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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ENHANCING MULTICULTURAL AWARENESS IN HIGH SCHOOL SOCIOLOGY THROUGH DIORAMA-BASED CULTURALLY RESPONSIVE TEACHING
Purpose – This study aims to analyze the effect of diorama-based Culturally Responsive Teaching (CRT) on the enhancement of high school students' multicultural awareness. It also compares the increase in awareness between students who participated in diorama-based learning and those who used cultural-themed posters. Methodology – A quasi-experimental non-equivalent control group design was employed involving two intact classes of sociology students (n=76) at SMAN 1 Ciparay. The experimental group received diorama-based CRT integrated with Project-Based Learning, while the control group utilized thematic posters. Data were collected using validated pre-test and post-test questionnaires measuring four indicators of multicultural awareness. The analysis utilized gain scores, the Shapiro-Wilk normality test, and the Mann-Whitney U non-parametric test. Findings – Descriptively, the experimental group's average score increased from 113 to 117 (average gain = 3.16), whereas the control group's average score increased from 109 to 111 (average gain = 1.68). The Wilcoxon test confirmed a significant internal improvement within the experimental group (p < 0.001). Furthermore, the Mann-Whitney U test demonstrated a statistically significant difference in gain scores between the two groups (p = 0.022, r = 0.262). Commitment to social justice and empathy for other groups exhibited the most prominent improvement. Contribution – This research enriches the study of CRT implementation in sociology education, offering concrete pedagogical alternatives for pluralistic societies like Indonesia. The findings highlight that structured, project-based diorama activities can positively influence students' multicultural awareness and support experiential learning strategies in the curriculum.
Copyright (c) 2026 Tresa Febrianita, Elly Malihah Setiadi, Wilodati Wilodati https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF CURRICULUM CHANGE MANAGEMENT AT MADRASAH IBTIDAIYAH
Purpose – The transition from the 2013 Curriculum to the Independent Curriculum requires management preparedness at the Lima Puluh Kota State Islamic Elementary School in West Sumatra. However, its implementation still faces obstacles, particularly resistance from senior teachers and limited resources. This study aims to analyze curriculum change management strategies, identify supporting and inhibiting factors, describe the responses of teachers, students, and stakeholders, and formulate recommendations for an effective management model. Methodology – The method used is qualitative with a case study approach. The data collection techniques in this study are interviews, observation, and documentation. The primary data in this study included the principal, teachers, the committee, and students. Meanwhile, secondary data was obtained from relevant literature discussing change management, curriculum, and madrasah ibtidaiyah. Findings – The object of this study was the curriculum change from the 2013 Curriculum to the Merdeka Curriculum implemented at Madrasah Ibtidaiyah Negeri Lima Puluh Kota, West Sumatra. The data analysis technique in this study was triangulation, based on the Miles and Huberman model, which includes four main stages: data reduction, data presentation, conclusion drawing, and verification. The data showed that the success of the change was more determined by the collaboration and leadership of the madrasah principal than by administrative aspects. Contribution – The study concluded that curriculum change management requires a participatory, humanistic approach, supported by organizational culture, the involvement of young teachers, and the active roles of parents and the madrasah committee.
Copyright (c) 2026 Muhammad Fazis, Ferdino Wedi Sanjaya, Ulya Amelia, yasril yasril, Husnani Husnani https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPING WORDWALL-BASED FORMATIVE ASSESSMENT FOR THE PERIODIC TABLE OF ELEMENTS
Purpose – This study examines the validity of a Wordwall-based formative assessment on the periodic table of elements and evaluates the perspectives of teachers and students at a public high school in Tebas, Indonesia. Methodology – This study used a research and development (R&D) approach, focusing exclusively on the ADDIE model's development phase. Data were obtained through Likert-scale questionnaires completed by expert validators, teachers, and students. Pearson’s correlation (SPSS) was used to assess item validity, and descriptive statistics (means and percentages) were used to describe questionnaire responses. Findings – The study found that Wordwall-based formative assessments of the periodic table have high validity, confirmed by expert content validation (98.80%), media validation (98.86%), and practitioner validation (87.50%). Teacher and student feedback categories were both rated as “very interesting” (96.88% and 95.51%, respectively). Of 30 items tested, 15 were valid according to Pearson’s correlation in SPSS. Contribution – This study offers practical implications by equipping teachers with strategies for creating interactive, efficient, digitally based formative assessments that deliver rapid feedback, ultimately enhancing student engagement and learning effectiveness in high school science classes. Theoretically, this study advances understanding of how technology integration in formative assessment contributes to improved learning outcomes and enriches the quality of educational processes, providing a replicable model for similar educational contexts.
