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).
CONCEPTUALIZING PERCEIVED FORM OVER SUBSTANCE (PFOS): A THEORETICAL EMPIRICAL FRAMEWORK FOR UNDERSTANDING EDUCATIONAL PERFORMATIVITY AMONG INDONESIAN PRE-SERVICE TEACHERS
Purpose – This study aims to conceptualize and examine Perceived Form Over Substance (PFOS) as a theoretical-empirical framework for explaining why Indonesian pre-service teachers may prioritize administrative form, academic image, and measurable outcomes over substantive pedagogical learning. Methodology – This study employed an exploratory quantitative design. The instrument was developed through preliminary observations, focus group discussions, literature review, and two rounds of pilot testing to refine the theoretical domains. The main survey was administered to 347 pre-service teachers in Indonesia. The final instrument consisted of the PFOS scale, Personal Traits (PTRAIT), and Systemic Pressure (PSIST). Quantitative data were analyzed using Principal Component Analysis (PCA) with Promax rotation, reliability analysis, descriptive statistics, and multiple linear regression. Findings – The results indicate that PFOS comprises three dimensions: Academic Formalism, Image Management, and Outcome Orientation. The factor structure was empirically supported by KMO = 0.86, Bartlett’s test p < 0.001, and total variance explained of 45.47%. The PFOS scales demonstrated satisfactory reliability, with Cronbach’s alpha ranging from 0.71 to 0.76. Regression results indicate that systemic pressure, particularly procedural certainty and task structure, is the strongest and most consistent predictor of all PFOS dimensions. Thus, PFOS is better understood as an adaptive response to academic systemic pressures rather than a deficit in individual character. Contribution – This study contributes to educational performativity literature by proposing PFOS as a multidimensional construct in Indonesian teacher education. It offers practical insights for evaluation systems that support autonomy, pedagogical meaning, and substantive learning.
Copyright (c) 2026 Anita Deka, Dasim Budimansyah, Mupid Hidayat, Momod Abdul Somad https://creativecommons.org/licenses/by-nc-sa/4.0
INNER CONFLICT: MATHEMATICAL TRUTH AND STUDENTS’ PERCEPTIONS OF TRUTH
Purpose – This study aims to identify the forms of inner conflict potentially experienced by students, as reflected in Teaching Modules and Lesson Plans, and to propose preventive alternatives. Methodology – This study employed a qualitative research approach with a phenomenological orientation through documentation studies of Teaching Modules and Lesson Plans developed by pre-service and in-service Professional Teacher Education students from 13 cities across Indonesia. The participants in this study consisted of documents produced by 63 students enrolled in the Professional Teacher Education (PPG) program. Data analysis employed triangulation techniques, including time triangulation through document analysis covering the period from 2023 to 2025, and source triangulation using Teaching Modules and Lesson Plans produced by both in-service Professional Teacher Education (PPG) participants and pre-service teacher candidates, previously known as PPG Daljab and PPG Prajabatan. Findings – Beyond misconceptions, a broader range of issues can generate inner conflict among students. The findings demonstrate that mathematical conceptual contexts continue to produce conflicting interpretations of truth. Inner conflicts within students may arise from several factors: the misperception of truth caused by inaccurate lexical choices in interpreting mathematical concepts, discrepancies between mathematical results and real-world occurrences, the inappropriate selection of instructional media to explain concepts, inaccuracies in mathematical modeling, and logical fallacies in establishing connections between concrete examples and mathematical contexts. Contribution – This study emphasizes the importance of presenting mathematical truth clearly, unambiguously, and in ways that align with students’ everyday experiences. Furthermore, teachers should avoid generalizing a single mathematical truth across all contexts.
Copyright (c) 2026 Fauzi Mulyatna, Dhoriva Urwatul Wutsqa, Syukrul Hamdi https://creativecommons.org/licenses/by-nc-sa/4.0
PREDICTIVE MODEL OF STUDENTS’ INTELLIGENCE QUOTIENT (IQ) BASED ON COGNITIVE ABILITIES IN MATHEMATICS, INDONESIAN LANGUAGE, AND ENGLISH
Purpose – This study aims to analyze the influence of cognitive abilities in Mathematics, Indonesian Language, and English subjects on students’ Intelligence Quotient (IQ). Methodology – This study employed a quantitative approach using multiple linear regression analysis. The research data consisted of academic scores for 82 students across three subjects and their IQ scores. Prior to conducting the regression analysis, descriptive statistics and classical assumption tests were performed, including tests for normality, multicollinearity, and heteroscedasticity. Findings – The regression analysis results from the initial model indicated that Mathematics and Indonesian Language abilities had a positive and significant effect on students’ IQ. In contrast, English ability did not show a significant effect. Therefore, the regression model was simplified by including only the Mathematics and Indonesian Language variables. The final model analysis demonstrated that both variables continued to have a positive and significant effect on students’ IQ. The coefficient of determination indicated that the research model explained approximately 23.3% of the variation in students’ IQ. Contribution – The findings of this study indicate that numerical and verbal abilities help explain students’ cognitive abilities.
