Journal of Pedagogi (JOP) is a peer-reviewed, open access international journal established for the dissemination of cutting-edge knowledge and providing comprehensive insights on all aspects of life. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is to ensure the quality of manuscripts published in the journal. The journal, which has been published since 2024, is published six times each year in February, April, June, August, October, December. Journal title : Journal of Pedagogi Initials : JOP Frequency : 6 (six) times a year (February, April, June, August, October, December) DOI : 10.62872 ISSN Online : 3046-9554 Editor in Chief : Dr. Ismaul Fitroh, M.Pd Managing Editor : Esta Larosa, S.Pd., M.Pd Assistant Editor : Laili Habibah Pasaribu, M.Pd Publisher : PT. Anagata Sembagi Education Accreditation : On Process
Literacy Development in Serui, Papua: Challenges, Educational Practices, and Community-Based Strategies in Remote Primary Education
This study aims to examine literacy development in remote primary schools in Serui, Papua, by analyzing the interaction between structural constraints, pedagogical practices, and community engagement. Unlike previous studies that tend to isolate these factors, this research positions literacy as both a cognitive skill and a sociocultural practice, highlighting the need for an integrated analytical framework in multilingual and geographically isolated contexts. This study employed a convergent mixed-method multiple-case study design, in which qualitative and quantitative data were collected concurrently and integrated during analysis. The study involved six primary schools, 12 teachers, 6 principals, 48 students, and 24 parents selected through purposive sampling based on their active involvement in literacy practices. Data were obtained through classroom observations, semi-structured interviews, document analysis, and Oral Reading Fluency (ORF) assessments. Qualitative data were analyzed thematically, while quantitative data were analyzed descriptively, followed by data triangulation to ensure validity. The findings indicate that literacy outcomes are shaped by the interplay of structural limitations, multilingual instructional challenges, and community participation. Schools implementing culturally responsive pedagogy and community-based literacy programs showed higher reading performance (mean 66 WPM vs. 57 WPM). The integration of mother-tongue scaffolding and local storytelling significantly enhanced student engagement and comprehension. Based on these findings, this study proposes the Community-Integrated Literacy Framework (CILF) as a context-sensitive model for improving literacy in remote and multilingual settings.
Copyright (c) 2026 Yenniwati Sinaga, Lirhan Lirhan, Susanti F Susanti F, Rafli Bondi (Author) https://creativecommons.org/licenses/by-sa/4.0
Learning from Failure: The Paradigm of Failure as a Part of the STEM Project-Based Learning Process
This study examines the role of failure in STEM Project-Based Learning (PjBL) as a productive learning mechanism rather than an outcome to be avoided. In contemporary STEM education, failure is increasingly recognized as a critical component that supports deeper conceptual understanding, resilience, and the development of learner identity. However, its implementation remains inconsistent, necessitating a comprehensive synthesis of recent research. This study employs a qualitative approach using a Systematic Literature Review (SLR) method, analyzing peer-reviewed journal articles from reputable databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured screening process based on inclusion and exclusion criteria, and analyzed using thematic and content analysis to identify key patterns related to cognitive, affective, and pedagogical dimensions of failure in STEM PjBL. The findings reveal that failure enhances higher-order thinking skills (HOTS), problem-solving abilities, and conceptual retention, while also fostering resilience and growth mindset. Structured models such as Return on Failure (RoF), Failure Analysis (FA), and productive failure approaches are shown to be effective in optimizing learning outcomes. Nevertheless, challenges such as cognitive load, time constraints, and negative emotional responses persist. In conclusion, failure can serve as a powerful instructional strategy when supported by appropriate scaffolding and a psychologically safe learning environment.
Copyright (c) 2026 Nur Wahyuni (Author) https://creativecommons.org/licenses/by-sa/4.0
Reconfiguring Educational Epistemology in the Age of Artificial Intelligence: Between Knowledge Authority and Learning Automation
This study examines the epistemological transformation of education in the era of artificial intelligence (AI), focusing on the shifting authority of knowledge, the automation of learning processes, and their implications for educational practices. As AI increasingly mediates how knowledge is produced, validated, and accessed, traditional human-centered epistemic structures are being redefined. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a rigorous screening process based on relevance and methodological quality, and analyzed using thematic and content analysis to identify key patterns across epistemological, technological, and ethical dimensions. The findings reveal that knowledge authority is becoming distributed between humans and algorithmic systems, while AI-driven automation enhances efficiency and personalization but risks reducing critical engagement and conceptual depth. Additionally, the emergence of data-driven and opaque knowledge systems requires new competencies, including AI literacy and epistemic awareness. The study concludes that a comprehensive reconfiguration of educational epistemology is necessary, emphasizing the integration of technological innovation with critical thinking, ethical responsibility, and epistemic justice to ensure meaningful and sustainable learning in the AI era
Copyright (c) 2026 Risza Presty Rumani (Author) https://creativecommons.org/licenses/by-sa/4.0
Developing 21st Century Skills: Educational Strategies to Enhance Critical Thinking and Creativity
This study explores effective educational strategies for enhancing critical thinking and creativity as core competencies in 21st-century learning. These skills are essential for students to להתמודד complex problems, innovate, and actively participate in global society, yet their implementation in classroom practice remains inconsistent. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured selection process based on relevance, credibility, and alignment with the research focus, and analyzed using thematic and content analysis to identify key patterns across studies. The findings reveal that instructional models such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), and STEM/STEAM integration significantly enhance both critical thinking and creativity. These effects are further strengthened by constructivist principles, collaborative learning, and teacher facilitation. Additionally, technology and AI integration support critical thinking and collaboration, although their impact on creativity requires complementary pedagogical design. The study concludes that a holistic and integrated approach aligning pedagogy, learning environment, technology, and assessment is essential for effectively developing 21st-century skills.
