Jurnal Eduscience (JES) is a double-blind peer-reviewed academic journal published by the Institute of Research and Community Services of Universitas Labuhanbatu, North Sumatera, Indonesia. The journal welcomes submissions from around the world and aims to strengthen the collaboration and networking among academics and researchers from various fields of education. Authors can share new insights and discoveries based on their research studies as well as critically discuss the implications of theories or past studies. Jurnal Eduscience (JES) is now indexed in DOAJ, SINTA 2, GARUDA, CROSSREF, and DIMENSIONS. Jurnal Eduscience (JES) invites manuscripts on a wide range of topics, including: Innovation in Teaching and Learning Learning Assessment Evaluation in Education Management in Education Teacher Training and Professional Development Character Education Learning based on Local Wisdom Jurnal Eduscience (JES) is published either as a research article or a review article. Starting in 2025, Jurnal Eduscience (JES) is published bimonthly in a year (February, April, June, August, October, and December). The journal aims to provide timely and regular publication of high-quality research in the relevant fields of study. Jurnal Eduscience (JES) requires that all articles be written in the English language. Clear and concise language and adherence to proper grammar and spelling are encouraged.
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KOPDAS (Smart Puzzle Comic) AS A READ-ALOUD-BASED LITERACY MEDIUM FOR ENHANCING ELEMENTARY SCHOOL STUDENTS’ READING INTEREST
Purpose – This study aims to develop an innovative learning medium, KOPDAS (Smart Comic Puzzle), as a literacy tool based on read-aloud activities to foster reading interest among elementary school students and to examine its effectiveness. The background of this research stems from students' low interest in reading, driven by the lack of engaging learning media and the underutilization of reading corners in schools. Methodology – The study employs the Research and Development (R&D) method, using the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate). The research subjects include material experts, media experts, and second-grade students at SD Negeri Maron Kulon 1 in Probolinggo Regency. Data were collected through observation, interviews, validation questionnaires, and product trials, with pre-tests and post-tests. Findings – KOPDAS is effective at enhancing students' reading interest. This medium combines comic visuals with puzzle-solving activities featuring Pancasila symbols, thereby increasing active participation, concentration, and comprehension of reading content. The use of read-aloud techniques also helps improve understanding, pronunciation, and students' confidence in reading. The development of KOPDAS is expected to serve as a reference for the innovation of literacy learning media, creating a fun, communicative, and interactive learning atmosphere. Contribution – This research contributes to the development of an innovative literacy medium, KOPDAS (Smart Comic Puzzle), designed using the read-aloud approach to enhance elementary students' interest and reading habits. The medium integrates the visual and interactive elements of comics and puzzles while strengthening foundational literacy skills through engaging read-aloud activities. Furthermore, this study makes a practical contribution to teachers by offering an alternative literacy learning medium that is creative, appealing, and well-suited to the learning characteristics of young learners.
Copyright (c) 2026 lirra zanni https://creativecommons.org/licenses/by-nc-sa/4.0
MANAGEMENT OF DIFFERENTIATED LEARNING IN PRIMARY SCHOOLS: A CASE STUDY
Purpose – This study aims to analyze the management of differentiated learning based on the functions of educational management in elementary schools. Methodology – This research used a qualitative case study approach. This research was conducted at Al Azhar Islamic Elementary School 38 Bantul and Muhammadiyah Bodon Elementary School. The subjects of this study were school principals, vice principals for curriculum, and upper-class teachers. Data were collected through observations, in-depth interviews, and documentation studies. Data analysis was carried out using NVivo software, which included the stages of preparation, expression, coding, processing, data analysis, and report preparation. Findings – Findings of this study on the management of differentiated learning reveal the following: (a) Planning – Differentiated learning is incorporated into lesson planning through collaborative discussions in learning communities. Teachers design instructional strategies to accommodate diverse student needs, though further development of differentiated teaching modules is needed. (b) Organizing – The implementation of differentiated learning is supported by structured curriculum management and learning communities. These communities facilitate coordination among teachers to ensure alignment with learning objectives and student diversity. (c) Implementing – Differentiated learning is applied by adjusting teaching methods and classroom activities to match students’ varying abilities. The focus is primarily on process differentiation due to challenges related to class size and resource availability. (d) Evaluation – Routine evaluations, including supervision, teacher reflections, and collaborative meetings, assess the effectiveness of differentiated learning. The evaluation process also includes teacher development efforts to enhance instructional strategies and improve learning outcomes. Contribution – This study highlights the importance of differentiated learning management in supporting the Merdeka Curriculum, offering schools insights to enhance educational practices and outcomes.