Copyright (c) 2026 Setyawati Setyawati, Inta Prihandini, Dewani Roro Rengganis https://creativecommons.org/licenses/by-nc-sa/4.0
A DECADE OF SCIENCE EDUCATION RESEARCH IN INDONESIA: TRENDS, LEARNING MODELS, AND STUDENT OUTCOMES
Purpose – This study aims to identify the most frequently examined learning models in science education research in Indonesia, map the most commonly studied learning outcomes, and analyze the patterns of relationships between the two. Methodology – This study employs an SLR design following the PRISMA 2020 guidelines. Data retrieval was conducted via the Scopus database using the Publish or Perish application, covering the timeframe 2016–2025. Of the total 509 identified articles, 57 empirical studies were selected based on strict inclusion criteria. Data were analyzed using thematic synthesis to map the frequencies of models and outcomes, and to identify emerging patterns of relationships. Findings –The results indicate that IBL is the most frequently studied model (28 studies), followed by PBL and PjBL. The most commonly examined outcomes are critical thinking skills (21%), science process skills (17.5%), and academic learning outcomes. Relationship patterns fall into three configurations: one-to-many, many-to-one, and exclusive. Trends for 2024–2025 indicate a shift toward more holistic outcomes such as computational thinking, teachers’ pedagogical competencies, and reflective skills. This shift can be linked to the dynamics of the Merdeka Curriculum, the strengthening of project-based learning, and the demands of 21st-century competencies. Contribution – The dominance of the IBL model and the focus on critical thinking skills as learning outcomes reflect methodological convenience and alignment with curriculum policy rather than pedagogical superiority alone, with significant gaps remaining in non-dominant models (Cooperative Learning, Discovery Learning, ADDIE, Susan Loucks-Horsley) and non-cognitive learning outcomes. This study contributes theoretically through a relational model–outcome mapping framework that reveals one-to-many, many-to-one, and exclusive patterns, and practically by providing a basis for educators to select learning models and a roadmap for future research agendas.
Copyright (c) 2026 Teguh Febri Sudarma, Rara Amanda, Mayfa Dwi Arvi, Kezia Elmaesia Tarigan, Indah Maysaroh Siagian https://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF FACTORS INFLUENCING STUDENTS’ SELF-LEADERSHIP: A PLS-SEM APPROACH IN THE MBKM PROGRAM AND INDUSTRIAL INTERNSHIPS
Purpose – This study aims to examine the factors influencing students’ self-leadership, particularly through participation in the Merdeka Belajar Kampus Merdeka (MBKM) program and an industrial internship. Therefore, this study seeks to address this gap by analyzing the role of MBKM and industrial internship experiences in enhancing students’ self-leadership. Methodology – This study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4.0. Data were collected using a previously validated closed-ended questionnaire. The study population consisted of students at Sebelas Maret University enrolled in the MBKM program. The sampling technique employed was convenience sampling. A total of 115 respondents were recruited for the study. Findings – This study confirms several factors that appear to influence students’ self-leadership. A direct relationship confirms that both the MBKM program and industrial internship programs can enhance students’ self-leadership. Other findings indicate an indirect relationship whereby the MBKM program influences self-leadership through the industrial internship. Contribution – This study provides new insights into the factors that enhance students’ self-leadership. The findings indicate that the Merdeka Belajar Kampus Merdeka (MBKM) program, designed to provide real-world experience through direct workplace engagement, has proven effective in enhancing students’ self-leadership skills
Copyright (c) 2026 Tutik Susilowati, Yosep Tegar Prameswara https://creativecommons.org/licenses/by-nc-sa/4.0
DIGITALIZATION OF ETHNOMATHEMATICS THROUGH THE STEM APPROACH: LANGGAR ETNOMATEMATIKA DIGITAL (LEDI) CARD BASED ON AUGMENTED REALISTICS
Purpose - This study aims to describe the development stages and test the feasibility, effectiveness, and practicality of the LEDI Card (Langgar-Ethnomatematika Digital) media, based on Augmented Reality (AR) and a STEM approach, as a contextual and meaningful innovation in geometry learning. Methodology - This study employed a Research and Development approach using the ADDIE model. The trial involved two subject matter experts, two media experts, and 31 fifth-grade elementary school students as the primary subjects. Data analysis was conducted comprehensively using qualitative and quantitative approaches. Findings - The results of the study show: (1) AR-based LEDI Card media was successfully developed through five systematic stages of the ADDIE model by integrating STEM elements and ethnomathematics of Jepara's 'Langgar' architecture. (2) LEDI Card media was declared very valid based on the results of the material expert validity test (80.3%) and the results of the media expert validity test (91%). The results of the paired-sample T test showed a significant difference between pretest and posttest learning outcomes (Sig. 0.000 < 0.05), while the N-Gain test result of 0.60 was in the moderate category, indicating a fairly effective interpretation. (3) The media was considered very practical based on teacher responses (81%) and student responses (85.4%). Contribution - Particularly by demonstrating that integrating ethnomathematics, STEM, and AR technology can reduce cognitive load, reduce math anxiety, and present mathematics as a contextual, inclusive, and enjoyable discipline while honoring local cultural roots.
Copyright (c) 2026 Wulan Sutriyani https://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING TEACHERS’ CHALLENGES IN ENGAGING WITH ONLINE COMMUNITIES FOR CONTINUING PROFESSIONAL DEVELOPMENT
Purpose – This study aimed to explore the challenges teachers experience when engaging in online communities for CPD, with particular focus on how these challenges influence teacher identity and voice. Methodology – A qualitative research approach, grounded in a constructivist paradigm, was adopted. Data were collected from 100 teachers through an open-ended questionnaire, followed by semi-structured interviews with 20 purposively selected participants. The data were analyzed using thematic analysis. Findings – The findings revealed six key challenges: internet connectivity, information overload and misinformation, inadequate digital skills, time constraints, contextual disconnect, inadequate diversity, and lack of leadership support. These findings demonstrate that while online CPD offers opportunities for collaboration and professional growth, structural, technological, and institutional barriers limit active participation, knowledge construction, and identity development. Contribution – This study contributes to the understanding of online CPD by critically highlighting how structural, technological, and institutional barriers shape teachers’ engagement, identity, and voice in digital professional learning spaces. It extends the Communities of Practice framework by demonstrating that participation in online environments is contextually constrained and uneven, rather than inherently inclusive. Furthermore, the study provides practical and policy-relevant insights for designing more equitable, context-responsive, and supportive online CPD systems.
