ETDC: Indonesian Journal of Research and Educational Review
Indonesian Journal of Research and Educational Review is a high-quality, open-access, peer-reviewed international journal that is published by the Education and Talent Development Center Indonesia (ETDC Indonesia). The Indonesian Journal of Research and Educational Review is providing a platform that welcomes and acknowledges high-quality empirical original research papers about instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational management, and educational developments written by researchers, academicians, professionals, and practitioners from all over the world. Editors will initially review all submitted manuscripts, and a minimum of two international reviewers will then evaluate them through a double-blind review process. This is to ensure the quality of the journal's published manuscripts. IJRER, an internationally recognized journal in education and other fields, publishes four times yearly: in March, June, September, and December. The manuscript must be original research, written in English, and not be simultaneously submitted to another journal or conference. Journal Information Editor-in-chief : Muhammad Hasbi, M.Pd. DOI : http://dx.doi.org/10.51574/ijrer Print ISSN : 2809-7505 Online ISSN : 2809-3682 Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia) Indexing : Sinta, Copernicus, Garuda, Google Scholar, One Search, BASE , Dimensions, Crossref Before Submission The author must ensure that they have prepared the manuscript using the IJRER template, adhering to their guidelines. Only an invited author or an author with a strong reputation for research or publication in the field of education should submit a single author's paper. The submission process necessitates meticulous proofreading of the manuscript, as well as the attachment of a similarity check result as a supplementary file. We will immediately reject any manuscript that fails to meet the author's guidelines, focus, and scope follows a different format, or exhibits poor soundness in both English. Only those manuscripts that adhere to the IJRER standard will proceed with further processing. Registration and Login are required to submit items online and to check the status of current submissions.
Education and Talent Development Center Indonesia (ETDC Indonesia)
Community Awareness towards Inclusive Education for Children with Learning Disabilities in Myanmar Educational Context
Although Myanmar has adopted an international legal framework through the Education Law (2007) and the Child Rights Law (2019), significant gaps exist between formal policies and practical implementation. Public awareness is still hampered by negative stigma, infrastructure constraints, and the influence of certain cultural and religious beliefs that contribute to the exclusion of children with learning disabilities. This literature review aims to explore the level of public awareness of inclusive education for children with learning disabilities in Myanmar and identify factors that hinder the transition from policy to practical inclusion. This study used a literature review method by analyzing various policy documents, previous studies, and reports on the educational context in Myanmar, including its impact on ethnic minority groups and children with disabilities. Findings indicate that the main challenges to inclusion in Myanmar include sociocultural factors such as the concept of "karma" that reinforces stigma, as well as a lack of school preparedness. Although school stakeholders generally support inclusion, they are hampered by a lack of specialized training, a rigid curriculum, overcrowded classes, language barriers, and uncertainty resulting from the ongoing political conflict. This leads many families to still choose special schools (separate) over inclusive schools. This article provides strategic recommendations for policymakers and education practitioners in Myanmar to focus not only on legal aspects but also on investing in teacher training, providing adequate infrastructure, and community engagement campaigns. The study emphasizes the importance of viewing disability as part of human diversity to create an equitable education ecosystem for all children.
Copyright (c) 2026 Lum Pan, Thea Czaireena T. Dizon https://creativecommons.org/licenses/by-sa/4.0
The Effect of the Adiwiyata Program on Students' Environmental Awareness
The Adiwiyata program at Junior High School 1 Adiluwih has been running with adequate support and has succeeded in forming an evenly distributed environmental awareness among students. This study aims to examine and analyze the effect of the implementation of the Adiwiyata program on students' environmental awareness at Junior High School 1 Adiluwih, Pringsewu Regency. This study used a quantitative approach with a correlational design on a sample of 194 students in grades VIII and IX. Data were collected through questionnaires and analyzed using simple linear regression techniques. The results showed that the implementation of the Adiwiyata program and the level of students' environmental awareness were in the "fairly good" category with a homogeneous data distribution. Statistical analysis confirmed a positive and significant effect of the Adiwiyata program on students' environmental awareness (p < 0.001) with a regression equation of Y = 9.756 + 0.694X. The coefficient of determination of 0.600 indicates that the Adiwiyata program provides a dominant contribution of 60% in forming students' environmental awareness. These findings provide empirical evidence that the quality of the Adiwiyata program implementation is a key factor in increasing ecological awareness and strengthening sustainable school culture practices.
Copyright (c) 2026 Dina Nur Istikomah, Nirva Diana , Yetri Hasan https://creativecommons.org/licenses/by-sa/4.0
Innovating Learning Models: The Impact of Tabata and Rubber Weight on Tapak Suci Kick Speed
Lack of variation in physical training models often leads to performance stagnation, particularly in straight kick speed—a critical technique in Pencak Silat. This study explores innovating learning models to overcome these limitations. This research aims to analyze the impact of Tabata training and rubber weight innovations on increasing the straight kick speed of Tapak Suci Putera Muhammadiyah (PIMDA) 181 students’ athletes in Majene Regency. This experimental study utilized two group pretest-posttest designs with a sample of 30 students, selected based on active training and achievement criteria. Data were collected using a 10-second straight kick speed test and analyzed via descriptive, normality, homogeneity, and t-tests. The findings demonstrate a significant effect from the Tabata training model (t_count 4.993 > t_table 2.145; sig. 0.000 < 0.05). Similarly, the rubber weight training model showed a substantial impact with a t_count of 9.808. Integrating these innovative learning models provides a practical contribution for coaches and educators to optimize motor skills and athlete performance within martial arts environments.
Copyright (c) 2026 Nasrawati Nasrawati, Imam Suyudi, Sudirman Sudirman https://creativecommons.org/licenses/by-sa/4.0
Excellent Classroom Management: Strategies for Improving Academic and Non-Academic Achievement at Islamic Junior High School
Optimally enhancing student potential requires planned and systematic classroom management. At MTs Negeri 1 Bandar Lampung, there is a challenge to integrate superior class management to be able to boost student achievement comprehensively, both in terms of intellectual and character. This study aims to describe the superior class management strategy in improving academic and non-academic achievement of students at MTs Negeri 1 Bandar Lampung. This study uses a qualitative approach with a case study method. Data were collected through interview techniques, observation, and documentation. Research informants included the principal, vice principal, teachers, and students to gain a comprehensive perspective. The research findings indicate that superior class management is implemented through four main stages: (1) planning a directed learning program, (2) organizing resources according to competencies, (3) implementing innovative learning, and (4) controlling through continuous evaluation and supervision. This implementation has been proven to have a positive impact on improving learning outcomes and competitive achievements (academic), as well as strengthening discipline, self-confidence, and developing student talents and interests (non-academic). This study provides a practical contribution to educational institution managers regarding the importance of systematic special class management as a model for improving graduate quality. In addition, this study strengthens the theory of educational management regarding the effectiveness of organizing resources in the school environment.
