Speech delay in children may hinder communication development, classroom participation, early literacy readiness, and social interaction, making effective educational intervention essential for supporting learning. This systematic review aimed to synthesize the effectiveness of educationally oriented speech and language interventions in improving children’s communication abilities and related learning outcomes. The review followed the PRISMA 2020 guidelines. Searches were conducted in Scopus, Web of Science, PubMed/MEDLINE, and ScienceDirect for studies published between 2021 and June 2026. Studies involving children with speech delay or speech and language disorders who received speech and language interventions with educationally relevant outcomes were included. Five primary studies involving 320 children met the eligibility criteria, comprising three randomized controlled trials and two non-randomized studies. Risk of bias was assessed using RoB 2 and ROBINS-I, while certainty of evidence was evaluated using GRADE. Owing to substantial heterogeneity in participants, interventions, outcome measures, and follow-up periods, a narrative synthesis was conducted. Overall, the evidence indicates that educationally oriented speech and language interventions improve articulation accuracy, speech intelligibility, phonological skills, and functional communication, with family-supported interventions showing additional benefits in reinforcing targeted communication skills. However, evidence for the transfer of these gains to broader communication, sustained classroom participation, and long-term outcomes remains limited. These findings suggest that interventions tailored to children’s communication needs can support communication development and educational participation, particularly by enhancing classroom engagement and early literacy readiness.
Spatial thinking is an essential skill that geography students must possess to effectively analyze geographic phenomena. However, students’ spatial thinking skills remain sub-optimal due to the limited availability of interactive learning media designed to cultivate these capabilities. To address this limitation, the AI-integrated GeoVentura Virtual Field Trip (VFT) was developed as an innovative alternative learning medium. This study aims to: (1) produce a valid and practical AI-integrated GeoVentura Virtual Field Trip learning medium, and (2) evaluate the effectiveness of this AI-integrated GeoVentura VFT medium in improving students' spatial thinking skills. This research employed a Research and Development (R&D) method using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. Data were collected using validation questionnaires administered to media and material experts to assess feasibility, student response questionnaires to measure practicality, and learning outcome tests to quantify improvements in spatial thinking skills. The validation results indicated that the medium was "very feasible," achieving scores of 93.29% from media experts and 81.81% from material experts. Additionally, the student practicality questionnaire yielded a score of 91.91%, categorized as "very feasible." Furthermore, the effectiveness testing demonstrated an N-Gain score of 0.68, confirming that the GeoVentura VFT learning medium is effective in enhancing students' spatial thinking skills. Ultimately, integrating artificial intelligence into Virtual Field Trips provides a significantly more substantive, immersive, and interactive learning experience, holding strong potential to elevate the overall quality of geography education.
Most of English textbooks in Indonesia for grade X are designed as General English lesson and give unspecific impacts for students at vocational high schools, especially in OFfice Management study program. The purpose of this research is to evaluate the unsuitablity of materials content and learning process in an English textbook as ESP materials for students of Office Management study program at vocational high schools. It implemented qualitative approach with content analysis technique. This research analyzed an English textbook published by Indonesian government as the data source. The data was collected by applying interpretive-intensive and analytical-critical reading techniques. In data collection, this research employed triangulations and inter-rater reliability to ensure the data trustworthiness. The deployed instrument in this research was ESP materials checklist. The steps of data analysis were unitizing, sampling, recording, reducing, inferring, and narrating. This research found that there were 6 criteria showing the unsuitability of the English textbook as ESP materials for Office Management students at vocational high schools in grade X. Therefore, the textbook needs materials adjustment to provide suitable materials content and learning process for Office Management students. The adjustment is expected to have a modification of the content, especially the topics, on the future textbook for students at vocational high schools majoring in Office Management.
English is an international language that is becoming increasingly important in the era of globalization. Phase A students include first and second graders in elementary school. Phase A students are in the language development stage and need to strengthen their English proficiency, particularly their speaking skills. The limited research on English Clubs focused on Phase A students makes this study relevant and important. This study aims to describe how the English Club, as an extracurricular activity, supports the speaking skills of Phase A students. This study was conducted at SD Muhammadiyah Karangkajen, which has been running an English Club for over ten years for all grade levels. The method used was descriptive qualitative research with a case study approach, focusing on English Club activities in Phase A classes. Data were collected through observation, interviews using purposive sampling, and documentation. Data were systematically analyzed using triangulation to ensure credibility and validity. The results indicate that interactive and enjoyable activities such as games, quizzes, singing, and drawing can enhance vocabulary mastery, improve pronunciation, support fluency, and foster confidence in using English. Indicators of success can be seen through the positive responses and active participation of Phase A students in the English Club. Practically, the English Club serves as an effective English language learning solution for Phase A students. Theoretically, this also contributes to the emphasis on the role of extracurricular programs in elementary schools in building communication competencies and social-emotional development among young students.
Student satisfaction is an important indicator for evaluating the effectiveness of hybrid learning in higher education. Previous studies have mainly examined the implementation and effectiveness of hybrid learning, while limited attention has been given to explaining student satisfaction using Expectation Confirmation Theory (ECT), particularly in Indonesian postgraduate education. This study investigates student satisfaction with hybrid learning in the Postgraduate Program of UIN (Universitas Islam Negeri) Palangka Raya using the ECT framework. A quantitative survey was conducted involving 24 postgraduate students selected through purposive sampling because they had participated in hybrid learning for one semester. Data were collected using a structured questionnaire based on four ECT constructs: expectation, perceived performance, confirmation, and satisfaction. The instrument was tested for validity and reliability, and the data were analyzed using descriptive statistics. The findings show that students had high expectations regarding internet connectivity, learning facilities, and access to learning resources. They also reported positive perceptions of instructional transparency, course organization, assessment, punctuality, and lecturer–student interaction. These positive perceptions confirmed their initial expectations and resulted in a high level of satisfaction with hybrid learning. The findings support ECT by demonstrating that the fulfillment of students’ expectations contributes to greater satisfaction in hybrid learning and provide practical implications for improving hybrid learning implementation in postgraduate education.
