The integration of mobile technology with Problem-Based Learning (PBL) offers a promising pathway to enhance students’ digital literacy in EFL contexts. This study developed and validated an Android-based English learning application grounded in PBL principles to support junior high school students’ digital literacy development. Employing a research and development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), the product was evaluated through expert validation and field testing. Three expert validators assessed the application in terms of content, language, and media quality, while 81 ninth-grade students from two Indonesian public junior high schools (SMPN 2 Mojoanyar and SMPN 3 Mojokerto) participated in a four-week implementation. The application was designed around five PBL principles: authentic problem presentation, student-centered learning, collaboration, self-directed learning, and metacognitive reflection. Expert validation indicated strong quality in content (86%), language (91%), and media (76%). Students’ digital literacy scores increased from M = 28.47 (SD = 2.84) to M = 47.48 (SD = 1.52), t(80) = 58.84, p < .001. Indicator-level analysis showed the highest gains in self-regulated learning, interactive feature use, and digital communication. Practicality results indicated that students perceived the application as practical and supportive (overall 75.58%). While the pretest–posttest improvement suggests substantial learning gains, the one-group design warrants cautious interpretation. Overall, the findings support the feasibility of integrating PBL into mobile-assisted EFL learning to foster students’ digital literacy in alignment with the Merdeka Curriculum.
This study examines students’ pragmatic competence in using request strategies in English formal and informal letter writing, with particular attention to how learners adjust their linguistic choices according to context, social distance, and power relations. Adopting a qualitative case study design, the participants were twelve undergraduate EFL students who produced one formal and one informal letter containing request expressions. Data were collected through written tasks and supported by follow-up semi-structured interviews with selected participants to clarify pragmatic choices. The written data were analyzed based on Braun and Clarke’s six phases of thematic analysis, with NVivo software employed to support systematic coding and data organization. The analysis focused on patterns of request strategies to explore students’ contextual appropriateness in written communication. The findings indicate that students demonstrated emerging pragmatic competence by differentiating their use of request strategies across formal and informal contexts. In formal letters, students predominantly employed conventionally indirect strategies, particularly query preparatory forms, to show respect and avoid being too direct with institutional authority, although instances of excessive directness were still observed. In informal letters, however, flexibility, emotional expressiveness, and a wider combination of direct and indirect strategies were highlighted which reflected closer social relationships and reduced formality. The results suggest that students are developing their contextual awareness and politeness sensitivity, yet their pragmatic control remains uneven across communicative settings. The study offers the pedagogical importance of integrating explicit instruction on pragmatic features into EFL writing courses to support students’ ability to formulate contextually appropriate requests.
Curriculum reform remains a central strategy for improving educational quality; however, its success largely depends on teachers’ perspectives and readiness to implement reform. This study investigates the perspectives of Indonesian secondary school teachers in South Sumatra regarding recent curriculum reforms, identifies the resources that influence these perspectives, and examines the role of demographic characteristics. Employing a quantitative cross-sectional survey design, data were collected from 342 secondary school teachers using a structured questionnaire. Analyses included descriptive statistics, Pearson correlation, independent samples t-tests, one-way ANOVA, post-hoc Tukey HSD tests, and multiple regression. The findings indicate that teachers hold moderately positive but cautious perspectives toward curriculum reform (M = 3.47). Teachers strongly acknowledge the necessity of curriculum reform, yet express reservations regarding implementation challenges and the adequacy of support and resources. Correlation and regression analyses reveal that adequate training, administrative support, and resource availability significantly and positively influence teachers’ perspectives, collectively explaining 52.3% of the variance. Demographic analyses show urban teachers report more positive perspectives than rural ones, while early-career teachers hold more favorable views than their more experienced counterparts. Overall, the results suggest that teachers are not resistant to curriculum reform; rather, their perspectives are shaped by the extent of institutional support, professional learning opportunities, and contextual conditions. The study highlights the need for sustained professional development, strong school leadership, and equitable resource distribution, particularly in rural schools, to ensure effective curriculum implementation.
