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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FROM CLASSROOM TO COMMUNITY: BATIK-MAKING EDUCATION AS A MODEL OF CULTURAL PRESERVATION AND SOCIAL ENGAGEMENT FOR STUDENTS
Purpose – Despite Indonesia’s Projek Penguatan Profil Pelajar Pancasila (P5), empirical evidence remains limited on how local-wisdom projects in secondary madrasahs operationalize equal school–community partnerships and through what mechanisms these partnerships shape students’ cultural identity and social engagement. This study examines a teacher–artisan co-teaching model and its outcomes for cultural identity and school–community engagement. Methodology – A qualitative case study was conducted at MA Ma'arif 20 Tarbiyatul Huda, Sendangduwur Village. The subjects were 73 students and 23 teachers. Data from participant observation, in-depth interviews, and documentation were analyzed thematically (reduction–appearance–conclusion) using CTL, collaborative learning, and cultural socialization as lenses. Triangulation and member checking supported data reliability. Findings – Thematic analysis revealed a six-phase project architecture culminating in a public exhibition, enabled by a distributed-expertise configuration: teachers coordinated learning objectives, reflection, and assessment; artisans taught core craft techniques and motif meanings; and alums mediated logistics and mentoring. Batik co-production fostered students' cultural identity pride, aesthetic literacy, and creative agency, while strengthening cooperation, responsibility, and empathy through task division, peer support, and public-facing accountability. The partnership also mitigated constraints such as limited specialist teacher capacity and the absence of formal batik teaching modules. Contribution – This study offers a replicable P5-oriented batik pedagogy model that formalizes artisans as co-educators and articulates design principles for curriculum support and sustainable school–community networks, particularly for madrasahs with constrained arts-teaching expertise and instructional infrastructure.
Copyright (c) 2026 Angga Fajar Ramadhan, Syakir Syakir, Djuli Djatiprambudi, Muhammad Ibnan Syarif https://creativecommons.org/licenses/by-nc-sa/4.0
BALANCING INNOVATION AND INTEGRITY: STUDENTS' PRACTICES IN USING AI FOR ACADEMIC AND CREATIVE TASKS
Purpose- This study aims to describe students' practices in using AI as a creative partner in coursework, analyze strategies that support creativity and critical thinking, and explore ethical challenges, including plagiarism. Methodology- This is a qualitative phenomenological approach; data were collected through non-participant observations and in-depth interviews with students and librarians from five universities in Pontianak. The study also utilized secondary sources and NVivo software to manage, code, and visualize data. Finding- The findings reveal that students use AI tools such as ChatGPT, Google Bard, and other AI-based platforms to complete assignments, search for references, and create multimedia content. AI was reported to increase efficiency, support creative exploration, and personalize learning experiences. However, risks such as overdependence, plagiarism, and reduced independent thinking were also evident. Educators emphasized the need for digital and AI literacy training to ensure ethical and responsible use of AI. Contribution- AI provides significant benefits in supporting academic and creative tasks but simultaneously poses ethical and pedagogical challenges. The study recommends developing institutional policies, training programs, and guidelines that balance innovation with academic integrity.
Copyright (c) 2026 Dewi Ismu Purwaningsih https://creativecommons.org/licenses/by-nc-sa/4.0
INNOVATION IN EARLY CHILDHOOD LEARNING MEDIA: CREATING SPIN GAMES TO IDENTIFY GENDER IDENTITY
Purpose-Gender identity formation is tightly linked to early childhood social and emotional development. Nonetheless, traditional approaches that lack interest continue to dominate learning activities for kids aged 4 to 5. The purpose of this project is to create and assess the viability of using Spin Game media as a cutting-edge teaching tool to introduce gender identification to youngsters between the ages of four and five. Methodology-The ADDIE model, comprising analysis, design, development, implementation, and evaluation, was used in this study's Research and Development (R&D) methodology. At PAUD KB Mutiara Bangsa, information was gathered by surveys, observations, and documentation. Teacher response questionnaires, observation sheets measuring children's gender identity recognition, and media and material feasibility questionnaires made up the research tools. Findings-According to the findings, the Spin Game media received a very feasible score of 96.7% from media professionals and 100% from material specialists. 84.4% of children's gender identity recognition was supported, according to observation results from small-scale experiments. Additionally, with a feasibility percentage of 97.3%, teacher replies showed a very high degree of acceptance. These results show that the Spin Game media is efficient and successful for teaching young children. Contribution-By offering a fun, play-based learning tool that promotes gender identity awareness among kids ages 4-5, this study advances early childhood education. The Spin Game enhances the development of learning media for early childhood gender education and provides a practical, creative alternative to conventional teaching techniques.
