Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan
Journal title Paedagoria: Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Initials Paedagoria Frequency 4 issues per year (Januari, April, Juli, Oktober) Unless there is co-publication with conference organizers DOI prefix 10.31764 by Print ISSN 2086-6356 Online ISSN 2614-3674 Editor-in-Chief Supy Statistics Paedagoria Statistics Status Accredited (Sinta 3) No. 79/E/KPT/2023 Publisher Faculty of Teacher Training and Education of Muhammadiyah University of Mataram Email paedagoria.ummat@gmail.com WA Jurnal 081805211294 Publication April 2010 Indexing by Scope & Focus Google Scholar | OneSearch | Portal Garuda | WorldCat | Moraref | BASE | ROAD | SINTA | CrossRef | Dimensions | DOAJ Theoretical studies, research and development of teaching materials, activities, models or learning media in the field of education include mathematics and natural sciences (physics, chemistry, biology, science, ICT, and its applications); (2) social science, history, geography, culture and economy; (3) language and literature, and (4) basic education; Research actions to increase motivation, activities, interests or learning outcomes in solving learning problems; Development or design of creativity, innovation, and technology based on software, online or e-learning; Development of curriculum, management, programs, and other education policies.
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Revitalizing Indonesian Traditional Music Through Formal Music Education: A Pedagogical Framework for Cultural Sustainability
Traditional Indonesian music faces sustainability challenges amid globalization, requiring revitalization through formal education. This study aims to analyze the role of schools in revitalizing traditional music, identify supporting and inhibiting factors, and formulate a sustainable school-based revitalization model. Using a descriptive qualitative design, data were collected through participatory observation, in-depth interviews, documentation, and Focused Group Disscussion in three senior high schools in West Bandung Regency that implement traditional music learning, involving arts teachers, principals, and students. Data were analyzed using thematic analysis with triangulation of sources and methods. The findings show two dominant models of traditional music education: instrument-based learning (angklung, gamelan degung, calung) and technology-integrated learning using digital and mobile platforms. These models enhance students’ musical skills, cultural appreciation, character development, and sense of national identity, but are constrained by limited teacher competence, inadequate instruments, inconsistent policy and budget support, and the challenge of engaging digital-native students. The study proposes a four-stage sustainable revitalization model introductory, active learning, creative innovation, and dissemination evaluation and concludes that effective revitalization requires systemic and collaborative support from schools, government, arts communities, and society.
Copyright (c) 2026 Azhardi Wisnugraha, Marsel Ridky Maulana https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Pedagogical Competence Development of Madrasah Teachers in Serang Regency
The quality of education in Islamic schools (madrasah) is highly dependent on teachers' pedagogical competence, which is a core skill in managing student-centred teaching and learning processes. However, the implementation of this competence development has not been internalized regularly. This study aims to identify and analyze the forms of pedagogical competence development activities and their supporting and inhibiting factors for Islamic school teachers in Serang Regency. This study employs a descriptive qualitative approach via a structured survey of teachers at eight private Madrasah Tsanawiyah in Serang Regency, utilizing convenience sampling to gather both quantitative metrics and qualitative narratives. Data collected on the frequency, types, and organizers of competency development were processed through systematic data reduction and synthesis to provide a comprehensive analysis of teacher pedagogical growth. The results showed that the majority of teachers (68.9%) rarely participated in competence development activities, with the main obstacles being adjustments to teaching schedules and budget constraints. The most dominant type of activity participated in was training (70.2%), driven by the accessibility of certified independent online training such as PINTAR from the Ministry of Religious Affairs. The most popular topics were curriculum or syllabus development and learning design, with the main organizers being schools or foundations and the Ministry of Religious Affairs. Overall, there is a significant gap between teachers' professional awareness and the reality of implementation, which is hampered by issues of time, budget, and lack of frequency of ongoing activities, so that a hybrid, adaptive, and integrated development model is needed in the teacher's workload.
Copyright (c) 2026 Sonny Rohimat, Apud Apud, Uyu Mu'awanah https://creativecommons.org/licenses/by-sa/4.0
Innovation of Virtual Reality Learning Media in Increasing Vocational High School Students’ Learning Motivation in Building Management Layout Material
This study aims to examine the effectiveness of a learning medium that has been developed since 2024, namely VROOM: Virtual Reality Room Organization and Optimization Media, in increasing vocational high school (SMK) students’ learning motivation in the subject of Building Management Layout. The method used was Research and Development (R&D) with the ADDIE development model approach, focusing on the implementation and evaluation stages. The research subjects consisted of 30 eleventh-grade SMK students majoring in Office Management who participated in learning activities using VROOM. The data collection instrument was a student learning motivation questionnaire measuring two main aspects: intrinsic and extrinsic motivation. The results showed a significant increase in students’ learning motivation after using VROOM. Intrinsic motivation increased from 2.45 to 3.28, while extrinsic motivation increased from 2.35 to 3.22. Overall, the total score rose from 2.94 to 3.79, with a significant difference (p < 0.05) and a large effect size (Cohen’s d = 1.5). These findings indicate that VROOM effectively supports experiential and interactive learning, helping students better understand spatial concepts while increasing their motivation. Therefore, VR-based learning media has strong potential to support skill-based learning in vocational education.
Copyright (c) 2026 Gunawan Wiradharma, Mario Aditya Prasetyo, Khaerul Anam https://creativecommons.org/licenses/by-sa/4.0
Analysis of Mathematics Learning Difficulties in Grade VI Students at Miftahul Ulum Madrasah Ibtidaiyah In Solving Word Problems
Students who experience difficulties in learning mathematics often make mistakes in arithmetic and in the concepts used to solve story problems. The difficulties students often experience include solving story problems: they are unable to understand the problem's meaning and are confused about which arithmetic operation to use. The purpose of this study was to identify the difficulties students experience in learning mathematics and the factors that influence these difficulties in sixth grade at Miftahul Ulum Islamic Elementary School. This study used a qualitative descriptive method. The study subjects were 10 sixth-grade students and their homeroom teacher. The data collection procedures used were observation, interviews, tests, and documentation. The study found that 3 out of 10 sixth-grade students experience difficulties in learning mathematics when solving story problems. The difficulties in learning mathematics in solving story problems in the sixth grade included understanding concepts, calculating, and problem-solving. The factors causing difficulties in learning mathematics came from internal and external factors. Internal factors originating from students included IQ, student attitudes towards learning, and low student motivation to learn. Meanwhile, external factors originating from outside the students include a lack of variety in teaching methods, the use of learning media, and the environment.