Copyright (c) 2026 Imam Rohmanudin, Slamet Lestari, Maulida Ridani https://creativecommons.org/licenses/by-nc-sa/4.0
HOW READY ARE ISLAMIC EDUCATION TEACHERS IN INDONESIA TO UTILIZE ARTIFICIAL INTELLIGENCE FOR TEACHING
Purpose – There is limited empirical evidence about the readiness of Islamic education teachers to use Artificial Intelligence (AI) in teaching, especially at a national level in developing Muslim-majority countries. This study examines how ready Indonesian Islamic education teachers are to adopt AI in the classroom. It also identifies how their readiness levels vary across regions. Methodology – This study used a quantitative, cross-sectional survey design. Data came from 11,393 Islamic education teachers in 31 of Indonesia's 38 provinces. The data were analyzed with descriptive statistics to show readiness levels and inferential statistics to check the robustness of the findings. Findings – Most Islamic education teachers are positively ready to use AI. Of these, 32.6% (3,711 teachers) are very ready, 37.7% (4,294 teachers) are ready, 22.4% (2,557 teachers) are moderately ready, 4.9% (553 teachers) are not ready, and 2.4% (278 teachers) are very unready. Overall, Indonesian Islamic education teachers are generally prepared for AI integration, although some differences in readiness remain. Contribution – This study gives large-scale empirical evidence on AI readiness among Islamic education teachers. It fills a major gap in Islamic education and educational technology research. The findings support data-driven policies and professional development programs. These can strengthen the use of AI in Islamic education, while keeping pedagogical and ethical considerations in view.
Copyright (c) 2026 Miftahul Fikri, Oban Sobandi, Yuni Purnama Sari, Dwi Fikry Al-Ghifary https://creativecommons.org/licenses/by-nc-sa/4.0
AUTHENTIC LEARNING THROUGH A MARKET DAY PROGRAM IN KINDERGARTEN: ITS IMPACT ON CHILDREN’S INDEPENDENCE AND SELF-REGULATION
Purpose – This study evaluates the Market Day program at TK ABA Percontohan, Bojonegoro Regency, as an authentic learning strategy to foster independence in early childhood using a CIPP-based evaluation framework. Methodology – The study used a qualitative approach. Participants were selected purposively and involved 27 respondents: the principal (n=1), teachers (n=4), and parents/guardians (n=5), while 17 children were observed as research subjects without being interviewed. Data were collected through structured observations during Market Day, semi-structured interviews, and document analysis. Data analysis followed an interactive process of reduction/coding, data display, and drawing and verifying conclusions through source and method triangulation. Findings – Market Day functioned as an authentic learning activity that stimulated children's life skills, including early financial literacy, confidence in social interaction, decision-making based on their allowance, responsibility for their goods and sales booth, and emotional self-regulation (waiting in line, being patient, and accepting consequences). The main challenges were money, numeracy skills—especially when calculating and giving change—differences in children's confidence and communication, queue discipline, and inconsistent parental involvement and product standards. These findings suggest the need for stronger scaffolding to support money-related numeracy. Contribution – This study contributes by providing a holistic CIPP-based evaluation of Market Day, formulating observable indicators of children’s independence in authentic transaction settings, and offering practical recommendations to strengthen scaffolding and program quality in kindergarten and similar early childhood education contexts.
Copyright (c) 2026 Khusnatul Mawaddah, Dyah Worowirastri Ekowati https://creativecommons.org/licenses/by-nc-sa/4.0
AI, METACOGNITION, AND DIGITAL LITERACY IN PHYSICS EDUCATION: SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS
Purpose – This study critically examines the rapid expansion of artificial intelligence (AI) in digital learning, with a specific focus on how these technologies intersect with metacognitive skills and digital literacy in science/STEM education. This study explicitly investigates their conceptual integration and identifies a substantiated research gap in physics learning contexts. Methodology – A systematic literature review (SLR) combined with bibliometric analysis was conducted in accordance with the PRISMA 2020 protocol. Articles were retrieved from Scopus using structured TITLE-ABS-KEY queries and limited to peer-reviewed journal articles (2020–2025) within the Social Sciences domain. From 2,670 initial records, 47 articles met predefined inclusion criteria (n = 47). Bibliometric mapping was performed using VOSviewer, followed by thematic synthesis employing open, axial, and selective coding to analyze AI intervention types, pedagogical mechanisms, and measurement approaches for metacognition and digital/AI literacy. Findings – Bibliometric evidence indicates a sharp rise in publications from 2023 onward, with education and educational technology channels dominating the dissemination landscape. Metadata screening further revealed an explicit research void regarding the integrated study of AI, metacognition, and digital literacy in physics learning. Thematic synthesis suggests AI can enable more personalized learning trajectories, richer formative feedback, and improved self-regulation supports that align with metacognitive development and digital literacy practices. Contribution – This study provides a bibliometrically grounded knowledge map of AI–metacognition–digital literacy research and conceptual adaptation framework proposing physics-oriented AI learning design principles and task-based assessment directions to guide future empirical research.
Copyright (c) 2026 La Ida, Abdul Haris Odja https://creativecommons.org/licenses/by-nc-sa/4.0
LARIK TRADITION AS AN ETHNOSPORT: MOVEMENT ANALYSIS AND IMPLICATIONS FOR PHYSICAL EDUCATION BASED ON LOCAL WISDOM
Purpose – This study aims to reveal the unique features of the traditional Larik dance of the Riung Barat ethnic community in Ngada Regency and to analyze how its movement elements and cultural values provide practical implications for developing a physical education curriculum grounded in local wisdom. Methodology – The study used an interpretive-phenomenological qualitative approach, involving 14 key informants (9 active fighters, 3 traditional referees, 2 traditional leaders) from Maronggela, where the larik tradition is practiced. Data were collected through participant observation during 5 Larik sessions, semi-structured in-depth interviews, focus group discussions, document studies, and functional movement analysis of 120 purposively selected video segments. Findings – Larik is a turn-based whip duel using buffalo leather whips and curved bamboo shields, as well as round buffalo leather shields, with strict rules regarding only the upper body. Functional movement analysis shows six dominant categories: ready position/low stance (36.7%), whip attacks (31.7%), active defense with shields (13.3%), dodging/twisting (10.0%), footwork (5.0%), and recovery/transition rituals (4.3%). The three main cultural values embedded in this activity are gratitude to God and ancestors, predictions of the harvest, and solidarity between tribes. Contribution – This study provides a theoretical contribution in the form of the first scientific documentation of the characteristics of Larik as an ethnosport, as well as a practical contribution in the form of recommendations for integrating Larik into the physical education curriculum to develop balance, agility, hand-eye coordination, explosive power, sportsmanship, courage, and a sense of brotherhood among students.
