Journal Evaluation in Education (JEE)

Implementation of Differentiated Instruction for BIPA Students in Learning the Indonesian Language

Sat, 13 Dec 2025 00:00:00 +0700

Purpose of the Study: This study explores the implementation of differentiated instruction in teaching Bahasa Indonesia to foreign speakers, focusing on how adaptive teaching strategies address linguistic and cultural barriers while enhancing learners' communicative competence. Differentiated instruction allows educators to modify content, processes, and assessments based on students’ varying proficiency levels, learning preferences, and cultural contexts creating an inclusive and engaging language-learning environment.

Methodology: A qualitative case study approach was employed to provide an in-depth understanding of instructional practices. The participants were 20 foreign students (8 males and 12 females) from diverse countries enrolled in a Bahasa Indonesia course at the State University of Surabaya. Data were gathered through classroom observations, semi-structured interviews, and document analysis. Thematic analysis was applied to identify patterns in instructional adaptation, learner engagement, and classroom implementation challenges.

Main Findings: The results demonstrated that differentiated instruction significantly improved students’ language acquisition, participation, and motivation. Learners benefited from varied learning activities, technology-enhanced tools, and flexible assessment approaches that accommodated different linguistic abilities and cultural backgrounds. Nevertheless, the study identified challenges in lesson preparation time and teachers’ capacity to maintain instructional consistency.

Novelty/Originality of this Study: This research offers one of the first comprehensive examinations of differentiated instruction in the context of Bahasa Indonesia as a foreign language. It offers a culturally responsive pedagogical model that bridges linguistic diversity with inclusive education principles, providing theoretical and practical guidance for educators seeking to enhance equitable, learner-centered language teaching practices in multicultural classrooms.

Poetry as a Multidimensional Medium for Language, Literacy, and Social Reflection in Elementary Education

Diplan Diplan — Sat, 13 Dec 2025 00:00:00 +0700

Purpose of the Study: Poetry offers not only aesthetic value but also potential as a learning tool that supports children’s language growth, literacy competence, and social awareness. However, poetry is still rarely positioned as a multidimensional pedagogical medium in elementary education. Therefore, this study aims to analyze how poetry functions as a medium for language development, literacy education, and social reflection in elementary classrooms.

Methodology: This study used a qualitative descriptive design involving six purposively selected elementary schools. Data were obtained from five Indonesian language teachers, twelve students, classroom observations, and documentation of students’ poetry works. Data were analyzed using the Miles, Huberman, and Saldana model, through data condensation, display, and conclusion drawing, with validity ensured using source and methodological triangulation.

Main Findings: The findings indicate that poetry improves linguistic competence, particularly vocabulary, diction, and figurative language understanding. Poetry also strengthens students’ literacy through close reading, interpretive discussion, and creative writing engagement. Furthermore, poetry becomes a reflective tool for students to express environmental issues, family dynamics, friendship, and cultural identity.

Novelty/Originality of this Study: This study demonstrates that poetry is a multidimensional learning medium that simultaneously develops language skill, literacy depth, and socio-emotional awareness. The novelty lies in its integration of three learning outcomes within one instructional model. Implicationally, poetry-based learning can be adopted as an alternative strategy for teachers to create contextual, expressive, and character-oriented literacy practices in elementary schools.

Leadership, Collaboration, and Satisfaction: A Structural Model of Teachers’ Normative Commitment in Islamic Elementary Schools

Afifah Nurul Khoirot Nasution, Candra Wijaya, Muhammad Dalimunthe — Sat, 10 Jan 2026 00:00:00 +0700

Purpose of the study: This study investigates the direct and indirect effects of the head of madrasah’s charismatic leadership and teamwork on teachers’ normative commitment, with job satisfaction serving as a mediating variable.

Methodology: Employing a quantitative approach with a survey design, data were collected from 101 teachers of State Islamic Elementary Schools (MIN) in Asahan Regency using proportional random sampling. Path analysis was applied to examine the causal relationships among variables.

Main Findings: findings reveal that charismatic leadership and teamwork significantly influence teachers’ job satisfaction. Furthermore, both variables have direct positive effects on teachers’ normative commitment. Job satisfaction demonstrates the strongest direct effect on normative commitment and significantly mediates the influence of charismatic leadership and teamwork. These results indicate that teachers’ moral obligation and loyalty to their institutions are shaped not only by leadership quality and collaborative work culture but also by their level of satisfaction with work conditions and professional recognition.

Novelty/Originality of this study: The study contributes to educational management literature by emphasizing normative commitment as a critical yet underexplored dimension of teacher commitment in madrasah contexts. Practically, the findings suggest that strengthening charismatic leadership practices, fostering effective teamwork, and improving job satisfaction are strategic pathways to enhancing teachers’ commitment and sustaining educational quality in Islamic elementary schools.

Improving Students' Critical Thinking Skills through a Deep Learning-Oriented Group Investigation Model

Zulfani Nurdiana Agustin, Sifak Indana, Nadi Suprapto — Mon, 12 Jan 2026 22:22:28 +0700

Purpose of the study: This research aims to improve the critical thinking skills of junior high school students through the application of the Group Investigation cooperative learning model oriented to deep learning on the interaction of living things and their environment.