Copyright (c) 2026 Aisyah Ilmiati https://creativecommons.org/licenses/by-nc-sa/4.0
AI-INTEGRATED DEEPIR MODEL-BASED STUDENT WORKSHEET: ENHANCING LEARNING OUTCOMES AND HOTS IN HIGHER EDUCATION
Purpose – This study aims to develop student worksheets (SW) by integrating Artificial Intelligence (AI) into the DEEPIR model, aligning with an outcome-oriented instructional framework to improve HOTS and learning products (innovative learning media and scientific publications). Methodology – This study employed a design research approach, implemented through three main stages: preparation and design, design experiment, and retrospective analysis. The research participants were 22 students of Mathematics Education enrolled in the Learning Media course. The research instruments included observation sheets, validation and practicality sheets, HOTS-based tests, and product assessment rubrics. Data were obtained through learning observations and analysis of the validity, practicality, effectiveness, and results of student products. All data were analyzed descriptively and inferentially to assess the quality of the student worksheets. Findings – The study's results demonstrate high levels of validity, practicality, and effectiveness. The n-gain value is 0.783 (high category). All students (100%) successfully produced innovative learning media products that met the criteria for content and pedagogical validity. In addition, 82% of students published scientific articles in nationally accredited journals with a minimum Sinta 4 rating. These findings indicate that AI-integrated DEEPIR-based student worksheets significantly improve HOTS and students' ability to produce media products and scientific articles. Contribution – This study produce a replicable model that educators can adapt to design learning instruments that foster cognitive engagement and academic products. Strategically, this study emphasizes the importance of adopting AI-based learning tools to strengthen the quality, relevance, and global competitiveness of higher education.
Copyright (c) 2026 Budi Halomoan Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
INTEGRATION OF PRODUCT-BASED LEARNING AND UPCYCLED MATERIALS IN MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS
Purpose – This study aims to examine the effectiveness of product-based learning with upcycled materials in improving elementary school students’ mathematics learning outcomes on bar chart material. Methodology – The study employed a classroom-based, iterative research design implemented across several learning phases to optimize the learning process and outcomes. The participants were 37 fourth-grade students with heterogeneous academic abilities. We collected data through learning outcome tests, observations, and documentation, and analyzed them using quantitative and qualitative approaches. Findings – The results showed a significant increase in student learning outcomes. The average score increased from 63.8 in the initial phase to 72.4, then to 84.1 in the final phase. The percentage of learning completion also increased from 37.8% to 62.2%, then to 89.2%, exceeding the established learning effectiveness criteria. The findings indicate that integrating product-based learning with upcycled materials improves learning outcomes and strengthens students' conceptual understanding through active, contextual, and meaningful learning activities. Students’ active involvement supported by concrete media enabled deeper knowledge construction and reinforced the constructivist learning approach. Contribution – This study contributes to the development of innovative mathematics learning by integrating product-based learning with environmentally based learning media, providing an alternative contextual learning approach that supports student engagement, creativity, and environmental awareness in elementary education.
Copyright (c) 2026 Anik Wulandari, Cerianing Putri Pratiwi, Heny Kusuma Widyaningrum, Endang Sri Maruti https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF CONTEXTUAL PROBLEM-SOLVING INSTRUCTION IN THE CONSTRUCTION OF ELEMENTARY STUDENTS’ MATHEMATICAL CONCEPTUAL UNDERSTANDING
Purpose – This study aims to analyze contextual problem-solving instruction as a pedagogical space for constructing elementary students' mathematical conceptual reasoning in whole-number learning. The study focuses on how authentic problems, everyday-life contexts, and instructional interaction facilitate students' construction of conceptual meaning and their explanation of the rationale for using arithmetic operations. Methodology – This study employed a field-based qualitative case study approach. Researchers collected data through classroom observations, interviews with the school principal, teacher, and selected students, document analysis, and pretest–posttest measures as supporting descriptive data. Data were analyzed through data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source, technique, and time triangulation. Findings – The findings show that contextual problem-solving instruction created a learning space that enabled students to actively, reflectively, and meaningfully construct mathematical conceptual reasoning. Through simple buying-and-selling contexts, the use of play money, group discussion, and reflection, students were able to identify information, select solution strategies, explain the rationale for using addition and subtraction, and relate whole-number concepts to real-life situations. Contribution – This study confirms that contextual problem-solving instruction should be understood not merely as a strategy for improving learning outcomes, but as a pedagogical space that facilitates the construction of students’ mathematical conceptual reasoning through authentic experience, social interaction, and reflection on thinking processes.