Copyright (c) 2026 Robertus Lili Bile https://creativecommons.org/licenses/by-nc-sa/4.0
RECONTEXTUALIZING EFL READING INSTRUCTION THROUGH LOCAL WISDOM: A MIXED-METHODS STUDY OF PROBLEM-BASED LEARNING
Purpose – This study investigates how recontextualizing EFL reading instruction through local-wisdom-based Problem-Based Learning (PBL) supports students’ reading comprehension and learning experiences. Methodology – The study employed an explanatory sequential mixed-methods design to integrate students’ perceptions with their classroom experiences. Quantitative data were collected through a closed-ended Likert-scale questionnaire administered to 27 third-semester English Language Teaching (ELT) students, examining perceived support for reading comprehension across text understanding, inferential reading, critical reading, cultural relevance, and engagement. Qualitative data were gathered through three classroom observations, reflective journals, and in-depth interviews with three purposively selected students. Findings – Students perceived strong support for reading comprehension, particularly in cultural relevance, understanding main ideas, and engagement. Qualitative evidence indicates that familiarity with local narratives, traditions, and places reduced cognitive distance between texts and readers, enabling more focused meaning construction in English. Problem-based tasks further positioned reading as a purposeful, collaborative activity focused on solving contextualized problems rather than answering isolated comprehension questions. However, support for inferential and critical reading was perceived more unevenly, reflecting differences in linguistic readiness and analytical confidence. Integration of quantitative and qualitative findings demonstrates that positive perceptions of reading support were grounded in culturally familiar, problem-oriented, and socially mediated reading experiences. Contribution – The study concludes that local-wisdom-based PBL fosters a coherent EFL reading environment that anchors comprehension and engagement while gradually supporting the development of higher-order reading processes.
Copyright (c) 2026 Lanlan Muhria, Sri Wuli Fitriati, Suwandi Suwandi, Sri Wahyuni https://creativecommons.org/licenses/by-nc-sa/4.0
MATH ANXIETY IN ELEMENTARY SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY OF LEARNING EXPERIENCES IN THE CLASSROOM
Purpose – This study phenomenologically examines the forms, sources, and dynamics of mathematics anxiety among students at SDN 1 Kedungrejo, Probolinggo Regency. At the elementary level, mathematics anxiety is critical, as it can hinder learning and slow students’ numeracy skill development. Methodology – The study uses a descriptive qualitative approach and a phenomenological case study design. Data came from classroom observations, interviews, and triangulation with the principal, mathematics teacher, and five students with varying anxiety levels. Analysis followed the Miles, Huberman, and Saldaña model: data reduction, narrative presentation, and drawing conclusions. Findings – The results show: (1) mathematics anxiety is an affective and socio-pedagogical construct shaped by classroom interactions and teaching patterns; (2) the anxiety stems not just from students' internal conditions, but also school structures, learning culture, and curriculum pressure; and (3) it arises from complex interplay among cognitive, emotional, and social factors in students’ daily learning. Contribution – These results show that mathematics anxiety in elementary students is multidimensional. It calls for a more humanistic, emotionally supportive approach to teaching to strengthen students' self-efficacy.
Copyright (c) 2026 Agus Hari Sutrisno, Wasilatul Murtafiah, Wasilatul Murtafiah, Jeffry Handhika, Jeffry Handhika, Endang Sri Maruti, Endang Sri Maruti https://creativecommons.org/licenses/by-nc-sa/4.0
HOW SOCIODRAMA-BASED HEROISM LEARNING SHAPES PRIMARY SCHOOL STUDENTS' NATIONAL CHARACTER: A QUALITATIVE STUDY
Purpose –This study aims to describe how sociodrama-based heroism learning shapes the character of friendship in elementary school students through contextual, participatory, and local history-based learning experiences. Methodology – This study uses a qualitative, phenomenological design. The research subjects included students in grades IV, V, and VI of SDN Sungai Miai 5 Banjarmasin, who served as actors and spectators in the sociodrama, and the class teacher, who served as a supporting informant. Subjects were selected purposively based on students' involvement in learning activities. Data collection was carried out through in-depth interviews, participatory observation, and learning documentation. Data analysis was carried out thematically through the stages of data reduction, data presentation, and meaning drawing. Findings – The study's results indicate that sociodrama learning shapes students' national character, as reflected in historical awareness, exemplary heroic figures, patriotism, social awareness, responsibility, and nationalistic attitudes. Students' emotional involvement in acting out local historical events encourages the interpretation of heroic values as experiences directly lived and reflected on, not merely understood cognitively. Contribution – This study makes conceptual and practical contributions by confirming that local history-based sociodrama is a relevant learning strategy for strengthening elementary school students' national character through meaningful, contextual learning experiences. These findings broaden understanding of national character education practices and can serve as a reference for teachers in designing more meaningful, contextual, and sustainable history learning in elementary schools.