Methodology: This study uses a quantitative approach with a quasi-experimental design of one group pretest-posttest multiple groups. The subject of the study is the students of grade VII of junior high school which consists of two classes. Data was collected through observation of students’ learning implementation and activities, critical thinking skills tests, and student response questionnaires, then analyzed using percentage, N-gain, Wilcoxon test, and effect size.

Main Findings: The main findings of this study show that the application of the Group Investigation cooperative learning model oriented to deep learning is able to strengthen the critical thinking skills of junior high school students significantly and meaningfully. The integration of deep learning approaches at each stage of investigation encourages a high level of cognitive engagement through the process of analysis, evaluation, and conceptual reflection.

Novelty/Originality of this study: The Group Investigation model in general, this study presents a novelty in the form of integrating a deep learning approach into each stage of GI to encourage the process of analysis, evaluation, and conceptual reflection of students, so that the improvement of critical thinking skills does not only occur quantitatively, but also in every critical thinking indicator.

Digital Ethnography of Nongnong Mbaham: Oral Literature Revitalization for Cultural Identity and Contextual Learning Innovation in Papuan Education

Tue, 13 Jan 2026 23:06:06 +0700

Purpose of the study: This study investigates Nongnong Mbaham as a living oral tradition, examines its transformation within digital environments, and explores its potential as a contextual learning innovation in Papuan educational settings.

Methodology: A qualitative digital ethnographic approach was employed, involving participant observation, in-depth interviews, performative analysis, and digital-trace analysis across offline and online cultural spaces.

Main Findings: This study demonstrates that indigenous oral literature can function as a culturally grounded learning resource that supports identity formation, digital literacy, and contextual pedagogy.

Novelty/Originality of this study: This research advances oral-literature studies by integrating digital ethnography with contextual learning innovation, moving beyond documentation toward a sustainable educational revitalization model.

Implementation of Merdeka Curriculum: In Lesson Study Based Differentiated Learning

Sri Rejeki, Rihal Jayadi, Wahyu Azwar — Fri, 23 Jan 2026 10:28:44 +0700

Purpose of the study: This study aims to conduct a meta-analysis of various studies discussing the implementation of the Independent Curriculum (Kurikulum Merdeka) in differentiated learning based on the lesson study approach across different educational levels.

Methodology: The study employs a quantitative meta-analysis method by analyzing 88 articles published between 2020 and 2025, retrieved from several academic databases such as Google Scholar, ScienceDirect, DOAJ, PubMed, WorldCat, Dimensions, and Portal Garuda.

Main Findings: The findings show a very high overall effect size (ES = 1.086; SE = 0.157). Specifically, elementary (ES = 1.049) and senior high schools (ES = 0.826) show high effects, while junior high schools demonstrate the strongest and most consistent impact (ES = 1.475).

Novelty/Originality of this study: This study’s novelty lies in integrating differentiated learning with the lesson study approach under the Independent Curriculum, offering empirical evidence of its strong positive effect on learning quality across educational levels and highlighting its potential as an innovative model for improving teaching effectiveness in Indonesian schools.

Implementation and Effectiveness of Financial Literacy in Higher Education Institutions: A Systematic Literature Review

Agus Sudono, Suryana Suryana, Heny Hendrayati, Chairul Furqon — Fri, 23 Jan 2026 11:57:18 +0700

Purpose of the study: This study assesses the implementation and effectiveness of financial literacy education at the higher education level to inform the development of appropriate strategies for its integration in university curricula.

Methodology: Through a systematic literature review using PRISMA methodology, this study investigates the implementation and effectiveness of financial education in universities and colleges. This research examined 127 peer-reviewed articles from leading international journals that were indexed in Scopus and Web of Science databases, documenting research on financial literacy in university contexts between 2015 and 2025

Main Findings: The study demonstrates that financial literacy education differs significantly among universities and has not been uniformly implemented across various academic fields. Economic, business, and finance are the primary areas of focus in financial education applications; however integration into humanities, science, engineering, etc. is minimal

Novelty/Originality of this study: Higher education stakeholders and the public can find the right position on how financial literacy should be implemented at the higher education level. Based on this knowledge, universities can design effective programs and curricula related to financial literacy content in higher education.

Development and Effectiveness of SKIRD Media Integrated with the ONCE Model to Enhance Elementary Students Creativity in Writing Fiction Texts

Dani Darmawan, Henny Dewi Koeswanti, Wahyu Purwiyastuti — Fri, 23 Jan 2026 20:25:06 +0700

Purpose of the study: This study aims to develop and examine the effectiveness of SKIRD (Skill Card) learning media integrated with the ONCE (Observe, Analyze, Verify, Evaluate) learning model in enhancing elementary school students’ creativity in writing fictional texts. The study addresses the need for innovative instructional media that systematically support creative writing processes at the primary education level.

Methodology: This study employed a quantitative research and development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). Data were collected through expert validation to assess media feasibility and creativity assessment rubrics administered during pretest and posttest activities. The data were analyzed using descriptive and inferential statistical techniques to evaluate the effectiveness of the developed learning media.

