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
This study aims to analyze the effectiveness of the Generative Quantum Teaching learning model in improving poetry writing creativity with Lampung local culture themes for PGSD students. The study used a quantitative approach with an experimental method through a pretest-posttest control group design. The research subjects consisted of an experimental class and a control class of PGSD students at Muhammadiyah Pringsewu University. Data collection techniques used poetry writing tests, observation, and documentation. Data analysis was carried out through descriptive statistics, normality tests, homogeneity tests, and independent sample t-tests. The results showed that the application of the Generative Quantum Teaching model effectively improved students' poetry writing creativity. This was indicated by an increase in the average posttest score of the experimental class of 87.60 compared to the control class of 75.20 with a significance value of 0.002 <0.05. In addition, students showed improvements in aspects of diction, imagination, originality of ideas, and exploration of Lampung culture in poetry. Thus, the Generative Quantum Teaching model is effective in learning local culture-based literature for PGSD students. The findings highlight the model’s significant role in fostering creative expression while strengthening students’ appreciation of local cultural values. This study contributes to the development of innovative literature learning models that integrate creativity, cultural literacy, and character education, and provides an alternative pedagogical framework for preserving local culture through higher education learning practices.
Sedekah Waduk Cengklik are an annual tradition of the Boyolali community which is held as a form of gratitude for the benefits of the existence of the reservoir for the community. This study aims to examine the procession of Sedekah Waduk Cengkliktradition and analyze its potential and integration in learning to write descriptive texts based on local culture. This study uses a qualitative method with a case study approach. The data was analyzed using an interactive analysis model which included data reduction, data presentation, and conclusion drawing and verification. The results of the study show that the procession of Sedekah Waduk Cengklikhas the potential to be integrated into learning to write descriptive texts based on local culture because it has contextual characteristics and presents real objects that can make it easier for students to develop descriptive texts. The integration of these traditions can also be a means of strengthening students' character, including religiosity, creativity, curiosity, love for the homeland, concern for the environment, social concern, and responsibility. The implementation of learning can be carried out through project-based tasks, such as writing descriptive texts based on the results of observations of traditions and the surrounding environment, either through direct observation or the use of YouTube, Instagram, and other audiovisual media if direct observation is not possible. Thus, the integration of Sedekah Waduk Cengklik tradition in learning to write descriptive texts has the potential to support improving the quality of writing, strengthening character education, and preserving local culture. This research has limitations because the study of tradition is still general and has not revealed in depth the symbolic meaning and social dynamics in its implementation. In addition, the integration of the learning offered has not been empirically tested in the classroom. Therefore, further research needs to conduct a more comprehensive field study and test the application of the local culture-based learning model directly in schools.
This article aims to analyze the integration of Qur'anic values into the tutorial model of Islamic recligious education in higher education, focusing on the reliability of measurement instruments, the correlation between the main constructs, and their practical implications. Data were collected from 68 respondents, the majority of whom were women (95.6%). Reliability tests with Cronbach's Alpha showed strong internal consistency across domains: Qur'anic Integration (α = 0.897), Learning Environment (α = 0.969), Personal Impact (α = 0.969), and Teaching Quality (α = 0.981). Descriptive analysis revealed that Qur'anic Integration obtained the highest average score (M = 4.24), while the Learning Environment obtained the lowest score (M = 3.43). Correlation analysis showed a very strong relationship between Learning Environment and Personal Impact (r = 0.952), Learning Environment and Teaching Quality (r = 0.950), and Personal Impact and Teaching Quality (r = 0.944). These findings suggest that improvements in the learning environment have the potential to have a significant chain effect on personal impact and teaching quality. The study recommends prioritizing structural and pedagogical improvements in the learning environment as the main intervention, complemented by mentoring initiatives, while maintaining the strength that has been seen in Qur'anic integration. By placing these findings in a broader discourse on Islamic education reform, the study confirms how empirical evidence can be used to direct strategic improvements to tutorial models in colleges.
