Journal Evaluation in Education (JEE) is a double-blind, peer-reviewed journal published by Cahaya Ilmu Cendekia Publisher, dedicated to disseminating advances in knowledge and research in Multidisciplinary Education, both in Indonesia and in the global context of developing countries. Committed to excellence, the Journal Evaluation in Education (JEE) publishes comprehensive research articles and invites reviews from leading multidisciplinary education experts to contribute optimally to policy and practice. The Journal Evaluation in Education (JEE) provides readers with an understanding of the rich contextual nature of evaluation, assessment, and accountability across multidisciplinary education at various levels (state, regional, local). It seeks to connect research, policy-making, and practice. The main objective of this international journal is to advance knowledge and dissemination of research on and about assessment, evaluation, and accountability of all kinds and on various levels (state, regional, local) as well as in all fields of education (primary, secondary, higher, college, Health, Tourism and Hospitality, as well as the non-school sector), Edupreneurship, and Entrepreneurship. The selection criteria prioritize papers demonstrating high scientific value, conveying new knowledge, and significantly impacting multidisciplinary education. It is published quarterly every January, April, July, and October. The Journal has been indexed in SINTA 2, BASE, CiteFactor, Copernicus, Dimension, DOI Crossref, EuroPub, Fatcat, Google Scholar, Garuda, ROAD, Scilit, Scinapse, OpenAIRE, Open Ukraine Citation Index, Wikidata, and WorldCat. It is published Quarterly every January, April, July, and October.
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Journal Evaluation in Education (JEE) is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
Transformational Leadership and Teacher Competency Enhancement: Lessons from Faith-Based Private Schools in Remote Indonesia
Purpose of the study: This study aims to examine how a principal operationalizes transformational leadership strategies to enhance teacher competencies, identify institutional challenges, and formulate a contextual leadership framework in a resource-constrained, faith-based private middle school in remote Indonesia. Methodology: A qualitative single-case study design was executed using purposeful sampling (N = 8). Data collection tools comprised semi-structured interviews, non-participant classroom observations, and institutional document analysis. Qualitative analysis was performed following the Miles, Huberman, and Saldana interactive data condensation model, with trustworthiness established using Lincoln and Guba’s evaluative framework. Main Findings: The principal operationalized transformational leadership through a three-phase onboarding cycle, weekly spiritual mentoring (Bina Pribadi Islam), and internal frugal professional development. These strategies successfully bridged pedagogical divergence among early-career educators, mitigated early-career pedagogical shock, and aligned staff with integrated curricula, while effectively circumventing systemic exclusion from state-funded training through internal peer-led networks. Novelty/Originality of this study: This study establishes a Contextualized Hybrid Leadership Framework, revealing how transformational and spiritual leadership converge through frugal educational innovation. It advances existing knowledge by demonstrating how resource-constrained private faith-based schools overcome state-level policy barriers by leveraging internal social capital and communities of practice to build teacher self-efficacy.
Copyright (c) 2026 Ribut Suwarsono, Jamaluddin, Kemas Imron Rosadi https://creativecommons.org/licenses/by/4.0
Evaluating an International Class Initiative Program in EFL Higher Education: A CIPP Model Analysis
Purpose of the study: This study evaluated the implementation of the International Class Initiation (IKI) program within the English Language Education department at Universitas Pendidikan Ganesha (Undiksha) using Stufflebeam’s Context, Input, Process, and Product (CIPP) model. Methodology: This mixed-methods study operationalized CIPP framework. For Context evaluation document analysis was assessed to evaluate policy alignment. For Input Evaluation observation was done to assess the infrastructure and document analysis for assessing the curriculum. Process evaluation focused on instructional quality and EMI consistency collected through surveys. Product evaluation focused on measuring students GPAs as well as mapping students co-curricular achievements. Main Findings: Context and input evaluations revealed positive alignment with Indonesia’s Key Performance Indicators (IKU 8) and the university's vision, supported by strict selection criteria and improved classrooms. Process evaluation demonstrated high pedagogical clarity and consistent English instruction, though it highlighted an affective support gap by the lecturers. Product evaluation empirically proved: IKI students achieved significantly higher GPAs (p < 0.05), secured 38.9% of student awards despite a unequal class distribution ratio, and recorded 15 international mobility placements, including dual-degree programs. Novelty/Originality of this study: This study’s novelty lies in its multi-dimensional evaluation of an International Class Initiative. It uniquely integrates qualitative policy analysis and quantitative instructional surveys with empirical evidences of infrastructure, academic and non-academic achievements, and international mobility outcomes. This comprehensive approach offers a complete picture of how CIPP can be used to evaluate "Internationalization at Home" program.
Copyright (c) 2026 A. A. Gede Yudha Paramartha, Ni Nyoman Padmadewi, I G A Lokita Purnamika Utami, Putu Suarcaya https://creativecommons.org/licenses/by/4.0
Career Choice and Transition of Professional Interests among English Education Students
Purpose of the study: The division of elective tracks in undergraduate education programs continues to raise concerns regarding the alignment between students’ chosen specializations and subsequent career transitions. So far, studies on career choice and professional interests transitions among English education students in elective-based classes are deficient. This study aims to identify: (1) students’ initial elective class choices, (2) their preferences across elective tracks, (3) their tendency to shift to other professions, (4) the underlying reasons for such transitions, and (5) the adequacy of credit allocation for elective courses offered. Methodology: This descriptive study involved 142 students enrolled in elective tracks. Data were collected through Google Forms and semi-structured interviews. Questionnaire data were analyzed using descriptive statistics, while interview data were examined qualitatively. Main Findings: The findings indicate that students predominantly prefer electives in tourism (47.9%) and education (42.3%), with relatively low interest in research-oriented tracks. Career choice consistency is relatively high (64.7%); however, transitions are influenced by personal, social, and professional development factors. The adequacy of credit allocation for elective courses is generally perceived positively. Novelty/Originality of this study: This study reveals a developed theoretical basis on career choice and professional interest transitions among education students in elective-based classes in non-vocational higher education. Nevertheless, gender, as one of the determining factors, has not been explored in this study.
