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 : Intan Juniarmi, S.Pd Managing Editor : Nurul Fadhilah, S.Sos Assistant Editor : Sefiani Dwi Azmi, S.sos Publisher : PT. Anagata Sembagi Education Accreditation : On Process
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
The Role of the Islamic Student Association (HMI) in Shaping Student Leadership Character in the Digital Age
Digital transformation has significantly reshaped patterns of interaction and leadership within student organizations, including the Islamic Student Association (HMI). Students today must demonstrate not only intellectual competence but also adaptive and value-oriented leadership character. This study analyzes the role of HMI in shaping student leadership character in the digital era by applying Bernard M. Bass’s transformational leadership theory and Thomas Lickona’s character education framework. A literature review method was used, examining leadership theories, character formation, digital leadership, and HMI’s cadre development structure. The findings indicate that HMI’s cadre system aligns with transformational leadership principles and character-building approaches while demonstrating adaptability to digital-era demands through hybrid training models, digital literacy programs, and an expanded digital ecosystem. This study concludes that integrating Islamic values, national identity, and digital competence is essential for preparing visionary, ethical, and adaptive young leaders.
Copyright (c) 2025 Predi Arda Saputra, Nuscarav Al Hariri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of STEAM (Science, Technology, Engineering, Arts, and Mathematics) Education in Preparing a Creative and Adaptive Generation
This study explores the role of STEAM education in preparing a creative and adaptive generation in the 21st century. Using a descriptive qualitative approach supported by literature analysis, the study examines how transdisciplinary learning that integrates science, technology, engineering, arts, and mathematics cultivates creativity, cognitive flexibility, and resilience in responding to change. The findings indicate that STEAM is effective only when learning environments encourage exploration, collaboration, reflection, and authentic creation within social contexts. Without such pedagogical design, STEAM risks becoming an aesthetic project without fostering long-term competencies. The study recommends systemic transformation including teacher capacity development, redesigned assessment systems, and cross-sector collaborations to ensure that STEAM functions as an educational framework capable of shaping a creative and adaptive future generation
Copyright (c) 2025 Fien Pongpalilu, Julanos Julanos (Author) https://creativecommons.org/licenses/by-sa/4.0
Transforming STEM Learning through PBL to Improve Computational Thinking Skills
Transforming STEM education through Problem-Based Learning (PBL) has emerged as a central strategy for strengthening university students’ computational thinking (CT) skills in response to the challenges of the digital age and Industry 4.0. This study provides a comprehensive analysis of how PBL supports CT development within Indonesian higher education, particularly in relation to the Merdeka Belajar–Kampus Merdeka curriculum reforms. However, it remains unclear how PBL can be effectively implemented within STEM education to systematically optimize the development of students’ computational thinking. The core problem addressed in this study concerns the absence of a coherent pedagogical framework that integrates PBL-STEM to comprehensively foster key CT components. Accordingly, this study examines the extent to which the application of PBL strengthens university students’ computational thinking within the context of the Merdeka Belajar–Kampus Merdeka curriculum. Using a systematic literature review approach, the study synthesizes 35 peer-reviewed publications indexed in SINTA and Scopus from 2017 to 2024, along with relevant national and international education policy documents. The findings indicate that PBL effectively enhances the five core components of CT, namely problem decomposition, pattern recognition, abstraction, algorithmic design, and iterative evaluation. PBL also promotes students’ creativity, collaboration, and reflective reasoning in addressing real-world, technology-driven problems across STEM disciplines. Nevertheless, challenges persist, including lecturer readiness, disparities in digital infrastructure, and the limited availability of standardized CT assessment frameworks. The study underscores the importance of strengthening pedagogical capacity, improving digital learning ecosystems, and adopting process-oriented assessment models to ensure sustainable PBL-STEM implementation in higher education.
Copyright (c) 2025 Uswatun Hasanah, Nuril Huda (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect Of Quizizz as an Interactive Media on Students' Learning Outcomes in Thermochemistry Material
Research has been conducted on the effect of quizizz as an interactive media on the learning outcomes of students of SMAN 6 Kendari on thermochemical materials. This study aims to determine how much influence quizizz has on student learning outcomes in class XI SMAN 6 Kendari. The research method used was Quasy Experiment with non-equivalent control group design technique. Data collection techniques through tests and observations. The test used is only posttest which is presented as data on student learning outcomes. The samples used were Applied XI class 1 as a control class using conventional learning media and Applied XI class 4 as an experimental class using quizizz learning media. Data processing techniques were carried out with descriptive statistical tests and inferential statistical tests with the T test hypothesis test (Independent sample T-test) assisted by IBM SPSS Statistics 25 software. Based on the results of the study, it shows that there is a significant effect on quizizz learning media on student learning outcomes. This is proven by using the T test with a sig value. (2-tailed) 0.026 <0.05. From the results of this study it can be concluded that quizizz learning media has an effect on student learning outcomes.