This study examined the effect of practicum-based learning on scientific attitudes and cognitive learning outcomes among 60 eighth-grade students in Jayapura, focusing on the human respiratory system, using a quantitative quasi-experimental pretest-posttest control group design with experimental and control groups. Data were collected through a validated scientific attitude questionnaire and a cognitive learning outcomes test, analyzed using an Independent Samples t-test and a Mann-Whitney U test, respectively. Results showed that practicum-based learning significantly improved students' scientific attitudes (p < 0.001), with the experimental group achieving a 30.7% increase and a "high" N-Gain category, compared with a 20.7% increase in the control group. Cognitive learning outcomes also improved significantly (p < 0.001), rising by 18.2% with a "medium" N-Gain category, against a 7.1% increase in the control group. These findings confirm that practicum-based learning is significantly more effective than conventional teaching in fostering both scientific attitudes and cognitive achievement in science education. The study further underscores the strategic value of practicum-based learning as a scalable, evidence-based approach for bridging persistent educational gaps in under-resourced and geographically isolated regions such as Papua, with implications for science curriculum design, teacher practice, and educational policy aimed at improving the quality and equity of science learning.
This study aims to describe: (1) The Implementation Process of Experiential-Based Reflective Learning in Tadris Bahasa Indonesia Students; (2) The Experiences of Tadris Bahasa Indonesia Students in Strengthening Metacognitive Abilities through Experiential-Based Reflective Learning; and (3) The Experiences of Tadris Bahasa Indonesia Students in Strengthening Academic Resilience through Experiential-Based Reflective Learning. This study utilizes a qualitative phenomenological design grounded in the constructivist-interpretivist paradigm. Data were collected from reflective journals, in-depth interviews, participant observations, and documentation of the experiential-based reflective learning process involving 30 Tadris Bahasa Indonesia students at UIN A.M. Sangadji Ambon, and were subsequently analyzed thematically. The results of this study describe that experiential-based reflective learning for Tadris Bahasa Indonesia students at UIN Ambon is implemented in a cyclical and contextual manner through: (1) The implementation of experiential-based reflective learning takes place cyclically (Concrete Experience -> Reflective Observation -> Abstract Conceptualization -> Active Experimentation) integrated with reflection-in/on-action; (2) The implementation of reflective learning strengthens students' metacognitive abilities through increased self-awareness, performance monitoring, and regulation of learning strategies; and (3) The interaction between the reflective learning cycle and metacognitive regulation strengthens students' academic resilience through indicators (5C: Confidence, Control, Composure, Commitment, Reframing). Taken together, these three findings demonstrate that experiential-based reflective learning contributes not only to the development of students’ academic and professional competencies but also to their capacity to reflect on experiences, regulate their learning processes, cope with challenges, and develop resilience in complex learning contexts. This contribution underscores the significance of experiential-based reflective learning as a pedagogical approach capable of bridging academic learning with the complex demands of professional practice.
The purpose of this study is to explain how Islamic religious education can be implemented with strategies in the digitalization era in schools. The era of digitalization as a result of the increasingly massive development of science and technology that makes changes. Researchers use a qualitative method with a literature study approach or library research, where all data obtained comes from primary and secondary data (books, articles, journals, and other sources). From this research, the results obtained that Islamic Religious Education must be considered for its strategy and implementation in the digitalization of science in the current era where as educators must be literate in the presence of a digital era that is increasingly developing and affecting Islamic religious education and be able to adapt, develop themselves to improve learning, even students get guidance and direction in the use of digital devices. And can apply strategies and methods using digital-based media through existing platforms. This study offers a practical strategic framework and evaluated set of digital platforms that can guide educators and schools in implementing Islamic Religious Education effectively, ensuring its development remains progressive, relevant, and firmly grounded in Islamic principles amid rapid technological change.