Copyright (c) 2026 Arafiq Arafiq, Arifuddin Arifuddin, Lalu Nurtaat, Amrullah Amrullah, Hidayat Andre, Ni Nyoman Sita Laksmi https://creativecommons.org/licenses/by/4.0
Simultaneously Boosting Motivation and Learning Outcomes: A Collaborative Classroom Action Research on the Problem-Solving Model in Grade 8th Social Studies
Purpose of the study: Low levels of student motivation and Social Studies learning outcomes at Junior high school 14 Madiun have been attributed to the predominance of teacher-centered instructional methods. This study aims to analyze the implementation of the Problem-Solving instructional model in enhancing students’ motivation and Social Studies learning outcomes. Methodology: A Classroom Action Research (CAR) design was employed in two collaborative cycles involving 32 Class VIII-B students. Data were collected through observation, testing, documentation, and field notes. Quantitative data were analyzed using percentages and descriptive statistics, while qualitative data were analyzed through data reduction, presentation, and conclusion drawing. Main Findings: The implementation of the Problem-Solving model improved students' motivation and learning outcomes. Learning motivation increased from 62% in Cycle I to 78% in Cycle II, reaching the high category. The class average score rose from 65.6 in the pre-cycle to 73.8 in Cycle I and 82.5 in Cycle II, while classical mastery improved from 47% to 63%, and finally to 84% in Cycle II. Novelty/Originality of this study: Unlike prior studies that examined motivation and learning outcomes separately, this study simultaneously investigates both variables within a single collaborative Classroom Action Research design, offering a holistic and replicable instructional framework. These findings provide practical guidance for teachers to implement the Problem-Solving model to improve students' learning motivation and Social Studies learning outcomes.
Copyright (c) 2026 Anita Prastiwi https://creativecommons.org/licenses/by/4.0
Emotional Intelligence and Digital Competence in Enhancing Teacher Performance: A Two-Stage Higher-Order PLS-SEM with Learning Effectiveness as Mediator
Purpose of the study: This study examines how emotional intelligence and digital competence jointly influence teacher performance through the mediating role of learning effectiveness in private elementary schools in Cilegon, Indonesia. It addresses a key gap in prior research by adopting a process-oriented perspective to explain how teacher competencies are translated into professional performance. Methodology: A cross-sectional survey was conducted involving 243 teachers selected using proportional stratified random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with a two-stage higher-order approach to capture the multidimensional nature of the constructs and their structural relationships. Main Findings: The results indicate that emotional intelligence and digital competence both have significant positive effects on teacher performance. Emotional intelligence strongly predicts digital competence and contributes to learning effectiveness, while digital competence enhances instructional quality. Learning effectiveness partially mediates the relationships between competencies and performance, demonstrating that teacher capabilities influence outcomes both directly and through teaching–learning processes. Novelty/Originality of this study: This study contributes by proposing an integrative competency framework that positions emotional intelligence as a foundational resource for digital competence and identifies learning effectiveness as a key mediating mechanism. It extends existing models by offering a process-based explanation of how competencies translate into teacher performance, providing both theoretical advancement and practical insights for teacher development in the digital era.
Copyright (c) 2026 Opi Vita Mayang Sari, Bambang Dwi Suseno, Umalihayati Umalihayati https://creativecommons.org/licenses/by/4.0
Implementation of the Sport Pedagogy Model to Improve Students’ Spatial Intelligence in Volleyball: Bibliometric Study 2020-2025
Purpose of the study: This study aims to analyze the development of publication trends and identify and examine the main factors influencing the implementation of the sports pedagogy model to improve students’ spatial intelligence in volleyball learning. Methodology: This study uses bibliometric analysis and a Systematic Literature Review (PRISMA) based on Scopus data from 2020-2025 on sports pedagogy for developing students’ spatial intelligence in volleyball learning. The data obtained were then systematically selected, subjected to VOSviewer-based visualization analysis, and interpreted to identify patterns, relationships, and research trends related to the comprehensive and objective development of students’ spatial intelligence. Main Findings: Research results show that implementing sports pedagogy in volleyball instruction improves students' spatial intelligence through game-based cognitive and motor integration. The growing body of research indicates the high relevance of learning implementation, which is influenced by engagement, tactical skills, decision-making, and the roles of teachers and learning design. However, this research remains limited by data sources, design variations, country dominance, and a lack of longitudinal studies, necessitating innovative development, expanded research, and technology integration. Novelty/Originality of this study: This study offers a comprehensive bibliometric perspective by integrating trend analysis, spatial intelligence, and sport pedagogy in the context of volleyball learning. It enriches existing research by emphasizing the relationship between cognitive and motor aspects and providing a conceptual basis for the development of innovative learning models.
Copyright (c) 2026 Ifan Badra Wijaya, Hafit Amilin, Gita Ariesta, Nandika Juniano, Elizabeth Devi Rahmawati, Siti Baitul Mukarromah, Adi S https://creativecommons.org/licenses/by/4.0
Differences in Collaborative Practice and Professional Communication Between Graduated and Non-Graduated Teacher Professional Education Elementary School: A Causal-Comparative Study
Purpose of the study: This study aimed to determine and quantify the differences in collaborative practice and professional communication between graduate and Non-graduate teacher professional education elementary school teachers, and to identify the indicators that most strongly differentiate the two groups. Methodology: An ex post facto causal-comparative design was applied to 120 elementary school teachers (80 Graduate teacher professional education and 40 Non-teacher professional education) selected through purposive sampling in one regency of East Java, Indonesia. Data were collected with a validated 40-item five-point Likert instrument and analyzed using SPSS Version 26 through descriptive statistics, the Shapiro-Wilk test, Levene's test, independent samples t-tests, and Cohen's d. Main Findings: Statistically significant differences favored PPG-alumni in collaborative practice (M = 3.62 vs 3.08; t(118) = 5.84, p < 0.001, d = 1.13) and professional communication (M = 3.71 vs 3.18; t(118) = 6.07, p < 0.001, d = 1.18). All ten indicators reached significance with large effects, and joint lesson-plan development and school interaction intensity recorded the widest between-group gaps. Novelty/Originality of this study: This study provides the first effect-size-based comparative evidence of teacher professional education outcomes on the social-relational competencies of Indonesian elementary school teachers, offering a per-indicator diagnostic framework that advances Professional Learning Community theory in an under-represented education system and informs evidence-driven professional development policy. Implications: the findings provide an empirical basis for prioritizing the expansion of in-service teacher professional education and for designing school-level professional development that targets collaborative lesson planning and school interaction intensity.
