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
Enhancing Student Engagement and Creativity through STEAM-Based Fine Arts Learning: A Qualitative Case Study in Indonesia
Fine Arts education utilizing the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach serves as a vital bridge between creative expression and logical reasoning in the modern curriculum. This study aims to describe the implementation of STEAM-based learning in Fine Arts education to facilitate students’ creativity and learning engagement by integrating artistic imagination with scientific exploration. Employing a descriptive qualitative method, the research involved 72 ninth-grade students at Sekolah Menengah Pertama (SMP) Negeri 3 Minas, distributed across three classes, with data collected through intensive classroom observations, documentation of construction processes, and group interviews. During the learning phase, students were challenged to design bridge sketches and realize them by constructing miniature models using Popsicle sticks, which were subsequently tested for structural durability and load-bearing capacity. The findings indicate that student creativity was significantly reflected in the diversity of sketch designs, innovative structural choices, and unique construction solutions devised when facing physical constraints. Furthermore, learning engagement was highly evident through active participation, enthusiasm during group discussions, and persistent effort in completing complex projects. Student collaboration was also clearly identified through effective role distribution and collective decision-making throughout the design and testing stages. This study concludes that STEAM-based Fine Arts learning creates meaningful educational experiences by contextually connecting artistic processes with scientific reasoning, ultimately fostering not only aesthetic skills but also critical thinking and teamwork essential for interdisciplinary competency.
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The Role of Teacher Strategies in Bilingual Instruction to Enhance Children’s Participation in Kindergarten Learning Processes
This study examines the strategies used by teachers in bilingual teaching to encourage children’s active participation during the learning process in kindergarten. The main issue examined in this study is how teachers play a role in applying various bilingual teaching strategies as a means to facilitate children’s language development and increase their participation and involvement in learning. Using a descriptive qualitative approach, this study directly examined the natural teaching and learning process through direct classroom observation, semi-structured interviews with teachers, and documentation from three subjects: Science (Data A), Handicrafts (Data B), and Drawing (Data C). This study identified and analyzed five strategies used by teachers in bilingual teaching, namely: code-switching, code-mixing, language scaffolding, bilingual modeling, and bilingual prompts. The results showed that these strategies effectively create an interactive learning environment that encourages children’s active participation, deepens their understanding of language, and builds their confidence through the alternating use of two languages in explaining material, giving instructions, and answering students’ questions during the learning process. The study found that teachers at Yeho Creative Kids Nagoya Kindergarten consistently and adaptively apply these various strategies in teaching bilingual classes with the aim of increasing children’s participation, language skills, and confidence in learning. Therefore, these findings have practical implications for bilingual teaching in other kindergartens, particularly in developing learning strategies that have a positive influence on language development so that teachers play a role in improving students’ cognitive, emotional, and involvement in a multilingual environment.
The Effect of Fun Trio Games on Class V Elementary School Numeracy Ability
This study is conducted in response to low numeracy achievement observed in the Minimum Competency Assessment (Asesmen Kompetensi Minimum/AKM) pretest, which shows an average score of 43.16%, indicating insufficient mastery of basic numeracy skills among students. The purpose of this research is to examine changes in numeracy abilities following the implementation of the Fun Trio Game, consisting of three interactive learning tools: Diabox, Snake Ladder, and Wordwall, among fifth-grade students at SDN Tambakrejo. The study employs a quantitative approach using a one-group pretest-posttest pre-experimental design without a control group. The participants consist of 30 students, and data are collected through a 20-item multiple-choice numeracy test administered before and after the intervention. The findings show a notable improvement in students’ numeracy performance after the Fun Trio Game. The average score increases from 43.16% in the pretest to 70.16% in the posttest, resulting in an N-Gain value of 0.47, indicating a moderate level of improvement. Statistical analysis also reveals a significant difference between pretest and posttest scores (p < 0.05), supporting the alternative hypothesis that the intervention positively affects numeracy performance. Despite these encouraging results, the findings should be interpreted with caution due to the absence of a control group, which limits the ability to make strong causal inferences. In conclusion, the study suggests that the Fun Trio Game is associated with improved numeracy abilities among fifth-grade students. Further research employing more rigorous experimental designs is recommended to validate these findings and assess the generalizability of the intervention to broader educational contexts.
