Background-The vast and complex material of biodiversity requires the support of learning media, especially visuals and direct observation so that students can more easily understand the material effectively. One important aspect of learning is the use of media. This study developed a learning media in the form of an e-comic on the material of biodiversity and medicinal plant inventory in Siantan Hilir, North Pontianak Regency, West Kalimantan Province. The purpose of this study was to determine the feasibility of the biodiversity e-comic containing the results of the medicinal plant inventory to improve students' understanding of the material and their awareness of the potential of the surrounding environment as a learning medium. Method-This study uses a qualitative approach with research and development (R&D) methods. The development procedure refers to Sugiyono's development model, which consists of five stages: potential and problems, data collection, product design, design validation, and design revision. The validity of the e-comic was obtained through content validation conducted by five experts in the fields of biology and learning media. Media validation was reviewed from three aspects, namely presentation, content, and language. Validation analysis used the Content Validity Ratio (CVR) and the Content Validity Index (CVI) Lawshe. Results-Validation results using the Content Validity Ratio (CVR) and Content Validity Index (CVI) shows value 1.00 on all aspects. Testing reliability using the Intraclass Correlation Coefficient (ICC) produces value of 0.703, which is categorized fair to good. Conclusions-Therefore that, e-comics are developed declared valid and appropriate for used as a learning medium.
Background-Indonesian maritime higher education institutions (MHEIs) operate under Ministry of Transportation governance, creating distinct constraints on lecturer performance and satisfaction that conventional higher education frameworks inadequately capture. Objectives-This study examines how educational quality policy implementations—spanning competence, digitalization, and institutional governance—directly and indirectly influence lecturer job satisfaction and performance in Indonesian MHEIs. Method: A convergent parallel mixed-methods design was employed. Survey data from 425 lecturers across fourteen MHEIs were analysed using SEM-PLS, supplemented by a systematic literature review of 156 peer-reviewed articles (2021–2026). Results-Digitalization quality (β=0.412), institutional policy clarity (β=0.387), and lecturer competence (β=0.356) significantly predicted job satisfaction and performance. Compensation, leadership, culture, and career development were non-significant, reflecting structural governance constraints. Job satisfaction partially mediated institutional effects on performance (VAF=31.9%). Conclusions-Prioritising digitalization, policy clarity, and competence development within current governance constraints, alongside longer-term structural governance reform, is essential for sustainable maritime academic workforce development.
Background-School innovation in vocational education requires more than technological adoption; it also depends on organizational conditions that enable members to respond collectively to educational and labor-market change. However, limited qualitative evidence explains how specific cultural mechanisms interact to support innovation in Indonesian vocational schools. Objectives-This study examined how organizational culture enables school innovation within a vocational secondary school context. Method-A qualitative case study was conducted at an Indonesian vocational school, with the school principal serving as the key informant. Data were collected through an in-depth semi-structured interview, direct observations, and document analysis. A hybrid deductive–inductive thematic analysis was employed. Five sensitizing dimensions derived from organizational culture and learning-organization perspectives guided the initial analysis, while open coding allowed additional patterns, relationships, and contextual tensions to be identified from the empirical data. Results-The findings suggest that innovation was supported through the interaction of shared organizational values, participatory leadership, collaborative professional culture, technology-enabled practices, and organizational learning. Shared values provided cultural direction, participatory leadership encouraged involvement, collaboration facilitated knowledge sharing, technology functioned as an innovation enabler, and organizational learning supported continuous adaptation. The findings also indicated uneven internalization of organizational values and differences in technological readiness, demonstrating that cultural transformation was not uniform across the school. Conclusions-The study suggests that vocational-school innovation is better understood as an interconnected cultural process rather than a technology-driven initiative. Theoretically, the findings clarify how cultural mechanisms interact to create conditions for innovation in vocational education. Practically, school leaders should strengthen participatory decision-making, collaborative professional learning, digital capacity development, and continuous organizational reflection.