The inconsistent contribution of leadership practices to teacher performance indicates the need to examine relational and managerial leadership within the specific context of Islamic elementary education. This study aimed to analyze the partial and simultaneous contributions of Leader–Member Exchange and madrasah principals’ managerial skills to the performance of Madrasah Ibtidaiyah teachers. A quantitative cross-sectional survey was conducted involving 195 teachers proportionally selected from a population of 448 teachers across 38 public and private Madrasah Ibtidaiyah in Way Kanan Regency, Lampung Province, Indonesia. Data were collected using structured questionnaires and analyzed through multiple linear regression with IBM SPSS Statistics version 20. The results showed that Leader–Member Exchange made a positive and significant partial contribution to teacher performance (B = 0.684; t = 2.236; p = 0.027), whereas madrasah principals’ managerial skills did not make a significant direct contribution (B = −0.525; t = −0.340; p = 0.734). Simultaneously, the predictor variables significantly contributed to teacher performance (F = 98.856; p < 0.001), with the regression model explaining 60.8% of the variance. These findings demonstrate that trust, communication, reciprocal support, and professional collaboration between principals and teachers have a more immediate role in supporting teacher performance than managerial skills alone. The study implies that principal-development programs should integrate administrative competence with relational leadership, interpersonal communication, teacher empowerment, and collaborative professional support.
Ngabésan is one of the traditional Sundanese wedding ceremonies that symbolizes family unity and support prior to marriage. In this procession, the groom's family and relatives visit the bride's family, bringing symbolic gifts that represent respect, commitment, and the beginning of a new familial relationship. Beyond its ceremonial function, ngabésan embodies cultural values that have significant educational potential, particularly as a resource for cultural literacy in elementary education. This study aims to identify the educational values embedded in the ngabésan tradition and explore their relevance to character and cultural literacy education in elementary schools. The research employed a qualitative approach using literature review and field study methods. Data were collected through interviews and direct observation and analyzed using semiotic theory to interpret the meanings of the symbols and practices within the tradition. The findings reveal five core values embedded in the ngabésan ceremony: mutual cooperation, responsibility, togetherness, harmony, and mutual assistance. These values are closely aligned with the objectives of character education and can be effectively integrated into cultural literacy learning, particularly for elementary school students in Karawang. This study contributes to the literature by demonstrating how local cultural traditions can be systematically interpreted as educational resources and by providing a framework for integrating indigenous cultural values into elementary school cultural literacy programs. The findings also support efforts to preserve local wisdom while strengthening students' character development through culturally responsive education
This study aims to map publication trends, main topics, and research gaps related to picture books in primary schools indexed in Scopus over the past decade. This study answers three main questions: (1) What are the publication trends of research related to picture books in primary schools indexed in Scopus over the past decade? (2) What are the main topics or keywords frequently appearing in research on picture books in primary schools? (3) What research gaps can be identified from the bibliometric analysis of picture books in primary schools? The approach used is bibliometric, with steps including Defining the aim of the research, collecting data on the relevant literature, Analysis and visualization using VOSViewer software, and interpreting the findings and results. The analysis results show that publications related to this topic have increased significantly from 2015 to 2025, with a peak in 2025. Frequently emerging topics in the research include literacy, diversity, language development, and classroom instruction. The study also identified key countries contributing to these publications, such as the United States, the United Kingdom, and China, and noted the important role of picture books in supporting children's literacy and social-emotional development. Additionally, the study found that the use of technology such as Augmented Reality in picture books is beginning to gain attention, particularly in China. The study suggests that there should be more research exploring the integration of picture books into primary school education and further development in cultural diversity
Rapid social and digital transformations have fundamentally reshaped education systems, leading to a redefinition of teachers’ roles in the 21st century that extends beyond technological integration to encompass epistemological, pedagogical, and structural changes. This study aims to analyze the conceptual structure, intellectual evolution, and global collaboration patterns of the paradigm shift in teachers’ roles, while also examining its empirical manifestation in practice. A mixed-method approach with an integrative design was employed, combining a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, bibliometric analysis, and a quantitative survey. Data were retrieved from the Scopus database (2016–2026), resulting in 85 peer-reviewed articles following a rigorous selection process, and complemented by survey responses from 80 teachers across Indonesia. Bibliometric mapping using VOSviewer reveals that the emerging paradigm is structured across three interrelated dimensions: pedagogical, technological, and structural. The pedagogical dimension reflects a shift from knowledge transmission to collaborative knowledge co-construction, while the technological dimension indicates a transition from ICT integration toward the adoption of artificial intelligence and data-driven adaptive learning systems. The structural dimension highlights the strengthening of teacher agency, reflective professionalism, and the restructuring of teacher education systems. Network analysis shows that global research collaboration remains regionally fragmented, whereas co-citation patterns indicate the emergence of core references, suggesting an ongoing phase of conceptual consolidation. Empirical findings confirm strong pedagogical and professional transformation in practice but reveal a gap in the adoption of advanced technologies such as AI. This study contributes by proposing a multidimensional typology of teachers’ roles—as facilitators, digital learning designers, institutional change agents, and ethical technology curators—thereby advancing theoretical consolidation and providing a foundation for systemic policy reform in 21st-century education.
