This study examined the relationships among school resources, school climate, and students’ cognitive achievement in chemistry using a Structural Equation Modeling (SEM) approach. The study employed a quantitative survey design involving senior high school students from several districts/cities in North Maluku Province, Indonesia. Data were collected through questionnaires measuring school resources and school climate, as well as a chemistry cognitive achievement test. Instrument validity and reliability were evaluated using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Composite Reliability (CR), Average Variance Extracted (AVE), and Cronbach’s Alpha.The findings revealed that school climate had a positive and significant effect on students’ cognitive achievement in chemistry, whereas school resources did not demonstrate a significant direct effect on cognitive achievement. In addition, school resources were positively correlated with school climate. The SEM model demonstrated acceptable goodness-of-fit, indicating that the proposed structural model adequately represented the relationships among the variables. These findings suggest that supportive academic and physical school environments play a more important role in improving students’ chemistry achievement than the mere availability of institutional resources. The study highlights the importance of strengthening school climate to support students’ cognitive development and academic performance in chemistry education.
Moral reasoning has become an increasingly important issue in higher education due to the growing complexity of ethical dilemmas in digital society. However, Civic Education instruction in higher education remains predominantly normative and content-oriented, with limited emphasis on reflective moral reasoning and ethical decision-making. Previous flipped learning studies have primarily focused on academic achievement, engagement, and critical thinking, while limited empirical research has examined the integration of Problem-Based Flipped Learning (PBFL) with moral development constructs, particularly Moral Sensitivity and Moral Judgment, within a structural mediation framework. Therefore, this study aimed to examine the structural relationships among PBFL, Moral Sensitivity, and Moral Judgment in Civic Education learning. This study employed a quantitative cross-sectional survey design with construct validation and structural modeling. The study involved 330 students enrolled in Civic Education courses in the Primary School Teacher Education Program. Moral Judgment was measured using contextual moral dilemma instruments developed from Kohlberg’s moral development theory and Rest’s Neo-Kohlbergian framework. Data were analyzed using covariance-based Structural Equation Modeling (CB-SEM) with jamovi version 2.6.44. The results demonstrated that PBFL had significant positive effects on Moral Sensitivity and Moral Judgment. Moral Sensitivity also significantly influenced Moral Judgment and partially mediated the relationship between PBFL and Moral Judgment. The structural model demonstrated satisfactory validity, reliability, and model fit indices. These findings indicate that PBFL effectively enhances students’ moral awareness, reflective reasoning, and ethical decision-making through authentic problem analysis, collaborative inquiry, and reflective deliberation. This study contributes theoretically by extending flipped learning research into the domain of moral development through the integration of flipped learning, Problem-Based Learning, and moral development theory within a mediation model. Practically, PBFL offers an innovative pedagogical approach for strengthening reflective and morally responsible citizenship in Civic Education learning.
This study aims to map and synthesize research on the integration of indigenous knowledge in science education published between 2015 and 2025. A systematic literature network analysis (SLNA) was employed by combining PRISMA-guided screening with bibliometric and science mapping techniques. Data were retrieved from the Scopus database, yielding 667 initial records that were refined through duplicate removal, title and abstract screening, and full-text eligibility assessment based on predefined criteria. This process resulted in a final corpus of 56 core articles. Biblioshiny and VOSviewer were used to analyze publication trends, citation relationships, thematic structures, and bibliographic coupling patterns. The findings indicate a consistent growth in research output, largely concentrated in Anglophone countries, with emerging cross-regional collaboration. Three dominant research streams were identified: curriculum contextualization, environmental sustainability, and culturally sustaining pedagogies. Bibliographic coupling further reveals a distinction between established theoretical frameworks and emerging pedagogical and epistemological approaches. The study concludes that indigenous knowledge integration in science education represents a rapidly evolving research field and provides a systematic conceptual mapping to support more inclusive, context-sensitive, and epistemically plural science learning.
This research is a development research which aims to find out: (1) Description of the need for a group guidance service model based on segulaha cultural values in improving the character of junior high school students in Ternate City, (b) Design of a group guidance service model based on segulaha cultural values in improving the character of junior high school students in Ternate City, (c) Validity, practicality and effectiveness of the segulaha cultural values-based group guidance service model in improving the character of junior high school students in Ternate City. The type of research is Research and Development with the ADDIE model. Data collection was carried out by using questionnaires, observations, feasibility and practicality assessment sheets. The data obtained was then analyzed using qualitative and quantitative statistics. The results of the research show that a group counselling service model is needed in improving character education based on cultural values. The model designs created are outlined in model books and guidebooks for group guidance services based on cultural values to improve student character. The model developed is valid, feasible and practical to be continued in supporting group guidance services based on cultural values as well as improving the character of junior high school students. The results of the analysis of the effectiveness of the segulaha cultural values-based group guidance service model in improving the character of junior high school students were very effective. This is based on the results of the pretest and posttest which have increased.
The implementation of blended learning, combining face-to-face and online methods, presents a potential solution for primary schools in the new normal era. However, concerns arise regarding its effectiveness, especially regarding potential learning loss among students. This study addresses this gap by investigating learning loss in Makassar City elementary schools utilizing a descriptive survey design. Among 314 randomly selected students, 56.37% reported experiencing learning loss, with causal factors including student readiness (63.28%), teacher readiness (25.06%), and facility readiness (11.6%). Categorization of learning loss levels revealed varying degrees, with 6.68% very high, 24.85% high, 40.11% moderate, 22.60% low, and 5.65% very low. Predominantly, learning loss was attributed to student readiness. However, teacher and facility readiness also played significant roles. Importantly, implementing blended learning with a pedagogical flow showed promise, with 43.63% of students reporting no learning loss. This research underscores the need for comprehensive strategies to address learning loss in blended learning environments, emphasizing student preparedness while also enhancing teacher and facility support. As educators navigate the challenges of the new normal, understanding, and mitigating learning loss are essential for ensuring effective educational outcomes.
