Purpose – This study aims to develop student worksheets (SW) by integrating Artificial Intelligence (AI) into the DEEPIR model, aligning with an outcome-oriented instructional framework to improve HOTS and learning products (innovative learning media and scientific publications). Methodology – This study employed a design research approach, implemented through three main stages: preparation and design, design experiment, and retrospective analysis. The research participants were 22 students of Mathematics Education enrolled in the Learning Media course. The research instruments included observation sheets, validation and practicality sheets, HOTS-based tests, and product assessment rubrics. Data were obtained through learning observations and analysis of the validity, practicality, effectiveness, and results of student products. All data were analyzed descriptively and inferentially to assess the quality of the student worksheets. Findings – The study's results demonstrate high levels of validity, practicality, and effectiveness. The n-gain value is 0.783 (high category). All students (100%) successfully produced innovative learning media products that met the criteria for content and pedagogical validity. In addition, 82% of students published scientific articles in nationally accredited journals with a minimum Sinta 4 rating. These findings indicate that AI-integrated DEEPIR-based student worksheets significantly improve HOTS and students' ability to produce media products and scientific articles. Contribution – This study produce a replicable model that educators can adapt to design learning instruments that foster cognitive engagement and academic products. Strategically, this study emphasizes the importance of adopting AI-based learning tools to strengthen the quality, relevance, and global competitiveness of higher education.
Purpose –This study aimed to develop and examine the validity and reliability of pedagogical adaptability and contextual digital learning development instruments for senior high school teachers in the NKRI-RDTL border area. Methodology – This study employed a quantitative approach using an instrument development research design. The study involved 64 senior high school teachers and four expert validators. Instrument development was carried out through the stages of theoretical construct development, indicator and item blueprint formulation, expert validation, instrument revision, field testing and validity and reliability analysis. Content validity was analyzed using Aiken’s V, empirical validity was analyzed using Pearson Product-Moment correlation, and instrument reliability was analyzed using Cronbach’s Alpha. Findings – The findings showed that the developed instruments had high content validity, with Aiken’s V values ranging from 0.88 to 1.00. The empirical validity test showed that most statement items were valid, while the reliability of both instruments was categorized as high to very high. These findings indicate that the developed instruments are appropriate for measuring pedagogical adaptability and contextual digital learning development in border areas. Contribution – The novelty of this study lies in the development of instruments designed based on the characteristics of learning in border areas, particularly in relation to the demands of adaptive and contextual digital learning. The developed instruments can be used as assessment tools to map teachers’ personal capacities more accurately and to support teacher competency development programs in border areas.
Purpose - This study aims to examine in depth and formulate a contextual and adaptive digital-ethical leadership model for school principals in the educational decision-making process. Methodology - This study uses an exploratory sequential mixed methods design with a naturalistic exploratory approach. Qualitative data were obtained through in-depth interviews with six elementary school principals in Bojonegoro Regency. In comparison, quantitative data were collected via a survey of three principals outside the research area to provide initial confirmation of the construct. Qualitative data analysis was conducted thematically using NVivo/ATLAS.ti, and quantitative data were analyzed descriptively using SPSS/R. Findings - The research findings demonstrate that digital-ethical leadership stems from a principal's capacity to integrate digital data with ethical dimensions while remaining sensitive to the school's sociocultural context. Technology is not positioned as the primary determinant of decisions, but rather as a supporting instrument guided by the values of justice, empathy, and moral responsibility. Contribution - The resulting model places ethics as the normative foundation in the digital transformation of education to produce equitable and sustainable decisions.
Purpose – This study examines the implementation of arts-based pedagogy, integrating role-play and traditional dance into primary school learning, to explore how students experience and internalize national values and social skills through participatory cultural activities. Methodology – This study employed a qualitative case study design at SDN Belitung Selatan 2, involving 30 primary school students selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using thematic analysis to identify recurring patterns and meanings related to students’ learning experiences. Findings – The findings revealed five major themes: active student engagement in participatory learning, increased self-confidence through expressive experiences, strengthened social skills through collaborative interaction, internalization of nationalism values through cultural representation, and the formation of meaningful learning through integrated experiences. Role-play and traditional dance encouraged students to participate more actively, communicate and collaborate with peers, express themselves confidently, and understand values such as cooperation, togetherness, and cultural identity through direct experience. These findings indicate that arts-based pedagogy supports cognitive, affective, and social development by creating participatory and culturally contextual learning environments. The study suggests that integrating the arts and local culture into classroom instruction can foster more meaningful, character-oriented learning in primary education. Contribution –The study also offers practical implications for teachers seeking to design more collaborative, culturally contextual, and experience-based learning environments that integrate cognitive, affective, and social dimensions simultaneously.
Purpose – Mathematical literacy is an essential competency for every student as it plays a vital role in understanding and solving mathematical problems. However, in practice, this ability remains relatively low among elementary school students. This study aims to investigate improvements in mathematical literacy among second-grade students through the implementation of the Problem-Based Learning (PBL) model, supported by the Monopoly Number Game as a learning medium. Methodology – The research employed a Classroom Action Research (CAR) design, conducted in two cycles, with 21 second-grade students of SD Negeri 3 Bancarkembar as the participants. Data were collected through tests and observations to assess students' development of mathematical literacy. Findings – The findings reveal a significant improvement after applying PBL with the monopoly game. The Percentage of students' mathematical literacy increased from 33.33% in the pre-cycle to 57.14% in the first cycle and reached 85.71% in the second cycle. These results demonstrate that integrating the PBL model with an engaging game-based medium can foster meaningful, enjoyable, and effective learning, ultimately enhancing elementary school students' mathematical literacy. Contribution – The study's findings suggest that an innovative integration of PBL and educational games can be an alternative strategy to improve students' literacy skills in mathematics at the primary school level.