Copyright (c) 2026 Izzul Haq Candra Firdaus, Anies Fuady, Nur Nabilah Syahrur Rohmah, Arini Nur Chasanah https://creativecommons.org/licenses/by-sa/4.0
The Role of Educational Philosophy and Civic Education in Strengthening Students’ Integrity and Civic Responsibility
Integrity and civic responsibility are two crucial elements in the life of a nation and state. Both are widely believed to be developed through processes of awareness and education. Accordingly, this study aims to identify the role of educational philosophy, as a framework for cultivating awareness, and civic education in strengthening students’ integrity and civic responsibility. This research employed a sequential explanatory mixed-methods design, involving 22 respondents consisting of students, teachers, and school principals. The study began with the collection of quantitative data using a five-point Likert-scale questionnaire to identify the perceptions of students, teachers, and school principals regarding the role of educational philosophy and civic education in strengthening students’ integrity and civic responsibility. The collected data were quantified and analyzed quantitatively by calculating percentages and mean scores. Subsequently, qualitative data were gathered through interviews to confirm and elaborate on the previously obtained quantitative findings. The interview data were analyzed qualitatively using an interactive analysis model. The findings indicate that, in general, students, teachers, and school principals hold positive perceptions of the role of educational philosophy and civic education in strengthening students’ integrity and civic responsibility. This is reflected in the mean scores obtained from the questionnaire results, which show positive responses from students (4.52), teachers (4.57), and school principals (4.95). Furthermore, the qualitative findings support and reinforce the quantitative results. Therefore, it can be concluded that educational philosophy and civic education play a significant role in strengthening students’ integrity and civic responsibility.
Copyright (c) 2026 Ni Luh Wayan Yasmiati, I Wayan Lasmawan, I Wayan Kertih, I Wayan Suastra, Made Hery Santosa https://creativecommons.org/licenses/by-sa/4.0
Content Analysis of The Quality of Engineering Education (QEE) in The Indonesian Junior High School Science Curriculum
In Indonesia, the engineering component in STEM education is critical yet remains poorly understood. This study aims to assess the representation of engineering education using the Quality of Engineering Education (QEE) framework within the Science Curriculum Phase D. The method employed is content analysis using a descriptive quantitative and qualitative approach within the QEE framework developed by Moore (2014). The study reveals that 10 out of 12 QEE elements are identifiable within the curriculum, with the Engineering Tools (Etool) element being the most dominant. However, two elements remain absent: the Process of Design (POD) and Concepts of Engineering and Engineers (CEE). These findings indicate that the quality of Engineering Education at Phase D in Indonesia remains limited. The results suggest that the Indonesian Science Curriculum for Junior High Schools still needs further development so that STEM components are explicitly represented and can serve as a firm reference for teachers to begin implementing STEM-based learning.
Copyright (c) 2026 Muhammad Amiq Zahidsyahtya, Anugrah Putri Nur'aini, Nurul Fitriyah Sulaeman, Atin Nuryadin, Shelly Efwinda https://creativecommons.org/licenses/by-sa/4.0
Socio-scientific Issue around the Mahakam River: A STEM Activity Supported with Animated Video Development
This research aims to develop a STEM–Engineering Design Process (STEM–EDP) student worksheet integrated with animated learning videos contextualized through socio-scientific issues (SSI) related to the Mahakam River ecosystem. The development was motivated by the lack of learning materials in junior high school science that meaningfully connect scientific concepts with local environmental problems while promoting higher order thinking and authentic STEM practices. This study employed a Research and Development design using the ADDIE model, limited to Analysis, Design, and Development stages. Four experts in content, media, and instructional design, together with a professional science teacher, participated in validating the product, while 86 Grade VII junior high school students from two schools in East Kalimantan were involved in assessing its practicality. Data was collected through expert validation sheets and student response questionnaires using a four-point Likert scale, and scores were analyzed by converting them into percentages to determine validity and practicality categories. The expert validation results showed an average score of 93%, indicating a very good level of feasibility, with animated videos receiving the highest score of 96%. Student responses also demonstrated strong acceptance, with an average score of 83.96% categorized as very good, reflecting high levels of clarity, engagement, and relevance. These findings indicate that integrating SSI, STEM–EDP frameworks, and animated media strengthens students’ conceptual understanding and supports meaningful learning experiences. Overall, the developed learning materials are theoretically valid and practically feasible, offering a pedagogical innovation that bridges scientific content, environmental context, and engineering-based problem solving for junior high school science education.
Copyright (c) 2026 Erna Sari, Ayu Ramadani Wandira, Muhammad Sholeh, Muliati Syam, Nurul Fitriyah Sulaeman, Atin Nuryadin https://creativecommons.org/licenses/by-sa/4.0
From RPP to Teaching Modules: Challenges and Practices of ISMUBA Teachers
The implementation of the Independent Curriculum has brought significant changes in learning planning, particularly in the transition from the 2013 Curriculum Lesson Plan (RPP) to teaching modules. This shift requires teachers to adapt to new principles such as flexibility, differentiated learning, and the integration of the Pancasila Student Profile. This study aims to analyze the challenges ISMUBA teachers face in designing and implementing teaching modules, examine how their understanding of curriculum principles influences classroom practices, and identify the strategies and professional support needed for effective implementation. This study employed a descriptive qualitative approach involving three ISMUBA teachers at SMP Muhammadiyah 1 Gamping. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using an interactive process consisting of data reduction, data display, and conclusion drawing, while validity was ensured through triangulation of sources and techniques. The findings indicate that teaching modules are perceived as more flexible and comprehensive than the 2013 Curriculum lesson plans, as they cover multiple learning sessions, integrate character development, and support differentiated learning. However, this flexibility also presents challenges, including the complexity of module preparation, limited teacher understanding, and relatively uniform evaluation practices. The study concludes that the successful implementation of teaching modules depends not only on curriculum design but also on teachers' pedagogical readiness, clear operational guidelines, and sustained professional and digital learning support.
Copyright (c) 2026 Abd. Madjid https://creativecommons.org/licenses/by-sa/4.0
The Impact of Effectiveness of PAI Decentralization Curriculum to Improve the Quality of Teachers and Students
Islamic Religious Education (PAI) plays a vital role in shaping students’ character, morals, and concern for socio-cultural diversity and environmental sustainability. To address contemporary challenges and contextual needs, a decentralization policy in the PAI curriculum is applied. This policy grants regional authorities the flexibility to adapt teaching materials in line with local cultural values and community needs. The main goal is to enhance the relevance, effectiveness, and appeal of PAI education by making it more contextual and responsive to local conditions. Education is not only a medium for knowledge and character development but also a platform to cultivate students’ awareness and responsibility toward preserving their environment and community. Curriculum innovation that integrates religious values, local wisdom, and environmental insight becomes a strategic approach to shaping a generation that is faithful, caring, and ecologically literate. This study uses a systematic literature review method, analysing 20 articles from Google Scholar published between 2020 and 2024, with the keyword’s “decentralization” and “PAI curriculum.” The findings indicate that curriculum decentralization can improve the contextuality and relevance of Islamic education but also encounters challenges such as disparities in regional capacities and limited coordination among policy stakeholders.