Background-Twenty-first-century education necessitates the development of critical, creative, and problem-solving capabilities, for which the Deep Learning Approach, grounded in the principles of mindfulness, meaningfulness, and joyfulness, is considered a relevant solution. As prospective teachers, the perceptions of Elementary School Teacher Education students regarding this approach are vital for its successful implementation. However, previous research on these perceptions has been general and has not specifically examined the context of the Elementary School Curriculum holistically. Objective-This study aims to analyze the perceptions of Elementary School Teacher Education students concerning the potential and challenges of utilizing the Deep Learning Approach in Elementary Schools. Method-A quantitative method with a survey design was employed. The sample consisted of 86 Elementary School Teacher Education students from Sriwijaya University, selected purposively based on the criteria of having completed the 5th semester and having participated in relevant training. Data were collected using a Likert scale questionnaire and analyzed using descriptive statistics. Results-The results indicate that students perceive the approach as having significant potential to enhance intrinsic motivation, 21st-century skills, collaborative learning environments, and student autonomy. Conversely, they also recognize complex challenges, such as the need for longer time allocation, limitations in technological infrastructure, difficulties in transforming teachers' mindsets, the complexity of the assessment system, and the need for massive and continuous teacher training. Conclusion-The conclusion suggests that while promising, the implementation of the Deep Learning Approach in Elementary Schools requires a systematic strategy encompassing curriculum adjustments, enhanced infrastructural support, and ongoing professional development for teachers to realize its potential optimally.
Background-This study examines junior high school science teachers’ readiness to implement deep learning (DL) within the Merdeka Curriculum through teaching module analysis, surveys, UbD-based workshops, and Lesson Study (LS). Objectives-The objectives of this study are: (1) to analyze the cognitive levels of learning objectives (LO) and their alignment with DL principles, and (2) to evaluate the development of teachers’ reflective practices through LS. Method-This study employed a mixed-methods approach, combining survey data from 22 teachers with qualitative analysis of teaching documents, classroom observations, and LS reflections. Results-The findings show that 77% of teachers designed lessons collaboratively and 45% developed relatively complete learning tools, although only 4% applied UbD principles. Analysis of 90 LOs indicates that 70.45% were categorized as lower-order thinking skills (LOTS), dominated by C2 (51.13%) and C3 (15.91%), while HOTS remained limited. The average alignment between assessment and LO reached ±89%, but was mostly structural rather than conceptual. LS implementation improved teachers’ awareness of alignment and reflective practices, particularly in LS-2. Conclusions-These findings indicate that teachers demonstrate emerging readiness for DL; however, continuous support is needed to strengthen conceptual alignment and meaningful learning design.
Background-Problem-solving skill is one of the essential 21st-century competencies that should be enhanced through contextual learning. Disaster mitigation learning in schools generally remains theoretical and has not fully encouraged students’ active participation in developing higher-order thinking skills. Objectives-This study is aim to develop a disaster mitigation board game integrating animal and plant behavioral indicators to examine its validity, practicality, and effectiveness in enhancing students’ problem solving skills. Method-This research and development employed the ADDIE model, consist of analyze, design, development, implement, and evaluate. The research subjects were 21 students of tenth-grade high school. Data were collected through media and material expert validation sheets, student response questionnaire, and problem-solving skill tests. Data were analyzed using descriptive quantitative analysis, N-Gain calculation, and paired sample t-test. Results-The validation results showed that the media obtained a score of 95% from media experts and 97% from material experts, categorized as very valid. Student responses indicated a practicality level of 92.33% categorized as very practical. The N-Gain value of 0.704 was classified as high effectiveness, and the paired sample t-test results revealed a significant improvement in students’ problem-solving skills (0.00, p<0.05) and Cohen’s d 2.65. Conclusions-The disaster mitigation board game indicated potential effectiveness in improving students’ understanding of adaptive behavior in living organisms within disaster context, as well as fostering critical and collaborative thinking skill. Further research is suggested to use massive field trial thus develop digital version to increase interactivity and accessibility.
