagement questionnaire, analyzed using Miles and Huberman's (2014) interactive model.

Findings:

Only 25% of observed lessons incorporated joyful elements (40% urban vs. 10% peripheral schools). Student engagement averaged 2.3 out of 5.0, with 65% reporting persistent confusion and average achievement scores of 65/100.

Research Implications:

Effective Joyful Learning requires sustained mathematics-specific teacher professional development, equitable resource allocation, and structured community engagement programs. Policymakers should develop ready-to-use joyful mathematics modules aligned with Kurikulum Merdeka objectives and establish dedicated infrastructure funding for peripheral schools.

Originality:

This study provides the first multi-site empirical evidence of Joyful Learning implementation in a mid-sized Indonesian city, revealing how urban-peripheral resource disparities systematically determine pedagogical innovation outcomes at the primary school level.

Short-Video Addiction and Academic Dishonesty Among University Students: The Mediating Role of Fear of Failure and Self-Regulation Factors

Ahmad Khairul Shiddiq — 2026-05-07

Purpose:

Academic dishonesty is a critical concern in higher education, increasingly exacerbated by digital distractions like short-video platforms. Recent evidence indicates 77% of students report fear of failure as a primary reason for cheating. Yet, the interplay between digital addiction, psychological self-regulation, and integrity remains underexplored in contemporary environments. Purpose: This study investigates relationships between short-video addiction, emotion regulation difficulties, time management, fear of failure, and academic dishonesty among university students. Methods: A quantitative cross-sectional approach involved 336 undergraduates from Universitas Negeri Makassar. Data were collected via online survey using validated scales and analyzed using Partial Least Squares Structural Equation Modeling (SEM-PLS) with SmartPLS 4 software. Findings: Short-video addiction significantly predicted academic dishonesty, with emotion regulation difficulties emerging as a significant indirect predictor. Fear of failure mediated these relationships, transforming psychological distress into unethical behavior. Unexpectedly, time management skills indirectly positively predicted dishonesty, contrary to hypotheses, suggesting an overcommitment trap among high-achievers facing performance pressure rather than protection against misconduct. Research Implications: Universities should prioritize reducing psychological stigma around failure and promoting digital wellbeing over punitive measures. Interventions targeting emotion coping may reduce misconduct. Educators should emphasize mastery learning over competitive grading. Additionally, policy reviews regarding student overcommitment are necessary. Conclusion: Short-video addiction directly drives unethical behavior, while emotion dysregulation operates indirectly through failure anxiety. Uniquely, time management skills indirectly correlate with increased dishonesty, indicating organization may serve grade preservation rather than learning integrity. Interventions must address psychological distress and digital wellbeing to foster honesty. Originality: This study uniquely integrates short-video addiction with self-regulation factors through fear of failure, uncovering a paradoxical time management role in Indonesian higher education contexts.

Podcast as Road Safety Education Media for Adult Drivers in Indonesia: Development and Effectiveness Using Uses and Gratifications

Azzah Ula Nabillah Yoni — 2025-05-08

This study developed a podcast titled "SaveDrive ID" as a road safety education medium and evaluated its effectiveness among active drivers in Indonesia. The study employed Research and Development (R&D) using the 4D model (Define, Design, Develop, Disseminate). A needs analysis was conducted with 30 drivers; expert validation was performed by content and media specialists; and effectiveness was measured using Gratifications Sought (GS) and Gratifications Obtained (GO) instruments on 100 drivers at a Pertamina fuel station on Jl. Raya Narogong No. 57, Bogor. Expert validation yielded an overall feasibility score of 85.47%. GS-GO gap analysis showed positive gaps across all four dimensions: cognitive (+10.87%), affective (+8.20%), tension release (+7.87%), and personal integration (+6.00%), with an overall gap of +8.23% and mean GO score of 90.43%, all categorized as Highly Satisfying. Podcast is a viable, flexible, and impactful medium for non-formal road safety education that can reach active adult drivers without the constraints of conventional in-person delivery.

Using Mobile Language Learning Technology to Promote Intercultural Awareness: Insights From an Extensive Listening Class

Ratna Andhika Mahaputri — 2026-05-08

Purpose: This study reports on the intervention of technology-enhanced language learning in an extensive listening class to promote intercultural awareness. Methods: The nature of the present study was exploratory as the recruited students were engaged in virtual language learning tasks through different online platforms, such as zoom meetings, podcasts, Padlet, and other online listening resources (ESL Fast, BBC Learning English, voice tube, and news in level). A phenomenological case study was adopted to investigate the intervention of technology-enhanced language learning to promote intercultural awareness perceived through the participants’ perspective. Data were garnered through analysis with interpretative phenomenological analysis (IPA) and critical discourse analysis (CDA) from questionnaires and interviews. Findings: The learners’ intercultural awareness was perceived to enhance during the experiences of extensive listening mediated by technology. Generally, they respond positively to intercultural incidents within various topics of intercultural listening. Research Implications: This study contributes to the research on technology-enhanced intercultural learning with extensive listening activity in EFL teaching. In this sense, the students teachers’ perceptions of intercultural awareness development during technology-mediated extensive listening, rather than providing intervention effectiveness. Originality: The present study investigates the intervention of language learning technology to promote intercultural awareness in EL class. Furthermore, the language learners’ responses to various online listening platforms concerning intercultural topics are also discussed.

