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.
An author who publishes in Jurnal Eduscience (JES) agrees to the following terms: The author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY - NC - SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal The author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal. The author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
DEVELOPMENT OF THE ULOS MODEL TO IMPROVE CULTURE AWARENESS OF PHYSICS EDUCATION STUDENTS
Purpose – This study aims to describe the development and implementation of the ULOS learning model as an innovation to enhance the love of culture among Physics Education students at Universitas HKBP Nommensen Pematangsiantar (UHKBPNP). The background of this study lies in the urgency to integrate local culture into science education, aiming to strengthen students' cultural identity, foster appreciation for traditional values, and develop positive character alongside academic competencies. Methodology – The research employed a research and development (R&D) design with a sample of 30 Physics Education students. The procedure followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Instruments included validation sheets for experts, questionnaires for students’ responses, observation sheets for classroom implementation, and pre-test and post-test to measure changes in cultural appreciation. Data were analyzed quantitatively using descriptive statistics and N-gain scores, as well as qualitatively through reflective discussions. Findings – The results indicated that the ULOS model is valid, practical, and effective. Expert validation yielded an average score of 0.91 (very valid). The implementation significantly improved students’ love of culture, with effect size results in the medium to high category. Moreover, students demonstrated a greater awareness of integrating cultural elements into their learning and expressed stronger motivation to preserve local wisdom. Contribution – This study contributes to the enrichment of educational models by integrating ethnopedagogy into science learning. The ULOS model serves as a framework to cultivate cultural awareness and appreciation while simultaneously developing critical thinking skills. The study offers a practical guide for educators and researchers in designing culturally responsive learning models that support the sustainability of local heritage in higher education.
Copyright (c) 2025 Apriani Sijabat https://creativecommons.org/licenses/by-nc-sa/4.0
BREAK THE MYTH, GROW THE MATH MINDSET: A SYSTEMATIC LITERATURE REVIEW
Purpose – This article aims to examine the factors that influence and inhibit a math mindset and how to develop it. Some people still believe in several myths that mathematical intelligence is innate and only suitable for men. This myth not only fosters math anxiety but also hinders the growth of students' mindsets and the achievement of students’ academic goals. Methodology – The method employed is a Systematic Literature Review (SLR) adhering to the PRISMA 2020 guidelines. After carrying out a search process using Publish or Perish for articles indexed by Scopus, 72 articles were obtained as the final result of several selection stages. These articles were reviewed one by one, allowing us to answer the Research Question (RQ) of this study. Findings – The results indicate that two factors contribute to a math mindset, namely internal and external. Meanwhile, factors inhibiting a math mindset include math anxiety, family, and educators, as well as several other factors. Family and educators play important roles in debunking myths and fostering a growth mindset in math. Contribution – The results of this study contribute to the efforts of the government, teachers, and parents in promoting the development of the mathematical mindset in children and students. By understanding that mathematical intelligence can be mastered by everyone without exception, the government, teachers, and parents can jointly implement a curriculum that emphasizes the importance of the learning process rather than the results.
Copyright (c) 2025 Priarti Megawanti, Ray Wagiu Basrowi, Putri Rahmadani https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF E-MODULES FOR LEARNING TRADITIONAL GANDANG TORAJA MUSIC
Purpose – This research aims to: (1) Identify the content of the electronic learning module on traditional Gandang Toraja music developed for 10th grade high school students; (2) Develop an electronic learning module on traditional Gandang Toraja music as learning material for 10th grade high school students; (3) Test the feasibilityfeasibility of the electronic learning module on traditional Gandang Toraja music for 10th grade high school students;. Methodology – This study is an R&D (Research and Development) study based on the ADDIE model. The subjects of this study are 10th-grade students at SMA Negeri 2 North Toraja, with data collected through observation, interviews, documents, and tests. The data collection instruments used include observation sheets, document sheets, interview sheets, and product evaluation sheets, which include expert material assessment sheets, expert media assessment sheets, student responses, and teacher responses. Data analysis techniques include both quantitative and qualitative methods. Findings – The results of this study are the outcome of developing an electronic learning module product featuring traditional South Sulawesi music material, specifically Gandang Toraja. This electronic module is based on a flipbook using the Flip PDF Corporate Edition 2.4.10 application, which can be accessed via a computer or laptop. The electronic learning module was evaluated by subject matter experts with “very good" category in all aspects. Contribution – Providing learning resources in the form of traditional Gandang Toraja music learning materials, which were previously rarely available in the form of electronic modules based on flipbooks, using the Flip PDF Corporate Edition 2.4.10 application, which can be accessed via computers or laptops, making it an interactive and engaging learning medium so that students can learn about local music culture in a more modern and easily accessible way.