Main Findings: The results show that the SKIRD learning media achieved a high level of feasibility based on expert validation. Statistical analysis of pretest and posttest scores indicates a significant improvement in students’ creativity in writing fictional texts (p < 0.05). The implementation of SKIRD integrated with the ONCE model enhanced students’ fluency, flexibility, originality, and elaboration in developing fictional narratives.

Novelty/Originality of this study: The novelty of this study lies in the integration of SKIRD card-based learning media with the ONCE reflective learning model to systematically guide elementary students through the stages of creative writing. This study offers a structured instructional framework that links media use with reflective learning processes to enhance creativity in writing fictional texts at the elementary level.

Integrated Teaching Factory Management Model For Character Development in Vocational High Schools: A Study in Rejang Lebong Regency

Sukarsih Sukarsih, Hendra Harmi, Jumira Warlizasusi — Sun, 25 Jan 2026 16:49:59 +0700

Purpose of the study: The implementation of the Teaching Factory (TeFa) learning model in Vocational high school has developed as a key strategy to enhance the quality of industry-based vocational education. This study aims to analyze the planning, organizing, implementation, and supervision of the Teaching Factory in fostering students’ character development in vocational schools in Rejang Lebong Regency.

Methodology: This research employed a descriptive qualitative approach with a case study strategy conducted in vocational high schools. Data were collected through interviews, observations, and documentation. The data were analyzed using the interactive model proposed by Miles and Huberman, which includes data collection, reduction, presentation, and conclusion drawing.

Main Findings: The findings revealed that TEFA planning begins with the development of human resource planning, financial planning, production planning, and marketing planning. The organizing process involves the active participation of teachers, students, and industrial partners to create a realistic work system while instilling positive character values such as discipline, responsibility, and teamwork. A tangible form of this organizing process is the establishment of the TeFa organizational structure.

Novelty/Originality of this study: The TEFA model has proven effective in cultivating work-ready character traits and supporting students’ preparedness to enter the professional and entrepreneurial sectors. These findings provide a significant contribution to the advancement of holistic, character-based vocational education in Indonesia.

Leadership Practices of Madrasah Principals in the Implementation of the Merdeka Curriculum

Aini Safitri, Amiruddin Siahaan, Mardianto Mardianto — Sun, 25 Jan 2026 00:00:00 +0700

Purpose of the study: The purpose of this study is to analyze the leadership of madrasah principals in planning, implementation, and evaluation activities in implementing the Merdeka Curriculum that integrates it with Digital Madrasah innovations then analyze the impact of leadership models and digital innovations in the Merdeka Curriculum on the learning process at State Islamic Junior High School.

Methodology: This study uses a qualitative approach with a multi-site study design, which focuses on two state madrasahs in Aceh Tamiang Regency. Data sources include the madrasah principal, deputy head of curriculum, teachers, supervisors, and students.

Main Findings: The results of this study offer novelty in the form of mapping two leadership patterns of madrasah principals in implementing the Merdeka Curriculum that integrates digital innovations, namely the reflective-open model at State Islamic Junior High School 1 and the systemic-digital model at State Islamic Junior High School 2 which result in different strategies in planning, implementation, evaluation, and impact. This study formulates a new model in the form of a cultural-pedagogical versus systemic-pedagogical change pathway, as well as a hybrid reflective-digital evaluation model, which overall form the 'Contextualized Digital-Merdeka Leadership' framework as a significant theoretical and practical contribution.

Novelty/Originality of this study: The research novelty was formulates a new model in the form of a cultural-pedagogical versus systemic-pedagogical change pathway, as well as a hybrid reflective-digital evaluation model, which collectively form the Contextualized Digital-Merdeka Leadership framework as a significant theoretical and practical contribution previously undiscovered in madrasah leadership studies in Indonesia.

Policy Perception and Implementation Satisfaction as Dual Mediators of Student Retention in Multi-Faith Higher Education: A PLS-SEM Study

Hesti Sadtyadi, Santi Paramita — Mon, 26 Jan 2026 12:14:54 +0700

Purpose of the study: This study examines the implementation of the Single Tuition Fee policy at a multi-faith religious higher education institution. This study analyzes student perceptions and satisfaction across various dimensions, identifies causal mechanisms among student characteristics, policy perceptions, implementation satisfaction, and study continuation, and examines the implementation challenges faced by the institution.

Methodology: A mixed-methods sequential explanatory design was employed. Quantitative survey of 159 students (80% response rate) analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Qualitative data collected through focus groups and interviews. Validated questionnaires measured transparency, accessibility, affordability, responsiveness, and the impact of study continuity.

Main Findings: Results revealed 90% of students would be unable to pursue higher education without the Single Tuition Fee support. Students rated transparency highest (M=4.1), followed by responsiveness (M=3.9), accessibility (M=3.8), study continuity (M=3.7), and affordability (M=3.6). The structural model demonstrated that policy perception strongly influenced implementation satisfaction (β=0.695, p<0.001), which, in turn, significantly affected study continuity (β=0.548, p<0.001). Student characteristics shaped policy perception (β = 0.452, p < 0.001), with full mediation through perceptions and satisfaction.