Copyright (c) 2026 dilla rustin https://creativecommons.org/licenses/by-sa/4.0
Self-Compassion Levels Among Guidance and Counseling Students: A Descriptive Quantitative Study
This study aimed to examine the distribution of university students’ levels of self-compassion based on its psychological aspects. The research employed a descriptive quantitative approach involving 144 students from guidance and counseling study program at a higher education institution. The entire population was included as reasearch participants without applying any sampling technique. Data were collected using a self compassion scale developed in the form of a likert model, which encompasses six core dimensions: self-kindness, self-judgment, common humanity, isolation, mindfulness and over=identification. Data analysis was conducted using descriptive percentage techniques to classify self-compassion levels into three categories, namely low, moderate, and high. The results indicated that, everall, most students were classified in the moderate level of self-compassion (48%), followed by those in the low category (0%) and the high category (52%). Further analysis of each dimension showed that the majority of students also fell into the moderate category, with percentage distributions exceeding 40% across all aspects. These findings suggest that studentsself commpassion has not yet developed optimally and tends to remain at a moderate level. This condition indicates the need for systematic developmental efforts oriented toward strengthening students’ psychological aspects, particularly in fostering adative self-attitudes, emotional awarness, and balanced self-evaluation. The results of this study can serve as an empirical basis for designing guidance and counseling programs aimed at enhancing self-compassion among university students.
Copyright (c) 2026 Riesa Siddik, Juntika Nurihsan, Nandang Budiman, Ipah Saripah https://creativecommons.org/licenses/by-sa/4.0
Classroom Teachers as Learning Leaders in Fostering Higher Order Thinking Skills through Civics Education in Elementary Schools
This study aims to describe the role of a classroom teacher as a leader in the learning process who is able to develop higher-order thinking skills (HOTS) through civic education subjects in elementary schools located in wetland environments. This study uses a qualitative method with a single case study approach, conducted at SDN Sungai Telan Besar 2, Barito Kuala Regency, focusing on a fifth-grade teacher. Data were collected through observation, in-depth interviews, focus group discussions, and a study of various documents. The data were then analyzed using an interactive model developed by Miles & Huberman. The results showed that the teacher was able to design HOTS-based learning, integrate local phenomena such as tidal flooding and the cultural value of Kayuh Baimbai, and lead class discussions democratically by applying Socratic questioning and Problem-Based Learning strategies. In addition, the teacher also encouraged students to think critically through reflection and a culture of questioning. The teacher also played a transformative role by influencing colleagues and involving parents and the community. These findings indicate that contextual, innovative, and adaptive teacher leadership is crucial in developing higher-order thinking skills and shaping student character in areas with special geographical conditions, such as wetlands.
Copyright (c) 2026 Amberansyah Amberansyah, Arta Mulya Budi Harsono, Ainun Nafisah https://creativecommons.org/licenses/by-sa/4.0
Exploration of the Need for Developing ARCS Model-Based E-Module in Biology Learning: A Mixed-Methods Study
This study addresses the limited use of interactive digital teaching materials and the low level of student motivation in Biology learning. This study aims to analyze needs and explore the potential for developing e-modules based on the ARCS (Attention, Relevance, Confidence, Satisfaction) model in Biology learning. The research employs a mixed-methods approach with an exploratory sequential design. The qualitative phase involved interviews with three teachers, while the quantitative phase included 198 students through a distributed questionnaire. The results indicate that Biology learning still faces various challenges. Teachers reported that common teaching obstacles relate to student motivation and stated unfamiliarity with, and lack of implementation of, the ARCS model in their teaching. The majority of students expressed a desire for teaching materials that are more engaging and enjoyable, supplemented with images, animations, or videos. Both students and teachers showed interest in developing e-modules, viewing these as resources that can enhance motivation, facilitate understanding of the material, and support independent learning. These findings suggest that the ARCS-based e-module holds potential as a relevant solution for improving the quality of Biology learning through a motivational approach. This study provides a foundation for the development of the ARCS model-based e-module and recommends opportunities for further research on its effectiveness.
Copyright (c) 2026 Naila Zulfa Naadhiroh, Sunardi Sunardi, Fatma Sukmawati https://creativecommons.org/licenses/by-sa/4.0
The Role of the Center-Based Learning Model in Early Childhood Literacy Development: A Systematic Literature Review
This study aims to examine the role of the center-based learning model in early childhood literacy development through a systematic literature review approach. Early literacy is a critical foundation for children’s cognitive, language, social, and character development, necessitating instructional models that align with their developmental characteristics. This study employed the PRISMA 2020 framework to systematically identify and analyze relevant literature. Data were collected from national and international journal articles published within the last ten years, selected based on inclusion criteria such as children aged 5–6 years, the application of center-based learning or Beyond Centers and Circle Time (BCCT), and a focus on literacy development. A total of ten articles were analyzed using descriptive and narrative techniques. The findings reveal that the center-based learning model significantly enhances early literacy skills, particularly in language development, symbolic thinking, communication, and meaning-making through structured, play-based activities. Additionally, this model promotes children’s independence, creativity, and active engagement in learning. However, its implementation faces challenges related to teacher competence, limited facilities, and insufficient parental and institutional support. This study concludes that the effectiveness of center-based learning in improving literacy outcomes depends on well-organized learning centers, the integration of interactive literacy materials, and strong pedagogical facilitation by educators.
Copyright (c) 2026 Erah Munadaroh, Noviana Mustapa, Mukti Amini https://creativecommons.org/licenses/by-sa/4.0
Fables as a Strategic Space for Instilling Moral Values: A Study of Character Education in the Anthology of Folktales from the Special Region of Yogyakarta
This study investigates fables as a strategic medium for cultivating moral values in character education, using eight fables from Antologi Cerita Rakyat Daerah Istimewa Yogyakarta by Dhanu Priyo Prabowo as the primary source. It aims to analyze how moral values are embedded in the narratives and to examine their relevance through Thomas Lickona’s framework of moral knowing, moral feeling, and moral action, as well as to identify recurring character patterns and their implications for contemporary character education. A qualitative descriptive method was employed. Data were collected through close reading and note-taking, followed by categorization of moral conflicts and identification of narrative elements reflecting moral values. The analysis was guided by Lickona’s framework, with validity ensured through theoretical triangulation. The findings show that the fables convey moral values such as honesty, humility, loyalty, perseverance, prudence, empathy, and wisdom through character behavior and narrative consequences. These values form consistent patterns of character development integrating cognitive, affective, and behavioral dimensions. The fables also reflect Javanese local wisdom, supporting culturally responsive character education. In conclusion, fables function as both cultural heritage and effective pedagogical tools for fostering moral awareness and strengthening learners’ cultural identity.