The purpose of this research is to develop of a meaningful learning model based on fishermen’s environment to form students' creative behavior. This research is designed based on ADDIE development model. The population in this study were all junior high school students in coastal Cirebon. Data collection techniques used in this study include observation, interview, and lift distribution. Researchers will process and analyze the data using descriptive statistical analysis. Data analysis was carried out in three stages during this study, namely data analysis during preliminary studies (empirical studies and literature studies), then data analysis during the design model development process, and finally, data analysis as a process of producing model effectiveness test results. Based on the results of this study, a meaningful learning model based on the fishing environment can increase the creativity of Cirebon coastal junior high school students. This model connects new knowledge with what students already know, making the material easier to understand and encouraging creativity.
This study investigates Sultan Mahmud Badaruddin II’s application of da’wah (Islamic propagation) as a socio-political strategy during his resistance against Dutch colonialism, particularly in his exile to Ternate. It addresses a gap in prior research by focusing on the religious dimension of his leadership, moving beyond his military and diplomatic efforts. The study aims to analyze the role of da’wah in mobilizing social solidarity, promoting religious moderation (wasathiyah), and establishing non-violent resistance. This research uses qualitative historical methods and discourse analysis to examine primary sources, historical documents, and interviews with descendants of Sultan Mahmud Badaruddin II. The findings show that Sultan Mahmud Badaruddin II utilized da’wah as a tool to strengthen social cohesion through institutions like mosques, pesantren, and the Sammaniyah Order. His moderate approach, emphasizing tolerance, justice, and cultural accommodation, united diverse societal groups and preserved their cultural-religious identity under colonial oppression. This study concludes that da’wah was a powerful strategy for integrating faith with social and political objectives. It provides significant insights into the sociology of religion, particularly in understanding the role of religious leadership in fostering unity and resistance. The findings also suggest the relevance of religious moderation in addressing contemporary societal challenges
This study aims to develop a Pocket Book of Daily English Expressions for boarding school students in the pesantren context to improve students’ speaking skills in everyday communication. The study employed a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The participants involved students from grades 7, 8, and 9 in an Islamic boarding school in Cimahi, West Java, Indonesia. Peer facilitators from grades 8 and 9 were trained to assist the implementation process. Data were collected through classroom observation, progress evaluation, post-tests, and student feedback. The findings showed significant improvement in students’ speaking performance after four weeks of implementation. Speaking participation increased from 45% to 89%, vocabulary mastery improved from 40% to 86%, and students’ confidence in speaking English rose from 38% to 85%. The contextual materials provided in the pocket book helped students practice English expressions related to dormitory life, making learning more meaningful and practical. In addition, the peer-facilitator approach created a collaborative learning environment that encouraged active communication. The study concludes that the developed pocket book effectively supports English speaking practice in pesantren environments and contributes positively to students’ communicative competence, motivation, and confidence in using English for daily interaction
This study aims to map the development and research trends in Arabic language learning through a contrastive analysis using a bibliometric approach. The data were obtained from the Scopus database for the period 2020–2025 using the keywords "contrastive analysis" and "Arabic learning." The analysis was conducted using VOSviewer to identify publication trends, leading contributors, collaboration patterns, and the conceptual structure of the research field. The results indicate a significant increase in publications since 2023, reflecting growing academic interest in this area. Research contributions are predominantly led by Middle Eastern countries, particularly Saudi Arabia, with a strong pattern of collaborative authorship. Thematically, the studies focus on contrastive analysis and error analysis in comparisons between Arabic and English. In addition, there is an emerging trend toward integrating technologies such as artificial intelligence and deep learning. These findings suggest that the field is evolving toward a more interdisciplinary and data-driven approach. These findings indicate that research on contrastive-analysis-based Arabic language learning is evolving toward a more interdisciplinary and data-driven approach. Beyond providing an overview of current research trends and future directions, this study contributes to the development of more effective, evidence-based, and technology-enhanced Arabic language learning practices through the integration of linguistic theory, digital innovation, and learner-centered approaches.
