Lectura: Jurnal Pendidikan (p-ISSN: 2086-4876, e-ISSN: 2549-063X) is a scientific journal containing research articles in education scope. Lectura: Jurnal Pendidikan is published twice a year (February and August) by Faculty of Teachers Training and Education Universitas Lancang Kuning. Now, Lectura: Jurnal Pendidikan has been indexed by Google Scholar, SINTA, Directory of Open Access Journals (DOAJ), Crossref, Garba Rujukan Digital (GARUDA) which is formerly known as Indonesian Publication Index (IPI), Dimensions, EBSCO, Vancouver Public Library, Indonesia OneSearch by PERPUSNAS, BASE, ROAD, Harvard Library, WorldCat, SOLO (University of Oxford), CORE, Standford Libraries, StarPlus (The University of Sheffield), and many more. Lectura: Jurnal Pendidikan has been accredited (SINTA 3) by Ministry of Education and Culture, Research, and Technology, Republic of Indonesia since 2021 up to 2025 according to the decree No. 158/E/KPT/2021.
Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning
Effectiveness of the APBAC Edu Model in Enhancing Critical Thinking Skills for 21st Century Learning
In response to the growing demand for higher-order thinking in 21st-century education, innovative learning models are needed to effectively enhance students’ critical thinking skills. This study aims to test the effectiveness of the APBAC Edu learning model in enhancing critical thinking skills. This research used a quasi-experimental approach with a pretest-posttest control group design. The population was economics education students at the Faculty of Teacher Training and Education, Sriwijaya University, and sampling used simple random sampling, 68 students Indralaya class as the experimental group using the APBAC Edu model and 27 Palembang class as the control group using the problem-based learning model. The results showed that the average score for the experimental group increased from 6.60 in the pretest to 11.60 in the posttest, achieving an N-Gain of 0.59 (59.47%), which is categorized as moderate and effective. Meanwhile, the average score of the control group increased from 7.60 to 11.80 after the intervention, N-Gain of 0.45 (45.38%), which is considered moderate and less effective. The independent sample t-test showed a significance value of 0.000 <0.05, indicating a significant difference between the two groups. In conclusion, this research confirms that the APBAC Edu and PBL models are effective in improving critical thinking skills. However, the APBAC Edu model resulted in a greater increase in average scores compared to the PBL model. Therefore, it is recommended that the APBAC Edu model be implemented in courses which aims at developing higher-order thinking skills, such as accounting practicum courses.
Copyright (c) 2025 Lectura : Jurnal Pendidikan
School Dropout in the Indonesia-Timor Leste Border: Moderating Role of Social Environment and Learning Motivation
This study is motivated by persistently high dropout rate at senior high school level in the border region between Indonesia and Timor-Leste. The school participation rate at this level reaches only 60.42%, indicating that 39.58% of students do not continue or complete their education. The purpose of this study is to examine the influence of family environment and peer on the tendency to drop out of school, as well as to evaluate the moderating role of learning motivation in these relationships. This research employed a quantitative approach using an explanatory survey method. The study population included all high school dropouts across 12 sub-districts in Malaka Regency. A proportional sampling technique was applied, resulting in a total sample of 180 dropout students. Data were collected using a questionnaire with a five-point Likert scale. The data were analyzed using multiple regression analysis and Moderated Regression Analysis (MRA) with the assistance of SPSS version 27. The results of the study showed that the family environment and peer have a significant negative effect on school dropout. Learning motivation significant moderates, the relationship between the family environment, peers and school dropout. In conclusion, both the family environment and peer groups significantly influence school dropout rates in border areas, while learning motivation serves as a protective factor that can mitigate these effects. Therefore, efforts to enhance students’ learning motivation may be an effective strategy to reduce dropout rates in such regions.
Improving Indonesian Children’s Reading Skills through Virtual Reality Media: A Literature Review
In the era of Society 5.0, the integration of technology into education has become increasingly prevalent; however, its effectiveness in enhancing student learning processes, abilities, and outcomes remains a subject of debate. This study aims to explore the potential of Virtual Reality (VR) as a technological innovation to enhance motivation, understanding, and learning effectiveness in elementary education, particularly in the context of Society 5.0. This study employed a descriptive qualitative approach using a literature review-based research method. Data were collected and analyzed from various academic sources focusing on the use of VR in elementary education settings. The findings highlighted the significant potential of VR, particularly when integrated with artificial intelligence, to personalize learning, enhance student competencies, and assist teachers in developing intelligent and contextually relevant content. The literature also showed that VR implementation in elementary schools improves students’ motivation, conceptual understanding, and overall learning effectiveness. In conclusion, the application of VR in elementary education demonstrates strong potential as an innovative and adaptive learning tool in line with the goals of Society 5.0. Although challenges such as cost, infrastructure, and teacher readiness persist, the benefits of VR in fostering interactive and student-centered learning make it a valuable area for further research and development.