Copyright (c) 2026 Zakia Min Fadlillah, Eti Hadiati, Sela Kholidiani https://creativecommons.org/licenses/by-sa/4.0
Student Teams Achievement Division Learning Model: Learning Outcomes of Pancasila Education at Primary School
Low student learning outcomes in Pancasila Education are often triggered by the use of learning models that are less varied and passive. This study aims to improve learning outcomes in Pancasila Education through the implementation of the Student Teams Achievement Division (STAD) cooperative learning model in fifth-grade students of Primary School 2 Tiakur. The method used is Classroom Action Research (CAR) which is implemented in two cycles, covering the cognitive, psychomotor, and affective domains. Data were collected through observation and learning outcome tests, then analyzed descriptively comparatively. The results of the study showed significant improvements at each stage. In the pre-cycle stage, the average class score was only 56 with a classical completion of 12%. After the implementation of cycle I, the average score increased to 67 with a completeness of 28%, but did not reach the established success indicator. Improvement actions in cycle II through intensification of group guidance, optimization of time management, revision of LKPD, and giving meaningful awards succeeded in increasing the average score to 82 with a classical completion of 96% (24 out of 25 students). The conclusion of this study is that the STAD model is effective in improving student learning outcomes holistically and exceeding established success indicators. This research contribution provides a practical reference for educators regarding strategies for strengthening student competencies in the Pancasila Education curriculum through structured cooperative learning.
Copyright (c) 2026 Vina Rimarsia Tetiwar, Fransheine Rumtutuly, Stelie Dorce Ratumanan https://creativecommons.org/licenses/by-sa/4.0
Facilities and Infrastructure Management in Supporting the Learning Process at Islamic State Junior High School
This study examined the management of educational facilities and infrastructure in supporting the learning process at MTsN 1 Bandar Lampung. Facilities and infrastructure played a crucial role in ensuring the effectiveness and efficiency of teaching and learning activities, yet their impact largely depended on how well they were managed. The objective of this research was to analyze the implementation of facilities and infrastructure management functions planning, procurement, arrangement, use, and disposal in supporting the learning process. This study employed a qualitative approach with data collected through participatory observation, structured interviews, and documentation. Data were analyzed using data reduction, data display, and conclusion drawing, with triangulation techniques applied to ensure validity. The findings indicated that the management of facilities and infrastructure was implemented systematically and supported effective learning activities, as reflected in adequate classroom conditions, functional laboratories, library services, and the integration of information and communication technology in instruction. The study concluded that comprehensive and cyclical management of facilities and infrastructure significantly contributed to the quality of the learning process. Practically, the findings provided insights for school administrators to sustain and enhance facility management, while socially reinforced the importance of organized educational resource management in improving educational quality.
Copyright (c) 2026 Yuli Ayu Suwandari, Septuri Septuri, Devin Cumbuan Putri https://creativecommons.org/licenses/by-sa/4.0
The Effect of Fishbowl-Based Concept Sentence Cooperative Models on Critical Thinking and Creativity Skills of Students
This research is motivated by the low critical thinking skills and creativity of elementary school students. This study aims to test the effectiveness of the implementation of the concept sentence learning model combined with the fishbowl method on improving students' critical thinking skills and creativity in natural science subjects. The method used is experimental research with a one-group pretest-posttest design involving 23 fourth-grade students at Elementary School Inpres Bira 2, Makassar. Data was gathered via questionnaires and examined utilizing paired samples tests and Wilcoxon signed ranks tests. The results showed a significant increase in the average critical thinking score from 68.86 to 88.73 (Sig. 0.000 < 0.05). Furthermore, student creativity scores increased from 51.17 to 75.08, supported by the Wilcoxon test results with an Asymp. Sig. (2-tailed) value of 0.000. The integration of these two methods effectively helps students’ structure logical concept sentences while providing a dynamic discussion space for expressing creative ideas. This research contributes an alternative active learning strategy for educators to create a more dynamic and solution-oriented classroom atmosphere.
Copyright (c) 2026 Nirfadillah Nirfadillah, Ira Irviana, Nurhayati Selvi https://creativecommons.org/licenses/by-sa/4.0
Small-Sided Games Training on Improving the Passing Skills of High School Futsal Players
The lack of variety in training methods often hinders the optimization of basic technical skills, particularly passing, among school-level futsal players. Scientific evidence is essential to determine the effectiveness of specific methods in significantly enhancing player performance. This study aims to: (1) determine the effect of small-sided games (SSG) training on improving the passing skills of futsal players at High School 5 Barru; (2) assess passing skill conditions without SSG training; and (3) analyze the difference in effectiveness between the experimental group and the control group. This research employed a quasi-experimental design with a pre-test and post-test. The study population consisted of all 30 futsal players at High School 5 Barru. Using a total sampling technique, the entire population was included in the study. Data was collected through passing skill tests conducted before and after the treatment period and subsequently analyzed using the t-test. The findings revealed that: (1) small-sided games training had a significant effect on improving passing skills (t_count 76.860 > t_table 2.144); (2) the control group showed no significant improvement (t_count 0.201 < t_table 2.144); and (3) a significant difference in skill enhancement existed between the two groups (t_count 17.210 > t_table 2.048). This study provides a practical contribution for coaches and physical education teachers in selecting effective training methods. Small-sided games are scientifically proven to improve technical skills within dynamic game situations, offering a superior alternative to traditional, repetitive drills.
Copyright (c) 2026 Aldi Pratama Putra, Rachmat Kasman, Ians Aprilio https://creativecommons.org/licenses/by-sa/4.0
Make a Match Cooperative Learning Model: Science Learning Outcomes on Natural Resource Topic at Elementary School
Low science learning outcomes are often caused by the lack of active student involvement in the knowledge construction process in the classroom. This study aims to describe and analyze the improvement in science learning outcomes in the natural resource material through the implementation of the Make a Match cooperative learning model for fourth-grade students at Elementary School 2 Tiakur, Southwest Maluku Regency. The method used is Classroom Action Research (CAR) model Kemmis and McTaggart which was implemented in two cycles with 25 students. Data was collected through observation techniques, learning outcome tests, and documentation, then analyzed descriptively. The results of the study showed a significant progressive increase in each stage. In the pre-cycle stage, the average class score was only 65 with a very low classical completeness, namely 12%. The implementation of the first cycle increased the average score to 70 with a completeness level of 60%. In the second cycle, student achievement increased sharply to an average score of 79 and successfully achieved 100% classical completeness. The conclusion of this study empirically proves that the Make a Match cooperative learning model is effective in improving students' science learning outcomes comprehensively, encompassing the cognitive, psychomotor, and affective domains. This research contribution provides a practical solution for educators in island regions in optimizing student participation through interactive and enjoyable learning models.
Copyright (c) 2026 Sin Algonda Porsiana, Johanes Pelamonia, Lestari Lestari https://creativecommons.org/licenses/by-sa/4.0
Target Training to the Goal on Shooting Accuracy in Futsal for High School Students
This research is motivated by the importance of shooting accuracy as a crucial skill in futsal, which is often not optimally achieved by school-level athletes. The primary objective of this study was to evaluate the effectiveness of the target training model in improving the shooting accuracy of extracurricular futsal athletes at High School 5 Barru. Using a quasi-experimental method with a two-group pretest-posttest design, a sample of 22 players was selected through purposive sampling and divided into experimental and control groups. Data were collected through shooting accuracy tests and analyzed using descriptive and inferential statistics. The findings showed a significant improvement in the experimental group, with the average score increasing from 11.55 during the pretest to 17.91 in the posttest, representing an increase of 55.1%. Statistical analysis via paired sample t-test yielded a calculated t-value of 5.670, which exceeds the t-table value of 2.086 (df=20; alpha=0.05) with a significance value of 0.000 < 0.05, confirming that the working hypothesis is convincingly accepted. In contrast, the control group showed no significant change, with a calculated t-value of only 0.319 and a significant level of 0.756 > 0.05. These findings provide empirical evidence that the target training model is a valid and effective method for optimizing athletes' shooting techniques systematically and measurably compared to conventional training.