Copyright (c) 2026 Aldy Ferdiyansyah, Fathul Jannah, Noorhapizah Noorhapizah, Akhmad Riandy Agusta, Rusmadi Rusmadi, Radina Radina https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF DIGITAL CONTENT ASSISTED LANGUAGE LEARNING (DCALL) MODEL TO IMPROVE WRITING SKILLS
Purpose – this study differs from previous research in that it focuses on developing the DCALL model in writing learning. The main target is students' writing skills in any text, supported by an application integrated with writing learning materials. Methodology – This research was conducted by developing a research product using the Plomp development model, which consists of preliminary research, prototype design, and evaluation. Each stage of this model is filled with activities that clearly describe the research process. The sampling technique used was purposive sampling, adjusted to the needs during the product trial, which consisted of high schools in Medan City, North Sumatra. The research instruments used consisted of questionnaires, observation sheets, and tests. Findings – The results of this study indicate that the Digital Content Assisted Language Learning (DCALL) model was categorized as valid, practical, and effective in teaching writing. Students find it easier and more practical to write any text after learning it with the aid of the technology used. The effectiveness of the DCALL model after being tested in the experimental class obtained a percentage of objectivity of 86.3%, audience 85.15%, and logic 83.9%. This indicates that the DCALL model can be applied according to the needs and characteristics of students and teachers. From a learning perspective, students are more interested in learning through applications in writing. Students are better able to formulate ideas and concepts within a systematic writing framework. Contribution – The development of the DCALL model is expected to facilitate student writing instruction. This learning model encourages students to be more active and creative in their writing. The implications of the DCALL model, after being tested in an experimental class, were that it was more dominant in expressing students' ideas and thoughts in writing. The design of the DCALL model guides students through writing steps that align with the characteristics of the text to be written.
Copyright (c) 2026 Jusrin Efendi Pohan https://creativecommons.org/licenses/by-nc-sa/4.0
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS
Purpose – Students' writing and 4C skills (critical thinking, collaboration, communication, and creativity) remain underdeveloped. This is due to the limited use of innovative learning models and formative assessment—an educational process providing feedback during learning—in classrooms. This research examined whether integrating problem-based learning (PBL), an approach using real-world problems, with formative assessment can improve students’ writing. The study also explored how this integration affects their writing and 4C skills. Methodology – The study used a mixed-methods approach with an explanatory sequential design. The sample included fourth-semester students from the Writing in Professional Context course, specifically Class B. Researchers collected performance assessments and interviews and analyzed the data using both quantitative and qualitative methods. Findings – Quantitative results showed that integrating PBL and formative assessment significantly improved students’ writing skills. Qualitative results indicated that this integration also improved writing structure, coherence, diction, and argument development. The integration enhanced writing performance and fostered 4C skills (critical thinking, collaboration, communication, and creativity). Contribution – This research advances writing pedagogy and 21st-century skills by guiding educators to adopt innovative, student-centered learning practices.
Copyright (c) 2026 Andi Patmasari, Agussatriana Agussatriana, Afrillia Anggreni, Dwi Putri, Fadhilah Zamzam, Muhammad Ismail https://creativecommons.org/licenses/by-nc-sa/4.0
TRANSFORMATIONAL LEADERSHIP STRATEGY OF SCHOOL PRINCIPALS IN IMPLEMENTING ACADEMIC SUPERVISION TO BUILD A QUALITY CULTURE
Purpose – This study aims to examine the transformational leadership strategy employed by the school principal in implementing academic supervision as a means of building a quality culture at SD Negeri Patia 1, Pandeglang Regency. Methodology – A qualitative case study design was adopted. Research participants included the school principal, teachers, school committee members, and students, selected through purposive and snowball sampling. Data were collected through in-depth interviews, non-participant observation, and documentation, and subsequently analyzed through data reduction, data display, and conclusion drawing in an interactive process guided by thematic coding. Findings – The findings reveal that the principal integrates scheduled and reflective structural supervision with cultural supervision enacted through the BERAKSI Learning Community and the internalization of the 10 Budaya Malu (Ten Cultures of Shame). Leadership manifested through role modeling, open communication, encouragement of innovation, and consistency between values and actions has cultivated a school culture characterized by reflection, collaboration, discipline, and continuous improvement. Contribution – These findings affirm that transformational leadership can reposition supervision from a mechanism of administrative control to one of professional empowerment, with substantive implications for consolidating the school's quality culture.
