Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan)

Implementation of Unplugged Coding in Early Childhood Education Learning: A Systematic Literature Review

2026-08-18T07:20:55+07:00

Unplugged coding has gained increasing attention in early childhood education as a developmentally appropriate approach to introducing computational thinking through non-digital, play-based activities. However, evidence regarding its implementation in early childhood settings remains fragmented across research designs, activity forms, learning outcomes, and teacher roles. This study systematically reviewed the characteristics and implementation of unplugged coding in early childhood education, focusing on publication trends, research approaches, activity forms, reported learning outcomes, and teacher roles. A Systematic Literature Review (SLR) was conducted following the PRISMA framework. Studies were identified through Publish or Perish using Google Scholar, resulting in 16 articles published between 2019 and 2025 for final synthesis. The findings indicate that descriptive qualitative and case-study approaches predominated, suggesting that existing research remains primarily implementation-oriented. Unplugged coding commonly involved sequencing and simple algorithms, directional or navigation games, and pattern-based or visual-manipulative activities. Computational thinking emerged as the primary learning focus, particularly sequencing, pattern recognition, logical reasoning, and problem solving, while several studies also reported outcomes related to language, numeracy, motor skills, and executive functions. Teachers played important roles in designing activities, providing instruction and scaffolding, facilitating exploration, and evaluating learning processes. Overall, unplugged coding represents a promising pedagogical approach for introducing computational thinking in developmentally appropriate early childhood contexts. Nevertheless, the predominance of descriptive studies and limited evidence base preclude strong conclusions regarding comparative effectiveness. Further experimental and longitudinal research is needed to determine which forms of unplugged coding are most effective, for whom, and under what instructional conditions.

Effects of STEM Based Project Based Learning Assisted by Artificial Intelligence on Cognitive Learning Outcomes and Creative Thinking Skills

2026-08-18T07:18:16+07:00

Low cognitive learning outcomes and creative thinking skills among students in science learning have been associated with instructional processes that remain dominated by conventional methods and discovery learning, resulting in suboptimal student engagement. This study aimed to examine the effect of an Artificial Intelligence (AI)-assisted, STEM-based Project-Based Learning (PjBL) model on the cognitive learning outcomes and creative thinking skills of seventh-grade students at SMPN 1 Samarinda. A quasi-experimental method with a pretest–posttest control group design was employed. Data were collected using tests of cognitive learning outcomes and creative thinking skills and were analyzed through hypothesis testing. The results showed that the experimental class achieved 100% mastery in cognitive learning outcomes, compared with 32% in the control class. Regarding creative thinking skills, the experimental class achieved 68%, while the control class achieved 22%. Hypothesis testing yielded a significance value of 0.000 < 0.05, indicating a significant effect of the AI-assisted, STEM-based PjBL model on the measured outcomes. These findings indicate that the model was effective in improving students’ cognitive learning outcomes and creative thinking skills in learning about interactions among living organisms. The study contributes to the development of technology-enhanced science learning by integrating STEM and AI approaches to support more active, creative, and 21st-century skills-oriented learning.

Development of A Science Literacy-Based Four-Tier Diagnostic Instrument to Identify Misconceptions in Chemical Bonding Material

2026-08-18T07:20:07+07:00

This study aimed to develop a science-literacy-based four-tier diagnostic instrument for identifying students’ misconceptions in chemical bonding and to establish evidence of its content validity. The instrument was developed using the Test Design and Development approach, focusing on the planning and development stages. An initial pool of 40 multiple-choice items integrated into nine contextual informational texts was evaluated by five expert validators, comprising three chemistry education lecturers and two high school chemistry teachers. Content validity was assessed using the Content Validity Ratio (CVR), Content Validity Index (CVI), Item-Level Content Validity Index (I-CVI), and Scale-Level Content Validity Index based on the average method (S-CVI/Ave). The results showed that 37 of the 40 items obtained a CVR of 1 and met the required criterion for five validators, while three items failed to satisfy the threshold and therefore required further revision or exclusion before pilot testing. Based on the I-CVI analysis, all 40 items met the acceptable criterion of ≥ 0.78. At the scale level, the instrument achieved an overall CVI of 0.9875 and an S-CVI/Ave of 0.99375, indicating a high level of agreement among experts regarding the relevance of the instrument content. These findings provide strong preliminary evidence for the content validity of the developed instrument but do not establish its overall psychometric quality or diagnostic accuracy. Further empirical testing involving students is therefore required to examine construct validity, reliability, item functioning, classification accuracy, and diagnostic performance before the instrument can be recommended for broader diagnostic use.

