This study aims to develop an E-Book based on the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring) to improve the communication skills of elementary teacher education (PGSD) students. The research adopted the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). At the analysis stage, students’ needs and profiles were identified. The design stage focused on structuring the E-Book integrated with the REACT syntax. The development stage produced a prototype validated by experts. Implementation was carried out through limited and field trials using a One Group Pretest–Posttest design. The limited trial involved 15 PGSD students, while the field (wider) trial was conducted with 40 students. Evaluation was conducted both formatively and summatively. Validation results showed an average score of 88.25% (valid category). The paired sample t-test indicated sign. (2-tailed) = 0.000 < 0.05, proving a significant difference in communication skills before and after using the E-Book. Moreover, the comparison test yielded to count = 11.915 > ttable = 1.684, confirming a meaningful improvement. In conclusion, the REACT-based E-Book developed through the ADDIE model is valid, practical, and effective in enhancing the communication skills of PGSD students and is recommended for wider application in higher education.
This study aims to examine the motivation of educational staff in improving the effectiveness of academic administration services in higher education institutions during the digital transformation. Educational staff play a strategic role in ensuring the accuracy, timeliness, and quality of academic administration processes, which in turn affect the efficiency of institutional management and the overall student experience. This study utilised a qualitative method by conducting a systematic review of 23 sources, including scientific articles, academic books, and policy documents published between 2020 and 2025. The literature selection process was carried out in several stages: (1) conducting an initial search using keywords related to work motivation and academic administration, (2) filtering sources based on predetermined inclusion criteria, publications written in Indonesian or English, relevant to the context of educators, and published within the specified time period, and (3) eliminating duplicate entries, non-scientific material, and references that lacked sufficient empirical or conceptual content. All sources that met the eligibility criteria were analysed using thematic analysis techniques, which included initial coding, theme grouping, and synthesis of findings to identify patterns, core concepts, and relationships between variables related to the work motivation of educators in higher education. Thematic analysis reveals that work motivation is shaped by intrinsic factors such as the importance of work, obligations related to public service, and opportunities for professional advancement and extrinsic factors, including reward systems, organisational work environment, and proportional workload. The results of the study show that the effectiveness of academic administration services is influenced by three main groups of factors: (1) intrinsic motivation, such as a sense of meaning in work and a moral commitment to serve; (2) extrinsic motivation, including reward systems, workload, and work environment support; and (3) Public Service Motivation (PSM), which plays a role in strengthening the dedication of educational personnel to service management. The literature synthesis also reveals that motivation only has an optimal impact when supported by strong human resource management, participatory leadership, and adequate digital competence. Thus, the findings of this study directly confirm the relationship between work motivation and the effectiveness of academic services, while also providing strategic direction for universities in designing interventions to improve service quality.
Learning that focuses solely on one-way knowledge transmission without integrating students into the learning process is one factor contributing to students' low cognitive learning outcomes. Conventional learning encompasses this kind of learning. Since every student learns differently, the current application of the Merdeka Curriculum's tenets is not in line with the use of conventional teaching methods. The purpose of this study is to investigate how the use of a differentiated Problem-Based Learning paradigm can improve students' cognitive learning outcomes in science. This study uses Nonequivalent Control Group Design and is quantitative in nature. The study's sample comprised 28 fourth-grade children from SDN Ngemplak Simongan 01 and 28 students from SDN Manyaran 03. The N-Gain test findings, which show that the experimental group received an average score of 0.71 while the control group received an average score of 0.55, provide evidence of this. Furthermore, the independent sample t-test used for hypothesis testing produced a significant value of 0.000<0.05, which resulted in the rejection of H0. This suggests that, in comparison to children who received conventional instruction, the cognitive learning outcomes of students taught utilizing the differentiated PBL paradigm demonstrated a high degree of progress and a significant difference.
This study aligns with Sustainable Development Goal 4 and the United Nations Convention on the Rights of Persons with Disabilities, both of which advocate for inclusive and equitable quality education. It investigates teaching strategies that support inclusive literacy for students with dyslexia in primary school settings. Using a quantitative descriptive and correlational design, the research was conducted in five mainstream primary schools under Botswana's Ministry of Education and Skills Development. The sample comprised 143 teachers and school administrators involved in special education, selected through the Cochran formula. Data were collected via a standardized, self-administered questionnaire and analysed using SPSS. Findings revealed a strong positive correlation (R = 0.864) between inclusive literacy outcomes and factors such as teaching strategies, teacher preparation, inclusive practices, and resource availability. The regression analysis (F = 34.251) confirmed that these variables significantly predict literacy success for students with dyslexia. The study concludes that empowering teachers through systemic professional development is essential for fostering effective, inclusive education. It highlights the critical role of teacher preparedness in implementing inclusive literacy strategies and calls for targeted training programs to address the needs of students with dyslexia.