Copyright (c) 2025 Zulaeka dJAFAR, Aceng Haetami, Maysara Maysara (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Artificial Intelligence Technology Integration on the Indonesian Language Learning Process in Higher Education
The integration of artificial intelligence (AI) technology into Indonesian language learning in higher education presents both significant opportunities and significant challenges. AI has been shown to improve the quality of learning through automated feedback, linguistic analysis, and personalized recommendations that support students' writing skills, vocabulary mastery, and academic literacy. Lecturers also benefit from reduced technical burdens, allowing them to focus more on the substance of their thinking and the development of critical thinking skills. However, research findings indicate the risk of over-reliance on technology, which can undermine students' creativity, reflection, and originality. Other challenges arise from ethical aspects, such as the potential for conceptual plagiarism and stylistic homogenization. To anticipate these issues, strong digital literacy, ethical awareness, and clear institutional regulations are needed so that AI can be positioned as a pedagogical partner, not a substitute for the intellectual process. This study used a descriptive qualitative approach involving lecturers and students as participants, and analyzed the dynamics of AI use through interviews, observations, and document reviews. The findings emphasize the importance of curriculum reform that integrates digital literacy, ethical use of technology, and critical thinking skills. With adaptive pedagogical strategies, AI can enrich the learning experience without sacrificing the humanistic values of language.
Copyright (c) 2025 Muh. Safar (Author) https://creativecommons.org/licenses/by-sa/4.0
Students' Perceptions of the Effectiveness of Tutoring in Improving Academic Outcomes
This study aims to analyze students' perceptions of the effectiveness of tutoring in improving academic outcomes through a qualitative approach based on literature review. The main focus of this study is to understand how tutoring is perceived as a means of supporting academic achievement and increasing learning motivation. The literature review indicates that tutoring plays a crucial role in helping students overcome academic difficulties, improve learning skills, and strengthen their understanding of subject matter. According to Gagne (1985), an effective learning process depends on a supportive learning environment and teaching strategies that are adaptive to individual needs. The literature analysis also indicates that positive perceptions of tutoring are closely related to increases in students' average grades and self-confidence in learning. Furthermore, support from teachers and educational counselors plays a role in fostering independent learning habits and an orientation toward academic achievement. Based on the study's findings, the effectiveness of tutoring is determined not only by teaching methods but also by interpersonal interactions and the quality of communication between instructors and students. Therefore, a thorough understanding of students' perceptions of tutoring provides an important basis for designing more adaptive and sustainable educational strategies.
Copyright (c) 2025 David Darwin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Project-Based Learning on Students' Science Literacy and Environmental Awareness: A Comprehensive Review
Project-Based Learning (PjBL) has emerged as a transformative pedagogical approach that significantly enhances students' science literacy and environmental awareness across various educational levels. This comprehensive review synthesizes evidence from 20 empirical studies and systematic reviews conducted primarily in Indonesia between 2020 and 2025, examining the effectiveness of PjBL in developing scientific competencies and environmental consciousness. The findings consistently demonstrate that PjBL significantly improves students' science literacy scores, critical thinking abilities, problem-solving skills, and conceptual understanding compared to conventional teaching methods. Furthermore, PjBL effectively cultivates environmental awareness, pro-environmental attitudes, and action-taking behaviors among students through engagement with authentic environmental issues. The review identifies key success factors including active student involvement, integration of higher-order thinking skills, real-world problem contextualization, collaborative learning environments, and technology integration. This study reveals that PjBL effectiveness is enhanced when integrated with STEM approaches, digital storytelling, multiliteracy pedagogies, and character education. The evidence supports PjBL as a highly effective instructional model for fostering 21st-century competencies, scientific literacy, and environmental stewardship in contemporary education systems.