Deep learning–based approaches have been implemented across various school subjects, such as mathematics, social studies, and literacy; however, their application in Pancasila Education remains limited, despite the subject’s strategic role in fostering students’ character development and national values. This study aims to design and validate an innovative deep learning–based instructional tool to enhance higher-order thinking skills in Indonesian elementary schools. Employing a development research design, the study was conducted in three stages: (1) a preliminary investigation to identify teachers’ instructional needs, (2) the design and prototyping of the learning tool, and (3) an assessment phase involving expert validation. Data were collected through questionnaires, semi-structured interviews, and expert review instruments. Six teachers from SD Islam A Kota Palembang participated in the needs analysis phase. The data were analyzed descriptively to determine levels of instructional need and product feasibility. The preliminary findings revealed that 84.76% of teachers recognized the importance of deep learning approaches, yet continued to rely predominantly on conventional instructional methods. Teachers also expressed strong interest in developing and implementing deep learning–based lesson plans. Expert validation results demonstrated a high level of feasibility of the developed product, with validity scores of 92% for material aspects, 96% for media aspects, and 84% for language aspects, resulting in an overall validity score of 90%, which falls into the very feasible category. These findings indicate that the deep learning–based instructional tool is valid in terms of content accuracy, media design, and language clarity, and is suitable for further classroom implementation and empirical evaluation. This study contributes to the advancement of deep learning practices in Pancasila Education and provides a foundation for strengthening students’ higher-order thinking skills through innovative instructional design.
This study explores how students experience emotional and spiritual engagement in Universitas Terbuka’s (UT) online tahsin al-Qur’an (Qur’anic recitation) course. Using a mixed-methods design with a qualitative emphasis, data were collected from 30 undergraduate students of the Islamic Religious Education (PAI) program through a 20-item survey and reflective writing prompts. Quantitative data were analyzed descriptively, while qualitative data underwent six-step thematic analysis. Findings reveal three major themes: (1) enhanced motivation to improve tajwīd and correct recitation errors through compassionate feedback; (2) strengthened spiritual engagement resulting from tutor presence, reflective practices, and communal rituals; and (3) deepened daily interaction with the Qur’an, evidenced by consistent muroja’ah, mindful prayer, and increased voluntary worship. These outcomes indicate that online tahsin can cultivate both technical proficiency and spiritual intimacy when designed with empathy, reflection, and structured mentorship. Theoretically, the study extends Reeve’s affective engagement framework into the domain of digital Islamic pedagogy, while practically offering design principles for spiritually-enriched distance learning. It concludes that online Qur’anic education, when humanized and reflective, can serve not only as a medium of instruction but as a transformative spiritual journey.
This study examines the relationships among organizational culture, effective leadership, and work commitment in predicting teachers' Organizational Citizenship Behavior (OCB) in A-accredited public senior high schools in Bogor Regency, Indonesia. The research addresses a critical gap in understanding how these factors collectively influence teachers' discretionary behaviors amid educational transformation challenges. A quantitative correlational design was employed, with data collected from 128 civil servant teachers (PPPK) across 13 schools using validated questionnaires. Reliability coefficients exceeded 0.70 for all instruments. Simple and multiple regression analyses were conducted to examine individual and collective effects. The findings revealed that organizational culture demonstrated the strongest individual effect on OCB (R² = 0.310, r = 0.557, p < 0.001), followed by work commitment (R² = 0.132, r = 0.363, p < 0.001) and effective leadership (R² = 0.101, r = 0.317, p < 0.05). However, in the multiple regression model, organizational culture emerged as the only statistically significant predictor (β = 0.251, p < 0.001), while effective leadership (p = 0.061) and work commitment (p = 0.358) became non-significant. The three variables collectively explained 33.7% of OCB variance (R² = 0.337, F = 21.027, p < 0.001), suggesting that organizational culture functions as the primary mechanism through which leadership and commitment influence teachers' discretionary behaviors. These findings indicate that strengthening organizational culture should be the primary strategy for enhancing teacher OCB, with leadership development and commitment-building serving as complementary approaches. The study contributes empirical evidence to organizational behavior theory in educational contexts and provides actionable guidance for enhancing teacher performance and organizational effectiveness.