School and Parent Collaboration through the SOBAT Program in Tackling Student Bullying
Bullying, a persistent form of violence in schools that harms students' mental health and character development, requires collaborative efforts between parents and schools, especially within Indonesia's current educational focus on strengthening supportive learning ecosystems. This study aims to analyze the effectiveness of the Great School Parents Program (Sekolah Orang Tua Hebat Program/SOBAT) in building partnerships between schools and parents to reduce bullying cases at Junior High School (Sekolah Menengah Pertama/SMP) Negeri 1 Singojuruh Banyuwangi. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observation, and documentation, then analysed using data reduction, data presentation, and conclusion-drawing techniques. The results of the study indicated that the SOBAT Program successfully created synergy between schools and parents in shaping students’ character, improving early detection of bullying behavior, and strengthening the role of families in positive parenting. The activities implemented included parenting classes, family discussion forums, counseling services, and digital communication. The impact was evident in the decrease in bullying cases and the increase in students’ openness and parents’ concern for their children’s psychosocial conditions. However, time constraints and parents’ lack of understanding regarding the urgency of their role remain major challenges. In conclusion, this study emphasizes that parental involvement is not merely a supporting element but a strategic key in character education transformation. This program holds significant potential for contextual replication across various educational institutions as a collaborative model in building sustainable child-friendly schools.
Technological Pedagogical and Content Knowledge (TPACK) Abilities of Early Childhood Education Teachers in Digital-Based Learning
The digital era has significantly transformed the educational landscape, including at the Early Childhood Education (Pendidikan Anak Usia Dini/PAUD) level, where teachers are expected to master content, pedagogy, and technology integration. However, many PAUD teachers still face challenges in effectively combining these three aspects in their teaching practices. This study aims to describe the Technological Pedagogical and Content Knowledge (TPACK) competency level of PAUD teachers in digital-based learning. Using a quantitative descriptive approach, the study involved six teachers from three Raudhatul Athfal (RA, Islamic early childhood education institutions) in Butuh District, Purworejo Regency. Data were collected through observation and documentation using instruments that covered seven TPACK dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and the comprehensive TPACK. The findings revealed that the overall TPACK mastery of PAUD teachers was in the good category, with an average score of 84.44%. The highest-scoring dimension was the integrated TPACK, while the lowest was PCK, indicating a need for improvement in objectively assessing children’s learning processes and outcomes. These results highlight the ability of RA teachers to integrate technology, pedagogy, and content in digital-based learning and underscore the importance of continuous training and mentoring to enhance their TPACK competencies in meeting the demands of 21st-century education.
technological pedagogical and content knowledge (TPACK)
Developing Problem-Solving Based E-Student Liveworksheet to Improve Students’ Critical Thinking in Acid-Base
This study is conducted in response to the low levels of students’ critical thinking skills, particularly in interpretation, analysis, inference, and explanation, in the context of acid-base chemistry, as well as the scarcity of digital resources that promote active learning. The objective is to develop a problem-solving-based E-Student Liveworksheet to improve critical thinking skills related to acid-base material. Research and Development (R&D) was employed, following the 4D model (Define, Design, Develop, and Disseminate). The feasibility of the developed worksheet was evaluated using Nieveen’s criteria: validity, practicality, and effectiveness. Data were gathered through expert validation forms, student questionnaires, classroom observations, and critical thinking tests. The study involved eleventh-grade students at Gedangan Senior High School. Validation results showed a mode score of 4, indicating high content validity. The practicality score from student responses reached 95%, categorized as "very good." Effectiveness was demonstrated by n-gain scores ranging from 0.50 to 1.00, reflecting moderate to high improvement across all critical thinking indicators. These findings confirm that the liveworksheet is a valid, practical, and effective tool for enhancing students’ critical thinking in acid-base learning. In conclusion, the developed digital resource supports the goals of the Independent Curriculum by fostering interactive, contextual, and problem-based learning. This innovation offers valuable potential for broader application in science education and serves as a reference for integrating technology to promote higher-order thinking. Future research is recommended to explore its long-term impact and adaptability across various scientific topics and learning environments.
Enhancing Fifth Grade Students’ Character Values through the Value Clarification Technique (VCT) in Civic Education Learning
The increasing prevalence of moral and social issues among elementary students highlights the urgent need to strengthen character education. This study explores the strategic role of civic education in fostering core values such as religiosity, honesty, discipline, responsibility, and tolerance among fifth-grade students at SDN Inpres Pandai. Utilizing a Classroom Action Research (CAR) design conducted over two cycles, the study implemented the Value Clarification Technique (VCT) as an instructional intervention. The research involved 31 students and followed the stages of planning, implementation, observation, and reflection. Data were collected through observation checklists, interviews, document analysis, multiple-choice tests, teacher assessments, and student self-reflection instruments. The results indicated substantial improvements across all five character dimensions. Students’ initial mastery levels, which ranged from 54.8% to 74.2%, increased to between 83.9% and 90.3% following the intervention, placing all participants within the “very well developed” category. The VCT approach enabled students to engage critically with real-life moral dilemmas, express their values, and reflect on ethical decision-making. These outcomes demonstrate the effectiveness of VCT in enhancing students’ moral reasoning and ethical behavior, aligning with the goals of Indonesia’s Merdeka Curriculum and the Pancasila Student Profile. In conclusion, the potential of VCT as a valuable pedagogical tool in promoting character education at the primary level.