Novelty/Originality of this study: First comprehensive evaluation of the Single Tuition Fee policy implementation in religious higher education using PLS-SEM methodology. Reveals that policy success operates through a causal chain in which positive perceptions and high-quality implementation matter as much as financial support itself, advancing understanding of the effectiveness of higher education financing in minority religious institutions.

Transformational Leadership and Innovative Work Behaviour: Unveiling the Mediating Roles of Job Satisfaction and Employee Engagement

F Jonathan Lucky Sasmitha, A Sobandi, Edi Suryadi, Rofi Rofaida — Mon, 26 Jan 2026 14:28:34 +0700

Purpose of the study: This study investigates the influence of transformational leadership on innovative work behaviour among higher education lecturers, utilizing job satisfaction and employee engagement as dual mediating variables. The study aims to provide a comprehensive framework explaining how leadership stimulates innovation through motivational and psychological pathways in academic settings.

Methodology: A quantitative research design was employed involving 206 lecturers selected through purposive sampling. Data were collected using a structured questionnaire and analysed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate the structural relationships. Validity and reliability tests were conducted to ensure the robustness of the instrument.

Main Findings: The results reveal that transformational leadership significantly enhances job satisfaction, employee engagement, and innovative work behaviour. Crucially, the analysis confirms that both job satisfaction and employee engagement act as significant mediators. These findings imply that transformational leaders foster innovation not only directly but effectively by boosting lecturers’ psychological well-being and engagement.

Novelty/Originality of this study: This study contributes to the literature by establishing a dual-mediation model that simultaneously integrates job satisfaction and employee engagement. Unlike previous studies that often examine these mediators separately, this research offers a holistic view of the psychological mechanisms linking leadership to innovation in the higher education context. The study relies on cross-sectional data from a specific higher education sector, which limits the ability to draw causal inferences over time. Future research is encouraged to employ longitudinal designs and expand the scope to diverse geographical regions to enhance generalizability.

Progressivism Civic Education in Indonesia: An Ontological, Epistemological, and Axiological Framework for Students’ Adaptive Nationalism

Rini Setiyowati, Rr Siti Murtiningsih, Armaidy Armawi — Mon, 26 Jan 2026 18:27:51 +0700

Purpose of the study: This study examines how civic education based on the philosophy of progressivism can strengthen adaptive nationalism in the digital era. Civic education is outlined within a philosophical framework of ontology, epistemology, and axiology and transformed into pedagogical principles.

Methodology: This research is a philosophical hermeneutic study based on document analysis. Academic and policy texts are selected purposively, interpreted interactively through a hermeneutical circle to clarify the ontological, epistemological, and axiological foundations of progressive civic education, and then derived into pedagogical principles. The validity of the interpretation is maintained through data triangulation.

Main Findings: Progressive civic education, ontologically, frames students as Pancasila-grounded citizens operating in global contexts. Epistemologically, it prioritizes experiential learning, with project- and problem-based approaches cultivating critical reasoning and media literacy. Axiologically, it promotes pluralistic, constitutional, ethically grounded critical patriotism, guiding civic participation toward responsible engagement, democratic accountability, and respect for diversity in both offline and digital public spheres.

Novelty/Originality of this study: This research offers a philosophical framework for progressive civic education by outlining its ontology, epistemology, and axiology. Its main novelty is the integrative concept of adaptive nationalism, which unites the principles of Pancasila in state governance, public participation, and critical discourse.

Integrating Systematic and Adaptive Curriculum Implementation: A Comparative Model for Inclusive 21st-Century Education

Eva Puspitasari, Ninik Wijiningsih, Rudi Susilana, Riche Cynthia Johan — Mon, 26 Jan 2026 20:14:01 +0700

Purpose of the study: The purpose of this research is to compare various approaches in curriculum implementation and provide recommendations for further development.

Methodology: Using qualitative method with a descriptive approach of field research. The subjects were secondary school teachers, while the informants were school principals. Subjects and informants were selected using purposive sampling, based on relevance and direct involvement in curriculum implementation. The research instruments included interview guidelines and observation sheets. Data were collected through in-depth interviews and direct observations at the school. The data were analyzed using thematic analysis to identify key themes and patterns from the interviews and observations.

Main Findings: The findings of this study imply that curriculum development in the context of 21st-century education should not rely solely on rigid standardization or full flexibility, but rather on a strategic integration of systematic and adaptive approaches. Practically, schools are encouraged to strengthen curriculum management through structured planning, supervision, and the utilization of digital management systems such as MIS and LMS, while simultaneously providing pedagogical flexibility through differentiated and contextual learning that responds to students’ diverse needs and learning styles. For policymakers and school leaders, these results highlight the importance of developing curriculum policies that support both institutional accountability and instructional adaptability, particularly in promoting inclusive education for students with special needs.

Novelty/Originality of this study: The novelty of this research lies in the comparison of two curriculum implementation approaches and the recommendation to integrate both to create a more effective, flexible, and contextual curriculum.