Copyright (c) 2026 Asdar Musa, Muhammad Sahib Saleh, Fahrizal Fahrizal https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Social Values in Shaping Social Behavior in Students of Grade IV at Primary School
This study is motivated by the escalating challenges of the digital era and globalization, which have adversely impacted elementary students' social behavior, leading to a decline in manners and direct interpersonal interaction. The research aims to describe and analyze the implementation of social values in shaping the social behavior of fourth-grade students at Primary School 7 Ambon. Employing a descriptive qualitative approach, data was gathered through participatory observation, in-depth interviews, and documentation. The subjects, selected via purposive sampling, included the school principal, three fourth-grade teachers, and six students. Data analysis followed an interactive model involving condensation, display, and verification. The findings reveal that social values—specifically gotong royong (cooperation), responsibility, discipline, honesty, tolerance, and courtesy—were successfully integrated through three primary strategies: modeling, habituation, and positive reinforcement. Despite multidimensional challenges such as digital disruption and diverse family backgrounds, the implementation significantly improved students' prosocial behavior, fostering mutual respect and reducing peer conflict. This study contributes a strategic framework for educators to strengthen character education through contextual integration. It underscores that a cohesive synergy between school-based habituation and parental involvement is essential for the sustainable internalization of social values in contemporary education.
Copyright (c) 2026 Felista Imunora, Nathalia Yohana Johannes, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
Development of Interactive Learning Media Canva Based on Virus Material at High School
Virus material in biology subjects is abstract and often difficult for students to understand, which results in low effectiveness of the learning process in the classroom. This study aims to develop Canva-based interactive learning media on virus material, as well as to test its feasibility, practicality, and effectiveness in improving student learning outcomes. This research is development research (R&D) using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects included material experts, media experts, learning experts, biology teachers, and grade X students at High School 1 Labuhan Deli. Data was collected through interviews, questionnaires, and learning outcome tests (pretest and posttest), which were then analyzed descriptively, qualitatively, and quantitatively. The research findings indicated that this Canva-based learning media is categorized as "Very Feasible" with validation scores of 93.33% from material experts, 98.33% from media experts, and 86.11% from learning experts. The media’s practicality was rated "Very Good" with a 93.33% response from biology teachers, as well as 91.94% in small groups and 90.45% in large group trials. In terms of effectiveness, there was a significant increase in student learning outcomes with an average score from 65.21 to 92.79. An N-Gain score of 0.79 (79.45%) indicates high effectiveness. This research contributes to the development of practical and effective digital learning media for biology teachers in visualizing abstract material, thereby supporting the optimization of the teaching and learning process at the high school level.
Copyright (c) 2026 Delsa Mahmudah, Marlinda Nilan Sari Rangkuti https://creativecommons.org/licenses/by-sa/4.0
Analysis of Hand-Eye Coordination, Leg Strength, and Self-Confidence on High School Students' Volleyball Underhand Passing
This research is driven by the need to identify the specific physical and psychological factors that influence the underhand passing performance of extracurricular volleyball students at High School 8 Bulukumba. The primary objective is to analyze the impact of hand-eye coordination, leg muscle strength, and self-confidence on this fundamental skill. Employing a quantitative methodology, the study utilized a purposive sampling technique to select 20 participants. Data were gathered through structured physical assessments and psychological questionnaires, then analyzed using multiple regression and t-tests. The empirical results indicate that all three variables significantly affect performance, both partially and simultaneously. Hand-eye coordination contributes 86% to passing ability (t = 2.304, p = 0.035), while leg muscle strength contributes 89.2% (t = 2.792, p = 0.013) as a vital foundation for body stability. Notably, self-confidence emerged as the most dominant factor, contributing 90% (t = 4.252, p = 0.001), confirming that psychological maturity is directly proportional to technical accuracy. Collectively, these three variables account for 96.1% of the variance in underhand passing skills. These findings offer a strategic framework for coaches to integrate mental fortitude with physical conditioning to effectively enhance the technical proficiency and competitive readiness of student-athletes.
Copyright (c) 2026 Yuyung Afrilia, Muh. Adnan Hudain, Irvan Irvan https://creativecommons.org/licenses/by-sa/4.0
Cooperative Learning Model Think-Pair-Share Type: Learning Independence and Student Self-Consistency at High School Students
This research is motivated by the low level of student learning independence in Islamic Religious Education (PAI) at High School 13 Bandar Lampung, where the self-consistency indicator only reached 19%. This phenomenon indicates the need for innovative learning models that can foster students' self-confidence and responsibility for learning. This study aims to test the effectiveness of the Think Pair Share (TPS) Cooperative Learning model in improving learning independence, especially in the aspect of student self-consistency. This type of research is a quasi-experiment with a pretest-posttest control group design. The sample was selected using a simple random sampling technique consisting of an experimental class (TPS model) and a control class (conventional method). Data was analyzed using the Independent Samples T-Test after fulfilling the prerequisite tests of Shapiro-Wilk normality (Sig. X = 0.154; Y = 0.173) and Levene's homogeneity (Sig. 0.330). The research findings show that the TPS model has a highly significant partial effect on the dependent variable with a t-value of 57.326 and a significance of 0.000. The mechanism of individual thinking, pair discussions, and sharing results has proven effective in building self-confidence, courage to express opinions, and student responsibility. Theoretically, this study provides novelty in the application of the TPS model in the context of Islamic Religious Education at the high school level, especially in proving that academic procrastination behavior is a reliable predictor of students' levels of self-efficacy and independence. Practically, this study recommends the use of the TPS model to strengthen character and create a participatory classroom atmosphere.
Copyright (c) 2026 Muhammad Arif Sobar, A Fatoni, Evi Febriani https://creativecommons.org/licenses/by-sa/4.0
Listening Comprehension Skills: Storytelling Method among Third-Grade Students at Primary School
The listening skills of third-grade students at Primary School II Latihan SPG Ambon were initially suboptimal. This study aims to enhance these skills through the storytelling method. Employing a Classroom Action Research (CAR) design, the study was conducted over two cycles involving 28 students (15 boys and 13 girls). Data collection techniques included observation, tests, and interviews to ensure a comprehensive evaluation of student progress. The findings demonstrate a consistent and significant improvement across all research phases. The classical mean score rose from 62.42 in the pre-test to 67.85 in Cycle I, ultimately reaching 77.42 in Cycle II. More impressively, the student completion rate increased dramatically from 23.8% in the pre-test to 100% by the end of the second cycle, surpassing the established success indicators. Analytical results highlight that the most substantial growth occurred in the character understanding dimension, which saw a 50.7% increase, driven by the teacher's expressive delivery and narrative gestures. The study concludes that the storytelling method is highly effective in creating an engaging, imaginative, and meaningful learning environment. Consequently, it is recommended as an innovative, student-centered instructional approach to improve listening comprehension and literacy foundations in lower primary school grades.