The Effect of the Global Method on Elementary Students’ Fable Reading and Viewing Skills Development
Early literacy development in primary education often encounters obstacles, particularly when students struggle to integrate text comprehension with visual and contextual language cues. The aim of this study is to examine the effectiveness of the Global Method in improving early literacy skills, specifically reading comprehension, visual interpretation, and contextual language understanding, among second-grade elementary students through the use of fable texts. Employing a quasi-experimental nonequivalent control group design, the study involved 64 students from a public elementary school in East Jakarta, divided into experimental and control groups. A 20-item multiple-choice literacy test, validated by experts, was administered before and after the intervention to measure reading comprehension, viewing skills, and mastery of language components such as nouns, adjectives, and antonyms. Results showed a significant improvement in the experimental group’s post-test scores (M = 87.97) compared to the control group (M = 68.59), with a significance value of 0.000 and a large effect size (Cohen’s d = 2.60), indicating strong practical relevance. The findings suggest that the Global Method not only improves academic performance but also promotes holistic literacy by integrating moral, visual, and linguistic competencies. Aligned with the Merdeka Curriculum’s principles of contextual and student-centered learning, this method presents a promising alternative for early literacy instruction. Future research should examine its adaptability across grade levels and explore digital enhancements for broader implementation.
Digitalization of Riau Malay Dance through the Rentak Bulian Dance Adventure Game as Cultural Education Medium
Culture is an important heritage that must be preserved, including traditional arts such as the Riau Malay Dance, particularly the Rentak Bulian dance. This dance originates from the healing rituals of the Talang Mamak community in Indragiri Hulu, Riau Province. This study aims to develop an adventure game based on the Rentak Bulian dance as an interactive and engaging cultural education medium for the younger generation, focusing on the gaps in cultural education that result in a lack of understanding and appreciation for this dance. A qualitative ethnographic method was employed to gain an in-depth understanding of the cultural values and movements of the Rentak Bulian dance, while the Game Development Life Cycle (GDLC) method was applied to develop an Android-based game. These two methods complement each other throughout the development phases, where ethnography provides the necessary cultural context for game design, while GDLC ensures that these elements are effectively integrated into a digital format. The results of the study indicated that the developed game successfully integrates historical aspects, dance movements, and traditional music into an interactive digital format. This game was equipped with dance tutorials, educational quizzes, and adventure missions that can enhance learning motivation and user engagement. In short, the digitalization of traditional dance through this adventure game not only strengthens local cultural identity but also increases cultural awareness among the younger generation in the digital era.
Utilization of Technology Media in Era 4.0 on Students’ Creativity in Elementary Schools
In the era of the Industrial Revolution 4.0, fostering creativity at the elementary level is essential for equipping students with the critical thinking and problem-solving skills needed to adapt to rapid technological change. This study explores how the use of technology-based media influences student creativity in elementary schools. Employing a qualitative descriptive approach, data were collected through classroom observations, semi-structured interviews with teachers and students, and documentation across five selected public elementary schools in Cirebon City, Indonesia. The research focuses on how digital tools, such as learning videos, Canva, PowerPoint, and Wordwall, are integrated into classroom instruction and how they affect students’ learning interest, active engagement, and satisfaction. The findings showed that technology-supported learning environments contribute positively to the development of four core indicators of creativity: fluency, flexibility, originality, and elaboration. Students demonstrated greater confidence in generating and expressing ideas, adapted learning strategies independently, and produced more detailed and original work using digital platforms. Teachers also observed higher motivation and participation levels during technology-enhanced lessons. These results underscore the importance of incorporating digital media into pedagogical design to foster creativity among young learners. In conclusion, integrating technology-based media into elementary education effectively fosters students’ creativity by enhancing their idea generation, adaptability, and originality, while simultaneously increasing their motivation and active participation in the learning process.
Using Index Card Match in Developing Vocabulary of the Eighth-Grade Students in Junior High School
Vocabulary forms the essential basis for students’ language proficiency, supporting their growth in reading, writing, speaking, and listening. A well-developed vocabulary not only improves comprehension but also enables effective communication in both oral and written contexts. This research aims to evaluate the impact of Index Card Match method on the vocabulary development of eighth-grade students of Sekolah Menengah Pertama (SMP) Negeri 9 Palu, highlighting the importance of vocabulary in English learning and the need for interactive and effective teaching methods to develop students’ vocabulary skills. A quasi-experimental design was employed, involving an experimental group taught using Index Card Match and a control group receiving conventional method. A sample of 64 students was selected through cluster random sampling from total population of 352 eighth-grade students, ensuring representativeness. This research utilized a set of 10 multiple choice questions and 10 matching items as instruments, which has been validated through evaluation and testing to ensure reliability. The findings indicated that the mean pre-test score for the experimental group was 47.81, compared to 49.22 for the control group. In contrast, the post-test mean score for the experimental group rose to 69.69, while the control group scored 42.03. The Mann-Whitney U test was employed due to the non-normal distribution of the data, revealing a significant difference between the two groups (p<0.05). In short, this indicates that the Index Card Match method positively impacts vocabulary development, accentuating its academic and pedagogical significance in improving students’ language skills.