The rapid development of digital technology and the increasing need for learning that is responsive to individual differences pose new challenges in the world of education, especially at the elementary and secondary school levels. Social facts show that many students still experience gaps in understanding the material due to uniform and adaptive learning approaches. This study aims to examine the potential for integrating artificial intelligence (AI) in increasing the effectiveness of personalized learning as a solution to these challenges. This study uses a literature review method by analyzing scientific literature, policy reports, and case studies related to the application of AI in education. The results of the study show that AI can support personalized learning through analysis of student learning data, automatic content adjustment, and provision of fast and targeted feedback. AI also plays a role as a tool for teachers to manage classes more efficiently. However, the implementation of AI requires policy support, teacher training, and attention to private content and equality of access to technology. The implications of this study suggest that AI integration, if implemented wisely, can narrow the learning gap and drive a more inclusive, adaptive, and data-driven education transformation.
This study aims to describe the creativity of mathematics teachers in using learning media in higher classes in the independent curriculum at SDN 21 Rejang Lebong and to describe the supporting and inhibiting factors of teacher creativity in using mathematics learning media in higher classes in the independent curriculum at SDN 21 Rejang Lebong. This study uses a qualitative research method, in which there are 4 steps in its implementation, namely: 1) observation, 2) documentation, 3) interviews, and 4) drawing conclusions. Based on these research steps, it can be concluded that teachers at SDN 21 Rejang Lebong meet the criteria for creative teachers, namely being able to produce new innovations in learning activities, teachers are able to create graphic media in mathematics learning, teachers can also create fun learning, teachers can also include students in all learning activities. In addition, there are supporting factors for teacher creativity in using mathematics learning media in the independent curriculum, namely: 1) the existence of a Learning Community (Kombel), 2) colleagues, 3) teaching tools from the Ministry of Education and Culture, and 4) the independent learning platform. Meanwhile, the inhibiting factors for teacher creativity in using mathematics learning media in the independent curriculum are: 1) student character, 2) student thinking ability level, 3) facilities and infrastructure, 4) costs, 5) how to make graphic media, and 6) limited time.
This research aims to explore effective educational service approaches for children with special needs through the Systematic Literature Review (SLR) method. This method is used to identify, evaluate, and interpret all relevant research on the studied topic. The focus of the research includes three main elements: inclusive approaches, the use of educational technology, and collaboration between parents, teachers, and other professionals. The results of the literature review indicate that an inclusive approach allows children with special needs (CSN) to learn in a supportive environment, which can enhance their social engagement and academic achievement. The use of educational technology, such as specialized software and communication aids, has proven effective in overcoming learning barriers and improving children's cognitive and motor skills. Moreover, close collaboration between parents, teachers, and other professionals is crucial in designing and implementing a comprehensive and consistent Individualized Education Plan (IEP). This research concludes that an integrated and inclusive educational service approach can provide children with special needs the best opportunities to reach their full potential in a supportive and adaptive environment.
This research aims to develop a narrative writing teaching material based on the local tourism of Kaur Regency for elementary school students, as well as to determine its validity, effectiveness, and practicality. The development process employed the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects included expert validators, teachers, and fourth-grade elementary school students. The instruments used were expert validation sheets, narrative writing performance tests (pretest–posttest), and response questionnaires for students and teachers. The results show that the developed teaching material achieved a very high level of validity, with an average score of 87.67% as assessed by material, language, and media experts. In terms of effectiveness, students’ narrative writing ability improved significantly, as indicated by an N-Gain score of 0.48, classified as a moderate category, confirming that the teaching material is effective in enhancing students’ writing skills. Regarding practicality, the teaching material received highly positive responses from both students (92%) and teachers (90%), indicating that it is easy to use, engaging, and supportive of classroom learning activities. Overall, the findings conclude that the narrative writing teaching material based on Kaur Regency’s local tourism is valid, effective, and practical for use in elementary school instruction. Integrating local tourist destinations into the learning process has been shown to increase students’ motivation and narrative writing skills while supporting contextual learning in elementary education.