Copyright (c) 2026 Ria Norfika Yuliandari, Nurul Izhan Pepridel Yulanda, Rivan Gestiardi https://creativecommons.org/licenses/by/4.0
Automated Scoring for Four-Tier Diagnostic Tests in Physics: A Systematic Review and Needs Analysis
Purpose of the study: This study aimed to establish an empirical foundation for developing an automated scoring system for four-tier diagnostic tests in physics education by mapping current research on tiered diagnostic instruments and identifying the practical scoring challenges teachers face in classroom misconception assessment. Methodology: A two-phase sequential design was used. A systematic literature review followed the PRISMA protocol across Scopus, ScienceDirect, and Google Scholar (compiled in Mendeley), with record screening managed in Rayyan and narrative synthesis of the selected studies, complemented by semi-structured interviews with four junior high school science teachers, analyzed thematically. Main Findings: Of 87 four-tier diagnostic studies, only 12 (13.8%) incorporated digital or automated elements, and most digital systems functioned merely as test-delivery platforms while misconception analysis remained manual. Interviews confirmed four recurring barriers: a heavy manual scoring burden, delayed feedback, difficulty distinguishing genuine understanding from guessing, and the need for a simple and accessible automated system. Teachers consistently requested a simple system generating immediate diagnostic results and misconception classifications. Novelty/Originality of this study: Unlike prior reviews that emphasize instrument construction, this study integrates systematic review evidence with concrete teacher needs to justify an accessible, low-tech automated scoring system built on Google Forms and Google Sheets, reframing the central barrier of four-tier assessment as scoring complexity rather than instrument design.
Copyright (c) 2026 Kania Fatikasari, Asrial Asrial, Tugiyo Aminoto, Tanti Tanti https://creativecommons.org/licenses/by/4.0
Curriculum Alignment, Implementation Fidelity, and Outcome Evidence in a Pesantren-Based Intensive English Course: A Discrepancy Evaluation of the Madani Course Program
Purpose of the study: The Intensive English programs in pesantren often provide rich exposure and strong motivational support, yet their curriculum, implementation, assessment, and documented outcomes may not be systematically aligned. This study evaluated curriculum alignment, implementation fidelity, outcome evidence, and improvement priorities in the four-week Madani Course Program using the five stages of the Discrepancy Evaluation Model (DEM). Methodology: A qualitative evaluative case study involved one program director, one coordinator, four tutors, and twenty-four students. Data were generated through semi-structured interviews, six classroom observations, and analysis of schedules, materials, attendance records, tutor notes, assessment records, and program reports. The evidence was thematically coded, triangulated in student- and program-level evidence matrices, compared with explicit standards, and classified as minor, moderate, or major discrepancies. Main Findings: Triangulated evidence indicated positive perceived and observed outcomes in confidence, participation, routine vocabulary use, self-introduction, and learning discipline. However, moderate discrepancies affected measurable outcomes, curriculum sequencing, tutor preparation, structured modules, target-language use, feedback, monitoring, and reporting. A major product-stage discrepancy remained because comparable diagnostic and final speaking assessments were unavailable; therefore, firm claims about linguistic improvement could not be made. Novelty/Originality of this study: The study contextualizes DEM by integrating communicative pedagogy, formative assessment, and pesantren educational culture into a transparent program-alignment framework. The findings imply that similar residential programs should connect measurable weekly outcomes, tutor preparation, staged language-use policies, comparable speaking tasks, portfolios, and evidence-based reporting.
Copyright (c) 2026 Muh Junaidi, Ni Nyoman Padmadewi, I G A Lokita Purnamika Utami, Putu Suarcaya https://creativecommons.org/licenses/by/4.0
A Natural Phonology Analysis of Vowel and Consonant Misproduction in Videoke Sessions of Batohanon Youth
Purpose of the study: This study aimed to determine the most commonly mispronounced vowel and consonant sounds among Batohanon youth during videoke performances and analyze these pronunciation deviations using the Framework of Natural Phonology. Methodology: The study used a descriptive-analytical research design anchored on Natural Phonology theory. Fifteen (15) videoke performances of Batohanon youth and Sangguniang Kabataan performers were audio-video recorded and transcribed using the International Phonetic Alphabet (IPA) with the aid of a collar-clip microphone. The collected data were examined through phoneme coding, frequency counts, percentage analysis, and classification of phonological processes based on Standard American English pronunciation, following a purposive, total-enumeration sampling of all performances recorded. Main Findings: The findings showed that the interdental fricatives /ð/ and /θ/ were the most mispronounced consonants, while the vowel /æ/ emerged as the most difficult vowel sound for the participants. The most common phonological processes were stopping, vowel neutralization, final consonant deletion and cluster reduction, which reflected the Philippine phonotactic influence. Novelty/Originality of this study: The study explored the English pronunciation deviations through videoke performances, a culturally familiar and natural communicative setting that remains underexplored in Philippine pronunciation research. It combined Natural Phonology and music-based spontaneous speech analysis to provide insights into real-life pronunciation behavior among multilingual Filipino youth speakers.
Copyright (c) 2026 Porferio Pitogo II, Gisela Abansa, Amytheez Villa, Sheryleen Belcee Roma, Roniel Guitguiten, Rivika Alda https://creativecommons.org/licenses/by/4.0
Science Literacy Profile of High School Students as A Basis for Ethnoscience Integration in Learning
Purpose of the study: This study aims to analyze the scientific literacy profile of high school students in physics using the PISA 2025 framework, focusing on identifying strengths and weaknesses in each competency dimension as a basis for developing ethnoscience-integrated learning. Methodology: This study employed a quantitative survey with a diagnostic approach using a science literacy test adapted from the PISA 2025 framework. The instrument consisted of 20 multiple-choice items. Data were collected online and analyzed using descriptive statistics and Benchmark Reference Assessment (PAP). Sampling used simple random sampling on grade XI students. Main Findings: The results show that students’ scientific literacy is in the moderate to low category with uneven competency distribution. Students performed better in explaining scientific phenomena but showed low achievement in designing investigations, evaluating evidence, and interpreting data. Scores ranged from 25 to 85, with an average of 55.07, indicating limited higher-order thinking skills. Novelty/Originality of this study: This study provides an updated empirical mapping of students’ scientific literacy using the PISA 2025 framework, which is still rarely applied. It offers a diagnostic basis for integrating ethnoscience in learning, emphasizing the development of higher-order thinking and contextual understanding aligned with students’ cultural environments.
