The central aim of this study was to explore the implementation of the VR-Mnemonic as an immersive instructional innovation in History education. The primary objective was to examine the integration of the VR-Mnemonic, while a secondary purpose was to determine its effect on history pedagogy. A qualitative design was employed, utilizing the case study approach. Three participants who had not succeeded in their history course were selected as a purposive sample. These subjects were students from a Maktab Rendah Sains MARA in Sabah. The research used document examination of supplementary materials and reflective writing. Initial findings indicated that conventional teaching methods were less effective in helping participants grasp the History subject. To address this, the VR-Mnemonic was introduced to enhance their mastery of the content. Results demonstrated that the VR-Mnemonic served as an engaging instructional alternative that could support students in mastering History, yielding positive effects in the affective domain. The study also identified that teaching and learning with VR-Mnemonic were more interactive, enjoyable, and accessible, providing students with a distinct virtual reality opportunity in History.
The aim of this study is to examine the effects of university students' internet usage during their leisure time and their study–leisure conflicts on academic achievement. The study was conducted using a quantitative, correlational research design, and the sample consisted of 392 students studying at universities in Istanbul, selected through simple random sampling. Data were collected using three scales: the Leisure-Time Internet Use Scale, the Study/Leisure Conflict Scale, and the Academic Achievement Scale. According to the results of regression analyses, the level of internet use during leisure time explains 26.2% of the variance in study–leisure conflict and 13.1% of the variance in academic achievement. Additionally, study–leisure conflict was found to be a significant predictor of academic achievement, accounting for 19.9% of the variance. The findings suggest that students' digital leisure habits have both direct and indirect effects on time management, self-regulation, and academic balance. The results highlight the need for digital awareness programs and time management support services in universities. This study aims to contribute to educational policies by shedding light on the psychosocial processes that influence students’ academic success in the digital age.
This article focuses on theoretical foundations of virtual reality-supported language learning and theoretically proves that Virtual Reality (VR) has emerged as a promising technology for enhancing English language learning by providing immersive, interactive, and context-rich learning experiences. However, existing research remains fragmented across different language skills, educational contexts, and technological applications. This study aims to systematically synthesize empirical evidence on the use of VR in English language learning and examine its reported benefits, underlying learning mechanisms, implementation challenges, and future research directions. A systematic narrative review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Literature searches was performed in Scopus, Web of Science, ERIC, and Google Scholar, supplemented by manual searches of relevant references. A total of 160 records were identified, of which 10 empirical studies met the inclusion criteria and were included in the qualitative synthesis. The findings indicate that VR has been applied to support vocabulary acquisition, speaking, listening, writing, pronunciation, and intercultural communication. Across the reviewed studies, VR was associated with increased learner engagement, improved vocabulary retention, enhanced communicative competence, reduced language anxiety, and greater learning motivation. The review further suggests that these outcomes may be explained by the mechanisms of immersion, presence, embodiment, situated learning, and flow theories. Despite these benefits, challenges related to cost, technical infrastructure, accessibility, teacher preparedness, and ethical considerations continue to affect implementation. The review identifies several research gaps, including the need for longitudinal studies, larger participant samples, stronger representation of teacher perspectives, and more inclusive VR design. Thus, literature review suggests that VR represents a valuable complementary tool for English language education when integrated through sound pedagogical practices and adequate institutional support.
The integration of Augmented Reality (AR) into technical and vocational education has gained considerable attention as a means of bridging the gap between abstract theoretical content and applied industrial competencies. However, empirical evidence regarding its effectiveness in mechanics of materials instruction, particularly within the context of manufacturing engineering training, remains limited. This study aimed to design, develop, and evaluate an AR-based instructional medium for tensile testing procedures, targeting competency development among engineering students. The development process followed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model, incorporating competency-based and mastery learning frameworks. A pre-experimental one-group pretest-posttest design was employed with 36 engineering students drawn from three higher education institutions in Indonesia. Media feasibility was assessed through expert validation, yielding scores of 79% for media quality and 91% for content accuracy, both indicating suitability for instructional use. Learning outcomes were measured using normalized gain (N-Gain) analysis, with results indicating a mean N-Gain score of 0.47, classified as moderate improvement according to Hake's (1998) criteria. These findings suggest that AR-based instructional media may serve as an effective tool for supporting technical training in mechanics of materials, particularly for facilitating three-dimensional visualization of complex physical phenomena such as tensile deformation and stress-strain behavior. Nevertheless, the moderate gain score indicates that further development, notably the incorporation of audio elements and higher-order synthesis tasks, may be required to fully support advanced competency levels. The study contributes empirical evidence to the growing body of literature on immersive technology integration in engineering education within Industry 4.0 contexts.