This study aims to describe the implementation of the Islamic Dirosah program as a foundation curriculum and the obstacles faced by schools in implementing the program and how schools overcome these obstacles. This type of research is field research, namely research conducted directly on a fact that occurs in the field. The design of the research is descriptive qualitative, the study will provide an empirical description of "Implementation of the Islamic Dirosah program on students at MI Nurul Huda, Bengkulu City". The data in the study were obtained through: First, Interviews with Mrs. Jumratul Aini as the principal, Mrs. Desi Nopita Sari as the deputy head of curriculum, and 3 Islamic Dirosah teachers. Second, Observation of Islamic Dirosah program learning activities. Third, Documentation regarding document archives related to the Islamic Dirosah program. The data validity test technique in the study used Data Triangulation, Technique Triangulation, and Time Triangulation. The results of the study showed. First, program planning designed by a team to determine the objectives and strategies of dirosah learning, namely using lecture and peer methods. The proposal for program activation is carried out in a meeting using narratives with related parties. Second, organizing the program by appointing personnel with religious competence as dirosah teachers. Third, implementing the program by providing student motivation with a reward and punishment strategy. Fourth, program evaluation using periodic reports every 3 months and taking corrective actions if there are deviations from the program. Meanwhile, program constraints are learning motivation and student discipline, communication between parents and teachers, and inadequate facilities to support dirosah learning.
The ability of adaptive reasoning is greatly needed to develop cognitive skills in students through mathematical observations of an object and problems caused by the aspect of creativity often being neglected because of the focus on mastery of the material, with students' answers being brief without elaboration and explanation. This research background study aims to develop STEM-based Augmented Reality (AR) learning media to assess the adaptive reasoning and creativity skills of fifth-grade students in IPAS (Science and Social Studies Integration) subjects. The research subjects included validators, teachers, and students to evaluate the media's validity, practicality, effectiveness, and user response. Validation results indicated that the media was highly feasible, with scores from content validators at 96%, media experts at 91%, and language experts at 94%. Practicality was rated at 97% by teachers and 82% by students. Effectiveness was measured using validated pretest and posttest instruments, yielding Aiken’s V scores ranging from 0.91667 to 1.00, indicating a “very high” category. Student responses showed score improvements, particularly in adaptive reasoning indicators such as “evaluating the correctness of answers” and “drawing conclusions,” which increased from mean scores of 6.33 and 6.27 to 6.88 and 8.3, respectively. Creativity indicators remained relatively stable between pretest and posttest, with mean scores consistently above 11 across all components. Overall, the AR-based media is considered feasible and effective for implementation in learning, although the interpretation of results should be approached with caution.
This study aims to determine the learning outcomes of students in mathematics after using the Make A Match cooperative learning model. The subjects were 14 students of grade IV MI Al-Aqsha Molas. This classroom action research was carried out continuously through two cycles, consisting of 4 stages, namely: planning, action, observation, and reflection. Each cycle was carried out in 3 meetings, and at the end of each meeting, a post-test (end-of-cycle test) was carried out. Data collection techniques were carried out through observation and testing. Data collection used instruments in the form of observation sheets of student activities and teacher performance in the learning process. To determine the achievement of student learning outcomes, an evaluation sheet was used consisting of a pre-test and post-test. The results show that the implementation of Make a Match-type cooperative learning in mathematics subjects can improve the learning outcomes of grade IV students of MI Al-Aqsha Molas. So, classroom action research was declared successful because it had achieved the indicators of success of the action that had been set.
This study aims to identify and analyze the strategies used by teachers in overcoming students' learning difficulties in the subject of IPAS in class 5 MIN 1 Bengkulu City. This study uses a qualitative method with data collection techniques through interviews, observations, and document analysis. The results of the study indicate that teachers use several strategies to overcome students' learning difficulties, namely: 1). Student-centered learning strategies, such as project-based learning and problem-based learning; 2). Use of varied learning media, such as multimedia, videos, and images; 3). Providing constructive and structured feedback to help students understand and overcome learning difficulties; 4). Cooperation with parents and school committees to increase participation and support for the learning process; 5). Use of information and communication technology (ICT) to improve access and quality of learning. This study also found that the factors that influence students' learning difficulties in the subject of science are: 1). Lack of student motivation and interest in learning; 2). Lack of students' cognitive and affective abilities; 3). Lack of support from parents and the environment; 4). Lack of quality learning and resources. This research is expected to contribute to the development of effective learning strategies in overcoming students' learning difficulties in science subjects in elementary schools, as well as providing recommendations for teachers, parents, and schools to improve the quality of learning and overcome students' learning difficulties.