Copyright (c) 2026 Iis Holisoh, Aceng Hasani, Jakaria Jakaria https://creativecommons.org/licenses/by-nc-sa/4.0
STUDENT MOTIVATION IN PARTICIPATING IN PHYSICAL EDUCATION, SPORTS, AND HEALTH CLASSES
Purpose – This research aims to determine: 1) student motivation in following Physical Education, Sports, and Health (PESH) learning in elementary schools, 2) students' external motivation in following PESH learning in elementary schools, 3) students' internal motivation in following PESH learning in elementary schools, and 4) the inhibiting and supporting factors for students in following PESH learning in elementary schools Methodology – This research uses a quantitative descriptive approach, with a survey and data collection via a checklist questionnaire instrument. The population in this study was 29 students in class 5A at SD Muhammadiyah 2, Bojonegoro, during the 2024/2025 academic year who met the inclusive criteria. The data collected through the questionnaire were analyzed using quantitative descriptive techniques, with percentages. Findings – The scope of this study focuses on the motivation of elementary school students in participating in Physical Education, Sports, and Health (PESH) lessons. The motivation studied comprises two main aspects: internal and external motivation. Internal motivation includes drives originating within the student, such as interest, enjoyment, and the desire to excel in PSEH learning. Meanwhile, external motivation includes influences from outside the student, such as teaching methods, the use of learning tools and media, and the learning environment. Contribution –the results of this study serve as input to understand better the learning process of Physical Education, Sports, and Health, so that learning activities can be optimized.
Copyright (c) 2026 Akip Sugiharto https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF DIFFERENTIAL ITEM FUNCTIONING (DIF) IN THE FINAL SCHOOL ASSESSMENT INSTRUMENT FOR THE CHEMISTRY SUBJECT
Purpose – Fair assessment is a fundamental pillar for ensuring that evaluation results accurately reflect students' abilities without bias. This study aims to identify Differential Item Functioning (DIF) in the Final School Assessment (PAS) instrument for the Chemistry subject, based on four demographic variables: gender, family economic status, residential location, and school of origin. Methodology – This study uses a quantitative design with a descriptive-exploratory approach. The research subjects were responses from 1,840 twelfth-grade students at high schools in Maros Regency. Data analysis was conducted using an Item Response Theory (IRT) approach in R (version 2024.4.2, Build 764). After assumption tests (unidimensionality and local independence) and a model fit test, the 1-Parameter Logistic (1PL) Model was selected as the most suitable. DIF detection was performed using Raju’s Area Measures. Findings – The analysis results showed that the assumptions of unidimensionality and local independence were met. Out of 30 items, five showed statistically significant DIF (p < 0.05): one item based on gender (Item 11), one based on residential location (Item 26), and three based on economic status (Items 19, 23, and 24). No items showed DIF by school of origin. Although statistically detected, the effect size analysis showed that all DIF items fell into Category 'A' (negligible) according to ETS criteria. Contribution – This study provides empirical evidence regarding the fairness of an assessment instrument developed by a teacher association (MGMP). It highlights how non-academic factors can manifest as measurable differences in performance. This study affirms the importance of DIF analysis as a standard procedure in the quality assurance of assessment instruments to maintain fairness for all students.
Copyright (c) 2026 Sangkala Maros https://creativecommons.org/licenses/by-nc-sa/4.0
THE INFLUENCE OF PHENOMENON BASED LEARNING ON CREATIVE THINKING AND COLLABORATION SKILLS
Purpose – This study aimed to investigate the effect of PhBL learning applied with three variations of PhBL (direct phenomenon, indirect phenomenon, and combined phenomenon) on students' creative thinking and collaboration skills. Methodology – This study used a quasi-experimental, pretest–posttest control-group design. Participants were drawn from all Grade XI students, with four classes serving as the research sample. Creative thinking skills were measured through open-ended questions, while collaboration skills were assessed via observation sheets administered before and after PhBL. The collected data were then analyzed using both descriptive and inferential statistical methods. Findings – Results revealed that PhBL affected creative thinking and collaboration skills. Although no significant differences were observed among the three experimental groups in creative thinking, each experimental group differed significantly from the control group. Similarly, for collaboration skills, experimental groups did not differ significantly from one another. However, significant differences from the control group were observed only in experimental groups 1 and 2, whereas experimental group 3 showed no significant differences. Contribution – This study shows that PhBL can be applied in the learning process to improve students' creative thinking and collaboration skills.
Copyright (c) 2026 Khusnul Khatimah, Adnan Adnan, A. Mu'nisa, Firdaus Daud, Nurhayati B https://creativecommons.org/licenses/by-nc-sa/4.0
ETHNOMATHEMATICS-PROBLEM BASED LEARNING IN THE “BALOY ADAT TIDUNG” CONTEXT: EFFECTS ON STUDENTS’ MATHEMATICAL CREATIVITY AND GROWTH MINDSET
Purpose – This study aimed to examine the effectiveness of Ethnomathematics-based Problem-Based Learning (PBL) and Ethnomathematics-based Student Teams Achievement Division (STAD) in enhancing students' Mathematical Creative Thinking Ability (MCTA) and Growth Mindset (GM), and to determine which instructional model is more effective Methodology – A quasi-experimental, nonrandomized control-group pretest–posttest design was employed at a public junior secondary school in Indonesia during the 2025/2026 academic year. The sample consisted of two intact ninth-grade classes (32 students each) assigned to the PBL and STAD groups. Data were collected using a mathematical creative thinking test and a growth mindset questionnaire administered at pretest and posttest. Data analysis involved one-sample t-tests to assess the effectiveness of each learning model against the established effectiveness criteria; differences in effectiveness between groups were analyzed using a multivariate test (Hotelling's T²) to see the simultaneous effect on MCTA and GM, independent-samples t-tests to compare group differences, and a superiority analysis to identify the more effective approach. Findings – Both Ethnomathematics-based PBL and STAD were effective in improving students' MCTA and GM. However, the PBL model demonstrated significantly greater effectiveness than the STAD model in enhancing both variables. Contribution – This study provides empirical evidence supporting the integration of the ethnomathematical context "Baloy Adat Tidung" into mathematics instruction. The findings contribute to the literature on culturally responsive pedagogy by demonstrating that ethnomathematics-based PBL is a more impactful approach for strengthening students' creative thinking skills and growth mindset at the junior secondary level.
