The development of Higher-Order Thinking Skills (HOTS) has become a major objective of science learning in elementary education, particularly within the implementation of the Merdeka Curriculum. However, assessing students' HOTS remains challenging because conventional assessment methods often fail to provide detailed information regarding students’ cognitive performance. This study aimed to analyze the implementation of an analytic rubric in assessing elementary students’ Higher-Order Thinking Skills (HOTS) in science learning on Ecosystems and Environmental Balance, focusing on the dimensions of analysis (C4), evaluation (C5), and creation (C6). This study employed a quantitative descriptive research design involving 72 sixth-grade students selected through purposive sampling. The data were analyzed using descriptive statistics, including mean scores, percentages, and achievement categories. The findings revealed that students achieved the highest performance in the analysis dimension, followed by evaluation and creation. Overall, students demonstrated a high level of HOTS achievement. The analytic rubric was effective in providing detailed information regarding students’ strengths and weaknesses across different HOTS dimensions, thereby supporting a more objective and comprehensive assessment process. The novelty of this study lies in the implementation of an analytic rubric specifically designed to assess elementary students’ HOTS across analysis (C4), evaluation (C5), and creation (C6) dimensions within the context of science learning on Ecosystems and Environmental Balance. The findings contribute to the development of authentic assessment practices and provide practical guidance for teachers in implementing systematic and meaningful HOTS assessment in elementary science education.
This study aims to analyze the quality of the GASING Method reflection module as a guide for teachers’ Continuing Professional Development (CPD). The study employed a descriptive evaluative survey design involving 23 teachers as respondents. Data were collected using a questionnaire comprising 19 statements rated on a four-point Likert scale and three open-ended questions concerning the module’s strengths, limitations, and suggestions for further development. Quantitative data were analyzed using means, standard deviations, achievement percentages, and response distributions, while respondents’ comments were grouped thematically. The results showed that the module achieved an overall mean score of 3.69, with an achievement rate of 92.16%, placing it in the very high category. Multimodal presentation received the highest rating (mean = 3.77), followed by content relevance and reflective function (3.74), impact on practice and sustainability (3.72), clarity and ease of use (3.62), and continuing professional development (3.59). A total of 99.54% of responses fell within the agree and strongly agree categories. Teachers perceived the module as systematic, easy to understand, aligned with the principles of the GASING Method, and supported by videos and illustrations that facilitated its implementation in teaching. Suggestions for further development primarily concerned the module’s length, simplification of language, visual presentation, summaries for each chapter, the inclusion of a glossary, and access to video materials in areas with limited internet connectivity. These findings indicate that the GASING Method reflection module is suitable for use as a CPD guide that integrates content understanding, classroom practice, reflection, and the continuous improvement of instructional strategies in schools.
This study aims to develop a deep learning-based mathematics learning design integrated with artificial intelligence for fractions, intended to improve third-year pupils’ conceptual understanding, as well as to test its validity, practicality and effectiveness. A research and development approach was employed, following five stages: analysis, design, development, implementation and evaluation. The instructional design, developed using ChatGPT integrated with the Polypad application, was validated by three experts, whilst its effectiveness was tested on 22 Year 3 pupils using a single-group pre-test–post-test procedure analysed with the Wilcoxon Signed Ranks test, and its practicality was measured through a pupil feedback questionnaire. The findings indicate that the instructional design was highly valid according to the experts’ assessment, and that the pre-test and post-test instruments were both valid and reliable. There was a significant increase between pre-test and post-test scores, indicating that the design was effective in enhancing pupils’ conceptual understanding of fractions. Student feedback also indicated that the design was practical to use. These findings suggest that a systematically designed learning approach integrated with artificial intelligence can meaningfully support the conceptual learning of fractions in early primary school mathematics education.
This study aims to analyze the policy and implementation of the Free Nutritious Meal Program (MBG) in urban and rural schools in Indonesia, as well as examine stakeholder perceptions and their impact on student participation in the learning process. As a strategic public policy intervention, the MBG program addresses critical micronutrient deficiencies and unequal access to nutritious food, which significantly correlate with cognitive ability, learning concentration, and academic achievement. Utilizing a descriptive qualitative approach, this research collected primary and secondary data through in-depth semi-structured interviews, field observations, and comprehensive documentation studies. The comparative research setting encompasses schools in rural and urban areas to facilitate a holistic analysis of policy implementation dynamics. The findings reveal that although the MBG policy is designed nationally to uniformly improve nutritional status and learning quality, its localized implementation is highly contextual. Rural schools, constrained by infrastructure and long distribution distances, require flexible adaptations and strong community reliance. Conversely, urban schools operate with more structured distribution systems and adequate infrastructure, yet face distinct challenges such as parental concerns regarding food safety. Overall, the MBG program garnered positive perceptions from students, parents, and teachers, demonstrably contributing to elevated learning motivation and increased student participation. This study recommends an adaptive, context-sensitive, and sustainable MBG policy framework to maximize program effectiveness and ensure equitable benefit distribution across diverse regional landscapes.
This study aimed to evaluate the Quran Reading Completion Program (Tuntas Baca Quran/TBQ) at SD Negeri 025 Balikpapan Tengah using Ralph W. Tyler’s Goal-Oriented Evaluation model. The TBQ program was implemented to improve students’ ability to read the Quran accurately, fluently, and in accordance with the rules of tajwid. This study employed a qualitative approach using a goal-oriented evaluation model. Research participants consisted of the principal, Islamic Religious Education teachers, and students involved in the program. Data were collected through interviews, observations, and documentation, and analyzed using the Miles, Huberman, and Saldana model, including data condensation, data display, and conclusion drawing. The findings revealed that the TBQ program was implemented systematically through initial ability mapping, regular guidance, and periodic evaluations. The evaluation indicated an improvement in students’ Quran reading skills, reflected by an increase in the proportion of students categorized as good and very good and a decrease in the poor category from 24% to 16%. However, several challenges remained, including limited instructional time, a large number of students, varying reading abilities, and insufficient practice at home. Based on the Goal-Oriented Evaluation model, the TBQ program achieved most of its intended objectives, although improvements are still needed in mentoring, instructional strategies, and collaboration between schools and parents to ensure more optimal and equitable outcomes