Copyright (c) 2026 Peter Babajide Oloba, Tendayi Dzinoreva https://creativecommons.org/licenses/by-nc-sa/4.0
GAMES-BASED LEARNING INTEGRATED ENTRY POINT STRATEGY ASSISTED BY AUGMENTED REALITY FOR MATHEMATICAL PROBLEM SOLVING
Purpose –To examine the effectiveness and the effect of Games-Based Learning Integrated Entry Point Strategy Assisted by Augmented Reality on elementary school students' mathematical problem-solving abilities. Methodology – The type of research used is a Quasi-experimental design with a pretest-posttest-only control group design. Data collection uses test instruments, with data analysis techniques including normality tests, homogeneity tests, paired-sample t-tests, gain t-tests, and independent t-tests. The population in this study was fifth-grade students of SDN 1 Purwogondo and SDN 01 Ngagel. The sample in this study consisted of 30 students, 15 in the experimental group and 15 in the control group. Findings – Game-based learning integrated with an entry point strategy assisted by Augmented Reality is effective on elementary school students' mathematical problem-solving abilities, as indicated by the results of the independent t-test obtained sig 0.000 < 0.05 and the results of the paired sample t-test obtained sig 0.000 < 0.05 with a high gain value of 0.75. meaning there is an increase in students' mathematical problem-solving abilities after Game-based learning integrated with an entry point strategy assisted by Augmented Reality Contribution – This study contributes to elementary school teacher education by integrating an Augmented Reality-assisted entry point strategy into a Games-Based Learning model that effectively improves elementary school students' mathematical problem-solving skills
Copyright (c) 2026 Nuhyal Ulia https://creativecommons.org/licenses/by-nc-sa/4.0
GENERATIVE ARTIFICIAL INTELLIGENCE AS AN INNOVATION IN EDUCATIONAL TECHNOLOGY: IMPLICATIONS FOR DIGITAL LEARNING AND TWENTY-FIRST-CENTURY COMPETENCIES
Purpose – This paper aims to analyze Generative Artificial Intelligence (GenAI) as an innovation in educational technology and examine its implications for digital learning and twenty-first-century competencies, particularly within the Indonesian context. Methodology – The study employs an integrative literature review method with a conceptual analysis approach. The literature sample comprises relevant international journal articles, official institutional reports, and theoretical frameworks (TPACK, SAMR, TAM, UTAUT, and ADDIE) published between 2020 and 2026. Data analysis followed a systematic four-stage procedure: identifying key concepts, grouping findings by thematic focus, analyzing through educational technology theories, and synthesizing the results into a critical narrative and tabular mapping. Findings – Results indicate that while GenAI accelerates learning resource production, enriches feedback, and supports adaptive learning, its pedagogical value is realized only when embedded within deliberate instructional design. Unregulated use presents significant risks, including information hallucination, algorithmic bias, data privacy violations, academic dishonesty, and unequal digital access. Contribution – This study contributes a comprehensive, theory-grounded GenAI integration model. It provides actionable frameworks for positioning educators as pedagogical guides, students as critical learning agents, and institutions as managers of responsible AI governance, offering vital policy and practical guidelines for advancing equitable, ethical, and effective digital education in Indonesia.
Copyright (c) 2026 Teguh Arie Sandy https://creativecommons.org/licenses/by-nc-sa/4.0
GOTERA CARD MEDIA: ENHANCING THE STUDENTS' CREATIVITY ON THE TOPIC OF MUTUAL COOPERATION IN THE LOCAL COMMUNITY
Purpose – This study aims to develop, test the feasibility of, and measure the effectiveness of the GOTERA Card (Mutual Cooperation with Dance Arts) learning media in enhancing the creativity of fifth-grade elementary school students on the topic of cooperation in their local community. Methodology – This study employs a Research and Development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation) and a mixed-methods approach. Data collection included pretests, posttests, expert-validation questionnaires, and teacher- or student-response questionnaires. Feasibility percentages and N-Gain calculations were used for data analysis. Findings – Validation results showed the media was in the very feasible category (content experts: 83%–89%; media expert: 93%). Practicality was rated very practical (teacher: 93.84%; students: 91.76%). Effectiveness results showed N-Gain values of 0.8324 (high category) for the small group and 0.6134 (moderate category) for the large group. The use of this medium has the potential to increase student engagement in learning, foster creativity, and help students understand the value of cooperation through concrete, meaningful learning experiences. Contribution – This research contributes an innovative integrated learning media that combines Pancasila Education content with dance arts activities in the form of concrete interactive cards. The novelty of this study lies in integrating narrative, visual, and kinesthetic approaches into a single learning medium, enabling students to actively engage in meaningful learning experiences while fostering creativity, collaboration, and a deeper understanding of the values of cooperation in Pancasila Education learning.