Copyright (c) 2026 Weni Rahmawanti, Wasis Wasis, Hasan Subekti
Theological Value of Arabic Calligraphy Art in the Formation of Religious Character in Islamic Boarding Schools
Purpose of the study: This study aims to identify the theological values ​​embedded in the study of Arabic calligraphy and to contribute to the formation of the religious character of Islamic boarding school students. Methodology: This study employed an interpretive research paradigm with a qualitative approach, conducted through interviews with 12 teachers (ustadz) and focus group discussions (FGD) with 6 students. The data obtained were analyzed using qualitative content analysis techniques. Furthermore, the researchers conducted observations and document analysis to strengthen the data presented. Main Findings: The findings of this study indicate that theological values ​​in Arabic calligraphy are integrated into three main aspects: spirituality, Islamic aesthetics, and morality. In the spiritual aspect, the values ​​of tauhidiyah (monotheism), ikhlas (sincerity), dhikrullah (remembrance of Allah), tadabbur (religious service), and tazkiyatul nafsi (observance of one's soul) are found. In the Islamic aesthetic, the values of jamal (community), creativity, patience, and perseverance are essential to the learning process. In the moral aspect, calligraphy instills amanah (trustworthiness), tawadhu' (religious tolerance), and ukhuwah (brotherhood). Learning Arabic calligraphy contributes to strengthening spirituality, forming personal morals, instilling etiquette, developing Islamic aesthetics, and strengthening students' socio-religious character. Novelty/Originality of this study: The novelty of this study has contributed to the strengthening of arts-based Islamic education that integrates theological values, aesthetic practices, and holistic character formation in a sustainable manner. This research has implications suggesting that Arabic calligraphy can be used as an effective pedagogical instrument for shaping socio-religious character education for students in Islamic boarding schools.
Copyright (c) 2026 Muhib Ali Hasan Ristia, Abd Haris, Apri Kurniasih, Kunainah Afroyim, Arsan Isro, Damanhuri Damanhuri, Bima Fandi Asy’arie
A Critical Evaluation of Smara Sādhanā Concepts in The Lontar Kama Tattwa for Strengthening Premarital Education
Purpose of the study: This study aims to critically evaluate the concept of Smara Sādhanā as presented in the Lontar Kama Tattwa and to examine its relevance in strengthening premarital education in Denpasar. The research addresses the growing phenomenon of premarital sexual practices and the shifting moral values reflected in the discourse of “sing beling sing nganten,” which indicate a process of desacralization of marriage and sexuality. Methodology: This research employs a qualitative approach with a critical–interpretative design. Primary data are derived from classical Balinese Hindu texts categorized under Kama Tattwa. Secondary data are collected from scholarly literature and relevant studies. Main Findings: The findings reveal that Smara Sādhanā conceptualizes sexuality as a sacred and conscious practice that integrates physical, psychological, and spiritual dimensions, grounded in dharma and realized within the institution of marriage. The study also finds that contemporary social phenomena, such as the normalization of premarital sex and gender bias, reflect a disconnection between traditional ethical teachings and modern practices. Novelty/Originality of this study: This study offers a novel contribution by bridging classical Hindu philosophical texts with contemporary educational and social issues. It reconstructs premarital education through the lens of Smara Sādhanā, positioning sexuality as a form of spiritual discipline rather than merely a biological or social act. Furthermore, this research introduces a culturally rooted and philosophically grounded framework that addresses both moral challenges and gender issues in modern Balinese society, thereby enriching the discourse on sexuality education within religious and cultural contexts.
Copyright (c) 2026 Gede Agus Siswadi, Lasiyo Lasiyo, Rr Siti Murtiningsih
Integration of Islamic Values in Secondary School Curriculum: A Case Study in Public Schools
Purpose of the study: This study aims to describe and analyze how Islamic values are integrated into the curriculum at public junior high schools in the Luwuk sub-district, and to identify the supporting and inhibiting factors in their implementation. Methodology: This research employs a qualitative case study approach. Data were collected through in-depth interviews with teachers and school principals, direct classroom observations, and analysis of curriculum documents and syllabi. Data were analyzed descriptively through data reduction, presentation, and conclusion drawing. Main Findings: The findings reveal that the integration of Islamic values is carried out implicitly through character strengthening, habituation programs, and contextual approaches across various subjects. Although not all schools apply this integration systematically, educators consistently strive to instill values such as honesty, responsibility, and tolerance. Key supporting factors include teachers' commitment and the reinforcement of school culture, while the main challenges involve limited training opportunities and the absence of standardized curriculum guidelines. Novelty/Originality of this study: This study offers new insights into the practice of integrating Islamic values into formal education at the junior high school level, focusing on local-level factors influencing its implementation. It also highlights the importance of empowering teachers and formulating clearer curricular policies to support the successful integration of these values.