The Role of Strategic Approaches in Planning and Development of Educational Institutions
This study aims to gain a deeper understanding of how strategic approaches play a role in the planning and development process of educational institutions, particularly in improving management effectiveness, service quality, and institutional competitiveness. The research method used was a qualitative case study approach, involving institutional leaders, educators, and managerial staff as key informants. Data were collected through in-depth interviews, participant observation, and institutional document review. Data were then analyzed using data reduction, data presentation, and thematic conclusion drawing techniques. The results indicate that the implementation of a strategic approach has a significant influence on the direction and sustainability of educational institutions, particularly in terms of establishing a vision and mission, managing resources, and improving program quality. However, this study also found a gap between strategy planning and implementation, caused by limited human resources, a weak evaluation system, and suboptimal organizational communication. Overall, these findings confirm that the success of educational institution development is highly dependent on the consistent implementation of strategies oriented towards quality, innovation, and adaptation to changes in the educational environment.
Copyright (c) 2025 Ahmad Baidowi, Erni Ratna Dewi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Educational Resources Availability on Students Learning Motivation in Primary Schools
Education is an essential part of human life as it serves as the primary process for developing individual potential from an early age. However, in practice, not all elementary schools have adequate and high-quality educational tools. This study employs a qualitative method with a descriptive approach to describe and analyze the factors influencing students’ learning motivation and the impact of educational tool availability on motivation in elementary schools. The qualitative approach reveals social situations scientifically through accurate descriptions and relevant data analysis based on natural conditions. This research adopts a library study approach by reviewing theories and findings from various scholarly sources. The purpose of this study is to examine the influence of educational tool availability on elementary students’ learning motivation. The findings indicate that the availability of educational tools significantly affects students’ motivation to learn. Concrete, visual, and digital media have been proven to enhance students’ attention, comprehension, and engagement, although their effectiveness largely depends on teacher creativity. Furthermore, disparities in school facilities across regions and differences in family socioeconomic conditions affect the equitable distribution of learning resources. The main obstacles include limited funding, insufficient teacher training, and poor maintenance of educational facilities. Therefore, the provision of adequate tools, the improvement of teacher competence, and equitable educational policies are key to strengthening learning motivation and improving the overall quality of elementary education.
Copyright (c) 2025 Nurmayani, Nursholatiyah Semaya, Deani Salsabila, Nazwa Chelsy Bangun, Rizka Enjeli Situmorang (Author) https://creativecommons.org/licenses/by-sa/4.0
Lifelong Learning as a Strategic Framework for Human Resource Development, Digital Literacy, and Sustainable Education in the Era of Global Transformation
Lifelong learning is the key to improving human resource quality, adapting to change, and achieving sustainable development. This paper employs a literature study approach, systematically elaborating on schools, lifelong education, and formal, non-formal, and informal learning based on journals and books to understand the framework of lifelong education. Lifelong learning is a comprehensive system encompassing all learning activities that occur throughout human life. The concept aims to create better individuals and societies while serving as a major project in modern communities living in an ever-changing and information-rich world. Lifelong education plays a vital role in helping people continuously adapt to change. Also known as Life Long Education, it emphasizes continuous learning from birth to death through various educational pathways, formal, non-formal, and informal. Thus, lifelong learning underscores that education does not end with formal schooling but continues throughout life across multiple modes of learning.
Copyright (c) 2025 Nurmayani, Sukma Intan Nur’Aini, Okmika Greselly Sembiring, Boby Saputra Hasibuan (Author) https://creativecommons.org/licenses/by-sa/4.0
Collaboration Of Families, Schools, And Communities Through Tri Education Centers To Support Creativity And Innovation In Basic Education
Basic education is a crucial stage in forming the intellectual foundation, character, and skills of students. However, the orientation of education that still focuses on academic achievement makes the development of creativity and innovation less attention. This study aims to describe the collaboration between family, school, and community through the concept of Tri Center Education in supporting the creativity and innovation of elementary school students, as well as analyzing obstacles and mitigation strategies to maintain collaboration sustainability. The research method uses a qualitative approach with a case study design, involving school principals, teachers, parents, and community leaders as purposively selected informants. Data was obtained through in-depth interviews, participatory observations, and documentation studies, then analyzed with thematic techniques through coding, categorization, and triangulation of sources. The results show that family collaboration is seen in material, emotional, and ideative support; the community acts as an alternative space provider, mentor, and creative resource; while schools function as mediators that synergize both external actors. The impact of this collaboration appears in increased motivation, courage to experiment, and innovative works relevant to the socio-cultural context. Main obstacles include limited parental time, creative literacy capacity, communication gaps, limited facilities, and fluctuating commitments. Effective mitigation strategies include creative literacy training, flexible scheduling, liaison team formation, curriculum integration, external funding alliances, and participatory evaluations. In conclusion, the Tri Education Center can strengthen the creative and innovative education ecosystem if supported by systematic sustainability strategies.
