Evidence-Based Practice (EBP) is increasingly recognized as an important approach in education, including physical education at the elementary school level. However, a research gap remains regarding its contextual application in athletic learning within Islamic-based elementary schools, particularly in improving students’ gross motor skills. This study aims to examine the implementation of EBP in athletic learning at SDIT Rabani Majalengka and its impact on students’ gross motor development. This study employed a qualitative case study approach. Data were collected from relevant scientific sources and observations of instructional strategies used by teachers. The findings indicate that EBP-based strategies-such as play-based methods, structured exercises, and the use of standardized assessment tools like the Test of Gross Motor Development-3 (TGMD-3), positively influence students’ gross motor skills, including running, jumping, kicking, and throwing. Teachers act as facilitators who integrate scientific evidence, professional experience, and students’ individual needs into the learning process. Additionally, support from the school environment and parental involvement enhances the effectiveness of EBP implementation. This study contributes by providing a practical model for implementing EBP in athletic learning, particularly in integrated Islamic elementary schools. The findings also highlight the importance of teacher training and cross-sector collaboration to address resource limitations, ensuring that learning becomes more effective, measurable, and impactful on students’ motor development.
The rapid advancement of immersive technology has reshaped vocational education, emphasizing the need for effective learning strategies to enhance industry-based design skills. Virtual Reality (VR) offers an immersive, interactive environment that bridges academic learning and industry requirements. This study aims to the effectiveness of VR simulation media in building construction for improving design skills. A quasi-experimental pretest–posttest design was used involving 84 students from the Civil Engineering and Planning Education Study Program, Yogyakarta State University, divided into experimental and control groups of 42 students each. Data were collected through observation, tests, and portfolio assessments based on VR simulation activities, and analyzed using a t-test. The results show that the use of VR-based building construction simulation media in construction design courses was effective in enhancing students’ design competencies, which was confirmed by the t-test analysis results (sig. < 0.05). Students’ design abilities were further developed through various design experiments carried out using the VR simulation outputs.
Learning Analytics (LA) in low-connectivity educational environments remains severely underdeveloped, despite growing evidence that offline-capable infrastructure is critical for equity in the Global South. While a growing body of research explores offline-first and edge architectures for LA, these approaches remain fragmented and lack formally specified, end-to-end pipelines required for deployment in zero-connectivity environments. The dominant LA literature continues to treat reliable cloud connectivity as a design premise rather than a variable, leaving students in rural and marginalized regions without data-driven educational support during offline periods. This systematic literature review (SLR) examines peer-reviewed evidence on the integration of LA with offline-first and edge computing architectures in low-connectivity educational settings. Conducted in accordance with the PRISMA 2020 framework, a structured search across Scopus, IEEE Xplore, and ScienceDirect covering the period 2020 to 2026 yielded 1,539 records; after deduplication, screening, and full-text assessment, 35 studies were included in the final synthesis. Three research questions guided the review: (RQ1) identification of offline-first and edge-based architectural paradigms; (RQ2) evaluation of synchronization and data integrity mechanisms; and (RQ3) assessment of LA algorithms in resource-constrained contexts. Results reveal three validated offline-first paradigms, namely hardware-based local servers, progressive web applications with service worker buffers, and on-device AI inference, alongside consistent evidence that edge architectures reduce latency by up to 71.3% compared with cloud-only configurations. However, no study provided a formally specified protocol for conflict resolution in LA event logs under zero connectivity. This review formally articulates five research gaps (G1-G5) and argues that the formalization of offline-first infrastructure is a foundational prerequisite for both privacy-preserving synchronization and algorithmic advancement in resource-constrained settings.
Increased focus on academic writing within higher education has not been matched by appropriate models of instruction that can bring about the collaborative learning and social scaffolding necessary for optimal student writing performance. The objectives of this study are (1) to analyse students’ needs and characteristics, (2) to develop a Project Based Learning of peer tutoring model as integrated social scaffolding in the academic writing instruction, and (3) to see the validity, practicality, and effectivity of the developed model. This study used a Research and Development (R&D) strategy in the 4D model (define, design, develop, and disseminate). One hundred twenty undergraduates participated in the study, which was conducted at Universitas Muhammadiyah Surakarta and UINSurakata in their academic writing courses. MethodsThe study used mixed methods to analyze data collected from needs analysis surveys, expert validation sheets, student response questionnaires, pre- and post-tests, interviews, and documentation. Results show that developed model has a high rate of validity (CVI = 0.94) & high rate of practicality (89.1%). Additionally, students improved significantly in their academic writing abilities from pretest (M = 54.62) to posttest (M = 76.14) over the course of several weeks, creating a gain of 21.52 (p <. 001; Cohen’s d = 1.98). This study shows that the improvement of students in academic writing was shown from the process and product quality with peer tutoring as social scaffolding implemented in PjBL model.
Previous ethnomathematics studies on Indonesian batik have largely concentrated on widely recognized motifs, resulting in limited scholarly attention to several classical motifs that possess distinctive visual and philosophical characteristics. Batik Slobog Solo is one such motif that remains underexplored from a mathematical perspective. This study aims to investigate and describe the mathematical concepts embedded within the Batik Slobog Solo motif as a foundation for developing culturally contextualized mathematics learning. The research adopts a qualitative design employing an ethnographic approach, with data collected through observation, semi-structured interviews, and documentation at the Danar Hadi Batik Museum in Surakarta. The exploration process follows four guiding questions: “Where do I start looking?”, “How do I find it?”, “How do I know that I have found something significant?”, and “How to understand it?”. The findings indicate that Batik Slobog Solo embodies various mathematical concepts, including plane geometry and transformational geometry, arithmetic patterns represented through square numbers and arithmetic sequences, as well as discrete mathematics concepts involving tiling and graph theory. These concepts are reflected in the repetition, regularity, spatial relationships, and systematic arrangement of motif elements. The results demonstrate that Batik Slobog Solo has substantial potential as a culturally grounded instructional resource that supports meaningful mathematics learning. This study contributes to ethnomathematics literature by expanding the scope of mathematical analysis on less-explored batik motifs and emphasizes the importance of integrating local cultural heritage into mathematics education to enhance conceptual understanding while promoting cultural preservation.