Copyright (c) 2026 Dwi Haryanti, Yurinda Withasari, Asrul Faruq https://creativecommons.org/licenses/by-nc-sa/4.0
DEEP DIGITAL LEARNING (DDL) MODEL EFFECT ON HIGHER EDUCATION CRITICAL THINKING AND PROBLEM-SOLVING SKILLS: A QUASI-EXPERIMENTAL STUDY
Purpose – This study investigates the effectiveness of the Deep Digital Learning (DDL) model to address the failure of conventional digital learning to foster Higher-Order Thinking Skills (HOTS). Unlike prior fragmented approaches, the model proposes a novel conceptual synthesis of personalization, collaboration, authentic problem-based learning, and data-driven feedback to enhance critical thinking and problem-solving. Methodology – This quasi-experimental design employed 70 students from the Educational Technology study program. The experimental group (n = 35) used the DDL intervention via the SIDIA Learning Management System (LMS). In contrast, the control group (n = 35) used Conventional Digital Learning (CDL) as a non-equivalent control for seven weeks. Data were collected using validated rubrics for Critical Thinking (CT) and Problem-Solving (PS) skills tests, which were analyzed using Analysis of Variance (ANOVA). Findings – The ANOVA results statistically showed that the DDL group achieved significantly higher post-test scores for both Critical Thinking skills (F(1, 68) = 169.30, p < 0.001) and Problem-Solving skills (F(1, 68) = 140.65, p < 0.001). The mean difference confirmed the superiority of the experimental class in both skills (3.35 points for CT and 3.37 points for PS). This confirms DDL is more effective than CDL in enhancing students’ HOTS. Contribution – Beyond statistical significance, this study positions DDL as a strategic instructional blueprint in advancing HOTS. It provides Higher Education with a proven framework to strengthen digital transformation, ensuring the achievement of Outcome-Based Education (OBE) and 21st-century skills.
Copyright (c) 2026 Fajar Arianto, Alim Sumarno, Hari Sugiharto Setyaedhi, Fahlulia Rahma Shofiana, Muhammad Hanif https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF LEARNING ASSESSMENT SUITABILITY WITH LEARNING OUTCOMES IN THE IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) CURRICULUM
Purpose – Outcome-Based Education (OBE) is now a key component of the Merdeka Curriculum in Indonesian universities. However, in religious colleges, learning goals often do not match how students are tested. This study examines how well Course Learning Outcomes (CPMK), their indicators, and assessment methods align. It also identifies specific challenges lecturers face. Methodology – This study used a range of methods, including reviewing curriculum documents, conducting surveys, and conducting interviews. The participants were 52 lecturers from IAIN Lhokseumawe, covering different study programs with OBE-based curricula. The study analyzed data to assess how well assessments aligned with OBE goals. It also looked at common problems in implementing OBE. Findings – The results show that while Graduate Learning Outcomes (CPL) and CPMK mostly align, the assessment methods are inconsistent. There are issues with rubric consistency, assessment variety, and the use of real-world assessments that align with learning goals. Statistical analysis found a strong positive association between assessment alignment and achievement of OBE outcomes, highlighting the importance of good assessment design. Contribution – This study provides new insights into the assessment of OBE in Islamic higher education. It points out specific challenges different from those in general higher education. Although the study focuses on one institution, it highlights the need for specialized training, particularly in understanding assessments and using digital tools, to improve OBE implementation.
Copyright (c) 2026 Abdul Kadir Kadir, Muhibbudin Muhibbudin Muhibbudin, Rauzatul Jannah Jannah https://creativecommons.org/licenses/by-nc-sa/4.0
ETHNOMATHEMATICAL E-COMIC: ENHANCING STUDENTS’ SELF-EFFICACY AND DIVERGENT THINKING
Purpose—Mathematics learning often remains abstract and disconnected from students’ cultural experiences, which limits creativity and engagement. This study addresses that gap by integrating ethnomathematical content into digital comic media to strengthen students’ self-efficacy and divergent thinking skills. Methodology—A quasi-experimental design using a pretest–posttest control group was employed. The population consisted of seventh-grade junior high school students, and the sample included two classes (N = 52) selected through cluster random sampling. Each class comprised 26 students, with one designated as the experimental group and the other as the control group. The experimental group received instruction using ethnomathematics-based e-comics, while the control group used PowerPoint. Instruments included a self-efficacy questionnaire and a divergent thinking test. Data were analyzed using descriptive statistics and a one-way MANCOVA. Findings—The MANCOVA results showed a significant effect of ethnomathematical e-comic media on both self-efficacy and divergent thinking (Wilks’ Lambda = 0.152, F (2,47) = 131.381, p < 0.05, η² = 0.848). Self-efficacy indicators such as persistence and task commitment improved significantly, while divergent thinking indicators, fluency and flexibility, also increased markedly between pretest and posttest. Contribution—Theoretically, this study contributes to mathematics education by integrating ethnomathematics and digital learning media to support creativity-related skills. Practically, it provides teachers with innovative tools to make geometry learning more engaging and culturally relevant for students in the digital era.