Manual summative assessment is no longer relevant to the transformation of Islamic education in digital learning. Therefore, an easy, efficient assessment system is needed to support digital learning. The purpose of this study is to design an online summative assessment using Moodle, assisted by Android, to create an effective and efficient assessment. The research method used in this study is a mixed-method sequential explanatory design. A qualitative approach is used to design an online summative Moodle application with a digital literature study review. Meanwhile, a quantitative approach was used to test the effectiveness of the online summative model design in primary schools, with 10 learners from classes 4, 5, and 6. The data from the literature review were presented inductively to present the steps of the Android-assisted Moodle application in conducting online summative assessments. The data on the application of Moodle in summative assessment were analysed using a t-test in SPSS 20 to determine the effectiveness of Android-assisted Moodle in creating assessments that are both effective and efficient. Furthermore, the analysis results were linked to the theories of connectivism and remedial learning. This study found a formula for online summative design using the Android-based Moodle application with four steps, namely: (1) setting up the Moodle application by the school administrator using the localhost IP settings available on the router, (2) providing teacher accounts, (3) entering the names of learners taking the exam, and (4) learners accessing the Moodle application using Android devices with the same network as the administrator's server. The Moodle-based summative system has proven effective and efficient, with automated question entry and correction reducing printing costs and saving time. This research implies that it can be used as an e-learning medium for conducting assessments effectively and efficiently.
This study aims to determine the comparative effectiveness of the Team Games Tournament (TGT), Numbered Heads Together (NHT), and Student Teams Achievement Division (STAD) learning models on Islamic Education learning outcomes among sixth-grade students at SDN Permata Hijau Rancaekek, with gender as a controlling variable. This study employs a quantitative approach using a comparative method. Data were obtained from students’ learning outcomes and analyzed using SPSS 26. Data analysis was conducted using a two-way ANOVA test and non-parametric tests because the data were not normally distributed. The results showed significant differences between the TGT and NHT models, TGT and STAD models, and NHT and STAD models (Sig. value < 0.05). Meanwhile, no significant differences were found based on students’ gender (Sig. value = 0.589), and there was no interaction between the learning model and gender in influencing Islamic Education learning outcomes (Sig. value = 0.783). The findings indicate that NHT is the most effective model for enhancing Islamic Education learning outcomes. Importantly, these findings not only identify NHT as the superior cooperative learning model but also provide empirical evidence that inclusive, gender-neutral collaborative strategies can significantly enhance student engagement and achievement, offering a practical and theoretically grounded framework for optimizing pedagogical practices across diverse educational contexts
This study addresses the growing demand for deep learning-oriented instruction in 21st-century education, particularly in special education, where instructional practices involve high levels of complexity. The study aims to analyze the determinants of deep learning oriented teaching behavior among special education teachers using the Theory of Planned Behavior (TPB). A quantitative explanatory survey design was employed, involving 66 teachers selected through snowball sampling. Data were collected using a structured questionnaire and analyzed through hierarchical multiple regression. The results indicate that perceived behavioral control (PBC) and subjective norm (SN) significantly predict both intention and teaching behavior, while attitude toward behavior (ATB) does not show a significant effect when controlling for other variables. Intention significantly predicts behavior; however, its additional contribution is relatively small (ΔR² = 0.013), indicating that behavioral implementation is influenced not only by intention but also by professional competence and environmental factors. Overall, the model demonstrates strong explanatory power, highlighting the importance of teacher capability and social support in facilitating the implementation of deep learning-oriented instruction in special education. This study contributes theoretically by strengthening the validity of TPB in special education while offering a new perspective that the transformation of teaching behavior is more strongly influenced by structural support, professional competence, and institutional expectations than by personal attitudes alone. Therefore, this study underscores that the successful implementation of deep learning in special education requires a systemic approach integrating psychological readiness, teacher competency development, and institutional support to promote inclusive, meaningful, adaptive, and sustainable learning that enhances students higher order thinking skills.