Copyright (c) 2026 Imarda Naina Firga, Deasylina da Ary https://creativecommons.org/licenses/by-nc-sa/4.0
REPRESENTING EDUCATIONAL VALUES IN BUTON FOLKTALES THROUGH INTERTEXTUALITY: DEVELOPING ORAL LITERATURE LEARNING RESOURCES FOR ELEMENTARY SCHOOL STUDENTS
Purpose – This study aims to identify educational values embedded in Buton folktales through an intertextuality approach and develop valid, practical, and effective oral literature learning resources for elementary school students. Methodology – This Research and Development (R&D) study adopted the ADDIE model involving 177 elementary school students from seven public schools in Baubau City, Indonesia. Data were collected through document analysis, observations, expert validation, questionnaires, and pre-test/post-test assessments. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics and a Paired Sample t-test. Findings – Six educational values were consistently identified: religiosity, honesty, responsibility, social responsibility, leadership, and cultural preservation. The developed learning resources achieved a very high validity score (4.77) and demonstrated excellent practicality, as indicated by teacher and student responses. Students' mean scores improved from 64.28 to 86.91, with an N-Gain of 0.63 (moderate) and a significant difference between pre-test and post-test results (p < 0.001), demonstrating the effectiveness of the learning resources. Contribution – This study extends intertextuality into culturally responsive elementary education. It provides an innovative oral literature resource that integrates local wisdom, character education, and cultural literacy while supporting the preservation of Indonesia's intangible cultural heritage.
Copyright (c) 2026 Muhammad Yusnan, Isaac John Ibanga, Munirah Munirah, Erniati Erniati, Agusalim Agusalim https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF LEARNING MANAGEMENT SYSTEM (LMS) FOR TECHNICAL TRAINING IN THE EMS COMPANY
Purpose – This study was conducted in an electronics manufacturing company that was just starting the implementation of the Learning Management System (LMS) for the technical training subject. The LMS project started in September 2025. Methodology – This study used a literature review, observation, data collection, and a respondent survey. Several journals were reviewed to gather information from prior studies and research on this topic. Observations were also conducted to support the analysis. To understand employees' perceptions of the impact of LMS, several respondents were selected for a survey. Findings – 1) Accessibility of employees to the LMS is 98.56%. On average, it takes less than 1 minute for employees to access the LMS. 54.07% of surveyed employees stated that the LMS used by PT. PCBAI is very good and very helpful. 2) The effectiveness of the training activity is indicated by the increment of 18.4% of participants. The average final score on the post-test increased by 7.90%, from 90.39 to 97.53. 3) Participants' feedback on the learning experiences using the LMS Survey result showed that 99.04% respondents agree that the LMS is flexible and easy to access, 99.52% respondents agree that the LMS is practical. 4) The level of participants' satisfaction with the LMS. Survey results also show that 99.22% of respondents are very satisfied with the LMS implementation for their training needs. 5) The Role of Learning Management System (LMS) in Training Activities. 6) Urgency of applying the Learning Management System (LMS) in training activities. Contribution – This study enhances management's confidence in implementing LMS in the organization and convinces management to support this implementation. It has been proven that the LMS is a suitable application for improving training activities.
Copyright (c) 2026 Arif Rahman Hakim, Sri Langgeng Ratnasari, Amrizal Amrizal, Missyamsu Algusri, Dadang Redantan, Fardin Hasibuan, Rosdiana Rosdiana https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF A MULTIPLE-CHOICE TEST INSTRUMENT FOR CLUTCH SYSTEM LEARNING
Purpose – This research aims to develop a daily test instrument for clutch system material that is valid, reliable, and has good question item characteristics for students of the Automotive Engineering Education Study Program, Universitas Negeri Semarang. Methodology – The research method used is R&D with the ADDIE model. The test subjects in this study comprised 38 students selected through purposive sampling. Data were collected through a feasibility validation sheet completed by an expert validator and the results of student responses from the instrument trial, consisting of 10 multiple-choice questions. The analysis of empirical data included validity and reliability tests, level of difficulty, discriminative power, and distractor effectiveness. Findings – The results of the analysis showed that all 10 questions were declared empirically valid with values ranging from 0.594 to 0.877 (r_table = 0.329). The reliability coefficient of the instrument was obtained as (r_11) = 0.912 (very high category). The characteristics of the question items showed the proportion of the ideal difficulty level (50% easy, 40% medium, and 10% difficult), the effectiveness of the deceitful function was 83.33% (25 out of 30 deceitful), and the discriminating power was categorized as sufficient to very good (3 adequate, 4 good, and 3 very good). Contribution – This study contributes to the development of a daily test instrument for clutch system material that has been proven to be valid, reliable, and to have good item quality for students of the Automotive Engineering Education Study Program, Universitas Negeri Semarang. The developed instrument can be used as an objective learning evaluation tool.