Copyright (c) 2026 Budi Wahyu Pertiwi, Gunawan Gunawan https://creativecommons.org/licenses/by-nc-sa/4.0
BUILDING SUSTAINABLE FUTURES: PROFILING SDGS UNDERSTANDING AND ESD INTEGRATION CAPACITY AMONG PRE-SERVICE PRIMARY SCHOOL TEACHERS
Purpose – This study aims to (1) empirically measure the level of Indonesian pre-service primary school teachers’ knowledge of Sustainable Development Goals (SDGs), (2) analyze variations in knowledge levels based on demographic and academic characteristics, and (3) statistically examine the relationship between SDG knowledge levels and pre-service primary school teachers’ ability to integrate Education for Sustainable Development (ESD) into science learning. Methodology – This study employed a quantitative descriptive, cross-sectional design. Empirical data were collected through a survey of 190 pre-service primary school teachers from 21 universities across Indonesia, selected through purposive sampling based on their completion of science education coursework. The research instrument was a 30-item SDG knowledge questionnaire. Data analysis involved descriptive and inferential statistics, including subgroup comparisons and the Chi-Square test of independence. Findings – The empirical findings indicate that pre-service primary school teachers’ SDG knowledge levels were predominantly in the good-to-very-good category (M = 24.74 out of 30). Variations across demographic and academic subgroups were relatively limited, with higher knowledge levels observed among respondents with science (IPA) and primary education (PGSD) backgrounds. The Chi-Square test revealed a statistically significant relationship between SDG knowledge and the ability to integrate ESD into science learning (p < 0.05). Contribution – This study provides quantitative empirical evidence of Indonesian pre-service primary school teachers' readiness to implement sustainability-oriented science instruction. The findings underscore the importance of systematically integrating SDGs and ESD into teacher education curricula to strengthen future teachers’ roles as evidence-based agents of change in advancing sustainable primary science education.
Copyright (c) 2026 Ricka Tesi Muskania, Kartono Kartono, Oktavila Nauli Sinurat, Agatha Christie, Meli Meli https://creativecommons.org/licenses/by-nc-sa/4.0
DECONSTRUCTING ACADEMIC MISCONDUCT: THE MODERATING ROLE OF IT IN A DIAMOND OF FRAUD ANALYSIS
Purpose – This study aims to determine how the use of information technology deconstructs and moderates the influence of the diamond fraud perspective on the academic cheating behavior of economics education students. Methodology – This study employs a quantitative research approach, using both descriptive and inferential statistics to analyze relationships among variables thoroughly. Descriptive statistics are used to summarize the data from 183 respondents, highlighting key patterns such as central tendency and data dispersion. At the same time, Moderated Regression Analysis (MRA) and the prerequisite tests were used to provide a clearer understanding of the sample characteristics and lay the groundwork for hypothesis testing. Findings – The results show that the use of information technology does not strengthen or weaken the influence of pressure on academic cheating behavior, the use of information technology does not strengthen or weaken the opportunity for academic cheating behavior, the use of information technology does not strengthen or weaken the influence of rationalization on academic cheating behavior, and the use of information technology does not strengthen or weaken the influence of ability on academic cheating behavior. Contribution – The contribution of this research is for study programs and faculties, as well as lecturers, as evaluation material related to academic cheating actions when completing assignments or exams by establishing strict rules and norms that must be implemented to reduce academic cheating committed by students.
Copyright (c) 2026 Khresna Bayu Sangka, Kinanthi Suryaningsih, Mi'raj Akbar Pradianto https://creativecommons.org/licenses/by-nc-sa/4.0
THE ROLE OF EDUPRENEURSHIP ON STUDENTS' ENTREPRENEURIAL INTEREST
Purpose- This study aims to analyze the role of the Edupreneurship course in shaping the entrepreneurial interest of Master of Arabic Language Education students of UIN Sunan Kalijaga. The primary focus is to describe how students perceive this learning, so that it influences their motivation, mindset, and readiness to pioneer a business in the field of education. Methodology – This study employed a mixed-methods approach with a sequential explanatory design. The research participants were 30 second-semester students in the Master’s Program in Arabic Language Education at UIN Sunan Kalijaga who had completed the Edupreneurship course. Quantitative data were collected through a Likert-scale questionnaire (1–5) to measure students’ perceptions of edupreneurship learning. In contrast, qualitative data were obtained through semi-structured interviews to deepen and explain the quantitative findings. Quantitative data were analyzed using descriptive and inferential statistics, whereas qualitative data were analyzed using thematic analysis. Findings – Students show a strong tendency toward positive perceptions. The majority of respondents chose the agree and strongly agree categories for all indicators, especially those related to increasing entrepreneurial motivation, confidence, independence, and a change in mindset from job seekers to job creators. The interview results reinforce this through narratives about the encouragement to start a business, strengthening competencies, and the benefits of hands-on practice. However, some respondents argued that the lack of mentoring, facilities, and the scope of the material were too narrow, resulting in uneven experience. Contribution – Research contributes to strengthening the curriculum, refining learning strategies, and developing an academic ecosystem that supports the birth of innovative graduates to meet the demands of today's world of work.