This study aimed to develop website-based multimodal instructional content to enhance the literacy competency of junior high school students in Indonesia. The study conducted developmental research adopting the ADDIE framework (analysis, design, development, implementation, and evaluation). In the analysis phase, it involved analyzing the educational needs and content through interviews with certified junior high school teachers and literacy experts. The design phase dealt with designing a reading-focused website, learning content, and assessment tools that were based on the analysis of learning goals, competencies, and study materials. In the development phase, it included feasibility testing of the developed website using the Fuzzy Delphi method with 10 experts, content validation with 5 experts, and instrument validation with 5 experts. In the implementation phase, the product was scrutinized through a quasi-experimental design to reveal its effectiveness. In the evaluation stage, it was conducted to evaluate the results of analysis, design, feasibility, and implementation of educational websites, learning content, and instruments. The Fuzzy Delphi method demonstrated that the reading literacy competence, linguistic features, and presentation met established validity and feasibility criteria, affirming the appropriateness of the developed content for instructional use. The empirical testing revealed that website-based multimodal instructional content is effective in enhancing students’ reading literacy competence.
Physical education plays a strategic role in shaping students' character and physical, but practices in the field are still largely dominated by conventional approaches that are less effective in optimally instilling values of resilience. The local value of “WASAKA” (Waja Sampai Kaputing), which reflects a never-give-up attitude, discipline, and responsibility, is considered relevant to be integrated into physical education learning to strengthen students' character in facing contemporary challenges. This study aims to examine the effectiveness of integrating the Direct Instruction and Practice Style models in fostering the WASAKA attitude and improving the muscle strength of elementary school students. The study employed a quantitative approach using a quasi-experimental pretest–posttest control group design, involving 80 students from two elementary schools in Banjar Regency who were divided into experimental and control groups. The instruments used included a WASAKA attitude questionnaire and muscle strength tests consisting of push-ups, sit-ups, and vertical jumps. Data were analyzed using descriptive statistics, normality and homogeneity tests, as well as inferential statistical tests, including the paired t-test, Wilcoxon test, independent t-test, Mann–Whitney test, and simple linear regression. The results revealed a significant increase in both WASAKA attitude scores and muscle strength among students in the experimental group compared to those in the control group (p < 0.05). However, the linear regression analysis indicated that there was no statistically significant relationship between WASAKA attitude and students’ muscle strength (p>0.05). In conclusion, the integration of the Direct Instruction and Practice Style models proved effective in improving physical education learning outcomes in terms of both character development and physical fitness, although the two variables did not directly influence one another. This model is therefore recommended as an innovative learning approach to support the integrated development of students’ character and physical fitness.
This study examines the effects of environment-based learning and global citizenship orientation on environmental awareness and social studies achievement in Indonesian elementary schools. Using a quantitative ex post facto correlational design, the study involved 180 fourth- and fifth-grade students, selected through cluster random sampling from four schools in Magetan, Indonesia. Data were collected using validated instruments, including scales of environment-based learning, global citizenship orientation, and environmental awareness, as well as a social studies achievement test. The data were analyzed using descriptive statistics, Pearson's correlation, and multiple regression. The results show that environment-based learning and global citizenship orientation significantly predict environmental awareness (R² = .440; p < .001) and social studies achievement (R² = .212; p < .001). Both variables influence affective outcomes more than cognitive performance. This study provides empirical evidence from the elementary school context and highlights the importance of integrating contextual environmental learning and global citizenship education to support students’ holistic development.