Riddle Game in Elevating EFL Vocabulary Mastery
Gaming in the language instructional process has been intensively implemented by academia all over the world and most of them claim that it is successful to bridge an English as Foreign Language (EFL) learner in mastering language skill and components. This study aims to expose how the implementation of riddle games elevating the vocabulary development of eighth grade students at junior high school (Sekolah Menengah Pertama/SMP Negeri 6 Palu. A quasi-experimental method was employed, consisting of experimental class that engaged in riddle game strategy meanwhile the control class received lecture method. 10 items of multiple choice, 5 items of jumbled words, and 10 items of matching vocabulary were used as the instrument to measure the student’s knowledge before and after getting intervention. The sample of 50 students in this research was randomly selected from the total population of 268 eighth grade students. Due to the non-normal distribution of the data, the Mann-Whitney U test was employed for statistical analysis. The finding demonstrates an improvement in the mean score of both groups; the experimental group improved from 41.56 to 55.16, while the control group increased from 44.88 to 49.24. However, the Mann-Whitney U ranks test showed a non-significant difference between the two classes (p>0.05). Thus, it can be concluded that the Riddle game is inefficient to expand students’ vocabulary mastery.
Developing a Culturally Integrated E-Module on Madurese Herbal Knowledge to Enhance Students’ Ecoliteracy Skills
The lack of learning media makes the learning process monotonous and boring, and the lack of introduction to local wisdom makes students less familiar with the surrounding culture. E-modules can be a solution to convey material on elements, compounds, and mixtures that are integrated with Madurese herbal medicine. The aim of this research is to design, validate, and evaluate the effectiveness of an integrated e-module that combines science learning materials with Madurese herbal medicine local wisdom to enhance students’ ecoliteracy. The method used in this study was research and development with four stages, namely, define, design, develop, and disseminate. Data collection techniques included observation techniques, interviews, and questionnaires. The results of this study, at the validation stage, showed there were four aspects that were assessed, namely content feasibility, which obtained a value of 90%; presentation aspect, 86.67%; linguistic aspect, 94.47%; and graphic feasibility, 93.33%. The total percentage obtained was 91.12%, which means that the developed e-module is valid and feasible to use. Meanwhile, the results of ecoliteracy skills in the cognitive aspect obtained an N-gain of 0.5 and were included in the moderate category. Other results in the attitude aspect obtained 92.39%, and the results of the skills aspect obtained 93.12%, so that they were classified as very effective. In conclusion, integrating local wisdom into science learning through a well-designed e-module not only strengthens students’ understanding of scientific concepts but also fosters cultural appreciation and environmental responsibility, thereby supporting the development of ecoliterate future generations.
Gamification in English Learning: Building Students’ Motivation and Creativity
This study investigates the effectiveness of gamification in English language learning, focusing on its impact on students’ motivation and creativity. In the digital age, educators are increasingly integrating game elements into instructional design to foster learner engagement and innovative thinking. This study employed an explanatory sequential mixed-methods design, combining quantitative and qualitative approaches. Quantitative data were collected through pre- and post-tests using the Academic Motivation Scale (Ryan & Deci, 1985), Tests of Creative Thinking by Torrence (2018), and a researcher-developed questionnaire assessing students’ understanding of gamification elements such as points, challenges, and badges. The participants were 33 eleventh-grade students from a public high school in Bekasi. The results showed statistically significant improvements in all three measured variables. Furthermore, semi-structured interviews revealed increased engagement, confidence, and imaginative language use during gamified learning activities. Challenges included limited access to digital devices, unstable internet connectivity, and differences in student adaptability based on prior technology exposure and personality traits. These findings suggest that gamification may be an effective and contextually relevant instructional strategy in Indonesian EFL (English as a Foreign Language) classrooms. The study highlights the potential of gamified instruction to support both affective and cognitive domains, and recommends further research on long-term impacts and scalable implementation models.
EFL Students’ Perceptions and Challenges in Using Talk Shows to Improve Listening Skills
In response to the increasing need for authentic, engaging materials in English language teaching, this study explores the potential of talk shows as a medium to enhance listening comprehension. This study aims to investigate students’ perceptions, challenges, and learning experiences in using talk shows as a medium to improve listening skills. In the context of the digital era, media-based learning, such as talk shows, offers valuable opportunities to enhance listening comprehension. As authentic audio-visual materials, talk shows expose learners to natural spoken English, diverse accents, and real-life conversational contexts. This research employed an explanatory sequential mixed-method design, beginning with a quantitative phase involving 74 sixth-semester students, followed by a qualitative phase with seven participants selected to provide deeper insights. Data were collected through a 25-item questionnaire and structured interviews. The findings indicate that students held positive perceptions of talk shows, particularly in five areas: language exposure, listening skill development, motivation and engagement, learning methods and habits, and personal preferences. Nevertheless,some challenges were noted, including difficulties with fast speech, unfamiliar vocabulary, and accent variation. Overall, students viewed the use of talk shows to be both beneficial and meaningful. Future research is encouraged to explore the long-term impact of talk shows or to compare their effectiveness with other language learning media.