Copyright (c) 2026 Narti Ohoibor, Sarah Sahetapy, Ribka L. Ririhena https://creativecommons.org/licenses/by-sa/4.0
Team Games Tournament Type Cooperative Learning Model on the Football Learning Outcomes at High School
Physical education learning, particularly in soccer material at High School 5 Pangkep, requires an innovative approach to optimize student learning outcomes that have not yet reached the maximum standard. This study aims to determine the effect of the implementation of the Teams Games Tournament (TGT) learning model on soccer learning outcomes in grade XI students at High School 5 Pangkep. This type of research is an experimental study with a quantitative approach involving a comparison between the experimental group (TGT model) and the control group (conventional model). The research sample consisted of 30 students consisting of 13 girls and 17 boys. Data was analyzed using descriptive and inferential statistics through the SPSS 27 program. The results showed that the TGT model was significantly more effective than the conventional approach in improving learning outcomes. This was evidenced by a substantial increase in the average score of the experimental group, from 67.20 in the pretest to 86.67 in the posttest, exceeding the final score of the control group of 75.27. The t-test supported this finding with a significance value of 0.001 (p < 0.05), confirming that the TGT intervention had a real impact on mastery of soccer material. This research contributes to physical education teachers in choosing varied learning strategies that can create a competitive yet fun atmosphere, while also having a positive impact on the effectiveness of learning in schools.
Copyright (c) 2026 Zulkipli Zulkipli, Hasyim Hasyim, Juhanis Juhanis https://creativecommons.org/licenses/by-sa/4.0
Analysis of Sharia and Aqidah Values in the Ngejalang Tradition as a Source of Learning in Islamic Religious Education
This research is driven by the urgent need to explore Islamic Religious Education (PAI) learning resources rooted in local wisdom, specifically focusing on the integrative acculturation within the Ngejalang tradition of the Lampung Saibatin community in Pekon Gunung Kemala Timur. Amidst modernization, this tradition persists as a vital cultural identity containing significant educational content, yet it faces the risk of shifting meanings if not formally reconstructed as scientific learning material. Consequently, this study aims to analyze the fundamental values of faith, sharia, and morals within the Ngejalang tradition to position it as a contextual PAI resource. Employing a descriptive qualitative method with an ethnopedagogical approach, primary data was gathered through participant observation and in-depth interviews, utilizing interactive analysis to examine Ngejalang as 'urf sahih’ (sound custom). The findings reveal that Ngejalang represents a unique manifestation of acculturation that transforms pilgrimage rituals into instruments for strengthening the pillars of Islam. Faith is internalized through the concept of tauhid via tadzkiratul maut (remembrance of death), while sharia values are implemented through the principle of al-'aadatu muhakkamah, where Islamic law serves as an active filter for ritual processes. Furthermore, moral values are reflected in a "character laboratory" that fosters ta'dzim (respect), generosity, and social cohesion. Ultimately, this study confirms that the Ngejalang tradition holds strong relevance as an ethnopedagogical PAI source, successfully integrating cognitive, affective, and psychomotor domains to internalize divine values and religious character while maintaining the absolute purity of monotheism.
Copyright (c) 2026 Dwi Purwanto, Yuberti Yuberti, Devi Sela Eka Selvia https://creativecommons.org/licenses/by-sa/4.0
Student Learning Outcomes in Digestive Systems Material via Deep Learning-Based Problem-Based Learning in High School
The low effectiveness of conventional learning models in improving students' in-depth understanding and learning outcomes in the digestive system often results in suboptimal learning outcomes. This study aims to determine the effect of the Problem-Based Learning (PBL) model with a deep learning approach on student learning outcomes in the digestive system. The method used was a quasi-experimental with a pretest-posttest control group design. The study population included six classes with samples consisting of two classes: Class XI C as the experimental class (PBL model with a deep learning approach) and Class XI D as the control class (direct instruction method) at High School 1 Batang Kuis. The research instruments included essay tests and student response questionnaires. Results: The findings showed an increase in the average score in the experimental class from 47.1 to 87.5 (an increase of 85.7%), higher than the control class which increased from 46.7 to 81.2 (an increase of 73.8%). The learning completion rate in the experimental class reached 34 students, surpassing the control class which consisted of 27 students. Student responses to the deep learning approach were categorized as very positive, supported by indicators of mindful learning (82%), meaningful learning (72%), and joyful learning (89%). The hypothesis test showed a significant value of 3.649 x 10-5 (<0.05), confirming a significant effect. Practically, this study proves that the integration of PBL and the deep learning approach is an effective strategy for improving learning outcomes and creating meaningful learning experiences for students in complex biology material.
Copyright (c) 2026 Isni Khotimah Br Pane, Aryeni Aryeni https://creativecommons.org/licenses/by-sa/4.0
The Influence of Explosive Power, Flexibility and Self-Confidence on the Smash Skills of Badminton Athletes at High School
The smash skill in badminton is a complex technique influenced by various physical and psychological factors. However, the specific interaction between leg muscle explosiveness, wrist flexibility, and students' self-confidence levels in school sports programs still requires further analysis through a path analysis approach. This study aims to analyze the influence of leg muscle explosiveness, wrist flexibility, and self-confidence on badminton smash skills in high school students participating in sports programs. This study used a quantitative correlational method. The research sample consisted of 30 student athletes selected using a total sampling technique. The instruments used included a badminton smash skill test, a vertical jump test, wrist flexibility measurements with a protractor, and a Likert scale questionnaire for self-confidence. Data analysis was performed using descriptive statistics and path analysis through SPSS software. The results of the hypothesis test showed that leg muscle explosiveness (sig = 0.001) and self-confidence (sig = 0.000) significantly influenced smash skills. Wrist flexibility also made a significant positive contribution (sig = 0.000). Interestingly, explosive power (sig = 0.236) and flexibility (sig = 0.078) did not directly influence self-confidence, but rather indirectly through smash skill mastery. This study contributes to the development of physical education curricula and sports training programs at the high school level. These findings emphasize that to achieve optimal technique mastery, coaches and teachers must simultaneously integrate the development of physical motor skills and psychological factors.
Copyright (c) 2026 Dilan Oksahmi ZT, Ahmad Adil, Andi Attsam Mappanyuki https://creativecommons.org/licenses/by-sa/4.0
Improving Speaking Skills Through the Sociodrama Method in Grade V Students at Elementary School
The low speaking skills of fifth-grade students at Elementary School 2 Ambon in learning Indonesian are the background of this research. Initial conditions indicate that students' abilities are still below the Minimum Completion Criteria. This research aims to improve students' speaking skills through the application of the sociodrama method. The type of research used is Classroom Action Research (CAR) model Kemmis and McTaggart. The research was conducted in two cycles involving 25 students as research subjects. Each cycle consists of planning, implementation, observation, and reflection stages. Data collection techniques were carried out through observation, oral tests, and documentation. The results of the study showed a consistent increase in speaking skills. The average class score increased from 62.60 (sufficient) in the pre-cycle to 69.20 in the first cycle and reached 79.76 (good) in the second cycle. The percentage of classical completeness increased drastically from 0% in the pre-cycle to 56% in the first cycle and reached 100% in the second cycle. The improvement includes aspects of intonation, pronunciation, fluency, expression, and self-confidence. This study proves that the sociodrama method is effective in creating an active, enjoyable, and student-centered learning environment, and provides practical references for teachers in their efforts to improve speaking competence in elementary schools.