Post-Digital Pedagogy: Deconstructing the Role of Technology in Shaping Contemporary Learning Paradigms
This study examines post-digital pedagogy as a critical framework for understanding the evolving role of technology in contemporary education. In the post-digital era, technology is no longer viewed as a supplementary tool but as an embedded and complex component that shapes how learning, knowledge, and social interactions occur. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a rigorous screening process based on relevance and methodological quality, and analyzed using thematic and content analysis to identify key patterns related to pedagogical transformation, technological roles, and socio-cultural dynamics. The findings reveal a paradigm shift from digital integration to pedagogization, where technology is critically examined rather than assumed to be inherently beneficial. Furthermore, learning is increasingly understood as part of a complex socio-technical ecosystem, requiring educators and learners to engage with issues of power, ethics, and digital inequality. The study concludes that post-digital pedagogy necessitates a reconfiguration of educational practices that integrates critical thinking, ethical awareness, and inclusive design to ensure meaningful and transformative learning in contemporary contexts.
Copyright (c) 2026 Aziizah Kumala Shanti (Author) https://creativecommons.org/licenses/by-sa/4.0
Learning Fatigue in Online Education: Cognitive Burnout in the Digital Learning Era
This study examines learning fatigue in online education, a growing issue in the digital era characterized by cognitive overload, Zoom fatigue, and decreased learning performance. As online learning becomes more prevalent, understanding the mechanisms and contributing factors of fatigue is essential for improving instructional effectiveness. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured screening process based on relevance and quality, and analyzed using thematic and content analysis to identify key patterns related to cognitive, technological, pedagogical, and psychosocial dimensions. The findings reveal that learning fatigue is primarily driven by excessive cognitive load, prolonged videoconferencing demands, poor instructional design, and emotional stress. These factors negatively affect attention, motivation, and academic performance. However, mitigation strategies such as optimizing video settings, implementing active learning approaches, balancing cognitive load, supporting self-regulated learning, and fostering social-emotional support can effectively reduce fatigue. The study concludes that addressing learning fatigue requires a holistic and integrated instructional design that aligns cognitive, technological, pedagogical, and psychosocial aspects to create sustainable and engaging online learning environments.
Attention Crisis in Learning: Declining Student Focus in the Digital Distraction Era
The increasing integration of digital technology in education has transformed learning environments but also contributed to an emerging attention crisis among students. The widespread use of smartphones, social media, and online platforms has intensified digital distraction, leading to reduced focus and fragmented cognitive engagement. This study aims to analyze the impact of digital distraction on students’ attention and learning outcomes in contemporary educational settings. The research employs a qualitative approach using a systematic literature review (SLR), drawing on peer-reviewed journal articles and academic sources. Data collection follows structured stages of identification, screening, eligibility, and inclusion, while analysis is conducted through thematic and content analysis to identify patterns related to distraction types, causes, and effects. The findings reveal that multitasking, device-based interruptions, and internal cognitive distractions significantly reduce sustained attention and increase cognitive load, resulting in lower academic performance and superficial learning. Additionally, digital distraction negatively affects classroom interaction and instructional effectiveness. Effective strategies such as attentional literacy, self-regulation, instructional design improvements, and mindfulness-based interventions show potential in mitigating these effects. In conclusion, digital distraction is a major challenge in modern education, requiring integrated and adaptive approaches to enhance student focus and support meaningful learning in the digital era.
Beyond PISA Rankings: A Comparative Analysis of Education Policy Transformation in Indonesia and China
Education plays a crucial role in improving the quality of human resources and international competitiveness. Indonesia and China are two countries on the path to becoming developed nations with distinct educational systems, particularly in terms of governance and policy. This study aims to analyze the comparative transformation of Indonesia and China's education systems, emphasizing policy mechanisms, governance structures, and their implications for educational reform. This study employs a qualitative approach with a comparative study design through educational policy analysis. Data were obtained from national policy documents, international organization reports, and articles from reputable international and national journals. Data analysis was conducted using qualitative content analysis and cross-case comparative analysis. The results show that Indonesia's education system tends to be decentralized with implementation flexibility at the regional level, while China's system is more centralized with strong central government control and support from a data-driven evaluation system. These differences have implications for the effectiveness of policy implementation, the consistency of educational quality, and accountability mechanisms. This study contributes to the development of comparative education studies by offering a systems-based and policy-based analysis, as well as providing strategic recommendations for educational reform in Indonesia.