Based on background and research objectives, this study is expected that students in learning independently will be more efficient, helping students' knowledge, competence, and academic achievement in futsal courses. The purpose of this research is to produce a learning model for basic futsal technical skills based on world wide web (www), with product results packaged in the form of applications that can be used both in learning activities and in independent practice to facilitate the delivery of Futsal course learning material. This study uses research and approaches adopted from Borg and Gall which are grouped into three stages, 1) identification stage, 2) development stage, and 3) evaluation stage. The results of the effectiveness test above where the world wide web learning model in the futsal course was tested on 30 students of the faculty of sports science and the results obtained were eleven people were effective on student thinking skills, nine people were quite effective, six people were less effective and two people were not effective on the use of the word wide web learning model. The conclusion of the research results through the web-based Futsal learning model can increase students' knowledge and skills in playing Futsal effectively and efficiently collaboration.
Science learning in schools plays a strategic role in advancing the achievement of the Sustainable Development Goals (SDGs) in Indonesia. SDG 13 addresses climate change, integrated with SDG 4 through the provision of quality education. Instilling a lifestyle of climate change prevention will enhance harmony with the environment. The purpose of this study was to measure the impact of a sustainable science learning model integrated with the indigenous values of prospective science teachers to instill a lifestyle of climate change prevention. The research method used was a mix of quantitative and qualitative methods, collecting quantitative data on the impact of a climate change prevention lifestyle and qualitative data on prospective teachers' abilities to prepare climate change prevention lessons. Results obtained above a score of 4.00 indicate that it has a real impact on prospective teachers' climate change prevention activities. The ability of prospective teachers to prepare lessons, with an average result of 4.22, indicates it is in the good category. The sustainable science learning model, integrated with the indigenous values of prospective science teachers, has a real impact on instilling a lifestyle of climate change prevention.
This study examines the role of Artificial Intelligence (AI) as a learning assistant in promoting student-centered learning within educational settings. Using a mixed-method approach, the research investigates how AI-based tools support personalized learning, enhance student engagement, and foster autonomy in the learning process. Quantitative data were collected through structured surveys and learning performance measures to evaluate students’ perceptions, usage patterns, and learning outcomes, whereas qualitative data derived from interviews and open-ended responses provided deeper insights into students’ experiences and challenges when interacting with AI learning assistants. The findings indicate that AI learning assistants positively contribute to individualized learning support, timely feedback, and active learner participation, although issues related to overreliance, ethical concerns, and digital readiness remain. The study highlights the potential of AI as an effective facilitator of student-centered learning when thoughtfully integrated into instructional design and pedagogical practices.
The accelerating global environmental crisis demands the integration of sustainability within higher culinary education. This study aims to analyze the implementation of the Green Curriculum (GC) framework at Universitas Negeri Surabaya (UNESA) and Universiti Pendidikan Sultan Idris (UPSI). Utilizing a descriptive qualitative method involving 50 expert panelists and keyword frequency analysis, the findings reveal that implementation is in a transitional phase marked by three fundamental gaps. First, a significant gap exists between the high philosophical awareness of internal stakeholders and the lack of systemic action, despite new demands for sustainability competencies. Second, implementation is critically impeded by the university support system; infrastructure ('Facilities & Infrastructure', f=84) was the highest frequency concern, creating a 'hidden curriculum' conflict where poor facilities (e.g., wastewater treatment) contradict pedagogical goals. Third, the framework is overwhelmingly inward-looking, rendering the community participation pillar the most underemphasized aspect (frequency <2%). This research concludes that achieving a mature GC requires a radical shift from conceptual adoption to tangible systemic alignment, prioritizing investment in critical infrastructure and the institutionalization of external partnerships for holistic operational reality.
In an increasingly complex technological landscape, digital literacy is essential for adolescents to navigate digital risks and advancements effectively. This quantitative study investigates the impact of digital literacy and media awareness on middle school students’ understanding of digital security and technological issues in Indonesia. Using a cross-sectional survey of 902 participants, data were analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital literacy has a significant positive effect on students’ media use, digital security management, and awareness of technological developments. Furthermore, Importance-Performance Map Analysis (IPMA) reveals that digital literacy is the most influential factor among the variables studied. The findings emphasize the importance of integrating digital literacy education into school curricula to foster responsible and secure digital behavior among students.