Copyright (c) 2026 Rospia Fidmas, Ribka L. Ririhena, Sarah Sahetapy https://creativecommons.org/licenses/by-sa/4.0
Pull-Back Turns, Outside Stops, and Inside Stops Training on Dribbling Skills: Extracurricular Team of State High School
Dribbling ability is a fundamental technique in futsal that is often not optimally mastered by extracurricular students, so varied and effective training methods are needed to improve control and speed of players. This study aims to determine the effect of pull back turns, outside stops, and inside stops on the dribbling ability of extracurricular futsal students at High School 5 Barru. This study used a quantitative approach with a quasi-experimental method using a pretest-posttest design with multiple treatment groups. The research subjects were 30 students who were selected using a total sampling technique. The subjects were divided into three treatment groups: pull back turns, outside stops, and inside stops. The instrument used was a futsal dribbling skills test. The treatment was given for 12 meetings, including a pretest session, 10 training sessions, and a posttest. Data was analyzed using descriptive and inferential statistics (paired sample t-test) through SPSS software after fulfilling the prerequisite tests of normality and homogeneity. The results showed that all three types of training had a significant positive effect on dribbling ability (p < 0.05). Descriptive analysis confirmed improved performance, indicated by a decrease in dribbling time from pretest to posttest, across all groups. Pullback turns, outside stops, and inside stops were effective in improving players' control, speed, and dribbling efficiency. The results of this study provide practical insights for futsal coaches and physical education teachers in developing more varied basic technique training programs to improve the performance of school-level athletes.
Copyright (c) 2026 Ishak Ishak, Rusli Rusli, Muh. Adnan Hudain https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Teacher’s Role in Enhancing Students’ Critical Thinking Skills: Social Studies Learning at Elementary School
Critical thinking skills are essential competencies in Social Studies (IPS) learning, yet their development depends heavily on the teacher's classroom efficacy. At Elementary School 2 Ambon, a comprehensive understanding is required regarding how teachers integrate their pedagogical responsibilities to stimulate students' critical thinking. This study aims to investigate and describe the teacher's role in improving students' critical thinking skills through IPS learning at Elementary School 2 Ambon. Utilizing a qualitative approach with descriptive methods, the research subjects included the principal, IPS teachers, and 20 students. Data were collected via observation, interviews, and documentation techniques, and analyzed using the Miles and Huberman interactive model (data collection, reduction, display, and conclusion drawing). The findings reveal that teachers effectively perform seven main functions to foster critical thinking: (1) Educator, providing quality instructions; (2) Demonstrator, utilizing learning media; (3) Class Manager, maintaining a conducive atmosphere; (4) Facilitator, supplying learning resources; (5) Supervisor, directing student activities; (6) Motivator, providing encouragement; and (7) Evaluator, conducting test and non-test assessments. Practically, this research guides educators on diversifying instructional roles to optimize students' cognitive abilities. Theoretically, these results enrich the literature on pedagogical strategies in elementary social studies to cultivate a critical and analytical generation.
Copyright (c) 2026 Zarniati Zarniati, Samuel Patra Ritiauw, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
Transforming Islamic and Character Education: Enhancing Active Participation via Independent Curriculum in the Digital Era
In the digital era, student engagement in Islamic Religious Education (PAI) learning often faces obstacles, such as a lack of interest in conventional methods, a digital literacy gap, and a lack of confidence in actively participating in class. This study aims to analyze the implementation of the Independent Curriculum in increasing student active participation in Islamic Religious Education (PAI) and Character-Building subjects at Vocational School 4 Bandar Lampung, specifically by utilizing the potential of digital technology. This study used a qualitative approach with a descriptive design. The research subjects included Islamic Religious Education teachers and grade XI DKV 2 students. Data collection techniques were carried out through participant observation, in-depth interviews, and documentation studies to obtain a comprehensive picture of classroom learning dynamics. The research findings showed that the integration of digital media such as learning videos, interactive online quizzes, and digital discussion platforms significantly increased student engagement. Project-based learning methods, such as creating digital posters and Islamic preaching videos, proved effective in motivating students to be more active. However, the main challenges identified were variations in digital literacy levels and psychological barriers in the form of shyness that some students still experience when interacting in digital and physical spaces. This research provides practical insights for educators and educational institutions in optimizing the Independent Curriculum. Furthermore, the findings emphasize the importance of inclusive teaching strategies and improving digital literacy to create a learning environment that supports creativity and active student participation in the digital age.
Copyright (c) 2026 Pitra Ariya Oktama, Ruswanto Ruswanto, Ais Isti’ana https://creativecommons.org/licenses/by-sa/4.0
Self-Directed Learning Model: Communication, Collaboration, Critical Thinking, Creativity (4C) Skills for Elementary School Students
The challenges of modern education demand mastery of 21st-century skills (4Cs), but their implementation is often hampered by conventional learning patterns that have not been able to stimulate student independence. This study aims to analyze the application and influence of the Self-Directed Learning (SDL) model on Communication, Collaboration, Critical Thinking, and Creativity (4Cs) skills in fourth-grade students at Elementary School Inpres Paccerakkang, Makassar City. The method used is quantitative with a pre-experimental design, involving a sample of 29 students selected through a saturated sampling technique. The results of the study indicate that the application of the SDL model is effective in creating an active learning atmosphere and increasing student motivation. Furthermore, the hypothesis test shows a significant influence of the SDL model on 4Cs skills with a significance value of 0.00 < 0.05. This proves that the independent learning approach is empirically able to improve students' integrative abilities. Practically, this research contributes to educators implementing innovative student-centered strategies, as well as being a strategic reference for schools to produce graduates who are adaptive to the demands of the times through developing independent learning from an early age.
Copyright (c) 2026 Nurul Fachriyah, Abdul Wahid, Syarifah Nur Fajrin https://creativecommons.org/licenses/by-sa/4.0
The Experiential Learning Model in Social Studies Instruction to Improve Learning Outcomes at Elementary School
Social Studies learning at the elementary school level faces challenges due to low student learning outcomes caused by passive, conventional instructional methods. This study aims to improve the learning outcomes of fifth-grade students at SD Negeri 1 Passo through the experiential learning model. Utilizing a Classroom Action Research design across two cycles, this study involved 19 students. Data were collected through learning outcome tests and observation sheets, then analyzed using descriptive quantitative techniques. The findings demonstrated progressive improvement: the class average rose from 57.73 (Poor) in the pre-test to 68.6 (Sufficient) in Cycle I and reached 81.5 (Good) in Cycle II. The model eliminated the Poor and Very Poor categories starting from Cycle I, culminating in a 100% classical completion rate in Cycle II, where 52.63% of students achieved the good category and 47.37% reached Very Good. Furthermore, optimizing the abstract conceptualization and active experimentation stages effectively strengthened higher-order thinking skills (HOTS), evidenced by a significant score increase in the highest-weight assessment aspect from 50.10% to 37.1 (out of 50). This study concludes that from a constructivist perspective, the experiential learning model exerts a transformative impact by habituating a systematic learning cycle, integrating concrete experiences, reflective observation, conceptualization, and practical application. This approach actively constructs student understanding and successfully bridges abstract social studies concepts into meaningful, applicable knowledge for elementary school students.