Copyright (c) 2025 Nurmayani, Mazaya Intan Putri, Claudia Zahra, Nurmaya Suci, Winda Julia Panena (Author) https://creativecommons.org/licenses/by-sa/4.0
Teachers’ Psychological Foundations in Enhancing Student Motivation and Creativity in Primary Schools: A Literature Review
In primary education, student motivation and creativity often remain underdeveloped despite curricular innovations. This study addresses this issue by examining the role of teachers’ psychological foundations including their beliefs about learning, motivational literacy, and creative self-concept in shaping instructional practices that foster engagement and creativity in young learners. Guided by Self-Determination Theory (SDT), the research aimed to construct and validate a conceptual framework linking teacher psychology to motivating instructional support, student engagement, and creative outcomes. A qualitative constructivist grounded theory design was employed, involving semi-structured interviews, classroom observations, and document analysis. Participants consisted of primary school teachers with at least three years of experience, complemented by input from school leaders and student focus groups. Data analysis followed a coding cycle from initial open coding to theoretical integration, with triangulation and member checking ensuring trustworthiness. Findings revealed a four-stage pathway model: teacher psychological foundations, motivating instructional support, students’ need-satisfying experiences, and creative learning expressions. The results emphasize that autonomy-supportive and structured practices such as providing meaningful choices, explanatory feedback, and scaffolded open tasks significantly enhance student engagement and creativity. Moreover, teacher self-efficacy and tolerance for creative uncertainty emerged as mediators that determine whether psychological beliefs are enacted in practice.In conclusion, the study highlights that cultivating teachers’ psychological resources is essential for sustaining student motivation and creativity in primary classrooms. Professional development should therefore prioritize efficacy-building, creative identity, and integrated autonomy-supportive practices to strengthen long-term pedagogical impact.
Copyright (c) 2025 Nurmayani, Putri Adilah Rahmadani, Novia Mawla Nisa, Lutfiah Gracia, Baihaqi Alexsius Silalahi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of the Project Based Learning Model to Improve Students' Creative Thinking Skills in IPAS Subjects in Class IV of UPTD SD Negeri 124401 Pematangsiantar
This study aims to determine the effect of the Project Based Learning model on improving students' creative thinking skills in the Natural Sciences subject with the material "My Indonesia is Rich in Culture" in class IV of UPTD SD Negeri 124401 Pematangsiantar. The research used an experimental method with a One Group Pretest-Posttest Design. The research sample consisted of 25 fourth-grade students. The research instrument was an essay test that had been validated by two validators with high content, construct, and language validity results (Aiken 0.80 V 1.00). The results showed that the average pretest score was 48.08 and the posttest score was 88.00, with an N-Gain value of 0.7832, which is considered high. Thus, the Project Based Learning model is effective in improving students' creative thinking skills in science learning.
Copyright (c) 2025 Jihan, Emelda, Asister (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of The PBL Model on Improving Critical Thinking Skills of V Grade Students in IPAS at SDN 122345 Pematangsiantar
This study aims to determine the effect of the Problem Based Learning (PBL) learning model on improving the critical thinking skills of fifth grade students in the science subject at SD Negeri 122345 Pematangsiantar. The research used a quantitative method with a One Group Pretest-Posttest design. The research sample was all 32 fifth-grade students. The research instrument was a descriptive test validated by experts. Data were collected through pretests and posttests, then analyzed using N-gain calculations. The results of the study showed an increase in the average value from 59.59% in the pretest to 94.19% in the posttest with an N-gain value of 0.86 which is included in the high category (≥0.7). This proves that the implementation of the Problem-Based Learning model has a significant impact on improving students' critical thinking skills in science learning. Therefore, PBL can be used as an effective alternative learning strategy to develop critical thinking skills and student engagement in elementary schools.