The Internalization of Moderate Islamic Values in Islamic Religious Education (PAI) Learning and Its Implications for Social Attitudes in Schools

Hasan Khariri — 2026-05-08

The increasing intolerance, student violence, and brawls in Indonesia indicate serious challenges in shaping the character of the younger generation, particularly within the school environment. This study aims to describe the process of internalizing moderate Islamic values in Islamic Religious Education (PAI) learning and its implications for the development of students’ social attitudes. This study employs a descriptive analysis method with a literature review approach, utilizing various secondary sources such as journals, books, news, and related official documents. The results of the study indicate that the internalization of moderate Islamic values, which include tawassuth, tawazun, i’tidal, tasamuh, musawah, syura, islah, awlawiyah, qudwah, and tahadhur, can strengthen students’ character in three main dimensions: cognitive awareness, affective appreciation, and behavioral manifestation. This process is in line with the theories of Vygotsky and Bandura, which emphasize the importance of learning through social interaction, exemplification, and modelling. The implementation of moderate values in PAI has implications for the improvement of positive social attitudes, such as tolerance, cooperation, justice, and respect for differences, which become essential capital in preventing conflicts among students and strengthening social harmony in schools. This study recommends strengthening a religious moderation-based PAI curriculum, teacher training in contextual approaches, and the creation of a conducive learning environment to support the sustainable process of internalizing moderate Islamic values.

A Daily Life Content Analysis on the Kinderflix Youtube Channel as a Means of Imitating Early Childhood Adaptive Behavior

Kanisa Dewi Suci Lestari — 2026-05-10

Purpose:

In the digital era, visual media acts as a "third classroom" influencing early childhood development. This study analyzes the effectiveness of Kinderflix’s daily life content as a medium for imitation in shaping adaptive behaviors, including self-help, communication, social-emotional, and motor skills. Methods: This qualitative research employs content analysis. Data were collected from six popular daily lifevideos via purposive sampling. The observation instrument was structured based on Albert Bandura’s Social Learning Theory, focusing on the phases of attention, retention, motor reproduction, and motivation. Data validity was ensured through triangulation of sources and theories. Findings: Findings indicate that Kinderflix methodically applies modeling principles through multisensory stimulation. Strategies include: (1) repetitive articulation and expressive gestures for attention; (2) interactive songs as mnemonic tools for retention; (3) invitations for active participation for motor reproduction; and (4) vicarious reinforcement for motivation. This content systematically builds adaptive behavior structures, fostering independence and social responsiveness. Research implications: Kinderflix serves as an effective adaptive educational instrument rather than mere passive entertainment. This study highlights the necessity of parental roles as active mediators to facilitate the transition from digital information to real-life action. Originality: The uniqueness of this research lies in proving how local Indonesian content, such as Kinderflix, can turn digital viewing into real action for children. At a time when similar research is still rarely done in Indonesia, this study is here to explain in depth how the video works in shaping children's independence and social skills through real human examples.

Planning Model for Early Childhood Education (Pendidikan Anak Usia Dini/PAUD) and Non-Formal Education Based on National Standards Through Regional Needs Analysis in Tanah Bumbu Regency, South Kalimantan

Ambo Sakka — 2026-05-12

Purpose:

This study mapped PAUD compliance with the eight National Education Standards (SNP) in Tanah Bumbu Regency and developed an evidence-based planning framework for improving institutional quality toward National Standard School status. Methods: A quantitative descriptive-analytical survey was conducted across 325 PAUD units in 12 sub-districts. Stratified purposive sampling yielded 36 nominated schools subjected to four data streams: (1) an 80-item SNP self-assessment instrument (score range 80–400); (2) Academic Ability Tests (TKA) across audio, visual, and kinesthetic domains; (3) direct Facilities and Infrastructure (SAPRAS) observation; and (4) BAN-PDM accreditation records. Weighted aggregation based on Rasch Model logit person measures (Winsteps) produced a psychometrically calibrated institutional ranking. Findings: Average SNP compliance was approximately 65.5%. The three lowest-performing standards were Facilities and Infrastructure (50%), Educator and Education Personnel (55%), and Graduate Competency (60%). Cluster analysis yielded three institutional categories: Ready, Developing, and Needs Intervention. A three-phase planning framework (2026–2030) projects overall compliance reaching 83–85% under consistent implementation. Research Implications: The gap-based framework offers a replicable model for district-level PAUD planning. Key limitations include potential social desirability bias in self-assessment data, a sampling procedure biased toward higher-performing units, and the absence of longitudinal follow-up. Originality: The study integrates multi-source triangulation with Rasch-based institutional ranking to generate a cluster-differentiated, phased planning framework advancing beyond prior district-level SNP compliance surveys by translating gap profiles directly into measurable, standards-linked KPIs.

Negotiating Tradition and Digital Technology in Family-Based Informal Learning: an Ethnographic Study of Dayak Kanayant Parenting Practices