Developing Constructivism-Based Student Worksheets to Improve Learning Outcomes on Surface Area in Phase C
Mathematics learning practice in Elementary Schools on the topic of surface area often reveals a gap between procedural knowledge and conceptual understanding, where students can memorize formulas but struggle to comprehend surface area as the sum of the constituent faces of three-dimensional figures. This gap reflects a learning process dominated by formula-based instruction rather than activities that engage students in constructing their understanding of geometric concepts. This study aims to develop a constructivism-based Student Worksheet (Lembar Kerja Peserta Didik/LKPD) that is valid, practical, and effective in improving students’ conceptual learning outcomes on surface area. This study employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, and Disseminate), with a limited trial involving 21 Grade VI students of SDN Sumberwuluh. The result showed that in the Develop stage the LKPD achieved a Highly Valid category with an average validator score of 3.65, confirming its alignment with students’ cognitive development and constructivist learning principles. The LKPD was also categorized as highly practical, as indicated by an average student response of 81.32%, demonstrating ease of use and positive engagement during learning activities. In terms of effectiveness, the LKPD showed a High-category N-Gain score of 0.7964, supported by the results of a paired t-test that revealed a statistically significant improvement in learning outcomes (p < 0.001). In conclusion, the developed constructivism-based LKPD meets the criteria of validity, practicality, and effectiveness, and thus can serve as an innovative and reliable learning resource to support meaningful mathematics learning in elementary schools.
Validity of a Socio Scientific Issues Based Interactive E-Module Using the Argument Driven Inquiry Model
This research is motivated by the importance of developing learning media capable of facilitating scientific argumentation skills through contextual issues. The objective of the study is to develop and evaluate the validity and practicality of an interactive e-module based on Socio-Scientific Issues (SSI) using the Argument Driven Inquiry (ADI) model to support the improvement of students' scientific argumentation skills. This study employs the Research and Development (R&D) method with the 4D development model (Define, Design, Develop, and Disseminate), specifically focusing on the validation and testing phases. The validity of the e-module was assessed by four validators across 25 indicators, while the pretest–posttest instruments were validated by two experts using eight assessment items. Practicality was measured through student response questionnaires in a small-scale trial with 13 participants and a large-scale trial with 20 participants. The results indicate that the e-module achieved a validity score of 93.4%, falling into the highly valid category, while the assessment instrument reached 95% validity, also categorized as “highly valid”. The practicality of the e-module was also found to be very high, with percentages of 97.69% in the small-scale trial and in the large-scale trial. These findings demonstrate that the SSI-based e-module with the ADI model is not only theoretically feasible but also practical for use as a learning medium that supports investigation, scientific argumentation, and problem-solving based on socio-scientific issues. In conclusion, this e-module has the potential for broader implementation and further testing to evaluate its effectiveness in improving scientific argumentation skills.
Bibliometric Mapping of Culturally Responsive Teaching (CRT) and Teachers’ Pedagogical Competence
The application of learning that is responsive to students’ cultural backgrounds is a crucial step, especially in the context of multicultural learning. This study aims to map trends in international publications on Culturally Responsive Teaching (CRT) and Teachers’ Pedagogical Competence and to formulate future research directions on related topics. This research uses bibliometric analysis method in Scopus-indexed data sources obtained through searches by using the keywords “Culturally Responsive Teaching (CRT)” and “Teachers’ Pedagogical Competence”, with a focus on publications from 2020 to 2025. A total of 232 Scopus-indexed publications were collected from the Elsevier, MDPI, Springer, and Taylor and Francis databases. Based on the inclusion and exclusion criteria determined, 51 publications were selected for in-depth analysis using VOS Viewer. The findings of the study show that fluctuating research trends are caused by educators’ awareness of positioning CRT as a form of learning strategy that is responsive to indigenous peoples’ identities and communities in the learning curriculum. These findings can provide a new perspective for more professional teacher pedagogical practices in terms of cultural responsiveness and fostering the students’ cognitive and affective aspects in understanding the realities of a multicultural society. Further density mapping reveals research gaps in the systematic and continuous integration of CRT approaches into teacher professional development programs. This gap implies opportunities for future researchers to bridge and strengthen the role of teachers’ pedagogical abilities, considering the influence in implementation of CRT learning approaches.