Copyright (c) 2025 Elisabeth Betsaida, Emelda Thesalonika, Eva Pasaribu (Author) https://creativecommons.org/licenses/by-sa/4.0
School Without Classroom: An Experimental Study Of The Horizontal Education Model In An Alternative Learning Community
This study aims to explore the effectiveness of the horizontal education model in alternative learning communities, focusing on the implementation of the "classless school" concept at Sanggar Anak Alam (SALAM) Yogyakarta. Traditional education systems that tend to be hierarchical and rely on memorization as the primary method often neglect active student engagement and the development of critical skills. As an alternative, the horizontal education model offers a more flexible and inclusive approach by emphasizing equality between teachers and students, project-based learning, and cross-age collaboration. This study used a quasi-experimental design with a quantitative approach and a pre-test post-test control group method. The results showed that the horizontal education model significantly improved students' academic achievement, creativity, collaboration, learning independence, and learning satisfaction. These findings provide empirical evidence supporting the transition to a more student-centered education system that is relevant to the challenges of the modern world. This education model has the potential to be adapted in the context of global education to create a more inclusive, progressive, and sustainable learning environment.
Copyright (c) 2025 Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
Inclusive English Learning For Students With Disabilities: Challenges And Solutions In The Digital Age
Inclusive English language learning in the digital era has strategic urgency because it functions not only as a means of global communication but also as a gateway to equal education, employment, and social participation for students with disabilities. However, its implementation still faces various obstacles, ranging from pedagogical limitations of teachers, a lack of assistive technology infrastructure, to low digital literacy. This situation is further complicated by social stigma and gaps in technology access that widen inequalities. Although digital technology offers opportunities through features such as speech-to-text, screen readers, and interactive media, their utilization is often suboptimal due to limited resources and teacher preparedness. This study uses a qualitative approach with a literature review method to examine the challenges and solutions for inclusive English language learning. The analysis was conducted thematically by reviewing relevant academic literature from 2015–2025. The results of the study indicate that inclusive English language learning requires systemic transformation that includes strengthening teacher capacity, providing disability-friendly technology, improving infrastructure, and creating a stigma-free school culture. The principles of Universal Design for Learning (UDL) are recommended as a curriculum framework that ensures equal access for all learners from the outset. Thus, true inclusivity can only be realized through sustained pedagogical, technological, and policy integration.
Copyright (c) 2025 August Lewaherilla (Author) https://creativecommons.org/licenses/by-sa/4.0
Synergy between Civics and Social Sciences in Preventing Bullying Through Student Empathy and Tolerance
Bullying in schools remains a significant challenge in education due to its impact on students’ mental health and character development. This study aims to analyze how the synergy between Civics Education (PKN) and Social Studies (IPS) can foster students’ empathy and tolerance as an effort to prevent bullying. This research employed a qualitative case study approach, with data collected through observation, in-depth interviews, and documentation. The findings reveal that thematic and reflective integration of PKN and IPS encourages students’ social awareness and promotes active participation in building positive peer interactions. Teachers play a key role in connecting learning materials to students’ real-life experiences, enabling values of empathy and tolerance to be not only understood conceptually but also practiced in daily behavior. Moreover, a supportive, inclusive school environment strengthens the effectiveness of this approach. This study concludes that the synergy of PKN and IPS contributes meaningfully to character formation in preventing bullying at school.
Copyright (c) 2025 Dinar Ayu Mirunggan Sari, Rynaldi Setya Rachim, Nila Arzaqi (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence Of Students’ Self-Efficacy And Teacher Competence On Academic Achievement Through Learning Motivation
This study aims to analyse the influence of self-efficacy and teacher competence on students’ academic achievement, with learning motivation as a mediating variable. Self-efficacy is defined as students’ belief in their ability to accomplish academic tasks, while teacher competence encompasses pedagogical, professional, social, and personal dimensions that affect instructional quality. The research employed a quantitative associative approach using a descriptive-correlational non-experimental design. The sample consisted of 217 students selected through proportional random sampling. Data were collected using a structured and validated questionnaire tested for reliability. Data analysis was performed using Structural Equation Modeling (SEM) with the SmartPLS application. The results indicate that both self-efficacy and teacher competence have a positive and significant influence on learning motivation, and that learning motivation mediates the relationship between these variables and academic achievement. Furthermore, self-efficacy and teacher competence also exert a direct effect on academic achievement. These findings highlight the importance of enhancing students’ self-efficacy and improving teacher competence in order to foster academic success through students’ intrinsic motivation.
Copyright (c) 2025 Novie Bataini Syamsurijal Safitri, Kadeni Kadeni, M. Abdul Roziq Asrori (Author) https://creativecommons.org/licenses/by-sa/4.0