Copyright (c) 2026 Sury Adellia Ramadhanta, Marsigit Marsigit https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF A MOODLE-BASED LEARNING MANAGEMENT SYSTEM (LMS) TO IMPROVE STUDENT MOTIVATION AND LEARNING OUTCOMES
Purpose – This research and development aims to 1 develop a Moodle-based LMS system for Geography that is feasible, 2 determine the practicality of LMS in learning, and 3 test the effectiveness of LMS in improving learning outcomes and motivation of grade XII students at SMAN 1 Tanjunganom. Methodology – The research used the Alessi and Trollip (2001) development model with three stages: planning, design, and development. This study employs a descriptive mixed-methods analysis (qualitative and quantitative). Product testing included alpha testing by 4 experts and beta testing in a small group (5 students and 1 teacher) and a large group (31 students and 1 teacher). Effectiveness data were obtained from the control class XII-9 and the experimental class XII-8, each with 35 students. Findings – The results showed that 1. the LMS was very feasible based on the assessments of subject matter experts 4.45 and media experts 4.54, 2. the LMS was practical based on the responses of students 2.60 and teachers 4.69, 3 LMS is effective in improving learning outcomes with a higher n-gain in the experimental class than in the control class 0.760.47 and a Sig. With a value of 0.001, 4 LMS is effective in increasing learning motivation, with a higher n-gain in the experimental class (0.510.36) and a Sig. value of 0.013. Contribution – Thus, the Moodle-based LMS effectively improves Geography learning outcomes and motivation for grade XII students at SMAN 1 Tanjunganom. This study offers a replicable model for Indonesian high schools implementing the Merdeka Curriculum, providing edtech evidence and practical guidelines for integrating digital maps and simulations in resource-limited settings.
Copyright (c) 2026 Izzudin Mukhadzib izzudinmukhadzib.2023 https://creativecommons.org/licenses/by-nc-sa/4.0
ABDUCTIVE REASONING SKILLS: THE IMPACT OF COOPERATIVE LEARNING TYPE NUMBER HEAD TOGETHER (NHT) ASSISTED BY LUMI EDUCATION IN SCIENCE LEARNING
Purpose – This study aims to determine the effectiveness of NHT Cooperative Learning assisted by Lumi Education in improving the abductive reasoning skills of junior high school students in science lessons on substance pressure material. Methodology – The research used a pre-experimental pretest with a replication across two schools. The effectiveness of learning in improving abductive reasoning skills was analyzed using pretest and posttest results. Data collection uses test and questionnaire methods. The test data were analyzed using the n-Gain score and the average difference test, while the response questionnaire data were analyzed using the Likert scale. Findings – The results of this study showed an n-Gain score of 0.71, indicating a high category. The results of the paired t-test showed a p-value of <0.001 (<0.05), indicating a significant difference in ability before and after the learning application. The results of the response questionnaire showed that 100% of students responded positively to learning. Thus, the implementation of NHT Cooperative Learning, assisted by Lumi Education, has proven effective in improving abductive thinking skills in science learning. Contribution – Abductive reasoning in science learning supports the scientific process so that students are able to design innovative solutions based on incomplete data. This research can serve as a basis for improving higher-order thinking skills so that students gain a deep, meaningful understanding and, in addition, can create an active classroom atmosphere and integrate technology into learning.
Copyright (c) 2026 Dania Yuliyati, Azzah Rohadatul Aisy, Sisilia Eka Maulidiah, Laily Rosdiana https://creativecommons.org/licenses/by-nc-sa/4.0
MAPPING RESEARCH TRENDS ON ENTREPRENEURIAL READINESS IN VOCATIONAL EDUCATION: IMPLICATIONS FOR INDONESIA (2020–2025)
Purpose – This study systematically maps global research trends on entrepreneurial readiness in vocational education from 2020 to 2025 and identifies implications for strengthening the Indonesian vocational education system (SMK). Entrepreneurial readiness is a strategic national priority amid ongoing graduate unemployment and policy reforms, including Merdeka Belajar. Methodology – A bibliometric analysis was conducted using data from the Scopus database. After a multi-stage screening, 82 relevant publications were selected from an initial pool of 159 documents. Subsequently, the VOSviewer software generated keyword co-occurrence networks and temporal overlay visualizations, enabling the identification of thematic clusters and the evolution of research focus. Findings – The analysis identified 29 key terms within five thematic clusters: (1) Entrepreneurial Readiness, (2) Work-Integrated Learning, (3) Entrepreneurial Self-Efficacy, (4) Entrepreneurial Intention, and (5) Entrepreneurial Education. Early studies (2020–2021) centered on employability skills, curriculum design, and work-integrated learning, while recent research (2022–2025) focused on digital competence, self-efficacy, leadership, and innovation. These thematic trends correspond to Indonesia's digital economic growth and national reforms in vocational education under the Merdeka Belajar framework. However, notable gaps persist in bibliometric studies tailored to the Indonesian vocational education context, specifically highlighting the need for targeted research. Contribution – This study maps the field of entrepreneurial readiness research in Indonesian vocational education, strengthens the integration of the Theory of Planned Behavior with work-integrated learning and digital competence, and offers actionable policy insights for redesigning SMK curricula under the Merdeka Belajar framework.