Copyright (c) 2026 Jumahir Jumahir, Mukhtar Muhammad Mahdar Ahmad, Hasrat A Aimang
From Ritual to Character: A Tri Hita Karana-Based Morning Assembly Model for Holistic Character Education in Early Childhood
Purpose of the study: This study aims to examine how a Tri Hita Karana-based Morning Assembly program functions as a holistic character education practice in early childhood education. Methodology: A qualitative case study was conducted in an early childhood education institution in Bali, implementing a Tri Hita Karana-based Morning Assembly program. Participants were selected using purposive sampling and included teachers directly involved in Morning Assembly, along with the school principal as a supporting informant. Data were collected through semi-structured in-depth interviews, participant observation, document analysis, and reflective field notes. Data were analyzed using reflexive thematic analysis to identify patterns across implementation structure, teacher mediation, internalization processes, and ecosystem reinforcement. Main Findings: The findings reveal that Morning Assembly operates through a structured three-phase sequence—pre-activity, core activity, and closing reflection—systematically embedding spiritual, social, and ecological values into daily routines. Teachers play a central mediating role by embodying and interpreting Tri Hita Karana values in relational practice. Character internalization occurs through repeated exposure, emotional engagement, reflective facilitation, and consistent reinforcement within a culturally coherent ecosystem. Novelty/Originality of this study: This study proposes a Holistic Character Education Model grounded in Tri Hita Karana, demonstrating how local philosophical wisdom can be operationalized into a structured pedagogical system in early childhood education. Unlike character education approaches that emphasize discrete moral instruction, the model conceptualizes character formation as a cyclical, ecosystem-based process that integrates spirituality, social harmony, and ecological responsibility into daily lived experience.
Copyright (c) 2026 Mekel Putu Ayu Sekar Sari, Ida Bagus Putu Arnyana, Gede Wira Bayu
Building Discipline Through Healthy Lifestyle Behaviors: “Shared Lunch Education” for Early Childhood
Purpose of the study: This study aims to analyze the phenomenon of discipline through the habit of healthy living in early childhood by examining the patterns, forms, and indicators that emerge in healthy routines, the impact of healthy living behaviors on children’s independence and sense of responsibility, and parental support. Methodology: This study used a descriptive qualitative approach with observation sheets, interview guidelines, and documentation as instruments. The research subjects were nine children aged 3-4 years. Data were obtained through direct observation, recorded semi-structured interviews, field notes, and photographic documentation. Data analysis was conducted through data reduction, data presentation, and conclusion drawing. Data validity was strengthened through source and technique triangulation. Main Findings: The results of the study show that discipline and healthy living behaviors are formed through routine habits, teacher role modeling, consistent school culture, and parental support. Children demonstrate disciplined behavior by willingly following rules, eating independently, and taking responsibility for cleaning up their eating utensils. Healthy living behaviors practiced by children include washing their hands with soap, using clean eating utensils, and brushing their teeth after meals. Novelty/Originality of this study: This study offers new insights into the process of internalizing discipline and healthy lifestyle behaviors in early childhood through school routines, teacher consistency, and parental support at home. These findings emphasize the importance of school culture synergy, teacher role modeling, and family support in forming the foundation for sustainable positive behaviors from an early age.
Copyright (c) 2026 Andini Hardiningrum, Jauharotur Rihlah, Afib Rulyansah, Firdaus Firdaus, Nur Idhofi Aliya
Communicative Willingness in Dialogic Feedback: A Relational Extension of Feedback Literacy
Purpose of the study: Dialogic feedback assumes that students will respond to evaluative comments through clarification, negotiation, or further discussion. However, students do not always turn internal feedback processing into visible dialogue, especially in hierarchical performance settings where speaking may feel risky. This study examined how undergraduate debaters constructed communicative willingness when responding to coach feedback and aimed to extend feedback literacy theory by theorising this relational decision point. Methodology: This study used a constructivist grounded theory design. Twelve second and third-year undergraduate debaters were selected through purposive sampling from a one-semester university debate preparation program. Data were generated through two semi-structured interviews with each participant, observations of 16 feedback sessions, and relevant artefacts such as feedback sheets and notes. Analysis involved initial coding, focused coding, constant comparison, memo writing, and theoretical integration. Main Findings: Students' communicative willingness developed through an iterative process of interpreting feedback, regulating affect, assessing relational safety, negotiating possible consequences, and then enacting or withholding dialogue. Silence did not automatically indicate disengagement, because many students continued reflecting on and using feedback privately. Communicative willingness increased when prior interactions suggested that students' voices would be received respectfully. Novelty/Originality of this study: This study introduces communicative willingness as a relationally constructed mediating process between managing affect and dialogic enactment within feedback literacy. It shows that dialogic opportunities alone do not guarantee participation because students also judge safety, legitimacy, and exposure before speaking.
Copyright (c) 2026 Landry Dwiyoga Daniswara
Developing Holistic Gasing Evaluation Model to Balance Cognitive Efficiency and Affective Resilience
Purpose of the study: The Gasing method (Gampang, Asyik, Menyenangkan) emphasizes ease and enjoyment, yet evaluations frequently neglect the core pillar of enjoyment. This research aims to construct and validate the Holistic Gasing Evaluation Model (HGEM) to balance cognitive speed with affective resilience, making instructional claims of joy empirically verifiable. Methodology: This study utilizes a Type 2 Design and Development Research approach. The procedure involves a systematic analysis of eighty-three empirical papers via Publish or Perish software. A conceptual design phase synthesizes identified theoretical references to establish thirty-six specific model sub-indicators. The final development phase employs the Aiken method with three doctoral experts to validate the model content and structural integrity. Main Findings: The Holistic Gasing Evaluation Model establishes five core dimensions supported by thirty-six psychometric sub-indicators, replacing anecdotal observations with validated instruments like the Mathematics Anxiety Rating Scale. Results show a mean Aiken’s V of 0.86. Discussion indicates that standardizing these metrics identifies instructional risks when rapid speed gains correlate with elevated anxiety, ensuring sustainable numerical performance. The primary limitation of this developmental phase is the focus on internal content validation without immediate large-scale longitudinal field data. Novelty/Originality of this study: This research introduces the first psychometrically validated Affective-Safety guardrail for Gasing evaluation, directly resolving the "Joy Paradox" where anecdotal claims of enjoyment lack empirical verification. By transitioning from qualitative narratives to rigorous standardized benchmarks, this study advances knowledge by ensuring that rapid computational gains do not compromise student affective well-being through replicable assessment protocols.