This research aims to determine the effectiveness of the Word Mapping Strategy on students' understanding mastery at SDN 18 Bengkulu City, as observed by seventh-grade students at SDN 18 Bengkulu City. The method employed in this research is a quantitative approach with an experimental design. The population of this study was students at SDN 18, Bengkulu City. This research was conducted with two groups, namely the experimental class using the Word Mapping Strategy and the control class without using the Word Mapping Strategy. First, the researcher gave a pre-test to both classes. After that, the researcher gave a post-test to both classes. Pre-test and post-test scores are collected from multiple-choice tests. Then analyzed using the SPSS 26 window. The findings of this research indicate that teaching and learning using the Word Mapping Strategy is effective. The average score of the experimental class from the pre-test was 50,4, and the post-test was 76,9. This is proven by the t-count value (5.094), which is greater than the table at the 5% significance level. Next, the hypothesis test obtained a 2-tailed sig (p of 0.00 while alpha (a) was 0.05 (0.00<0.05). So, the effect of the Word Mapping Strategy in teaching comprehension has a significant effect on students' mastery. The magnitude of the effect obtained is based on the ANCOVA test, obtained from the count < f table. So it is concluded that it has an influence, for as large an influence as the percentage of influence can be seen in the partial eta squared column table, the effect is 0.058 or 58%.
This study aims to determine the role of knowing the class teacher in increasing the reading motivation of class II students at MI AS-Shaffah, Bengkulu City. To find out the challenges of increasing the reading motivation of class II students at MI AS-Shaffah, Bengkulu City. The type of qualitative research is research on a process, event, or development where the materials or data collected are in the form of qualitative information. In this data analysis technique, the author makes the results of interviews and observations by describing then analyzing and concluding them. The role of the teacher is first as a creator. Based on the results of the study, the role of teachers in increasing the reading interest of class students is certainly very important. In increasing students' reading interest, teachers act as creators by holding creative reading activities. The purpose of creative reading activities is to make students interested and not bored in the reading process. Obstacles consist of a less supportive school environment, this is related to the mediocre library design so that students get bored easily; family economic factors, students help parents get additional income so that there is less time to read; lack of facilities and student habits of playing gadgets, the only facility expected is the school library, minimal and lack of reading books makes students lazy to read and more likely to play gadgets.
This study aims to identify the challenges faced by SDN 75 Bengkulu City in addressing student learning issues in the digital era. Digital era brings significant changes to the educational studies, including wider access to information and more interactive learning methods. However, challenges such as the digital divide, teachers' readiness, and students' adaptation to online learning remain significant obstacles. This research adopts a qualitative approach with interviews and field observations, as well as document analysis related to education policies. The findings indicate that while there have been considerable efforts to integrate technology into the learning process, the main challenges lie in limited infrastructure and teachers' ability to fully utilize technology. Therefore, continuous training for teachers and improvements in school technological facilities are essential to facilitate more effective learning.
Peneltiian ini berfokus pada transformasi kelompok bermain menuju Pendidikan Anak Usia Dini Holistik Integratif (PAUD HI) di Indonesia, yang merupakan pendekatan komprehensif dalam mendukung perkembangan anak dengan mengintegrasikan aspek pendidikan, kesehatan, gizi, pengasuhan, dan perlindungan. Fenomena ini mencermintakn pergeseran paradigma dalam pengelolaan dan penyelenggaraan layanan PAUD di Indonesia, yang bertujuan untuk memastikan terpenuhinya hak-hak dasar anak. Melalui analisis bibliometrik, penelitian ini mengidentifikasi tren penelitian, kontribusi teoretis, faktor-fakotr yang mempengaruhi transformasi, serta gap yang ada dalam literatur terkait. Hasil dari analisis menunjukkan adanya pengaruh signifikan dalam jumlah penelitian terkait PAUD HI, dengan penekanan pada pentingnya kebijakan yang mendukung, kesadaran pemangku kepentingan, dan ketersediaan sumber daya. Meskipun demikian, terapat kekosongan penelitian dalam evaluasi jangka panjang dan pedoman praktis untuk implementasi PAUD HI. Penelitian ini diharapkan dapat memberikan wawasan lebih mendalam dan rekomendasi kebijakan untuk mendukung pengambangan PAUD yang lebih holistik dan integratif di Indonesia.
