Low self-determination among elementary school students remains a critical issue because learning practices often rely on printed textbooks, teacher-centered instruction, and limited integration of digital media. This study aimed to develop and evaluate an interactive e-module using a transformative multicultural education approach to enhance elementary school students’ self-determination. The study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness test used a pretest-posttest control group design involving 64 fourth-grade students, consisting of 32 students in the experimental group and 32 students in the control group. Data were collected through expert validation sheets, teacher and student response questionnaires, and a self-determination questionnaire. Data were analyzed using percentage analysis, normality and homogeneity tests, equivalence testing, and an independent sample t-test. The results showed that the e-module was highly valid based on expert validation, highly practical based on teacher and student responses, and effective in improving students’ self-determination. The hypothesis test showed a significant difference between the experimental and control groups. These findings indicate that interactive e-modules integrating transformative multicultural values can strengthen autonomy, competence, and relatedness in elementary learning.
The growing urgency of sustainability education demands innovative pedagogical approaches that align language learning with ecological responsibility; yet, the integration of sustainability principles into English for Specific Purposes (ESP) remains underexplored, particularly in Technical and Vocational Education and Training (TVET) contexts. This study analyzes, evaluates, and synthesizes strategies for effectively embedding Ecological English Language Teaching (Eco-ELT) into ESP curricula to cultivate Green Communication Competence, defined as the ability to communicate knowledgeably, critically, and ethically about environmental and sustainability issues. Using a mixed-methods design, the research draws on survey and interview data from ESP practitioners to examine pedagogical orientations, institutional support mechanisms, and perceived challenges in implementing Eco-ELT. Findings reveal that while systemic and policy-driven implementation (as seen in one context) ensures coherence and scalability, teacher-led, context-responsive innovation (as in another) fosters adaptability and local relevance, both pathways converging toward the shared aim of sustainability-oriented language education. Ultimately, the study concludes that Eco-ELT serves as a transformative framework for reorienting ESP toward responsible, future-ready communication, empowering learners to engage meaningfully in global sustainability discourses.
A problem encountered in science learning in elementary schools is students' low problem-solving skills. The purpose of this study was to determine the effectiveness of the unplugged coding-based PBL learning model on computational thinking and critical thinking skills in fifth-grade students' science subjects. This quantitative study used a nonequivalent pretest-posttest control group design. The sample size was 46 students. Data collection used descriptive tests on computational thinking and critical thinking. The data analysis technique used was the MANOVA test, followed by the LSD (Least Significant Difference) test. Data analysis was performed using the N-Gain test to assess improvements in computational thinking and critical thinking skills. Based on the results of the hypothesis test using MANOVA, the F-value for Hypothesis 1 was 27.651 and Hypothesis 2 was 9.955, both of which were greater than the F-value of 4.06 at a 5% significance level. The respective significance values were 0.001 and 0.003 (Sig. <0.05). Meanwhile, the test of hypothesis 3 using MANOVA obtained an Fcount of 15.554 and an F table of 4.06, with a significance value of 0.001. The significance value is less than the significance level (Sig. <0.05). Further testing using the LSD test obtained significance values of 0.001 and 0.003, both of which are less than the significance level (Sig. <0.05). Therefore, it can be concluded that the use of the PBL model based on unplugged coding is effective in improving students' computational thinking and critical thinking skills in fifth-grade science subjects in elementary schools.
Educational technology plays an important role in improving learning quality and learner performance, including accounting education in rural schools. This study aimed to explore School Management Teams’ and accounting teachers’ understanding and perceptions of using educational technologies to improve accounting learner performance in a rural area of Limpopo Province, South Africa. A qualitative approach was employed using purposive sampling. Data were collected through structured interviews with 12 participants, consisting of school principals, Heads of Department, and accounting teachers. The data were analyzed thematically to identify patterns in participants’ understanding and perceptions. The findings revealed that SMTs and accounting teachers understood educational technology as the use of digital devices, modern applications, communication platforms, and instructional equipment to support teaching and learning. Educational technology was perceived as useful because it saves time, simplifies the delivery of accounting content, enhances learner knowledge, supports syllabus completion, and provides access to learning materials and previous examination papers. These findings indicate that positive perceptions among SMTs and accounting teachers represent an important human capital resource for promoting educational technology adoption in rural schools. The study recommends strengthening infrastructure, connectivity, teacher training, and school leadership support to optimize technology-supported accounting learning.
Pancasila Education in elementary schools often faces challenges related to textual content, limited media variation, and low student engagement. This study aimed to develop and examine the effectiveness of a problem-based educational game as an interactive digital medium for improving fourth-grade students’ learning outcomes in Pancasila Education. The study employed a research and development design using the Multimedia Development Life Cycle model, which consisted of concept, design, material collecting, assembly, testing, and distribution stages. The participants included fourth-grade students and teachers at SDN 4 Pangkalanbaru, along with content experts and media-design experts involved in product validation. Data were collected through observation, interviews, questionnaires, expert validation sheets, student and teacher response questionnaires, and pretest–posttest learning outcome tests. The results showed that the educational game obtained a Gregory validity score of 1.00 for both content and media-design aspects, indicating very high validity. User trials also produced positive responses, with 91.11% in individual testing, 91.26% in small group testing, and 88.21% in field testing. The effectiveness test showed that students’ mean score increased from 53.75 to 87.71, with a significance value of 0.001 and an N-Gain score of 0.734. These findings indicate that problem-based educational games are valid, practical, and effective for supporting interactive Pancasila Education learning.