Copyright (c) 2026 Cornelia Narahawarin, Samuel P. Ritiauw https://creativecommons.org/licenses/by-sa/4.0
Optimizing Islamic and Character Education Outcomes Through Everyone is a Teacher Here (ETH) Learning Model
The low achievement of student learning outcomes in Islamic and character education at Junior High School 15 Krui demands innovative strategies. The Everyone Is a Teacher Here (ETH) model encourages active participation, peer dialogue, and critical reflection to optimize students' competencies. This study aims to test the effectiveness of the ETH model in optimizing Islamic and character education learning outcomes. A quantitative approach with a quasi-experimental design was used. The population comprised 93 eighth-grade students; simple random sampling assigned class VIII-2 (n = 47) as the experimental group and class VIII-1 (n = 46) as the control. The experimental group received treatment over three meetings using seven ETH syntaxes, while the control group followed conventional learning. The research data was comprehensively collected from the respondents, and the instrument was declared valid and highly reliable (Cronbach's alpha: 0.89). Data was analyzed using an independent samples t-test. The results showed a statistically genuine and significant difference in learning outcomes between the experimental and control groups (t = -2.504; p = 0.015 < 0.05). The experimental group achieved a substantially more optimal academic impact, confirming that the dynamic ETH syntax effectively boosts material mastery and fosters an active-collaborative classroom climate. In conclusion, implementing the ETH model significantly optimizes Islamic and character education outcomes. Practically, integrating ETH is highly recommended to facilitate adaptive, inclusive, and participatory learning that strengthens student competencies without relying heavily on high-level technological infrastructure.
Copyright (c) 2026 Romi Yanda, Istihana Istihana, Sunarto Sunarto https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of a Differentiated Learning Approach: Creativity and Elementary School Students' IPAS Learning Outcomes
This research is motivated by the low level of creativity and student learning outcomes in Natural and Social Sciences (IPAS) subjects in grade V at Elementary School Lantebung, Makassar City, which is caused by conventional learning processes that have not accommodated the diversity of student characteristics. The purpose of this study is to test the effectiveness of the implementation of a differentiated learning approach in improving students' creativity and learning outcomes in IPAS. The research method used is a quasi-experimental design with the one-group pretest-posttest design on 37 grade V students. Data collection techniques were carried out through learning outcome tests, observations of teacher and student activities, and creativity assessments. Data was analyzed using descriptive statistics and paired sample t-tests. The results showed a significant transformation in the classroom ecosystem, marked by a progressive increase in teacher pedagogical competence (64% to 93%) and student learning activities (60% to 89%). Academically, the average value of learning outcomes increased sharply from 47.43 to 76.89 (t = 18.073; p < 0.000), with a drastic decrease in standard deviation from 11.99 to 6.38, proving a reduced understanding gap among students. Furthermore, this strategy significantly stimulated all aspects of divergent thinking (t = 26.760; p < 0.000), with optimal development in flexibility and elaboration. In conclusion, differentiated learning is an empirically valid, effective, and inclusive model that is highly adaptive to students' characteristics, interests, and learning readiness in maximizing both cognitive potential and creativity in elementary schools.
Copyright (c) 2026 Asmaul Husna Kasim, Supriadi Supriadi, Erwin Nurdiansyah https://creativecommons.org/licenses/by-sa/4.0
The Student Learning Outcomes in Science and Social Studies (IPAS): Picture Media at Primary School
This research is motivated by the low learning outcomes of students in Natural and Social Sciences (IPAS) in the fourth grade of Kaiwatu Christian Primary School, Southwest Maluku Regency. This study aims to describe and analyze the improvement in IPAS learning outcomes through the application of image media using the Kemmis and McTaggart spiral model. The method used is Classroom Action Research (CAR) implemented in two cycles. The research subjects consisted of 16 fourth-grade students in the 2024/2025 academic year. Data collection techniques included learning outcome tests, observation, and documentation. The results showed a consistent positive trend in quantitative indicators at each stage. In the pre-cycle stage, the class average only reached 65 with a critical classical completion of 19% (3 students). After the intervention in Cycle I, the average score increased to 70 with a classical completion of 44% (7 students). Following reflection-based corrective actions in Cycle II—conducted through enrichment of image variations, intensification of visual-based question-and-answer sessions, and group strengthening—the class average jumped to 78 with an absolute classical completion rate of 100% (all 16 students met the learning objective achievement criteria). This study concludes that the application of image media successfully transforms the learning process from verbalistic and conventional into more visual, interactive, and contextual. Theoretically and practically, this visualization is highly effective in strengthening cognitive schemas and fostering active engagement for primary school students at the concrete operational stage.
Copyright (c) 2026 Benselina Erlina Unawekla, Fransheine Rumtutuly, Jekriel Septory https://creativecommons.org/licenses/by-sa/4.0
Padlet-Based Predict Observe Explain (POE) Learning Model: Learning Outcomes of PAI and Character Education
This research is motivated by low student learning outcomes in Islamic Religious Education (PAI) and Character Building at Middle School 7 Krui, particularly in higher-order thinking skills (C5 and C6). This issue stems from monotonous teaching methods, varied student comprehension levels, limited media, and low motivation. This study aims to determine the effect of the Padlet-based Predict-Observe-Explain (POE) learning model on student learning outcomes. Using a quantitative approach with a quasi-experimental, post-test only control group design, the sample comprised two classes: an experimental class taught via the Padlet-based POE model and a control class taught conventionally. Data were collected using validated and reliable multiple-choice tests, then analyzed using normality, homogeneity, t-test, and Mann-Whitney tests. The results showed a significant difference in learning outcomes between the two groups, with a t-test significance value of 0.030 and a Mann-Whitney test value of 0.040 (p < 0.05). This indicates that the Padlet-based POE model effectively improves learning outcomes, especially in critical and analytical thinking. This success is driven by the POE syntax—prediction, observation, and explanation—integrated with interactive digital media, which enhances student activity, motivation, and comprehension. In conclusion, the Padlet-based POE learning model has a positive and significant influence on student learning outcomes. It serves as an innovative and effective alternative learning strategy for Islamic Religious Education and Character Education.