Copyright (c) 2026 Khalifatun Saudah, Muhammad Saleh, Hajrah Hajrah https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of the ASSURE Instructional Model Integrated with Wordwall in Promoting Students’ Learning Engagement in Akidah Akhlak
The teaching of Aqidah Akhlak at the MTs level remains predominantly characterized by conventional approaches with limited utilization of instructional media, resulting in suboptimal development of students’ learning engagement. Furthermore, the use of gamification-based media, such as Wordwall, in Aqidah Akhlak instruction is still minimal and has not been systematically integrated, despite its considerable potential to enhance student involvement and active participation.This study explores the effectiveness of a technology-enhanced instructional approach that combines the ASSURE learning model with the Wordwall gamification platform to promote student learning activeness in Akidah Akhlak education. A quantitative quasi-experimental research design was implemented. The study involved seventh-grade students from MTs Darul Huda Bandar Lampung, where two classes were randomly selected and assigned to experimental and control conditions. Student learning activeness data were obtained using a validated questionnaire with satisfactory internal consistency (α = 0.754). Statistical analysis procedures encompassed assumption testing, including normality and homogeneity tests, followed by an independent samples t-test. The results demonstrate a statistically significant difference in learning activeness between students taught using the ASSURE–Wordwall integration and those receiving conventional instruction, with a significance value of 0.011 (p < 0.05). Students exposed to the integrated instructional model exhibited higher levels of engagement, as reflected in their participation in questioning, collaborative discussions, interactive quizzes, and reflective learning activities. The novelty of this research lies in the application of the ASSURE instructional design model in conjunction with game-based Wordwall media within the context of Akidah Akhlak instruction at the Islamic junior secondary school level. By positioning learning activeness as the primary outcome variable, this study addresses a gap in existing literature. The findings contribute to the theoretical discourse on digital instructional design and offer practical guidance for educators in developing Islamic religious education that is interactive, structured, and responsive to the competencies required in 21st-century learning environments.
Copyright (c) 2026 Nur Aisyah Finanda Harahap https://creativecommons.org/licenses/by-sa/4.0
Strategies for Enhancing the Pedagogical Competence of Special Education Teacher Candidates in Early Reading Instruction for Hearing-Impaired Students
The acquisition of foundational literacy skills presents a critical challenge for students with hearing impairments, a difficulty often exacerbated by teacher preparation programs that neglect the specialized training necessary for practical competency. This study aims to bridge this pedagogical gap by exploring and validating specialized instructional strategies designed to strengthen the competence of prospective special education teachers in delivering effective early literacy instruction. Utilizing a qualitative descriptive design, the investigation involved six prospective teachers from Universitas Negeri Jakarta and ten hearing-impaired students. Data triangulation was employed through systematic classroom observations, semi-structured interviews, literacy assessments, and the analysis of teaching artifacts. Findings reveal substantial advancements in both educator competence and student outcomes; specifically, teacher candidates demonstrated a 60% increase in teaching confidence and a notable 140% improvement in applying Total Communication and Reflective Maternal Methods (RMM). These pedagogical shifts correlated with significant student achievements, evidenced by a 100% to 200% increase in vocabulary acquisition, alongside enhanced alphabetic recognition and decoding skills. The novelty of this research lies in identifying the vital correlation between emotional scaffolding via RMM and lexical expansion, positioning emotional connection as a critical psychological dimension in special education pedagogy. Additionally, it contributes a validated multimodal framework integrating visual phonics and sound-rhythm perception to bridge auditory gaps. Directly supporting Sustainable Development Goal (SDG) 4, this study addresses the identified pedagogical deficit by demonstrating that integrating evidence-based, multimodal methodologies into teacher preparation significantly enhances instructional quality. Consequently, it advocates for curriculum reforms to ensure equitable, quality education for students with hearing impairments.
Copyright (c) 2026 rohmah ageng mursita, Murni Winarsih, Totok Bintoro, Mayasari Manar https://creativecommons.org/licenses/by-sa/4.0
Green Solver Card Game: Needs Analysis and Design for Green Chemistry Learning
This research is driven by the instructional saturation and passive learning environment observed in green chemistry education at SMAN 8 Samarinda. The study aims to conduct a needs analysis and design an interactive learning medium called the Green Solver card game to increase student engagement and conceptual understanding. Using the Research and Development (R&D) approach with the ADDIE model, this research is specifically limited to the analysis and design stages. The subjects involved in this preliminary study were 1 chemistry teacher and 189 tenth-grade students as the primary data sources. The analysis stage, conducted through interviews and questionnaires, revealed that 76.2% of students found existing static media uninteresting, while 92.1% expressed a strong preference for the integration of game-based learning. In the design stage, the Green Solver card game was developed by adapting the "Truth or Dare" social mechanism into two strategic components: Theory cards and Action cards. Theory cards serve as retrieval practice tools to strengthen conceptual memory, whereas Action cards incorporate gamified challenges and environmental problem-solving tasks to alleviate learning anxiety and promote social collaboration. The resulting design includes a comprehensive guidebook, a tiered scoring system (5-40 points), and visual elements optimized for cognitive processing through dual coding. This study successfully produced a prototype blueprint that offers a holistic solution to transform classroom dynamics from passive to active learning.
Copyright (c) 2026 Siregar Aliya Rahma, Maasje Catherine Watulingas, Mukhamad Nurhadi https://creativecommons.org/licenses/by-sa/4.0
Building Student Engagement Through Personalized Marketing: The Key to Student Loyalty in Educational Services
This study aims to analyze the application of personalized marketing in education and its impact on emotional engagement and student loyalty. The study was conducted at Madrasah Aliyah Nurul Jadid, an Islamic boarding school-based institution that emphasizes personalized services, effective communication, and a relevant curriculum. The study used a qualitative case study approach, with teachers, students, and parents as subjects. Data were collected through in-depth interviews, participant observation, and documentation, and then analyzed thematically with triangulation to ensure validity. The results show that personalization, which tailors interactions, academic guidance, and extracurricular services to individual student characteristics, can create meaningful learning experiences, increase attention, foster feelings of appreciation, and strengthen emotional engagement. This approach also encourages students' social engagement in the school community and reduces the risk of disengagement. The findings emphasize the importance of integrating personalized interactions with Islamic boarding school culture to build stable, supportive, and sustainable educational relationships, as well as to strengthen the relationships among students, teachers, and the institution. This study contributes to the development of the concept of personalized marketing in the educational context, particularly in Islamic boarding schools, by highlighting the design, implementation, and significance of personalization strategies to increase student loyalty and retention.