Copyright (c) 2026 Yuhanita Ulzana, Mohamad Syahri, mohammad syaifuddin https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF A POWERPOINT-BASED GERITA MEDIA TO IMPROVE GRADE I STUDENTS’ LEARNING OUTCOMES
Purpose – This study aims to develop, assess the feasibility of, and test the effectiveness of the GERITA (Visual Stimuli in Dance Movement) PowerPoint-based learning medium to improve the learning outcomes. Methodology – This is a Research and Development (R&D) study using the ADDIE model with a pre-experimental one-group pretest-posttest design. The research subjects were 22 first-grade students at SD Negeri 2 Kertanegara, Purbalingga Regency. The research method used was a mixed-methods approach. Data were collected using test-based (pre-test and post-test) and non-test-based (interviews, questionnaires, and documentation) techniques, then analyzed using normality tests, paired-samples t-tests, and N-gain tests. Findings – The development of the GERITA media integrates visual, audio, and interactive navigation elements into a single, simple digital platform, while also applying an embodied learning approach that connects visual and audio stimuli with students' physical experiences. The results of the feasibility validation indicated that the GERITA media received a "highly feasible" rating, with subject matter expert validation scoring 92.85% and media expert validation scoring 96%. A paired-sample $t$-test demonstrated the effectiveness of the GERITA medium, revealing a significant improvement in student learning outcomes, with a significance level (2-tailed) of 0.001 (<0.05), or a 29% increase from the pre-test average score of 53.18 to 82.73 on the post-test, placing it in the "moderately effective" category; the N-gain test yielded a value of 0.6634, placing it in the "moderate" category. Contribution –This study provides concrete evidence that interactive PowerPoint-based learning media can be an effective, practical, and viable innovative learning strategy to improve student learning outcomes in elementary schools, particularly in first grade.
Copyright (c) 2026 Fikriana Aulia Rakhmah, Deasylina da Ary https://creativecommons.org/licenses/by-nc-sa/4.0
RECONCEPTUALIZING ETHNOMATHEMATICS-BASED ASSESSMENT: TEACHERS’ BELIEFS AND IMPLICATIONS FOR MATHEMATICS EDUCATION
Objective – This study aims to examine in depth how teachers’ beliefs influence the conceptualization and practice of ethnomathematics-based assessment in mathematics education. Methodology – This study employs a descriptive qualitative approach, involving 10 junior high school mathematics teachers in Deli Serdang. Data collection was conducted through semi-structured interviews, and data analysis used the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Findings – The results indicate that ethnomathematics-based assessment is understood not merely as a technical innovation in evaluation but as a pedagogical and epistemological process that connects mathematics, culture, and students' learning experiences. Teachers view mathematics as a universal science that can be interpreted within local cultural contexts; consequently, assessments aligned with students' socio-cultural realities are deemed more meaningful. This study also found that ethnomathematics-based assessment is a process of cultural mathematization that involves identifying cultural practices, transforming mathematical concepts, and translating them into contextual assessment activities. Furthermore, teachers' beliefs play a crucial role in the implementation of assessment, although a gap persists between teachers' positive beliefs and classroom assessment practices due to limited systemic support. Contribution – This study elucidates the process of cultural mathematization in assessment design and identifies the gap between beliefs and practices as a basis for developing more contextually relevant training and educational policies
Copyright (c) 2026 Dewi Purnama Sari, Jailani Jailani, Sri Andayani https://creativecommons.org/licenses/by-nc-sa/4.0
EDUCATIONAL SERVICE QUALITY FOR MADRASAH BRANDING: SERVQUAL ANALYSIS IN PRIVATE ISLAMIC SCHOOLS
Purpose – This study investigates the role of educational service quality in shaping madrasah branding through five SERVQUAL dimensions: tangibles, reliability, responsiveness, assurance, and empathy, within the context of private Islamic junior secondary schools. Methodology – A qualitative multisite approach framed the investigation across two private madrasahs in Majalengka. Empirical data were obtained through in-depth interviews involving principals, teachers, students, parents, and community representatives, supported by participatory observation and institutional documentation. Data were interpreted through an interactive analytical process consisting of reduction, categorization, and conclusion development. Findings – Tangibles influence first impressions through physical facilities and institutional visibility. Reliability strengthened public confidence through stable academic practices and consistent instructional delivery. Responsiveness enabled the schools to adapt their educational services to changing social and pedagogical demands. Assurance contributed to institutional credibility through both formal recognition and social trust, while empathy emerged as the strongest element in sustaining emotional attachment among students and parents. Service experience across these dimensions played a greater role in shaping institutional reputation than promotional activities alone. Contribution – The study proposes a conceptual pattern in which service quality develops into trust, forms institutional image, and gradually strengthens branding. This perspective extends SERVQUAL beyond service evaluation and positions it as a strategic framework for institutional reputation development in Islamic educational management.