Sudirman Sudirman — 2026-05-12

Purpose: This study aims to examine how Dayak Kanayant families in West Kalimantan negotiate traditional parenting values with the influence of digital technology in the context of family-based informal learning. The study responds to the limited attention in educational technology scholarship to indigenous family environments as informal learning spaces shaped by cultural logic, kinship relations, and distinctive forms of digital mediation. Methods: This study employed a qualitative ethnographic approach in Desa Terap, Toho District, Mempawah Regency, West Kalimantan. Data were collected over four months through in-depth interviews, participant observation, field notes, and documentation involving parents, grandparents, and children. Data analysis was conducted using a thematic-interpretative approach through repeated reading of interview transcripts and field notes, initial coding, theme development, ethnographic interpretation, and triangulation across interviews, observations, and documentation. Findings: The findings show that parenting in Dayak Kanayant families is practiced collectively through the involvement of parents, grandparents, and extended family members. Children learn discipline, respect for elders, cooperation, and cultural responsibility through observation, imitation, and direct participation in family and community activities. The presence of digital technology, particularly smartphones, creates new tensions by shifting some children’s attention from communal activities to screen-based activities. However, digital technology is neither fully rejected nor simply accepted. Families negotiate its use by regulating screen time, prioritizing customary and family obligations, and using digital communication to maintain emotional and educational connections with parents working outside the village. Research Implications: The findings suggest that educational technology should not only be understood as a school-based learning tool, but also as a culturally mediated learning resource within family environments. Therefore, digital literacy and family education programs need to consider kinship structures, intergenerational authority, and the local values of indigenous communities. Originality: This study contributes to educational technology scholarship by showing how indigenous families negotiate digital technology through culturally embedded parenting practices, rather than experiencing technology merely as a disruptive force against tradition.

Teachers’ Roles in Sustainable Education-Based Mathematics Learning: Toward an Ideal Curriculum

Dona Dinda Pratiwi — 2026-05-13

Purpose This study aims to examine teachers’ roles in sustainable education-based mathematics learning as a conceptual foundation for developing an ideal curriculum. The study responds to the need to shift mathematics learning from procedural, formula-oriented, and routine instruction toward contextual, meaningful, and sustainability-oriented learning.

Methods This study employed a qualitative literature study with thematic content analysis. The reviewed sources consisted of journal articles, academic books, curriculum documents, scientific reports, and relevant literature discussing mathematics learning, sustainable education, numeracy, mathematical modelling, curriculum development, teachers’ roles, and authentic assessment. The analysis was conducted by identifying key ideas, grouping themes, comparing concepts, and developing a conceptual synthesis.

Findings The findings show that an ideal curriculum for sustainable education-based mathematics learning should emphasize conceptual understanding, numeracy, mathematical reasoning, contextual problem-solving, sustainability issues, authentic assessment, and responsible decision-making. Teachers play a central role as curriculum interpreters, context designers, facilitators of reasoning, developers of mathematical tasks, and learning evaluators. Sustainability issues such as waste, water and energy use, green spaces, circular economy, and environmental change can serve as meaningful contexts for mathematics learning.

Research Implications This study implies that curriculum development in mathematics should provide space for contextual learning, mathematical modelling, numeracy projects, authentic assessment, teacher professional development, and learning resources connected to students’ real-life experiences.

Originality This study contributes a conceptual framework that positions teachers as key actors in connecting mathematics learning, sustainable education, authentic assessment, and the development of an ideal curriculum.

Shifts in Eighth-Grade Students' Mental Model Levels in Understanding Quadrilateral Concepts Through Group Discussion

Lady Agustina — 2026-05-14

Purpose: The purpose of this study is to observe how the mental level of the student model experiences a shift in understanding the concept of a quadrangle through the process of group discussion. Methods: This study uses a qualitative approach involving 150 grade VIII students who have previously studied quadrilateral material. A written test on the concept of a quadrangle was given to all participants to determine the initial mental level of their model before the group discussion was conducted. Findings: Preliminary results showed that 12 students were at the initial level, 65 students at the first transition, 52 students at the synthetic level, 18 students at the II transition, and 3 students at the formal level. After the group discussion process, there was a shift in the mental level of the model in several subjects, namely two students from the initial level shifted to the synthetic level; one student from transition I to synthetic; one student from transition I to transition II; and two students from the synthetic level to transition II. Meanwhile, two students at the transition level II and two students at the formal level did not experience a shift. Research implications: These findings suggest that group discussions have the potential to facilitate the mental restructuring of students' models in understanding geometry concepts, especially quadrangles. In addition, this research emphasizes the importance of social interaction in helping students move from intuitive understanding to more formal understanding. Originality: This research contributes by mapping in detail the shift in the mental level of the student model after the group discussion, as well as offering empirical evidence regarding the effectiveness of discussion as a pedagogical strategy in learning geometry concepts.

Learn and Play Activities to Support Early Childhood Teacher’s Understanding of Electrical Energy Concepts

Ihtiari Prastyaningrum — 2026-05-14

Purpose – This study aims to explore and strengthen early childhood education (ECE) teachers’ understanding of fundamental electrical energy concepts, including sources of electrical energy, energy conversion, and simple electrical circuits. It also seeks to equip teachers with the ability to design Learn and Play–based science activities that are concrete, exploratory, and grounded in children’s daily experiences.

Methods – The research employed a mixed-methods approach, combining quantitative testing and qualitative phenomenological analysis. The study involved 20 ECE teachers from six institutions in Madiun City and Madiun Regency. The intervention was carried out across three phases: basic training, mentoring on theoretical and practical concepts, and pedagogical assistance. Data were obtained through pre-tests, post-tests, observation, learning plan assessments, and in-depth interviews.

Findings – Results revealed significant improvements in teachers’ conceptual understanding and pedagogical readiness. Teachers demonstrated enhanced literacy regarding electrical energy, increased confidence in explaining basic scientific concepts, and improved skills in designing interactive Learn and Play activities. The mentoring phases also showed that teachers could connect personal experiences with scientific explanations, leading to more meaningful learning preparations and effective classroom implementation.

Research implications – Strengthening teachers’ scientific literacy through structured mentoring can reduce misconceptions in early childhood science learning. The model used in this study may serve as a reference for ECE professional development programs focusing on science education.