Copyright (c) 2026 Moh Shaefur Rokhman, Sitti Hartinah, Ihda Rosdiana (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Realistic Mathematics Education and Learning Discipline on Students' Mathematical Critical Thinking
Abstract (in English): Students' critical mathematical thinking skills are still relatively low due to the Problem-Based Learning (PBL) instructional strategy. The Realistic Mathematics Education (RME) approach, supported by students' learning discipline, is expected to enhance these abilities. This study aimed to examine the effect of the RME approach and learning discipline, both individually and interactively, on the mathematical critical thinking abilities of grade V students. The research used a quantitative experimental design with a 2x2 factorial model. A total of 60 students were selected using cluster random sampling. Instruments included a critical thinking test and a learning discipline questionnaire. Data were analysed using two-way ANOVA with a significance level of 0.05. Findings show that (1) RME significantly improved critical thinking (mean = 78.45) compared to conventional methods (mean = 70.12), F(1,56) = 6.84, p < 0.05; (2) students with high discipline scored higher (mean = 80.27) than low-discipline students (mean = 69.34), F(1,56) = 12.15, p < 0.01; and (3) there was a significant interaction between RME and discipline, F(1,56) = 4.62, p < 0.05. RME and learning discipline both positively and significantly affect students' mathematical critical thinking abilities.
Copyright (c) 2026 Syayida Wahyu Hartiningsih, Karta Sasmita, Idha Novianti (Author) https://creativecommons.org/licenses/by-sa/4.0
Orientation on Moderate Religion Ffr StudentsFaculty of Tarbiyah, IAIN Parepare
The implementation of religious moderation is a process aimed at fostering religious moderation among students of the Faculty of Tarbiyah at IAIN Parepare. There are many things students can learn to equip them to behave appropriately and courteously towards followers of other religions, whether fellow believers or adherents of different faiths. This is particularly important once they have attained a Bachelor‘s degree, as they should possess not only academic knowledge but also an understanding of religious moderation. The scope of religious moderation is humanity (humanity), namely treating people with humanity so that harmonious interactions with fellow human beings may take place. The public interest (public interest) is the endeavour to safeguard public facilities and matters that benefit others, ensuring they are preserved and can be utilised in the long term. Justice (justice) is a fair attitude towards others when making decisions, including regarding regulations within a country. Balance (balance) means not favouring any particular person or group, so that everyone is treated equally. Constitutionalism is the duty of every citizen to comply with the law, as well as government statutes and regulations. National commitment (national commitment) is the commitment of citizens to love their homeland and possess a sense of national identity. Tolerance is a commendable attitude of granting others the freedom to practise their religion according to their beliefs. Non-violence is an attitude and behaviour whereby a person avoids violence to maintain peace within society. It is hoped that students of the Faculty of Tarbiyah at IAIN Parepare will put religious moderation into practice, both towards their fellow students and towards the lecturers who teach and mentor them, as well as towards other members of the academic staff. And after graduating, they are obliged to apply this to the wider community, both to fellow members of their own faith and to followers of other religions, by properly maintaining harmony, tolerance and peace so that constructive social interaction is realised and no social or religious problems arise within society. If this is successfully implemented, it means that the lecturers who have guided the students regarding religious moderation can be said to have succeeded. This success is, of course, inseparable from the efforts of the lecturers in dedicating their time, thought and ideas so that the knowledge and implementation of religious moderation can be of practical use to these students. The implications of religious orientation for students at the Faculty of Tarbiyah, IAIN Parepare, include: a) A reduction in mistrust amongst students due to mutual respect for differing opinions; b) The absence or reduction of radical actions as they better understand the harm caused by such actions; c) A reduction in fanaticism and extremism as they have come to understand the importance of maintaining balance and moderation; d) A reduction in disputes over differences in religious schools of thought amongst students as they have come to believe that a school of thought is part of an individual‘s faith to be practised, and that such differences must be respected; e) possessing knowledge of religious moderation, which serves as a foundation when implemented within society.