Copyright (c) 2026 Moh Zainul Muttaqin, Ranu Iskandar https://creativecommons.org/licenses/by-nc-sa/4.0
SCIENCE LITERACY PROFILE OF SCIENCE EDUCATION STUDENTS IN THE CONTEXT OF APPLIED SCIENCE: ANALYSIS OF QUESTION DIMENSION PROPORTIONS AND SCORE ACHIEVEMENTS
Purpose- This research was carried out to explain the scientific literacy profile of undergraduate science education students in the context of Applied Science, by examining (1) the proportion of science literacy question dimensions in multiple-choice test instruments, and (2) student achievement scores on each of the question dimensions of scientific literacy. Methodology- This is a descriptive, quantitative study with a one-shot, cross-sectional measurement design. The study group included 115 pre-service science teachers from four parallel (A-D) classes, sampled using total sampling. The test contained 20 multiple-choice questions, which were pre-aligned to four dimensions of scientific literacy, including knowledge, attitudes, context, and competencies, and each of these dimensions was explicitly defined. Procedures included administering the test, scoring dichotomously (correct/incorrect), summarizing achievement by dimension using percent correct, and conducting Classical Test Theory item analysis by calculating percent correct for each item and classifying difficulty. Finding- This study reveals that dimension achievement showed the highest performance in attitudes and moderate performance in knowledge, whereas performance in context and competencies was lower. Item difficulty analysis indicated that most items were easy (p > 0.70), a smaller portion were moderate (0.30–0.70), and none were difficult (p < 0.30), suggesting the instrument is effective for screening foundational mastery but may be less effective at differentiating mid-to-high performance levels. Contribution- This study provides an applied-science, explicit scientific literacy profile for science education students. It delivers practical diagnostic evidence to improve the MCQ instrument by balancing the blueprint, strengthening distractors, and increasing cognitive demand to capture contextual decision-making better
Copyright (c) 2026 Arvidhea Safira Gunawan, Firdha Yusmar, Eka Puspita Kartika Sari, Ika Dewi Sumiati, Sri Wahyuni https://creativecommons.org/licenses/by-nc-sa/4.0
STEM AND STEAM EDUCATION IN SECONDARY SCHOOL SCIENCE: A SYSTEMATIC REVIEW OF RESEARCH TRENDS (2021–2025)
Purpose – STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) have been widely adopted as interdisciplinary learning approaches that integrate multiple disciplines to address the challenges of 21st-century education. This study aims to systematically examine research trends in STEM- and STEAM-based science learning at the secondary school level during the period 2021–2025. Methodology – This study employed a systematic literature review using the PRISMA approach. The article search process was conducted through the ERIC and Scopus databases. This study was limited to articles discussing science learning at the secondary school level. Based on the selection and screening process according to the PRISMA approach, 39 articles were obtained for further analysis. Findings – Research indicates that STEM topics are more prevalent than STEAM topics in secondary school science subjects. The dominant science material combined with STEM or STEAM is physics. The cognitive domain frequently appears in both STEM and STEAM research. Empirical research is needed to determine the potential of the STEM or STEAM approach to improve learning skills. Contribution - This research provides a methodological overview of the research patterns that have developed in the STEM and STEAM approach in science learning at the secondary school level in the last five years, so that it can be a reference for future researchers in designing empirical research and further studies
Copyright (c) 2026 Umi Shalihah Putri Purwati https://creativecommons.org/licenses/by-nc-sa/4.0
E-LEARNING, SOCIAL SUPPORT, AND ACADEMIC STRESS ON PERCEIVED PROBABILITY OF ON-TIME GRADUATION: SELF-EFFICACY AMONG GRADUATE STUDENTS
Purpose – This study aims to examine the influence of e-learning, social support, and academic stress on perceived probability of on-time graduation through self-efficacy among master's degree students at public universities in Bali. Methodology – This research employed a quantitative explanatory approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). The population consisted of active master's students enrolled at Universitas Udayana, Universitas Pendidikan Ganesha, and Universitas Hindu Negeri I Gusti Bagus Sugriwa. A total of 365 respondents were selected using proportional random sampling. Data were collected through structured questionnaires and analyzed using SmartPLS 4 software. Findings – The results indicate that e-learning and social support have positive and significant effects on self-efficacy and the perceived probability of on-time graduation. Conversely, academic stress negatively affects both self-efficacy and perceived probability of on-time graduation. Self-efficacy significantly influences students’ perceptions regarding their likelihood of graduating on time and partially mediates the relationships between e-learning, social support, academic stress, and perceived probability of on-time graduation. The model explains 50.3% of the variance in self-efficacy and 38.6% of the variance in perceived probability of on-time graduation. Contributin – This study contributes to the literature on educational psychology and higher education management by integrating technological, social, and psychological factors into a comprehensive model explaining graduate students’ perceptions of timely graduation. The findings have practical implications for universities seeking to develop effective academic support systems, strengthen social support networks, and reduce academic stress, thereby improving students’ confidence and academic success.
Copyright (c) 2026 Lilik Khomsatin Romadhoni, I Putu Putra Astawa, Mirah Ayu Putri Trarintya https://creativecommons.org/licenses/by-nc-sa/4.0
PRINCIPAL'S LEADERSHIP IN BUILDING CHILD-FRIENDLY SCHOOLS BASED ON ORGANIZATIONAL CULTURE IN ELEMENTARY SCHOOLS
Purpose - This study aims to analyze the leadership of school principals in building Child-Friendly Schools (CFS) based on organizational culture in elementary schools. Methodology - The study employed a qualitative approach using a case study design at SDN Sungai Miai 10 and SDN Sungai Miai 11 in Banjarmasin. Data were collected through interviews, observations, and documentation involving principals, teachers, students, and educational staff. Data analysis used the interactive model of Miles, Huberman, and Saldana, while data validity was ensured through triangulation of techniques, sources, and time. Findings - The findings revealed that principals acted as agents of organizational culture transformation through strengthening humanistic communication, teacher development, learning supervision, positive discipline, and the habituation of child-oriented school culture. The implementation of a child-friendly organizational culture was reflected in the development of dialogic communication, increased student participation, reduced verbal violence, and more open social relationships between teachers and students. However, the implementation had not yet been fully optimal due to the influence of old cultural patterns, differences in teachers’ understanding, and limitations in strengthening the school institutional system. Contribution - This study concludes that the success of CFS transformation, based on organizational culture, is strongly influenced by the effectiveness of principals’ leadership in continuously internalizing child-friendly values within school culture.