Copyright (c) 2025 Jesika Jesika https://creativecommons.org/licenses/by-nc-sa/4.0
ECOLOGY-BASED SCHOOL PRINCIPAL LEADERSHIP MODEL TO IMPROVE THE QUALITY OF EDUCATION
Purpose-Ecologically oriented leadership models are becoming increasingly important for fostering environmental awareness, integrating sustainability values into the curriculum, and building a school culture that values its ecosystem. This study aims to analyze the strategy, implementation, and impact of ecology-based principal leadership in building a sustainable school culture at SMA Negeri 6 Yogyakarta. Methodology-The approach employed was qualitative, utilizing a case study design that involved four key informants through in-depth interviews, non-participatory observations, and documentation studies. The data were analyzed using Miles and Huberman's model, which involves the stages of data reduction, data presentation, and data conclusion, by triangulating sources and methods to maintain credibility. Findings-The results of the study demonstrate that ecological leadership is implemented through an environmentally cultured vision and policies, the integration of ecological issues into the project-based curriculum, and the active participation of school residents in the Muda Wijaya Green School Community (MWGSC) program. Key supporting factors include the principal's commitment, collaboration among school residents, and external support, while constraints include limited resources and the adaptation of new students. Contribution-This model has been shown to have a positive impact on learning motivation, environmental care character, and the improvement of holistic education quality, while also highlighting the need for ecological leadership training and support for sustainable education policies in schools.
Copyright (c) 2025 Budi Mulyadi https://creativecommons.org/licenses/by-nc-sa/4.0
ASSESSMENT FOR LEARNING (AFL)-BASED STUDENT WORKSHEETS: IMPROVING CRITICAL THINKING SKILLS IN BASIC CHEMISTRY LEARNING
Purpose – This study aims to describe AfL-based student worksheets as a means of improving students' critical thinking skills in Basic Chemistry learning. Methodology – This pre-experimental study employs a one-group pre-test post-test design. The data obtained were analyzed using a mean difference test and an N-gain score. Students' critical thinking skills are considered to have improved if there is a significant difference between the pre-test and post-test scores, and at least 55% of students in a class achieve a medium and/or high criterion of N-gain score. Findings – The mean difference test revealed a significant difference in the pre-test and post-test scores of students' critical thinking skills. The N-gain score measurement showed that the percentage of N-gain score in the medium and high criteria was higher than 55%. This implies that implementing AfL-based student worksheets can enhance students' critical thinking skills in Basic Chemistry Learning. Contribution – The research results reinforced previous findings that AfL implementation can improve students' critical thinking skills, especially in chemistry learning. In addition, feedback on the implementation of AfL can help students identify their strengths and weaknesses in learning, which they can use to improve their learning.
Copyright (c) 2025 Muchlis Muchlis, Harun Nasrudin, Rudiana Agustini, rusmini rusmini https://creativecommons.org/licenses/by-nc-sa/4.0
STRENGTHENING NUMERACY AND SCIENCE LITERACY SKILLS BASED ON RELIGIOUS MODERATION
Purpose – This study aims to integrate this concept into the school environment, one way being through learning, which helps students understand and practice the teachings of Islam in a moderate and tolerant manner. Methodology – This research employs a qualitative and descriptive approach, utilizing the Participatory Action Research (PAR) method. The subjects of our Community Service activities consisted of 19 teachers and 39 students from three Madrasah Ibtidaiyah in the Central Maluku district, namely Madrasah Ibtidaiyah Al Hidayah Liang, Madrasah Ibtidaiyah Salman Al Farisi Liang, and Madrasah Ibtidaiyah Al Kahar 2 Iha Liang. Findings – Training on strengthening numeracy literacy and science literacy based on religious moderation can improve the ability of teachers at 3 Madrasah Ibtidaiyah in Central Maluku district to implement numeracy literacy-based mathematics learning and science literacy-based science learning. The pre-test results showed an average score of 27, while the post-test average increased significantly to 75.3. On the other hand, for the application of numeracy literacy learning and science literacy based on religious moderation, there are still teachers who struggle to apply it. Contribution – This research can improve the ability of teachers and students regarding numeracy literacy and science literacy at 3 Madrasah Ibtidaiyah in Central Maluku district, as well as understanding and applying the concept of religious moderation in everyday life.
Copyright (c) 2025 Djaffar Lessy https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF DEEP LEARNING-BASED CURRICULUM: READINESS OF ELEMENTARY SCHOOL TEACHERS
Purpose- The effectiveness of learning, mainly when it adopts innovative approaches such as deep learning, is greatly influenced by teachers' readiness. This study aims to investigate the readiness of primary school teachers to understand and implement a curriculum based on the principles of deep learning. Methodology- A qualitative research approach with a phenomenological design was used to explore teachers' experiences and perspectives. This study involved nine teachers from various grade levels in five primary schools in Cina Subdistrict, Bone Regency. Data were collected through in-depth interviews. Interview transcripts were analysed using NVivo 12 software. This analysis follows the model of data reduction, data presentation, and conclusion drawing to ensure the validity and credibility of the research results. Findings- Teachers regard deep learning as active and discovery-based, but their readiness remains limited due to insufficient training, weak dissemination, and dependence on support from colleagues, schools, communities, and government. Deep learning adoption will remain uneven due to weak support networks, reliance on a few facilitators, and teacher resistance. Stronger collaboration and sustained professional development are required to address these challenges. Contribution- The findings of this study confirm the extent to which teachers are prepared to implement deep learning approaches in primary schools. This provides empirical evidence of the need for continuous professional development for teachers, especially in adopting learning innovations. The results of this study serve as a recommendation to the government of Bone Regency to take strategic steps to accelerate the effective implementation of deep learning in primary schools.