Pedagogical Development of the Remo Bapang Jatiduwur Dance for Instructional Use at Sanggar Tri Purwo Budoyo
The Bapang dance within the Wayang Topeng Jatiduwur tradition in Jombang has experienced a significant decline due to a lack of regeneration, rendering it dormant for years. This study addresses the urgent need for choreographic reconstruction and development of the Remo Bapang Jatiduwur dance as a creative effort to preserve and reintroduce it to contemporary audiences. The objectives are twofold: (1) to describe the choreographic development process of Remo Bapang Jatiduwur as instructional material at Sanggar Tri Purwo Budoyo, and (2) to evaluate its feasibility for pedagogical implementation. The research is grounded in two theoretical frameworks: artistic reconstruction and choreographic development, combined with the concept of studio-based teaching materials. Methodologically, it integrates the Four-D development model (Define, Design, Develop, Disseminate) by Thiagarajan and Hawkins art creation process (exploration, improvisation, and forming). The findings reveal the creation of two choreographic works: a reconstructed version that revives traditional nuances, and a contemporary adaptation designed for educational relevance and inclusivity. Validation by experts and field testing at the studio showed strong cultural resonance, technical feasibility, and learner engagement. This study concludes that the developed choreography is viable for instructional use and contributes meaningfully to the revitalization of local performing arts, providing a sustainable model for heritage-based dance education.
The Effectiveness of the Seven Habits Program to Enhance Elementary Students’ Character in the Digital Era
In response to the growing challenges of character development in the digital era, this study investigates the effectiveness of implementing the Seven Habits of Great Indonesian Children program in enhancing the character of elementary school students. This qualitative case study was conducted at SD Negeri 9 Purwodadi and involved 15 purposively selected participants, including one principal, four teachers, and ten upper-grade students (grades 4–6) who were actively engaged in the program. Data collection methods included interviews, classroom observations, and documentation of relevant school activities. The data were analyzed using Miles and Huberman’s interactive model, which comprises data reduction, data display, and conclusion drawing. The findings demonstrate that the Seven Habits program was effectively implemented and significantly contributed to students’ character development, particularly in fostering independence, active learning, collaboration, leadership, and responsibility. Supporting factors included structured routines, motivational strategies, creative teaching methods, and positive reinforcement. However, several challenges were also identified, such as limited instructional time, insufficient learning media, varying levels of student motivation, and weak parental involvement. These results suggest the need for enhanced school–parent collaboration, increased access to creative educational resources, and targeted teacher training in character education. Future research is recommended to assess the program’s long-term impact and its applicability across different educational contexts.
The Effect of Gimkit Media on Elementary Students’ Critical Thinking Skills in Science Learning
This study examines the effectiveness of Gimkit, a game-based interactive learning platform, in enhancing the critical thinking skills of fourth-grade elementary students within the context of science education. Addressing the limited development of higher-order thinking skills at the elementary level, this research aimed to determine whether integrating digital media such as Gimkit can significantly improve students’ critical thinking performance. Utilizing a quantitative approach and a quasi-experimental design with a nonequivalent control group, the study involved 54 students divided evenly between experimental and control classes. The experimental group received instruction supported by Gimkit, while the control group followed conventional teaching methods. Critical thinking skills were measured using a validated test instrument encompassing four key indicators: analyzing information, formulating problems, drawing conclusions, and evaluating data. Data were analyzed using an independent samples t-test, which revealed a statistically significant difference between the post-test scores of the two groups (p < .001). The effect size, as measured by Cohen’s d = 2.118, reflects a very large impact. Students in the experimental group showed substantial gains across all critical thinking indicators. These results highlight the potential of structured, game-based digital tools to foster cognitive engagement and skill development in elementary science instruction. In short, the findings carry practical implications for the design of instructional strategies that incorporate educational technology to support critical thinking from an early age.
Psycholinguistic Perspective on Cognitive Development and Emotional Support in Language Classrooms: Insights from Teachers
This qualitative study explores the examined intersection of cognitive theory and emotional support in English Foreign Language (EFL) pedagogy by examining how experienced lecturers integrate frameworks like Universal Grammar, the Zone of Proximal Development, and Piagetian stages into their teaching. By linking psycholinguistic theory with classroom practice, the research highlights the combined role of cognitive and emotional scaffolding in supporting second language acquisition. The study aims to understand how theoretical constructs are reflected in practical, real-time classroom instruction, particularly how instructors adapt theory to meet learners’ emotional and cognitive needs. This qualitative research employed a descriptive design and involved nine experienced college-level EFL lecturers from Indonesia, Pakistan, and international settings as the sample. Data were collected through semi-structured interviews focusing on how participants adapt theoretical frameworks to address students’ cognitive and emotional needs in real classroom settings. Semi-structured interviews were conducted with nine college-level lecturers with 10–20 years of experience from Indonesia, Pakistan, and international contexts. The data were analyzed using thematic analysis to identify recurring patterns and core themes related to the integration of theory and practice. In conclusion, the analysis revealed three main findings: lecturers employed implicit scaffolding aligned with theoretical constructs, prioritized emotional safety to support cognitive risk-taking, and faced challenges applying theory across culturally diverse classrooms effective EFL pedagogy.