This study aims to explore the experiences of Teacher Professional Education [TPE] students in applying literacy strategies in mathematics learning and evaluate their impact on students' understanding of mathematics concepts and literacy skills. Using a qualitative approach, this study involved TPE students of the Mathematics Education Study Program at Universitas Swadaya Gunung Jati Cirebon in batch 1 of 2023, selected through a purposive sampling technique. Data were collected through interviews and subsequently analyzed qualitatively, following systematic steps that included thematic mapping, pattern searching, category identification, and meaning interpretation. The findings show that the implementation of literacy strategies, such as visualization, discussion, and reading of mathematical texts, positively impacts students' understanding and engagement in mathematics learning. Challenges encountered while integrating literacy strategies include time constraints and the selection of relevant materials. However, a strong desire to learn and a commitment to constant evaluation helped to overcome these obstacles.. To promote future literacy strategies in mathematics education, actions such as teacher training, technology integration, curriculum adjustment, and appropriate reading materials are required.
This study explores the implementation of the Blended Problem-Based Learning (PBL) approach in teaching EFL speaking and examines students’ perspectives on its use. Using a qualitative method, data were collected from 32 fourth-semester students in a Speaking for Academic Purposes course through classroom observations, audio-visual recordings, and open-ended questionnaires. Thematic analysis revealed that Blended PBL promotes active student engagement, critical thinking, collaboration, self-reflection, and the integration of technology. Students reported increased speaking confidence, improved problem-solving skills, and greater autonomy. Despite some challenges, such as technical issues and unstable internet connections, the approach proved effective in enhancing speaking fluency and learner independence. These findings suggest that Blended PBL is a valuable instructional strategy for fostering both language proficiency and essential 21st-century skills in EFL contexts.
This study examined the effectiveness of the 2022 Student Exercise Program in improving the physical fitness of PGMI students at IAIN Bone. Employing a quantitative pre-experimental design with a one-group pretest-posttest model, a sample of 20 female students was selected from a population of 240 using random sampling. Participants underwent six sessions of rhythmic aerobic exercise. Physical fitness was assessed using a standardized test for ages 16–19, including a 60-meter sprint, pull-ups, sit-ups, vertical jump, and a 1,000-meter run. Data were analyzed using descriptive and inferential statistics. A paired sample t-test revealed a significant improvement in posttest scores (t = -9.647; p = 0.000), indicating that the program effectively enhanced students’ physical fitness. These findings support the integration of structured physical activity into higher education, particularly in teacher training programs.
This study analyzes teacher training needs for developing pedagogical competencies at MTs Inovatif Daarul Ihsan through a quantitative method with a descriptive-exploratory approach. Data collected through the Training Needs Survey and analyzed using SPSS revealed that most teachers at the institution are classified as Level 2 (Decent) or Level 3 (Competent), with an average score of 34.31, below the established standard of 39. This finding indicates persistent professional inequality, particularly in pedagogical aspects, including lesson planning, subject matter expertise, teaching methods, and understanding of student characteristics. The predominantly young teaching staff further influences this competency gap. To address these needs, systematically designed training programs are required to cover pedagogical knowledge, innovative teaching models, and methodologies. The study recommends implementing comprehensive teacher pedagogical competency-based training focusing on three essential components: content knowledge, pedagogical knowledge, and pedagogical content knowledge. These competencies will enable teachers to not only master teaching methods but also apply them effectively to enhance student engagement and interaction in learning. This research provides valuable insights for policymakers, educators, and training institutions seeking to design more effective professional development programs to improve educational quality at MTs Inovatif Daarul Ihsan.
This paper was intended to explore how web-based Content and Language Integrated Learning (CLIL) was used as a task and a tool for oracy growth in mechanical engineering education. The participants were purposively selected to represent varying levels of CLIL engagement and English proficiency, consisting of one English instructor and three second-semester mechanical engineering students from Pancasakti University, Tegal. Data were collected via semi-structured interviews and document analysis of lesson plans, followed by thematic analysis to interpret the findings. The results showed that web-based CLIL improved students' spoken English skills and helped them to understand engineering ideas by means of real-time films, simulations, and online materials. Moreover, various challenges persisted, particularly at Common European Framework of Reference for Languages (CEFR) levels A2–B1, where they hindered comprehension, language production, and equitable digital access. To foster more inclusive and effective CLIL implementation, this paper highlighted the need for explicit scaffolding strategies, dual-focused assessment rubrics, and thoughtful syllabus revision. The findings highlighted the need of professional development and lecturer facilitation in maximizing the incorporation of CLIL for oracy in engineering environments.