Copyright (c) 2026 Ahmad Riyadissolihin https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF STEM-BASED ANIMATED VIDEO MEDIA FOR TEACHING SCIENCE MATERIAL ON THE CHARACTERISTICS OF LIVING THINGS
Purpose - This research study aims to develop, test, and evaluate STEM animated science learning videos about the characteristics of living things for children in the lower elementary school. The purpose of this media is to convey scientific ideas and increase student participation through more meaningful, interactive presentations. Methodology – The research and development (R&D) approach to this study followed the ADDIE model. This was a small-scale study involving 15 third graders at SDN Mulyoagung 01 Dau, Malang Regency. The learning included guided viewing of STEM-based animated videos, small-group activities using STEM-related worksheets (LKPD), and individual assessment. Information was collected using professional validation tools, student response questionnaires, classroom observations, group worksheets, and individual evaluation outcomes, and measures were conducted in both descriptive and quantitative, as well as qualitative, ways. Findings – Based on assessments by subject matter and media experts, the STEM-based animated video has a very high level of feasibility (M = 84%). With a gain score of 0.84, limited trials show an increase in students' conceptual understanding. According to student responses, 86.7% found this media interesting, easy to understand, and helpful for visualizing the characteristics of living things. As a result, STEM-based animated videos have proven useful as an alternative for science instruction in lower grades. Contribution – This study contributes to the creation of digital learning resources that incorporate STEM methods in elementary school science education. It also offers a media development model to help teachers and researchers improve students' science literacy from an early stage of education.
Copyright (c) 2026 Fajar Eka Mardika, Arina Restian https://creativecommons.org/licenses/by-nc-sa/4.0
ANDROID-BASED ENDLESS RUNNER GAME LEARNING MEDIA INNOVATIONS TO IMPROVE STUDENTS' MATHEMATICAL LITERACY
Purpose –This study aims to evaluate the effectiveness of Android-based endless runner games as a learning medium for improving students' mathematical literacy through interactive gameplay that integrates mathematical problem-solving with entertainment elements. Methodology – This study employed a quasi-experimental pretest-posttest control-group design with 60 elementary students (grades 5-6), divided into an experimental (n=30) and a control (n=30) group. Data collection included a 20-item mathematical literacy test covering arithmetic, geometry, and measurement, plus feedback questionnaires measuring engagement and motivation—statistical analysis employed t-tests with normality and homogeneity of variance testing. Game quality was evaluated using the Game-based Learning Evaluation Framework. Findings – Results demonstrated significant improvements in mathematical literacy. The experimental group achieved substantially greater gains (30.8%) than the control group (6.1%), with statistical analysis confirming significance: t(58) = 5.67, p < .001, Cohen's d = 1.85, representing a considerable effect. Affective outcomes were equally positive: 90% of students reported increased confidence in mathematics, 85% expressed heightened interest, and overall engagement averaged 4.2/5.0, demonstrating the intervention's effectiveness in both cognitive and motivational dimensions. Contribution – This study contributes to validates situated learning and constructivist frameworks in mobile game contexts, demonstrating how seamless integration of learning content into gameplay mechanics enhances effectiveness. It offers educators an accessible, evidence-based mobile learning tool that simultaneously addresses achievement, engagement, and motivation—particularly valuable in resource-constrained educational settings
Copyright (c) 2026 Leni Marlina, Aswandi Aswandi https://creativecommons.org/licenses/by-nc-sa/4.0
FROM DORMITORY WALLS TO MORAL WORLDS: EMPOWERING EDUCATORS AS MORAL ARCHITECTS IN INDONESIAN BOARDING-BASED MADRASAHS
Purpose –This study explores the moral and pedagogical dimensions of teacher empowerment within the unique ecosystem of Indonesian boarding-based madrasahs. In these faith-oriented learning environments, educators are not only knowledge transmitters but also moral architects, shaping students' ethical consciousness and communal identity. Methodology – Employing a qualitative multiple case study design, data were collected through in-depth interviews, field observations, and document analysis across three boarding-based madrasahs in South Kalimantan. Findings – The findings reveal that teacher empowerment in these settings transcends administrative or instructional authority, evolving instead into a moral praxis grounded in Islamic values, reflective mentorship, and collective spiritual routines such as Qur’an recitation and muhasabah (self-reflection). Educators exercise moral agency through daily interactions in the dormitory, reinforcing discipline, empathy, and self-accountability. Leadership strategies—such as participatory mentoring, ethical modeling, and arts-based religious practices—serve as integral mechanisms for cultivating a holistic moral environment. Contribution – This study contributes to the growing discourse on teacher empowerment by highlighting how faith-driven moral leadership can be both contextually rooted and pedagogically transformative. It argues that moral empowerment is essential for sustaining ethical schooling cultures, particularly in residential educational settings where learning and living converge. The implications extend toward rethinking teacher development frameworks that integrate spirituality, reflective practice, and community-based moral agency.