Development of "Orkapi Online" Media to Improve Sociology Learning Outcomes in Social Structure Material for Package C Students

2026-08-18T07:22:31+07:00

This study developed and evaluated “Orkapi Online,” a digital learning medium designed to facilitate Sociology instruction on social structure for Package C learners at PKBM Orkapi Semarang. The study adopted a Research and Development approach based on the ADDIE model, encompassing analysis, design, development, implementation, and evaluation. Media feasibility was evaluated through expert judgment using the Content Validity Ratio (CVR), Content Validity Index (CVI), Percentage of Agreement (PA), and Intraclass Correlation Coefficient (ICC), while effectiveness was assessed using a quasi-experimental pretest–posttest control-group design. The validation yielded a CVI of 0.95, PA of 0.92, and ICC of 0.88, demonstrating strong expert agreement on the suitability of the media content and design. The experimental group achieved a higher mean posttest score (87) than the control group (72) and obtained a high N-Gain score of 0.75. Questionnaire data also indicated positive tendencies in learning initiative, time management, and responsibility, although these findings were interpreted descriptively due to the absence of complete inferential analysis of learning independence. Overall, “Orkapi Online” demonstrated adequate feasibility and was associated with improved Sociology learning outcomes within the study context. Further studies involving larger samples and more rigorous measurement of learning independence are recommended to confirm its effectiveness and broader applicability.

The Effect of The SAVIR Model on Sixth-Grade Students’ Mathematical Communication Skill and Learning Motivation in Solid Geometry Concepts

2026-08-18T07:18:51+07:00

This study examined the effect of the SAVIR learning model, consisting of Case Study, Artificial Intelligence, Augmented Reality Visualization, Interaction, and Reflection, on sixth-grade students’ mathematical communication skills and learning motivation in three-dimensional geometry. A quantitative quasi-experimental pretest-posttest control group design was employed involving 43 sixth-grade students at SDN Kutowinangun 08 Salatiga, comprising 22 students in the experimental class and 21 students in the control class. The experimental class received instruction using the SAVIR model, whereas the control class was taught using Problem Based Learning (PBL). Data were collected using a mathematical communication test and a learning motivation questionnaire and analyzed using t-tests, a binomial proportion test, and simple linear regression. The two groups demonstrated comparable initial mathematical communication skills, with pretest means of 60.38 for the experimental class and 60.42 for the control class (p = 0.932). After the intervention, the experimental class obtained a mean posttest score of 81.09, compared with 72.28 in the control class, and the difference was statistically significant (p = 0.003). Furthermore, 90.9% of students in the experimental class achieved the minimum mastery criterion. Regression analysis indicated an R² of 0.433 for mathematical communication skills (p < 0.001) and an R² of 0.202 for learning motivation (p = 0.036). These findings indicate that SAVIR was associated with higher mathematical communication performance and learning motivation in three-dimensional geometry learning. Nevertheless, further studies involving larger samples and multiple schools are needed to confirm the effectiveness and generalizability of the model.

Development of Augmented Reality media Based on Central Javanese Traditional Foods to Improve Fraction Numeracy Skills in Elementary School Students

2026-08-18T07:19:17+07:00

Fraction numeracy is an essential competency for elementary school students; however, the abstract nature of fractions remains a challenge in mathematics learning. This study aimed to develop and evaluate the validity, practicality, and effectiveness of “Pecah Rasa,” an Augmented Reality (AR) learning medium integrating traditional Central Javanese foods to support elementary school students’ fraction numeracy skills. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising analysis, design, development, implementation, and evaluation. The implementation involved 49 fourth-grade students from SDN Bener 01 Tengaran and SDN Gubug 01. Data were collected through observations, interviews, questionnaires, documentation, and pretest–posttest assessments and analyzed using descriptive and inferential statistics. The validation results yielded a mean score of 4.80 from the media expert, categorized as very good, and 3.00 from the material expert, categorized as fairly good and feasible for implementation after revision. The practicality score reached 81.91%, indicating that the medium was highly practical. Students’ mean fraction numeracy score increased from 53.20 on the pretest to 87.12 on the posttest, with a statistically significant difference (p < .001) and an N-Gain of 0.72489, classified as high. These findings indicate that “Pecah Rasa” demonstrated adequate validity and practicality and has the potential to support improvements in fraction numeracy through AR visualizations that connect abstract mathematical concepts with concrete and culturally familiar objects. However, given the absence of a control group, the effectiveness findings should be interpreted cautiously and further verified through controlled experimental studies.