Copyright (c) 2026 Rosyadi Tomi, Baharudin Baharudin, M. Indra Saputra https://creativecommons.org/licenses/by-sa/4.0
Visual and Auditory Learning Styles in Mathematics Learning in the Digital Era for College Students
In the digital era, higher education mathematics faces challenges in aligning complex material with diverse student learning styles. The mismatch between traditional teaching methods and students' sensory preferences often hinders the understanding of abstract concepts within dominant digital platforms. This study aims to analyze and describe the tendencies of visual and auditory learning styles among mathematics education students at Muhammadiyah University of Makassar within digital learning contexts. Employing a qualitative descriptive approach, data were gathered through a Visual-Auditory-Kinaesthetic (VAK) questionnaire, observations of digital learning activities, and in-depth interviews. The data analysis process—comprising data reduction, data presentation, and conclusion drawing—mapped how these learning styles influence student interaction with digital media. The results revealed that students' learning styles are dominated by visual (55%) and auditory (35%) tendencies. Visual learners excelled in interacting with dynamic mathematical software simulations and structured instructional videos, while auditory learners processed concepts more effectively through synchronous discussions on video conferencing platforms and educational podcasts to construct procedural logic. Furthermore, the findings indicate a significant behavioral shift toward multimodal adaptability, where students independently leverage technological features to overcome the limitations of unipolar material. Theoretically, this research contributes to developing adaptive mathematics pedagogical strategies in higher education. Practically, these insights recommend the implementation of Differentiated Learning strategies and a Universal Design for Learning (UDL)-based curriculum that integrates interactive visual elements and clear auditory narratives to minimize cognitive barriers, thereby optimizing students' mathematical literacy.
Copyright (c) 2026 Takdirmin Takdirmin, Agussalim Juhari https://creativecommons.org/licenses/by-sa/4.0
Competence, Tech Innovation, and Islamic Work Culture: Driving Performance and Its Implications for Quality in Islamic School
This study examines the influence of competence, technological innovation, and Islamic work culture on educators’ performance and its implications for educational quality in madrasahs. The research employs a quantitative explanatory approach with a survey method. The population consists of Islamic School teachers in Makassar City, including Madrasah Ibtidaiyah, Tsanawiyah, and Aliyah, with a sample of 88 respondents selected using the Slovin formula. Data was collected through questionnaires and analyzed using multiple linear regression and path analysis with SPSS. The structural model analysis shows that competence, technological innovation, and Islamic work culture simultaneously contribute 76.4% to the performance of teaching and education staff, with technological innovation as the most dominant determinant, underscoring the importance of digital adaptation for work efficiency in the modern era. Furthermore, the integration of these three independent variables with performance provides a significant simultaneous contribution of 79.6% to the quality of education, where Islamic work culture emerges as the most dominant factor, confirming that the internalization of spiritual values is the main foundation in realizing quality education services. Through path analysis, performance is proven to play a significant role as a mediating (intervening) variable, indicating that the acceleration of achieving educational quality in madrasahs cannot stand alone but must be realized gradually through optimizing the actual performance of teachers and staff first.
Copyright (c) 2026 Syamsul Bahri, Ansar Amir https://creativecommons.org/licenses/by-sa/4.0
Accessibility of Sports Facilities and Its Impact on Skill Development Among Junior and Senior High School Student-Athletes
In rapidly developing urban areas like Makassar City, the commercialization of public spaces often limits school-aged athletes' access to standardized training infrastructure, presenting a structural barrier frequently overlooked in sports pedagogy. This study analyzes the relationship between sports facility accessibility and the skill development of junior and senior high school student-athletes in Makassar. Employing a quantitative correlational design with a cross-sectional approach, the study involved a purposive sample of 30 student-athletes aged 12–15 years with a maximum of two years of training experience. Facility accessibility was measured via a comprehensive questionnaire, while motor skills were assessed through a standardized basic sports skills test, controlling for training frequency and motivation. Data were analyzed using Pearson and partial correlation tests. The results revealed a positive, significant, and moderate relationship between sports facility accessibility and student-athlete skills (r = 0.465; p = 0.001). Training frequency (r = 0.435; p = 0.002) and motivation (r = 0.413; p = 0.002) also significantly correlated with skills. Crucially, partial correlation confirmed that the facility accessibility-skill relationship remained independently significant even after controlling for both frequency and motivation (r = 0.405; p = 0.003). This study proves that the physical environment acts as an independent determinant of motor performance within urban sports pedagogy and sociology. Practically, it provides an empirical foundation for policymakers to design school-centered, highly accessible sports infrastructures to secure sustainable youth athlete development.
Copyright (c) 2026 Ians Aprilo, Poppy Elisano Arfanda, M. Adam Mappaompo https://creativecommons.org/licenses/by-sa/4.0
The Values of Physical Education from the Perspective of the Hadith
Physical education plays a strategic role in developing students holistically by integrating physical, mental, social, moral, and spiritual dimensions. However, in educational practice, physical education is often narrowly focused on physical activities and sport skills, with limited integration of religious and moral values. This study aims to analyze the physical education values contained in the Hadith of the Prophet Muhammad (peace be upon him) and examine their relevance to modern physical education concepts. This research employed a qualitative approach using library research with a thematic Hadith analysis design. Data were collected from primary sources in the form of Hadiths and supported by secondary sources, including books and scientific journals related to physical education, health, and Islamic education. The findings indicate that the Hadith contains comprehensive physical education values, such as the importance of physical health and fitness, development of motor skills, discipline and consistency in physical activity, sportsmanship and moral character, and balance between physical and spiritual well-being. These values highlight that physical activity in Islam is not merely physical training but also a means of character formation and spiritual awareness. Furthermore, the study reveals a strong alignment between Hadith-based physical education values and modern physical education concepts that emphasize holistic development, health-oriented learning, character education, and lifelong active lifestyles. The study concludes that integrating Hadith-based values into physical education can strengthen its philosophical foundation and support the development of physically healthy, mentally resilient, and morally grounded individuals.
Copyright (c) 2026 Akbar Yusuf, Arifuddin Ahmad, Muh. Sabir Maidin https://creativecommons.org/licenses/by-sa/4.0
Development and Validation of an Aerobic Exercise Adherence Questionnaire for Female College Students
Exercise adherence is a crucial factor in the success of an aerobic dance program; however, valid and reliable measurement instruments to evaluate this compliance among college students remain limited. This study aims to test the psychometric properties of an exercise adherence questionnaire for aerobic dance programs specifically tailored for college students. The study employed a descriptive quantitative approach with an instrument validation study design. The research subjects consisted of 30 female college students who regularly participated in an aerobic dance program. The research instrument was a workout adherence questionnaire consisting of 18 statements with a five-point Likert scale, covering five main dimensions: exercise motivation and commitment, comfort and enjoyment, perceived benefits of exercise, sustainability and consistency, and barriers and time management. Validity testing was carried out using Pearson Product Moment correlation, while reliability testing was analyzed using Cronbach's Alpha coefficient. The analysis results showed that all 18 statement items were declared construct valid, with calculated r values ranging from 0.568 to 0.745, which all exceeded the r table value of 0.361 at the 0.05 significance level, with the highest indicator representation in the perceived benefits of exercise dimension. Furthermore, the instrument demonstrated very stable internal consistency with a Cronbach's Alpha coefficient of 0.862, categorized as high reliability. Consequently, this questionnaire proved adaptive to the unique characteristics of aerobic exercise as a rhythmic and dynamic group sport, providing a valid, objective, and reliable assessment tool that is highly recommended for use by researchers and exercise practitioners to evaluate program adherence in the future.