Copyright (c) 2026 Ninik Wijiningsih, Eva Puspitasari, Budi Setiawan, Mario Emilzoli
Effective Drill-Based Arithmetic Training for Improving Numeracy Literacy: A Quasi-Experimental Study With High N-Gain among Elementary Students
Purpose of the study: This study aims to analyze the effectiveness of a drill-based arithmetic training program in improving elementary students' numeracy literacy. Methodology: This quasi-experimental one-group pretest-posttest study involved 32 fourth-grade students selected through a total sampling approach. A 20-item arithmetic essay test was used as the instrument (CVR = 0.89; Cronbach's Alpha = 0.856). The intervention comprised 8 sessions (90 minutes each) integrating drill and practice, concrete manipulative media, scaffolding, peer tutoring, and corrective feedback. Data were analyzed using the Wilcoxon Signed-Rank Test (α = 0.05) and Hake's N-Gain. Main Findings: Pretest scores were extremely low (M = 15.31), with 0% achieving KKM (Minimum Completion Criteria). Post-intervention scores rose to M = 82.03, a gain of 66.72 points (435.71%), with 84.4% of students achieving KKM. The Wilcoxon test confirmed a highly significant improvement (p = 0.000001), and N-Gain yielded a mean of 0.7964 (high category). Effectiveness is attributed to the integration of drill-and-practice (behavioristic theory), concrete manipulatives (Piaget), peer tutoring within the Zone of Proximal Development (Vygotsky), and gradual scaffolding. The N-Gain exceeded prior studies. Limitations include the absence of a control group and a small sample size, restricting generalizability. Novelty/Originality of this study: This is the first study to examine an integrated, multi-component program that addresses all four arithmetic operations simultaneously in Eastern Indonesia (Buton Regency), demonstrating that multi-component designs yield superior N-Gain outcomes and offering a replicable framework for teachers addressing low numeracy literacy.
Copyright (c) 2026 Safiru Hunas, Eva Puspitasari, Rama Wijaya Abdul Rozak, Nandang Rusmana
English Master’s Students’ Idiomatic Expressions Understanding: Effect of Gender, Causes of Difficulties and Learning Strategies
Purpose of the study: Many Master’s students in English Language Education struggle to achieve the minimum TOEFL score. However, limited research has explored how gender influences their understanding of idioms. This study examined: (1) students’ idiomatic understanding by gender; (2) gender effects on idiom comprehension; (3) causes of difficulty; and (4) learning strategies used. Methodology: A mixed-methods design involving 212 English Master’s students. Data were collected with tests, questionnaires, and interviews. Descriptive statistics were used to assess students’ idiom comprehension levels, and the Pearson Product-Moment Correlation was used to assess the relationship between idiom comprehension and other variables. For stages of qualitative analysis - data reduction, data display, and conclusion drawing – were applied. Main Findings: The study reveals a medium level of idiomatic competence and no significant gender effect—challenging prevailing assumptions of gendered pragmatic advantages. Key difficulties include limited exposure to authentic input, unfamiliarity with figurative meaning, infrequent reading, and forgetfulness. Students rely on strategies such as reading idiom materials, using dictionaries, making contextual inferences, and using multimedia. Novelty/Originality of this study: The main challenges stem from limited exposure, literal interpretation, and insufficient cultural and contextual knowledge. Nevertheless, students demonstrated learner autonomy by employing diverse strategies such as using idiom dictionaries, engaging with authentic media, and contextual guessing. The study offers ‘novel’ insights for integrating idiomatic instruction to enhance postgraduate pragmatic competence and TOEFL outcomes.
Copyright (c) 2026 Arifuddin Arifuddin, Henny Soepriyanti
Need Assessment for Developing a Culturally Adapted Interactive Workbook to Manage Academic Stress in School Counseling
Purpose of the study: This study aims to conduct a needs assessment as the basis for developing an interactive workbook for academic stress management within school counseling services. Methodology: This study employed a Research and Development approach using the ADDIE model, limited to the analysis phase. A mixed-method design was applied to obtain comprehensive data. Quantitative data were collected through a questionnaire administered to 169 students, while qualitative data were obtained through in-depth interviews with 10 students and one school counselor, as well as classroom observations. The instruments included the Academic Stress Scale (34 items, α = 0.918) and semi-structured interview guidelines. Quantitative data were analyzed descriptively and inferentially using ANOVA and Pearson correlation, while qualitative data were analyzed through thematic analysis. Main Findings: The findings indicate that academic stress among students is relatively high, with 91.3% of participants experiencing moderate to high levels of stress. The primary sources of stress include examination pressure (60%), social conflicts (25%), and family expectations (15%). Students expressed strong preferences for counseling media that are visual, simple, culturally relevant, and usable independently. In particular, students preferred workbook-based media integrating local cultural values such as cooperation (gotong royong) and Islamic spirituality. Novelty/Originality of this study: This study highlights the urgent need for culturally adapted counseling media to support students’ emotional regulation and stress management. The novelty of this study lies in integrating the needs assessment of academic stress with cultural adaptation of Dialectical Behavior Therapy principles into an interactive workbook format suitable for school counseling.
Copyright (c) 2026 Feida Noorlaila, Cucu Arumsari, Agung Nugraha, Merlin Effendi
Breaking Connectivity Barriers: B-Smart as an Innovative Low-Bandwidth Mobile Learning Solution for Underserved Communities
Purpose of the study: Access to digital learning resources remains a critical challenge in underserved communities, particularly those constrained by limited connectivity, inadequate infrastructure, and low-specification devices. This study aims to design, develop, and evaluate B-Smart, a low-bandwidth mobile learning application specifically engineered to bridge the digital learning gap in resource-limited educational environments. Methodology: A Design and Development Research (DDR) approach was employed, integrating an offline-first architecture, modular microlearning content, lightweight interface components, and data-efficient synchronization. Evaluation involved technical performance testing on low-end Android devices (1–2 GB RAM), usability testing using the System Usability Scale (SUS), pre-test and post-test learning assessments, and qualitative user feedback from 80 students and 15 teachers. Main Findings: B-Smart demonstrated reliable technical performance, with an average module loading time of 1.8 seconds, memory usage of 112 MB, weekly data consumption of 0.9–1.2 MB, and an offline access success rate of 98.7%. Usability evaluation yielded an SUS score of 82.4, while learning assessments revealed a mean post-test improvement of 24.6 points over pre-test scores, confirming significant knowledge gains across all user groups. Novelty/Originality of this study: These findings establish B-Smart as a novel, pedagogically sound, and technically efficient mobile learning solution tailored for low-bandwidth contexts. Unlike existing applications that depend on stable connectivity, B-Smart's offline-first, resource-efficient design ensures uninterrupted learning continuity in underserved regions. The study contributes a replicable development framework for scalable digital education initiatives, with practical implications for policymakers, educators, and developers seeking to advance equitable access to quality education in communities.