Copyright (c) 2026 Moh. Rofiki, Safira Mahrosa https://creativecommons.org/licenses/by-sa/4.0
An Analysis of Cognitive Levels in Sociology Assessment Instruments for Senior High School: A Teacher Document Study
Studies that specifically analyze the distribution of cognitive levels in sociology assessment instruments remain limited. This highlights the importance of research that maps the alignment of assessment instruments developed by teachers with the competency standards outlined in the curriculum. Therefore, this study aims to map the distribution of cognitive levels in senior high school sociology assessment instruments, identify emerging content trends, and analyze the relationships among the cognitive levels represented. The study employed a qualitative method with a content analysis approach. Data were collected through document analysis of 11 assessment instruments developed by 11 senior high school sociology teachers in Sleman Regency, which included both objective and essay items. The analysis process was supported by ATLAS.ti software, and the results were presented in the form of distribution tables, Sankey diagrams, and network views. The findings indicate that the test items were dominated by the C4 (analysis) level, with 99 items, suggesting a shift in assessment focus from lower-order thinking skills (LOTS) to higher-order thinking skills (HOTS), although items at the C5 level were still limited, and the C6 level had not yet been accommodated. The content trends were dominated by contextual themes such as social problems, social structure, social interaction, and social integration, which are consistent with the intended learning competencies of sociology. The analysis of inter-level cognitive relationships revealed a supportive hierarchy: C1 to C2 (is a part of), C2 to C3 (is cause of), C3 to C4 (is cause of), C4 to C5 (is associated with), and C5 to C6 (is associated with). The implications of this study can be used to develop assessment items that promote higher-order thinking skills.
Copyright (c) 2026 Dwi Agustina https://creativecommons.org/licenses/by-sa/4.0
A Philosophical Study of the Transformation of Islamic Education Policy Based on Local Wisdom in West Sumatra: Irwan Prayitno's Leadership Perspective
Education plays an important role not only in transmitting knowledge but also in shaping students’ moral, cultural, and religious character. In West Sumatra, the transformation of Islamic education policy during Irwan Prayitno’s leadership was closely linked to local wisdom rooted in the Minangkabau philosophy of adat basandi syara’, syara’ basandi Kitabullah (ABS-SBK). This study aims to analyze the philosophical foundation and policy transformation of local wisdom-based Islamic education in West Sumatra under his leadership. This research employed a descriptive qualitative approach enriched with philosophical analysis. Data were obtained through a semi-structured interview with Irwan Prayitno as the key informant, supported by documentation and relevant literature. The findings show that local wisdom was understood not merely as cultural symbolism, but as a value system grounded in Islamic teachings and reflected in educational orientation, Qur’anic learning programs, khatam Al-Qur’an, mentoring activities, and the inclusion of Budaya Alam Minangkabau (BAM). The study also finds that the implementation of these policies faced several challenges, particularly the limited number of teachers with sufficient knowledge of customary values and the lack of practical teaching materials. In addition, the findings indicate that local wisdom-based education contributed more clearly to character formation than to measurable educational quality, since the latter requires more systematic indicators. Theoretically, this study contributes to the discourse on Islamic education, local wisdom, and leadership by showing how educational policy transformation can be understood through the interconnection of culture, religion, and regional leadership. Practically, this study highlights the importance of strengthening teacher capacity and improving culturally grounded learning materials to support the implementation of local wisdom-based education in West Sumatra.
Copyright (c) 2026 Rizky Firnanda https://creativecommons.org/licenses/by-sa/4.0
Home Literacy Environments in Indonesia: Examining the Role of Socioeconomic Status in Family Language Practices
Literacy is understood as more than the ability to read and write, as it also involves cognitive skills shaped by social and cultural experiences and is closely linked to language acquisition. This study aims to examine how Indonesian families support literacy development at home and how socioeconomic factors influence these practices. Using Spolsky’s (2004) Family Language Policy (FLP) framework, the study applies a qualitative approach with data collected through questionnaires and interviews. The findings show that, although families generally demonstrate positive attitudes toward language use and engage in supportive literacy practices, their efforts in systematic literacy planning remain limited. In terms of socioeconomic influence, only mothers’ educational background is found to have a significant impact, particularly in shaping language-related practices and literacy support at home. Other factors, such as fathers’ education, occupation, and household income, show no strong influence on family language policy or foreign language literacy planning.
Copyright (c) 2026 Veni Ati https://creativecommons.org/licenses/by-sa/4.0
An Analysis of the Effectiveness of the Course Review Horay Learning Model in Enhancing Students’ Interest in Islamic Religious Education
This study is motivated by the low level of students’ interest and engagement in Islamic Religious Education and Character Education (PAI and Budi Pekerti), indicating the need for a more innovative, interactive, and enjoyable learning model. The objective of this study is to examine the effectiveness of the Course Review Horay (CRH) learning model in enhancing students’ learning interest in PAI and Budi Pekerti at SMK Muhammadiyah Way Sulan. This study employs a quantitative experimental method using a posttest-only control group design. The sample was selected through simple random sampling and divided into an experimental group (treated with the CRH model) and a control group (taught using conventional methods). The research instrument consisted of a learning interest questionnaire that had been tested for validity and reliability, yielding a reliability coefficient of 0.812, indicating high internal consistency. The data were analyzed using an independent samples t-test to determine the significance of differences between the two groups. The findings reveal that the CRH learning model has a positive and statistically significant effect on students’ learning interest, as reflected in increased participation, improved classroom interaction, and higher levels of enthusiasm compared to conventional teaching methods. The novelty of this study lies in the implementation of the CRH model within Islamic Religious Education at the vocational high school level, a context that remains underexplored in prior research, thereby contributing to the advancement of cooperative learning models in religious education.
Copyright (c) 2026 Niken Aufa Rafiki https://creativecommons.org/licenses/by-sa/4.0
Implementation of the STAD Type Cooperative Learning Model in Islamic Education Learning in Integrated Islamic Elementary Schools
Learning Islamic Religious Education (PAI) in Integrated Islamic Elementary Schools (SDIT) requires an approach that emphasizes not only mastery of knowledge but also the internalization of moral values and the formation of Islamic character in students. However, PAI learning practices still tend to be teacher-centered, resulting in low student learning activities. This study aims to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning model in PAI learning and analyze its contribution to improving student learning activities in SDIT. This study uses a qualitative approach with a descriptive design. Data were collected through observation, interviews, questionnaires, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The results show that the implementation of STAD was well implemented and was able to improve student learning activities, especially in aspects of discussion participation, group work, courage to express opinions, and involvement in completing assignments. In addition, the implementation of STAD contributed to the internalization of moral values through structured social interactions. The novelty of this study lies in the contextualization of the STAD model as a value- based PAI learning approach in the SDIT environment. This study recommends the STAD model as an effective and relevant alternative for Islamic Education learning to improve the quality of the learning process in Islamic elementary schools.
