This study aims to analyze the relationship between digital literacy, self-regulated learning, and science literacy among elementary school students. The study employed a quantitative approach with a correlational design involving 184 fifth-grade students from three public elementary schools. Data were collected using Likert-scale questionnaires to measure digital literacy and self-regulated learning, as well as an essay test to assess science literacy. The data were analyzed using descriptive statistics, assumption testing, and multiple linear regression with IBM SPSS Statistics. The results indicate that digital literacy and self-regulated learning are positively and significantly associated with science literacy, both individually and jointly. Self-regulated learning makes a greater contribution to students’ science literacy than digital literacy. These findings suggest that improving science literacy requires the integration of digital technology with the development of students’ self-regulated learning skills in the classroom. The findings provide a foundation for teachers and curriculum developers to integrate these two competencies into environment-based science instruction in elementary schools.
This study aims to evaluate the effectiveness of hybrid teaching in enhancing learning outcomes, learning engagement, and student satisfaction in university-level data science education. A convergent mixed-methods design was employed to integrate quantitative and qualitative evidence from a Data Preprocessing course at Y University, China. The study involved 242 undergraduate students, comprising 122 students in the hybrid teaching group and 120 students in the conventional lecture-based group. Data were collected using validated five-point Likert-scale questionnaires, academic performance records, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, reliability and validity analyses, independent-samples t-tests, Pearson correlation analysis, and multiple linear regression, while qualitative data were analyzed using thematic analysis. The results showed that students in the hybrid teaching group achieved significantly higher theoretical examination scores (M = 76.45 vs. 74.04, p = .023), practical performance scores (M = 84.91 vs. 75.97, p < .001), and overall academic achievement scores (M = 81.53 vs. 75.20, p < .001) than those in the conventional instruction group. Learning engagement emerged as the strongest predictor of overall satisfaction (β = .455, p < .001), followed by knowledge mastery and skill enhancement (β = .228, p < .05). Qualitative findings further indicated that students valued the flexibility of self-paced learning, collaborative classroom interactions, and authentic programming experiences. Overall, the findings suggest that hybrid teaching is a promising approach for supporting academic achievement, practical competencies, learning engagement, and student satisfaction. The findings support the integration of hybrid learning into data science curricula by combining flexible digital learning resources with face-to-face programming practice, collaborative problem-solving, and authentic data-processing activities.
This study aims to develop a digital storybook based on Dawan ikat weaving as a contextual learning medium to foster cultural literacy and prosocial skills among young children in Kupang Regency. The study employed a research and development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The participants included 79 children aged 5–6 years from five early childhood education institutions, five teachers, and experts in subject matter, media, language, and local culture. Data were collected through interviews, questionnaires, document reviews, and structured observation sheets and were analyzed using qualitative and quantitative techniques. The results showed that the digital storybook was successfully developed through all five stages of the ADDIE model. Expert validation indicated high levels of validity for subject matter (94%), media (92.5%), language (99%), and cultural content (100%). The practicality assessment conducted by five teachers yielded a score of 93%, indicating that the product was highly practical for classroom use. The effectiveness test showed significant improvements in children’s cultural literacy and prosocial skills following the intervention (p < 0.001). These findings indicate that the Dawan ikat weaving-based digital storybook is a valid and practical contextual learning medium with potential to foster cultural literacy and prosocial development among young children.
This study aims to implement CyberMonopoly, a serious board game-based learning medium designed to align with the characteristics of junior high school students, and evaluate its effectiveness in improving their understanding of fundamental cybersecurity concepts. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants comprised 26 eighth-grade students from SMP Negeri 2 Purwakarta, Indonesia, who were selected through saturated sampling. Data were collected using a 20-item questionnaire administered before and after the learning intervention. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon signed-rank test, and N-gain analysis. The findings showed an increase in the mean score from 52.85 on the pretest to 89.31 on the posttest. The Wilcoxon signed-rank test revealed a statistically significant difference between the pretest and posttest scores (Z = −4.461, p < .001), with all 26 participants showing an improvement in their scores. Furthermore, the mean N-gain score was 0.78, indicating a high level of improvement. Students also demonstrated active participation and positive interactions throughout the learning activities. The novelty of this study lies in the development and empirical evaluation of a non-digital board game-based learning medium that presents cybersecurity concepts within contexts relevant to junior high school education. Overall, CyberMonopoly shows potential as an innovative supplementary learning medium for strengthening students’ understanding of fundamental cybersecurity concepts.
This study aims to analyze the implementation of gender-responsive economics learning and develop a framework for its implementation in secondary education. The study employed a descriptive qualitative approach at SMA Budhi Warman 1 Jakarta, with participants purposively selected to include the vice principal for curriculum, economics teachers, and male and female students. Data were collected through observations, semi-structured interviews, and documentation and analyzed using the interactive model. NVivo 15 was used to facilitate systematic coding, thematic analysis, and qualitative data visualization through project maps, graphs, tree maps, mind maps, and word-frequency queries. Data trustworthiness was ensured through method and source triangulation. The findings indicate that equal access to learning resources, balanced classroom participation, and non-discriminatory teacher–student interactions were consistently observed. In contrast, the dimensions of control and benefits were only partially reflected in curriculum planning, assessment practices, and school governance. Based on these findings, the study proposes a framework that provides practical guidance for policymakers, school principals, and economics teachers in institutionalizing inclusive and sustainable gender-responsive practices in secondary economics education.