Copyright (c) 2026 Shilmi Arifah, Ansheila Rusyda Subiyantari, Tuti Iriani, Sudirman Rizki Ariyanto https://creativecommons.org/licenses/by-nc-sa/4.0
PARENTAL SUPPORT, EMOTIONAL INTELLIGENCE, AND ACADEMIC BUOYANCY IN A COLLECTIVISTIC CONTEXT: EVIDENCE FROM INDONESIAN UNIVERSITY STUDENTS
Purpose- This study aims to examine the mediating role of emotional intelligence in the relationship between parental support and academic buoyancy among university students in a collectivistic context. University students frequently encounter everyday academic challenges that require academic buoyancy. Understanding the psychological mechanisms underlying students’ ability to manage these challenges is essential, particularly in cultural contexts where parental support remains a significant developmental factor. Methodology- This research employed a quantitative, cross-sectional design. The participants were 572 undergraduate students from a private university in Bandung, Indonesia, selected via quota sampling. Data were collected using three instruments: the Academic Buoyancy Scale, the Parents as Social Context Questionnaire, and the Emotional Intelligence Questionnaire. Mediation analysis was conducted using PROCESS Macro Model 4 with a bootstrapping technique involving 5,000 resamples to test the indirect effects. Findings- The results indicated that parental support had a positive and significant effect on emotional intelligence (a = 0.27; p < 0.01), and emotional intelligence positively predicted academic buoyancy (b = 0.87; p < 0.01). Furthermore, the indirect effect of parental support on academic buoyancy through emotional intelligence was significant (Indirect Effect = 0.28; 95% CI [0.14, 0.38]). After including emotional intelligence as a mediator, the direct effect of parental support on academic buoyancy became non-significant, indicating full mediation. Contriution- These findings highlight emotional intelligence as a key mechanism linking parental support to academic buoyancy. The study underscores the role of emotional regulation in academic adaptation, particularly within a collectivistic context
Copyright (c) 2026 Meilani Rohinsa https://creativecommons.org/licenses/by-nc-sa/4.0
PRINCIPAL LEADERSHIP AND TEACHER PERFORMANCE IN PRIMARY EDUCATION: A BIBLIOMETRIC ANALYSIS AND SYSTEMATIC LITERATURE REVIEW
Purpose – This study aims to map the evolution of research trends and integrate empirical evidence about the relationship between principal leadership and teacher performance. Methodology – This study used bibliometric analysis and a systematic literature review (SLR). Bibliometric data were retrieved from Google Scholar using Publish or Perish, then analyzed with VOSviewer for keyword co-occurrence, citation networks, and thematic clusters. The SLR followed PRISMA procedures to identify and synthesize relevant journal articles. Inclusion criteria required articles to be (1) published in peer-reviewed journals; (2) focus on principal leadership and teacher performance as main variables; and (3) address primary education. Findings – The findings show that (1) research on principal leadership and teacher performance has increased significantly in recent years. Dominant themes include performance, motivation, trust, and professional development. (2) Transformational, visionary, and instructional leadership are the most frequently examined models. (3) Principal leadership influences teacher performance mainly through mediating factors such as organizational commitment, job satisfaction, and professional learning. In conclusion, principal leadership plays a strategic and multidimensional role in enhancing teacher performance. An integrative perspective is essential to strengthen future research and policy development. Contribution – This study offers an integrative, multi-layered framework. The framework connects bibliometric trends with empirical synthesis. It clarifies how various principal leadership models systematically shape teacher performance in primary education through psychological, professional, and organizational pathways.
