This study aims to develop an educational resource in the form of an electronic student worksheet (E-LKPD) supported by a flipbook and based on the Discovery Learning model, to improve students’ learning outcomes on the topic of plane figures at SMP Negeri 1 Rengel. The background to this research stems from the low mathematics achievement among students, attributed to limited interest in learning and the lack of interactive teaching media suited to students’ needs. The study adopts a Research and Development (R&D) approach, utilizing the 4-D development model (Define, Design, Develop, Disseminate), although it is implemented only up to the development stage. The instruments employed include expert validation sheets, practicality questionnaires, and learning outcome tests. The findings reveal that the developed E-LKPD falls into the categories of valid, practical, and effective for classroom use. The use of this flipbook-assisted E-LKPD based on Discovery Learning has been shown to significantly enhance students’ engagement, independence, and learning outcomes. Therefore, this teaching medium is considered suitable to be used as an alternative instructional resource in mathematics learning, contributing to the improvement of educational quality.
This study aims to describe the forms of bullying at SMPN 3 Sungai Ambawang, analyze the implementation of character education to prevent bullying, and identify the role of teachers and school policies in creating a safe learning environment. This research used a qualitative descriptive method. Data were collected through interviews, observation, and documentation involving the principal, vice principal, teachers, and students selected through purposive sampling. The results showed that bullying still occurs in verbal, physical, and cyber forms. Its impacts include low self-confidence, fear, anxiety, emotional trauma, and decreased learning motivation. Character education was implemented through discipline, empathy, tolerance, responsibility, religious activities, teacher role modeling, and student guidance. Teachers play important roles as role models, mentors, mediators, and supervisors. However, obstacles remain, such as limited supervision, lack of systematic programs, and the assumption that bullying is only a joke. The study concludes that character education is effective in preventing bullying when applied consistently and involving all school members. Therefore, stronger anti-bullying policies, school-parent collaboration, and continuous evaluation are needed to create a safe and inclusive school environment.
Indonesia is a disaster-prone country, and children are a very vulnerable group affected by disasters. Therefore, the implementation of proper disaster education is needed. The use of innovative teaching strategies with digital mobile AI-based game-based learning technology is an important step in learning to improve cognitive, affective and psychomotor skills for responding to disasters. This research uses a mixed-methods approach, combining research and development methods to determine the effectiveness of learning models, pseudo-experimental methods to measure the influence of product use on cognitive aspects, and descriptive statistical methods to measure affective and psychomotor aspects. Analysis in RnD using the ADDIE method, experimental analysis using homogeneity test, normality test, and t-test with SPSS 21 for Windows, overall relationship analysis using the MAXQDA sub-code system, and Gephi 0.9.2 network analysis. The results of the study showed a significant and positive influence of the use of digital mobile AI-based game learning technology on the cognitive, affective, and psychomotor aspects of students in disaster mitigation materials for children.
This study aimed to analyze the readiness of teachers and students in implementing coding-based learning at SMK Negeri 1 Mempawah Timur. The research employed a quantitative descriptive approach with the research respondents were 10 teachers and 45 students. Data collection techniques including questionnaires, interviews, and documentation. The results indicate that both teacher and student readiness were categorized as moderately ready. Teachers showed positive attitudes toward coding-based learning; however, limitations remain in terms of technical skills and school facility support. Similarly, students demonstrate adequate motivation and positive attitudes toward technology, yet they still require guidance in the use of digital learning tools. Therefore, strategic efforts such as continuous teacher training, improvement of school facilities, and enhanced student learning support are necessary to ensure the effective and sustainable implementation of coding-based learning in vocational high schools.
Abstract Abstract Multicultural education is becoming increasingly important in the context of Indonesia's heterogeneous society, particularly in regions with high cultural diversity such as West Kalimantan. This study analyzes the perceptions and implementation of multicultural education from the teachers' perspective through a survey of 247 respondents across various regencies/cities in West Kalimantan. Descriptive analysis was conducted on 25 statements using a Likert scale covering: (1) the understanding of the concept of multicultural education, (2) integration of local culture in teaching, (3) challenges and obstacles in implementation, (4) support from various parties, and (5) the use of technology in learning. The results show a very high agreement level (above 90%) on the importance of multicultural education and local culture integration. However, real challenges arise in practical aspects: limited availability of local culture-based learning materials (53.01%), restricted learning time (57.20%), and curriculum flexibility (48.80%). Teachers also showed very high interest (93.60%) in using technology, including augmented reality (AR), for cultural learning. The study recommends four strategic steps: (1) developing easily accessible digital learning resources, (2) competency-based teacher training, (3) curriculum advocacy for flexible integration of local content, and (4) enhancing teachers' cultural knowledge through knowledge exchange programs. These findings provide important contributions to improving the effectiveness of multicultural education in Indonesia and can be applied in other regions with similar characteristics.