Copyright (c) 2026 Rapi Pernandes https://creativecommons.org/licenses/by-sa/4.0
Pedagogical Competence of Civic Education Teachers in Senior High School: A Qualitative Analysis Based on the 2023 Teacher Competence Model
This study aims to analyze the pedagogical competence of Civic Education teachers at MAN 2 Samarinda based on the Regulation of the Director General of Teachers and Education Personnel Number 2626/B/Hk.04.01/2023 concerning the Teacher Competency Model, focusing on creating safe learning environments, student-centered learning, and assessment practices. The research used a descriptive qualitative method through intensive classroom observations and semi-structured interviews with two teachers and six students selected purposively. Data were analyzed using the Miles and Huberman interactive model, including reduction, display, and conclusion drawing. The results indicate that teachers’ pedagogical competence is mainly concentrated at the levels of conceptual understanding and classroom-level implementation across the three aspects, but declines at higher levels such as reflection, collaboration, and professional assistance. Assessment practices represent the lowest level of achievement, as they remain largely procedural and have not functioned optimally as formative tools.
Copyright (c) 2026 Difa Novika Sharla https://creativecommons.org/licenses/by-sa/4.0
The Influence of Principal Transformational Leadership on Teacher Performance through Organizational Commitment and Job Satisfaction
Basic education confronts globalization and Industry 4.0 challenges demanding enhanced teacher professionalism, yet public elementary schools in Tunjung Teja District exhibit low teacher motivation, commitment, and satisfaction—evidenced by 30% tardiness, 87.5% lacking extra teaching initiative, and facility/benefit complaints. This study investigates transformational leadership (Bass & Avolio) effects on teacher performance (Permendiknas No. 16/2007) mediated by organizational commitment (Meyer & Allen) and job satisfaction (Herzberg). Employing a causal explanatory quantitative design via cross-sectional survey of 40 teachers (simple random sampling), self-reported Likert-scale questionnaires assessed all variables, showing strong validity (r=0.73-0.78) and reliability (α=0.83-0.86). Results revealed very high leadership (4.38), high commitment/satisfaction (4.07 each), and very high performance (4.12); significant regression (R²=0.68, F=18.45, p<0.001), strong leadership prediction (β=0.52, p<0.001), and mediation (Sobel p<0.05) supported all hypotheses. Transformational leadership effectively boosts performance via commitment and satisfaction; recommendations urge principal training and intrinsic satisfaction enhancements for education quality.
Copyright (c) 2026 Ratna Siti Maulida, Anis Zohriah, Fitri Hilmiyati, Itang Itang, Yahdinil Firda Nadhirah https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Need for Interactive Learning Media Based on Canva Integrated with Wordwall to Increase Student Interest in Learning about Electrolyte and Non-electrolyte Solutions
Students’ low interest in learning about electrolyte and non-electrolyte solutions is caused by the abstract nature of the concepts and the limited use of interactive learning media. This study aims to analyze students’ needs regarding the development of interactive learning media based on Canva integrated with Wordwall to enhance learning interest. The study employed a quantitative descriptive design with a sample of 42 twelfth-grade students and one chemistry teacher at SMA Negeri 9 Samarinda, selected through purposive sampling. Data were collected via questionnaires and interviews, then analyzed using descriptive percentage statistics. The results showed that all 21 questionnaire items were valid with very high reliability (Cronbach’s Alpha = 0.939). A total of 84.52% of students needed media capable of visualizing concepts, 80.95% possessed technological readiness, and 76.17% were ready to use interactive media. The findings also indicate a correlation between learning interest, the use of learning media, and the need for interactive media, where media limitations impact suboptimal student engagement. Interview results reinforce the need for media featuring visualization, video, and gamification. Thus, the development of Canva-based media integrated with Wordwall is deemed relevant for enhancing learning interest and student engagement.
Copyright (c) 2026 Indah Nuraini https://creativecommons.org/licenses/by-sa/4.0
The Representation of Religious Values as Character Education Messages in the Song “Senandung Ma’had Sunan Ampel al-‘Ali”
Character education in contemporary educational discourse extends beyond cognitive attainment to include value orientation, moral attitudes, and spiritual awareness. Within this context, symbolic media such as songs play an important role in engaging affective and cultural dimensions. This study examines the representation of religious values as character education messages in the song “Senandung Ma’had Sunan Ampel al-‘Ali,” a symbolic element of Ma’had al-Jāmi‘ah at UIN Maulana Malik Ibrahim Malang. This study employs a qualitative text-centered design using qualitative content analysis integrated with thematic analysis. The analysis is guided by character education theory and Islamic ethical perspectives. The data consist of the complete song lyrics, analyzed through coding, categorization, and interpretive meaning construction. Analytical rigor was ensured through theoretical triangulation, peer debriefing, and iterative coding verification. The findings identify five core values: devotion-oriented religiosity, appreciation of knowledge as a spiritual value, sincerity and dedication, moral struggle (jihad) as an ethical ethos, and social morality reflected in the concept of ulul albab. These values are constructed through symbolic and affective language, positioning the song as a medium for implicit value internalization. The study indicates that institutional song lyrics function as symbolic discourse through which religious values are organized and communicated, highlighting the role of affective-cultural media in character education.
Copyright (c) 2026 Inayatur Rosyidah, Gufron Gufron, Mohamad Rofik Fitrotulloh https://creativecommons.org/licenses/by-sa/4.0
Integrated Curriculum Management Based on School Culture as a Strategy for Strengthening Character Education in Integrated Islamic Schools
This study aims to analyse integrated curriculum management grounded in school culture as a strategy for strengthening character education in Integrated Islamic Schools. The research was conducted at Raudhatul Ulum and Menara Fitrah Integrated Islamic Junior High Schools in Ogan Ilir Regency, involving 18 participants selected purposively based on their roles in curriculum and character education programmes. Participants included of school principals, vice principals for curriculum and student affairs, teachers, guidance and counselling (BK) teachers, and programme coordinators. Demographically, they ranged in age from 30 to 55 years, consisted of both male and female educators, and had professional experience between 5 and 25 years. A descriptive qualitative approach was employed. Data were collected through in depth interviews, observations, and document analysis, and validated using source and method triangulation. Data analysis followed the interactive model of Miles, Huberman, and Saldana. The findings show that school culture based integrated curriculum management is implemented through planning, organizing, implementing, and controlling. Character education is embedded in classroom learning, extracurricular activities, habituation practices, and school culture. The promoted values include religiousness, discipline, social care, independence, and creativity. The study concludes that integrating school culture into curriculum management provides a systematic and sustainable strategy for strengthening character education.
Copyright (c) 2026 Izzah Syamilah https://creativecommons.org/licenses/by-sa/4.0
An Analysis of the Implementation of Senam Anak Indonesia Hebat on the Gross Motor Skills of Children Aged 5–6 Years
This study is motivated by the suboptimal development of gross motor skills among children aged 5–6 years, as well as the limited research on the implementation of Senam Anak Indonesia Hebat (SAIH) as a structured habituation program in early childhood education. This study aims to analyze the implementation of Senam Anak Indonesia Hebat (SAIH) in developing gross motor skills of children aged 5–6 years at KB Bestari, as well as to identify its supporting factors and challenges. This research employed a descriptive qualitative approach involving 14 children (6 boys and 8 girls) and one Group B teacher as subjects. Data were collected through observation, interviews, and documentation, and were analyzed using the interactive model of Miles and Huberman. The results indicate that the structured implementation of SAIH twice a week contributes positively to children’s balance, strength, and movement coordination. A total of 85.7% of children were categorized as Developing as Expected (BSH) and Beginning to Develop (MB). Supporting factors include teacher readiness, appropriate music selection, and gradual movement design, while challenges mainly involve maintaining children’s focus and mastering cross-lateral coordination. Therefore, SAIH can be considered an effective physical activity–based instructional strategy to optimize early childhood gross motor development.