Determinants of Failure and Resilience: A Holistic Analysis of Beed Graduates’ Experiences in the Licensure Examination for Professional Teachers

Zydrick L Avelino, Jaime M Forbes, Josie Anne R Tamaño, Mark Hardby M Belanio — Mon, 26 Jan 2026 21:44:11 +0700

Purpose of the study: High failure rates in the Licensure Examination for Teachers (LET), particularly among Bachelor of Elementary Education graduates, present a persistent challenge to the Philippine education system. This study aimed to determine the interlocking personal, academic, and institutional factors influencing repeated failure and to develop a holistic LET Readiness Framework integrating cognitive, emotional, and contextual dimensions.

Methodology: The study utilized a mixed-methods research design involving BEEd graduates. Quantitative data were analyzed using descriptive statistics and Spearman’s rho correlation via SPSS and Jamovi to examine the relationship between General Education and Professional Education performance. Qualitative data were gathered through semi-structured interviews and analyzed using the CAQDA tool, Quirkos, to identify thematic patterns in examinee experiences.

Main Findings: The study concludes that repeated LET failure stems from a complex interplay of academic, emotional, and contextual experiences. Quantitative analysis confirmed that scores in the Professional Education component were consistently lower than those in General Education, reaffirming a critical academic weakness. Qualitative findings highlighted significant psycho-emotional challenges among examinees, including stress, self-doubt, and financial hardship. Participants' trajectories were also shaped by their internal coping mechanisms, their attributions for failure, and the availability of support systems. These factors were synthesized into a proposed LET Readiness Framework grounded in psychological theory.

Novelty/Originality of this study: The research introduces a novel Holistic LET Readiness Framework that synthesizes Self-Efficacy, Attribution, and Self-Regulated Learning theories. It advances understanding by integrating academic, emotional, and institutional dimensions, offering a data-informed, human-centered model for teacher education institutions and policymakers.

Beyond Classroom Management and Curriculum: How Learning Innovation Shapes Educational Quality in Islamic Boarding Schools

Sri Wahyuni Sihombing, Hamengkubuwono Hamengkubuwono, Sutarto Sutarto — Tue, 27 Jan 2026 11:24:44 +0700

Purpose of the study: Facing pressures to enhance educational quality in the digital and multicultural era, this study examines the effects of multicultural classroom management, curriculum implementation, and learning innovation on the learning quality of junior high school students in Islamic boarding schools (pesantren). Addressing the limitations of previous research, it proposes an integrative analytical model that simultaneously investigates these three variables.

Methodology: Employing a quantitative design, the study involved 148 students from two Indonesian pesantren. Data were collected using a Likert-scale questionnaire and analyzed through multiple linear regression.

Main Findings: The findings show that multicultural classroom management and curriculum implementation do not have significant partial effects on learning quality. In contrast, learning innovation is the dominant predictor, significantly enhancing learning quality (β = 0.538, p < 0.001). Collectively, the three variables explain 55.4% of the variance, highlighting the decisive role of pedagogical innovation in the pesantren context.

Novelty/Originality of this study: The study’s originality lies in its integrative model that simultaneously examines managerial, curricular, and pedagogical dimensions within the pesantren, a context rarely studied empirically. The practical implication emphasizes the importance of strengthening teachers' pedagogical innovation to enhance learning quality in multicultural and digital educational environments.

Cognitive and Emotional Engagement in Character Formation: A Phenomenological Study of School Family Synergy

Vinsensius Bawa Toron, Hermania Bhoki, Florens Maxi Un Bria, Fidelis Regi Waton — Tue, 27 Jan 2026 12:06:39 +0700

Purpose of the study: This study examines how character values are developed through cognitive and emotional engagement within school–family collaboration. It focuses on the roles of teachers, parental involvement, and student participation in supporting character formation.

Methodology: A descriptive phenomenological design was used with nine purposively selected participants, including school leaders, teachers, parents, and students. Data were collected through interviews, observations, and documents, then analyzed thematically using ATLAS.ti 7. Credibility was ensured through triangulation and member checking.

Main Findings: Teacher shape character through modeling and instructional guidance; parents reinforce values through example and communication; and students show engagement through reflection and cooperative behavior. Strong school family synergy shared routines, communication, and aligned expectations enhances character habituation, though challenges remain in teacher capacity, parental involvement, and cultural constraints. Cognitive and emotional engagement act as mediating processes in character formation and align with contemporary character education theories. The study also highlights a contextual gap in the existing literature, particularly the limited attention to culturally grounded and community-based approaches in character education.

Novelty/Originality of this study: The study offers a culturally rooted phenomenological model integrating cognitive emotional engagement with school family collaboration. Policies should reinforce educator training, parental participation, and consistent value-based routines across home and school settings.

Evaluating Instructional Strategy Effectiveness of Physical Education Teachers in Implementing the Independent Curriculum

Tue, 27 Jan 2026 20:35:47 +0700

Purpose of the study: The implementation of Indonesia’s Independent Curriculum places strong emphasis on student-centered, project-based, and differentiated learning, including in Physical Education, Sports, and Health (PJOK), which plays a vital role in students’ holistic development. This study aims to evaluate the extent to which PJOK teaching strategies aligned with the Independent Curriculum are implemented in five elementary schools in Palu City

Methodology: A quantitative descriptive research design was employed, integrating questionnaire data, classroom observations, and document analysis to obtain a comprehensive picture of instructional practices. The participants consisted of 15 PJOK teachers from five public elementary schools, with data collected using a four-point Likert-scale questionnaire to capture teachers’ perceptions and self-reported practices.