Copyright (c) 2026 Halimatussa'diyah Halimatussa'diyah, Ahmad Suriansyah, Ahmad Alim Bachri, Sulistiyana Sulistiyana https://creativecommons.org/licenses/by-nc-sa/4.0
INTEGRATION OF LOCAL WISDOM INTO PROBLEM-BASED BOOKS WITH AUGMENTED REALITY TO IMPROVE STUDENTS' CONSERVATION LITERACY
Purpose – Students' conservation literacy could be greatly increased by integrating local knowledge with the PBL approach and augmented reality technology. In order to increase students' conservation literacy, this study aimed to create a student book on biodiversity that was focused on problem-based learning, incorporated local knowledge, and supported by augmented reality media. Methodology – The ADDIE paradigm of research and development is referred to as the research technique. Manokwari high school students served as the study's 32 subjects. Validation sheets and questionnaires were used as data collection tools to assess the validity of the student book and the students' answers to conservation literacy questions. Students' replies, validation results, and conservation literacy abilities were all examined in the descriptive data analysis. Findings – The findings of this study indicate that the validation results for the Biodiversity Student Book were 93.65% (very valid category), indicating that it is suitable for implementation in learning. The validation of the conservation literacy instrument yielded a 96.13% validity rate (very valid). The results of student responses after the trial of the student book in learning were 85% (very practical or effortless to use category). The results of the trial evaluating the effectiveness of student conservation literacy showed a Sig of 0.000 (<0.05), indicating a difference in the average level of student conservation literacy before and after learning. Contribution – This study concludes that the use of student books on biodiversity is highly effective in improving and developing students' conservation literacy
Copyright (c) 2026 Iwan Iwan, Jeni Jeni, Nurfathurrahmah Nurfathurrahmah, Sumaifa Sumaifa https://creativecommons.org/licenses/by-nc-sa/4.0
EFFECTIVENESS OF THE ICARE MODEL INTEGRATED WITH DESMOS: IMPROVING MATHEMATICAL CONCEPTUAL UNDERSTANDING
Purpose – This research compared students’ understanding of mathematical concepts when taught through two different approaches: conventional instruction and the ICARE model (Introduction, Connect, Apply, Reflect, Extend) supported by the Desmos application in the topic of quadratic equations. Despite growing evidence on the individual benefits of the ICARE learning model and the Desmos application, limited empirical research has examined their systematic integration within each ICARE phase to improve secondary students’ conceptual understanding of quadratic equations. Methodology – The study adopted a quasi-experimental design with a posttest-only control group. A total of 45 ninth-grade students from SMP Manunggal Medan participated in the 2025/2026 academic year, comprising 23 in the control class and 22 in the experimental class. The instrument was a conceptual understanding test consisting of open-ended questions, validated by experts. Data were analyzed using an independent sample t-test. Findings – The results showed a significant difference between the two groups (p < 0.001). The experimental class obtained an average score of 76.09, while the control class reached only 59.65. Distribution analysis also revealed that 86.4% of students in the experimental group were categorized as good to very good. In comparison, 78.2% of students in the control group were categorized as poor to very poor. These outcomes suggest that the ICARE model, combined with Desmos, is efficacious in improving students' conceptual understanding of mathematics and in narrowing individual achievement gaps. Contribution –In practice, the findings underscore the importance of preparing teachers to integrate technology into their teaching practices, thereby making learning more interactive, collaborative, and student centered.
Copyright (c) 2026 nova riani harahap https://creativecommons.org/licenses/by-nc-sa/4.0
UTILISATION OF PHYSICAL ENVIRONMENT IN STUDENT CHARACTER BUILDING: BOARDING SCHOOL
Purpose - The aims of this study are expected to provide an in-depth understanding of how the school's physical environment positively influences students' character development. In addition, this study is expected to inform school management in developing and expanding green spaces as a character education strategy that focuses not only on academics but also on students' moral and social development. Methodology - The approach in this research is qualitative, supported by descriptive data, data collection using interview techniques, consisting of the principal, vice principal for facilities and infrastructure, and vice principal Maintenance environment. Data analysis techniques use the Miles and Huberman approach, namely data reduction, data display, and conclusion drawing. Findings - This study collected 4 significant findings, namely 1) the school does not have documents that support the green environment management programme as a student character builder, but the school environment is good enough. 2) Students are motivated by the existence of a beautiful physical environment. 3) The school has not focused on character building. However, the field evidence shows that almost all environmental programmes have a positive influence on changes in student character. 4) A good physical environment can relieve student stress Contribution - This research provides scientific facts on the utilisation of the physical environment for character building, based on data collected by researchers, to serve as a reference and consideration for policies aimed at both the development of school green land and student character education.
Copyright (c) 2026 Abdul Mughis https://creativecommons.org/licenses/by-nc-sa/4.0
INSTILLING CHARACTER THROUGH THE MODEL OF BUILDING RELIGIOUS AND VALUE BASED EDUCATION (BRAVE): HONESTY, COURAGE, INDEPENDENCE
Purpose – This study aims to create character education innovation through the development of the BRAVE (Building Religious and Value-based Education) Model. The primary focus of this innovation is to integrate religious values—honesty, courage, and independence—into a digital educational game platform to address the lack of adaptive character-learning media for early childhood in the digital age. Methodology – This research uses the Research and Development (R&D) method with a 4-D procedure (Define, Design, Develop, Disseminate). The Define stage included an analysis of the needs of teachers at Raudhatul Athfal (RA) institutions; the Design stage produced a prototype of an interactive digital game based on moral dilemma scenarios; and the Develop stage involved validation by six experts (in materials, media, and practitioners) with a feasibility score of 89%. The model was tested on a limited basis with 60 students at four partner RAs. Findings – The study's results confirm that digital educational games in the BRAVE Model significantly transform children's behavior. Pretest-posttest analysis shows a dramatic increase in honesty (58% to 84%), courage (55% to 81%), and independence (60% to 86%), with p < 0.05. Qualitative findings reveal that the game's interactivity increases children's emotional involvement, enabling the internalization of religious values to occur more naturally and permanently than with conventional methods. Contribution – The BRAVE model has proven to be an innovative and applicable solution for early childhood education institutions seeking to strengthen religious character through the measured, systematic use of digital media.