Copyright (c) 2025 Sudirman - - https://creativecommons.org/licenses/by-nc-sa/4.0
SMART APPS CREATOR-BASED INTERACTIVE LEARNING MEDIA: ENHANCING CRITICAL THINKING SKILLS
Purpose – This study aimed to develop and assess the effectiveness of Smart Apps Creator (SAC)-based interactive learning media to enhance critical thinking skills among fifth-grade students in Natural and Social Sciences (IPAS) learning. Methodology – Employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study employed a quasi-experimental design with purposive sampling for the needs analysis (20 teachers, 24 students) and random sampling for the trials (54 experimental and 57 control group students across four elementary schools). The experimental group engaged in six offline SAC-based learning sessions, while the control group used conventional methods (lectures, worksheets, static images). Data were collected through classroom observations, media feasibility questionnaires, and pre- and post-tests of critical thinking skills, and analyzed using descriptive statistics, paired t-tests, and N-Gain scores. Findings – The SAC-based media achieved high feasibility (expert validation: 82.3%-86.5%). They significantly improved critical thinking, with the experimental group recording an N-Gain of 0.75 (high) and a t-value of -30.556 (p = 0.000), outperforming the control group’s N-Gain of 0.42 (moderate) and a t-value of -18.070 (p = 0.000). Interactive elements, such as quizzes and animations, fostered student-centered learning, although challenges included limited hardware and teacher training needs. The offline SAC media effectively addressed connectivity constraints, enhancing analytical skills. Contribution – This study offers a scalable, offline educational technology solution for rural areas, promoting 21st-century skills such as critical thinking and suggesting the broader implementation and exploration of additional skills, including collaboration and communication.
Copyright (c) 2025 Siti Istiqomah, Tri Murwaningsih, Sukarno Sukarno https://creativecommons.org/licenses/by-nc-sa/4.0
ENHANCING CADET COMPETENCE IN AVIATION EDUCATION THROUGH A VR-BASED APPROACH LIGHTING SYSTEM
Purpose – The purpose of this study is to develop a Virtual Reality-based Approach Lighting System (ALS) prototype as a practicum medium for the Visual Landing Aid course in the Airport Technology Study Program at Makassar Aviation Polytechnic. This initiative aims to address the limited accessibility of ALS equipment at Sultan Hasanuddin International Airport, where the system is active and located in the restricted airside area, thereby constraining direct practicum opportunities. Methodology – The research employed a Research and Development (R&D) approach utilizing the ADDIE model consisting of five stages: (1) Analysis to identify practicum challenges, (2) Design of ALS lamp models and surrounding environment, (3) Development of the prototype using Virtual Reality applications, (4) Implementation through practicum activities, and (5) Evaluation to assess the system’s functionality and effectiveness in enhancing cadets’ learning outcomes. Findings – The study successfully produced a Virtual Reality-based Approach Lighting System Prototype that replicates the real equipment and environment. The evaluation stage demonstrated positive responses from cadets regarding the system’s effectiveness in supporting the Visual Landing Aid course. Specifically, 41.7% strongly agreed, 37.5% agreed, and 20.8% moderately agreed that the VR application improved their understanding and ability to visualize ALS concepts in a realistic context. Contribution – This research contributes to aviation education by providing a safe, innovative, and accessible practicum medium that eliminates the dependency on restricted airport environments. The VR-based ALS prototype enhances cadets’ knowledge, technical competence, and practical understanding of visual landing aids. Furthermore, the study supports the integration of Virtual Reality technology as a modern pedagogical tool in aviation training, aligning with global trends in simulation-based education.
Copyright (c) 2025 bayu purbo wartoyo https://creativecommons.org/licenses/by-nc-sa/4.0
PROJECT-BASED LEARNING (PJBL): ENHANCING STUDENTS’ SPEAKING SKILLS
Purpose–This study aims to measure the effectiveness of implementing Project-Based Learning (PjBL) in improving students' speaking skills. Methodology – This study uses a quantitative pre-test and post-test design. Researchers will compare students' speaking skill scores before (pre-test) and after (post-test) using the Project-Based Learning (PjBL) to determine whether there is a significant improvement. The quantitative data will analyse used SPSS to measure the experimental and control classes. Findings – This study show that the experimental class had a higher average score (75.74) than the control class (61.32). The Sig. (2-tailed) is less than 0.05; the difference between the means is statistically significant. There is a statistically significant difference between the means of the experimental and control classes. Contribution – The increase in scores from pre-test to post-test is empirical evidence that project-based learning is an effective learning method for improving student learning outcomes while developing the various skills required for future success.
