Career maturity is an important competence for vocational high school students in preparing for future career decisions. In many contexts, students' career orientations are influenced not only by their interests and abilities but also by local cultural values that shape expectations about future work and life directions. This study examines the effect of Holland-based career guidance (RIASEC) on improving the career maturity of vocational students while considering local cultural perspectives on future career direction. This study used a quantitative experimental approach with a One-Group Pre-test–Post-test design involving 68 vocational high school students in Medan, Indonesia. Holland-based career guidance sessions were implemented to help students identify personality types, interests, and suitable career pathways. Data were collected using a career maturity scale and analyzed using the Wilcoxon Signed Rank Test with SPSS, followed by effect size analysis. The descriptive results showed an increase in students' career maturity scores from the pre-test to the post-test. The statistical analysis revealed a significant difference between pre-test and post-test scores after the intervention. The calculated effect size indicates a large effect, demonstrating that Holland-based career guidance effectively improves students' career maturity, particularly in understanding personal potential, aligning interests with career choices, and planning future career directions. Integrating local cultural perspectives also helps students connect their career aspirations with family and community expectations. In conclusion, Holland-based career guidance integrated with local cultural perspectives can be implemented as a practical counseling strategy in Indonesian vocational schools by assisting guidance counselors in developing culturally responsive career services and supporting vocational curricula that strengthen students' career planning, self-understanding, and readiness for future employment decisions.
The concept of local wisdom has become a significant strategic basis for culturally based education in Indonesia, though the structure of intellectual form and the developmental course of research in this area have yet to be fully synthesized. The paper explores the development and intellectual architecture of local wisdom research in Indonesian education between 2010 and 2025 through an inter-woven bibliometric and systematic approach. Based on PRISMA procedures, 132 studies were selected from 575 records of Scopus-indexed journal articles. The growth of publications, most popular journals, institutional productivity, and international contributions were analyzed using bibliometric mapping, and qualitative thematic synthesis identified the prevalent research clusters and theoretical orientations. According to the findings, a significant growth trend can be observed in recent years, and scholarship is concentrated mostly in Indonesian institutions, with a predominance of the sociocultural and constructivist approaches. Five important thematic areas were identified, reflecting an inclination toward pedagogical application. The paper finds that although the field is growing very fast, it is nationally confined and theoretically fragmented. This study provides intellectual scaffolding and strategic pathways for more rigorous and globally active scholarship by mapping the intellectual architecture of the field.
This study examines how Total Quality Management (TQM) affects organizational culture in vocational education, using transformational leadership as a moderating variable. The study was motivated by challenges faced by SMK Negeri 4 Klaten in fostering a culture of caring, contribution, and collaboration to improve school performance and graduate readiness. A quantitative cross-sectional design was employed, involving 307 respondents: teachers, staff, and students. Data were collected through a structured questionnaire measuring Total Quality Management, organizational culture, and transformational leadership. Direct and moderating effects were investigated using Structural Equation Modeling (SEM) with AMOS, backed by validity and reliability tests using Average Variance Extracted, Composite Reliability, and Confirmatory Factor Analysis. The findings reveal that both transformational leadership and total quality management have a major positive impact on organizational culture. Additionally, transformational leadership serves as a moderator, strengthening the link between corporate culture and Total Quality Management. By combining transformational leadership with Total Quality Management in vocational schools, this study adds to the body of knowledge on quality management in education. Practically speaking, the results offer guidance to legislators and school administrators on enhancing leadership skills and creating an organizational culture focused on quality.
This research aims to investigate the role of school principals' visionary leadership based on an ethical culture in improving school quality. This research uses a systematic literature review method to examine several related articles. The research results show that visionary leadership by school principals plays a significant role and positively influences the quality of schools and institutions. The role of the school principal's visionary leadership style in improving the quality of education is demonstrated by several factors and characteristics of this style. The relationship between visionary leadership and ethical culture can drive innovation to improve the quality of education. The ethical culture in schools enables the formulation of the school's vision, mission, and goals by examining the school's characteristics and the community that participates in it. The final results of this research concluded that school principals who have vision, characteristics, competence, motivation, strong work standards, and a value orientation are leaders expected to improve the quality of education. This research is hoped to provide insight to other researchers, educators, school principals, and schools.