Copyright (c) 2026 Fathul Jannah, Ahmad Suriansyah https://creativecommons.org/licenses/by-nc-sa/4.0
VIRTUAL LABORATORY BASED ON INGENHOUSZ EXPERIMENT MODELING: ENHANCING CONCEPTUAL UNDERSTANDING AND SCIENTIFIC LITERACY
Purpose – This study aims to evaluate the effectiveness of the Ingenhousz Experiment Virtual Laboratory, integrated with the GENIUS syntax, within a Blended Learning framework to accelerate students' conceptual understanding and science literacy in photosynthesis. Methodology – A quasi-experimental research with a Replicated Experimental Design was employed. The study involved 136 eleventh-grade science students at SMA Negeri 3 Makassar, divided into three experimental replication classes and one control class. Conceptual understanding was measured using a 20-item multiple-choice test, while science literacy was assessed through a 5-item essay test. Data were analyzed using descriptive statistics, N-Gain calculations, ANCOVA, and Least Significant Difference (LSD) post-hoc tests. Findings – Initial assessments indicated equivalent suboptimal cognitive baselines across all groups. Post-intervention, all replication classes demonstrated a profound cognitive escalation, achieving a "High" N-Gain category (0.77–0.89), whereas the control group remained in the "Moderate" category. ANCOVA confirmed a highly significant treatment effect (p = 0.000). LSD tests revealed no significant variance among the three replication classes, but all significantly outperformed the control group, confirming the intervention's consistency and reliability. Contribution – This study provides a replicable pedagogical framework, demonstrating that synergizing structured inquiry syntax with interactive virtual simulations successfully transforms students into active scientific researchers and effectively overcomes the limitations of conventional teaching.
Copyright (c) 2026 Adnan Adnan, Syamsiah Syamsiah, Dian Aswita, Nur Hikmah, Nur Risnawati Kusuma, Sahla Sahira, Muh Yunus https://creativecommons.org/licenses/by-nc-sa/4.0
DEVELOPMENT OF STEAM-BASED E-COMIC USING ADDIE MODEL: ENHANCING MIDDLE SCHOOL STUDENTS’ LEARNING OUTCOMES
Purpose – This research aims to develop STEAM-based e-comics as an innovative digital learning medium through a water rocket-building project to improve learning outcomes for junior high school students. Methodology – This study is a research and development (R&D) using the ADDIE model. Teachers and students from two Islamic junior high schools in Kudus Regency were involved in the analysis stage. The effectiveness test used a pretest-posttest one-group design with a research population of 370 seventh-grade students at an Islamic junior high school in Kudus Regency, Indonesia. The sample consisted of 30 students selected using random sampling techniques as the experimental group. The research instruments consisted of: 1) interview guidelines, 2) questionnaires, 3) pretest and posttest, 4) validation questionnaires, and 5) practicality questionnaires. Test data analysis used a paired sample t-test. Feasibility was determined from validation results by material experts, validation results by media experts, and questionnaire responses, using a percentage formula. Findings – The study’s results indicate that the developed STEAM-based e-comic is valid, practical, and effective. A score of 92.2% was obtained from material experts in the very feasible category, and 75% from media experts in the feasible category, both of which can be used with minor revisions. After the improvements were implemented, practitioners, as e-comic users, achieved a 95% score on the practicality test. The results of the effectiveness test indicate that the STEAM-based e-comic is effective for learning outcomes. This indicates that the developed STEAM-based e-comic significantly improves student learning outcomes. Contribution – This research contributes to the integration of STEAM and digital media in education by providing empirically validated STEAM-based e-comic products. This study offers practical implications for teachers in the application of interdisciplinary learning media. Suggestions for future researchers include developing STEAM-based teaching materials for different materials and conducting larger-scale product trials.
Copyright (c) 2026 Wulan Izzatul Himmah, Erna Risfaula Kusumawati, Hermawan Budi https://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF PERMENDIKDASMEN NUMBER 4 OF 2026 IN STRENGTHENING TEACHER PROFESSIONALISM IN CHARACTER DEVELOPMENT OF SENIOR HIGH SCHOOL
Purpose – This article examines the implementation of the Regulation of the Minister of Primary and Secondary Education (Permendikdasmen) Number 4 of 2026 concerning Protection for Educators and Education Personnel and its contribution to strengthening teacher professionalism in fostering the character of high school students, as well as developing a conceptual model that explains the causal mechanism between legal protection, psychological security, teacher professional agency, and character education. Methodology – The research used a qualitative approach with a case study design in one State High School, involving in-depth interviews with sixteen informants, participant observation, and document study. It analyzed the data thematically, with data validity strengthened through source triangulation and member checking. Findings – Legal certainty has been proven to form psychological security and self-efficacy of teachers that encourage the courage to uphold discipline, but this change in attitude only manifests into real action when supported by contextual resources in the form of principal's leadership and collegial solidarity; On the other hand, the gap in advocacy literacy and the residual concern about social-digital pressures show the structural limitations of legal instruments in reaching risks beyond the legal-formal realm. Contribution – This research fills the gap that has separated the study of teachers' legal protection from the theory of professionalism and character education, with the main contribution being the PELITA Model (Strengthening Regulatory Understanding, Continuous Education and Socialization, Structural Advocacy Services, Collegial Interaction, Transparency and Documentation, and Public Communication Adaptation), a cyclical framework that synthesizes the causal chain of legal protection–psychological safety–teacher agency–character education also offers practical guidance for other high school education units.