The Effectiveness of Relaxation Method on Voice Problems in Elementary School Teachers in Grogol District, Sukoharjo
Teachers are a profession that heavily relies on vocal ability and therefore face a high risk of voice disorders due to excessive or inappropriate voice use and high vocal demands, which may lead to laryngeal muscle tension from vocal hyperfunction that disrupts speaking comfort and reduces teaching effectiveness, making the relaxation method a relevant therapeutic approach to reduce muscle tension and improve voice quality. This study aims to determine the effectiveness of the relaxation method in addressing voice problems among elementary school teachers in Grogol District, Sukoharjo. The study used a quantitative approach with a one-group pre-test post-test experimental design, comparing voice conditions before and after intervention. Sampling was conducted through purposive sampling, involving 18 teacher respondents from SD Negeri Madegondo 1, SD Negeri Grogol 2, and SD IT Darul Falah, who met the criteria of experiencing voice problems. Data were analyzed univariately and bivariately using the Wilcoxon Signed-Rank Test to determine changes in the level of voice disorders after the intervention was administered. The research results showed a Z-value = -3.732ᵇ and p = 0.000 (p < 0.05), indicating that the relaxation method is proven effective for voice problems in elementary school teachers in Grogol District, Sukoharjo. These findings suggest that relaxation method can be recommended as an intervention approach to maintain teacher’s vocal health, support sustainable vocal performance, and ultimately improve the effectiveness and quality of the teaching-learning process.
Exploring Senior High School Students’ Perception of Learner Autonomy in English Language Learning
Learner autonomy has become a key component of learner-centered English language education, emphasizing students’ responsibility for planning, monitoring, and evaluating their learning. However, empirical studies examining learner autonomy among senior high school students in the Indonesian EFL context remain limited. This study aims to investigate senior high school students’ perceptions of learner autonomy in English language learning. Using a quantitative research design, this study involved 55 senior high school students as participants, collected data through a questionnaire-based survey, and analyzed the data using descriptive statistical techniques. Using a cross-sectional survey design, this study involved 55 senior high school students from Public Islamic Senior High Schools in Bima Town, West Nusa Tenggara as participants. The data was collected through a questionnaire-based survey. The instrument is adapted from the learner autonomy perception questionnaire by Nguyen & Habok (2021) with five dimensions: (1) Belief about teachers’ role, (2) Motivation and desire, (3) Metacognitive knowledge in ELT, (4) Metacognitive skills in EL, and (5) Freedom, using 5 Likert scale. Further, the data were analyzed using descriptive statistical techniques. The findings revealed that students demonstrated generally positive perceptions of learner autonomy, by showing strong motivation and desire, well-developed planning, monitoring, and evaluating skills, and having many opportunities to learn. In conclusion, senior high school students in the Indonesian EFL context hold generally positive perceptions of learner autonomy, particularly in terms of motivation, metacognitive skills, and learning opportunities, within classroom learning environments.
Development of PjBL-Based Science E-Comic to Increase Motivation and Science Learning Outcomes for Class VII Students
Students’ learning outcomes in the field of science that still do not meet the achievement criteria which have become national education standards prove that the quality of education is still not optimal. Learning outcomes can be influenced by internal and external factors. Based on these problems, an innovation in learning is needed that is not only able to increase understanding of science concepts, but can also motivate students to learn independently and actively. Problem-based science e-comics are one of the innovations in science learning to increase students’ understanding and independence in learning science. This development research takes the AM3PU3 development model. It is hoped that the development of Project-Based Learning (PjBL)-based science e-comics can be an effective solution to increase student learning motivation and student learning outcomes. The subjects in this study consisted of: content experts, 2 media experts, a design expert, 3 students with low, medium and high abilities for individual trials, 9 students with low, medium and high abilities for small group trials, a science teacher and 30 students for the developed media effectiveness test. Based on the results of the science e-comic feasibility test, it received appropriate categories from the results of the Expert test, individual trial, small group, and teacher response test. Students' learning motivation after learning using e-comic Science has been proven to reach the excellent category.