Employment is one of the most urgent issues, especially in the current context of economic fluctuations. Employment rates are among the key targets of national macroeconomic goals. This study aims to identify the factors affecting job adaptability, thereby enhancing the employment opportunities for students after graduation. The research combines both qualitative and quantitative methods. Specifically, it draws on expert opinions, studies industry reports, and reviews both domestic and international literature. Particularly, the study surveyed 270 graduates from nine different faculties at Nam Can Tho University (NCTU), who are currently working in the Mekong Delta region. The results indicate that several factors influence job adaptability and thus improve students' employment opportunities, including professional knowledge, soft skills, basic skills, academic performance, social relationships, and workability. The study also finds no significant difference between male and female graduates regarding employment opportunities. However, differences in employment opportunities were identified based on hometown, graduation cohort, and academic ranking. In conclusion, the research contributes to identifying the key factors that enhance students' employment opportunities, providing stakeholders with a comprehensive understanding of the issue to continuously improve training quality.
This study applies the principles of metaphors and metonymies in visual learning media to manage students’ cognitive load and enhance their comprehension of complex scientific concepts, specifically cell biology, in lower secondary education. Using the ADDIE (analysis, design, development, implementation, and evaluation) model, a 2D animated audio-visual learning media was developed and evaluated. The research explored the impact of the developed learning media on intrinsic, extraneous, and germane cognitive loads using questionnaires and pre-/post-tests with 303 participants (science teachers and lower secondary students) from five districts in West Java, Indonesia. Expert evaluations from linguistics, media, and science education specialists were also incorporated. The results indicate that the developed visual media is effective in facilitating information processing and meaning-making, leading to improved comprehension and retention of complex cell biology concepts. The use of metaphors and metonymies helped students connect abstract scientific concepts to familiar contexts, reducing extraneous cognitive load and promoting deeper understanding and concept retention. Overall, the findings suggest that visual media employing metaphors and metonymies can be a valuable tool for teaching highly abstract and complex scientific concepts.
Indonesia’s high vulnerability to natural disasters has placed increasing importance on the Disaster Risk Reduction (DRR) education. Much of the existing literature emphasizes disaster education in scientific school subjects, but physical education (PE) remains underexplored yet promising. This qualitative study investigated the perceptions of PE teachers in disaster-prone regions of Central Java, Indonesia, and the implementation of disaster education in their teaching practices. Drawing on semi-structured interviews with 14 junior high school PE teachers, thematic analysis revealed three central themes: 1) the contextual realities shaping teachers’ experiences, 2) the perceived value of PE as a vehicle for disaster education, and 3) the creative pedagogical strategies in disaster education. Despite limited curriculum support, teachers integrated disaster education through warming-up routines, simulation games, and fitness activities to develop agility, coordination, and leadership among students. The findings highlight PE’s applied and experiential aspects as well as its potential for interdisciplinary collaboration. However, the study also exposes systemic barriers, such as centralized policy constraints and lack of institutional support. To enhance disaster preparedness in schools, the study advocates for policy reforms that integrate disaster education into the PE curriculum and promote localized and context-sensitive practices. These efforts can contribute meaningfully to student safety, community resilience, and holistic educational development.
This research focuses on identifying obstacles, challenges in preventing and dealing with sexual violence on campus, based on case studies on three campuses in the Greater Jakarta region of Indonesia. The methods used included observation, FGD, interviews, and documentation, with analysis using Publish or Perish, Vos Viewer, and NVivo. The findings of this study show that the issue of sexual violence is a multidimensional and challenging issue: sexual violence is seen as a sensitive issue due to gender stigma; policy implementation needs to pay attention to cultural norms, and social order; campus response is not fast; lack of support of facilities and infrastructure, funds, time and workload, human resources; uneven socialization; Most victims have a hard time proving a case; the perpetrator has a higher power relationship than the victim; other cases of sexual violence: perpetrators of violence by the victim's closest people, cases that occur outside of Tridharma activities, gender-based violence in the digital realm, involving other institutions. Strategies to deal with obstacles and challenges can be carried out in collaboration with all parties (academics, campuses, government, Komnas Perempuan, and so on) in realizing a campus that is safe from the practice of sexual violence.