Originality – This study offers a unique integration of Learn and Play activities with phenomenological exploration of teachers’ personal experiences related to electrical phenomena. It fills the research gap on electrical concept literacy among early childhood teachers, a topic rarely examined in previous studies.

The Effectiveness of the KOMPAK Learning Model in Enhancing Learning Engagement among Children with Autism Spectrum Disorder in Inclusive Elementary Schools

Tuti Haryati — 2026-05-14

Purpose: This study examines the effectiveness of the KOMPAK Learning Model in improving learning engagement among children with Autism Spectrum Disorder (ASD) in inclusive elementary school settings. The investigation focuses on three core components of engagement attention, active participation, and responsiveness to instructional cues which frequently present challenges for students with ASD during classroom learning. Methods: A quantitative approach employing a one-group pretest–posttest quasi-experimental design was used. Thirty children diagnosed with ASD were selected through purposive sampling. Learning engagement data were gathered using an observational instrument previously validated for reliability. A paired-sample t-test was conducted to compare engagement levels before and after implementation of the KOMPAK model. Findings: The results indicate a statistically significant increase in learning engagement within the sample following the intervention. Mean scores rose from 56.30 at pretest to 78.45 at posttest. The paired-sample t-test yielded p < 0.001, and the effect size (d = 0.85) fell within the large range. While these findings suggest that the KOMPAK Learning Model may enhance attention, participation, and responsiveness among students with ASD, they should be interpreted within the limitations of a single-group design. Research implications: The study provides preliminary empirical support for the KOMPAK Learning Model as an adaptive instructional strategy in inclusive elementary schools. Its application may assist teachers in fostering more consistent engagement among students with ASD, thereby contributing to improved inclusive learning quality and supporting students’ social–academic development. Originality: This research contributes to the field of inclusive education by offering empirical evidence on a learning model tailored to the distinct characteristics of children with ASD. Its emphasis on learning engagement rather than solely academic or behavioral outcomes distinguishes it from prior studies.

Earned Value Management (EVM) as a Real-Project-Based Learning Resource in Construction Management: A Quantitative-Descriptive Study on a Revetment Construction Project

Rifana S. S. I. Kawet — 2026-05-14

Purpose: This study assesses the project performance of a revetment construction project at Manado Bay, Bersehati Market Complex (contract value IDR 11,120,996,728; duration 133 calendar days) using the Earned Value Management method, while examining its effectiveness as a real-project-based learning medium in the Construction Management course. Methods: A quantitative-descriptive approach using Earned Value Analysis was employed over 19 weeks, applying three primary EVM indicators BCWS, BCWP, and ACWP, from which SPI, CPI, and project completion projections (ETC, EAC, ETS, ECD) were derived from the project's BoQ, planned and actual S-curves, and weekly execution reports. Findings: At week 19, SPI = 2.6 (ahead of schedule) and CPI = 0.4 (severe cost overrun). EAC reached IDR 50,896,353,625.36 (≈4.6× the original budget); estimated completion is 167 days, exceeding the contract by 34 days. The paradoxical coexistence of high SPI and critically low CPI constitutes an educationally valuable scenario for analytical learning. Research Implications: Real project data has strong potential to strengthen students’ conceptual understanding of EVM, cultivate integrated data-interpretation skills, and build forecasting competencies aligned with construction industry demands. Civil engineering programs should systematically incorporate real project case studies supported by comprehensive assessment rubrics. Conclusion: EVM analysis of real government project data constitutes an effective and theoretically grounded PBL medium for Construction Management instruction, simultaneously developing technical competency and higher-order analytical thinking aligned with KKNI Level 6 and SN-Dikti requirements. Originality: This study is the first to integrate quantitative EVM project-performance analysis with a theoretically grounded pedagogical framework within a single coherent research design, addressing a gap in civil engineering education literature in Indonesia.

Student's Digital Literacy and an Evaluation of Awareness of Ethics, Privacy, and Online Safety

Fathir Fathir — 2026-05-15

Purpose The development of digital technology has become an integral part of teenagers’ lives; digital technology not only presents opportunities but also poses challenges. Digital literacy is a crucial and key aspect in ensuring that students can use technology wisely and responsibly. This study aims to identify digital literacy among teenagers, with a focus on online ethics, privacy, and security.

Methods The method used was a quantitative approach to measure the correlation between frequency and digital literacy among adolescents. Data was collected using a Google Forms questionnaire, which yielded responses from 105 participants.

Findings The analysis results show that the majority of students have a moderate level of digital literacy (79%), while only a small proportion have a high level of digital literacy (18%).

Research Implications The analysis results indicate a significant positive correlation between the frequency of internet use and the level of digital literacy, as well as between the frequency of internet use and the ability to distinguish between valid and invalid content.

Originality There was also a relationship between frequency of internet use and difficulty distinguishing between true and false information.

Quantitative Study: Understanding Identity in Christ (Galatians 3:26–28) and Self-Confidence among Late Adolescents

Hasanuddin Manurung — 2026-05-15

Purpose: This study aims to analyze the relationship between the understanding of identity in Christ based on Galatians 3:26–28 and self-confidence among late adolescents studying Christian Religious Education at State Christian Religious Higher Education Institutions in Indonesia. Methods: This study employed a quantitative approach using a correlational survey method. The sample consisted of 150 students aged 18–21 years, selected through stratified random sampling from five State Christian Religious Higher Education Institutions. Data were collected using Likert-scale questionnaires measuring students’ understanding of identity in Christ and self-confidence. The instruments were tested for validity and reliability before the main data collection. Data were analyzed using descriptive statistics and Pearson Product-Moment correlation with SPSS version 26. Findings: The results show that students’ understanding of identity in Christ was in the good category, with an actual score percentage of 78.28%. Their self-confidence was also in the good category, with a percentage of 79.94%. Correlation analysis revealed a strong and significant positive relationship between understanding identity in Christ and self-confidence, with r = 0.682 and p = 0.000. The coefficient of determination of 46.5% indicates that spiritual identity makes a substantial contribution to students’ self-confidence.