The Influence of Transformational Leadership and Self-Efficacy on Work Effectiveness through Work Commitment: A Study of Vocational High School Teachers in Kapuas Regency

2026-08-18T07:24:53+07:00

Teacher work effectiveness is essential to the quality of vocational education, yet limited evidence explains how organizational and individual factors jointly relate to teacher effectiveness through work commitment. This study examined the relationships of principals’ transformational leadership and teachers’ self-efficacy with teacher work effectiveness, with work commitment as a mediating variable among public vocational high school teachers in Kapuas Regency, Indonesia. A quantitative correlational design with path analysis was employed. From a population of 295 teachers across 13 public vocational high schools, 170 respondents were selected using proportionate stratified random sampling. Data were collected using validated and reliable questionnaires and analyzed using descriptive statistics and regression-based path analysis. The results showed significant positive relationships between transformational leadership and teacher work effectiveness (t = 2.579, p = .011), transformational leadership and work commitment (t = 12.261, p < .001), self-efficacy and teacher work effectiveness (t = 2.239, p = .026), self-efficacy and work commitment (t = 6.807, p < .001), and work commitment and teacher work effectiveness (t = 12.865, p < .001). The estimated indirect effects on teacher work effectiveness through work commitment were .483 for transformational leadership and .327 for self-efficacy. These findings suggest that work commitment is an important mechanism linking leadership and teachers’ psychological resources with work effectiveness. The study supports an integrated leadership–self-efficacy–commitment model and highlights the importance of simultaneously strengthening transformational leadership, teacher efficacy, and organizational commitment in vocational schools.

Needs Analysis and Prototype Design of an Education for Sustainable Development-Based Digital Application for Elementary School Reading Literacy

2026-08-18T07:24:24+07:00

Elementary school students continue to face literacy challenges, particularly in reading comprehension, identifying main ideas, interpreting information, and connecting texts with everyday contexts. This study aimed to analyze students’ literacy conditions and the integration of Education for Sustainable Development (ESD) in learning as a basis for developing an ESD-based digital literacy application for elementary school students. A qualitative descriptive approach supported by simple quantitative data was employed. Participants comprised 30 fourth-grade students selected through purposive sampling. Data were collected through observations, teacher interviews, documentation, and questionnaires and analyzed using qualitative data reduction, data presentation, conclusion drawing, and descriptive percentages. The findings revealed relatively low to moderate literacy performance, with scores of 58% for reading comprehension, 54% for identifying main ideas, 56% for text interpretation, 52% for connecting texts with everyday life, and 60% for reflection on reading. ESD-related indicators showed environmental awareness at 70%, sustainable behavior at 63%, and social collaboration at 72%. Based on the identified needs, an ESD-based digital literacy application was developed by integrating contextual digital reading materials, interactive quizzes, educational videos, reflective activities, and sustainability content encompassing environmental, social, and economic dimensions. The findings demonstrate the need for digital learning resources that integrate literacy development with sustainability-oriented contexts and provide an empirical basis for the application’s development. Further experimental evaluation is required to determine its effectiveness in improving students’ literacy and sustainability competencies.

Development of RADEC-Based Deep Learning Lesson Planning to Enhance Fifth-Grade Students’ Critical Thinking Skills in Integrated Science and Social Studies