This research aims to present comprehensive literature on student engagement motivation (SEMo) from specific perspectives to develop a scale measuring its domain. This study will first show the context and need for this research in Vietnam, as well as explore the factors and results of previous studies that have been undertaken meticulously. In addition, it provides a definition and aspects of the elements that constitute SEMo in this research context. Finally, to measure these domains, setting up a scale for SEMo is indispensable. As a result, the motivations of consumers to participate in the SEMo were Career orientation, Financial relevance, Self-enhancement, Memorable emotion, and Meaningful behavior. After a scale development procedure, a 30-item instrument representing four domains of a SEMo was shown to be reliable and valid. The study provides a standardized scale for researchers to measure motivation for engagement, facilitating exploration and comparison across different contexts. Additionally, it emphasizes the interaction between students and educational administrators, suggesting potential applications for educational program design in higher education institutions.
In inclusive education, information technology and traditional teaching methods significantly impact the development of child’s intelligence, motor skills, and visual and motor analyzers. In this regard, the role of Computer Science (CS) in school is special. In this context, children with autism spectrum disorders (ASD) often benefit from simplified curricula and technological tools, such as distance learning tools, which have gained popularity after COVID-19. This study investigated the pedagogical strategies and outcomes of CS distance learning for children with ASD in inclusive education and determined its effectiveness. This descriptive and explanatory case study focuses on the practice of distance learning process (effectiveness, impact, barriers, problems, etc.). In the context of inclusive education, students with ASD in CS could perform computer tasks remotely along with normal children, and their academic activity increased. While studying remotely, they also encountered several difficulties, as a result of which they tried to solve the problems themselves. It was shown that children with ASD can be taught CS remotely and its advantages are demonstrated. The study indicates that teaching children with ASD to learn CS in inclusive education and distance learning settings is feasible and effective. The results suggest that children with ASD can make significant progress in their computational skills when provided with an environment that meets their learning needs, whether through flexible applications, individualized support, or virtual classroom structures.
Although assessment literacy is increasingly recognized as a critical component of effective teaching, empirical research addressing this competency in non-formal education contexts remains limited. This study addresses this gap by examining the level and distribution of assessment literacy among non-formal education (NFE) tutors in Indonesia and by exploring the structural validity of an assessment literacy framework adapted to non-formal learning environments. Using survey data collected from 322 NFE tutors, the study investigates variations in assessment literacy across demographic and professional characteristics and analyzes the contribution of seven conceptual dimensions to overall assessment literacy. The findings indicate that tutors’ assessment literacy levels are generally modest. No significant differences are observed in relation to gender, length of teaching experience, or type of educational work experience, whereas age and educational attainment are associated with statistically significant variation. All seven dimensions demonstrate meaningful relationships with assessment literacy, with contextual responsiveness and reflective practice emerging as particularly influential, while several indicators require further refinement. By providing empirical evidence on assessment literacy in non-formal education settings, this study contributes to the refinement of existing conceptual frameworks and underscores the importance of context-sensitive professional development and institutional support in enhancing assessment practices and learning quality in non-formal education.
The Teacher Professional Education Program (PEP) is a government-initiated in-service training scheme intended to strengthen Indonesian teachers’ professional, social, personal, and pedagogical competence. This study describes the pedagogical competence of in-service English as a Foreign Language (EFL) teachers who have completed PEP. A descriptive survey was conducted with 47 in-service EFL teachers who attended PEP at Universitas Muhammadiyah Makassar in the 2020–2021 academic year, selected through purposive sampling. Teachers’ pedagogical competence was measured using a Likert-scale questionnaire that covered six components: use of learning media, understanding students’ characteristics, pedagogical knowledge, interactive teaching methods, lesson planning, and assessment practices. Descriptive analysis of the questionnaire responses shows that participants generally report high levels of pedagogical competence across these components, particularly in planning lessons and conducting assessment, while some aspects, such as the consistent use of technology and English in the classroom, remain less strong. These findings portray the pedagogical profile of PEP graduates and suggest that structured professional education programs can support the ongoing development of in-service EFL teachers in the Indonesian context.