Research Implications: The findings imply that strengthening students’ understanding of identity in Christ can support self-concept, emotional stability, and psychological resilience among late adolescents. Originality: This study contributes by integrating the theological concept of identity in Christ with the psychological construct of self-confidence in the context of Christian higher education in Indonesia.

Curriculum Management in Creating Elite Classes: An Integrated Framework for Pesantren-Based Madrasahs

Ahmad Chakim — 2026-05-15

Purpose: This study examines how curriculum management contributes to the development of elite classes in pesantren-based madrasahs, focusing on the balance between academic excellence and the preservation of Islamic educational identity. Methods: A qualitative case study was conducted at MAN 2 Cirebon, Full-Day Program. Data were collected from six purposively selected participants (school principal, vice principal of curriculum, teachers, and program coordinators) through in-depth interviews, participant observation, and document analysis. Data were analyzed using thematic analysis focusing on curriculum planning, organization, implementation, and evaluation processes. Findings: The study finds that elite class development is supported by an integrated curriculum management system combining the national curriculum with structured academic enrichment. Key practices include blended learning implementation, STEM-oriented subject strengthening, and computer-based competency assessment. These practices are associated with improved student academic performance indicators, particularly higher achievement consistency in core subjects and increased competency test readiness. The analysis further identifies four recurring patterns of effective curriculum management: value-based planning, adaptive organizational structure, structured implementation strategies, and continuous performance evaluation. Research Implications: The findings provide practical guidance for madrasah leaders in designing tiered curriculum systems that can be adapted to different institutional capacities while maintaining academic quality and Islamic educational values. They also offer input for policymakers in strengthening curriculum differentiation strategies in Islamic education. Originality: This study contributes by empirically detailing how curriculum management practices are operationalized to support elite class development in pesantren-based madrasahs through an integrated and context-sensitive approach grounded in Islamic educational settings.

Development of STEAM-based Teaching Materials using Google Sites to Improve HOTS of Fifth Grade Elementary School Students

Novia Rita — 2026-05-16

Purpose: In response to the low ability of Higher Order Thinking Skills (HOTS) caused by teacher-centered learning and the lack of digital teaching materials that support analytical, evaluative, and creative thinking processes, this study aims to develop Science, Technology, Engineering, Arts, and Mathematics (STEAM) based teaching materials using Google Sites to improve the HOTS abilities of fifth grade elementary school students. Methods: This study used the Research and Development (R&D) method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study was conducted at SDN 26 Kayu Pasak, Padang City, West Sumatra, with 21 fifth-grade students and their homeroom teachers as subjects. Data collection techniques were carried out through observation, interviews, questionnaires, and tests. Data analysis used expert validity tests, practicality tests, and effectiveness tests using N-Gain. Findings: Based on the research results, the STEAM-based learning materials created were very practical with a student response rate of 97% and a teacher response rate of 95%, included in the very valid category with a score above 90%, and successfully improved high-level thinking skills with an N-Gain value of 0.84 (high category). Research Implications: This study shows how STEAM-based teaching resources can be utilized as a substitute for creative learning to enhance students' HOTS and improve teaching standards in elementary schools. Originality: This study focuses on the creation of STEAM teaching resources that are specifically designed and proven to have an impact on improving the higher-order thinking skills of fifth-grade elementary school students through a systematic, reliable, useful, and successful methodology.

Use of Duolingo Applications in Second Language Learning: A Bibliometric Analysis

Sakaria — 2026-05-17

Purpose: Research on second language acquisition has progressively evolved alongside advances in digital technology, which provides various interactive learning applications. One widely used application is Duolingo, which offers a gamified approach to learning a second language. This study aimed to identify research clusters, map research developments, and analyze the density of research topics concerning the use of the Duolingo application in second-language learning. Methods: This study constitutes quantitative literature research employing a bibliometric approach. Primary data were sourced from the Google Scholar database for the period 2016–2025 and analyzed using VOSviewer software to identify research trends, conduct keyword co-occurrence analysis, and generate network, overlay, and density visualizations. Findings: The findings identified five research clusters, revealing an evolution from descriptive-assistive approaches (2016–2017) toward the exploration of motivational mechanisms (2018–2022), causal impact testing (2018–2024), and multidimensional integrative models (2023–2024). Gaming and Duolingo occupy the highest-density zones, whereas second language acquisition modeling (SLAM) algorithms are in a very low-density zone, representing a potential area for future scientific breakthroughs. Research implications: This study provides implications for educators to utilize Duolingo as a learning medium in second language instruction and for researchers to avoid repetitive descriptive studies and shift toward cross-disciplinary innovation in developing adaptive gamification system prototypes. Originality: The novelty of this study lies in its systematic bibliometric mapping of Duolingo research developments in second language learning, which identifies thematic gaps between saturated and underexplored topics and provides a roadmap for future interdisciplinary research.