The process and outcomes of higher education's internationalization have been enhanced in this internet era as the world becomes increasingly connected. The phenomenon of “internationalization of higher education” has emerged over the past 30 years, including in Indonesia. Internationalization refers to the integration of an international perspective into a university or college’s teaching and learning, research, services, and overall operations. This study was conducted at Sriwijaya University and aimed to explore English language practices within the institution, as well as the perspectives of study program coordinators and lecturers regarding the internationalization of higher education. A qualitative method was employed to gather data through semi-structured interviews, and the data were analyzed using thematic analysis. The results showed that English is a vital component of instruction, communication, and institutional development, playing a significant role in promoting the internationalization process. Moreover, the findings indicated that language barriers remain a major obstacle to the globalization of higher education, particularly in integrating international students into classroom environments. However, consistent exposure to English through classes, conversations, and institutional programs, such as international seminars and bilingual academic events, significantly improves students' language engagement and proficiency.
This study aimed to describe the implementation of the Teaching Factory (TEFA) learning model in Vocational High Schools (SMK), especially in the Visual Communication Design Study Program, using descriptive qualitative methods and purposive sampling techniques. Data were collected through observation, interviews, and documentation. Teaching Factory (TEFA) learning model is designed to integrate teaching and learning activities with real production processes in order to provide practical work experience to students through a production-based approach. The results of the study indicated that TEFA learning at SMK Al-Falah consists of seven systematic steps, namely: implementing design briefs, receiving orders, analyzing orders, stating order readiness, working on orders, conducting quality control, and submitting orders. One prominent characteristic is the "implementing the design brief" stage as a form of adjustment to the needs of the printing industry. This finding showed that the TEFA model not only bridged theoretical and practical learning but also provided a contextual, applicable learning experience that aligns with industry demands. Emphasizing TEFA learning not only represented the real production process but also bridged the gap between school learning and the world of work. Furthermore, it provided real-world work experience and improved students' overall competency, both in terms of technical skills (hard skills) and socio-professional skills (soft skills).
The incorporation of cultural traditions into education is gaining recognition worldwide. In South Africa, the Curriculum and Assessment Policy Statement for the subject of Technology encourages learners to explore the intersection of societal values, technology, community, and the natural world. This study investigated the impact of cultural traditions on the acquisition of graphic design skills among senior-level technology learners, guided by the social learning theory. We examined how cultural norms influenced graphic design education, focusing on a group of Grade 9 learners in the Mgwenya circuit in Mpumalanga Province, South Africa. The data were collected through qualitative semi-structured interviews and classroom observations. The analysis was conducted using the interpretative phenomenological analysis framework. The study found that while learners understood the subject content, they lacked awareness of graphic design methodologies and did not effectively incorporate cultural elements into their work. This was attributed to the absence of supportive environments, opportunities for cultural expression, and genuine appreciation for cultural diversity. This study highlights the vital role of cultural practices in graphic design education within the Technology curriculum, emphasizing the need for a more inclusive and culturally responsive approach.
This study was aimed to analyze the relationship between classroom management, teacher work culture, and pedagogical competence among Islamic high school teachers in Cikande District, Serang Regency. The research was conducted in four schools, with a total sample of sixty-nine teachers. Data were collected using closed questionnaires based on a Likert scale, which had been validated through a t-test. The collected data were analyzed using inferential statistics with a correlational approach, employing SPSS version 23 software. The results of this study indicated that classroom management had a significant relationship with pedagogical competence; specifically, classroom management was directly related to pedagogical competence. In contrast, teacher work culture exhibited a weaker relationship with pedagogical competence. The Pearson Correlation Value was 0.683 for classroom management and 0.774 for teacher work culture. The R value of 0.793 indicated a strong relationship between classroom management, teacher work culture and pedagogical competence. This finding proved that classroom management had a central role in improving pedagogical competence and creating a good work culture.
This study examined how male in-service and pre-service teachers in Makassar, Indonesia, navigated gender stereotypes in early childhood education (ECE), a profession often viewed as inherently feminine. Using a mixed-methods design, data were collected from ten participants through surveys and semi-structured interviews. Quantitative results showed moderate to high levels of stereotype absorption (M=3.9), understanding (M=4.2), and critical evaluation (M=4.1). Thematic analysis revealed four dominant stereotypes: ECE as a feminized occupational identity, devaluation of professional status, economic disincentive, and institutional neglect. Despite these challenges, participants expressed strong vocational commitment and a desire to redefine masculine roles in nurturing work. The findings emphasized the need for inclusive teacher preparation, gender-responsive policies, and broader public engagement to normalize male participation in ECE. This study offers empirical insight into the lived experiences of male educators and contributes to the pursuit of more gender-equitable and humanistic early education systems.