Copyright (c) 2026 Petrus Katemba, Sumarlin Sumarlin, Jimi Asmara, Remerta Noni Naatonis
Developing a PSADS-Based “Find Objects” Learning Media to Enhance Critical Thinking Skills of Third-Grade Elementary Students in Mathematics
Purpose of the study: This study aims to develop and evaluate a PSADS-based “Find Objects” learning media that is valid, practical, and effective in enhancing the critical thinking skills of third-grade elementary school students in mathematics. Methodology: The study employed a Research and Development approach using the ADDIE model. Data were collected through expert validation sheets, teacher and student questionnaires, classroom observations, and critical thinking tests. The test instruments were developed based on the FRISCO critical thinking indicators. Data analysis techniques included descriptive statistics, Kolmogorov–Smirnov normality tests, paired sample t-tests, and qualitative analysis using MAXQDA 2020 software. Main Findings: The PSADS-based “Find Objects” learning media was categorized as feasible to very feasible by material, instructional design, and practitioner experts. Teacher and student responses indicated a high level of practicality. Statistical analysis revealed a significant improvement in students’ critical thinking skills, with a mean score increase of 14.27 points. The paired sample t-test confirmed a significant difference between pre-test and post-test scores (p < 0.05). Novelty/Originality of this study: This study fills a research gap in elementary mathematics education, where prior studies have largely emphasized instructional models or learning outcomes without integrating concrete visual media to systematically train critical thinking processes. The novelty of this study lies in the integration of the PSADS learning stages with a “Find Objects” card-based media that engages students in structured object-search, analysis, discussion, and reflection activities, thereby emphasizing critical thinking development rather than learning outcomes alone.
Copyright (c) 2026 Antonius Ferrian Dwi Prasetyo, Helti Lygia Mampouw, Wahyu Hari Kristiyanto
The Potential of Creative Thinking in STEAM Based Science Learning: Supporting Factors and Implementation Challenges
Purpose of the study: This study aim to examine the factors causing low creative thinking skills in STEAM-based science learning, including indicators of creative thinking and various challenges in its implementation. Methodology: The research method used is a systematic literature review (SLR). Data collection uses the PRISMA flow. Data were obtained from the Sinta-indexed Google Scholar database for national journals and, for international journals, there were no restrictions; all journals were accessed through the Publish Or Perish (PoP) application. Data analysis used bibliometrics related to keyword accuracy and was visualized using VOS Viewer software. A total of 500 articles were obtained, of which 18 articles were used as primary data and as material for analysis in the discussion. Main Findings: The results showed that there were four indicators relevant to Guilford's theory regarding creative thinking skills in STEAM learning. Factors contributing to low creative thinking skills included lack of motivation, monotonous methods, models, and tasks, as well as the implementation of learning activities. Additionally, challenges in improving creative thinking skills in STEAM learning included long duration and the difficulty of improving fluency indicators. Novelty/Originality of this study: This study is novel because it structuredly examines the supporting factors and various implementation challenges in developing creative thinking skills through STEAM-based science learning. This research combines pedagogical, contextual, and professional perspectives from teachers, resulting in empirical findings that enrich STEAM studies and strengthen the application of creative thinking development strategies in science education.
Copyright (c) 2026 Dini Fatrisia Hasniati, Raharjo Raharjo, Elok Sudibyo, Muhammad Satriawan
Parental Parenting Patterns and Social Media Use: Students’ Social Attitudes Building
Purpose of the study: The rapid expansion of digital technology has fundamentally reshaped adolescents’ social interactions, raising concerns regarding the formation of social attitudes within educational settings. This study aims to examine the interplay between parenting styles and the intensity of social media use in shaping students’ social attitudes at the junior secondary school level. Methodology: Employing a qualitative case study approach, data were collected through in-depth interviews with students and parents, systematic classroom observations, and documentation analysis, and were validated using data triangulation techniques. Main Findings: The findings reveal that authoritative (democratic) parenting, characterized by a balanced combination of behavioral demands and emotional responsiveness, plays a crucial role in fostering positive social attitudes, including self-regulation, empathy, and collaborative skills. Students raised within a democratic family climate demonstrate internalized moral reasoning, enabling them to maintain socially appropriate behavior without reliance on external supervision. In contrast, excessive social media use is associated with social withdrawal, fragmented attention, and diminished quality of face-to-face interactions in school contexts. High levels of digital engagement were found to displace opportunities for direct interpersonal communication, leading to what can be described as social atrophy and alienation. Novelty/Originality of this study: This study contributes to the literature by highlighting the protective function of authoritative parenting in mitigating the negative social effects of intensive digital media use. The results underscore that the family remains a critical socialization arena in the digital era, capable of strengthening adolescents’ social resilience when supported by effective communication and guided autonomy.
Copyright (c) 2026 Puji Anita Eka Prativiningsih, Muhammad Hanif, Parji Parji
A Study on EduTainment: Enhancing Learning Activity in Science Learning
Purpose of the study: This study investigates the effectiveness of Edutainment-based learning devices in enhancing learning activity in elementary school science learning. Methodology: A quantitative approach with a quasi-experimental posttest non-equivalent control group design was employed. The participants consisted of 14 fifth-grade students from an elementary school in Madiun City, Indonesia, divided into an experimental group (n = 7) and a control group (n = 7). The experimental group was taught using Edutainment-based learning devices, while the control group received conventional instructional tools. Data on students’ learning activity were collected using observation sheets based on a four-point Likert scale and analyzed using descriptive statistics, independent sample t-tests, and N-gain analysis at a significance level of 0.05. Main Findings: The findings reveal that students in the experimental group predominantly reached good (71.4%) and very good (28.6%) categories of learning activity, whereas the control group was dominated by not good (71.4%) and not very good (14.3%) categories. Inferential analysis confirmed a significant difference between the two groups (t = 4.167 > t_table = 2.145), indicating that Edutainment-based learning devices significantly outperform traditional approaches in promoting active learning. Moreover, an N-gain score of 0.6 suggests a moderate but meaningful improvement in students’ learning activity. Novelty/Originality of this study: The novelty of this study lies in its empirical validation of Edutainment-based learning devices specifically for IPAS at the elementary level, using learning activity as a core outcome rather than solely cognitive achievement.