Main Findings: The findings indicate that PJOK teachers have largely adopted the Independent Curriculum principles, particularly in planning, assessment, and participation in training programs, which achieved high performance levels. Nevertheless, persistent challenges were identified in the utilization of learning media, limited infrastructure, and time constraints, which restricted the optimal implementation of innovative PJOK learning activities.

Novelty/Originality of this study: The novelty of this study lies in its focused empirical examination of PJOK within the Independent Curriculum framework, a subject area that remains underrepresented in curriculum implementation research. By highlighting contextual disparities and practical constraints, this study provides evidence-based insights to inform policy decisions, school leadership strategies, and targeted professional development to strengthen PJOK instruction in primary education.

Leadership Accountability and Teacher Motivation in Islamic Junior High Schools: A Mixed Methods Study in Merangin Regency

Hindun Hindun, Norainun Norainun, Siti Marpuah, Khairi Muslimah — Wed, 28 Jan 2026 13:53:07 +0700

Purpose of the study: This study aims to examine the leadership accountability within Madrasah Tsanawiyah Negeri (MTsN) under the Ministry of Religious Affairs in Merangin Regency and to analyze its relationship with teacher motivation.

Methodology: Employing a mixed methods approach with a sequential explanatory design, the study integrates quantitative and qualitative data to obtain a comprehensive understanding of accountability practices and their motivational implications. The quantitative phase involved a survey of 125 MTsN teachers using validated Likert-scale questionnaires measuring leadership accountability and teacher motivation, analyzed through descriptive statistics and Pearson correlation analysis, for qualitative using Miles and Huberman.

Main Findings: The results reveal that leadership accountability is predominantly perceived as good, with 94.4% of respondents categorizing it as good or very good, while teacher motivation is similarly high, with 96.0% of teachers falling into these categories. Correlation analysis demonstrates a strong and statistically significant positive relationship between leadership accountability and teacher motivation (r = 0.627, p < 0.01), indicating that higher levels of perceived accountability are associated with increased teacher motivation. Qualitative findings further show that accountability practices are strongest in administrative, reporting, and regulatory dimensions, yet less optimal in affective and humanistic aspects such as recognition, professional support, and responsiveness to teachers’ needs.

Novelty/Originality of this study: The novelty of this study lies in its integration of accountability theory with motivational perspectives within the specific context of Islamic secondary education, highlighting that accountability should extend beyond procedural compliance toward ethical, relational, and supportive leadership practices.

Effectiveness of a Problem-Based Learning Module in Improving Sports Injury Management Skills among Prospective Elementary School Teachers

Anton Sukowati, Supriyati Fatma Rabia, Meilin A N Azizah, M Fadli — Thu, 29 Jan 2026 15:58:16 +0700

Purpose of the study: This study aims to evaluate the validity, practicality, and effectiveness of a Problem-Based Learning (PBL) module designed to strengthen sports injury management competence among prospective elementary school teachers.

Methodology: The research employed a Research and Development design using the ADDIE model, with data collected through expert validation sheets, lecturer and student practicality questionnaires, and pretest–posttest learning outcome tests. Data analysis was conducted using descriptive statistics, paired sample t-tests, and N-Gain analysis with SPSS software.

Main Findings: The results showed that the module achieved high expert validity (92%) and strong curriculum alignment (96%). Practicality evaluation indicated very good acceptance from students (88.2%) and lecturers (91.6%). Learning outcomes improved significantly from a pretest mean score of 63.5 to a posttest mean score of 84.2 (p < 0.05), supported by a moderate N-Gain value of 0.567.

Novelty/Originality of this study: The novelty of this study lies in the development of a PBL-based module specifically focused on sports injury management and first aid training for prospective teachers, supported by a multi-party evaluation approach involving experts, lecturers, and students, which provides a comprehensive assessment of the module’s feasibility and contributes to strengthening safety literacy in physical education contexts.

Ethnosemiotic Analysis of Verbal and Nonverbal Symbols in Torompio Traditional Dance of the Pamona Ethnic Group, Central Sulawesi

Meilyn Wowor, Syamsuddin Syamsuddin, Agustan Agustan, Ida Nuraeni — Thu, 29 Jan 2026 23:00:33 +0700

Purpose of the study: This study aims to analyze the verbal and nonverbal symbols in the Torompio traditional dance of the Pamona ethnic group in Central Sulawesi. It seeks to interpret the cultural meanings embedded in its movements, lyrics, costumes, and music through an ethnosemiotic approach to reveal the moral, social, and spiritual values reflected in the dance.

Methodology: This study employed a qualitative descriptive method with an ethnosemiotic approach, integrating ethnography and semiotics. Data were collected through observation, semi-structured interviews, and documentation using audio-visual tools such as cameras and recorders. Supporting data were analyzed using an interactive model of data reduction, display, and conclusion drawing with reference to Miles and Huberman.