Copyright (c) 2025 Ika Purnama Sari, Nining Syafitri, Noor Faridha, Eri Ester Khairas, Epi Supriyani Siregar, Anita Purba https://creativecommons.org/licenses/by-nc-sa/4.0
THE TEST OF MINIMUM NUMERACY COMPETENCY FOR LEVEL 2 USING AN ONLINE QUIZIZZ PLATFORM: INSTRUMENT DEVELOPMENT
Purpose – This study aims to develop and test the reliability of the Level 2 Numeracy AKM instrument presented through an online quiz platform. The development of this instrument aims to address the need for a practical, easily accessible digital assessment tool that can enhance student engagement, particularly in efforts to strengthen the numeracy skills of elementary school students in Indonesia. Methodology - This study employs a Research and Development (R&D) approach, adapting the ADDIE model and Retnawati's instrument development framework (analysis, design, development, user trials, and evaluation). The instrument, comprising 20 items, was designed to cover key numeracy indicators. Data were collected from 38 fourth-grade students across four elementary schools and two expert validators. The analysis included content validity assessment using Gregory's model, media feasibility analysis, reliability testing with McDonald’s Omega, and a descriptive analysis of student performance and feedback. Findings – The research confirmed the high quality of the developed instrument. The developed instrument demonstrates very high content validity, as indicated by a Cronbach's alpha coefficient of 1.00 and an average validator rating of 3.45 on a scale of 4. Its reliability level is also strong, as evidenced by a McDonald's Omega value of 0.81, reflecting good internal consistency. Student responses were also very positive. The practicality score indicating that the instrument is considered engaging, easy to use, and convenient to access. In the field trial, students were able to solve fundamental problems. However, most still had difficulties when dealing with more complex material, especially fraction comparisons and algebraic concepts. Contribution –Overall, this study makes an important contribution in the form of a practical and validated model for developing digital-based numeracy assessment instruments that align with national AKM standards and international evaluation frameworks, such as PISA.
Copyright (c) 2025 Fahrul Islam Islam https://creativecommons.org/licenses/by-nc-sa/4.0
GAWI SABUMI EDUCATIONAL ANIMATION: STRENGTHENING STUDENTS CULTURAL LITERACY ON BANJAR PHILOSOPHY
Purpose – This study examines the effectiveness of the GAWI SABUMI educational animation video in strengthening students' cultural literacy related to the philosophy of the Banjar community. The study was motivated by findings that students' cultural literacy remains low, especially in internalizing the values of GAWI SABUMI, due to the limited availability of engaging and contextual learning media. Methodology – A Research and Development (R&D) approach was applied using the DDD-E model (decide, design, develop, evaluate). The participants consisted of 60 undergraduate students from the Elementary School Teacher Education Program at Lambung Mangkurat University, divided into two groups: 30 in the experimental class and 30 in the control class. Data were collected through expert validation questionnaires and pre- and post–test assessments. Cultural literacy was assessed through three indicators: understanding cultural complexity, knowledge of one's own culture, and cultural awareness. Data analysis was conducted using the Wilcoxon and Mann-Whitney tests, along with N-Gain calculations. Findings – The results showed improvement in both groups, but the experimental class demonstrated more substantial gains. The Wilcoxon test indicated significant differences between pretest and posttest scores in both classes, with Z = -3.898 (Sig. = 0.000) for the control group and Z = -4.816 (Sig. = 0.000) for the experimental group. The higher Z value in the experimental class reflects greater effectiveness. The Mann-Whitney test confirmed a significant difference between the two groups (Sig. = 0.000 < 0.05). The average N-Gain of 0.83 in the experimental group fell into the high category, indicating the substantial effectiveness of the animation video. Contribution – This study contributes to the development of innovative, local wisdom-based learning media. It highlights the potential of animation as a pedagogical tool for internalizing cultural values, particularly Banjar philosophy, in higher education.
Copyright (c) 2025 Aldy Ferdiyansyah, Bagus Aulia Iskandar https://creativecommons.org/licenses/by-nc-sa/4.0
VERBAL REPRESENTATION ABILITIES AND PROCESSES IN HOTS PROBLEM SOLVING BASED ON ADVERSITY QUOTIENT
Purpose – The learning process in schools presents a variety of challenges, one of which is the impact of teaching methods, student difficulties, and external factors on the learning process. One of the main challenges is the teaching approach that still relies heavily on mechanistic methods, which often makes learning mathematics feel meaningless for students. The purpose of this study is to analyze students' verbal representation thinking ability and process in HOTS problem-solving based on the Adversity Quotient. Methodology – The research approach employs a mixed-methods design. The subjects in this study are students of Class X (Grade 10) at SMKS Muhammadiyah 5 Srono, consisting of 35 students. Data analysis techniques utilize tests, questionnaires, interviews, and observations. Findings – The study's results showed that students' verbal representation abilities and processes in HOTS problem-solving, as measured by the Adversity Quotient, were classified as good for students who achieved high scores. The higher a student's resilience at the Adversity Quotient stage in facing challenges, the better their verbal representation abilities and processes in HOTS problem-solving. Contribution – The contribution of this study is to provide an overview of how the right learning stimulus, related to students' resilience, can enhance the ability and thought process of verbal representation in HOTS problem-solving.