This study examines how multicultural learning is articulated and enacted within Outcome-Based Education (OBE) in practice-based higher education and develops an Embodied Multicultural Learning Framework based on the findings. Although OBE emphasizes clearly articulated, measurable learning outcomes, limited attention has been given to how multicultural learning unfolds in embodied studio practices. Using an interpretive qualitative case study design, this research analyses a course syllabus and semi-structured interviews with ten undergraduate students at ISI Bali. The findings show that multicultural competencies are indirectly embedded within general ethical and professional learning outcomes, while assessment criteria primarily prioritize technical performance. At the same time, students experience multicultural learning through bodily adaptation, shifting insider–outsider positioning, peer interaction, and reflective reinterpretation of cultural meaning during studio practice. The study concludes that multicultural learning in practice-based disciplines cannot be fully captured by formal outcome indicators alone, as it develops through embodied and relational processes. This research contributes to the field by proposing a conceptual framework integrating curriculum articulation, embodied engagement, relational negotiation, and reflective integration to inform curriculum design and assessment in practice-based education.
The quality of the implementation of dance studios as non-formal educational institutions can be measured through the quality of program execution and the management systems applied. Dance studios function not only as spaces for arts education but also as culture-based business units that require quality control to ensure the achievement of performance targets, service quality, and business objectives. However, preliminary studies indicate that most dance studios in Indonesia have not yet implemented standardized and modern management systems. This study aims to describe the development of a web-based application, Quality Index version 1.0, as an instrument for standardizing business processes and controlling the quality of dance studio management in Indonesia. The research employs a development research method with a descriptive qualitative approach, analyzing the design, functions, and initial implementation of the Quality Index application version 1.0. The results show that the application can present a database of dance studios based on established quality standards and facilitate the direct collection of management data through on-site assessments. The application serves as a systematic, measurable quality control tool. It is concluded that the Edumatriks Quality Index version 1.0 has the potential to serve as a standard quality parameter for dance studio management. This research contributes to the development of technology-based evaluation and management models in community dance arts education.
The skills of deep reading and metacognitive skills through the utilization of local culture are becoming increasingly relevant in the context of education. The analysis of the use of culturally based materials shows that this integration enhances reading skills, but also positively impacts students' metacognitive learning. This study aims to examine improvements in deep reading skills and cultural metacognition through Culturally Responsive Teaching (CRT). The quantitative experimental method uses a one-group pretest-posttest design, which provides pre-test and post-test assessments. The sample for this study consists of 13 grade-10 students at SMA Al-Amanah in Lembang, West Java, using a total sampling technique. This research proves that the culturally responsive teaching approach (CRT) is effective in enhancing students' deep reading skills and cultural metacognition. In terms of deep reading, the average score increased from 70.00 to 78.08 and the median from 65 to 80, with test results indicating statistical testing (p = 0.006) and a large effect size (Cohen's d = 0.919). Cultural metacognition, including Cultural Awareness, Reflection, Self-Regulation, and Knowledge, also improved, with total scores rising from 63.75% to 78.8%. The dimension of Cultural Knowledge showed the largest increase, at 20.9%. The findings of this research confirm that CRT not only enhances deep text comprehension abilities but also strengthens cultural metacognitive awareness and skills.
This study aims to develop and evaluate digital storytelling-based listening materials that integrate the local culture of Riau Islands to enhance students' listening comprehension. The research employed a Design-Based Research (DBR) approach involving iterative cycles of design, development, implementation, and evaluation. The participants consisted of 35 university students, three lecturers, and three experts in material, language, and media validation. Data were collected through questionnaires, expert validation forms, and pre-test–post-test assessments. The design phase resulted in audiovisual storytelling materials featuring local cultural narratives and interactive comprehension activities. Expert validation indicated that the materials were highly feasible, with mean scores above 85% across material, language, and media aspects. The implementation results revealed a significant improvement in students' listening comprehension, as shown by an increase in the mean score from 61.31 (pre-test) to 80.89 (post-test) with a mean gain of 19.57 points (p .001). The findings suggest that digital storytelling enriched with local culture can serve as an effective and engaging alternative medium for listening instruction. This study contributes to the integration of culturally grounded digital pedagogy in language learning and supports the contextualization of English instruction in multicultural settings.