Copyright (c) 2026 Raihana Hisan Taqiyyah, Siti Nurbayani, Siti Komariah https://creativecommons.org/licenses/by-nc-sa/4.0
ASSESSING QUALITY IN A UNIVERSITY-BASED CHILD-MINDING FACILITY: TOWARD AN EVIDENCE-BASED INDICATORS FRAMEWORK
Purpose – University-based child-minding facilities serve as care spaces, developmental support settings, family support services, and teacher education sites, yet quality indicators for these hybrid environments remain underdeveloped. This study develops an evidence-informed framework of quality indicators for university-based child-minding facilities, using the Little Iggy Center as an empirical case. Methodology – The study used a records-based convergent mixed-methods design. Quantitative data included stakeholder satisfaction surveys from 11 parent-clients, 12 School of Education student-users, and 3 instructor-users, as well as paired developmental checklist records from 11 children. Qualitative data included 11 child interview records and 1 event-based anecdotal record. Descriptive analysis, thematic analysis, and mixed-methods integration were used. Findings – High stakeholder satisfaction, with the strongest ratings from parent-clients and student-users. Paired checklist records showed positive developmental patterns across domains, increasing from M = 2.39 to M = 4.12. Child interviews and anecdotal documentation revealed themes of play-rich engagement, relational care, emotional security, peer connection, developing independence, and emergent learning. Mixed-methods integration showed convergence across safe and responsive care, developmental support, belonging, family trust, and institutional usefulness, while identifying areas for improvement in facility maintenance, resources, routine visibility, transition safety, and curricular coordination. Contribution – The study offers evidence-based guidance for assessing and improving university-based child-minding facilities in higher education contexts, particularly where centers serve children, families, preservice teachers, and institutional welfare goals simultaneously within local university care-learning systems.
Copyright (c) 2026 Ronald Macanip Quileste https://creativecommons.org/licenses/by-nc-sa/4.0
STRENGTHENING STRATEGIC HUMAN RESOURCE MANAGEMENT THROUGH LECTURER PERSONAL MANAGEMENT: EVIDENCE FROM HIGHER EDUCATION INSTITUTIONS
Purpose – This study examines the impact of Lecturer Personal Management (LPM) on strengthening Strategic Human Resource Management (SHRM) in higher education. The main aim of this research is to identify the barriers to the effective development of academic human resources. Methodology – A mixed-methods approach was adopted, specifically the sequential explanatory design. The quantitative element consisted of administering a structured self-completion questionnaire to a sample of 80 lecturers from five purposively sampled higher education institutions in Tanzania. In the qualitative component, semi-structured interviews were conducted with eight key informants, who were lecturers and heads of study programs, as well as academic leaders and HR managers. The research instruments included frameworks for measuring Lecturer Personal Management and Strategic Human Resource Management. Quantitative data were subjected to descriptive analysis, while qualitative data were analyzed by theme. Findings – The findings emphasize that Lecturer Personal Management comprises six critical dimensions: professional competence, academic career development, work motivation, tridharma productivity, institutional commitment, and adaptability. Although all dimensions were critical to the implementation of SHRM, adaptability, work motivation, professional competence, and institutional commitment were considered the strongest. The primary enabling factors included leadership support, engagement with the academic culture, professional collaboration, and access to training and career development. In contrast, the primary hindering factors included workload demands, inadequate resources, technology gaps, policy changes, and low motivation. The study also introduced the Lecturer Personal Management Framework (LPMF), comprising the following components: Input, Process, Output, Outcome, and Impact. The findings indicated that successful implementation of SHRM focuses more on lecturers’ ability to manage their career development than on the institution's systems and policies. Contribution – The study contributes to the body of knowledge on educational management by elaborating Human Capital Theory and Strategic Human Resource Management Theory through the Lecturer Personal Management Framework. This framework describes the interaction between lecturer-level resources and the institution's support in strengthening SHRM within higher education.
Copyright (c) 2026 Aip Syarifudin, Dewi Nurdiyanti, Euis Komala, lanlan muhria, Eka Zahra Nabila Nakhwa https://creativecommons.org/licenses/by-nc-sa/4.0
THE INFLUENCE OF PRINCIPALS' TRANSFORMATIONAL LEADERSHIP ON TEACHERS' PERFORMANCE THROUGH WORK CULTURE, JOB SATISFACTION, AND WORK MOTIVATION
Purpose –This study examines the influence of principals’ transformational leadership on teachers’ performance and the roles of work culture, job satisfaction, and work motivation in explaining this relationship in public elementary schools in Sosopan District, Padang Lawas Regency, North Sumatra Province, Indonesia. Methodology – This study employed a quantitative approach with an explanatory survey design. The research was conducted from March to June 2026 in twelve public elementary schools in Sosopan District. The population consisted of 159 teachers, and 129 teachers were selected using proportionate random sampling. Data were collected through structured questionnaires using a five-point Likert scale. Data were analyzed using path analysis, preceded by a Lilliefors normality test. Partial relationships were tested using t-tests, and the simultaneous model was tested using an F-test at α = 0.05. Findings – The results revealed that principals’ transformational leadership has a positive and significant direct effect on work culture (ρ = 0.335; t = 4.013; p < 0.05), job satisfaction (ρ = 0.233; t = 2.698; p < 0.05), work motivation (ρ = 0.234; t = 2.707; p < 0.05), and teachers’ performance (ρ = 0.170; t = 2.506; p < 0.05). Furthermore, work culture (ρ = 0.508; t = 6.910; p < 0.05), job satisfaction (ρ = 0.146; t = 2.076; p < 0.05), and work motivation (ρ = 0.135; t = 2.056; p < 0.05) were found to have positive and significant direct effects on teachers’ performance. Simultaneously, transformational leadership, work culture, job satisfaction, and work motivation significantly influenced teachers’ performance (F = 32.650; p < 0.05), with an Adjusted R² value of 0.512. Among the predictor variables, work culture emerged as the strongest determinant of teachers’ performance. Contribution – The study contributes to educational leadership research by integrating leadership, organizational culture, and psychological working conditions into a single empirical path model.