Copyright (c) 2025 Anita Herlina https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF A GOOGLE SITES-BASED 3-PHASE TRAINER KIT MODULE TO IMPROVE HOTS IN VOCATIONAL EDUCATION STUDENTS
Purpose – This study aims to develop an alternative module-based model of Google Sites as a trainer kit, enhancing Higher Order Thinking Skills (HOTS) among participants in an electrical installation vocational high school. This research is unique in that it combines interactive web-based learning tools to develop critical thinking and problem-solving skills within technical education. Methodology – The Research type used in this study is R&D (Research and Development), employing methods of product testing on users both before and after implementation. The sample consists of 111 grade 11 students from three classes in a vocational high school, who are learning with a Google Sites-based module. Findings – Expert validation reveals that the media quality, content quality, and assessment parts of questionnaires achieve high scores; specifically, the assessment items score 93.37%, and the content score is 86.08%. Students' achievement, as measured by pre-test and post–test scores, presented a significant improvement, with an average N-Gain of 0.80, portraying a substantial increase in HOTS. Pre-test scores increased from 52.72 to 90.52 after the module was used. Contribution – This module development aligns with SDG 4 (Quality Education), which advocates for inclusive, equitable, and quality education, as well as the promotion of lifelong learning opportunities. The module was rated as practical, easy to use, and highly effective in enhancing student learning, with a usability score of 95.83%. Overall, the Google Sites-based trainer kit module has proven to be an effective tool for improving HOTS and advancing the quality of vocational education.
Copyright (c) 2025 Agus Wiyono, Fendi Achmad, Subuh Isnur Haryudo, Puput Wanarti Rusimamto https://creativecommons.org/licenses/by-nc-sa/4.0
BRINGING DEBATE INTO CLASSROOM: THE PERSPECTIVE OF EFL TEACHERS IN ACEH
Purpose - This study aims to explore the perceptions of English as a Foreign Language (EFL) teachers regarding the use of parliamentary debate as a classroom instruction in Aceh, a Sharia-governed province in Indonesia. It investigates whether the assumption of Islamic-based education restricts the use of debate as a tool to enhance critical thinking. This investigation aimed to fill the research gaps where exploration had not been conducted yet. Methodology - A quantitative descriptive survey design was employed to collect data from 252 EFL teachers across general and Islamic secondary schools in Aceh. A structured, closed-ended questionnaire (using a Likert scale) was administered, selected through stratified random sampling based on specific criteria. The instrument was developed to assess three matrices they are (1) the understanding, (2) acceptance, and (3) evaluation. The data was then analyzed for Mean and Standard Deviation. Findings - The findings indicated a positive attitude toward integrating debate into classroom teaching tools for either critical thinking or language proficiency development. However, aligning the debate topics with Aceh's socio-religious norms is necessary to avoid overly liberal or sensitive issues that may be perceived as offensive. Although there is a strong acceptance of debate in the classroom and an understanding of the debate's nature, the teachers' procedural understanding of the debate remains lacking. Contribution - These findings suggest that the adoption of parliamentary debate in Aceh's EFL classrooms necessitates adjustments, indicating that Western teaching models, such as debate, must be localized within Islamic educational frameworks.
Copyright (c) 2025 Mulyadi Syahputra https://creativecommons.org/licenses/by-nc-sa/4.0
THE PREDICTIVE ROLE OF PRINCIPALS’ PERSONALITY IN ENHANCING SCHOOL PERFORMANCE: EVIDENCE FROM JUNIOR HIGH SCHOOLS IN SOUTH SULAWESI
Purpose – The purpose of this research is to examine how various aspects of a principal’s personality, such as extraversion, agreeableness, emotional stability, and openness, contribute to the overall performance of junior high schools in South Sulawesi. Methodology – This study employed a quantitative research design, allowing the researcher to systematically test hypotheses and analyze the relationship between the principal’s personality and distributed leadership on school performance. To assess the impact of the two independent variables on school performance, this study utilized multiple regression analysis. Teacher responses gathered from public junior high schools in South Sulawesi served as the primary data source and were analyzed quantitatively to evaluate the predictive role of each variable in shaping school performance. Findings – The study's results showed that the principal's personality traits of agreeableness and openness significantly predicted school performance in junior high schools in South Sulawesi. Agreeableness received a regression coefficient of β = 0.21 (p < .05), while openness had a coefficient of β = 0.19 (p < .05), indicating that both traits have a meaningful influence on school outcomes. Teachers described principals with strong agreeableness as individuals who worked well with others, were sincere, and willingly offered support, which in turn encouraged harmonious relationships and teamwork among school staff. Overall, the results suggest that fostering agreeableness and openness in school leaders is crucial in enhancing school performance and promoting a healthy educational environment. Contribution – This research highlights that the personality characteristics of school principals, particularly openness and agreeableness, are crucial factors that enhance school performance by strengthening management quality and improving accountability
Copyright (c) 2025 Usman Usman https://creativecommons.org/licenses/by-nc-sa/4.0
TRENDS AND KNOWLEDGE STRUCTURE IN GLOBAL STUDIES OF EDUCATION AND SOCIAL TRANSFORMATION: A BIBLIOMETRIC ANALYSIS (2000–2024)
Purpose--Education functions not only as an instrument for advancing social transformation toward improved quality of life but also as a medium for preserving cultural identity amid global modernization. Despite the growing attention to these themes, no prior bibliometric study has systematically mapped the intellectual structure and global development of research on the connections between education and social transformation. Filling this gap, the article conducts a systematic bibliometric comparison of documents indexed in Scopus between 2000 and 2014, encompassing both journal articles and conference papers. Methodology--The study constructs the knowledge structure based on VOSviewer and explores trends in publications, influential authors, core journals, contributing countries, and frontier research in this field. Five publication phases were identified: the early, slower-growth phase (2000–2005), the period of fluctuating expansion (2006–2014), a surge in publications (2015), continued growth up to 2022, and a recent decline in new research output from 2023 to 2024. Findings--The Journal of Transformative Education appears to be the most prolific outlet, whereas Streck, D.R., and Zembylas, M., are identified as the most central authors. The United States remains the leading contributor, with dominant keywords centered on education, social change, critical pedagogy, and sustainability. Contribution--The originality of this study lies in establishing the first bibliometric mapping of education and social transformation research, which contributes to conceptual clarity of this interdisciplinary field and provides strategic directions for future studies and policy development in transformative education.
Copyright (c) 2025 Muhammad Nur Imanulyaqin, Fauziah Sri Wahyuni, Patrisia Rahayu Utami, Iwan Ramadhan https://creativecommons.org/licenses/by-nc-sa/4.0
THE IMPLICATIONS OF TRADITIONAL SAGI BOXING ON STUDENTS' PHYSICAL FITNESS: A PHENOMENOLOGICAL STUDY
Purpose – This study aimed to explore students' experiences of traditional Sagi boxing practices and examine their implications for physical fitness. The research background is based on the low level of physical fitness among Indonesian students and the need for local wisdom-based innovations in physical activity. Methodology – The study employed an exploratory mixed-methods design with an emphasis on the phenomenological approach. Qualitative data were collected through in-depth interviews, participatory observation, and documentation of students actively practicing Sagi boxing in So'a Sub-district. Quantitative data were obtained through physical fitness measurements using the Indonesian Student Fitness Test. Findings – Students interpreted Sagi boxing not only as a cultural tradition but also as a physical activity that benefits fitness and mental balance. TKSI data indicated that the majority of participants' physical fitness fell within the fair to good category. Contribution – This study concludes that Sagi traditional boxing has excellent potential as an alternative activity to support students' physical fitness while preserving local culture. The findings provide a foundation for integrating traditional sports into physical education curricula.
Copyright (c) 2025 Robertus Lili Bile, Yohanes Bayo Ola Tapo, Fransiskus Solanus Dopo https://creativecommons.org/licenses/by-nc-sa/4.0
EDUCATION AS A MEDIUM FOR LANGUAGE PRESERVATION: AN ETHNOGRAPHIC STUDY ON THE LIMOLA LANGUAGE IN SASSA VILLAGE
Purpose – This study examines the role of education as a medium for preserving language and identity, with a focus on the Limola language in Sassa Village, South Sulawesi. Methodology – To investigate this, the research employed a qualitative ethnographic approach. Data were collected through observation, in-depth interviews, and documentation involving teachers, students, parents, local leaders, and the community. Findings – The findings reveal that Limola use in formal education remains limited. It is currently included only in the subject of Regional History and Culture, lacking curricular support, textbooks, or official guidelines. Nevertheless, students show a positive attitude and strong enthusiasm toward learning Limola vocabulary, suggesting potential for revitalization through education. Meanwhile, parents tend to use Indonesian at home to support academic achievement. Local leaders, on the other hand, emphasize the importance of maintaining Limola as a marker of cultural identity. Contribution – The study concludes that education offers an opportunity to revitalize the Limola language with a culture-based approach and innovative technologies. However, to succeed, this effort needs inclusive policy support, teacher training, new teaching materials, and collaboration between schools, the government, and local communities.