Copyright (c) 2026 Koko Khoerudin, Aan Hasanah, Qiqi Yuliati Zaqiah, Teti Ratnasih https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED ON MICROSOFT SWAY TO IMPROVE SPATIAL THINKING SKILLS
Purpose - This study aims to develop an interactive learning media in Microsoft Sway to enhance participants' spatial thinking skills. Methodology - Method study using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The study population consisted of grade 11 students at SMA N 1 Banawa across 8 classes. A sample of 30 participants was drawn from class XI C IPS. The instrument included 1) tests to think spatially as a pre-test and post-test, 2) questionnaire validation and eligibility expert technology learning, and 3) questionnaire teacher and participant responses to educate. Analyse data for effectiveness testing using the N-Gain test. Eligibility was measured based on expert validator results, technology learning outcomes, teacher and participant responses, and the educational use percentage formula. Findings - Research results obtained results validation media expert with a score of 96.2 is included in the excellent category, or worthy, which is Very worthy, and did need to be revised; however, for perfection, the fixed validator product provides suggestions for improvement. From the effectiveness test, an N-gain value of 0.50, or an enter criterion of medium, was obtained, indicating that Microsoft Sway interactive media was developed effectively to improve spatial thinking. "Feasibility test results based on teacher and participant responses yielded scores of 82 and 86, respectively, both classified as Good. This indicates the media is suitable for use and requires no revision. The interactive media developed in Microsoft Sway is practical and feasible for enhancing participants' spatial thinking skills. Contribution - This research provides a positive contribution to the application of technology, media, and digital teaching materials. Suggestions for future researchers include developing interactive Microsoft Sway-based media for other learning materials or subjects and conducting product trials on a broader scale.
Copyright (c) 2026 ika listiqowati https://creativecommons.org/licenses/by-nc-sa/4.0
PREDICTIVE ROLES OF SELF-EFFICACY AND EMOTIONAL INTELLIGENCE ON LEARNING MOTIVATION
Purpose – This study aims to analyze the influence of self-efficacy and emotional intelligence on the learning motivation of elementary school students at SDIT Bina Insan, Parepare. The research is grounded in the recognition that psychological capacities, particularly self-efficacy and emotional intelligence, play a critical role in shaping students’ enthusiasm, persistence, and engagement in learning. Methodology – Employing a quantitative explanatory research design, the study involved sixth-grade students selected through purposive sampling. Data were collected from April to June 2025 using questionnaires, documentation, and interviews. Instrument validity was assessed using the Pearson product–moment correlation, and reliability using Cronbach’s alpha. The analysis included classical assumption tests, multiple linear regression, t-tests, and F-tests to determine both partial and simultaneous effects of the independent variables on learning motivation. Findings – The regression analysis produced the equation Y = 10.448 + 0.223X₁ + 0.527X₂, with an R value of 0.927 indicating a powerful relationship between the independent variables and learning motivation. The R² value of 0.860 shows that 86% of the variance in learning motivation is explained by self-efficacy and emotional intelligence. The t-test results confirmed that both self-efficacy (t = 2.835, p = 0.000) and emotional intelligence (t = 6.755, p < 0.001) have positive and significant effects, with emotional intelligence emerging as the dominant factor. The F-test (F = 86.095, p < 0.000) further demonstrated that the variables jointly exert a significant influence. Contribution – This study reinforces the theoretical and practical understanding that enhancing self-efficacy and emotional intelligence can substantially boost learning motivation in elementary school contexts, particularly within integrated Islamic education environments. The findings can inform the design of targeted psychopedagogical programs for teachers, parents, and policymakers to foster both cognitive and emotional readiness for learning.
Copyright (c) 2026 MUSFIRAH M.Pd MUSFIRAH, IMRON BURHAN https://creativecommons.org/licenses/by-nc-sa/4.0
SARRES FUN LEARNING MODEL BASED ON DEEP LEARNING FOR IMPROVING CHILDREN'S READING COMPREHENSION IN THE COMMUNITY READING CENTER
Purpose – This study aims to analyze the impact of implementing the SARRES Fun Learning model, grounded in the principles of Deep Learning (mindful, meaningful, and joyful learning), on improving children's reading comprehension skills at the Community Reading Center (TBM) using Barrett's Taxonomy. Methodology – The study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The research subjects consisted of 36 elementary school children selected through purposive sampling. The intervention was conducted over four sessions by applying the six stages of SARRES (Survey, Ask, Read Aloud, Review, Engage, and Share). Data were collected using a validated and reliable reading comprehension test and analyzed using descriptive statistics, paired-samples t-tests, and normalized gain. Findings – The results showed a significant improvement in children's reading comprehension skills, with the average score increasing from 34.97 to 55.89 (t = −16.950; p < 0.05). The n-gain value of 0.55 indicates moderate learning effectiveness and an improvement in all Barrett Taxonomy indicators. Contribution – The novelty of this study lies in the empirical testing of the application of the SARRES Fun Learning model, implemented using Deep Learning principles in the context of non-formal literacy at the Community Reading Park (TBM). This research expands the empirical evidence on the effectiveness of adapting the SQ3R strategy in non-formal learning environments. It provides practical implications as an alternative, systematic, and applicable reading-learning strategy for TBM managers and facilitators.