The Effect of Comic Media on Science Literacy in Fifth Grade Elementary Science Learning
This study is motivated by problems found in the learning process because the science media used by educators was still conventional. The purpose of this study is to determine the effect of comic media learning on science literacy of students in fifth grade elementary school. This study used a quantitative approach with an experimental method and a quasi-experimental design because it involved two classes. The research sample consisted of 30 students from the control class and 30 students from the experimental class. Data in this study were collected through observation, document analysis, and trials. The results of the study conducted by the researcher showed that in the N-Gain test, the mean N-Gain value for the experimental class was 0.7883, indicating that the average increase in the measured variables was in the high category according to the established criteria. The data in this study were normally distributed and homogeneous. This was evidenced by the normality test obtained a Sig value on Kolmogorov-Smirnov of 0.200> 0.05. And in the Homogeneity test, a value of 0.636> 0.05 was obtained. This comic learning media was also effective in improving the science literacy of fifth grade students of Elementary School. It can be concluded that the use of comic learning media is effective in improving the science literacy of fifth grade students of elementary school.
The Effect of STAD Learning Model Using Bingo Card Media on Grade IV Students Mathematics Outcomes
This research is based on the problem of mathematics learning which is often considered difficult and boring, so it has an impact on low student learning outcomes. This study aims to see data on student learning outcomes using the Student Teams-Achievement Divisions (STAD) learning model and students who do not use the STAD learning model, and to analyze the influence of the STAD learning model based on bingo card media on the mathematics learning outcomes in grade IV of elementary school. This study used a quasi-experimental method with a pretest-posttest design. A control group of 64 students. The experimental class applied the STAD model with bingo card media, while the control class used conventional methods. Data collection was carried out through essay tests that had been tested for validity and reliability. Data analysis used normality, homogeneity, and independent tests. Sample T-test. The average post-test result of the experimental class was 87.31, higher than the control class which was 76.72. The results of the T-test showed a significance of 0.000 <0.05, which means there is a significant difference between the two classes. Therefore, the STAD learning model assisted by bingo card media is effective in improving the mathematics learning outcomes of fourth-grade students. In conclusion, STAD Learning Model using bingo card media is also able to create a more interactive, enjoyable learning atmosphere and increase students’ active involvement in learning.
The Relationship between Field Work Experience and Self-Efficacy on Students’ Work Readiness
Vocational education plays a crucial role in preparing students for the workforce by integrating practical experience with personal development. This study aims to analyze the effect of Field Work Practice and Self-Efficacy on Work Readiness of SMK (Sekolah Menengah Kejuruan) Negeri 1 Singosari students. This study used a quantitative approach with an ex post facto design, chosen because it is appropriate to study existing conditions without direct manipulation. The sample consisted of 72 grade XII students of the Industrial Automation Engineering Department, representing the entire target population through saturated sampling. Data were collected using a validated and reliable questionnaire. Regression analysis showed that Field Work Practice and Self-Efficacy simultaneously had a significant effect on work readiness (R² = 0.769; p < 0.05). However, partially, only self-efficacy had a positive and significant effect (β = 0.980; p < 0.05), while Internship Experience had a positive effect but was not statistically significant (β = 0.150; p > 0.05). The insignificant results for Field Work Practice may be attributed to location variations and differences in the quality of guidance. In conclusion, these findings underscore the important role of self-efficacy in vocational education, suggesting that schools should implement targeted programs such as confidence-building workshops and structured mentoring to enhance students’ readiness for work.
Discovering Affecting Factors on Oral Communication of EFL Learners
Speaking is a crucial communicative competence in English as a Foreign Language (EFL) context. This study aims to investigate internal and external factors influencing students’ daily use of oral English in the English Study Program at Universitas Riau. This study employed an explanatory sequential mixed-method design. Quantitative data were collected via a validated 30-item questionnaire administered to 75 sophomore students, followed by Focus Group Discussions (FGDs) to explore qualitative insights. Data were analyzed using SPSS (descriptive statistics) and thematic analysis. The findings revealed that internal factors, such as anxiety, self-efficacy, motivation, vocabulary, pronunciation, fluency, accuracy, and grammar, continue to shape students’ spoken English practices. Psychological barriers such as fear of judgment and low confidence were present but not dominant. Linguistic barriers, especially limited vocabulary and pronunciation issues, emerged as more prominent. Externally, limited practice opportunities, passive classroom interaction, and curriculum-practice misalignment reduced students’ exposure to real-life spoken English. The integration of findings suggests that while psychological and cultural resistance to speaking English is relatively low, linguistic and environmental challenges remain significant. The lack of supportive speaking environments and communicative pedagogies hampers students’ ability to apply English meaningfully outside the classroom. At last, addressing the underuse of oral English among EFL learners requires targeted pedagogical interventions and curriculum reforms that embed practical oral activities and foster positive peer-speaking culture.