The purpose of this study is to analyze and describe the quality and quantity of multiple-choice questions and descriptions in the even semester of Cultural Arts subjects for fourth-grade students at SDN Dabin I, South Tegal District, Tegal City. This study uses a research design (mix methods). The research sample comprised 144 students answers sheets. Qualitative data were examined through content validity procedures and alignment with cognitive domains, while quantitative data were analyzed using the Anates V4 software. The results of the study show that the even semester final semester assessment questions for the fourth grade of Cultural Arts subjects for the 2024/2025 school year (multiple choice and essay) are good, but they are still found in multiple-choice questions that need to be improved. It is recommended to the question preparation team to improve the questions and conduct question item analysis activities before the questions are tested to students, in order to produce more quality question items. Contribution or findings in research is to provide information to the makers of end-of-semester assessment questions so that they can improve questions that are not of good quality before being used as an evaluation tool for students.
This study aims to describe the effectiveness of the Universal Design for Learning (UDL) framework in the Indonesian language and literature course within the Madrasah Ibtidaiyah Teacher Education (PGMI) study program at UIN Antasari Banjarmasin, and to examine its impact on student engagement and learning outcomes. Employing a quasi-experimental, one-group pretest-posttest design, this study involved 131 fourth-semester students. Data were collected through objective tests, classroom observations, and interviews. The treatment was implemented in staged cycles of initial reflection, identification, investigation, action, and reflection. Quantitative data were analyzed using a paired t-test, while qualitative data were analyzed thematically. The results showed that UDL-based learning significantly improved students' academic outcomes and engagement. The average student score increased from 72.53 (grade B) on the pretest to 82.49 (grade A) on the posttest, with an N-Gain of 0.36 (moderate category) and a significance value of p < 0.005. In addition, students experienced increased motivation, improved access to learning resources, and higher satisfaction in attending lectures. UDL was found to be effective in creating an inclusive, adaptive, and participatory learning experience, making it a suitable strategic framework for language and literature learning in higher education, especially in preparing prospective elementary school teachers.
Culturally Responsive Teaching (CRT) is a pedagogical approach that emphasizes the importanceof considering students' cultural backgrounds in the learning process in order to create an inclusive,equitable and effective learning environment. This study aims to develop a valid and reliable CRTpractice measurement instrument in accordance with the Indonesian educational context. Theresearch method used was Research and Development (R&D) with the Four-D model (Define,Design, Develop, Disseminate). The instrument was developed based on literature review andexpert validation, then tested on Teacher Professional Education Program (PPG) students throughvalidity and reliability analysis. The validity test results using Aiken's V showed that 20 out of 24statement items were declared valid, while the reliability test resulted in a Cronbach's Alpha valueof 0.984 which showed a very high level of internal consistency. The resulting CRT instrumentincludes five main dimensions, namely Validating, Multidimensional, Empowering,Transformative, and Emancipatory. This instrument can be used by teachers, researchers andpolicy makers to assess and improve the implementation of culturally responsive learning, as wellas a basis for the development of more inclusive and contextualized education policies inIndonesia.
This study was aimed to develop effective picture storybooks for instilling anti-corruption values in early childhood. Research and Development (R&D) was used in this study. This study developed illustrated storybooks as learning media to instill anti-corruption character values in early childhood using the ADDIE method. This research was conducted at an early childhood education institution in South Jakarta. The study involved three participants; principals and teachers of kindergarten. Interview was used in analysis phase. During the development phase, three illustrated storybooks conveying messages of honesty, care, and responsibility were created. Expert validation result indicated that the books are suitable for use as learning media. Implementation in the early childhood institutions received positive responses from teachers and principals, indicating the books’ effectiveness in instilling anti-corruption character values. The study recommends developing diverse learning media, providing teacher training, and involving parents to support anti-corruption character education from an early age. The findings demonstrate that illustrated storybooks serve as effective media for promoting the learning of anti-corruption values in early childhood.