From Struggle to Strength: The Psychology of Growth Mindset in Students without Parental Support
This study addresses the problem of how university students who lack adequate socio-emotional and financial support from their families develop and sustain a growth mindset, and aims to explore the psychological processes that enable them to persist and adapt in academic settings. This study aims to reveal how growth mindset is formed and developed among students who do not receive full support from their families. Using a qualitative case study design, three high-achieving students (B.S.E., E.E., and S.S.) were selected through purposive sampling, as they demonstrated consistent academic achievement despite limited family support. Data were collected through in-depth interviews and non-participatory observations, supported by triangulation with information from peers and family members. Data analysis followed Lichtman’s analytical flow of coding, categorizing, and conceptualizing to identify key patterns. The findings indicate that all participants believe abilities can improve through effort, perseverance, and continuous learning. They exhibit resilience, proactive strategies in overcoming challenges, and interpret setbacks as opportunities for growth. The development of their growth mindset is influenced by strong internal motivation and the constructive interpretation of diverse parenting styles, including strict, democratic, and permissive approaches. In addition, participants build alternative support systems through social interactions and organizational involvement, which strengthen self-efficacy and academic commitment. Overall, this study highlights the role of growth mindset as a critical psychological asset that enables students without sufficient family support to navigate adversity and optimize academic success, contributing to educational and psychological research on student resilience and motivation.
Modeling Anti-Bullying Actions in Islamic Higher Education: A Mixed-Method Study
Bullying remains a persistent challenge in higher education, particularly in Islamic institutions where moral and spiritual values emphasize the protection of human dignity. This study aims to analyze students’ perceptions, attitudes, and social support regarding bullying in Islamic higher education, as well as identify key determinants of anti-bullying actions. Using a Mixed-Method Sequential Explanatory Design, the research involved 92 students from IAI Nasional Laa Roiba. Quantitative data were collected through a 25-item Likert-scale questionnaire measuring perceptions, attitudes, and social support, while qualitative data were obtained from eight semi-structured interviews. The results indicate that students exhibit very high awareness of bullying (mean = 4.52) and positive anti-bullying attitudes (mean = 4.36). Regression analysis shows that perception and environmental support significantly influence anti-bullying attitudes (R² = 0.642; p < 0.001). Thematic analysis further identifies five themes: understanding, personal experience, barriers, social support, and expectations toward campus policy. This study is limited by its single-institution scope and reliance on online interviews, which may not fully capture emotional nuances. The originality of this research lies in integrating statistical and thematic findings to develop a conceptual model: Awareness → Attitudes → Barriers → Social Support → Anti-Bullying Actions. Overall, the study reinforces the need for empathy-based support systems and stronger institutional policies to cultivate a safe and inclusive academic environment.
E-Module Based on Flipbook to Improve Student Learning Outcomes in Junior High School
The low achievement of students in learning about colonialism and imperialism in social studies highlights the need for innovative, technology-based teaching materials that align with the learning characteristics of the digital generation. This study aimed to develop and evaluate the effectiveness of a flipbook-based e-module as an interactive medium for social studies learning within the Merdeka Curriculum framework. This research employed a research and development design using the 4D model, conducted up to the Develop stage. The study used a single-group pretest–posttest experimental design involving 120 eighth-grade students from SMP Negeri 34 Padang, selected through purposive sampling. Data were collected through expert validation sheets, pretests, and posttests, and analyzed using descriptive statistics, normality tests, paired sample t-tests, and N-Gain analysis with SPSS to determine the module’s feasibility and learning effectiveness. The results showed a significant improvement in students’ learning outcomes, with average scores increasing from 62.40 (pretest) to 80.92 (posttest), p = 0.000 (< 0.05), and an N-Gain value of 0.4957 (moderate category). Validation from material and media experts indicated high feasibility, confirming the module’s quality and suitability for classroom use. The study concludes that the flipbook-based E-Module effectively enhances students’ conceptual understanding and promotes flexible, interactive, and independent learning aligned with the Merdeka Curriculum, offering a practical model for technology-based learning innovation in 21st-century education.