Background-Mathematical reasoning has become important in mathematics education, particularly in understanding how students interpret and solve word problems. Semiotic reasoning, involving signs, symbols, verbal expressions, and visual representations, is essential for explaining students’ construction of mathematical meaning. Objectives-This study explores semiotic reasoning models used by elementary school students in solving word problems related to distance, speed, and time. Methods-This study employed a descriptive qualitative approach through observation, interviews, and documentation of students’ written answers. The data identified students’ semiotic reasoning models in solving word problems. The subjects were Grade 5 and 6 students of SD Muhammadiyah 9 Malang. Results-Students’ semiotic reasoning models were identified through problem-solving analysis and interview confirmation. The findings revealed three models: A-A-I-G-I-J-A-J, A-I-G-I-J, and A-A-A-I-G-A-A-A-A-J, where A (Analysis), I (Integration), G (Generalisation), and J (Justification). The first model shows reflective integration of symbolic, verbal, and graphic representations. The second indicates direct connection between symbols and justification. The third reflects repeated analytical evaluation to ensure the accuracy of students’ mathematical problem-solving processes and meaningful representation use. Conclusions-These findings reveal the importance of semiotic reasoning in facilitating students’ understanding of abstract mathematical concepts and contributing to adaptive, multimodal mathematics learning strategies.
Backround- Biology learning should train students independence learning to optimize their science literacy. Objectives-Develop a discovery learning e-module based on the Mangunan pine forest to enhance the independence learning and science literacy of Phase E students on the topic of ecosystems. Methods-This research utilized the ADDIE design model for development. The study was conducted from January 2024-February 2025 at State Islamic High School 4 Bantul, Yogyakarta, Indonesia. The research subjects were media and teaching material experts, subject matter experts, biology teachers, and students. Feasibility and practicality data were collected through product assessment sheets, independent learning through self-assessment sheets, and scientific literacy using essay questions. Feasibility and practicality data were analyzed both descriptively and quantitatively, while effectiveness was assessed using N-Gain and one-way MANOVA. Results-E-module was feasible and practical as a teaching material. The effectiveness test results showed that the N-Gain values for learning independence and science literacy in the experimental group were greater than those in the control group. The one-way manova test results showed that the e-module had a simultaneous effect on learning independence and science literacy. Conclusions-Involving the Mangunan pine forest in the discovery e-module can be an innovation in biology education, training students' learning independence and literacy.
Background-Science, Technology, Engineering, and Mathematics (STEM) education has become a key approach in 21st-century learning due to its role in enhancing higher-order thinking skills and interdisciplinary problem-solving abilities. Objectives-This study aims to systematically map the development and research directions of STEM education in the field of chemistry. Method-A bibliometric analysis integrated with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework was employed to ensure a transparent and structured article selection process, including identification, screening, eligibility, and inclusion stages. Data were collected from the Scopus database using the keywords “STEM Education” and “Chemistry,” resulting in 132 articles that met the inclusion criteria. The data were analyzed using VOSviewer, Microsoft Excel, and Publish or Perish (PoP) to examine publication trends, international collaboration networks, author productivity, and dominant research themes. Results-The results indicate a significant increase in publications since 2016, with a peak in 2024, reflecting growing global interest in STEM-based chemistry education. The dominant research themes include active learning, systems thinking, virtual learning, and project-based learning, indicating a shift from content-oriented teaching toward the development of scientific and creative competencies. In addition, international collaboration highlights the central role of the United States, Malaysia, and Germany, while contributions from Indonesia and Southeast Asia continue to grow. Conclusion-This study demonstrates that STEM education in chemistry has evolved into a dynamic and globally connected research field. The findings provide strategic insights for future research development, educational policy formulation, and the strengthening of international collaboration in STEM-based chemistry education.