This study develops the DILAN (Dalami/Explore, Informasikan/Inform, Latihkan/Practice, Amati/Observe, Nilai/Assess) learning model assisted by Wayang Kamasan Painting to improve global diversity character and cultural literacy in elementary students. The research is based on the limited use of local wisdom in social studies, which makes learning tend to emphasize memorization. Using a Research and Development (RD) design with the ADDIE model, the study followed five stages: analysis, design, development, implementation, and evaluation. Research instruments included expert validation questionnaires, observation sheets, student and teacher response questionnaires, and cultural literacy tests. The design test showed a feasibility level of 95% (very good). Validation by content, design, and media experts scored ?90% (very good). Student practicality trials reached 87–92.3% (good to very good), while teacher assessment was 93.8% (very good). Effectiveness testing showed significant results: global diversity (t = 2.104 2.064) and cultural literacy (t = 2.121 2.064), indicating H1 was accepted. Thus, the DILAN model with Wayang Kamasan assistance is valid, practical, and effective. It serves as an innovative learning model that integrates local culture, supports character formation, and strengthens national identity in the globalization era.
The integration of Madurese culture with Islamic teachings is an important aspect in the study of culture and religion. This study examines birrul walidayn not only from a normative perspective but also by exploring its praxis within the culture and education of the Madurese community. The objective is to understand and explain the concept of birrul walidayn as it is embedded in Madurese culture and education. This study utilizes a qualitative approach, employing data collection methods such as interviews, observations, and document analysis. The data were analyzed through a process that includes reduction, presentation, verification, and the formulation of conclusions. The findings reveal that, according to the Madurese community, birrul walidayn (abhakte ka oreng towa) is a behavior comprising words and/or actions toward one's parents, reflecting devotion, loyalty, obedience, submission, respect, love, and affection, to please the parents. Birrul walidayn refers to a child’s behavior that aligns with values of devotion, loyalty, obedience, submission, respect, and affection, intended to make parents happy with their child's actions. It is not merely about what is spoken or done but is deeply connected to the heart. Actions and speech must align with heartfelt feelings that embody positive values for parents. Birrul walidayn is a social behavioral concept rooted in Islamic teachings derived from the Qur'an and Hadith. The contributions of this study include: enhancing the understanding of contextual Islamic studies, contributing to the fields of anthropology and education, developing social concepts within Islam, and highlighting the relevance of local values in character building.
This study examined the effect of local wisdom–based digital learning media on elementary students' national insight while controlling for digital readiness. A quasi-experimental matching-only pretest–posttest control group design was employed. Participants were selected through purposive sampling from one public primary school, yielding 54 Grade V students. To reduce selection bias, students were matched on pretest national insight scores, prior academic achievement, and gender distribution, yielding equivalent experimental (n = 27) and control (n = 27) groups. Data were collected using a 20-item National Insight Test (? .80) and an 18-item Digital Readiness Scale assessing technological competence, attitudes, and self-efficacy (? .80). The intervention lasted four weeks, with the experimental group receiving culturally grounded digital instruction and the control group receiving conventional instruction. Data were analyzed using Analysis of Covariance (ANCOVA), with posttest national insight as the dependent variable and digital readiness as a covariate. Assumption tests were satisfied (p .05). The overall model was statistically significant, F(2, 51) = 14.87, p .001, explaining 37% of variance in posttest scores (R² = .37). Digital readiness significantly predicted national insight, F(1, 51) = 18.42, p .001, partial ?² = .27, while instructional condition showed a smaller but significant effect, F(1, 51) = 4.36, p = .041, partial ?² = .08. The findings suggest that although culturally grounded digital media enhances national insight, students' digital readiness plays a more substantial role in determining learning outcomes.
Indonesia's multicultural landscape poses both opportunities and challenges for vocational education, particularly in preparing tourism students to develop intercultural sensitivity while sustaining local cultural identity. This study explores the role of integrating Sasak local wisdom into the management of Islamic Religious Education (IRE) to strengthen student intercultural competence in West Lombok. Using a mixed-methods approach, qualitative case studies were conducted at SMKN 1 Batulayar and SMKN 1 Lingsar, including interviews, classroom observations, and document analysis. The results indicate that students generally demonstrated moderate to high levels of intercultural sensitivity, with notable variations across dimensions. Students at SMKN 1 Lingsar showed stronger engagement in cross-cultural interactions, whereas those at SMKN 1 Batulayar exhibited a higher level of self-confidence. Qualitative findings further reveal that effective lesson planning, inter-teacher collaboration, contextual learning practices, and active community involvement play a crucial role in embedding local cultural values within IRE. This study concludes that integrating local wisdom and religious education contributes to the development of an inclusive character. It fosters tolerance and enhances students' readiness to navigate a multicultural tourism environment. From a theoretical perspective, this research advances the discourse on intercultural education by proposing a dual-path intercultural sensitivity model encompassing collaborative and experiential pathways as a novel framework for strengthening cultural responsiveness in vocational schools.