Copyright (c) 2026 Mukhtar Mas’ud (Author) https://creativecommons.org/licenses/by-sa/4.0
Ilikita Purana Pura Braban Banjar Tanggayuda Bongkasa Village Badung Regency: Hindu Anthropological Study
This article examines the Ilikita Purana of Pura Braban Banjar Tanggayuda, Bongkasa Village, as a religious and cultural document that records the history, structure, functions, and ritual system of the temple within Balinese Hindu society. The study aims to analyze the role of Pura Braban from historical, structural, and functional perspectives, as well as its significance within the framework of Hindu religious anthropology. The research employs a qualitative descriptive-analytical approach, using documentation studies, literature reviews, and documented qualitative data as data collection techniques. The data were analyzed thematically based on structural-functional theory, social system theory, Hindu cosmology, and theories of symbols and rituals. The findings indicate that Pura Braban functions not only as a place of worship and spiritual purification but also as a social institution that facilitates the integration of krama subak abian, the transmission of cultural values, and norm-based social control grounded in religion and customary law. The spatial structure of the temple reflects Balinese Hindu cosmology through the concepts of tri mandala and triloka, while ritual practices serve as a medium for internalizing religious values and social solidarity. From an anthropological perspective, Pura Braban represents a cultural arena in which religion is lived as a dynamic, contextual, and sustainable system of meaning. This study underscores the importance of preserving temples and Ilikita Purana as part of sustaining religious, social, and cultural continuity in Bongkasa Village
Copyright (c) 2026 Putu Eddy Purnomo Arta, Gede Bagus Wira Diputra (Author) https://creativecommons.org/licenses/by-sa/4.0
The Implementation of Project-Based Learning in Developing Students’ Computational Thinking in Mathematics Education
Computational Thinking (CT) has become an essential 21st-century competence that needs to be integrated into mathematics education to enhance students’ problem-solving and analytical skills. However, conventional mathematics instruction often fails to systematically develop decomposition, abstraction, pattern recognition, and algorithmic thinking. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in developing students’ computational thinking in mathematics. A quasi-experimental design with a pretest–posttest control group was employed involving two junior secondary school classes. The experimental group received mathematics instruction through Project-Based Learning, while the control group experienced conventional teaching. Data were collected using a computational thinking test, a conceptual understanding test, and a student engagement questionnaire. The data were analyzed using descriptive statistics, paired and independent samples t-tests, and effect size calculations. The results indicate that students in the PjBL group achieved significantly higher improvements in computational thinking skills compared to the control group, with large effect sizes observed particularly in decomposition, pattern recognition, and abstraction. Algorithmic thinking also improved with structured scaffolding. The study concludes that Project-Based Learning provides an effective instructional framework for fostering computational thinking and enhancing conceptual understanding in mathematics education.
Copyright (c) 2026 Nuril Huda, Nur Wahyuni (Author) https://creativecommons.org/licenses/by-sa/4.0
Efforts to Improve Teachers’ Competence in the Use of Learning Models
Teachers’ competence in selecting and implementing appropriate learning models is essential to improve the quality of classroom instruction. However, preliminary observations at SMP Negeri 4 Baradatu indicated that teachers’ ability to apply learning models was not yet optimal and learning practices tended to remain teacher-centered. This study aimed to improve teachers’ competence in the use of learning models through training activities within a School Action Research framework. This research employed a two-cycle School Action Research design involving 20 teachers. Each cycle consisted of planning, action, observation, and reflection stages. Data were collected using a questionnaire based on competency indicators, including understanding learning model concepts, selecting appropriate models, explaining syntax, adjusting time allocation, determining media and learning resources, and aligning assessment strategies. Data were analyzed using descriptive quantitative techniques by calculating percentage scores for each indicator and overall averages. The results showed that teachers’ average competence increased from 72% in Cycle I (sufficient category) to 81% in Cycle II (good category). Significant improvements were observed particularly in explaining model syntax and selecting models appropriate to teaching materials. The findings indicate that reflective practice within the action research cycle contributed to continuous professional improvement. In conclusion, training integrated with School Action Research effectively enhanced teachers’ competence in implementing learning models and promoted sustainable professional development.
Copyright (c) 2026 Iis Haerunisa, Silvia Irmayani (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Blended Learning Model in Indonesian Language Learning
The transformation of Indonesian language learning in the digital era requires innovative instructional models that effectively enhance students’ literacy skills. Blended learning, which integrates face-to-face instruction with online learning components, has emerged as a promising approach to address declining literacy performance and changing communication patterns. This study aimed to analyze the effectiveness of the blended learning model in improving students’ Indonesian language skills. A quasi-experimental design with a pretest–posttest control group was employed. The participants consisted of elementary school students divided into an experimental group receiving blended learning treatment and a control group receiving conventional instruction. Data were collected through standardized language proficiency tests covering reading, writing, speaking, and listening skills. The results revealed a significant difference between the experimental and control groups, with the experimental group demonstrating higher posttest scores and a large effect size. These findings indicate that a structured and contextually designed blended learning model significantly enhances students’ language competence. In conclusion, blended learning provides an effective and sustainable instructional strategy for Indonesian language education in the digital era, particularly when supported by adequate infrastructure and systematic instructional design.