2026-08-18T07:21:46+07:00

Critical thinking is an essential 21st-century competency, yet its development in elementary education is often constrained by instructional planning that provides limited opportunities for higher-order thinking. This study developed and evaluated RADEC-based Deep Learning Lesson Planning integrating the Read, Answer, Discuss, Explain, and Create stages to support fifth-grade students’ critical-thinking skills in Integrated Science and Social Studies (IPAS). Using a Research and Development approach with the ADDIE model, the study involved product development, expert validation, teacher evaluation, and limited implementation with 23 fifth-grade students in Bandung Regency during the 2025/2026 academic year. Data were collected through expert-validation instruments, a teacher-response questionnaire, and critical-thinking pretest and posttest assessments. Expert validation yielded scores of 90% for language and 95% for both subject matter and instructional design, while the teacher evaluation reached 92.85%, indicating high product feasibility and practicality. Students’ mean critical-thinking score increased from 54.22 to 80.22, with a significant pretest–posttest difference, t(22) = −10.552, p < .001, and a mean N-Gain of 0.5605, representing moderate improvement. These findings provide preliminary evidence that the developed lesson planning is valid, practical, and associated with improved critical-thinking performance in IPAS. Further controlled studies with larger and more diverse samples are needed to establish its effectiveness and broader applicability.

The Effects of GeoGebra-Assisted Problem-Based Learning on Students’ Problem-Solving Skills in Solid Geometry

2026-08-03T08:30:53+07:00

Mathematical problem-solving in solid geometry remains challenging for elementary students, highlighting the need for instruction that actively engages them in reasoning and solution development. Although Problem-Based Learning (PBL), GeoGebra, and their integration have been investigated separately, direct comparisons of these three approaches at the elementary level remain limited. This study compared their effects on fifth-grade students’ mathematical problem-solving ability using a quasi-experimental nonequivalent pretest–posttest comparison-group design. The sample comprised 102 students across three conditions: PBL (n = 33), GeoGebra-assisted learning (n = 38), and PBL assisted by GeoGebra (n = 31). Data were collected using a validated and reliable essay-based problem-solving test and analyzed using pretest, posttest, N-Gain, and Kruskal–Wallis procedures. The PBL group achieved the highest posttest mean (50.03) and N-Gain (0.38; moderate), followed by PBL assisted by GeoGebra (41.48; 0.29, low) and GeoGebra-assisted learning (38.71; 0.24, low). The Kruskal–Wallis test revealed a significant difference in improvement among the three groups (p = .005). Overall, PBL showed the greatest descriptive improvement in mathematical problem-solving ability within the study context, although pairwise comparisons are required to establish which specific treatment differences were statistically significant.

Implementation of the Student Teams Achievement Divisions (STAD) Cooperative Learning Method to Improve Eighth-Grade Students’ Mathematics Learning Outcomes

2026-08-29T05:40:05+07:00

Low mathematics achievement and limited classroom participation indicated the need for a more collaborative instructional approach in Grade 8A at Santo Yusup Pacet Junior High School. This study aimed to improve students’ learning outcomes on the Pythagorean Theorem through the Student Teams Achievement Divisions (STAD) cooperative learning model. Classroom Action Research was conducted with 35 eighth-grade students during the first semester of the 2025/2026 academic year through two cycles of planning, action, observation, and reflection. STAD was implemented through class presentation, heterogeneous group work, peer tutoring, individual assessment, and group recognition. Data were collected using achievement tests, classroom observations, and field notes and analyzed descriptively, with 70% classical mastery established as the success criterion. The mean achievement score increased from 69.77 in Cycle I to 81.29 in Cycle II, while classical mastery improved from 37.14% to 74.29%, exceeding the predetermined criterion in Cycle II. Reflection after Cycle I identified students’ limited adaptation to cooperative learning, leading to strengthened peer-tutoring roles, clearer group responsibilities, and more explicit group recognition in Cycle II. Following these refinements, students demonstrated improved mathematics achievement and greater participation in collaborative activities. The findings indicate that iterative implementation of STAD can support mathematics learning outcomes and classroom participation in the studied context.

Analysis of Elementary School Pre-Service Teachers’ Self-Regulated Learning in Deep Learning-Based Instruction under the Merdeka Curriculum

2026-08-29T05:33:13+07:00

Self-Regulated Learning (SRL) is essential in learning environments that require students to independently plan, monitor, and reflect on their learning. However, empirical evidence describing SRL across the forethought, performance, and self-reflection phases, particularly among postgraduate students in Elementary Education within the broader context of the Merdeka Curriculum and deep learning, remains limited. This study examined the SRL profiles of postgraduate Elementary Education students at Universitas Pendidikan Indonesia using a quantitative descriptive survey. Forty-six students were purposively selected based on their exposure to the Merdeka Curriculum and elementary education policies and their willingness to participate. Data were collected using a 20-item self-report questionnaire based on Zimmerman’s cyclical model and analyzed descriptively. The overall SRL score reached 86.17% (SD = 9.27), with 71.74% of participants classified as very high and 28.26% as high. Among the three phases, self-reflection recorded the highest score (87.01%), followed by performance (86.09%) and forethought (84.96%), indicating a relatively balanced SRL profile. These findings provide preliminary empirical evidence regarding learning regulation among postgraduate Elementary Education students and may inform efforts to strengthen SRL within teacher education. However, the findings should not be interpreted as evidence of readiness to implement deep learning, as such readiness was not directly assessed.