Copyright (c) 2025 M. Nur Hakim, Wahyu Hidayat, Jusrianto Jusrianto https://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING BASED ON SOCIO-SCIENTIFIC ISSUES ON STUDENTS' CRITICAL THINKING: A SYSTEMATIC LITERATURE REVIEW
Purpose– This study aims to analyze the impact of learning using the Socio-Scientific Issues (SSI)-based Problem-Based Learning (PBL) model on students' critical thinking skills in biology. Although various studies have examined PBL and SSI separately, there has not yet been a comprehensive study that summarizes the combined effectiveness of the PBL-SSI model and maps the development of research in this field. This study fills this gap through a systematic analysis of the latest empirical findings. Methodology – This study employed the Systematic Literature Review (SLR) method, adhering to the PRISMA guidelines. The articles analyzed were 35 indexed articles published between 2019 and 2024 with the keywords 'Problem-Based Learning (PBL)', 'Socio-Scientific Issues (SSI)', and 'Critical Thinking'. VOSviewer was used to map related keywords, followed by qualitative analysis. Findings – The study's results indicate that approximately 80% of studies report a significant improvement in students' critical thinking skills following the application of the PBL-SSI model. Environmental topics such as pollution, climate change, and renewable energy are the most dominant themes due to their relevance and authenticity. Bibliometric analysis also confirms a strong correlation between the keywords "PBL," "SSI," and "Critical Thinking," indicating growing scientific interest in this integrated learning model. The correlation between PBL and SSI is more pronounced than the application of either one alone, as it enables students to solve real-world problems actively, considering both scientific and social aspects. Contribution –These findings have practical implications for educators, including the development of authentic teaching materials and the integration of fundamental social and environmental issues into the learning process.
Copyright (c) 2025 Siti Fatimah https://creativecommons.org/licenses/by-nc-sa/4.0
PERCEPTIONS OF PHYSICS EDUCATION STUDENTS AT UNIVERSITAS NEGERI MEDAN ON THE ROLE OF PHYSICS EDUCATION IN SUSTAINABLE DEVELOPMENT GOALS
Purpose – This study explores the perspectives of physics education students to understand the integration of SDGs in physics learning. Furthermore, to examine these perspectives, it is important to determine the extent of physics education students’ perceptions of SDGs. Methodology – This research adopts a quantitative questionnaire and is also supported by qualitative approaches. There are 120 physics education students from Universitas Negeri Medan selected through purposive sampling. The questionnaire consists of Likert-scale items, followed by semi-structured interviews with 10 randomly selected respondents. Triangulation was applied to integrate both datasets, providing a comprehensive understanding of students’ knowledge, attitudes, and experiences related to ESD in physics learning. Findings – The results reveal that students perceive physics as a key discipline that contributes to addressing global challenges, including climate change, renewable energy innovation, and sustainable technology development. Physics is viewed as providing conceptual and analytical frameworks essential for sustainability oriented problem solving. However, students’ literacy regarding the SDGs remains limited. Many participants demonstrate general awareness but lack the ability to explicitly connect SDG concepts with physics topics or classroom practices. The integration of ESD in physics learning is still partial. Contribution – One of the contributions of this study presents a significant opportunity to begin integrating physics education, particularly in relation to the perceptions of physics education students, with the SDGs. This study also make a valuable reference for understanding the real contribution of physics education toward achieving the SDGs.
Copyright (c) 2025 Yanthy Leonita Perdana Simanjuntak, Muhammad Aswin Rangkuti, Tuti Hardianti https://creativecommons.org/licenses/by-nc-sa/4.0
EVALUATION OF JUNIOR HIGH SCHOOL TEACHER PERFORMANCE: PLANNING, IMPLEMENTATION, AND EVALUATION OF LEARNING
Integrated Junior High School, Tual City, Maluku Province. It focuses on three main aspects: lesson planning, implementation, and evaluation. Methodology – This study employs a descriptive research design and a qualitative approach. Stake's Countenance Evaluation model was used to assess programs. The study evaluated 11 teachers. Data was collected through classroom observation, interviews, and document analysis related to lesson planning, process, and evaluation. Analysis revealed various findings about teacher performance. Findings – Most teachers perform their professional duties effectively. This is demonstrated by the creation of modules, mastery of teaching materials, and the development of assessment instruments. However, some key aspects still need improvement, including planning, process, and evaluation. Although overall performance is good, weak detailed planning and limited innovation in teaching methods and media hinder student attendance, participation, and achievement of minimum competency scores. Contribution – This study can serve as a reference for Al-Ikhlas Integrated Junior High School and other schools to improve teacher performance and education quality.