Copyright (c) 2026 Muh. Safar (Author) https://creativecommons.org/licenses/by-sa/4.0
Early Childhood Education Teachers' Strategies in Managing Hyperactive Behavior in Early Childhood Education Through an Islamic Education Approach in Rebang Tangkas Village Kindergarten, Way Kanan
This study aims to describe the strategies of early childhood education teachers in managing hyperactive behavior in early childhood through an Islamic educational approach, particularly in rural communities. Hyperactive behavior characterized by excessive motor activity, impulsivity, and difficulty concentrating presents a serious challenge in the learning process in early childhood education institutions. Given the limited professional resources in rural areas, an Islamic approach is a strategic alternative because it offers moral and spiritual values that can be internalized from an early age. This study used a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. The results showed that the strategies employed by teachers included habituating religious activities such as daily prayer and listening to stories of the Prophet, implementing role models (uswah hasanah), reinforcing positive routines, and close collaboration with parents. This approach was deemed effective in reducing symptoms of hyperactivity and fostering children's self-awareness of appropriate behavior. These findings recommend the need to strengthen the capacity of early childhood education teachers through inclusive Islamic education-based training and developing a curriculum that adapts to the needs of hyperactive children.
Copyright (c) 2026 Aniyawati Aniyawati, Nurfaizah Nurfaizah (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of Digital-Based Indonesian Language Teaching Materials to Enhance Language Skills
The rapid digital transformation in education requires innovative Indonesian language teaching materials that are interactive, skill-oriented, and aligned with students’ digital learning habits. However, many existing materials remain text-based and insufficiently integrated with multimedia and contextual approaches. This study aimed to develop and evaluate digital-based Indonesian language teaching materials to enhance students’ language skills. The research employed a Research and Development (R&D) design using the ADDIE model, including needs analysis, design, development, implementation, and evaluation stages. Data were collected through expert validation sheets, student response questionnaires, observations, and pretest–posttest assessments measuring reading, writing, and speaking skills. The results indicated that the developed materials achieved a “very valid” category from experts (mean score 4.45; 88.9%). Statistical analysis showed significant improvement in students’ language skills after implementation (p < 0.001), with notable gains in reading, writing, and speaking performance. These findings demonstrate that digital-based teaching materials designed with interactive multimedia, contextual tasks, and cultural integration effectively enhance language competence. In conclusion, structured digital instructional design can serve as an evidence-based model for improving Indonesian language learning in primary education.
A Paradigmatic Reconstruction of the National Curriculum through a Holistic Multidimensional Education Framework
Contemporary educational systems face unprecedented challenges including persistent learning crises, curriculum fragmentation, and instructional practices that prioritize cognitive outcomes while marginalizing emotional, social, spiritual, aesthetic, and ecological dimensions of human development. This study proposes a paradigmatic reconstruction of national curricula through a theoretically grounded and pedagogically actionable Holistic Multidimensional Education Framework that operationalizes comprehensive human development. Employing a qualitative conceptual design, this research conducted a systematic narrative literature review of 30 peer-reviewed international studies published between 2020 and 2025. Thematic analysis identified patterns, gaps, and convergences across holistic education theory, curriculum design, instructional methodologies, and sustainability education. Findings reveal that conventional curriculum paradigms inadequately address multidimensional learner development, resulting in fragmented educational experiences disconnected from authentic contexts. The proposed framework integrates six developmental dimensions cognitive, emotional, social, spiritual, aesthetic, and ecological operationalized through Project-Based Learning (PjBL) and Experiential Learning as core instructional strategies. This framework provides actionable pathways for curriculum reform by bridging holistic education theory with instructional design, offering implications for policy development, teacher preparation, and alignment with Sustainable Development Goals.
Copyright (c) 2026 Jaja Jamaludin, Muhammad Sahal (Author) https://creativecommons.org/licenses/by-sa/4.0
The Importance of Introducing Local Culture to Develop the Character of Early Childhood
The introduction of local culture in Early Childhood Education (ECE) is regarded as a strategic approach to fostering character development from an early age. This article outlines both theoretical foundations and recent empirical evidence regarding the role of local cultural elements such as indigenous values, regional languages, folktales, rituals, and community practices in shaping children’s core character traits, including religiosity, honesty, responsibility, discipline, empathy, cooperation, and patriotism. Through a narrative literature review and thematic synthesis of more than 40 scholarly sources, this study develops the “4L-CARE” conceptual model (Language, Lore, Local Practices, Landscape → Character, Agency, Relatedness, Empathy) that explains the linkage between local cultural experiences and character competencies in children aged 4–6 years. Furthermore, the article proposes practical strategies for implementing the Merdeka Curriculum within culturally contextual PAUD settings, including storytelling-based (masatua/folklore) activities, character assessment rubrics, and models of collaboration among teachers, parents, and local communities. The findings emphasize that authentic, repetitive, and meaningful integration of local culture supported by a safe and inclusive local language environment enhances the internalization of character values through play, storytelling, and community-based projects.