The rapid development of the times, including in the world of education, requires innovation in learning. One of the innovations that can be made is related to teaching materials and collaborating with ethnoscience. Ethnoscience is a learning that integrates culture into it as part of the learning process. The writing of this article aims to find out the research trends of ethnoscience-laden teaching materials in IPAS subjects in elementary schools. The research method used is a systematic literature review (SLR). The analysis was conducted on 15 articles indexed by Google Scholar from 2020 to 2025. The results showed that (1) The trend of research on ethnoscience-based teaching materials continues to increase every year, (2) The university that conducts the most research on ethnoscience-based teaching materials is Mataram University, (3) The learning model applied in the research is problem-based learning (PBL) and project-based learning (PjBL), (4) There are various cognitive abilities of students that can be developed with ethnoscience-loaded teaching materials, (4) IPAS material that dominates in research is human digestion material, heat transfer, and motion and force, (5) Making ethnoscience-loaded teaching materials is developed through various applications or software.
This research aims to see the effect of the project-based learning model assisted by STEM teaching materials on students' critical thinking skills. The type of research used is experimental research with pretest and posttest group design. The population and subjects in this research were 4th grade students at MI Ma'arif NU Tamansari, totaling 42 students, with details of 21 students as the experimental class and 21 students as the control class. The data collection technique was carried out by conducting a critical thinking skills test. The activity began with a pretest in both the experimental and control classes, then continued by giving treatment to the experimental class with a project-based learning model assisted by STEM teaching materials and the control class with a discovery learning model assisted by conventional teaching materials. The activity ended by conducting a posttest in both the experimental class and the control class. The results of the pretest and posttest data are then processed by carrying out normality tests and homogeneity tests as prerequisite tests. The results of the normality and homogeneity tests show that the data is normally and homogeneously distributed. Next, data analysis was carried out by making decisions using the paired sample t test and the independent t test. The results of the paired sample t test and the independent sample t test show a significance value of 0.000 < 0.05 so it can be interpreted that the use of the project-based learning model assisted by STEM teaching materials and the discovery learning model assisted by conventional teaching materials has an influence and difference in the average skill results. students' critical thinking. The posttest results in the experimental class averaged 86.95 > 65.71 compared to the average posttest results in the control class so it can be concluded that the use of the project-based learning model assisted by STEM teaching materials has a more significant effect on students' critical thinking skills.
This study examines trends, contributions, and research directions related to ethnoscience-based Problem-Based Learning (PBL) models at the elementary school level during the 2019-2025. This study used a systematic literature review method with the PRISMA approach to select and analyze relevant scientific articles. Articles that met the inclusion criteria were analyzed using VOSviewer to map bibliometric visualizations, including keyword networks, authors, and research topic trends. The results showed that integrating ethnoscience in the PBL model consistently improved elementary school students' critical thinking skills, understanding of science concepts, and respect for local culture. In addition, this approach is also considered effective in increasing students' active involvement in the contextualized problem-based learning process. Research trends show a significant increase in ethnoscience approaches since 2019, especially in IPAS and science learning. VOSviewer analysis showed dominant keywords such as “ethnoscience,” “critical thinking,” and “basic education” interconnected in authorship and topic networks. This research confirms the importance of learning approaches that combine local wisdom with innovative methods such as PBL. This article recommends the need for further research that develops local culture-based learning models collaboratively between educators, communities, and education stakeholders.
This research aims to determine the effect of providing scholarships on studentlearning achievement by looking at the cumulative achievement index betweenbefore and after receiving the scholarship. The type of research is quantitativeresearch, with data collection techniques used in the form of documentation. Thepopulation and sample are all students of the Elementary Madrasah TeacherEducation study program, Fatmawati Sukarno State Islamic University, Bengkulu whoreceived scholarships in 2023. The data analysis technique used is descriptiveanalysis using tables and t-tests. The results of the study indicate that there is aneffect of scholarships on student learning achievement. This is evidenced by theresults of the t-test with a sig coefficient of 0.000 <0.05. So it is hoped that thescholarship program in order to improve student learning achievement can continueto be implemented by expanding cooperation with scholarship-providinginstitutions.