Analysis of the Implementation of PAI Learning in the Perspective of Jurgan Habarmes Humanism Theory
Islamic Religious Education has a strategic role in shaping students’ character, critical reasoning, and humanitarian awareness from the elementary education level. This study aims to analyze the implementation of Islamic Religious Education learning at SDN 106 Kendari through the perspective of Jurgen Habermas’ humanism theory which emphasizes rational, dialogical, and participatory communication as the basis for the formation of students’ critical awareness. This study uses a qualitative research design with a descriptive study type. The population was PAI/Pendidikan Agama Islam teachers and grade III students of SDN 106 Kendari, while the research instruments consisted of observation guidelines, interview guidelines, and documentation sheets. Data was collected through observation of learning activities, in-depth interviews with teachers and students, and analysis of learning documents. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques based on the Miles et al. (2014). The results of the study showed that Islamic Religious Education learning at SDN 106 Kendari has integrated the principles of Habermas humanism through dialogical, open, and critical reflection learning. Teachers act as facilitators who provide space for students to discuss, ask questions, and connect Islamic teachings with their life experiences. These findings indicate that the application of a humanistic approach in Islamic Religious Education learning has positive implications for the formation of students’ spiritual and social character, as well as strengthening the function of religious education as a means of forming a faithful, rational, and humanist person.
Developing a Coaching-Mentoring Model to Strengthen Pre-service Teacher Professionalism in the Field Experience Program
The Pre-service Teacher Professional Education (PPG/Pendidikan Profesi Guru) program is designed to prepare professional educators capable of integrating theory and practice. However, the Field Experience Program (PPL/Praktik Pengalaman Lapangan) still faces challenges, particularly unstructured and insufficiently collaborative mentoring. To address this issue, this study develops a coaching- and mentoring-based supervision model aimed at strengthening the professional competence of pre-service teachers. The method employed is Research and Development (R&D) using the ADDIE model, involving pre-service PPG students, mentor teachers, and field supervisors as the population, with a limited trial sample at the SD Laboratorium UM. Data were collected through expert validation questionnaires, observations, interviews, and reflective journals, and analyzed using descriptive quantitative and qualitative techniques to evaluate the model’s feasibility and effectiveness. Validation results from both model and Teacher Professional Education experts indicated feasibility scores of 90.77% and 90.00%, respectively, which are categorized as highly valid. These findings suggest that the model possesses a systematic and applicable conceptual structure for PPL implementation. A limited trial at Universitas Negeri Malang (UM) Laboratory School demonstrated that the model was effective in strengthening reflective interactions among students, mentor teachers, and university supervisors through functional and contextually relevant instruments. Based on the evaluation results, the model contributes positively to fostering a more structured, transparent, and participatory mentoring process. This study recommends further trials on a larger scale and an exploration of model adaptation in various partner school contexts to ensure the sustainability and consistency of its implementation in supporting teacher professionalism.
Exploring Local History Yogyakarta: A Case Study in Digital Storytelling to Enhance 4C Skill
This study aims to analyze the implementation of history learning using the digital storytelling Project-Based Learning model through local history vlogs in Yogyakarta and its implications for students’ 4C skills, including critical thinking, creativity, collaboration, and communication. This study employed a case study method. Data collection techniques were carried out through non-participatory observation, in-depth interviews, document analysis, and literature review. The sampling technique was carried out using purposive sampling, considering exclusion and inclusion criteria involving several informants, such as history teachers and student representatives from class X of SMA Negeri 9 Yogyakarta. Data validity and reliability were obtained through source and technique triangulation and analyze using an interactive model. The findings showed that the implementation of the digital storytelling Project-Based Learning model through local history vlogs can improve students’ 4C skills, including critical thinking, creativity, collaboration, and communication. In addition to improving students’ communication skills in conveying education about local historical heritage in Yogyakarta, the digital storytelling Project-Based Learning model through local history vlogs also has the potential to improve critical thinking skills in exploring and verifying information; the division of various job descriptions as an effort to improve collaboration skills and creativity can be seen from the students’ ability to compile historical vlog outputs aesthetically without reducing their essence. In short, the digital storytelling method through the production of local history vlogs not only has the potential to improve 4C skills, but also provides valuable experiences, strengthens historical awareness, and appreciation for their cultural heritage.
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.
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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.