Copyright (c) 2025 Made Ayu Anggreni, Jahju Hartanti, Adi Winarno (Author) https://creativecommons.org/licenses/by-sa/4.0
Development of a Problem-Based Learning Social Studies Teaching Module Containing the Local Wisdom of Pemalang Batik to Increase Middle School Students' Motivation and Learning Engagement
Social Studies (IPS) learning plays a strategic role in shaping students' social understanding, character, and cultural awareness. However, social studies learning at the junior high school level still faces the problem of low learning motivation due to conventional approaches that lack context. This condition is also found in Pemalang Regency, which has unique socio-economic characteristics and local wisdom potential in the form of batik that has not been optimally utilized in learning. This study aims to develop a Problem-Based Learning (PBL) model for social studies education that incorporates the local wisdom of Pemalang batik as an effort to improve the relevance and quality of learning. The research used a Research and Development (R&D) approach with the ADDIE model, limited to the Analyze, Design, and Develop stages. The research subjects included subject matter experts, learning model experts, and social studies teachers at three junior high schools in Pemalang Regency. Data collection was conducted through document analysis, limited interviews, literature studies, and expert validation. Data analysis was conducted qualitatively and quantitatively using a four-point Likert scale. The results showed that the PBL-based social studies learning module containing local wisdom of Pemalang Batik met the criteria of "Suitable" to "Very Suitable" based on the validators' assessment. This module was considered to have theoretical and practical validity and the potential to support contextual, meaningful, and oriented learning.
Junior High School Social Studies Learning
Copyright (c) 2025 Munasikhah Munasikhah, Sitti Hartinah, Hanung Sudibyo (Author) https://creativecommons.org/licenses/by-sa/4.0
Holistic Education through the Hiziban Tradition in Nahdlatul Wathan Madrasahs
Islamic education today tends to be cognitively centered and gives insufficient attention to the affective, emotional, and social dimensions of learners. The Hiziban tradition practiced in Nahdlatul Wathan madrasahs pedagogically demonstrates the capacity to integrate spiritual, moral, emotional psychological, and social dimensions as a framework of holistic education. This study employs a qualitative approach using a case study design. Data were collected through participatory observation, interviews with supervising teachers and students, and documentation. The data were analyzed thematically through processes of data reduction, data display, and conclusion drawing based on the dimensions of holistic education. The findings indicate that the Hiziban tradition functions as experiential learning rooted in habituation, internalization, and collective interaction. This model serves as an alternative to Islamic education that is overly focused on cognitive aspects. Therefore, the Hiziban tradition can be considered a contextual pedagogical reference that is grounded in local culture and effective in shaping students’ character within the framework of holistic education
Copyright (c) 2025 Ala’ul Islam, L Pahrurrozi (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrating STEAM Principles in E-Book Design for Game Development Learning: A Systematic Literature Review
The integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) principles into digital learning resources has gained increasing attention in secondary education, particularly in game development learning at Phase F (Grade XI). This study aims to systematically review the literature on the design and pedagogical implementation of STEAM-based e-books for game development education. A systematic literature review was conducted by analysing peer-reviewed journal articles indexed in major academic databases, including Scopus, Web of Science, ERIC, and Google Scholar, published between 2015 and 2024. The selected studies were screened using predefined inclusion and exclusion criteria and analysed through qualitative thematic synthesis. The findings indicate that STEAM-based e-books commonly integrate interdisciplinary problem-solving tasks, interactive multimedia elements, and project-oriented learning activities that support conceptual understanding and the development of creative skills in game design. Reported learning outcomes include improved student engagement, enhanced computational and design thinking skills, and increased collaboration and creativity. However, the review also reveals gaps in empirical validation, long-term learning impact, and alignment with secondary-level curriculum standards. This study contributes to the pedagogical discourse by synthesising current evidence on STEAM-oriented e-book design. It offers recommendations for educators, instructional designers, and future research in digital game development learning.
Copyright (c) 2025 Vienda Miccela Seldry, Wisnu Djatmiko, C Rudy Prihantoro (Author) https://creativecommons.org/licenses/by-sa/4.0
Character Education in a Multicultural Context: Strategies for Strengthening Values of Tolerance in Schools
Schools in Indonesia increasingly reflect a multicultural social reality characterized by religious, ethnic, cultural, and linguistic diversity. In this context, character education is often positioned as a key instrument for strengthening tolerance. However, character education practices are not always effective when implemented normatively and uniformly without considering the social dynamics of multicultural schools. This study aims to analyze strategies for strengthening tolerance values through character education in multicultural school settings and to explore the social and pedagogical dynamics shaping students’ tolerance. A qualitative approach was employed using in-depth interviews, participant observation, and document analysis in schools with a clear multicultural background. The findings indicate that character education is effective when implemented contextually and dialogically through the integration of tolerance values into daily learning, cross-identity social interactions, and inclusive school culture. Teachers act as value mediators, while tolerance is constructed through social negotiation rather than value indoctrination. Nevertheless, the implementation of multicultural character education faces structural challenges, including differences between family and school values, implicit bias, limited teacher capacity, and symbolic policy implementation. This study highlights the importance of reflective and adaptive approaches in character education to sustainably strengthen tolerance in multicultural school contexts.