This study examines the declining interest among prospective biology teachers in traditional food culture, which is essential to supporting sustainable development goals, particularly food security and environmental sustainability. The research aims to develop a learning model integrating the Next Generation Science Standards (NGSS) dimensions with traditional food culture, known as the Traditional Food Culture Learning (TFCL) model. A research and development (RD) method based on the Dick and Carey instructional design was employed, involving prospective biology teachers at Universitas Tidar. The model was developed through stages of needs analysis, design, validation by multidisciplinary experts, and revision. The results indicate that the TFCL model is feasible and effective, with validation scores indicating very strong performance. The model's implementation shows significant positive relationships among exploration of local knowledge, nutritional analysis skills, and student engagement. The study concludes that the TFCL model enhances teaching competencies and fosters awareness of traditional food culture. This research contributes to science education by providing an innovative, culturally contextualized learning model that integrates global standards with local wisdom to promote sustainability-oriented learning.
Social studies education offers an integrated discipline that addresses societal issues, especially in elementary school. This subject has attracted considerable attention from the academic world as a reformed educational paradigm that has frequently been neglected. Nevertheless, there is a dearth of literature that integrates findings from prior studies. This study aims to examine the present condition of social studies education research in elementary schools. The researcher utilizes bibliometric analysis to investigate literature from the Scopus database using targeted keyword phrases. This study examines 235 out of 563 eligible papers that were subjected to screening. Instruments like Biblioshiny and VOSviewer are employed to assess metrics like productivity, impact, cooperation, and knowledge. Notwithstanding variations in citation rates, the results demonstrate an increasing interest in research regarding social studies teaching. The United States serves as the principal regional center for global networking, with significant contributions from Turkey and Indonesia as well. The examination of contemporary subjects and clusters offers possible theoretical frameworks and underscores upcoming research tendencies. This study provides significant insights and recommendations for future research to enhance social studies curriculum in primary schools.
The integration of local culture into elementary social studies instruction has become increasingly important in promoting culturally responsive and meaningful education. To create a more meaningful and contextually relevant learning environment, this qualitative case study aims to investigate how teachers integrate local cultural values into their instructional strategies. Ten elementary school teachers were purposefully selected to participate in the study, and data were collected through in-depth interviews, classroom observations, and a review of lesson plans and instructional materials. Patterns and themes in the data were found using thematic analysis. The results show that teachers utilize field studies, local folktales, and collaborative studies with community leaders to incorporate local culture creatively. However, challenges such as limited cultural relevance in textbooks and the lack of teaching resources hinder the effectiveness of integration. The study concludes that integrating local culture enhances students' cognitive and emotional engagement with the material, fostering a stronger cultural identity and character development. Recommendations for future research include expanding the study's scope to include more schools, examining the long-term effects on students' social and character development, and fostering greater collaboration between schools and local communities.
This study aims to design and evaluate a physics learning module based on the STEAM-SDGs approach on renewable energy material to improve students' literacy and numeracy skills. The background of this study is the low literacy achievements of Indonesian students in reading, mathematics, and science in international assessments such as PISA. To address this challenge, the development of innovative, contextually relevant teaching materials aligned with the United Nations' Sustainable Development Goals (SDGs) is necessary. This study employs the Research and Development (RD) method, utilizing the ADDIE development model, which encompasses the stages of analysis, design, development, implementation, and evaluation. The developed product was validated by experts, tested in the classroom, and analyzed for its practicality and effectiveness. The results demonstrate that the developed teaching materials are valid, practical, and effective in enhancing students' understanding of renewable energy, while also significantly improving their literacy and numeracy skills. This research contributes to science education by integrating an interdisciplinary STEAM-based approach and sustainability-oriented content relevant to real-life contexts.