Copyright (c) 2026 Andrie Kriesna Susilowaty, Nurhadji Nugraha, Yudi Hartono
Problem-Based Learning Model in Elementary School Students: Learning Activity and Learning Outcomes
Purpose of the study: This study investigates the effectiveness of the Problem-Based Learning (PBL) model in improving learning activity and learning outcomes of elementary school students in IPAS (Science and Social Studies) learning within the context of the Merdeka Curriculum implementation. Methodology: A quantitative approach was employed using a quasi-experimental posttest non-equivalent control group design. The participants consisted of 22 third-grade students at SDN 02 Nambangan Lor, Madiun City, divided into an experimental class (n = 11) taught using the PBL model and a control class (n = 11) taught using a traditional learning model. Data were collected through learning activity observation sheets and learning outcome tests, then analyzed using descriptive statistics and independent sample t-tests with a significance level of 0.05. Main Findings: The results show that students in the experimental class demonstrated significantly higher learning activity and learning outcomes compared to those in the control class. The independent sample t-test revealed a significant difference in learning activity (t = 4.129, p < 0.05) and learning outcomes (t = 5.744, p < 0.05) between the two groups. These findings indicate that the PBL model is more effective than traditional learning in fostering active student participation and improving academic achievement. Novelty/Originality of this study: This study provides empirical evidence supporting the integration of Problem-Based Learning as an instructional strategy to enhance the quality of IPAS learning in elementary schools, particularly in alignment with the student-centered principles of the Merdeka Curriculum.
Copyright (c) 2026 Indun Krisdianto, Sudarmiani Sudarmiani, Nurhadji Nugraha
Deep Learning and Inquiry Approach for Enhancing Learning Outcomes of College Students
Purpose of the study: This study examines the effect of integrating Inquiry-based learning with a pedagogical Deep Learning approach on students’ learning outcomes in a Learning Planning course. Methodology: Employing a one-group pretest–posttest quantitative design, the study involved N = 50 undergraduate students from two teacher education institutions in East Java, Indonesia, involving Economics Education students from Universitas Nusantara PGRI Kediri and Universitas PGRI Mpu Sindok Nganjuk. The instructional intervention emphasized Inquiry activities aligned with Deep Learning principles mindful, meaningful, and joyful learning. Main Findings: Data were collected using a validated learning outcomes test administered before and after the intervention and analyzed through paired-sample t-tests. The findings indicate a statistically significant improvement in students’ learning outcomes, with mean scores increasing from 73.40 (pretest) to 84.80 (posttest), yielding an average gain of 11.4 points (p < 0.05). Novelty/Originality of this study: These results suggest that the integration of Inquiry-based learning and Deep Learning principles holds potential for enhancing pedagogical competence in Learning Planning courses within teacher education programs.
Copyright (c) 2026 Mochamad Muchson, Irawan Hadi Wiranata, M Anas, Rr Forijati, Hariyono Hariyono, Herdian Tria Wulan Sari, Surya Ayu Azizah
Semester-Based Differentiation of Communication and Collaboration Competencies in Biology Education: A Quantitative Approach
Purpose of the study: The aim of this study is to analyze the impact of academic semesters on the development of communication and teamwork skills among students in the Biology Education program. Methodology: This study uses a quantitative comparison design with multivariate analysis. Data was collected from 232 students using surveys. Statistical tools and software were employed to analyze the development of communication and teamwork skills across different academic semesters. Main Findings: Communication competency improved significantly from Semester II to Semester IV, indicating meaningful development in the early-to-mid study phases; however, it showed no further gains by Semester VI. In contrast, teamwork competency remained consistently low and did not differ significantly across semesters, suggesting that routine academic progression alone may be insufficient to strengthen collaborative skills. Novelty/Originality of this study: The findings indicate that communication competence may develop through mid-program learning experiences, while teamwork competence requires more intentional and sustained instructional support. This study provides new insights into the development of communication and teamwork skills in Indonesian higher education, highlighting gaps in teamwork development and suggesting the need for educational innovations aligned with MBKM and 21st-century competencies. It contributes to the limited research on skills development across academic levels.
Copyright (c) 2026 Sri Wahyuni Sumadi, Nurhayati B, Faisal Faisal
Elementary Science Learning at the Intersection of Educational Philosophies: Rethinking Pedagogical Paradigms and Practices
Purpose of the study: This study aims to map how the educational philosophies of constructivism, progressivism, pragmatism, and humanism shape pedagogical paradigms and teaching practices in elementary science education. It also seeks to develop an integrative conceptual framework that supports meaningful and student-centered science learning in 21st-century primary education. Methodology: This study employed a qualitative Systematic Literature Review (SLR) following PRISMA guidelines. Articles were retrieved from the Scopus and Web of Science (WoS) databases covering the 2015–2025 period. Ten peer-reviewed articles were selected after identification, screening, and eligibility stages. Data were analyzed using thematic analysis and narrative synthesis supported by a structured data extraction instrument. Main Findings: Constructivism promotes active knowledge construction through inquiry-based approaches such as CIBSE. Progressivism emphasizes student-centered and adaptive learning environments supported by digital technology. Pragmatism integrates cultural and empirical knowledge through experiential reflection, while humanism supports holistic development by addressing affective and social dimensions. Effective science learning emerges from the interaction of these traditions rather than reliance on a single paradigm. Novelty/Originality of this study: The study synthesizes four philosophical traditions into a unified Integrative Philosophical Framework, which has rarely been explored in previous SLR studies. The findings encourage educators to adopt a reflective multi-philosophical approach. However, the review is limited by its small sample size and reliance on predominantly English-language sources. Future research should involve longitudinal mixed-methods studies across a broader range of educational contexts.
Copyright (c) 2026 Supriyati Fatma Rabia, Wahono Widodo, Hendratno Hendratno, Suryanti Suryanti