The Effectiveness of Digital Interactive Media (Live Worksheets) in Improving SPOK Sentence Structure Understanding among Deaf Students

Nadia Syifa Azzahra — 2026-05-18

This study aims to examine the effectiveness of Live Worksheets as digital interactive media in improving SPOK (Subject, Predicate, Object, Adverb) sentence structure understanding among deaf students in special education. This study employed a quantitative approach using a pre-experimental one-group pretest–posttest design involving 13 deaf students at the SMALB level of SLB Negeri Pangeran Cakrabuana selected through random sampling. Data were collected using multiple-choice and essay tests and analyzed using the Wilcoxon Signed Rank Test and N-Gain analysis. The findings showed a significant improvement in students’ understanding of SPOK sentence structure after the implementation of Live Worksheets, with the average score increasing from 52.04 in the pretest to 80.84 in the posttest and an N-Gain score of 61% categorized as moderate improvement. The Wilcoxon test result showed a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between pretest and posttest scores. These findings imply that Live Worksheets can serve as an effective interactive learning medium to support Indonesian language learning, particularly sentence structure instruction for deaf students in special education settings. The originality of this study lies in the application of Live Worksheets specifically to improve SPOK sentence structure understanding among deaf students, an area that has received limited attention in previous studies.

Development of a Web-Based Performance Index Assessment System for Hazardous and Toxic Waste Management

Jenni Ria Rajagukguk — 2026-05-19

Purpose: This study aims to develop a web-based performance index assessment system for hazardous and toxic waste management by integrating technical and supporting indicators using the Multi-Criteria Decision Making (MCDM) and Analytic Hierarchy Process (AHP) approaches. The study also examines the system’s role in supporting transparent environmental evaluation and applied environmental learning. Methods: A quantitative research and development approach was employed using the MCDM-AHP method. Data were collected through literature review, regulatory analysis, expert judgment involving five environmental experts, and system simulations on three industrial entities with different waste management characteristics. The system was developed using a Python-Django framework and PostgreSQL database. Findings: The results indicate that the developed system provides objective, transparent, and consistent environmental performance assessments, with performance index values ranging from 60% to 92%. Industrial entities with higher levels of digitalization and standardized environmental management systems achieved better performance scores. The integration of environmental impact assessment also improved risk identification and monitoring effectiveness. Research Implications: The findings imply that digital-based environmental assessment systems can strengthen accountability, operational efficiency, and data-driven decision-making in hazardous waste management. However, the study is limited by the small number of expert respondents and simulation entities, which may affect broader generalizability. Originality: This study offers a novel contribution by integrating environmental performance indicators, MCDM-AHP analysis, and a web-based digital assessment platform into a unified hazardous waste management evaluation system that can also support applied environmental education and sustainability-oriented industrial governance.

Development of Interactive Media Based on the STEAM Approach Through the NEARPOD Application to Improve Literacy Skills of Elementary School Students

Feri Novriadi — 2026-05-19

Purpose: The low reading ability of elementary school students continues to be a problem in education. This condition is influenced by the ineffective use of technology-based interactive learning resources and the limited use of digital multimedia in the educational process. This project aims to provide interactive learning resources based on the Nearpod application with a STEAM approach to improve students' reading skills in science lessons in elementary schools. Methods: The preliminary research, prototyping phase, and assessment phase form the Plomp model, which was used in this research and development (R&D) study. All fifth-grade students and a small pilot group of three fifth-grade students participated in the study at SDN 20 Gumarang. Data collection methods included tests, questionnaires, interviews, and observations. Validity, practicality, and effectiveness tests using pretests, posttests, and N-Gain were used to analyze the data. This study was limited to a small sample size and focused solely on reading ability. Findings: The results of the study showed that Nearpod-based learning materials had a very high level of validity, with a percentage of material experts of 83.87%, a percentage of media experts of 91.67%, and a percentage of language experts of 91.67%. The media was also classified as very practical based on comments from students (88.75%) and instructors (94.28%). With an N-Gain score of 0.63 in the moderate category and an increase in the average pretest score from 58.35 to 84.50 on the posttest, students' reading ability also improved as a result of the learning materials.

Research Implications: Through active, interactive, and student-centered learning, this study advances the creation of cutting-edge STEAM-based digital learning materials that enhance students' literacy skills. Originality: In contrast to other studies that only use Nearpod as an interactive media without STEAM integration, the uniqueness of this study lies in the integration of the STEAM method in creating Nearpod media for science learning to improve the reading skills of elementary school children.

The Effectiveness of Teams Games Tournament (TGT) Based on Paired Cards on Elementary School Students' Critical Thinking Skills in Fraction Material

Anisa Diah Wardani — 2026-05-20

This study aims to analyze the effectiveness of the Teams Games Tournament (TGT) learning model based on paired cards on elementary school students' critical thinking skills in fractions. This study used a quantitative approach with a quasi-experimental method and a matching-only pretest-posttest control group design. The sampling technique used was cluster random sampling, with a sample size of 78 students, consisting of 40 students in the experimental group and 38 students in the control group. Data collection was conducted using a critical thinking ability essay test containing indicators for interpretation, analysis, and evaluation. Data analysis was carried out using normality test, homogeneity test, N-gain test, and independent sample t-test assisted by SPSS Statistics 25. The results of the study showed that the paired card-based TGT model had a positive influence on the critical thinking skills of elementary school students with a significance value of 0.001 in the independent sample t-test. The experimental group achieved a higher increase in critical thinking skills (0.7048) compared to the control group (0.6090). Learning activities involving group discussions, educational games, and tournaments can increase student engagement in the mathematics learning process. This research shows that game-based cooperative learning models can be used as an alternative mathematics learning strategy to develop elementary school students' critical thinking skills. Furthermore, the use of matching cards can help create more active, collaborative, and meaningful learning. This study integrates the Teams Games Tournament (TGT) model with paired card media in elementary school mathematics learning to improve students' critical thinking skills on fraction material, which has been limitedly studied in previous studies.