The Influence of Principals’ Instructional Leadership, Organizational Climate, and Work Motivation on Teacher Performance: A Study of Public Vocational High Schools in South Dusun District, South Barito Regency

2026-08-29T05:26:23+07:00

Teacher performance is a critical determinant of vocational education quality; however, empirical evidence remains limited regarding how principals’ instructional leadership relates to teacher performance through organizational climate and work motivation as simultaneous mediating mechanisms. This study examined the direct and indirect relationships among these variables among public vocational high school teachers in Dusun Selatan District, South Barito Regency. A quantitative associative design was employed with 95 teachers, selected from a population of 124 using proportionate stratified random sampling. Data were analyzed using SPSS and Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.1. The results showed significant positive relationships between instructional leadership and teacher performance (t = 3.299, p = .001), organizational climate (t = 6.457, p < .001), and work motivation (t = 4.395, p < .001). Organizational climate and work motivation were also significantly related to teacher performance. The structural model explained 73.0% of the variance in teacher performance (R² = .730), with work motivation demonstrating the strongest effect size (f² = .505). Furthermore, organizational climate and work motivation significantly mediated the relationship between instructional leadership and teacher performance. These findings demonstrate a dual-mediation mechanism, suggesting that instructional leadership is associated with teacher performance both directly and indirectly through supportive organizational conditions and stronger work motivation.

The Effect of Educational Games on Generation Z Students’ Interest in Fiqih Learning

2026-08-29T05:49:46+07:00

Educational games offer an interactive approach to Fiqh instruction that may enhance students’ engagement and interest in learning; however, comparative empirical evidence remains limited. This study examined the effect of educational game-based instruction on seventh-grade students’ interest in learning Fiqh at MTs Negeri 2 Banyuwangi. A quasi-experimental pretest–posttest control group design was employed with 60 students from two classes selected through cluster random sampling, comprising 30 students in the experimental group and 30 in the control group. The experimental group received educational game-based Fiqh instruction for eight sessions, while the control group received conventional instruction. Learning interest was measured using a validated Likert-scale questionnaire with satisfactory internal consistency (Cronbach’s α = .822). The experimental group’s mean score increased from 46.06 to 67.23 (gain = 21.17), compared with an increase from 44.06 to 46.76 (gain = 2.70) in the control group. The posttest difference between groups was statistically significant (t = 15.117, p < .001). These findings indicate that educational game-based instruction was associated with substantially greater learning interest than conventional instruction within the study context. Nevertheless, the findings should be interpreted cautiously because the study involved only two intact classes from a single school and did not fully account for potential class-level and learning-environment differences.

Development of Minangkabau Ethnopedagogic-Based PAI Teaching Module to Improve the Religious Character of Students at UIN Imam Bonjol Padang

2026-08-29T05:51:16+07:00

Islamic Religious Education (IRE) plays an important role in fostering students’ religious character; however, teaching materials in higher education remain insufficiently connected to local cultural contexts. This study aimed to develop a Minangkabau ethnopedagogy-based IRE teaching module and evaluate its validity, practicality, and effectiveness in strengthening students’ religious character at UIN Imam Bonjol Padang. The study employed a Research and Development (R&D) approach using the 4D model, comprising define, design, develop, and disseminate. Data were collected through interviews, observations, documentation, questionnaires, and tests. The developed module underwent expert validation and practicality testing involving lecturers and students, followed by effectiveness testing using ANCOVA and N-Gain analysis. Expert evaluation indicated that the module met the criteria for high validity, while lecturer and student responses demonstrated high practicality. The effectiveness analysis showed a statistically significant improvement in students’ religious character (p < .001), with a mean N-Gain of 0.727, categorized as high. These findings indicate that integrating Minangkabau ethnopedagogical values into IRE teaching materials can provide a contextual and culturally responsive approach to strengthening students’ religious character. Nevertheless, as the study was conducted within a single university context, further research across diverse institutional and cultural settings is needed to examine the module’s broader applicability.