Copyright (c) 2026 Mintarsih Mintarsih, Nurul Fitria Kumala Dewi, Iman Nurjaman https://creativecommons.org/licenses/by-sa/4.0
Aesthetic Quality in Elementary School Students' Poetry Resulting from Artificial Intelligence Formulation
This study aims to describe and analyze the quality of aesthetic elements in poems written by fifth-grade elementary school students produced through the assistance of Artificial Intelligence formulations. Amidst the rapid integration of technology in education, debates have arisen regarding the originality and aesthetic quality of literary works involving algorithms. This study uses a descriptive qualitative approach with formal objects in the form of 20 student poems with nature, social, and family themes. Data analysis focused on four main aspects of poetics, namely: diction, imagery, style (figures of speech), and musicality. The results show that the poems formulated by AI have aesthetic qualities that remain grounded in the characteristics of child psychology. First, a dialectic of diction was found between students' affective honesty (spontaneity) and AI's lexical enrichment that strengthens the descriptive-aesthetic aspect. Second, the use of multisensory imagery (visual, auditory, and tactile) demonstrates AI's ability to concretize students' operational imagination. Third, the dominance of personification reflects children's natural animism, combined with the technologically enhanced poetic sentence structure, creating profound ecological and social empathy. Fourth, the musicality of the text is maintained through the regularity of rhyme and the use of onomatopoeia, which maintain the identity of children's play. The conclusion of this study confirms that AI technology does not diminish the authenticity of students' feelings but rather serves as a scaffolding that enhances the aesthetic quality and expressiveness of students' poetry. This research has implications for the need to adapt collaborative literary pedagogy with digital technology at the elementary school level.
Copyright (c) 2026 Hidayah Budi Qur'ani https://creativecommons.org/licenses/by-sa/4.0
The Effect of The Project-Based Learning Model Using 3D Creative Board Media on The Learning Outcomes
Islamic History is an important subject within Islamic Religious Education that aims to develop students’ historical understanding and Islamic values. However, the learning process is often dominated by teacher-centered lecture methods, resulting in low student engagement and suboptimal learning outcomes. This study aims to examine: (1) the effect of the lecture method on Islamic History learning outcomes of Grade VII A students as the control class, (2) the effect of the Project Based Learning (PjBL) model using 3D creative board media on the learning outcomes of Grade VII B students as the experimental class, and (3) the differences in learning outcomes between the two classes. This research employed a quantitative, quasi-experimental design with a non-equivalent control group. Data were collected through pre-tests and post tests and analysed using validity, reliability, normality, homogeneity, and hypothesis testing with SPSS version 25. The results showed that the lecture method improved students’ learning outcomes in the control class, with a mean pre-test score of 67.9 and a post-test score of 73.70, although the improvement was relatively low. In contrast, the experimental class taught using the PBL model supported by 3D creative board media demonstrated a more significant improvement, with a mean pre-test score of 50.85 and a post-test score of 83.75. Hypothesis testing revealed a significant difference between the two classes, as indicated by a p-value of 0.002 < 0.05. Therefore, the PBL model using 3D creative board media is more effective in improving students’ learning outcomes in Islamic History.
Copyright (c) 2026 Abu Darda Darda, Bellamy Ava Aurellia, Muhammad Thoriqul Islam, Syaiful Alim Alim, Rizal Mifthakul Prayogi, Zainur Rofik Rofik https://creativecommons.org/licenses/by-sa/4.0
Friendly Teaching Approaches and Teacher–Student Interactions in Islamic Education at Darul Qur’an Mafaza
Education in the pesantren environment is not solely oriented toward the transmission of Islamic knowledge, but also places strong emphasis on the cultivation of adab, character formation, and the development of educational relationships between ustadz and santri. Although attention to warm and dialogical interactions has increased, empirical research on friendly teaching in pesantren is still limited. This study therefore examines its implementation in Islamic Religious Education at Pesantren Darul Qur’an Mafaza, focusing on practices, teachers’ strategies, and students’ perceptions . The focus of the analysis includes the various practices applied in the learning process, the pedagogical strategies employed by teachers, and students’ perceptions of the educational relationships that develop both inside and outside the classroom. The research adopts a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with PAI teachers, students, and pesantren leaders, as well as an analysis of relevant documentation. The collected data were then analyzed thematically through stages of data reduction, data presentation, and conclusion drawing. The findings indicate that the friendly teaching approach at Pesantren Darul Qur’an Mafaza is manifested through the use of polite and respectful language, dialogical communication, the provision of open spaces for questioning, and personal mentoring that remains grounded in adab and the pedagogical authority of the ustadz. Teaching strategies emphasize a balance between firmness and emotional warmth, both in formal learning activities and in informal interactions. Students perceive this approach as creating a comfortable, non-threatening learning atmosphere that encourages them to participate actively. At the institutional level, these practices are reinforced by the pesantren culture, which positions role modeling and harmonious relationships as fundamental pillars of education. The novelty of this study lies in conceptualizing the friendly teaching approach within the pesantren context as a pedagogical practice rooted in the values of ta’dib, rahmah, and ta‘līm bi al-rifq, rather than merely as an adaptation of Western humanistic pedagogy. These findings affirm that relational warmth and the reinforcement of adab are not contradictory elements; instead, they mutually reinforce one another in fostering Islamic Religious Education that is humanistic, meaningful, and contextually grounded.
Copyright (c) 2026 MUCHLIS ZAIDAN https://creativecommons.org/licenses/by-sa/4.0
The Role of Responsibility in Improving Mastery of Islamic Religious Education Material Moderated by Students' Disciplinary Behavior at the High School Level
This study aims to analyze the influence of responsibility on the mastery of Islamic Religious Education (PAI) material and to examine the role of disciplined behavior as a moderating variable in strengthening this relationship among high school students. This study uses a quantitative approach with a correlational design and explanatory survey method. The research was conducted through several stages, namely problem identification, literature review, variable determination and instrument adaptation, questionnaire distribution, data examination, outer model evaluation, inner model evaluation, and hypothesis testing. The research sample consisted of 56 high school students in the Yogyakarta region, selected using purposive sampling. Data were collected through an online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with the help of SmartPLS 3. The research results show that discipline behavior has a positive and significant effect on the mastery of PAI material (0.503; t = 3.806; p = 0.000), while responsibility does not have a significant direct effect on the mastery of PAI material (0.171; t = 0.910; p = 0.363). Responsibility has a positive and significant effect on discipline behavior (0.715; t = 8.723; p = 0.000). Additionally, the interaction between responsibility and discipline behavior has a positive and significant effect on the mastery of PAI material (0.360; t = 3.678; p = 0.000), indicating that discipline behavior strengthens the influence of responsibility on students' mastery of PAI material. The research results show that disciplined behavior strengthens the relationship between responsibility and mastery of PAI material. This emphasizes that mastery of PAI material is not only determined by cognitive ability but also by the embodiment of responsibility in orderly and consistent learning behavior. PAI learning needs to emphasize the instillation of values and the formation of disciplined behavior.