Background- Many school supervisors still rely on conventional, top-down supervision practices, resulting in mentoring plans that are insufficiently reflective, data-driven, and aligned with the actual needs of school principals. Objectives-This study aims to describe the role of school supervisors in planning assistance for vocational school principals in North Bengkulu Regency. The focus of the research is directed at how supervisors develop plans for each mentoring cycle, including the initial stage, mentoring of education unit programs, program implementation, and reporting and follow-up. Method-This study uses a qualitative descriptive approach with three vocational school supervisors as the main respondents and three principals as triangulation sources. Data were collected through in-depth interviews and documentation, analyzed using Miles and Huberman's interactive model. Results- The results show that mentoring planning was carried out systematically through reflective, needs-based, and collaborative processes, including mapping change commitments, developing differentiated strategies, designing coaching and mentoring scenarios, and preparing reflective reports. These findings indicate a shift in supervision from a control function to a collaborative mentoring approach that strengthens principal leadership. Conclusion-This study concludes that systematic, reflective, and collaborative mentoring planning improves the quality of supervision and supports more effective principal leadership. Its novelty lies in the context of vocational schools in North Bengkulu, which offers an adaptive model for other regions and enriches the literature on mentoring across the full supervisory cycle.
Background-Indonesian state maritime universities face persistent questions about whether institutional education policies adequately shape the career readiness of graduates entering the shipping transportation industry. Objectives-This study examines how three policy domains — teaching professionalism, curriculum quality, and leadership effectiveness — are understood by stakeholders to shape alumni career outcomes across eight Indonesian state maritime universities. Method-A multi-site qualitative policy inquiry was conducted with 75 purposively selected participants from five stakeholder groups. Data were collected through semi-structured interviews, focus group discussions, and institutional document analysis, and analysed using reflexive thematic analysis (Cohen's kappa = 0.78). Results-Teaching professionalism shaped career readiness through two pathways: competency development and professional socialisation. Curriculum quality influenced outcomes primarily through competency formation, with industry alignment and learning outcome clarity as critical inputs. Leadership effectiveness operated as a contextual enabler rather than a direct career determinant. Industry executives consistently assigned lower effectiveness ratings than all other stakeholder groups across all three domains. Conclusions-Systemic interdependence among the three policy domains argues for integrated, rather than isolated, reform strategies addressing teaching quality, curriculum responsiveness, and leadership governance simultaneously.
Background-This study provides an overview of the impact of Wordwall-based learning games on students’ communication and collaboration skills. Objectives-The objectives of this research are: (1) Describe the comparison of communication skills between the control class and the experimental class, (2) Describe the comparison of collaboration skills between the control class and the experimental class, (3) The implications of Wordwall-based learning game for improving students’ communication and collaboration skills. Method-The method used is quantitative study employing an experimental approach. The instruments used include observation instruments for assessing communication and collaboration skills by teachers and peers. Results- The results showed that the t-test results for teacher observations on communication skills were 0.071, for peer observations 0.002, as well as teacher observations on collaboration skills at 0.012, and peer observations at 0.222. The results of the t-test indicated significant differences in several aspects, with the experimental class that implemented Wordwall-based learning game being more effective in improving communication and collaboration skills than the control class. Conclusions- Wordwall-based learning game can be used as a learning innovation to improve students' communication and collaboration skills, while also making learning more interactive and contextual. Wordwall-based learning game is not only able to improve communication and collaboration skills, but can also create a fun, interactive, and more meaningful learning experience.