Copyright (c) 2025 Rinovian Rais, Muslimin Muslimin, Lathifah Zulty (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Environmental Changes on the Growth and Development of Organisms
Environmental change is a critical external factor shaping organism growth and development. Increasing environmental instability has the potential to alter biological mechanisms through changes in physical conditions and ecological stressors. This study aims to examine the impact of environmental change on organism growth and development using a quantitative approach based on Structural Equation Modeling Partial Least Squares. Quantitative data were analyzed to test causal relationships between environmental change as an exogenous variable and organism growth and development as endogenous variables. The results indicate that environmental change has a significant effect on organism growth but exerts a negative effect on organism development. In addition, organism growth shows a positive effect on organism development. These findings suggest that growth may function as an adaptive response to environmental change, whereas developmental processes are more vulnerable to intense environmental pressures. This study contributes theoretically to understanding the structural relationship between environmental factors and biological processes, while also offering practical implications for environmental management and organism adaptation strategies under global environmental change.
Copyright (c) 2025 Bambang Kulup Karnoto (Author) https://creativecommons.org/licenses/by-sa/4.0
A Systematic Literature Review On Social Media Utilisation And Technology Readiness For Enhancing Marketing Capabilities Of Fashion And Tailoring SMEs
This study presents a systematic literature review (SLR) examining how social media use and technology readiness enhance the marketing capabilities of fashion and tailoring SMEs. As digital platforms increasingly shape consumer behaviour and competition, many SMEs, particularly in the fashion and tailoring sectors, face challenges in adopting and optimising social media for marketing. Using a PRISMA-based review protocol, this research analysed peer-reviewed studies published between 2013 and 2024 across major academic databases. A total of selected articles meeting the inclusion criteria were synthesised through qualitative thematic analysis. The findings reveal three dominant themes: (1) social media functions as a strategic and cost-effective marketing tool that supports customer engagement, brand visibility, and product promotion; (2) technology readiness, comprising technological competence, digital infrastructure, and managerial support, significantly influences SMEs’ ability to adopt digital marketing tools; and (3) the integration of social media and adequate technology readiness strengthens SMEs’ marketing capabilities, particularly in market sensing, customer relationship management, and product differentiation. This review contributes theoretically by mapping the intersection between digital adoption and capability development, and practically by offering insights for SME practitioners and policymakers to support digital transformation in the fashion and tailoring industry.
Copyright (c) 2025 Jundian Priyatin, Rina Febriana, Yeni Sesnawati (Author) https://creativecommons.org/licenses/by-sa/4.0
Vocational School Readiness for Batik Design Innovation: A Literature-Based Exploration of Challenges and Opportunities
Batik design innovation plays a strategic role in sustaining Indonesia's cultural heritage while strengthening the creative industry sector. Vocational schools, as institutions responsible for preparing skilled creative workers, are expected to cultivate innovative competencies in batik design. However, varying levels of institutional readiness often hinder achieving these goals. This literature-based study aims to explore the preparedness of vocational schools to develop batik design innovation by mapping key challenges and opportunities revealed in previous studies. Using a narrative review approach, relevant journal articles, books, and policy documents were analysed through thematic categorisation encompassing curriculum, teacher competence, learning facilities, digital technology integration, and school industry collaboration. The findings indicate that vocational schools show potential to foster innovation but face significant challenges, including limited access to modern design technologies, outdated curricula, insufficient teacher expertise, and weak partnerships with the batik industry. Conversely, various opportunities emerge from increasing demand for creative batik products, government support for cultural education, and the growing availability of digital design tools that can enhance learning. This study highlights the need for comprehensive reforms in curriculum, professional development, and facility investment to strengthen innovation capacity in batik design education. The findings also offer practical insights for schools, policymakers, and industry partners to build an enabling ecosystem for batik design innovation collaboratively.
Copyright (c) 2025 Lulu Huda Arifin, Rina Febriana, Wesnina Wesnina (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Information Technology and Professional Communication Competencies for Students of SMKN 3 Maumere in Preparation for Entering the Workforce
The Community Service Program (PkM) at SMK Negeri 3 Maumere aimed to improve students’ information technology skills, digital design abilities, professional communication, and job readiness through practice-based training. The program was designed to equip vocational students with relevant digital and soft skills aligned with current workforce needs. Training materials included Microsoft Office, digital design using Canva, video editing with CapCut, public speaking, professional document writing, interview simulations, and the development of digital portfolios. Evaluation results showed a significant improvement in students’ competencies following the program. The public speaking training achieved an average questionnaire score of 4.65 out of 5, categorized as “Very Good,” indicating a high level of participant satisfaction and skill development. Meanwhile, the Canva and CapCut training obtained an average score of 3.58 out of 4, categorized as “Good to Very Good.” Qualitatively, students demonstrated increased confidence, creativity, and technical ability in producing digital curricula vitae, posters, and video portfolios suitable for internships and job applications. Overall, the program was highly relevant to the needs of SMK Negeri 3 Maumere and provided a tangible contribution to strengthening students’ digital competencies and vocational job readiness.