Analysis of Osing Cultural Literacy among Junior High School Students in Banyuwangi Regency: Cognitive, Affective, and Behavioral Dimensions

Siti Cholifah Amaliyah — 2026-05-20

Purpose: This study aimed to analyze the cognitive, affective, and behavioral dimensions of Osing cultural literacy among junior high school students in Banyuwangi Regency and to examine differences in cultural literacy levels among schools. Method: This study employed a quantitative descriptive design involving 200 seventh-grade students from four junior high schools in Banyuwangi Regency, namely SMP Negeri 1 Glagah, SMP Negeri 2 Glagah, SMP Negeri 1 Giri, and SMP Negeri 1 Licin, selected through proportional random sampling. Data were collected using an Osing cultural literacy questionnaire consisting of cognitive, affective, and behavioral indicators measured using a Likert scale. Data were analyzed using descriptive statistics and the Kruskal–Wallis test after normality and homogeneity testing. Results: The results showed that students’ Osing cultural literacy levels were generally categorized as high to very high across all schools. In the cognitive dimension, the mean scores were 14.18 at SMP Negeri 1 Glagah, 14.18 at SMP Negeri 2 Glagah, 14.56 at SMP Negeri 1 Giri, and 14.16 at SMP Negeri 1 Licin, all categorized as very high. In the affective dimension, the mean scores ranged from 35.18 to 36.32 and were also categorized as very high. Meanwhile, the behavioral dimension obtained relatively lower mean scores ranging from 27.82 to 32.34, although still categorized as high. The Kruskal–Wallis test indicated no significant differences in Osing cultural literacy levels among schools (p > 0.05), suggesting relatively homogeneous cultural literacy among students. Research Implications: These findings highlight the important role of schools in strengthening local cultural literacy through the integration of Osing cultural values into learning activities and school programs. Originality: This study contributes empirical evidence regarding the multidimensional measurement of Osing cultural literacy among junior high school students in Banyuwangi Regency.

Informal Leadership Patterns in Local Bureaucracy: Implications for Policy Responsiveness in Bandung Regency, Indonesia

Ednawan Prihana — 2026-05-21

Purpose: This study aims to analyze the role of informal leadership in influencing policy responsiveness within the local bureaucracy of Bandung Regency, Indonesia. The study focuses on understanding how informal leadership patterns emerge and how they affect bureaucratic decision-making and public policy responsiveness. Methods: This research used a qualitative case study approach. Data were collected through in-depth interviews with 25 informants consisting of government officials, bureaucratic staff, community leaders, NGO representatives, and local residents. Focus group discussions and policy document analysis were also conducted to support the data. The data were analyzed using thematic analysis with source and method triangulation to ensure validity. Findings: The results show that informal leadership develops through personal charisma, close relationships with the community, and political patronage networks. These informal leadership patterns help accelerate coordination and improve communication between the government and society, which supports faster policy responses. However, the findings also indicate several negative impacts, such as dependence on certain individuals, unequal access to influence, and potential bias in decision-making processes. Research Implications: The findings indicate the importance of understanding informal leadership dynamics in local governance. Local governments need to strengthen institutional transparency and accountability while maintaining constructive relationships with informal actors in policy processes.

Originality: This study provides empirical evidence on how informal leadership operates within local bureaucracy in Bandung Regency. The study also highlights the dual role of informal leadership as both a supporting and limiting factor in bureaucratic responsiveness within decentralized governance. Conclusions: Informal leadership has an important role in increasing policy responsiveness in local bureaucracy, particularly in accelerating coordination and strengthening social legitimacy. Nevertheless, stronger institutional control is needed to minimize the risks of political bias and unequal policy representation.

Human Resource Management at Filantropi School: Paternalistic Leadership in Mitigating Burnout and Maintaining Teacher Commitment

Irnie Victorynie — 2026-05-21

This research aims to explore human resource management strategies in maintaining teacher commitment and mitigating burnout risks within philanthropic educational institutions. The study focuses on a free elementary school experiencing a significant surge in student enrollment despite offering non-competitive financial compensation. Using a qualitative approach with an intrinsic case study design, data were collected through in-depth interviews with the Chairman of the Foundation, the Principal, and teachers with more than ten years of service. Data validity was ensured through source triangulation. The results indicate that organizational commitment is built through the internalization of transcendental values and paternalistic leadership. The Chairman serves as a nurturing figure providing emotional support and psychological safety as a substitute for financial incentives. Although the workload increased due to high student participation, burnout risks were effectively mitigated through a familial work climate and a profound sense of meaning in work. These findings imply that value-oriented and empathetic leadership is a crucial instrument for the sustainability of community-based schools amidst fiscal constraints.

Gender Integration in the Art Education Curriculum

Isnawati Mohamad — 2026-05-23

This study aims to analyze the integration of gender perspectives into the art education curriculum in the Department of Fine Arts and Design, Universitas Negeri Gorontalo. This study is grounded in the importance of strengthening gender awareness in education, particularly in art education, which functions not only as a space for aesthetic development but also as a medium for social reflection and expression. The study employed a qualitative approach, with data collected through curriculum document analysis, analysis of Semester Learning Plans, interviews with lecturers and students, and classroom observation. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings show that the gender integration into the curriculum remains implicit and has not yet been structured systematically. Values of equality, diversity, and humanity are already included, but they have not been clearly operationalized in learning outcomes, teaching materials, learning strategies, or assessment. The study also found a gap between curriculum planning and learning practice, influenced by variations in lecturers’ and students’ understanding of gender issues. Art education has the potential to serve as a pedagogical space for developing gender awareness and critical social reflection, although this potential has not been optimally utilized. The novelty of this study lies in its connection between curriculum document analysis and the lived experiences of educational actors. Therefore, gender integration in art education needs to be directed toward a more explicit, systematic, and responsive curriculum transformation in order to strengthen the role of art education in developing critical and inclusive social awareness.

