This study investigated the effect of AR-based diorama-assisted project-based learning on fourth-grade students’ understanding of photosynthesis and learning outcomes at Kalibanteng Kidul 01 Elementary School. A quasi-experimental non-equivalent control group design was employed, involving 60 Grade 4 students divided into an experimental group and a control group. The experimental group received instruction through project-based learning supported by an AR-based photosynthesis diorama, while the control group was taught using conventional instructional methods. Data were collected through pretests and posttests and analysed using normality and homogeneity tests, independent-samples t-tests, and N-Gain analysis. The results showed that the data met the assumptions of normality and homogeneity. The independent samples t-test indicated a statistically significant difference in posttest learning outcomes between the experimental and control groups (t = −5.088, p < 0.05). In addition, the experimental group achieved a higher mean posttest score and a higher N-Gain value than the control group. These findings demonstrated that AR-based diorama-assisted project- based learning was more effective than conventional instruction in improving students’ understanding of photosynthesis and learning outcomes.
Abstract: Technological advancements have facilitated access to electronic books (e-books), which are becoming increasingly popular as language learning media due to their interactive multimedia features. This bibliometric study aims to map the development of research on e-books in language learning using data from Scopus analyzed with the Bibliometrix package. The analysis reveals that the literature is centered around themes of reading literacy and the integration of educational technology, highlighting e-books as a key component in supporting reading comprehension and enhancing motivation in language learning. The study also finds that research is predominantly contributed by developed countries (notably China, the United States, and Japan), supported by strong institutional funding, while international collaboration remains limited. The contribution of this study is to provide a comprehensive map of research trends, collaboration networks, and dominant themes in the field of e-books for language learning, while also identifying research gaps that warrant further investigation. The comprehensive bibliometric analysis maps publication trends, author collaboration, and key topics related to e-books in language learning. The findings indicate that students’ reading literacy and the use of educational technology are dominant themes, with e-books playing a vital role in improving reading comprehension and learning engagement. Cross-country research collaboration remains limited, highlighting the need to strengthen global scientific networks to bridge research capacity gaps in this field.. Keywords: bibliometric analysis, electronic books (e-books), digital literacy, language learning
The transition from Early Childhood Education (or PAUD in the Indonesian context) to elementary school is a pivotal stage where children shift from "learning to read" to "reading to learn." This study examines the role of family parenting styles in enhancing children's literacy skills during this critical phase. Utilizing a qualitative phenomenological approach, the research explores parents’ lived experiences in supporting the development of reading and writing at home. Data were collected through in-depth interviews, participatory observations, and documentation, then analyzed using thematic analysis. The findings indicate that democratic parenting styles significantly foster children’s intrinsic motivation and independence in literacy. Key practices, such as intensive verbal interactions, dialogic reading, and post-reading discussions, were found to enhance comprehension, narrative skills, and expressive language. Furthermore, purposeful digital media use, combined with active parental mediation, supports multimodal literacy development. Consistent reading routines and strong emotional involvement were identified as vital supporting factors, while limited parental time and a lack of age- appropriate materials emerged as primary barriers. The study concludes that family parenting is a decisive factor in bridging literacy gaps during the transition to elementary school. This research contributes to the literacy transition discourse by establishing a multifaceted family literacy framework specifically tailored for the transition from PAUD to primary schooling. These findings imply the necessity for a family literacy model that integrates democratic parenting, rich verbal interaction, and guided digital literacy to ensure children are prepared for increasing academic demands.
Everyone has the right to education, including children with special needs. Education aims to shape character, develop thinking skills, and foster empathy. The purpose of this study is to analyze the development of independence and perseverance in students with special needs through a holistic, inclusive education approach and to identify supporting and inhibiting factors. This study employed a qualitative descriptive approach with a case study method. The research was conducted at Kalitapen 1 Elementary School, located in Purwojati District, Banyumas Regency, selected based on specific criteria and local wisdom as a representative case reflecting the dynamics of inclusive education in the region. The research participants included classroom teachers, students with hearing and speech impairments, students with learning disabilities, and parents. The object of the study was the educational ecosystem involved in implementing the holistic inclusive approach. Qualitative data were collected through observations and interviews. Data were analyzed using qualitative procedures, including data collection, reduction, and interpretation. The findings indicated that the holistic development of independence and perseverance among deaf students and slow learners was fostered through the synergy of prompt-based instructional methods, family partnerships, and the strengthening of self-awareness. Holistic, context- based character education was found to function as a transformative process that internalizes values into daily habits, making it particularly relevant and effective for students with special needs.
Digital educational management in Madrasah Ibtidaiyah (MI) in North Sulawesi faces challenges related to ethical security and data integrity amid the rapid expansion of artificial intelligence (AI). This study examines the relationship between Ethical Digital Governance (EDG) based educational management and teachers’ managerial readiness. Using a quantitative correlational design, data were collected from 524 MI teachers through a five point Likert questionnaire developed from the POAC framework (Planning, Organizing, Actuating, and Controlling). Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results show a statistically significant positive relationship between EDG and managerial readiness (R = 0.361; R² = 0.13; p < 0.05), indicating that EDG explains 13% of the variance in readiness. Although the correlation is weak, the positive direction suggests that strengthening ethical standards and digital transparency supports teachers’ psychological safety and pedagogical autonomy. Teachers demonstrate responsible AI use; however, institutional control remains largely compliance-oriented, potentially contributing to technostress. EDG therefore functions as a foundational enabling factor rather than a dominant predictor of managerial readiness. Future research should incorporate additional structural and competency-based variables to better explain managerial preparedness in Islamic educational institutions.