The Role of Self-Confidence in Enhancing Students’ Active Participation in Indonesian Language Learning among Fourth-Grade Elementary School Students

2026-08-29T05:47:40+07:00

Active participation is essential in Indonesian language learning because it provides elementary school students with opportunities to develop communication skills and engage meaningfully in classroom learning. This study aimed to explore and describe the role of self-confidence in shaping students’ active participation during Indonesian language learning. A qualitative approach with a case study design was employed at SD Negeri 1501 Hurung Jilok during the second semester of the 2025/2026 academic year. Participants comprised one fourth-grade teacher and eight students purposively selected to represent high, moderate, and low levels of self-confidence. Data were collected over six weeks through eight classroom observations, semi-structured interviews, and documentation. Data were analyzed iteratively through data condensation, data display, and conclusion drawing and verification. Trustworthiness was strengthened through source and method triangulation, member checking, and an audit trail. The findings showed that students with higher self-confidence tended to participate more spontaneously by asking and answering questions, expressing opinions, and engaging in discussions, whereas students with moderate or low self-confidence participated more conditionally and often required encouragement. Students’ confidence was shaped by the interaction of internal and contextual factors, particularly fear of making mistakes, teacher support, peer support, previous learning experiences, and classroom atmosphere. Teachers supported confidence by providing equitable opportunities to participate, positive reinforcement, group discussions, and a psychologically supportive learning environment. The study demonstrates that self-confidence is closely intertwined with students’ active participation and is shaped by both personal beliefs and classroom conditions.

Development of an Educational Smart Box Media for Pancasila Education Learning

2026-08-29T05:52:59+07:00

The abstract nature of Pancasila values can present challenges for lower-grade elementary students who learn more readily through concrete and interactive experiences. This study aimed to develop an Educational Smart Box for teaching the application of Pancasila values in everyday life and to evaluate its feasibility, student acceptance, and preliminary learning outcomes. The study employed a Research and Development approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. The study involved 35 second-grade students at MI Tarbiyatus Shibyan, one Pancasila Education subject-matter expert, and one instructional-media expert. Data were collected through observations, interviews, expert-validation questionnaires, student-response questionnaires, and pretest–posttest assessments. The developed Educational Smart Box integrated Pancasila symbols, behavior-classification activities, an interactive spinning game, and action cards using an impraboard-based design. Expert validation yielded feasibility scores of 89.33% for content and 92.00% for media, both categorized as highly feasible. Student responses reached 91.84%, indicating very positive acceptance. The mean learning-outcome score increased from 72.60 on the pretest to 92.09 on the posttest, with a mean N-Gain of 0.7193, categorized as high. These findings indicate that the Educational Smart Box is a feasible and well-accepted instructional medium and that its implementation was accompanied by substantial improvement in students’ learning outcomes. Further controlled studies are required to establish its effectiveness across broader educational contexts.

The Effects of Digital Leadership, ICT Integration, and Instructional Innovation on the Effectiveness of Tahsin Learning through the Alqaidah Nuraniah Method

2026-09-03T08:52:47+07:00

Digital transformation in early childhood Islamic education requires the integration of institutional leadership, technology, and pedagogical innovation while maintaining the fundamental objectives of Qur’anic learning. This study examined the relationships of digital leadership, ICT integration, and instructional innovation with the effectiveness of Alqaidah Nuraniah-based tahsin instruction at KB-TK Cendekia. A quantitative cross-sectional survey design was employed involving 60 respondents, comprising 3 tahsin teachers, 7 educational staff members, and 50 parents, using total sampling. Data were collected primarily through validated and reliable questionnaires and analyzed using descriptive statistics and multiple linear regression. The results showed that digital leadership (t = 2.921, p = .005), ICT integration (t = 2.644, p = .011), and instructional innovation (t = 3.215, p = .002) were each significantly associated with tahsin-learning effectiveness. The overall regression model was also statistically significant (F = 21.482, p < .001), indicating that the three predictors were collectively associated with the outcome. These findings highlight the complementary roles of institutional leadership, pedagogical technology integration, and instructional innovation in supporting tahsin learning. However, because the study relied primarily on respondents’ perceptions within a single institution, the findings represent associative rather than causal evidence and do not directly demonstrate improvement in children’s Qur’anic recitation performance.