Copyright (c) 2026 Sri Daning Aprianti, Sisca Rahmadonna https://creativecommons.org/licenses/by-nc-sa/4.0
AUGMENTED REALITY-BASED FLASHCARDS TO IMPROVE SENIOR HIGH SCHOOL STUDENTS’ VISUAL INTELLIGENCE IN CHEMISTRY LEARNING
Purpose – Developing augmented reality-based flashcards to improve students' visual intelligence on covalent bonds in a valid, practical, and effective manner. Methodology – This research employed a Research and Development (R&D) approach, utilising the ADDIE (Analyse, Design, Development, Implementation, and Evaluation) model. Data collection was conducted using validation sheets, student response questionnaires, student activity observation sheets, and visual intelligence pre-test and post-test sheets. Validity was assessed using expert judgment and analyzed descriptively using the median value. Practicality was analyzed descriptively, while effectiveness was examined using SPSS, including paired-samples t-tests and N-Gain. Findings – The study results indicated that the augmented reality-based flashcards for improving students' visual intelligence in the submaterial of covalent bonds are deemed feasible for application based on expert judgment, with a median validation score of 4, which falls within the valid category. The augmented reality-based flashcards were declared practical, with an average score of 90.04% in the convenient category. The media was also found to be effective, as the paired-samples t-test yielded a significance value of 0.000 (<0.05), indicating a significant difference between the students' pre-test and post-test scores, with an N-Gain of 0.79, categorised as high in both pre-test and post-test results. Contribution – This study contributes to chemistry education by integrating augmented reality technology into flashcards developed using visual intelligence indicators as a learning medium that can feasibly improve students' visual intelligence in the sub-material of covalent bonds.
Copyright (c) 2026 Sri Puji Ria Nadila, Kusumawati Dwiningsih https://creativecommons.org/licenses/by-nc-sa/4.0
FINANCIAL SOCIALIZATION AMONG GENERATION Z: HOW CHILDREN OF MILLENNIAL PARENTS INTERNALIZE MONEY VALUES
Purpose – This study aims to explore how Generation Z in East Java interprets and internalises financial values transmitted by millennial parents amid the dominance of digital technology and social media. Specifically, it examines how family financial teachings are renegotiated in the context of digital algorithms, peers, and contemporary consumer culture. Methodology – A qualitative phenomenological approach was employed to explore Gen Z's lived experiences of financial socialization. Data were gathered through semi-structured interviews with 25 Gen Z individuals and several millennial parents. Interpretative Phenomenological Analysis (IPA) was used to generate themes and interpret meaning-making processes across cases. Findings – Four primary themes were discerned: (1) parental modeling, wherein daily financial routines cultivated prudence and budgeting skills; (2) financial conversations, characterized by dialogic negotiation that promoted reasoning and deferred gratification; (3) digital finance negotiation, where participants integrated parental norms with fintech practices, resulting in hybrid financial values; and (4) identity and social comparison, illustrating the tensions between familial values and social media-induced lifestyle pressures. Contribution – Financial value internalization among Indonesian Gen Z is both intergenerational and sociotechnical. The findings point out the need for financial education that integrates digital literacy, awareness of algorithmic influence, and strategies to manage social comparison pressures.
Copyright (c) 2026 Taufiq Hidayat, Wahjoedi Wahjoedi, Hari Wahyono, Sugeng Hadi Utomo https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF TECHNOLOGY-BASED ASSESSMENT INSTRUMENTS IN SCIENCE LEARNING: A NARRATIVE REVIEW (2015-2025)
Purpose - This study critically synthesizes research on the development of technology-based assessment instruments in secondary science education (junior and senior high school) through a structured Narrative Literature Review (NLR). This review therefore identifies instrument types, implementation contexts, research dimensions examined, and learning impacts, while highlighting gaps in equity, teacher readiness, and longitudinal outcomes. Methodology - Articles were systematically retrieved from Google Scholar and Mendeley within the 2015–2025 publication range using predefined keywords related to technology-based assessment and science learning. Inclusion criteria required peer-reviewed empirical studies focusing on secondary-level science and reporting instrument development or evaluation. Fourteen eligible articles were analyzed using structured content analysis, with emphasis on instrument characteristics, evidence of validity and reliability, implementation contexts, methodological approaches, and reported limitations. Findings - The synthesis indicates that research predominantly centers on Computer-Based Testing (CBT), Computerized Adaptive Testing (CAT), gamified assessments, two-tier diagnostic tests, and LMS-based e-portfolios. Overall, these instruments demonstrate satisfactory validity and reliability and effectively measure higher-order thinking skills and conceptual understanding. They also enhance student motivation and accelerate feedback processes. However, most evidence is based on short-term, small-scale implementations, with limited attention to equity issues, teacher readiness, and sustained learning effects. Contribution - This review integrates psychometric, pedagogical, and technological perspectives into a coherent analytical framework for technology-based assessment in science education. It clarifies existing research gaps and underscores the need for broader contextual validation, stronger methodological rigor, and the integration of learning analytics to ensure sustainable and evidence-based digital assessment practices.