Teaching Speaking Skills by Using Snowball Throwing Technique to the Junior High School Students
This study examines the effectiveness of the Snowball Throwing technique in improving the speaking skills of junior high school students. Speaking is considered a crucial aspect of English language learning, requiring students to communicate ideas clearly and confidently. Traditional methods often fail to stimulate active participation, prompting the need for more engaging approaches. The Snowball Throwing technique offers an interactive alternative that involves students writing questions on pieces of paper, crumpling them into balls, and throwing them to classmates who answer them verbally. This activity fosters spontaneous speech, peer interaction, and critical thinking. A quasi-experimental design was used with two classes: an experimental group taught using the Snowball Throwing technique and a control group taught using conventional methods. Before the treatment, the average score of the experimental group was 62.4 and the control group was 62.2. After the application of Snowball Throwing Technique, the experimental group’s post-test score increased to 82.6, while the control group only reached 68.5. The Mann-Whitney U test results showed a significance value of 0.000 (p < 0.05), which means there is a significant difference between the two groups. This technique proved to be effective in improving speaking skills, especially in the aspects of fluency, accuracy, and comprehensibility. In addition, this technique also increased students’ confidence and active participation, in line with Vygotsky’s theory that social interaction in cooperative learning accelerates language acquisition.
The Effect of AR Assemblr Edu Media on Critical Thinking Skills on Food Web Material
Critical thinking is one of the important 21st century skills developed at the elementary school level. However, students often struggle to understand ecosystem concepts such as food webs due to limited use of interactive learning media. This study contributes by integrating food web material and the development of critical thinking through Assemblr Edu-based Augmented Reality (AR) media. This study aims to examine the outcome of Assemblr Edu-based AR media on fifth-grade students’ critical thinking skills in learning food web. This study uses a quantitative method, namely a quasi-experimental design with a Pretest-Posttest Only Control Group. The participants consisted of 62 students of SDN Ciracas 07 Pagi. The sample technique used cluster random sampling, which involved randomizing existing classes rather than individuals. It was separated into two groups, 31 experimental students and 31 control students. An essay test was employed as the research instrument. It was established using five indications of critical thinking skills, namely Providing simple explanations, building basic skills, drawing conclusions, providing further explanation, and organizing strategies and tactics. The results of the independent sample t-test analysis showed that the two groups had a significant difference indicated by the significance value (sig. 0.048 <0.05). In addition, the effect size value of 0.513 is in the medium category. These findings suggest that Assemblr Edu-based AR media has a considerable impact on students’ critical thinking skills. However, the use of this medium requires the support of compatible devices, stable internet connection, and teacher assistance in using digital media.
Empowering Pre-Service English Foreign Language (EFL) Teachers in Academic Writing and Publishing: Navigating Opportunities and Challenges
Despite the growing emphasis on academic writing and publishing in EFL teacher education, limited research has explored how pre-service EFL teachers navigate it. This study addresses this gap by examining the opportunities and challenges faced by pre-service EFL teachers in academic writing and publishing. The study employed a qualitative case study. Through interviews with two pre-service EFL teachers, observation, and documentation, the findings highlight opportunities in academic writing and publishing programs, including enhancing professional competency, fostering critical thinking and communication skills, promoting evidence-based teaching practices, advancing career recognition, and encouraging reflective practice. Equipped with academic writing and publishing skills, pre-service EFL teachers are better prepared to meet the demands of modern classrooms and contribute to the educational field through research and publication. However, participants also faced challenges, such as linguistic and rhetorical difficulties, limited research and critical thinking skills, psychological barriers, and issues related to the publishing process. The study offers practical implications for teacher education programs, emphasizing the need for explicit instruction in academic writing and research methodologies, mentorship, feedback, and support for participation in academic conferences. Furthermore, the findings suggest that institutional culture and academic expectations also influence pre-service teachers’ engagement in scholarly writing. A lack of exposure to real publication practices, limited access to academic journals, and insufficient training in digital literacy were additional concerns. Addressing these factors holistically can significantly enhance teacher candidates’ readiness for academic contribution.