Mathematical reasoning ability is an essential foundation that every student must master. However, the reality in the field shows that many students still struggle when dealing with reasoning problems, even on basic geometry topics such as squares and rectangles. Therefore, this study aims to deeply analyze the learning obstacles experienced by students when solving reasoning problems related to squares and rectangles. This research uses a qualitative descriptive method that allows for an in-depth exploration of the phenomena being studied. The instruments used are specially designed problems concerning squares and rectangles, aimed at measuring indicators of students’ mathematical reasoning abilities. Data were collected through student ability tests, interviews, and supporting documentation. The subjects of the study consisted of 32 junior high school students in Bandung City. The data analysis revealed that students experienced several learning obstacles, namely an inability to apply the correct concepts or formulas, indicating weak conceptual understanding, as well as frequent errors in mathematical notation or symbols and in mathematical operations. Based on these findings, the study concludes that students face three main types of learning obstacles: instrumental ontogenic obstacles, conceptual ontogenic obstacles, and epistemological obstacles.
This study develops a contextualized model for implementing the Individualized Learning Program (ILP) in inclusive early childhood education. The study was conducted in an inclusive early childhood education institution in Malang, East Java, Indonesia. Using a qualitative descriptive case-study design with embedded descriptive quantification, data were collected through semi-structured interviews, classroom observations, and document analysis. Participants included 12 classroom teachers, 1 special-education companion teacher (GPK), the school principal, and 4 parents of children with special educational needs (SEN). Data collection was conducted in March 2025 and was corroborated by institutional ILP documents and communication logs from the same program cycle. Thematic analysis generated a three-phase ILP implementation cycle—planning, implementation, and evaluation—supported by collaborative practices among teachers, parents, and administrators. To resolve the design–results consistency, quantitative information reported in the Results (percentages/means) is treated as descriptive summaries extracted from school records, checklists, and logs to complement qualitative themes rather than as inferential outcomes. The findings indicate that effective ILP implementation depends on three interrelated dimensions: (1) Institutional Support, (2) Adaptive Learning Design, and (3) Parental Partnership, while key constraints include limited trained staff and facility readiness. The resulting ILP Implementation Model offers an operationalizable, evidence-based framework for strengthening inclusive practices and aligning early childhood services with equitable, quality education goals.
Critical thinking is a key 21st-century skill but remains low in Indonesia, partly due to suboptimal learning media. In a Malang schools, 93% of students wanted more varied learning because lessons felt monotonous, underscoring the need for engaging media to support critical thinking. This study aimed to develop ELGIPAS (Enjoyable Learning Respiratory System Disorders) learning media that is valid, feasible, and effective in training students' critical thinking skills. This research used a R&D approach with the ADDIE model, incorporating interviews, questionnaires, and test data collection. As many as 31 eighth-grade students participated. Validation results showed the media achieved an 86% validity score and 92% material validity (very valid). The practicality and readability of ELGIPAS by teachers scored 100% and 99%, respectively. Student test scores increased significantly from a pretest average of 40.3 to a posttest average of 84.5, with a significance value of 0.000 (p < 0.05). The N-gain score was 0.732 (high), indicating substantial improvement. The highest increase was in the indicator of compiling alternatives (N-gain = 0.762), while evaluating arguments had the lowest increase (N-gain = 0.679). Thus, ELGIPAS is valid, practical, and effective for training students’ critical thinking in learning human respiratory system disorders.
This study addresses the urgent need for marine engineering technicians equipped with the competencies required to navigate the rapidly evolving demands of the maritime industry. As technologies such as artificial intelligence (AI), robotics, and green propulsion systems become integral to maritime operations, educational institutions must adopt competency-based frameworks that align with real-world industry expectations. While prior research has examined maritime education broadly, few studies have directly linked educational competencies to current and emerging industry needs. This research aimed to identify the core competencies essential for marine engineering technicians and to develop a competency-based framework to strengthen educational outcomes. A qualitative approach was employed, utilizing semi-structured interviews with maritime professionals, educators, and industry experts, alongside observations of existing training practices. Findings indicate that the proposed framework effectively addresses both conventional and emerging technical skills, though challenges remain in enhancing industry collaboration and upgrading technological infrastructure. The study concludes that a well-integrated competency-based framework can significantly improve the relevance, adaptability, and quality of marine engineering education, preparing technicians to meet both present and future maritime challenges.