Copyright (c) 2026 Muaz Muaz, Arip Amin https://creativecommons.org/licenses/by-nc-sa/4.0
EFFECTIVENESS OF INFORMATION SERVICES WITH A CONTEXTUAL TEACHING AND LEARNING APPROACH TO IMPROVE INDEPENDENCE IN LEARNING
Purpose – This study aims to analyze the effectiveness of information services using the Contextual Teaching and Learning (CTL) approach in improving students' learning independence. The background of this study is the continued dominance of the lecture method in information services, which does not encourage student activity and independence. Therefore, a more contextual and participatory approach is needed. Methodology– This study uses a quasi-experimental framework featuring a non-equivalent control group pretest-posttest design. The research sample consisted of 56 students from grades XIA and XIB at SMK Negeri 1 Kutalimbaru, comprising 28 students in the experimental group and 28 in the control group. The instrument used was a Likert scale that had undergone Validation and reliability testing, with a significance value (Sig.) greater than 0.05. The research method involved a pretest, providing CTL-based information services to the experimental group, traditional services to the control group, and a posttest. The Wilcoxon test and t-test were used to analyze the data. Findings – The study found a difference in the increase in learning independence between the two groups. The experimental group obtained a higher average score (145.50) than the control group (137.21). The difference value after treatment was 8.29, indicating a moderate effect. This indicates that the CTL approach is more effective than conventional methods in increasing student learning independence. Contribution– This research provides practical guidance for guidance and counseling teachers on developing more innovative, interactive, and contextually relevant information services, enabling them to increase students' learning independence optimally
Copyright (c) 2026 tumiyem tum umi, Azizah Yusra Amalyah Harahap, Indah Syasmita, Dewi Purnama Sari, Ibnu Hajar Nasution, Latifah Annisa, Mori Dianto https://creativecommons.org/licenses/by-nc-sa/4.0
INTEGRATION OF PROBLEM-BASED LEARNING AND NUMBER MONOPOLY: STRATEGIES FOR IMPROVING ELEMENTARY SCHOOL STUDENTS' MATHEMATICAL LITERACY
Purpose – Mathematical literacy is an essential competency for every student as it plays a vital role in understanding and solving mathematical problems. However, in practice, this ability remains relatively low among elementary school students. This study aims to investigate improvements in mathematical literacy among second-grade students through the implementation of the Problem-Based Learning (PBL) model, supported by the Monopoly Number Game as a learning medium. Methodology – The research employed a Classroom Action Research (CAR) design, conducted in two cycles, with 21 second-grade students of SD Negeri 3 Bancarkembar as the participants. Data were collected through tests and observations to assess students' development of mathematical literacy. Findings – The findings reveal a significant improvement after applying PBL with the monopoly game. The Percentage of students' mathematical literacy increased from 33.33% in the pre-cycle to 57.14% in the first cycle and reached 85.71% in the second cycle. These results demonstrate that integrating the PBL model with an engaging game-based medium can foster meaningful, enjoyable, and effective learning, ultimately enhancing elementary school students' mathematical literacy. Contribution – The study's findings suggest that an innovative integration of PBL and educational games can be an alternative strategy to improve students' literacy skills in mathematics at the primary school level.
Copyright (c) 2026 Agung Nugroho, Yolanda Oktaufika, Anggun Pria Wibowo https://creativecommons.org/licenses/by-nc-sa/4.0
INTEGRATION OF COMPUTATIONAL THINKING ABILITIES IN RING THEORY LEARNING: ANALYSIS OF STUDENTS' ANSWER PROCESS
Purpose – This study aims to analyze students' computational thinking skills in solving problems in ring theory material and to describe their thinking processes using computational thinking indicators. Methodology – This study engages Mathematics Education students undertaking the Ring Theory course in the even semester of the 2024/2025 academic year at a private university in Medan. This study used a dominant qualitative mixed-methods approach. The research instrument was a computational thinking ability test compiled based on four indicators: decomposition, pattern recognition, abstraction, and algorithmic thinking, as well as an interview guide to explore students' answer processes. Findings – The results showed that students' computational thinking skills were generally in the sufficient category (47%), with 28% in the poor category and 25% in the good category. Students were relatively capable of decomposing problems and recognizing patterns, but still experienced difficulties with abstraction and developing algorithmic solution steps. These findings indicate that integrating computational thinking into ring theory learning can help develop students' analytical and systematic thinking skills. Contribution – Implicitly, this study provides evidence of students' computational thinking profiles in ring theory learning and highlights the importance of integrating computational thinking to enhance analytical and systematic thinking skills in higher mathematics education.
Copyright (c) 2026 Nur Rahmi Rizqi https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF CULTURALLY RESPONSIVE MATHEMATICS E-LEARNING: INTEGRATING THE SIKAMBANG TRADITION OF THE BARUS COASTAL COMMUNITY THROUGH THE WORDPRESS PLATFORM
Purpose - The purpose of this study is to develop culture-responsive mathematics e-learning by integrating the Sikambang Pesisir Barus tradition into the WordPress platform, creating learning that is contextual, meaningful, and relevant to students' cultural backgrounds. Methodology - This research methodology uses a development research (R&D) design with the Plomp model. The research subjects were students/teachers from MTSN 1 and SMP Muhammadiyah 28 Barus, class VII-A, with 24 and 30 students, respectively. The research procedures include the stages of needs analysis, product design and development, expert validation, limited and field trials, and revisions until a valid, practical, and effective product is obtained. The intervention was carried out through the implementation of learning activities on a WordPress-based e-learning platform containing material on quadrilaterals and triangles. The research instruments included expert validation sheets, implementation observation sheets, student response questionnaires, and mathematical literacy ability tests. Data analysis was carried out descriptively and inferentially through tests of validity, practicality, and effectiveness, including n-gain calculations and analyses of learning completeness and student responses. Findings - The results show that a WordPress-based mathematics e-learning integrated with the Sikambang culture meets the criteria for validity, practicality, and effectiveness. The developed media was considered feasible by experts, easy to use in learning, and received positive responses from students. In addition, students' mathematical literacy improved. It can be concluded that integrating local culture into e-learning can make learning more meaningful and engaging. Contribution- These implications and contributions position WordPress as a viable alternative for driving innovative, contextually relevant learning experiences.