While thelaboreconomy in Indonesia has experienced fast growth on digital platforms, the legal status oflaborworkers remains unclear. They are referred to only as "partners," robbing them of protections given to formal employees. This phenomenon raises constitutional problems, as the 1945 Constitution provides strong guarantees of the right to work, treatment, and social security for every citizen. This study will examine the constitutionality oflaborworker rights from state responsibility and digital sovereignty perspectives, and whether it is necessary to reformlaborlaw in Indonesia. This research uses a normative juridical approach, with qualitative analysis of formal rules, including laws and default rules that apply to court decisions, as well as comparative best practices from other countries, particularly the European Union and the United Kingdom. Such a finding reveals a constitutional void that would produce an architectural mismatch between the proposed constitutional norms and protection forlaborworkers in Indonesia at one end, and on the other is a lack of state presence to regulate the monopolizing practice of digital platforms and the normalizing practices of the precarious nature of digital work culture. The comparative study with the EU and the UK shows that Indonesia is a laggard in ensuring legal certainty. This article develops a new paradigm forlaborers'rights, called "digital constitutional protection," a novel term grounded in progressive legal theory. It makes an academic contribution by advancing a theory of constitutional law and a practical one through proposing adaptive, fair approaches to regulatory reform.
Publications on ecotourism in Southeast Asia over the past decade have shown significant development. This article aims to map the dynamics of those publications through a bibliometric study of 377 documents from the Scopus and Web of Science databases since 2014 to 2024. Data processing used Bibliometrix and VOSviewer software. The findings show publication dominance by Thailand through Srinakharinwirot University. International collaboration networks are led by the University of Göttingen and the University of Tartu. Publication sources on sustainable tourism are distributed across a number of globally reputable journals in various disciplines. The findings show that ecotourism studies are not limited to conservation. Based on the thematic review, research directions have shifted toward biodiversity conservation, strengthening sustainable tourism frameworks, and inclusive economic approaches for local community well-being. This study highlights the importance of integrating cross-cutting ecological and socioeconomic perspectives in ecotourism development and opens space for more contextual and applied academic exploration.
Cultural values are recognized as drivers of entrepreneurial intentions, particularly in communities with strong economic and social traditions, such as the Minangkabau ethnic group, which possesses a high work ethic and entrepreneurial tradition. These values have the potential to serve as social capital to enhance students' entrepreneurial intentions amid the high unemployment of university graduates. This study aims to examine the role of Minangkabau cultural values as social capital in entrepreneurship programs, as well as how these values are internalized by students to shape entrepreneurial intentions. A cross-sectional survey was conducted with 442 students in West Sumatra using validated instruments, and the analysis was performed with Structural Equation Modeling (SEM) using Smart-PLS to test direct, mediating, and moderating effects. The findings indicate that Minangkabau cultural values strongly predict social capital and directly enhance entrepreneurial intentions. Social capital significantly mediates this relationship, while the internalization of cultural values shows a small positive effect but a negative moderating effect, indicating a substitution mechanism between practical experience and overall cultural orientation. This study highlights the importance of integrating cultural value strategies and social capital in entrepreneurship education and contributes to the understanding of culture-based entrepreneurship and social capital theory.
Students' poor scientific literacy in addressing socio-scientific issues is a critical challenge in 21st century science education. Innovative learning approaches are needed to meaningfully integrate ethnoscience, socio-scientific issues, and digital technology. This study investigates the effectiveness of interactive web-based learning integrating Ethnoscience and Socio-Scientific Issues (ESSI) in improving students’ scientific literacy. Using a quasi-experimental non-equivalent control group pretest–posttest design. Scientific literacy was measured using validated tests and analyzed through independent sample t-tests and N-Gain analysis. The results showed that the experimental group achieved significantly higher scientific literacy than the control group (mean posttest = 82.40 vs. 74.15; p = 0.002), with a high N-Gain score of 0.71. The results show that web-based ESSI learning effectively enhances scientific literacy. The study concludes that interactive web-based ESSI learning effectively strengthens students’ scientific literacy. This research contributes to science education by demonstrating the pedagogical value of integrating local wisdom, socio-scientific contexts, and digital media to support contextual and sustainable science learning aligned with the Sustainable Development Goals (SDGs).