Indonesian language learning at the primary school level requires active student involvement; however, the teacher's limited understanding of current technology results in students struggling to comprehend the material due to the limited use of learning media. This study aims to develop an Articulate Storyline-based learning media that can be accessed and used flexibly by students anytime and anywhere. Researchers used the type of Research and Development (R&D) research using the Borg and Gall model. This research aims to produce articulate storyline learning media for grade IV elementary schools on the main idea of informative text. The results of the articulate storyline media research obtained very good qualifications declared valid and effective as Indonesian language learning media in elementary schools with a percentage of teacher (90,9%) and student responses (95,4%), as well as (87%) from media experts and (93%) from material experts. It was stated in the T-Test <0.05 with a small-scale N-Gain of 0.60 and a large scale of 0.70 so that the articulate storyline media was declared effective and feasible to support Indonesian language learning to improve the competence of determining the main idea of informative text for grade IV students of SD 1 Ngembal Kulon.
Changes and developments in education can occur due to technological developments. Technology and the internet in schools have not been fully utilized to create interactive and effective teaching materials. This research aims to produce teaching materials in the form of valid, practical, and effective augmented reality-assisted electronic modules to improve students' motivation and critical thinking skills. The research method is research and development (R&D) using the Hannafin and Peck model which has three phases (need asses, design, and develop/implement) each phase is evaluated and revised. The subjects of the study were 72 students of class XI (phase F). Data were collected from interviews, product validation questionnaires, trial questionnaires, learning motivation observation sheets, learning motivation questionnaires, and critical thinking skills essay questions. The results of the study showed that the electronic module assisted by augmented reality coordination system material was valid after the validation process from material experts 100% and media experts 97,5 with very high criteria. Augmented reality-assisted electronic module products are practically used by students from the results of the trial questionnaire with an average of 95% which means it is included in the very high criteria. Augmented reality-assisted electronic modules are also effective in increasing learning motivation in the high category because the results had an average difference of 6,75 higher than those using PowerPoint and critical thinking skills in the medium category.
Plastic waste has been the global environmental issue because of its non-biodegradable material and detrimental impact on ecosystems. Addressing this issue requires innovative educational strategies that not only convey knowledge but also foster environmental awareness and creative thinking. This study aims to develop a STEM-based student worksheet on recycled plastic panels to enhance students’ creativity. The worksheet integrates plastic recycling into functional product design through project-based learning. Employing the ADDIE development model, the study involved 124 senior high school students across four classes using a quasi-experimental pretest-posttest control group design. A creativity test was used as the research instrument, measuring fluency, flexibility, and originality. Data analysis confirmed normal distribution (p > 0.05) and significant differences between pretest and posttest scores (p < 0.0001). All creativity indicators improved, with average N-gain scores of 0.70 (high) and 0.62 (moderate). These results indicate that STEM-based worksheets effectively promote student creativity in solving real-world environmental problems, particularly in the context of plastic waste.
Many students still view physical education merely as physical activity, without understanding the industrial opportunities that can develop from this sector. This study integrates sport tourism viewed not just as economic activity, but as an intensive, performance-oriented context and sport science, which provides the foundational knowledge for optimizing human performance and experience quality within this setting. The study aims to develop the Sportife learning model and assess its validity through expert evaluation to ensure its feasibility for classroom implementation. This study uses the research and development method adopted from the Hannafin and Peck model, which consists of three stages: 1) needs analysis; 2) design phase; 3) implementation phase. In the implementation stage, the model was applied through experimental testing to examine its effectiveness in improving student learning outcomes. The research results produced a prototype of the Sportife learning model development, with a learning implementation response of 85.80% (very strong). The implementation of the model showed a 26.62% increase in students’ understanding of the sports-based creative economy. The Sportife model provides a holistic learning experience, integrating theory and practice of sport tourism, while fostering students’ analytical, creative, and collaborative skills. High acceptance (85.80%) confirms the practicality and relevance of the model in sports-based entrepreneurship learning.