Copyright (c) 2026 Yumira Mira Simamora https://creativecommons.org/licenses/by-nc-sa/4.0
STEM-BASED LEARNING DESIGN: ENHANCING STUDENTS’ SCIENTIFIC AND ENGINEERING LITERACY THROUGH A GREEN REFRIGERANT BOX IN ELEMENTARY SCHOOLS
Purpose –This study aims to explore how a STEM-based learning design integrated with the engineering design process in enhancing elementary school students’ scientific and engineering literacy through the Green Refrigerant Box innovation in elementary schools. Methodology – A mixed-methods sequential explanatory design was employed. The quantitative phase used a quasi-experimental non-equivalent control group design involving 122 fifth-grade students from four elementary schools. The experimental group received STEM-based learning integrated with the engineering design process, while the control group followed regular instruction without STEM-based learning. Data were collected using scientific and engineering literacy tests and analyzed using N-gain and ANCOVA, with effect sizes reported using partial eta squared (η²ₚ). The qualitative phase involved observations, interviews, and documentation, analyzed through thematic analysis to support the quantitative results. Findings – The experimental group showed higher improvement in scientific literacy (N-gain = 0.63, moderate–high) than the control group (0.36, moderate), with a significant effect (F = 58.72, p < 0.001, η²ₚ = 0.33). Engineering literacy also improved more in the experimental group (0.55, moderate) compared to the control group (0.27, low–moderate), with a significant effect (F = 46.35, p < 0.001, η²ₚ = 0.28). Qualitative findings revealed shifts toward mechanistic reasoning, improved data interpretation, and stronger connections between scientific concepts and real-world contexts, along with more systematic design thinking Contribution – This study highlights the complementary relationship between scientific and engineering literacy, where science informs design decisions and engineering reinforces conceptual understanding, and offers empirical insights into STEM-based learning in elementary education
Copyright (c) 2026 Pinkan Amita Tri Prasasti, Octarina Hidayatus Sholikhah, Naif Mastoor Alsulami https://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORATION AND DEVELOPMENT OF DIGITAL-ETHICAL LEADERSHIP MODELS FOR SCHOOL PRINCIPALS IN EDUCATIONAL DECISION MAKING
Purpose - This study aims to examine in depth and formulate a contextual and adaptive digital-ethical leadership model for school principals in the educational decision-making process. Methodology - This study uses an exploratory sequential mixed methods design with a naturalistic exploratory approach. Qualitative data were obtained through in-depth interviews with six elementary school principals in Bojonegoro Regency. In comparison, quantitative data were collected via a survey of three principals outside the research area to provide initial confirmation of the construct. Qualitative data analysis was conducted thematically using NVivo/ATLAS.ti, and quantitative data were analyzed descriptively using SPSS/R. Findings - The research findings demonstrate that digital-ethical leadership stems from a principal's capacity to integrate digital data with ethical dimensions while remaining sensitive to the school's sociocultural context. Technology is not positioned as the primary determinant of decisions, but rather as a supporting instrument guided by the values of justice, empathy, and moral responsibility. Contribution - The resulting model places ethics as the normative foundation in the digital transformation of education to produce equitable and sustainable decisions.
Copyright (c) 2026 Endang Sri Maruti, Cerianing Putri Pratiwi, Endang Sri Sri Maruti, Supri Wahyudi Utomo https://creativecommons.org/licenses/by-nc-sa/4.0
TRAINING HIGH SCHOOL STUDENTS TO THINK CREATIVELY THROUGH VLOG LEARNING TOOLS BASED ON LOCAL WISDOM IN KAMPUNG SEMANGGI ORIENTED TOWARDS PROJECT-BASED LEARNING
Purpose - This study aims to develop a valid, practical, and effective Vlog-based learning tool, integrated with the local wisdom of Kampung Semanggi Surabaya, to train high school students' creative thinking skills in ecosystem materials. Methodology - This research is a development study using the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. The tools developed include teaching modules, student worksheets, Vlog media, and pretest-posttest instruments. The research subjects consisted of three expert validators, field observers, and 10th-grade high school students in the trial stage. Data were collected through validation sheets, observation sheets, and creative thinking skills tests. Data analysis was performed using percentages for validity and practicality and N-Gain calculations for effectiveness. Findings - The results showed that the teaching modules, Vlog media, LKPD, and test instruments achieved 93.50%, 88.50%, 89.00%, and 88.25%, respectively, all in the highly valid category. The results of the practicality test, based on the implementation of learning, showed an average implementation of 97.7% and a highly practical rating. The effectiveness test results showed an increase in students' creative thinking skills, as indicated by pretest-posttest scores, with an N-Gain value in the moderate range. Contribution - This study contributes to the development of a local wisdom-based biology learning tool that integrates digital media and the PjBL model, which has been proven effective in training students' creative thinking skills.