Copyright (c) 2026 Poppy Elisano Arfanda, Ians Aprilo, M. Adam Mappaompo, Arimbi Arimbi https://creativecommons.org/licenses/by-sa/4.0
Deep Learning Approach to Improve Student Learning Outcomes in Social Studies at Elementary School
Social Studies (IPS) learning in fifth graders of Elementary School Lumahlatal is still dominated by a teacher-centered paradigm that impacts low student learning outcomes, so a more active and student-centered alternative approach is needed. This study aims to determine the effectiveness of the implementation of the deep learning approach in improving social studies learning outcomes in fifth graders of Elementary School Lumahlatal. Using a quantitative method with a pre-experimental one-group pretest-posttest design, this study involved 21 students in the even semester of the 2025/2026 academic year as a sample. Data was collected through observation, documentation, and test instruments that had been tested for validity on 15 questions (rcount > 0.456) and had very high reliability (Cronbach's Alpha 0.976). Data analysis using the Shapiro-Wilk normality test showed a normal data distribution (sig. > 0.05). The results of the study showed a significant transformation in student learning completion from 28.60% in the pretest to 100% in the posttest, with an average score increasing from 61.35 to 84.5. An N-Gain score of 0.69 confirmed that this approach was effective in the "Moderate" category. This study proves that the integration of joyful, mindful, and meaningful learning components in deep learning can provide a significant positive impact on material mastery compared to conventional methods, while contributing to the transformation of the learning paradigm to a student-centered one.
Copyright (c) 2026 Ferlin Mega Notanubun, Ode Abdurrachman, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
Challenges of Inclusive-Responsive Leadership in Public High Schools: Mapping the Socio-Cultural and Policy Contexts
Despite national mandates for inclusive education, implementing inclusive-responsive leadership in Indonesian public high schools faces complex hurdles. This study maps the challenges of inclusive-responsive leadership by examining the socio-cultural and policy contexts within public high schools in South Sulawesi, exploring how school leaders navigate the gap between formal inclusion regulations and local cultural expectations. Employing a qualitative approach, a multi-site case study design was utilized across several schools. Data were collected through semi-structured interviews with principals and policy stakeholders, alongside regional policy document analysis, and interpreted using thematic analysis focusing on leadership adaptability. The results reveal three primary challenges: (1) policy-practice decoupling, where inclusive regulations lack technical guidelines for local execution; (2) socio-cultural barriers, including traditional paradigms viewing inclusion as a peripheral value; and (3) resource scarcity, specifically a lack of specialized pedagogical training for leaders. The study finds that while leaders show high commitment, their actions are restricted by a compliance-based rather than a value-based approach. This research contributes to educational leadership discourse by providing a localized mapping of inclusion challenges in a non-Western context. It offers insights for policymakers to harmonize national standards with socio-cultural specificities, advocating for a leadership model that is both policy-compliant and culturally responsive.
Copyright (c) 2026 Sitti Habibah https://creativecommons.org/licenses/by-sa/4.0
Discovery Learning Model on Improving Social Studies Learning Outcomes at Primary School
Social Studies (IPS) learning is often passive and teacher-centered, resulting in low student engagement and suboptimal learning outcomes. This study aims to examine the effect of the Discovery Learning model on improving Social Studies learning outcomes in fifth-grade students of Warwut Public Primary School, Maluku Province, Indonesia. The approach used was quantitative with a pre-experimental design (One-Group Pretest-Posttest Design). The research subjects included all 21 fifth-grade students, selected using a total sampling technique. Data were collected through a validated multiple-choice learning outcome test instrument (Cronbach's Alpha = 0.862) and an observation sheet. Data analysis was conducted using descriptive statistics, the Shapiro-Wilk normality test, and a paired-samples t-test using SPSS version 27. The results showed a significant increase in the average score from 65.10 in the pretest to 87.38 in the posttest, with a mean gain of 22.28 points. The normality test confirmed that both data were normally distributed (p > 0.05). The hypothesis test obtained a significance value of 0.000 (p < 0.05), so the null hypothesis was rejected. These findings confirmed that the application of Discovery Learning through six syntactic stages—stimulation, problem identification, data collection, data processing, proof, and drawing conclusions—significantly improved students' social studies learning outcomes. Practically, this study successfully transformed the conventional passive instruction pattern into active, student-centered learning. This model was proven effective in increasing student engagement, critical thinking skills, and conceptual understanding at all levels of academic ability.
Copyright (c) 2026 Intan Sari Kowarin, Nathalia Yohana Johannes, Leonid Ritiauw https://creativecommons.org/licenses/by-sa/4.0
Mathematics Education Students' Adaptation to the Digital Learning Ecosystem
The transition to a Digital Learning Environment (DLE) in mathematics education often highlights a gap between rigid instructional delivery and students' diverse sensory preferences. This study aims to analyze the prevalence of learning styles among mathematics education students at Universitas Negeri Makassar (UNM) and explore their interactions with digital platforms. Employing a descriptive quantitative design, data were gathered via a standardized learning style inventory and a digital engagement questionnaire, then analyzed using descriptive statistics. The results reveal a structured hierarchical distribution dominated by visual learners (45%), followed by multimodal individuals (30%), and auditory learners (25%). These modalities directly dictate technology interaction patterns: visual students excel with dynamic geometry software and video tutorials, whereas auditory learners rely on audio-based discussions and podcasts. Notably, multimodal students exhibit the highest adaptability within Learning Management Systems (LMS) due to their capacity to simultaneously process dual sensory inputs. This research offers critical empirical insights into higher education pedagogy within the Indonesian context. It concludes that a successful digital transition requires a strategic shift toward a Dual-Coding instructional model that harmonizes dynamic visualizations with auditory narratives, thereby fostering an inclusive, adaptive, and highly effective mathematics learning environment.
Copyright (c) 2026 Agusalim Juhari, Sitti Habibah https://creativecommons.org/licenses/by-sa/4.0
Are the Motivated Learners the Autonomous Ones?
While theoretical frameworks connect language learner autonomy with identity-oriented motivation, empirical literature often overlooks how pre-service teachers’ long-term professional identities interact with autonomous learning. This study addressed this gap by examining the relationship between pre-service teachers' English learning motivation and their self-assessment as autonomous ESL learners. Utilizing a correlational design, survey data from 243 respondents were analyzed using simple regression analysis. Results indicated high overall motivation (M = 4.19), primarily driven by international orientation (M = 4.45) and professional instrumentality (M = 4.22). Concurrently, respondents demonstrated a high level of learner autonomy (M = 3.92), characterized by strong learning accountability (M = 4.35). However, critical academic vulnerabilities emerged, specifically a dip in oral communication self-efficacy (M = 3.90) and weaknesses in time-related self-management (M = 3.53). Regression analysis confirmed that motivation significantly and positively predicts learner autonomy (β = 0.32, p < .001), accounting for 11% of its variance (R2 = 0.11). This study underscores the critical role of identity-driven motivation in fostering learner independence. Pedagogically, it implies that teacher education programs must pivot from achievement-oriented targets to design holistic curricula that intentionally cultivate global motivations while integrating structured interventions to reinforce behavioral time discipline and oral communication confidence among future language teachers.
Copyright (c) 2026 Monica R. Cabanding https://creativecommons.org/licenses/by-sa/4.0