Psychological Determinants of Cyberbullying: A Theory of Planned Behavior Study on Intentions and Distress Among University Students in South Sulawesi

Dwi Ihza Sari Akis — 2026-05-22

Background: Cyberbullying has emerged as a serious concern in digital communication environments, particularly among university students in developing countries where research on this phenomenon remains limited. The psychological determinants underlying cyberbullying intentions and their consequences for students' psychological health have not been sufficiently examined within a unified theoretical framework.
Purpose: This study examines how attitudes, social norms, and perceived behavioral control influence students' intentions to engage in cyberbullying and how these intentions relate to psychological distress among university students in South Sulawesi, Indonesia.
Methods: A quantitative cross-sectional survey was conducted with 358 university students from multiple institutions in South Sulawesi, Indonesia. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).
Findings: Attitude (β = 0.324, p < 0.001), social norms (β = 0.154, p = 0.015), and perceived behavioral control (β = 0.292, p < 0.001) significantly influenced behavioral intention. Behavioral intention mediated the relationship between attitude and psychological distress (β = 0.064, p = 0.001) and between perceived behavioral control and psychological distress (β = 0.057, p = 0.010), while the mediation of social norms was not significant. The model explained 58.7% of behavioral intention and 32.1% of psychological distress.
Research Implications: Cyberbullying prevention programs should prioritize shifting students' attitudes and reducing perceived behavioral control through digital literacy initiatives and institutional policies that strengthen online accountability.
Originality: This study extends the Theory of Planned Behavior by linking behavioral intention with psychological distress in the context of cyberbullying, contributing empirical evidence from an underexplored cultural and regional context in Indonesia.
Conclusion: Attitude, social norms, and perceived behavioral control are significant determinants of cyberbullying intention, with behavioral intention mediating the relationship between these psychological factors and psychological distress. These findings support the theoretical utility of TPB in digital environments and underscore the need for culturally contextual prevention strategies in Indonesian higher education.

Evaluating Learning Community Programs for Teacher Professionalism Using the Cipp Model

Ibnu Muthi — 2026-05-24

n the era of disruption and the 4.0 industrial revolution, educators should think about the balance of hard skills and soft skills to avoid boring and demagogic learning processes, which might decrease human dignity. This research is aimed at in-depth evaluation of the efficiency of the "JERMAN GC" Learning Community (Kombel) at SMP Islam PB. Soedirman Bekasi as a platform for the transformation of the potential professionalism of teachers. The evaluation was conducted utilising the CIPP model (Context, Input, Process, Product) with a descriptive qualitative method. Data collection was done by observation, in-depth interviews, and document studies. Data analysis was done by using Miles and Huberman's interactive model. The research findings indicate that in terms of context, this program is very relevant to the teachers’ desires for a reflective collaborative space. On the input side, the existence of internal resource persons and comprehensive training materials provide a good basis. In terms of procedure, there is a steady managerial cycle of planning, implementation and successful peer coaching. In terms of product, the program was successful in improving teachers’ pedagogical competence, improving the quality of 4C-based learning (critical, creative, collaborative, communicative), and was considered to be very cost-effective. The outcome of this research is that Kombel “JERMAN GC” has successfully become the driving force for the reform of the learning culture in schools. This research has consequences, to the fact that community-based teacher professionalism development with minimum costs can have maximum impact on the quality of education, thus this approach is highly replicable by other educational institutions in developing an adaptive and innovative school ecosystem.

The Principal's Managerial Role in Increasing Parental Participation in the Quality of Kalongan 02 Ungaran Public Elementary School

Ari Teliti Wilarsati — 2026-05-24

Purpose: This study was motivated by the gap between the standards outlined in KSP 2024 and the actual conditions in schools, as well as parental participation that remains limited to formal activities and has not yet developed into an active partnership between schools and families. The study aimed to analyze the principal’s planning, organizing, implementation, and supervision in encouraging parental participation toward school quality at SD Negeri Kalongan 02. Methods: This research employed a qualitative approach with a case study design. Data were collected through interviews, observations, and documentation, then analyzed using an interactive model consisting of data reduction, data presentation, and conclusion drawing. Data validity was tested through technique and source triangulation. Findings: The findings indicate that planning is carried out systematically and participatively through needs identification, deliberation, and open socialization. Organization is carried out through teacher placement based on competency, strengthening coordination, and developing partnerships with parents. Implementation is realized through participatory learning, continuous teacher development, open communication, and parental involvement in school activities. Supervision is carried out systematically through academic supervision, teacher performance evaluation, monitoring of learning activities, and regular coordination meetings to ensure the achievement of school quality standards. This study concludes that school management based on participatory leadership makes a positive contribution to improving the quality of education through systematic planning, effective organization, collaborative implementation, and continuous supervision. Research Implications: This study implies that school quality improvement can be strengthened through participatory principal leadership, effective communication, teacher development, and active parental involvement in school programs. Originality: This study is original in examining parental participation through the principal’s managerial functions within the KSP 2024 framework, emphasizing active school-family partnerships in improving school quality.