Copyright (c) 2025 Agustinus Lambertus Suban, Alfian Harbiyanto , Maria Florentina Rumba, Yohanes Brekmans M. Darkel (Author) https://creativecommons.org/licenses/by-sa/4.0
The Integration of Artificial Intelligence in Indonesian Language Learning: Pedagogical Opportunities and Risks
The rapid development of artificial intelligence (AI) has significantly transformed educational practices, including Indonesian language learning. AI offers various pedagogical opportunities such as personalized learning, enhanced literacy skills, and continuous feedback, while simultaneously posing risks that may undermine the core values of language pedagogy. This study aims to critically analyze the pedagogical opportunities and risks of AI integration in Indonesian language learning. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, drawing on reputable scholarly articles related to AI, language pedagogy, and education within the Indonesian context. The findings indicate that AI can enrich Indonesian language learning when positioned as a supportive tool within a reflective pedagogical framework. However, risks such as students’ cognitive dependency, decline in authentic language production, digital literacy gaps, and linguistic and cultural biases must be carefully addressed. This study concludes that the effectiveness of AI integration largely depends on teachers’ pedagogical competence, critical instructional approaches, and institutional policies governing AI use. The results provide a conceptual foundation for developing responsible AI-based practices and policies in Indonesian language education.
Copyright (c) 2025 Muh. Safar, Rustiyana Rustiyana (Author) https://creativecommons.org/licenses/by-sa/4.0
Resilience Education: Strategies for Coping with Failure and Academic Pressure Among High School Students in Sangihe Islands Regency, North Sulawesi
Resilience-based education has become increasingly relevant in addressing rising academic pressure among high school learners, particularly at the stage where cognitive and emotional demands intersect. This study examines the influence of resilience on academic stress and learning motivation among students of public senior high schools in the Sangihe Islands Regency, North Sulawesi, Indonesia. A quantitative approach was employed using Partial Least Square Structural Equation Modeling (PLS-SEM) with 120 respondents from grades X, XI, and XII. The findings indicate that resilience has a negative and significant effect on academic stress and a positive and significant effect on learning motivation. Students with higher resilience are better able to manage pressure from academic failure, maintain emotional balance, and foster a growth mindset that supports active participation in the learning process. These results show that resilience functions not only as a psychological defense mechanism against academic pressure but also as a motivational driver toward achievement. The study highlights the importance of integrating resilience education into classroom instruction and school counseling services to promote psychological well-being and academic success, especially in island regions with limited educational resources
Copyright (c) 2025 Agneta Sartika Lalombo (Author) https://creativecommons.org/licenses/by-sa/4.0
Comparison of Psychological Safety in Learning Environments between AI-Based Classes and Conventional Classes
This study compares psychological safety between Artificial-Intelligence-based learning environments and conventional classrooms by examining both social and cognitive dimensions that influence learners’ comfort. The study was conducted because although both AI-based and face-to-face instruction have been proven to enhance learning outcomes, they have not been compared specifically in relation to psychological safety. A comparative qualitative method was used, involving in-depth interviews and document analysis, followed by thematic analysis to capture recurring experience patterns. Findings reveal that AI-based classrooms enhance psychological safety through evaluative privacy, personalized learning, reduced academic anxiety, and lower cognitive load, whereas conventional classrooms strengthen psychological safety through social support, emotional closeness, and interpersonal engagement. However, both have limitations: AI-based learning may reduce social connectedness, while conventional learning is vulnerable to performance anxiety. The study concludes that optimal psychological safety is achieved through an integrated hybrid learning model that combines the strengths of AI and human interaction.
Copyright (c) 2025 Sitti Hartinah, Ihda Rosdiana, Moh Shaefur (Author) https://creativecommons.org/licenses/by-sa/4.0
Educating in An Era of Distortion: Effective Literacy as The Foundation of Education Amidst An Information Explosion
The digital era has generated an unprecedented explosion of information that exposes students to misinformation, algorithmic bias, and distorted narratives, thereby challenging the traditional functions of education. This study positions information literacy not as a technical skill but as a foundational cognitive, social, and ethical capacity required to navigate an increasingly volatile and manipulative digital ecosystem. Using a descriptive qualitative method based on literature analysis, this research synthesizes scholarly perspectives from recent studies on information literacy, digital citizenship, educational epistemology, and post-pandemic learning dynamics. Data were analyzed through content reduction, thematic identification, and conceptual synthesis to map how literacy operates as an epistemic safeguard. The findings indicate that literacy equips learners with the capacity to evaluate, verify, and reconstruct information, enabling them to resist hoaxes, polarization, and emotionally driven misinformation. Literacy also strengthens moral judgment, social responsibility, and collaborative knowledge construction, forming an educational security system that protects against information distortion. However, the study identifies persistent barriers, including memorization-oriented evaluation systems, limited educator readiness, emotional dependence on digital spaces, and cultural tendencies toward opinion-based truth. These obstacles hinder literacy from functioning effectively as the foundation of contemporary education. The conclusion emphasizes that literacy must be redefined as an existential educational core that sustains critical thinking, ethical reasoning, and citizenship in an era of informational instability. By reconceptualizing literacy in this way, the information explosion becomes an opportunity to cultivate intellectually autonomous and socially responsible learners.
Copyright (c) 2025 Arman Paramansyah (Author) https://creativecommons.org/licenses/by-sa/4.0