Analysis of Metacognition among Pre-Service Elementary School Teachers in Indonesian Language Learning under the Implementation of the Merdeka Curriculum

2026-08-29T05:41:19+07:00

Metacognitive regulation is an important component of prospective teachers’ capacity to plan, monitor, and evaluate pedagogical decisions, particularly within the flexible instructional demands of the Kurikulum Merdeka. This study aimed to describe prospective teachers’ metacognitive regulation in Indonesian language teaching across three dimensions: planning, monitoring, and evaluation. A quantitative descriptive survey design was employed with 40 prospective teachers selected through purposive sampling from several higher education institutions in Indonesia. Data were collected using a researcher-developed 15-item questionnaire consisting of five items for each dimension. The instrument demonstrated satisfactory internal consistency (Cronbach’s α = .87), and the data were analyzed using descriptive statistics. The results showed an overall mean score of 52.95 out of 60 (88.2%), indicating a high level of perceived metacognitive regulation. Planning obtained the highest percentage (90.3%), followed by monitoring (88.2%) and evaluation (86.2%). Item-level analysis revealed relatively strong scores for preparing instructional materials and actively involving students to monitor understanding, whereas recognizing errors during teaching, reflecting on teaching strengths and weaknesses, and following up on evaluation results received comparatively lower scores. These findings indicate that respondents perceived themselves as relatively stronger in planning than in self-monitoring and reflective evaluation. Teacher education should therefore provide structured opportunities for prospective teachers to integrate planning, monitoring, reflection, and evaluative follow-up into a continuous cycle of pedagogical improvement. Given the self-report design and purposive sample, the findings should be interpreted as a descriptive profile rather than direct evidence of actual teaching performance.

Prathom Students’ Perceptions of Arabic as a Foreign Language Learning in a Multicultural School

2026-08-29T05:50:32+07:00

Arabic occupies a distinctive position among Muslim learners in Southern Thailand because it carries strong religious significance while remaining a foreign language outside everyday communication. This study explored Grade 5 Prathom students’ perceptions of learning Arabic as a foreign language and examined how social and instructional mediation shaped their learning experiences through Vygotsky’s Sociocultural Theory. A qualitative case study was conducted at Chum Chon Ban Sako School, Narathiwat, Thailand, involving 20 students and one Arabic teacher. Data were collected over two months through five classroom observations, in-depth interviews, document analysis, and a supplementary closed-ended questionnaire. Data were analyzed using an interactive process of data condensation, data display, and conclusion drawing and verification, supported by source and method triangulation. The findings revealed that students strongly valued Arabic because of its connection with the Qur’an, prayer, worship, and Islamic identity, but this positive perception coexisted with difficulties in pronunciation, vocabulary meaning, writing, sentence construction, and grammar. Repetitive memorization was associated with boredom and reduced engagement, whereas songs, picture cards, games, rewards, peer interaction, and hiwar were accompanied by more active classroom participation. These findings demonstrate that students’ perceptions emerged through the interaction of religious meaning, multilingual experience, linguistic difficulty, and classroom mediation. Arabic instruction for young learners should therefore integrate its religious relevance with scaffolded, contextualized, interactive, and developmentally appropriate communicative activities.

Development of a Wordwall-Based Interactive Assessment in the Fundamentals of Marketing Subject for 10th Grade Digital Business

2026-08-29T05:52:20+07:00

Digital assessment provides opportunities to make evaluation activities more interactive and responsive to the characteristics of vocational students. This study aimed to develop and evaluate a Wordwall-based interactive assessment for the Marketing Fundamentals course in the Grade X Digital Business program. The study employed a Research and Development (R&D) approach using the ADDIE model, comprising Analysis, Design, Development, Implementation, and Evaluation. The product was validated by subject-matter, media, and language experts and piloted with 35 Grade X Digital Business students at SMK Negeri 10 Surabaya. Data were collected through observations, interviews, expert-validation sheets, student-response questionnaires, and pretests and post-tests. The results showed validation scores of 97.5% for subject matter, 95.0% for media, and 92.0% for language, indicating that the product was highly feasible. Student responses reached 92.5%, indicating highly positive acceptance of the assessment. The mean learning score increased from 64.4 on the pretest to 92.1 on the post-test, with an N-Gain of 72.29%, classified as Effective according to the criterion adopted in the study. These findings demonstrate that the developed Wordwall-based interactive assessment is feasible, positively received by students, and accompanied by substantial score improvement during pilot implementation. However, given the single-group design, the findings provide preliminary rather than causal evidence of effectiveness.