Copyright (c) 2026 muhamad fikri https://creativecommons.org/licenses/by-sa/4.0
Attitudes Towards an AI-Augmented Pedagogy in Enhancing English Academic Writing Proficiency: Empirical Evidence from Electrical Engineering Students
This quantitative survey study investigates the perceptions of Electrical Engineering students toward the integration of Artificial Intelligence (AI)-augmented pedagogy in improving English academic writing proficiency. A total of 48 students majoring in electrical engineering at Bangka Belitung State Manufacturing Polytechnic participated in the study. Data were collected through close-ended questionnaires. The data were analyzed using SPSS 25, revealing strong internal consistency (Cronbach’s α = 0.92. The findings revealed that students’ overall attitudes toward the integration of AI were strongly positive (M = 79.69, SD = 11.07), with all three attitudinal dimensions namely cognitive (M = 40.33, SD = 5.18), affective (M = 20.37, SD = 2.97), and behavioral (M = 18.98, SD = 3.34) which also falling within the positive category. These findings reflect the students’ preparedness to engage in technology-supported language learning. Moreover, the study concludes that AI-augmented pedagogy holds significant potential to strengthen students’ academic writing proficiency, particularly in technical and vocational education. Hence, it is recommended that AI tools be integrated into writing instruction while simultaneously fostering the students’ critical digital literacy and sense of ethical awareness.
Copyright (c) 2026 Titin Indriati https://creativecommons.org/licenses/by-sa/4.0
Dissecting Students' Strategies: How Do Polya's Steps Reveal Problem-Solving Abilities?
This study aims to analyze junior high school students’ mathematical problem-solving abilities on Geometric Sequences and Series based on Polya’s problem-solving steps. A descriptive qualitative approach was employed involving 27 eighth-grade students. The research stages included administering a contextual problem-solving test, selecting subjects through purposive sampling, conducting semi-structured interviews, and analyzing data using the Miles and Huberman model (data reduction, data display, and conclusion drawing). Four students representing high, medium, and low ability levels were selected as the main subjects. Data were collected using contextual problem-solving tests and supported by semi-structured interviews. The analysis focused on students’ performance across Polya’s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. Students’ problem-solving performance showed clear differences across Polya’s four stages. High-ability students applied all stages systematically, with only minor notation errors. Medium-ability students demonstrated sufficient conceptual understanding but struggled with planning strategies, maintaining procedural consistency, and interpreting problems, often leading to incorrect formula selection and ratio miscalculations. In contrast, low-ability students faced difficulties from the initial stage, particularly in identifying given information, distinguishing arithmetic and geometric concepts, and selecting appropriate formulas. Their errors commonly included using incorrect models, incomplete procedures, and lack of verification. These findings indicate that successful mathematical problem solving depends not only on formula mastery but also on conceptual understanding, strategic planning, and verification skills. Therefore, instruction should emphasize structured problem-solving processes and strengthen students’ conceptual and metacognitive abilities.
Copyright (c) 2026 Thalita Husna Fauztina, Sri Sutarni https://creativecommons.org/licenses/by-sa/4.0
Building Numeracy Interest and Ability: The Effectiveness of Digital Simulation Media for Junior High School Students
Low numeracy skills and declining learning interest among junior high school students represent a critical challenge in modern mathematics education. Traditional teaching methods often fail to bridge the gap in student engagement within increasingly digital learning environments. While digital simulations offer significant interactive potential to address these issues, their focused development and empirical testing for specific numeracy interventions remain insufficient. This study aimed to develop digital simulation media and evaluate its validity, practicality, and effectiveness in improving numeracy skills and learning interest independently. Using a Research and Development (R&D) approach with the ADDIE model, the media was tested on 32 eighth-grade students at an Indonesian public junior high school. Data were collected through numeracy tests, interest questionnaires, practicality assessments, and expert validation sheets. After confirming the normality assumption via Shapiro-Wilk, data analysis was conducted using paired sample t-tests and N-Gain scores. The results indicated that the media was deemed highly valid by both material and media experts. Teachers and students rated the media as "very practical" and "practical," respectively. Furthermore, the intervention independently improved both numeracy skills (p < 0.001; N-Gain = 0.62, medium category) and learning interest (p < 0.001; N-Gain = 0.31, medium category), with 75% of students achieving the minimum mastery standard. This study concludes that the developed digital simulation media is a valid, practical, and effective tool for enhancing students' cognitive numeracy skills and fostering their affective learning interest. It is recommended for broader implementation and further development.
Copyright (c) 2026 Aan Nur Irsyad https://creativecommons.org/licenses/by-sa/4.0
Development of "Smart Literacy" Media Based on Tri-Nga Integrated Ethnomathematics in Elementary School Geometry Learning: Validity and Practicality Study
This study aims to develop Smart Literacy media based on Tri-Nga integrated ethnomathematics in elementary school geometry learning and to determine the level of validity and practicality of the developed media. This study uses a research and development (R&D) approach with the ADDIE model which limits it to four stages, namely analysis, design, development, and implementation. In the analysis stage, it is carried out through analysis of needs, student characteristics, curriculum, and local cultural potential. In the design and development stage, it has produced Smart Literacy media that integrates the ethnomathematics context and the Tri-Nga stages (ngerti-ngrasa-nglakoni). The validity of the media in this study was carried out by material experts, media experts, and language experts. The validation results show that the media obtained a percentage of 92.8% from material experts, 96.8% from media experts, and 91.6% from language experts, where all are in the very valid category. The implementation stage was carried out through a limited trial involving 3 teachers and 9 students to determine the level of practicality of the media. The results of a limited trial indicate that the Smart Literacy media is highly practical. This media is able to present geometry learning through the integration of local cultural contexts and comprehensive learning, encompassing cognitive, affective, and psychomotor aspects. Thus, the Smart Literacy media is declared valid and practical, and suitable for use as a geometry learning medium in elementary schools. This research is recommended for further testing the media's effectiveness on a broader scale and for developing similar media for other mathematics materials.
Copyright (c) 2026 Siti Toifatun Khasanah https://creativecommons.org/licenses/by-sa/4.0