Copyright (c) 2026 Yul Ifda Tanjung https://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING DIFFERENTIATED PROJECT-BASED LEARNING ASSESSMENT PRACTICES TO STRENGTHEN NUMERACY LITERACY IN ELEMENTARY SCHOOLS
Purpose – This study investigates differentiated project-based assessment practices as a strategic approach to strengthening literacy and numeracy in elementary schools within the spirit of Merdeka Belajar (Freedom to Learn). Emerging from the gap between the paradigm of assessment as learning and conventional, outcome-oriented practices, this study examines how teachers design, implement, and reflect on student-centered assessments grounded in authentic life contexts. Methodology – A multi-case qualitative approach was employed across three elementary schools in East Java: SDN Manukan Kulon (Surabaya), SDN Kedung 1 (Probolinggo), and SDN Kanten 1 (Bojonegoro), with data collected through in-depth interviews, participatory observations, and analysis of assessment documents. Findings – The findings reveal four consistent cross-contextual patterns: contextualized assessment planning, differentiated implementation of processes and products, the use of authentic instruments that evaluate thinking processes, and teachers' professional reflection that strengthens pedagogical awareness. The integration of these four dimensions yielded the Differentiated Project-Based Assessment Framework (DiPBAF), a synthesized model that represents a reflective and equitable learning cycle. This model underscores an epistemological shift in assessment—from a mere measurement tool to a transformative learning vehicle that fosters autonomy, empathy, and collaboration. Contribution – Theoretically, this research enriches the discourse on 21st-century assessment oriented toward process and reflection; practically, it offers new directions for contextual assessment policies that promote teacher professionalism and high-quality human-centered learning.
Copyright (c) 2026 Endang Sri Maruti, Siswanto Dwi Antoro, Ivayuni Listiani, Muh. Waskito Ardi https://creativecommons.org/licenses/by-nc-sa/4.0
EMPOWERING TEACHERS THROUGH CONTINUOUS PROFESSIONAL DEVELOPMENT: HOW AN EMPOWERMENT-ORIENTED SCHOOL CULTURE STRENGTHENS TEACHER PROFESSIONALISM?
Purpose –This study addresses this gap by examining how an empowerment-oriented school culture strengthens teacher professionalism through CPD in public junior high schools. Methodology – This study employed a qualitative, multi-site case study design across three public junior high schools (SMPN 1, SMPN 3, and SMPN 4 Marabahan) in South Kalimantan, Indonesia. Data were collected through in-depth interviews with principals and teachers, nonparticipant observations of CPD practices, and document analysis of school policies and professional development programs. Data analysis followed Miles and Huberman's interactive model, involving data reduction, data display, and conclusion drawing, with single-site and cross-site thematic analysis to identify patterns and contextual variations. Findings – An empowerment-oriented school culture—characterized by shared values, participatory decision-making, collegial trust, and psychological safety—acts as a key mediating mechanism between CPD and teacher professionalism. When teachers are actively involved in designing and implementing CPD, professional development shifts from isolated training activities to embedded learning practices. This condition enhances teachers' professional agency, reflective practice, instructional innovation, and collaborative learning through professional learning communities, peer mentoring, and reflective supervision. Contribution – This study contributes to the literature by positioning empowerment-oriented school culture as an active mediator linking CPD to teacher professionalism. The findings suggest that empowering school environments is essential for fostering meaningful, context-responsive, and sustainable professional development.
Copyright (c) 2026 Mujiyat Mujiyat, Ahmad Suriansyah, Ahmad Alim Bachri, Aslamiah Aslamiah https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT CULTURE-BASED LEARNING THROUGH AUDIOVISUAL MEDIA FOR PROSPECTIVE HISTORY TEACHERS AT TADULAKO UNIVERSITY
Purpose – This study aims to design a culture-based learning model using audiovisual media to enhance historical understanding and pedagogical competence among prospective history teachers at Tadulako University Methodology – The research employed a qualitative Research and Development (R&D) approach integrated with cyclical Classroom Action Research (CAR). The process consisted of five stages: needs analysis, design, development, implementation, and evaluation. Data were gathered through classroom observations, semi-structured interviews, and document analysis. The main outputs included short documentaries, narrative podcasts, microlearning videos, and digital archives rooted in Central Sulawesi’s local culture. Data were analyzed thematically and validated through triangulation and peer review. Findings – The results show that integrating audiovisual media into culture-based learning significantly improved students’ motivation, engagement, and historical thinking—particularly in evidence analysis, continuity and change, and perspective-taking. Authentic assessment confirmed that most student projects met standards of historical accuracy, multimedia coherence, and ethical cultural representation. Technical disparities were mitigated through peer mentoring, shared resources, and ethical consultation with local communities. Contribution – The study contributes theoretically by integrating culture-based learning, multimedia principles, and historical thinking into a contextual pedagogical framework. Practically, it enhances teacher candidates’ cultural, digital, and pedagogical literacy and offers a replicable model for history education innovation in resource-limited settings.
Copyright (c) 2026 Juraid Abdul Latief https://creativecommons.org/licenses/by-nc-sa/4.0