Development of Deep Learning- and Professional Learning Community (PLC)-Based Digital Science and Social Studies Teaching Materials: An Implementation Study among Elementary School Teachers

2026-08-29T05:33:54+07:00

The integration of digital teaching materials, Deep Learning-oriented instruction, and teacher collaboration offers a potential approach to improving the quality of elementary science and social studies (IPAS) learning. This study aimed to develop and evaluate digital IPAS teaching materials integrating Deep Learning and Professional Learning Community (PLC) in elementary schools. The study employed a research and development approach involving needs analysis, product development, expert validation, practicality testing, and preliminary effectiveness testing. Product validation involved two media experts and two subject-matter experts, while practicality testing involved eight teachers from four elementary schools. Preliminary effectiveness testing was conducted with 60 students from four elementary schools using a one-group pretest–posttest design. The product was rated highly valid by media experts (89.70%) and subject-matter experts (86.00%) and highly practical by teachers (M = 4.22). Students’ mean learning-outcome score increased from 70.00 to 79.25, with an overall N-Gain of 0.37, categorized as moderate. The reported paired-samples test also indicated a statistically significant pretest–posttest difference (t = 15.004, p = .015). These findings provide preliminary evidence that the developed materials are valid, practical, and potentially beneficial for supporting IPAS learning. Further controlled studies are required to establish their effectiveness across broader educational contexts.

Strategies for Enhancing Students’ Interest in English Language Learning through Social media

2026-08-29T05:48:25+07:00

Although social media is increasingly used for English language learning, previous studies have largely focused on language skills and general learner perceptions, with limited attention to how structured social-media-based activities may support students’ inclination, understood as their willingness and affective orientation, toward sustained English learning. This study therefore investigated students’ inclination toward English language learning and explored how structured YouTube-based engagement could support that inclination among English Literature students. A mixed-methods design was employed with 26 English Literature students enrolled in a Public Speaking class at Universitas Pamulang. Data were collected through interviews and questionnaires; questionnaire responses were analyzed descriptively, while interview data were interpreted qualitatively. The findings showed that 60% of participants identified communication with foreigners as a primary reason for learning English, while 71% reported speaking anxiety as their major learning constraint. Following the YouTube-based speech activity, 81% of participants perceived the activity as engaging and enjoyable, 73% reported increased self-confidence when speaking in front of a camera, and 98% indicated that social media motivated them to practice English more frequently. Furthermore, all participants agreed that engaging with English content on social media increased their interest in learning English. These findings suggest that structured social-media engagement may provide an accessible and motivating environment for supporting students’ willingness to practice and engage with English beyond conventional classroom activities. Practically, the study offers a structured YouTube-based strategy for integrating speaking practice with students’ digital habits.

The Effectiveness of Augmented Reality (AR)-Based Learning Media on Elementary School Students' Interest and Science Learning Outcomes

2026-08-29T05:51:46+07:00

Augmented Reality (AR) offers opportunities to provide interactive and visually accessible learning experiences for elementary students, particularly for content that may be difficult to understand through conventional instruction alone. This study examined the effectiveness of AR-based learning media in supporting learning interest and learning outcomes in Grade III Science and Social Studies (IPAS) on the topic of Family and Community Traditions. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. Participants were 40 Grade III students at SD Negeri Tambangan 01 Semarang, comprising 20 students in the experimental group and 20 in the control group. The experimental group received AR-supported instruction, whereas the control group received conventional instruction over two sessions. Data were collected using learning-outcome tests and a learning-interest questionnaire. The experimental group reported higher learning interest (M = 24.95; 89.11%) than the control group (M = 19.45; 69.46%). Learning-outcome means increased from 45.25 to 87.50 in the experimental group and from 42.50 to 72.25 in the control group. The experimental group achieved a mean N-Gain of .7619, while the reported independent-samples test indicated a significant between-group difference (t(38) = −2.929, p = .006). These findings provide evidence that AR-supported instruction has potential to enhance elementary IPAS learning, although further studies with larger samples and stronger baseline-adjusted analyses are needed.