Copyright (c) 2026 Astri Novia Siregar https://creativecommons.org/licenses/by-nc-sa/4.0
STUDENT PREFERENCE FOR ONLINE LEARNING MEDIA IN PRACTICAL COURSES FLIPPED LEARNING
Purpose – The purpose of this study is to determine students' preferences for online learning media and the features of the learning management system (LMS) used in the flipped learning practical course. Methodology – This quantitative descriptive research involved 75 students majoring in automotive engineering education at Universitas Negeri Yogyakarta (UNY), Indonesia, as respondents. Data were collected by questionnaire and analyzed using conjoint analysis to identify student preferences. Findings – The results of this study showed that student preferences for learning media to support practical course flipped learning are, 1) video: practical tutorial video with duration between 5-10 minutes and use Indonesian instruction; 2) documents: modules with Indonesian instruction; 3) test: multiplechoice test; 4) the submission of practical learning assignment and reports is collected through besmart, but for discussion forums students prefer to use whatsapp group. Contribution – This study contributes empirical evidence on student-centered design of flipped learning in vocational practical courses by identifying prioritized LMS media and features using conjoint analysis. The findings provide a data-driven framework for optimizing the selection of instructional media to enhance learning effectiveness and practical readiness in engineering education
Copyright (c) 2026 Nirmala Adhi Yoga Pambayun, Muhkamad Wakhid https://creativecommons.org/licenses/by-nc-sa/4.0
BUILDING ENTREPRENEURIAL SCHOOL LEADERSHIP ON PSYCHOLOGICAL SAFETY: A QUALITATIVE CASE STUDY IN RESOURCE-CONSTRAINED PRIMARY SCHOOLS
Purpose – Most school leadership research departs from assumptions that do not hold in many real-world contexts: adequate infrastructure, stable government funding, and sustained public trust in state-provided education. Methodology – Thematic analysis progressed through three stages, following the grounded theory procedures outlined in NVivo 15, which supported the work throughout. Findings – This study addresses the resulting gap through a qualitative case study of a state primary school in Tapanuli Tengah, North Sumatra, Indonesia, where the incumbent principal raised the school's accreditation from B to A under significant resource constraints. Twelve informants from four institutional positions participated in semi-structured interviews. Transcripts were coded in NVivo 15 through open, axial, and selective coding stages. Five core themes emerged: the manifestation of entrepreneurial competence through an asset-based orientation and a dual-channel resource strategy; humanizing leadership practices centered on psychological safety; pedagogical and managerial innovation as quality-improvement mechanisms; leadership resilience as a system of learnable practices; and community trust as strategically managed social capital. Two original theoretical constructs emerged: the dual conviction model, which holds that lasting motivation requires simultaneous beliefs in meaningfulness and personal capability, and the humanizing entrepreneurial leadership framework, which repositions psychological safety as a causal precondition rather than an ethical supplement. Contribution – Both constructs carry direct implications for leadership development programs in under-resourced school contexts.
Copyright (c) 2026 Faisal Rahman Dongoran https://creativecommons.org/licenses/by-nc-sa/4.0
THE LEARNING PROGRESSION OF ELEMENTARY SCHOOL STUDENTS' SCIENTIFIC LITERACY AND NUMERACY ON SDG 13 CLIMATE ACTION DURING STEM LEARNING
Purpose - This study examines a STEM instructional intervention that fosters students' scientific literacy and numeracy within the context of SDG 13: Climate Action. Methodology - A quasi-experimental design with a time-series approach was employed to observe the progression of a single fourth-grade student group closely. Four pre-tests and four post-tests, using equivalent multiple-choice test instruments, were subjected to validity and reliability testing. Time-series analysis was used to examine the learning progression of scientific literacy and numeracy achievement, suggesting an upward trend. Findings - The results revealed a significance value of 0.024 < 0.05, indicating that students' scientific literacy and numeracy performed significantly better following STEM instruction compared to before the intervention. Furthermore, students' starting point was 7.35, which then declined during the pre-test phase. Following STEM instruction, the mean score for students' scientific literacy and numeracy increased to 7.7, ultimately reaching 9.08. The trajectory formed across each data point indicates an upward trend in scores. Additionally, based on Segmented Regression analysis, scores declined by 0.366 points per period before the intervention. At the point of intervention, the score immediately increased by 1.164 points. Following the intervention, the trend increased by 0.787 points per period. These findings indicate an immediate improvement in scores upon the delivery of the intervention. Contribution - Accordingly, STEM instruction has been proven effective as an alternative instructional model for teaching scientific literacy and numeracy, enhancing the quality of learning while simultaneously preparing students to meet global challenges. Future research is encouraged to further develop Education for Sustainable Development (ESD) within other contexts or variables.
Copyright (c) 2026 Yogi Kuncoro Adi, Muhamad Gani Rohman https://creativecommons.org/licenses/by-nc-sa/4.0