Copyright (c) 2026 Eka Ulfiani, Sholeh Hidayat, Ujang Jamaludin https://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECTIVENESS OF VIRTUAL REALITY IN VOCATIONAL EDUCATION FOR FASHION DESIGN AND PRODUCTION
Purpose – The fashion industry must master the practical skills needed today to employ immersive technology like VR in Vocational Education and Training. Due to the cost and hazard of hands-on instruction, Indonesian vocational high schools have a skill gap. In order to deal with this problem, this study talks about the real-life outcomes of "Fashion Tech Edu-VR," an immersive learning tool that fits perfectly with the Indonesian national curriculum. Methodology – This study employs a quasi-experimental research approach with a pre-test and post-test Control Group Design. The research subjects consist of 90 grade XI (Phase F) students from the Fashion Design and Production expertise program at a Vocational High School (SMK) in Semarang City. The data collection techniques used were threefold: tests, observation, and questionnaires. To test the hypotheses in this study, a t-test (paired sample t-test) was utilized with the assistance of IBM SPSS Statistics 26, comparing the post-test scores between the control group and the experimental group. Findings – The findings show a statistically significant difference in learning outcomes between the control and experimental classes (t = -27.935). Student engagement in the control group was 3.31, compared to 4.62 in the experimental class after the Fashion Tech Edu-VR intervention. This study found that students who used 'Fashion Tech Edu-VR' achieved significantly higher learning gains compared to the control group. The platform also received excellent usability ratings and fostered much higher levels of student engagement, confirming its effectiveness as an educational tool. Contribution – The study concludes that "Fashion Tech Edu-VR" is a useful educational tool that solves real-world training problems and is a very effective teaching example
Copyright (c) 2026 Irmayanti Irmayanti https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF A WEBSITE-BASED “CIRCUITPINTAR” TO IMPROVE THE COMPETENCIES OF THE ELECTRICAL INSTALLATION ENGINEERING STUDENTS
Purpose – This study aimed to develop and evaluate CircuitPintar, a website-based learning medium designed to improve the competencies of vocational high school students in the Basic Electrical Theory element of the Electrical Installation Engineering program. Methodology – The research employed a Research and Development approach using the ADDIE model: analysis, design, development, implementation, and evaluation. The implementation trial involved 35 Grade X TITL students at SMKN 3 Surabaya. Data were collected through media and material validation sheets, teacher and student response questionnaires, a 25-item cognitive test, and psychomotor and affective observation rubrics. Data were analyzed using percentage-based validity and practicality criteria, Shapiro-Wilk normality tests, paired-sample t-tests, and normalized gain (N-gain). Findings – CircuitPintar was categorized as highly valid in media validation (91%) and material validation (94%). Practicality was also high, with teacher responses of 91% and student responses of 86%. Students’ mean scores increased from 72.74 to 88.17 in the cognitive domain, from 71.77 to 88.74 in the psychomotor domain, and from 73.40 to 88.00 in the affective domain. All improvements were statistically significant (p < 0.001), and N-gain values for all domains were in the moderate category. Contribution – This study presents an empirically tested model of website-based vocational learning media that combines concept mastery and virtual practice on a single platform, offering a practical reference for developing similar digital media for other technical and vocational subjects.
Copyright (c) 2026 Dea Putri Nurwahyunita, Subuh Isnur Haryudo, Rina Harimurti, Ali Nur Fathoni https://creativecommons.org/licenses/by-nc-sa/4.0
PROFESSIONAL COMPETENCE AND TEACHERS’ CHALLENGES IN KONAWE KEPULAUAN REGENCY: A QUALITATIVE EXPLORATION
Purpose –This study aims to explore how teachers' professional competencies are implemented and sustained in island territories, with a particular focus on professional development practices, reflective processes, and the challenges of maintaining learning performance. Methodology – This study uses a qualitative case study design with a exploratory orientation. Data were collected through semi-structured interviews with teachers, school principals, and education supervisors. The interview guide consisted of open-ended questions focusing on teachers’ professional competence, digital challenges, emotional pressures, and work performance. Data were analyzed using a hybrid thematic analysis that combined deductive coding and inductive coding. Findings—Teachers' professional competence in Konawe Kepulauan is demonstrated through adaptive, practice-oriented strategies rather than through formal professional achievements. Teachers participate in professional development activities suited to their specific contexts, with support from school principals and supervisors. Nevertheless, formal professional development initiatives, including classroom action research and academic publications, are largely lacking. Teachers' professional practices are limited by digital and structural barriers, substantial workloads, and emotional stress, all of which influence their instructional decisions and overall performance. Contribution—The findings suggest that policymakers and school leaders reconceptualize professional development frameworks by recognizing reflective practice, peer collaboration, and adaptive teaching strategies as legitimate forms of sustainable professional competence in an island context.
Copyright (c) 2026 Sarjaniah Zur, Jalaluddin Rum https://creativecommons.org/licenses/by-nc-sa/4.0
STEM Skills Self-efficacy and Motivation: ANALYSIS OF OPPORTUNITIES AND CHALLENGES IN ELEMENTARY LEVEL
Purpose – The study examines the self-efficacy in STEM skills and the motivation of elementary school student in science learning on the theme of sustainable cities, highlighting gender and regional differences in East Kalimantan to understand the opportunities, challenges, and their implications for inclusive and sustainable learning. Methodology – This study employed a mixed-methods approach with a cross-sectional, explanatory, sequential design, involving 450 students and 8 teachers from elementary schools in Kutai Kartanegara, Samarinda, and Balikpapan. Data were collected through validated self-efficacy and motivation questionnaires and teacher interviews, then analyzed descriptively (SPSS) and thematically using joint display integration to illustrate students' self-efficacy and motivation dynamics across gender and regional contexts. Qualitative findings complemented the quantitative results by capturing teachers’ perspectives on instructional practices and classroom barriers to STEM implementation. Findings – Findings reveal that while students generally demonstrate high levels of self-efficacy and motivation, there is a subtle gap: female students exhibit lower confidence in engineering tasks, mathematical self-efficacy remains moderate across all genders, and little disparity is evident between urban and non-urban learners. Students are highly motivated by activities that are enjoyable, challenging, and hands-on; however, traditional teaching methods and limited adoption of innovative STEM approaches—including project-based and game-based learning—constrain these benefits. Contribution– When supported by differentiated and inclusive learning environments, such approaches enhance self-efficacy, foster critical thinking, and increase engagement. These findings underscore the need for pedagogical transformation in elementary STEM education to address gender and regional gaps while maximizing students’ confidence, motivation, and preparedness for future academic and career pathways.
Copyright (c) 2026 Erna Suhartini, S.Pd., M.Pd https://creativecommons.org/licenses/by-nc-sa/4.0