Investigating the Correlation between Prescriptive Grammar Knowledge and Speaking Ability in EFL Students
Prescriptive grammar knowledge refers to established rules and guidelines that define the proper and standardized use of English. In English as a Foreign Language (EFL) context, grammar mastery significantly shapes students’ speaking ability. However, an overemphasis on grammatical accuracy may affect learners’ confidence due to anxiety and social pressure, especially in academic settings. Speaking becomes one of the most challenging skills when students feel pressured to speak correctly. The purpose of this study was to investigate whether there is a significant correlation between students’ perception of prescriptive English grammar and their speaking ability. The sample were 38 fourth-semester English Department students at Universitas Riau, selected through cluster random sampling. Data were collected through a questionnaire that measured students’ perception of prescriptive grammar and a speaking test assessed by three independent raters. All of the data in this study were analyzed and confirmed using SPSS 30.0. Validity testing showed all questionnaire items exceeded the critical value (0.3202), indicating validity. The reliability coefficient was 0.777, surpassing the 0.6 threshold. Inter-rater reliability coefficient was confirmed with a significance value of 0.000. Pearson Product Moment Correlation analysis was conducted in this research. The results showed a strong positive correlation between students’ perceptions and their speaking performance (r = 0.957, p = 0.000). These findings support the alternative hypothesis (Ha) and reject the null hypothesis (H0). This study informs how learners’ views about grammar may influence their speaking ability and offers practical ideas for improving EFL teaching, especially in the Indonesian context.
Teaching Vocabulary to Grade XI Students through Duolingo Application at Senior High School
This study focuses on the effectiveness of using the Duolingo application in teaching vocabulary to grade XI. This study used a quasi-experimental design with two classes: experimental and control. The experimental class received treatment using Duolingo media, while the control class was taught using conventional media. Pre-tests and post-tests were used to assess improvements in students’ vocabulary. The results of the study indicate that the use of the Duolingo application is effective and can improve students’ vocabulary, as evidenced by the average score of the experimental class increasing from 78.10 to 95.5. The Mann-Whitney test showed a significant difference between the two classes (p<0.05), indicating that the use of the Duolingo application is effective in teaching vocabulary. In addition, the findings reveal that students in the experimental class demonstrated higher levels of engagement, motivation, and confidence when learning new vocabulary through the application. The interactive features of Duolingo, such as gamification and immediate feedback, contributed to a more meaningful learning experience. These advantages suggest that mobile-based language learning tools like Duolingo can play a significant role in enhancing language acquisition in formal educational settings. Therefore, it is recommended that teachers consider integrating technology-enhanced instructional media to complement traditional teaching methods in order to maximize students’ outcomes in vocabulary mastery.
Perceptions of Students on the Use of ChatGPT as a Translation Tool
This study investigates students’ perceptions of using ChatGPT as a translation tool. This study aims to find out the students’ perceptions of the use, advantages, and disadvantages of ChatGPT as a translation tool. This study used purposive sampling to find the sample. The total sample for this study was students who use ChatGPT as a translation tool, including 89 out of 109 students. This study used the explanatory sequential mixed method. The data was collected through 21 items of closed-ended questions and five items of open-ended questions. The researchers used descriptive statistical analysis for quantitative data and thematic analysis to find qualitative data. The findings showed that students’ overall perception of ChatGPT as a translation tool was high, with a mean score of 3.42. The construct on the use of ChatGPT as a translation tool was a moderate score (3.38), indicating that students use ChatGPT selectively to translate words, paragraphs, academic texts, and written assignments. The advantages of ChatGPT were rated high (3.56), indicating that students recognized its benefits in reducing proofreading and editing, saving time, language improvement, efficiency, and flexibility. However, the disadvantages were rated moderate (3.19), with concerns about dependency and translation quality. The study concludes that students positively perceived ChatGPT and recognized its limitations. Students use ChatGPT as a translation tool for only a few uses, and ChatGPT is a valuable tool for translation. However, students do not directly feel the disadvantages of ChatGPT because they use ChatGPT selectively.
Total Quality Management at Private Boarding High School in Yogyakarta
Sekolah Menengah Atas (SMA) Muhammadiyah Boarding School (MBS) Sleman is one of the 9 educational institutions that receive diploma equivalence (Muadalah) from Al-Azhar University Cairo. That case made SMA MBS Sleman have unique characteristics and distinct advantages over other boarding-based schools in the Yogyakarta. This study aimed to investigate in depth the characteristics of a total quality management at SMA MBS Sleman. This research employed a qualitative approach, utilizing a case study type. The data collection technique used interviews, observations, and documentation. Data analysis used the interactive model by Miles, Huberman, and Saldana. The results of this study indicated that the characteristics of total quality management at SMA MBS were demonstrated by (1) customer focus: excellent relationships with customers, customer needs surveys, the implementation of an integrated curriculum, and adequate facilities and infrastructure; (2) total involvement: the formation of small teams in program implementation and the involvement of stakeholders in policy formulation; (3) measurement: the presence of a quality assurance team at the pesantren level, reporting by teachers and educational staff regarding their respective duties and responsibilities, and regular leadership meetings; (4) commitment: the commitment to quality has been established since the beginning of its establishment, training programs for teachers and staff, the school consistently strived to provide quality facilities and services for the school community; and (5) continuous improvement: improvements in the planning, and improvements in implementation. The above-stated result suggests that SMA MBS Sleman possesses all the characteristics of total quality management.