Main Findings: The study found that verbal symbols in the Torompio dance such as traditional chants and lyrics express love, respect, and harmony, while nonverbal symbols such as gestures, movements, costumes, and colors represent unity, spirituality, and cultural identity. These symbols together form a semiotic system reflecting Pamona philosophical values of balance, modesty, and social harmony in human relationships and cultural life.

Novelty/Originality of this study: This study offers a new ethnosemiotic interpretation of the Torompio traditional dance, highlighting its dual role as an artistic performance and a medium of cultural communication. By revealing how verbal and nonverbal signs convey moral, spiritual, and social meanings, it advances understanding of Indonesian traditional arts as living semiotic systems that preserve local wisdom and identity.

The Influence of the Application of the Science Technology Society Approach on Students' Science Process Skills in Science Learning

Fri, 30 Jan 2026 00:00:00 +0700

Purpose of the study: This study aims to analyze the influence of the Science Technology Society (STS) approach on improving students’ science process skills in science learning. The focus is to evaluate the impact of STS in improving skills such as observation, classification, interpretation, and communication of scientific findings.

Methodology: This study used a quasi-experimental design with a pretest-posttest control group design. This study involved quantitative data analysis using t-test and N-Gain Score. Participants were students from selected junior high schools. The tools used included pretest and posttest instruments, along with an observation checklist.

Main Findings: The study found a significant increase in science process skills in the experimental group using the STS approach. The experimental group had a higher mean posttest score (18.00) compared to the control group (17.00). The N-Gain score for the experimental group (0.53) was also significantly higher than the control group (0.25).

Novelty/Originality of this study: This study introduces the systematic application of the STS approach to improve students’ science process skills. It offers new insights into how STS integration can create more engaging, relevant, and effective learning experiences. It contributes to the ongoing development of innovative context-based science education strategies.

The Politeness of Teachers’ Imperative Speech Acts in Teacher–Student Interactions in Senior High School: A Sociopragmatic Approach

Muhammad Chaidir, Syamsuddin Syamsuddin, Ulinsa Ulinsa — Sat, 31 Jan 2026 16:31:38 +0700

Purpose of the study: This study aims to describe, analyze, and interpret the forms, functions, and politeness strategies of teachers’ imperative speech acts in teacher–student interactions at Senior High School 1 Poso Pesisir Utara using a sociopragmatic approach.

Methodology: This study employed a qualitative descriptive method using observation, audio recording, and note-taking techniques. Data were analyzed through Miles and Huberman’s interactive analysis model, involving data reduction, data display, and conclusion drawing. The analysis applied Sudaryanto’s formal and informal presentation methods without any statistical or software-based tools.

Main Findings: The study identified 17 forms of polite imperative speech acts, including directive, requestive, persuasive, and advisory types. Teachers applied Leech’s six politeness maxims tact, generosity, approbation, modesty, agreement, and sympathy to balance authority and respect. Two politeness strategies, direct and indirect, were used depending on context, social distance, and communicative goals. Teachers consistently maintained ethical, polite, and culturally sensitive communication.

Novelty/Originality of this study: This study provides a detailed sociopragmatic analysis of teachers’ imperative speech acts within an Indonesian multicultural school context. It highlights how local linguistic features and cultural norms influence the realization of politeness in educational communication, offering new insights into the intersection of language, culture, and pedagogy rarely explored in previous research.

The Influence of Science Process Skills, Digital Literacy and Students' Critical Thinking Skills on Physics Learning: A Mixed Method Study

Sat, 31 Jan 2026 17:15:15 +0700

Purpose of the study: This study aims to examine the effects of integrating digital literacy into optical instruments learning on students’ science process skills and critical thinking ability.

Methodology: A mixed methods approach with an explanatory sequential design was employed. The quantitative phase involved 60 students in Senior High School Jambi, selected through purposive sampling. Data were collected using a digital literacy questionnaire, a science process skills observation sheet, and a critical thinking test, and analyzed using multiple linear regression. The qualitative phase was conducted through semi-structured interviews to support and explain the quantitative findings.

Main Findings: The results indicate that digital literacy has a significant positive effect on science process skills and critical thinking ability in optical instruments learning. Qualitative findings reveal that digital simulations and digital-based inquiry activities enhance students’ engagement, analytical reasoning, and understanding of optical concepts.

Novelty/Originality of this study: This study highlights the role of digital literacy as an integrative framework that supports scientific inquiry and higher-order thinking in physics education.

The Potential of Creative Thinking in STEAM Based Science Learning: Supporting Factors and Implementation Challenges

Dini Fatrisia Hasniati, Elok Sudibyo, Raharjo Raharjo, Muhammad Satriawan — Sat, 31 Jan 2026 23:00:31 +0700

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.

Developing a PSADS-Based “Find Objects” Learning Media to Enhance Critical Thinking Skills of Third-Grade Elementary Students in Mathematics

Antonius Ferrian Dwi Prasetyo, Helti Lygia Mampouw, Wahyu Hari Kristiyanto — Sat, 31 Jan 2026 00:00:00 +0700

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.