Copyright (c) 2026 Bunga Tiara Yulas, Tarzan Purnomo, Yuni Sri Rahayu https://creativecommons.org/licenses/by-nc-sa/4.0
SYSTEMATIC LITERATURE REVIEW: DISASTER RESILIENCE EDUCATION IN THE SCHOOL CURRICULUM IN INDONESIA
Purpose – The purpose of this literature review is to review, evaluate, and synthesize existing research findings and ideas to form a new, more comprehensive picture of the application of disaster resilience education in school curricula in Indonesia. Methodology – This study uses the Systematic Literature Review (SLR) methodology, a scientific investigation that examines the integration of disaster resilience education into the Indonesian school curriculum. This article examined 55 scientific works published from 2015 to 2025 (the last 10 years) related to disasters, curriculum, and mitigation. The approaches used include curriculum integration through the Disaster-Safe Education Unit (SPAB) program, strengthening values of local wisdom, and disaster risk reduction (DRR) grounded in environmental education. Findings – Research shows that implementing disaster education in educational units can increase students' awareness, skills, and responsiveness to threats before and after a disaster. However, there are obstacles such as budget constraints, lack of ongoing training, and minimal supporting facilities. Contribution – This article provides strategic recommendations to strengthen the interconnectedness among the government, schools, and communities to support an adaptive, sustainable disaster curriculum. Thus, adequate and structured disaster education is expected to create a resilient generation prepared to face disaster risks from an early age.
Copyright (c) 2026 Hardiant Terrent Zetta Mahendra, Aji Prasetyo https://creativecommons.org/licenses/by-nc-sa/4.0
DIFFERENTIATED E-MODULES BASED ON CASE METHOD THROUGH WEB GOOGLE SITES ON STUDENT LEARNING OUTCOMES ON VIBRATION AND WAVE CONCEPTS IN NAVIGATION SYSTEMS
Purpose – This study aims to develop and test the feasibility, practicality, and effectiveness of a Case Method-Based Differentiated E-Module through the Google Sites platform. Methodology – This research is a research and development (R&D) using the 4D model (Define, Design, Develop, Disseminate). The research instruments included validation sheets from material and media experts, lecturer and student response questionnaires for practicality testing, and learning outcome tests (pretest-posttest) for effectiveness testing. The research subjects consisted of 32 students with various learning styles (visual, auditory, reading, and kinesthetic). Findings – The results of the study indicate that the developed E-Module is highly feasible to use, with V-Aiken indices of 0.81 (Very Valid) from material experts and 0.78 (Quite Valid) from media experts. In terms of practicality, this product received a score of 86.99% from the lecturer and 83.6% from students, placing it in the very practical category. The effectiveness test showed that 69% of students met the high effectiveness criteria for improving cognitive learning outcomes after using the module. Contribution – This product serves as a reference model for educators in implementing the Independent Curriculum, which is inclusive, adaptive, and able to facilitate the personal needs of each student in understanding abstract physics concepts
Copyright (c) 2026 Yuna Sutria, Rajo Hasim Lubis https://creativecommons.org/licenses/by-nc-sa/4.0
VALIDITY AND RELIABILITY: PEDAGOGICAL ADAPTABILITY AND CONTEXTUAL DIGITAL LEARNING INSTRUMENT FOR TEACHERS IN THE NKRI–RDTL BORDER AREA
Purpose –This study aimed to develop and examine the validity and reliability of pedagogical adaptability and contextual digital learning development instruments for senior high school teachers in the NKRI-RDTL border area. Methodology – This study employed a quantitative approach using an instrument development research design. The study involved 64 senior high school teachers and four expert validators. Instrument development was carried out through the stages of theoretical construct development, indicator and item blueprint formulation, expert validation, instrument revision, field testing and validity and reliability analysis. Content validity was analyzed using Aiken’s V, empirical validity was analyzed using Pearson Product-Moment correlation, and instrument reliability was analyzed using Cronbach’s Alpha. Findings – The findings showed that the developed instruments had high content validity, with Aiken’s V values ranging from 0.88 to 1.00. The empirical validity test showed that most statement items were valid, while the reliability of both instruments was categorized as high to very high. These findings indicate that the developed instruments are appropriate for measuring pedagogical adaptability and contextual digital learning development in border areas. Contribution – The novelty of this study lies in the development of instruments designed based on the characteristics of learning in border areas, particularly in relation to the demands of adaptive and contextual digital learning. The developed instruments can be used as assessment tools to map teachers’ personal capacities more accurately and to support teacher competency development programs in border areas.
Copyright (c) 2026 Yunawati Sele, Vinsensia Ulia Rita Sila, Frengky Neolaka https://creativecommons.org/licenses/by-nc-sa/4.0
SHAPING INDONESIA’S 2045 GENERATION: TEACHER EMPOWERMENT STRATEGIES FOR RELIGIOUS CHARACTER BUILDING IN EARLY CHILDHOOD
Purpose – This study aims to explore how teacher empowerment strategies are implemented in early childhood education settings, identify professional, institutional, and contextual factors influencing teachers’ capacity to foster religious character, and examine how these strategies contribute to the development of religious character as a foundation for long-term national development. Methodology – Using qualitative research methods, this study explores the experiences and perceptions of principals and teachers regarding strengthening religious-based character for early childhood. The subjects of this study were Principals, Teachers, and parents at PAUD Al Firdaus, Banjarmasin. Data were collected through in-depth interviews, observations, and documentation studies. Data validity tests used Triangulation Techniques. Data analysis used Miles & Huberman's analysis techniques, consisting of data condensation, data presentation, drawing, and verifying conclusions. Findings – Teacher empowerment is implemented through continuous professional development, leadership trust and autonomy, institutional support, and systematic monitoring and evaluation. Teachers' capacity to foster religious character is influenced by professional competence, supportive school culture, leadership commitment, parental involvement, and the availability of learning resources. Furthermore, empowered teachers demonstrate greater creativity, consistency, and commitment in integrating religious values into daily learning routines and habituation practices, leading to observable improvements in children's moral attitudes, religious behaviors, and social interactions. Contribution – This study concludes that teacher empowerment is a critical foundation for sustainable religious character development in early childhood and serves as a strategic investment in building ethically grounded human capital aligned with Indonesia’s Vision 2045
Copyright (c) 2026 Celia Cinantya, Ahmad Suriansyah, Aslamiah Aslamiah, Novitawati Novitawati https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF ECOSYSTEM DANCE AUDIOBOOK MEDIA TO ENHANCE THE CREATIVITY OF ELEMENTARY SCHOOL STUDENTS
Purpose- This study aimed to develop, determine the feasibility, and measure the effectiveness of ecosystem dance audiobook media in improving the creativity of fourth-grade elementary school students in dance learning. Methodology- The study employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation stages. The research was conducted at SDN 2 Pagergunung, Kendal Regency, Central Java, involving 14 fourth-grade students, one classroom teacher, and expert validators. Data were collected through observations, interviews, questionnaires, validation sheets, documentation, and pretest-posttest assessments. Qualitative data were analyzed descriptively, while quantitative data were analyzed using the Shapiro–Wilk normality test, paired sample t-test, and N-gain test with the assistance of SPSS version 29. Findings- The validation results showed that the media was categorized as highly feasible, with scores of 95.7% from material experts and 94% from media experts. These findings are supported by teacher and student responses, which were highly positive at 93% and 92.6%, respectively. The paired-samples t-test showed a p-value of 0.000 (<0.05), indicating a significant improvement in learning outcomes. This result is further supported by the N-gain score of 0.58, which indicates a moderate level of effectiveness. Therefore, the ecosystem dance audiobook media was proven to be feasible, practical, and effective in enhancing students’ creativity in dance learning. Contribution- This research contributes to the development of dance-learning media that encourage student activity through an audio and book approach for grade 4 materials. It integrates dance and science maps, strengthening students' psychomotor skills. In addition, this research offers teachers an alternative literacy learning media that is creative, interesting, and aligned with students' learning characteristics.
Copyright (c) 2026 Gibran Fadil Nugroho https://creativecommons.org/licenses/by-nc-sa/4.0
INTEGRATING SPATIAL POLICY, INFRASTRUCTURE DESIGN, AND EVALUATIVE TECHNOLOGY IN DISASTER RISK REDUCTION FOR VOCATIONAL EDUCATION: A BIBLIOMETRIC AND SYSTEMATIC LITERATURE REVIEW
Purpose - Vocational education is highly vulnerable to disasters; however, current mitigation strategies are fragmented across spatial planning regulations, infrastructure design, and assessment technologies. This study seeks to carefully examine the evolution of Disaster Risk Reduction (DRR) research within vocational education, finding trends, knowledge frameworks, and research deficiencies, while also developing a cohesive transdisciplinary framework. Methodology - The study employs a synthesis of bibliometric analysis and Systematic Literature Review (SLR), adhering to the PRISMA 2020 guideline. The search was conducted in the Scopus database for the period 2004–2024, yielding 162 initial documents, which were further refined to 16 core papers using rigorous selection criteria. Bibliometric analysis encompasses publishing trends, keyword co-occurrence, and co-citation, utilizing bibliometrics and VOSviewer. Findings - Publications increased by 18% per year, with the Asia-Pacific region dominating (62%). Three thematic clusters were identified: adaptive infrastructure design (43.75%), spatial planning policy (31.25%), and geospatial information systems (25%). Co-citation analysis confirms that no single influential document integrates all three dimensions simultaneously within the context of vocational education. Contribution - The study formulates a transdisciplinary framework that integrates technical, spatial, and technology-based resilience within vocational education. The implications include strengthening national standards (SNI) for school buildings, integrating Geographic Information Systems (GIS) into the construction vocational school curriculum, and fostering institutional partnerships between the Ministry of Education, Culture, Research, and Technology and the National Disaster Management Authority to support region-based risk management.
Copyright (c) 2026 Sri Rahayu, Danny Meirawan https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF MATHEMATICAL CREATIVE THINKING ABILITY BASED ON SOLO'S TAXONOMY
Purpose: This study aims to analyze high school students’ mathematical creative thinking skills based on the SOLO Taxonomy and to describe the characteristics of mathematical creative thinking at each SOLO level. Methodology: This study employed a mixed-methods design that integrated quantitative and qualitative approaches. The study participants consisted of 107 eleventh-grade students from four public high schools in Padang City, representing different school strata. The instrument used was a mathematical creative thinking test consisting of five open-ended questions, developed from indicators of mathematical creative thinking and the SOLO Taxonomy. Quantitative and qualitative analyses were conducted to describe students' mathematical creative thinking abilities and their characteristics at each SOLO level. Findings: The study indicates that students' mathematical creative thinking skills have not yet reached the very high category. Of the four aspects of creativity, flexibility received the highest percentage (84.37%), followed by elaboration (76.27%), fluency (75.61%), and originality (70.58%). Based on the SOLO Taxonomy, students were distributed across the prestructural, unistructural, multistructural, relational, and extended abstract levels, with the majority of students (82.32%) at the multistructural level. The research findings also indicate that the higher the SOLO level achieved by students, the higher their creative thinking skills in mathematics. This suggests that students at higher levels possess better abilities to connect concepts, generate diverse ideas, and build generalizations. Conclusion: This study contributes to mathematics education by presenting a comprehensive overview of students' mathematical creative thinking abilities at each SOLO level and demonstrating the relationship between the SOLO Taxonomy and these abilities. The findings of this study confirm that the SOLO Taxonomy can be utilized as a framework for identifying students' thinking levels and for designing HOTS-based learning and assessment strategies to enhance students’ mathematical creativity.
Copyright (c) 2026 Resvita Febrima, Ali Mahmudi https://creativecommons.org/licenses/by-nc-sa/4.0
ARTS-BASED PEDAGOGY FOR CHARACTER EDUCATION: A QUALITATIVE CASE STUDY OF NATIONALISM AND SOCIAL SKILL DEVELOPMENT IN PRIMARY SCHOOLS
Purpose – This study examines the implementation of arts-based pedagogy, integrating role-play and traditional dance into primary school learning, to explore how students experience and internalize national values and social skills through participatory cultural activities. Methodology – This study employed a qualitative case study design at SDN Belitung Selatan 2, involving 30 primary school students selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using thematic analysis to identify recurring patterns and meanings related to students’ learning experiences. Findings – The findings revealed five major themes: active student engagement in participatory learning, increased self-confidence through expressive experiences, strengthened social skills through collaborative interaction, internalization of nationalism values through cultural representation, and the formation of meaningful learning through integrated experiences. Role-play and traditional dance encouraged students to participate more actively, communicate and collaborate with peers, express themselves confidently, and understand values such as cooperation, togetherness, and cultural identity through direct experience. These findings indicate that arts-based pedagogy supports cognitive, affective, and social development by creating participatory and culturally contextual learning environments. The study suggests that integrating the arts and local culture into classroom instruction can foster more meaningful, character-oriented learning in primary education. Contribution –The study also offers practical implications for teachers seeking to design more collaborative, culturally contextual, and experience-based learning environments that integrate cognitive, affective, and social dimensions simultaneously.
Copyright (c) 2026 Fathul Jannah, Aldy Ferdiyansyah, Noorhapizah Noorhapizah, Akhmad Riandy Agusta, Yuliasari Yuliasari, Muhammad Ahyat Rahliannor https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF STUDENT ERRORS IN COMPUTATIONAL THINKING BASED ON NEWMAN’S ERROR ANALYSIS IN STATISTICS
Purpose – Computational thinking is a fundamental skill every individual must possess, alongside reading and writing. Limitations in implementing this skill lead to student errors. This study aims to analyze errors in computational thinking using Newman’s error analysis in statistics. Methodology – The research method was qualitative, using a case study approach, and was conducted with 17 ninth-grade students from a junior high school in Garut Regency who had studied statistics. Three students were selected as subjects, each representing a different category of computational thinking. Data were collected through a computational thinking essay test containing decomposition, pattern recognition, abstraction, and algorithmic thinking in each question, as well as interview results. Findings – S1, S2, and S3 made errors in the computational thinking components. In decomposition, S1 and S2 made no errors, while S3 made a comprehension error. In pattern recognition, S1 made no errors, while S2 and S3 made understanding errors. In abstraction, S1 also made no errors, whereas S2 and S3 made errors in understanding and transformation. In algorithmic thinking, all three subjects made errors, specifically process skills errors and errors in writing the final answer. Contribution – This study contributes to educational assessment by showing how Newman Error Analysis evaluates students’ cognitive processes in computational thinking within mathematics learning. The findings provide diagnostic information that helps teachers make instructional decisions, develop targeted interventions, and improve evaluation practices in statistics education.
Copyright (c) 2026 Raden Arsyilia Putri Makin Nabila, Rizky Rosjanuardy, Siti Fatimah https://creativecommons.org/licenses/by-nc-sa/4.0