This study develops and evaluates a Technology Readiness and Acceptance Model (TRAM-based) scale for AI adoption across various Indonesian educational settings. TRAM combines the Technology Readiness Index (TRI)—which measures openness to new tech via optimism (OPT), innovativeness (INN), discomfort (DIS), and insecurity (INS)—and the Technology Acceptance Model (TAM), assessing perceived ease of use (PEOU), perceived usefulness (PU), attitude (AT), and AI-behavioral intention (AI-BI). The samples comprise 1188 Indonesian pre-service teachers. Data were analyzed through measurement and structural models. Based on the model fit and measurement model, the model was found to be valid and reliable, demonstrating the robustness of the data. The findings of the structural model indicate that the most significant relationship is between PU and AT, while the least significant is between DIS and PEOU. Two relationships were insignificant (INN → PU; OPT → PU). The study's findings provided recommendations for education policy, academic development, and teacher training to support SDG 4.
Perbedaan persepsi siswa terhadap kepribadian guru BK antara yang melihat guru BK sebagai figur teladan dan yang berpikir sebagai “polisi sekolah” menunjukkan adanya ketidaksesuaian antara kompetensi kepribadian yang diharapkan menurut standar profesional dengan pengalaman siswa di luasa. Penelitian ini dilakukan untuk mengetahui bagaimana kompetensi kepribadian guru bimbingan dan konseling menurut persepsi siswa di SMP Katolik Sint Vinney Soe tahun pelajaran 2023/2024. Sampel penelitian ini adalah siswa kelas VII dan VIII yang berjumlah 77 siswa. Penelitian ini adalah penelitian kuantitatif. Alat pengumpulan data yang digunakan berupa angket kompetensi kepribadian guru bimbingan dan konseling menurt persepsi siswa. Teknis analisis data menggunakan teknik kecendrungan pusat. Hasil analisis data penelitian menunjukkan skor rata-rata kompetensi kepribadian guru BK menurut persepsi siswa tahun pelajaran 2023/2024 sebesar 176,55 berada pada rentang skor 172 – 210 dan termasuk dalam kategori sangat tinggi. Berdasarkan hasil penelitian maka dapat disimpulkan bahwa kompetensi kepribadian guru bimbingan dan konseling menurut persepsi siswa di SMP Katolik Sint Vianney Soe sangat baik.
Teaching physics on the topic of Uniform Circular Motion requires instructional media capable of facilitating the visualization of concepts while enhancing student engagement in the learning process. Before being used in instruction, the media must undergo a validation process to ensure its suitability in terms of content, pedagogy, media, and visual design. This study aims to analyze the feasibility of the “Circular Quest: Detective Orbit” board game for the topic of Uniform Circular Motion based on validation results from six validators—comprising three subject matter experts and three media experts. This study is part of a research and development (R&D) project using the ADDIE model, limited to the Development phase. The Analysis and Design phases were conducted as the foundation for media development, while this article focuses on the analysis of the experts’ validation results regarding the media’s suitability. Data were collected using a media validation sheet and analyzed quantitatively using Aiken’s V validity coefficient, with a criterion of V ? 0.89 indicating validity, while V < 0.89 indicates invalidity. The research results show that the aspect of content completeness received a score of 0.93; curriculum alignment and pedagogical suitability, 0.92; content suitability, 0.94; media suitability and functionality, 0.97; while the aspect of visual design received a score of 0.80, thus failing to meet the validity criteria. Overall, the media validation results yielded an Aiken’s V validity coefficient of 0.91, falling into the “valid” category. These results indicate that the “Circular Quest: Detective Orbit” board game has met the validity criteria based on expert assessments. Although the visual design aspect has been revised according to the validators’ feedback, the revised version has not yet undergone a revalidation process. Therefore, further research is recommended to conduct additional validation, practicality testing, and effectiveness testing through implementation with students.
Low self-regulated learning (SRL) among junior high school students often poses a significant barrier to achieving independent learning success. This community service activity aims to test and strengthen students' SRL skills through the implementation of a modified educational Snakes and Ladders game. The execution method utilized a One-Group Pretest-Posttest Design involving 28 students from SMPN 10 Kupang as participants. SRL data were collected before and after the intervention using a structured questionnaire measuring planning, monitoring, and evaluation aspects, and subsequently analyzed using the paired sample t-test via SPSS. Statistical test results indicated a statistically significant increase in students' SRL skills (), with the mean score rising from 63.96 (pretest) to 65.93 (posttest) and the minimum score increasing from 45 to 60. Although the actual mean improvement was relatively limited due to the brief duration of the activity, the educational Snakes and Ladders game proved effective in reducing learning anxiety and stimulating students' self-regulation awareness, particularly in the planning and monitoring aspects.
This study investigates the use of Tracker video analysis as an accessible tool for exploring uniform linear motion (ULM) and uniformly accelerated/decelerated linear motion (UALM) in a resource-limited physics education context in Timor-Leste. Motion experiments were recorded with a smartphone and analyzed using Tracker to obtain position–time and velocity–time data, which were processed in Microsoft Excel for curve fitting and residual inspection. For ULM, the velocity remained approximately constant at v = 1,47 m/s, with apparent acceleration fluctuating around zero due to numerical differentiation. In accelerated UALM, quadratic position–time and linear velocity–time fits yielded a consistent acceleration of a = 1,68 ± 0,04 m/s² with coefficients of determination R² ? 0,93 and relative deviation ? 1,2%. Decelerated UALM exhibited a small negative acceleration (a ? ?0,0118 m/s²) with an initial velocity of v? ? 0,54 m/s, producing nearly linear position–time behavior and a residual error of RMSE = 3,88 m. These results demonstrate that Tracker can reliably identify motion types and extract kinematic parameters when combined with external data analysis. Potential pedagogical use is discussed; however, formal learning outcomes were not measured and are recommended for future investigation.