Copyright (c) 2025 Babul Halim, Patahuddin Patahuddin, Iwan Suhardi https://creativecommons.org/licenses/by-nc-sa/4.0
SOCIOLOGY LEARNING MODULE BASED ON LOCAL WISDOM TO STRENGTHEN SCHOOL CULTURE: A QUALITATIVE STUDY FROM THE SOCIOLOGY PERSPECTIVE
Purpose – This study aims to develop a sociology learning module based on Bugis–Makassar local wisdom to strengthen school culture and internalize cultural values among eleventh-grade students at Madrasah Aliyah Swasta DDI Baru-Baru Tanga, Pangkep. The research addresses instructional limitations in existing materials that lack contextualization, cultural relevance, and the integration of local wisdom into sociology learning. Methodology – The study employed a qualitative development approach, utilizing Borg & Gall's (1983) model, which encompassed needs analysis, module planning, expert validation, revision, and limited field testing. Thirty students participated in the module trial. Data were collected through questionnaires, observations, and interviews, then analyzed descriptively to assess clarity, content relevance, cultural integration, student engagement, and value internalization. Findings – The module was found to be clear, systematic, and easy to understand (average score 4.3). It successfully links sociological concepts with students’ prior knowledge and daily experiences (4.1), integrates key Bugis–Makassar values such as siri’ na pacce, sipakatau, and getteng (4.5), encourages active participation (4.2), and supports the internalization of character-based cultural values (4.0). Overall, the module bridges abstract sociological theory with students' socio-cultural realities while reinforcing school culture and social character. Contribution – This study contributes to the development of culturally integrated and contextually relevant sociology learning materials. The module functions not only as an academic resource but also as a medium for character education rooted in local wisdom. It further demonstrates the effectiveness of the Borg & Gall model in producing high-quality instructional materials suited to students’ cultural contexts.
Copyright (c) 2025 Ibrahim Ibrahim, Syamsu A Kamaruddin, Abdul Majid https://creativecommons.org/licenses/by-nc-sa/4.0
CULTIVATING LINGUISTIC COMPETENCE IN THE SPIRIT OF ISLAMIC HIGHER EDUCATION: A CSE-UCLA-BASED EVALUATION OF THE ARABIC LANGUAGE DEVELOPMENT PROGRAM
Purpose - This research aims to evaluate the effectiveness of the Arabic Language Development Program at the University of Darussalam Gontor by reviewing the alignment between institutional objectives, program planning, field implementation, and achieved outcomes within the context of pesantren-based Islamic higher education. Methodology - This research uses a Sequential Explanatory Mixed-Method design, beginning with the quantitative stage through the use of a structured evaluation checklist to assess four components of the CSE-UCLA model (Need Assessment, Planning, Implementation, and Outcomes), then continuing with the qualitative stage through semi-structured interviews, observation, and document analysis to explain and validate the quantitative results. The research participants consist of relevant stakeholders in the management and implementation of the Arabic language program, with qualitative data analysis conducted using a thematic approach. Findings - The findings show that the Need Assessment and Planning aspects are in the category of very good, with strong alignment between the institutional vision, program rationale, and curriculum design. However, there is a gap in the Implementation stage, which is influenced by variations in student abilities, the dynamics of academic–pesantren activities, and the limitations of productive assessment instruments. Nevertheless, the summative evaluation indicates that the program has a significant impact on improving students’ academic competence and strengthening the institution's scientific identity. Contribution - This research contributes to the expansion of the application of the CSE-UCLA evaluation model in the context of Islamic higher education, and provides policy recommendations for strengthening performance-based assessment, harmonizing academic–pesantren environments, and improving program quality in a sustainable manner.
Copyright (c) 2025 IHWAN MAHMUDI, TAUFIK RIZKI SISTA, AHMAD SAIFULLOH, SITI FADILAH https://creativecommons.org/licenses/by-nc-sa/4.0
ACADEMIC STRESS AMONG STUDENTS: A PERSPECTIVE OF MINDSET AND ACADEMIC HARDINESS
Purpose – Building on mindset theory (growth and fixed mindsets), which emphasizes beliefs about the malleability of ability, and the concept of academic hardiness (commitment, control, challenge) as a source of resilience in coping with academic pressure, this study examines the roles of both factors in university students' academic stress. Prior research has more often tested mindset or hardiness separately, leaving the extent of their simultaneous contributions to predicting academic stress unclear, particularly in student populations. Hence, the present study is designed to examine the effect of mindset and academic hardiness on the students' view of academic stress. Methodology – This study employed a quantitative correlation design using convenience sampling, involving 468 undergraduate students in the city of Bandung. The data were analyzed using multiple regression and collected through the Mindset Scale, the Revised Academic Hardiness Scale (RAHS), and the Academic Stress Inventories. Findings – Academic hardiness was a significant and negative predictor of academic stress, whereas mindset was not a significant predictor of academic stress. The model accounted for 13.8% of the variance for academic stress, indicating that students' stress is more effectively buffered by resilience-related factors than by the cognitive orientation to stress. Contribution – The findings underscore academic hardiness as a stronger protective factor for managing academic stress. Practically, universities may prioritize strengthening hardiness through stress-management training, challenge-based learning, and support for emotion regulation to promote students’ adaptation and mental health.
Copyright (c) 2025 Priska Analya, Ira Adelina, Ira Adelina, Ira Adelina, Lie Fun Fun, Lie Fun Fun, Andrew Lee, Andrew Lee, Joanna Wijaya, Lie Fun Fun, Joanna Wijaya, Joanna Wijaya, Andrew Lee https://creativecommons.org/licenses/by-nc-sa/4.0