Ethno-STEM Innovation in Science Learning: Developing Scientific Literacy Using the Local Context of “Dawet Jabung”

Muhammad Naqqi Imani, Wahono Widodo, Sukarmin Sukarmin, Muhammad Satriawan — Sat, 31 Jan 2026 00:00:00 +0700

Purpose of the study: This study aims to analyze the effectiveness of a locally contextualized STEM-based learning device, “Dawet Jabung,” in improving students’ scientific literacy at MA Darul Huda.

Methodology: A quasi-experimental posttest non-equivalent control group design was used. The experimental class (n = 16) learned using a STEM-based “Dawet Jabung” learning device, while the control class (n = 16) used traditional materials. Quantitative data were collected through a scientific literacy questionnaire and analyzed using descriptive statistics, independent-samples t-test, and N-Gain scores with SPSS 21. Qualitative data from interviews supported the quantitative findings.

Main Findings: The experimental class showed higher scientific literacy, with 75% categorized as “good” and 25% as “very good” (M = 68), compared with the control class, which was dominated by the “poor” category (50%) with an average score of 58. The t-test revealed a significant difference (t = 9.297 > t-table = 2.036). The N-gain score of 0.65 indicated moderate effectiveness. Interview results indicated increased engagement, curiosity, and conceptual understanding among students who used the STEM tool.

Novelty/Originality of this study: This study introduces a unique Ethno-STEM learning device integrating local wisdom “Dawet Jabung,” bridging scientific concepts with cultural practices. The innovation advances existing STEM literature by demonstrating that integrating cultural context enhances scientific literacy more effectively than conventional STEM alone. This work contributes a new pedagogical model aligned with the Merdeka Belajar curriculum’s emphasis on contextual and culturally responsive learning.

A Systematic Review of Junior High School Mathematics Curriculum in Indonesia and Australia

Sat, 31 Jan 2026 00:00:00 +0700

Purpose of the study: This study analyzes the comparative mathematics curricula between Indonesia and Australia to uncover various aspects of the education systems. The focus is on the similarities and differences between the curricula, systematically examining them in terms of objectives, materials, methods, and assessment, particularly in mathematics.

Methodology: This study used a library method with the main data sources coming from 58 articles, 44 books, and 10 official documents in a qualitative descriptive manner. The research data analysis used the Systematic Literature Review method through the following steps: identification, screening, eligibility, and inclusion based on keywords, titles, abstracts, inclusion and exclusion criteria, and referenced literature.

Main Findings: The mathematics curriculum in Indonesia and Australia at the Junior High School level is almost the same with a few differences, namely the focus on the profile of Pancasila students and providing more specific mathematical knowledge and skills to support the development numeracy and direct further fields of study in mathematics and other disciplines, so that it can add other aspects or components that researchers have never studied regarding the comparison of the mathematics curriculum in Indonesia and Australia.

Novelty/Originality of this study: This analytical study of the comparative study of the Indonesian and Australian mathematics curriculum was conducted by citing various sources, namely articles, journals, official curriculum websites, books, and proceedings articles, thus providing a broader study of further studies on the development of the mathematics curriculum in Indonesia and Australia globally.

Parental Parenting Patterns and Social Media Use: Students’ Social Attitudes Building

Puji Anita Eka Prativiningsih, Muhammad Hanif, Parji Parji — Sat, 31 Jan 2026 00:00:00 +0700

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.

Understanding Mental Well-Being Among University Students in Indonesia: A Descriptive Quantitative Analysis

Sat, 31 Jan 2026 00:00:00 +0700

Purpose of the study: Mental well-being is a crucial component of university students’ academic functioning and personal development. However, empirical evidence describing students’ mental well-being levels, particularly in non-Western contexts, remains limited. This study aims to describe the level of mental well-being among university students at two higher education institutions in Indonesia.

Methodology: This study employed a descriptive quantitative design. A total of 449 undergraduate students were selected using proportionate stratified random sampling from two universities with different student population characteristics. Data were collected using the Indonesian-adapted version of the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS). Descriptive statistical analysis was conducted to examine the distribution of students’ mental well-being levels.

Main Findings: These findings highlight the importance of strengthening preventive and promotive mental health initiatives in higher education settings. Campus-based interventions, such as mindfulness programs and counseling services, may play a strategic role in supporting students’ transition from moderate mental well-being toward flourishing.

Novelty/Originality of this study: This study provides empirical insight into students’ mental well-being profiles within the Indonesian higher education context and offers practical implications for the development of guidance and counseling services.

Strengthening Academic Hardiness Through Self-Reflection-Based Narrative Counseling: A Single-Case Research

Sat, 31 Jan 2026 00:00:00 +0700

Purpose of the study: This study aimed to examine the effectiveness of self-reflection-based narrative counseling in strengthening academic hardiness among senior high school students who demonstrate low academic persistence and difficulties in coping with academic challenges.

Methodology: This study employed a single-case research design using an A–B format. Three (n = 3) senior high school students were selected through purposive sampling based on low academic hardiness scores. The intervention consisted of five individual self-reflection–based narrative counseling sessions. Data were collected using an academic hardiness scale administered during the baseline, intervention, and three-week follow-up phases. Data were analyzed using descriptive visual analysis to examine changes in level, trend, and stability of academic hardiness across phases.

Main Findings: The results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention.

Novelty/Originality of this study: This results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention.