Journal of Pedagogy and Education Science

Integrating Project-Based Green Education Learning in Environmental Chemistry Courses

Novike Bela Sumanik — 2026-04-15

The digital era requires pre-service teachers to possess digital literacy that is integrated with environmental awareness values. A crucial issue that emerges is the limited ability of pre-service chemistry teachers to combine critical thinking, creativity, collaboration, and communication with digital technology skills to address environmental problems innovatively. Previous studies have demonstrated the effectiveness of Project-Based Learning (PjBL) in enhancing 21st-century skills; however, a research gap remains in integrating green education values with strengthened digital literacy within the context of environmental chemistry learning. This study aimed to analyze the effectiveness of integrating YouTube-based PjBL with a Green Education approach in improving 21st-century skills and digital literacy among pre-service chemistry teachers. This research employed a mixed-methods sequential explanatory design, beginning with quantitative data collection through pretest–posttest, followed by qualitative data obtained through interviews, observations, and document analysis. The test instruments measured 21st-century skills and digital literacy, while video project quality was evaluated using a rubric, with two raters. The results show a significant increase in 21st-century skills with an N-gain of 0.71 (high category), and an increase in digital literacy with an N-gain of 0.64 (medium category) across all dimensions, particularly in digital communication and collaboration. Video project assessments indicated good quality with an average score of 85.24. Qualitative data reinforced the quantitative findings, revealing that YouTube-based PjBL fosters meaningful learning, enhances creativity, technological competence, and environmental awareness. This study implies that digital PjBL has the potential for broader implementation in chemistry education to strengthen 21st-century competencies.

Latent Profile of Academic Resilience and Friendship Satisfaction in Relation to Achievement Emotions among School-Aged Adolescents

I Putu Agus Apriliana — 2026-04-15

Adolescence represents a critical developmental phase characterized by escalating academic demands and increasingly salient peer relationships, both of which play a central role in shaping students’ achievement-related emotional experiences. Although academic resilience and friendship satisfaction are well-established protective resources, prior research has predominantly examined these constructs in isolation, leaving their joint configurations and emotional consequences underexplored, particularly within resource-constrained and culturally contextualized educational settings. Adopting a person-centered approach, this study identified latent profiles of school-aged adolescents based on combined patterns of academic resilience and friendship satisfaction and examined profile differences in positive and negative achievement emotions. Data were collected from 582 randomly selected adolescents in Kupang City, Indonesia, using validated measures of academic resilience, friendship satisfaction, and achievement emotions. Latent profile analysis followed by multivariate analysis of variance revealed four distinct profiles with meaningful emotional differentiation. Adolescents in the buffered resilience profile exhibited the most adaptive emotional patterns, characterized by high positive emotions (enjoyment, hope & pride) and low negative emotions (anger, anxiety, shame, hopeless & boredom) in learning and classroom contexts. In contrast, adolescents in the relationally constrained profile reported low positive emotions alongside elevated negative emotions in both contexts. Notably, high friendship satisfaction alone, as observed in the relationally compensated profile, was insufficient to offset low academic resilience. These findings extend the Theoretical Resilience and Relational Load Linkage framework by highlighting the synergistic role of individual adaptive capacities and relational resources in shaping adolescents’ achievement emotions, offering actionable implications for school-based interventions and educational policy.

Microlearning Videos to Foster Cyberbullying Understanding and Digital Empathy in Vocational Education: A Mixed-Methods Study

Kharisma Rosyiana Putri — 2026-04-20

The rapid advancement of digital technology has transformed students’ learning behavior and online interaction, increasing the risk of cyberbullying among adolescents. This study analyzed vocational high school students’ understanding of the forms of cyberbullying through microlearning-based educational videos. A mixed-method sequential explanatory design was employed, integrating quantitative (one-group pretest–posttest) and qualitative (semi-structured interviews) approaches. Participants included 35 tenth-grade students from a vocational high school in Surakarta. Quantitative data were analyzed using inferential statistics and Normalized Gain (N-Gain), and qualitative data were analyzed thematically. The results showed a significant difference between pretest and posttest scores (p = 0.010; t = -2.722; df = 34), with an N-Gain of 0.0804, categorized as low. A per-aspect analysis further indicated improvements across most cyberbullying aspects, particularly harassment, cyberstalking, flaming, and elimination, while impersonation remained relatively stable. Qualitative findings revealed that students were able to translate, interpret, and apply concepts related to cyberbullying after watching the videos, indicating improved comprehension and ethical awareness. The study concludes that microlearning-based educational videos contributed to measurable yet modest improvements in conceptual understanding and digital empathy among vocational students. The novelty of this research lies in combining microlearning principles with video-based media to strengthen cyberbullying awareness and digital ethics education in vocational learning contexts.

Bibliometric Analysis: Improving the Clinical Skills of Nursing Students through Tutorial-Based Laboratory Learning

Husni — 2026-04-20

Recent advancements in nursing education have led to a shift in the paradigm from teacher-centered learning to experiential and reflective learning models. Tutorial-Based Laboratory Learning (TBLL) has emerged as an innovative approach to enhance nursing students’ clinical competence by integrating reflection, problem-solving, and simulation-based practice. This bibliometric study aims to map global research trends, conceptual structures, and thematic evolution in studies focusing on improving nursing students’ clinical skills through TBLL between 2015 and 2025. It also identifies the leading authors, institutions, journals, and countries that contribute to this field. A total of 48 articles were retrieved from the Scopus database and analyzed using VOSviewer 1.6.20 and Biblioshiny (R Studio) to visualize publication trends, keyword co-occurrence, co-authorship, and citation networks. The analysis followed descriptive, conceptual, and evolutionary approaches to illustrate global research patterns. Findings reveal an increasing trend in publications, peaking in 2021, with Nurse Education Today as the most influential journal. Dominant themes include problem-based learning, critical thinking, self-efficacy, and nursing education. The United States, Turkey, and Australia lead global contributions, reflecting broad international engagement. Key influential contributions were identified through citation network analysis, with several highly cited studies shaping the core knowledge base of TBLL-related clinical skills research. The study highlights TBLL as a transformative pedagogical model that integrates cognitive, affective, and psychomotor learning dimensions. This research contributes to nursing science by providing an evidence-based roadmap for curriculum innovation, reflective evaluation, and simulation-based clinical education in 21st-century nursing programs.

Integrating Local Wisdom in Ecopedagogy: Promoting Ecological Awareness in Society

Aulia Novemy Dhita — 2026-05-05

This study aims to examine efforts to foster ecological awareness among citizens through an ecopedagogical approach integrated with local community wisdom. The Bekarang tradition in South Sumatra is highlighted as an example of cultural practice that functions as a form of civic education beyond the boundaries of formal schooling. This tradition embodies values of environmental preservation, thereby contributing to the internalization of citizens’ rights and responsibilities, particularly concerning the natural environment. The research employs a qualitative approach with a conceptual paper design supported by a literature review. The literature serves as a basis for exploring, examining, and synthesizing key concepts. The findings indicate that ecopedagogy, when internalized through local traditions, can serve as an effective medium for transmitting ecological values to society. Environmental education grounded in local cultural values not only strengthens ecological identity but also encourages active citizen participation in environmental protection. This research underscores the importance of synergy between education, local wisdom, and policy in shaping environmentally conscious citizens who are actively involved in sustainability efforts.

From Likes to Learning: Innovative Strategies for Using Social Media to Boost Gen Z Academic Performance

Titi Prihatin — 2026-05-05

The existing literature acknowledges the potential of social media to enhance online learning, but a significant gap exists in comprehensively understanding how teachers' specific social media skills directly influence the quality of online learning experiences and student outcomes. This research examines how teachers' social media skills relate to their perceptions of online learning quality, focusing on both the predictive influence of these skills and their correlation with teachers' evaluations of online learning. This quantitative study, utilizing surveys and statistical analyses such as descriptive statistics, Pearson correlation, and simple linear regression, investigates the relationship between teachers' social media skills (independent variable) and the quality of online learning (dependent variable), confirming the validity and reliability of the instruments used through content and construct validity assessments and Cronbach's alpha values. The result finds that teachers' social media skills have a positive impact on the quality of online learning, as well as student engagement and interaction. Educational institutions can support teachers in enhancing their online teaching by providing training on the effective use of social media tools and platforms. This study implies that investing in teachers' social media skills training can significantly enhance the quality of online learning experiences and student engagement in the digital age.

Designing an Adaptive Curriculum Framework for Nonformal Education in the Era of Artificial Intelligence

Rofik Rosyanafi — 2026-05-05

The rapid advancement of artificial intelligence (AI) has redefined the dynamics of adult and community learning, calling for curriculum models that combine technological adaptability with human-centered pedagogy. This study designs and validates an Adaptive Curriculum Framework for Nonformal Education (ACF-NE) grounded in digital andragogy principles, AI-based adaptivity, and community contextualization. Employing a Design and Development Research (DDR) approach, data were collected through document analysis, focus group discussions, and expert validation across five community learning centers and two vocational institutions in East Java, Indonesia. The iterative design process produced three core dimensions—(1) learner autonomy and experiential relevance, (2) AI-driven personalization and feedback, and (3) socio-cultural integration of community learning. Quantitative validation involving four experts yielded high consensus scores across relevance (M = 4.68), clarity (M = 4.41), feasibility (M = 4.37), and innovation (M = 4.42). Thematically, results indicate that AI can enhance adult autonomy when positioned as a facilitative partner rather than an instructional replacement. The final ACF-NE model integrates adaptive scaffolding with human mediation, establishing a co-learning ecology that aligns digital personalization with cultural responsiveness. This study contributes theoretically by extending andragogy into the AI era through the construct of contextual adaptivity, and practically by offering a replicable framework for human-centered digital transformation in nonformal education.

Determinants of University Students' Reading Literacy

Muhammad Iqbal — 2026-05-05

Reading literacy is a fundamental competency for university students, particularly those in teacher education programs who will be responsible for developing literacy skills in future generations. This study investigated the determinants of reading literacy among 185 university students at the Faculty of Education and Psychology, Universitas Pendidikan Mandalika, Indonesia. Using a quantitative explanatory survey design, hierarchical multiple regression analysis was employed to examine the effects of demographic variables (gender, GPA, semester, and study program), academic engagement, and digital literacy on reading literacy. The results revealed that demographic variables collectively explained 12.4% of the variance in reading literacy (p = .001), with gender and study program emerging as significant predictors. The addition of digital literacy and academic engagement increased the explained variance by 5.5% (p = .003), with digital literacy being the strongest predictor (β = .247, p = .001). Interestingly, academic engagement did not significantly predict reading literacy when controlling for other variables. Moderation analysis indicated that demographic variables did not moderate the relationships between digital literacy or academic engagement and reading literacy (ΔR² = .021, p = .615), suggesting that the benefits of digital literacy on reading skills is consistent across demographic groups. These findings highlight the importance of integrating digital literacy development into teacher education curricula and suggest that interventions to enhance reading literacy should prioritize digital competencies regardless of students' demographic backgrounds.

Enhancing Music Notation Reading in Teachers Through Kodály Method and Technological Integration

Hikmawati Usman — 2026-05-09

This study aims to explore the application of the Kodály method in improving music notation reading skills among in-service and pre-service music teachers, as well as the challenges encountered in its implementation. The research method employed is a Systematic Literature Review (SLR), which involved 22 studies that met the inclusion criteria from a pool of 414 articles selected via a Scopus database search using the keywords “Kodaly”, “teacher music skill”, “teacher music learning”, “music literacy”, “notation learning”, “Pre-service music teachers”, “Music teaching methods”, “Music teacher training”, and “Music education curriculum”. The selection process was based on publication year criteria (2015 to 2025) and relevance to the research topic. All selected articles possessed an active DOI and were available for free download via the Scopus database using the Watase.web.id tool. From the screening process, 237 articles were removed for not meeting the criteria, and a further 98 articles were excluded as they were not classified as Q1, Q2, Q3, or Q4 journals. Following the screening, 22 articles were assessed for eligibility and included in the systematic review. The results indicate that the application of the Kodály method is effective in enhancing music notation reading skills through its sound-based, kinesthetic, and music theory approaches. However, the primary challenges in implementation were identified as a lack of adequate teacher training and limited resources in many schools. Technology and project-based approaches were found to enrich the learning experience, making the instruction more interactive and relevant to contemporary developments. This study affirms the importance of continuous training and technology integration to strengthen the teaching of the Kodály method within music education contexts.

Enhancing Vocational Higher Education Lecturers’ Pedagogical Competence through a Digital Platform-Based Flipped Classroom

Sarwa — 2026-05-09

This study aims to analyse the effectiveness of implementing the flipped classroom model using the Moodle and Google Classroom learning management systems in enhancing pedagogical competence and learning management skills. This model is implemented through pre-class, during-class, and post-class learning stages facilitated by digital materials, interactive forums, and automatic evaluation mechanisms on the platform. The research method used a one-group pretest–posttest design with 37 lecturers in the Faculty of Engineering as subjects. Data analysis was performed using a paired sample t-test, one-sample t-test, and N-Gain calculation to assess competency improvement after the intervention. The results showed a significant increase in lecturers' initial and final competencies after participating in the flipped classroom model, as evidenced by a significant value of (p = .00 < .05). The N-Gain value of (.502) was in the moderate category, reflecting a consistent improvement in lecturers' abilities in the aspects of learning design, digital technology utilisation, and feedback provision through the platform. The integration of technology also strengthened the efficiency of classroom management and enabled lecturers to implement more adaptive, collaborative, and vocationally-oriented learning. This research implies that the flipped classroom model can be used as a strategy for developing lecturers’ professional skills in instructional design, the use of digital media, and interactive classroom management, and can serve as a basis for vocational higher education institutions to systematically integrate digital platforms to drive a transformation towards more effective teaching practices.

Student Agency in Schools: A Systematic Review of Its Measurement and Operationalization in the Era of AI-Mediated Learning

Novi Sylvia — 2026-05-12

This systematic review examines how student agency has been defined, operationalized, and measured across primary, secondary, and higher education. Using a structured search strategy across major academic databases, 45 empirical and conceptual studies were analysed through thematic synthesis. The findings indicate that student agency is predominantly conceptualized as a multidimensional construct encompassing personal, relational, and contextual resources. Measurement practices are largely grounded in social-cognitive traditions, emphasizing self-efficacy, motivation, self-regulation, and proactive engagement within domain-specific instructional contexts. While these approaches have strengthened the empirical measurement of agency, they tend to capture it primarily as a situational learning-related capacity. In learning environments increasingly shaped by digital and AI-mediated processes, this focus leaves learners’ intentionality, autonomy, and responsibility only partially examined. Emotional, relational, and structural dimensions of agency also remain underrepresented. The review highlights the need for integrated frameworks that combine instructional, assessment, and school-based counselling perspectives to support student agency as both a learning-related and psychological capacity in contemporary educational contexts. The review highlights the need for integrated approaches that combine instructional, assessment, and school-based counselling perspectives. Such integration is essential for advancing measurement frameworks and interventions that support student agency as both a learning-related and psychological capacity in contemporary educational contexts.

The Optimization of Student Potential through a Learning Design Based on Multiple Intelligences in Elementary Schools

M. Taufik — 2026-05-12

Every individual possesses distinct potential and intelligence, necessitating the design of basic-level learning to accommodate these differences. A learning design based on multiple intelligences has become one way to optimize students' potential. From the results of a preliminary study, there are schools that have implemented learning practices based on Multiple Intelligences to reduce uniformity in the learning system. This study aims to describe the optimization of students' potential through a learning design based on multiple intelligences at SDIU Cahaya Al-Fatih. This research employs a qualitative approach with a case study design at Elementary School Cahaya Al-Fatih in Pandeglang District. In-depth interviews were conducted with the principal, teachers, and several students. Participatory observation was carried out in classrooms and school environments, as well as during the learning activities. Lastly, documentation was used to collect data. The study reveals that the theory of Multiple Intelligences at School begins with a systematic approach, starting from student profile assessments, the design of diverse curricula and lesson plans, the implementation of active project-based learning, and continuous evaluation. This demonstrates that education can shift its focus from logical-mathematical and linguistic intelligences to recognizing and appreciating other types of intelligence, such as musical, kinesthetic, and interpersonal intelligence. However, as a consideration or recommendation, schools need to remain consistent in developing teacher training, establish specific assessment standards or rubrics, and ensure a balance between developing students' dominant intelligences and nurturing other potentially dormant intelligences.

Examining Teacher Performance from the Principals' Perceptions of Academic Supervision, Teacher Self-Efficacy, and Organizational Climate

Wiwit Rizqiani — 2026-05-23

This study analyzes teacher performance based on principals’ perceptions of academic supervision, teacher self-efficacy, and organizational climate, as well as their contribution to improving teacher performance through multilevel analysis. A quantitative approach with descriptive analysis was employed to support data interpretation. The study involved 111 senior high school teachers in Ngaglik District, Sleman Regency, Yogyakarta Special Region, including 15 teachers from SMA Insan Mulia Boarding School, 46 teachers from SMAN 1 Ngaglik, and 50 teachers from SMAN 2 Ngaglik. The findings indicate that principals’ academic supervision and organizational climate significantly influence teacher performance, while self-efficacy shows a weaker statistical effect. The significance values were 0.005 for academic supervision, 0.744 for self-efficacy, and 0.000 for organizational climate. Furthermore, the F-test result demonstrated a calculated F value of 19.860 with a significance level of 0.000, confirming that teacher performance is simultaneously influenced by academic supervision, self-efficacy, and organizational climate. The study concludes that both organizational and individual factors contribute to teacher performance improvement. This research is innovative because it integrates organizational climate, teacher self-efficacy, and principals’ academic supervision into a single analytical framework, emphasizing the importance of psychological and organizational dimensions in enhancing teacher performance. Teachers with stronger confidence in their professional abilities generally demonstrate better classroom management, instructional quality, and task completion. These findings highlight the importance of supportive leadership practices and positive school environments in strengthening motivation, professionalism, and performance.

Experience-Based Value Construction Learning Intervention in Enhancing Prosocial Character among Vocational Healthcare Candidates

Silmi Kapatan Inda Robby — 2026-05-23

The modern healthcare sector demands both technical competence and strong moral integrity. Prosocial behavior—encompassing empathy, altruism, and responsibility—constitutes a fundamental pillar for healthcare personnel interacting directly with vulnerable patients. Empirical evidence indicates that 51% of vocational health students exhibit relatively low prosocial behavior, with no significant correlation to academic achievement, underscoring the need for evidence-based character interventions. This study applies a quasi-experimental pre-test and post-test control group design to causally evaluate the effectiveness of a structured, experience-based value construction intervention (10 sessions, 8–12 weeks) among vocational healthcare candidates at a single polytechnic institution in Bandung. The Prosocial Character Scale demonstrated excellent internal reliability (Cronbach’s α = 0.927). Descriptive statistics revealed meaningful between-group differences: the Experimental group (n = 52) achieved a post-test mean of 73.76 (SD = 5.20, Min = 62, Max = 85) compared to the Control group (n = 51) at 70.25 (SD = 4.90, Min = 61, Max = 82). Analysis of Covariance (ANCOVA), controlling for baseline scores, yielded a statistically significant intervention effect (F(1, 100) = 15.50, p < 0.001), with a large effect size (η² = 0.134). These findings provide strong causal evidence for a replicable, experience-based approach to prosocial character development in health vocational education.

Integrating Spiritual Values in Strengthening the Quality Culture in Islamic Senior High Schools

Hartinah — 2026-06-14

The integration of spiritual values is a fundamental component of educational quality culture, serving as the foundation for character development, learning ethics, and the overall quality of educational services. Spiritual values such as sincerity, worship discipline, noble character, and responsibility not only strengthen institutional identity but also function as instruments for comprehensive quality improvement. This study aims to analyze how spiritual values are implemented to reinforce the quality culture at MAN IC, focusing on institutional vision, the effectiveness of spiritual development programs, and their impact on educational services and student character. Using a qualitative approach through observation and in-depth interviews with seven key respondents (school leaders, teachers, educational staff, dormitory supervisors, and students), this research identifies three main findings: (1)alignment of the institution’s spiritual vision with student diversity as the foundation of the school culture; (2)the effectiveness of dormitory-based programs (hidden curriculum) such as night prayers, halaqah, spiritual mentoring, Qur’an memorization, and the Monday–Thursday fasting routine, which foster a continuous 24-hour spiritual habit; and (3)the significant influence of spiritual values on more human-centered educational services and the enhancement of student character in terms of discipline, religiosity, and integrity. Overall, the integration of spiritual values has proven to be a central pillar in strengthening the quality culture at MAN IC, although further improvements are needed regarding implementation consistency, personalized guidance, and inter-unit collaboration to address diverse student backgrounds and digital-age challenges. These findings highlight the importance of systematic, adaptive, and sustainable spiritual development in improving educational quality.

Developing Modified Batting Media for Striking Skills in Physical Education

Armin Haluti — 2026-06-13

The teaching of striking skills in senior high school physical education often faces challenges related to limited equipmeThe teaching of striking skills in senior high school physical education often faces challenges related to limited equipment, low student confidence, and difficulties in mastering correct batting mechanics. This study aimed to develop and evaluate modified batting instructional media for striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model, this study produced modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by three validators, consisting of two university lecturers with expertise in physical education pedagogy and instructional media development and one experienced physical education teacher, followed by field trials involving one intact Grade 10 physical education class at SMAN 3 Luwuk, Central Sulawesi, Indonesia (N = 32). The findings showed that the developed instructional media achieved high expert validity scores (≥85%) and were perceived by students as praThe teaching of striking skills in senior high school physical education often faces challenges related to limited equipment, low student confidence, and difficulties in mastering correct batting mechanics. This study aimed to develop and evaluate modified batting instructional media for striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model, this study produced modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by three validators, consisting of two university lecturers with expertise in physical education pedagogy and instructional media development and one experienced physical education teacher, followed by field trials involving one intact Grade 10 physical education class at SMAN 3 Luwuk, Central Sulawesi, Indonesia (N = 32). The findings showed that the developed instructional media achieved high expert validity scores (≥85%) and were perceived by students as praThe teaching of striking skills in senior high school physical education often faces challenges related to limited equipment, low student confidence, and difficulties in mastering correct batting mechanics. This study aimed to develop and evaluate modified batting instructional media for striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model, this study produced modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by three validators, consisting of two university lecturers with expertise in physical education pedagogy and instructional media development and one experienced physical education teacher, followed by field trials involving one intact Grade 10 physical education class at SMAN 3 Luwuk, Central Sulawesi, Indonesia (N = 32). The findings showed that the developed instructional media achieved high expert validity scores (≥85%) and were perceived by students as practical, engaging, and easy to use. Implementation results indicated improved student participation, confidence, and execution of fundamental striking movements during learning activities. These results suggest that modified batting instructional media can help address equipment limitations and learner variability while supporting more inclusive skill learning. In conclusion, the developed media are feasible for supporting striking skill learning in senior high school physical education.ctical, engaging, and easy to use. Implementation results indicated improved student participation, confidence, and execution of fundamental striking movements during learning activities. These results suggest that modified batting instructional media can help address equipment limitations and learner variability while supporting more inclusive skill learning. In conclusion, the developed media are feasible for supporting striking skill learning in senior high school physical education.ctical, engaging, and easy to use. Implementation results indicated improved student participation, confidence, and execution of fundamental striking movements during learning activities. These results suggest that modified batting instructional media can help address equipment limitations and learner variability while supporting more inclusive skill learning. In conclusion, the developed media are feasible for supporting striking skill learning in senior high school physical education.nt, low student confidence, and difficulties in mastering correct batting mechanics, which can hinder effective skill acquisition. This study aimed to develop and evaluate modified batting instructional media to enhance striking skill learning among Grade 10 physical education students. Employing a research and development design based on the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the study produced a set of modified batting tools and instructional variations tailored to students’ physical characteristics and learning needs. The development process involved expert validation by specialists in physical education pedagogy, instructional media, and an experienced physical education teacher, followed by field trials to assess product practicality and attractiveness among Grade 10 students. The findings revealed that the developed instructional media achieved high validity scores from experts (≥85%) and were perceived by students as practical, engaging, and easy to use. Implementation results indicated increased student participation, improved confidence, and better execution of fundamental striking movements during learning activities. These results demonstrate that modified batting instructional media contribute meaningfully to addressing equipment limitations and learner variability in physical education settings while supporting more inclusive and effective skill learning. In conclusion, the developed media are feasible and effective for enhancing striking skills in senior high school physical education, and it is recommended that teachers adopt and further adapt similar modified instructional media to optimize skill-based learning and student engagement.

Perspectives of Academics, Teachers, and Pre-Service Teachers on the Establishment of National Education Academies

Aysel Arslan — 2026-06-16

This study aims to examine the perspectives of academics, teachers, and pre-service teachers regarding the establishment of National Education Academies and their potential role within the teacher education system. The research focuses on how these academies are expected to contribute to teacher preparation, the similarities and differences between National Education Academies and Faculties of Education, and their possible impact on the professional competencies of pre-service teachers. A qualitative research approach was adopted using a phenomenological design. Data were collected through semi-structured interviews with eight academics, thirteen teachers, and ten pre-service teachers. The collected data were analyzed using content analysis to identify recurring themes, sub-themes, and patterns across participant groups.

The findings indicate that stakeholder perspectives differ considerably. Academics generally view the National Education Academies as potentially beneficial, particularly if structured around a practice-based and field-oriented training model. They emphasize the importance of integrating theory and practice, strengthening technological infrastructure, and ensuring transparency and merit-based implementation. In contrast, some teachers and pre-service teachers express concerns that the academies may duplicate existing curricula and undermine the institutional role of Faculties of Education. Pre-service teachers, in particular, tend to perceive the academy model as repetitive, time-consuming, and potentially demotivating. Overall, the study suggests that for National Education Academies to effectively support teacher education, they must adopt an innovative, holistic, and collaborative approach that complements rather than competes with existing university-based teacher education structures.

An Investigation of the Determinants of Engineering Aptitude Using Structural Equation Modeling

M. S. Firdaus — 2026-06-27

The urgency of this research is a follow-up to previous research that identified moderate engineering aptitude among engineering students at Universitas Islam Ogan Komering Ilir Kayuagung. Therefore, further analysis of the factors influencing engineering aptitudes is necessary. The results of this research will have implications for curriculum development, instructional design, and learning environments that can support engineering aptitude in engineering students and ensure success in the workforce. This study aims to determine a model of factors influencing engineering aptitude in engineering students. This research is a quantitative cross-sectional study. The sampling technique used was purposive sampling, involving 30 mechanical engineering students and 72 civil engineering students from the Faculty of Engineering at Universitas Islam Ogan Komering Ilir Kayuagung. The data were analyzed using Structural Equation Modelling (SEM). The SEM analysis included testing the measurement model and evaluating the structural model. Based on the research results, it can be concluded that engineering students' engineering aptitude is influenced by problem-solving and mechanical reasoning. Therefore, the study emphasizes the crucial role of mechanical reasoning and problem-solving processes in developing engineering aptitude among students. From a practical perspective, the findings suggest that engineering education should provide learning environments that actively encourage reasoning skills and real-world problem-solving experiences.

Integrating Jigsaw and Picture-and-Picture Cooperative Learning in Sprint Instruction

Febri Sapta Pradana — 2026-06-27

Sprint-running instruction in school physical education requires students to coordinate key technique phases (start, acceleration, arm action, and posture) while maintaining motivation, yet teacher-centred drills can reduce active learning time, feedback, and peer modeling. This study evaluated the feasibility of implementing a combined cooperative-learning approach (Jigsaw and Picture-and-Picture) in sprint-running lessons and examined whether learning outcomes improved from pretest to posttest. A one-group pretest–posttest design was conducted with 25 students from MAN 1 OKI (Ogan Komering Ilir, South Sumatra, Indonesia). The intervention was delivered across four class meetings during September–October 2025 by integrating peer-teaching through home/expert groups with sequenced visual representations of sprint technique. Learning outcomes were assessed using a composite score covering cognitive (multiple-choice test), affective (observation), and psychomotor (performance rubric) domains. Mean scores increased from 62.8 (SD = 11.78) at pretest to 67.6 (SD = 8.72) at posttest, and a paired-samples t-test showed a significant difference, t(24) = 3.806, p = 0.001, with a moderate-to-large within-subject effect (Cohen’s dz ≈ 0.76). The model was feasible to implement within regular PE lessons and offers a practical option to increase student involvement and clarify technique through step-by-step visuals. However, because the design lacked a comparison group, the improvement cannot be attributed solely to the intervention; future multi-site studies with control groups are recommended.

Online Learning Platform Integration and English Academic Achievement among Secondary School Students

Rexon C. Dunque — 2026-07-07

The integration of digital technologies has transformed instructional practices in secondary education. Online learning platforms provide interactive environments that support lesson delivery, collaborative learning, and digital assessment. This study examined the extent of online learning platform integration and its influence on the academic achievement of Grade 10 students in English. A descriptive–correlational research design was employed involving 347 students from selected public secondary schools in the Schools Division of Zamboanga del Norte, Philippines. Data were collected using a researcher-developed questionnaire measuring instructional use, learning activities, and assessment and feedback, while students’ academic achievement was obtained from official school records. Descriptive statistics, Pearson correlation, and multiple regression analysis were used to analyze the data. Results revealed that online learning platforms were highly integrated in English instruction (M = 3.77). A moderate positive relationship was found between platform integration and academic achievement (r = 0.46, p < .05). Regression analysis showed that instructional use, learning activities, and assessment and feedback significantly predicted academic achievement, with learning activities emerging as the strongest predictor. The findings suggest that effective integration of online learning platforms can enhance students’ academic performance in English.

The Implementation of TPACK and Its Impact on EFL Students’ Achievement

Siti Aminatuz Zahro — 2026-07-11

The Systematic Literature Review (SLR) study examines the implementation of TPACK in an EFL context and its impact on EFL students' achievement more broadly in a global context. This SLR study followed the PRISMA and PICOC protocol standards to achieve the research objectives. The data collection stage used the Scopus journal database to obtain credible literature by using Publish or Perish (PoP) software to collect the literature sources. Thirty-two articles from 2016-2025 were obtained, which were then screened and reviewed using Covidence software for relevance to the research topic. The results show that TPACK contributes to developing students' English language skills, a factor that has not been extensively studied and understood by previous research. Therefore, it can be concluded that this study aims to systematically fill the gap in previous research by integrating TPACK into student learning outcomes and includes recommendations for future research to further explore the implementation of TPACK using a larger database and several stakeholder perspectives that were not yet achieved by this study.

Strengthening the Character of 21st-Century Educators: A Philosophical Analysis of the Ministry of Education and Culture's Teacher Psychological Welfare Program

Putra Asga Elevri — 2026-07-12

Twenty-first-century education requires teachers to function not only as knowledge transmitters but also as moral agents who cultivate values, character, and meaningful learning experiences. Yet increasing administrative demands, policy changes, professional dilemmas, and emotional exhaustion often weaken teachers’ psychological well-being and their ability to serve as authentic role models. This study examines how the Teacher Psychological Well-Being Program, comprising the Technical Guidance Program and the Teacher Psychological Well-Being Survey developed by Indonesia’s Ministry of Primary and Secondary Education, strengthens educators’ values and character from a philosophical perspective. Using a qualitative descriptive-analytical case study, the research analyzes official program documents and relevant scholarly literature. Data were examined thematically by mapping program components to Aristotelian eudaimonia, ontological security, Ryff’s psychological well-being framework, and character education through habituation. Findings indicate that the program provides a holistic intervention integrating reflective practices, resilience-building strategies, value habituation, and multidimensional well-being assessment. Through the “My Tree” framework, teachers develop self-acceptance, autonomy, purpose in life, positive relationships, environmental mastery, and personal growth. The program shifts attention from deficit-based stress management toward human flourishing by operationalizing eudaimonia through meaningful professional development and supportive social engagement. Reflective activities and autonomy-enhancing practices also strengthen ontological security by fostering coherent professional identities amid systemic challenges. Positive micro-practices, including gratitude journaling, appreciation circles, grounding techniques, and affirmations, reinforce authentic character formation. The study concludes that philosophically grounded well-being interventions should be integrated into educational policy to support sustainable, human-centered, and high-quality education.

Research–Practice Partnerships in Education in Sudan: Educators’ Perspectives on Opportunities and Challenges

Ahmed Mansour Mohammad Gasmelseed — 2026-07-12

The purpose of this study was to examine Sudanese educators' perceptions of the RPPs in education, including the difficulties and possibilities they present. The study used a qualitative approach, using interviews as the data collection method, with five educators who have research experience. The participants' responses show that building trust in RPPs relies on shared research priorities, transparent research processes, mutual respect, and active teacher involvement at every stage of the research process. The findings also suggest that effective partnerships require strong communication skills, the ability to connect theory with practice, and clearly defined roles and responsibilities for both researchers and practitioners. However, obstacles such as contrasting priorities, limited time and incentives for teachers, a weak culture of applied research, and insufficient funding may impede the implementation of these joint efforts. It is recommended that policymakers develop explicit policies to promote research collaborations between university researchers and school teachers, and provide the necessary training and assistance to ensure their success.

Perceptions of Curriculum, Faculty, and Institutional Support in Cambodian Postgraduate Programs

Wiputra Cendana — 2026-07-25

This study offers a comprehensive analysis of key determinants shaping the quality of postgraduate education in Cambodian universities. Using original survey data from 431 postgraduate students across three leading institutions, we investigate perceptions of curriculum structure, faculty competency, and institutional support. Findings reveal high reliability in the identified constructs, moderate-to-strong positive perceptions of curriculum and faculty, and nuanced views toward institutional resources and research environment. The analysis, anchored in established theoretical frameworks and underpinned by advanced quantitative methods, provides actionable insights for policymakers and academic leaders seeking to enhance postgraduate outcomes in the Global South context.

Beyond Compliance: Unpacking the Disconnect between Instructional Leadership and Enacted Curriculum Competence in the Classroom

Jaja Sudarjat — 2026-07-16

This study examines the influence of principal supervision and teacher curriculum competence on learning effectiveness, with teaching quality serving as a mediating variable. The study aims to analyze the direct relationships among the variables and to examine the mediating role of teaching quality in improving learning effectiveness. A quantitative explanatory survey design was employed. Data were collected using a structured questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0. The measurement model demonstrated satisfactory validity and reliability, with outer loadings exceeding 0.70, Cronbach's Alpha ranging from 0.883 to 0.889, Composite Reliability from 0.923 to 0.931, and AVE from 0.718 to 0.761. The structural model revealed that all proposed hypotheses were supported. Principal supervision positively affected teaching quality (β = 0.428, p < 0.001) and learning effectiveness (β = 0.238, p = 0.005), while teacher curriculum competence positively influenced teaching quality (β = 0.456, p < 0.001) and learning effectiveness (β = 0.257, p = 0.003). Teaching quality also exerted a significant positive effect on learning effectiveness (β = 0.396, p < 0.001). The model explained 61.2% of the variance in teaching quality and 67.3% of the variance in learning effectiveness. The findings highlight teaching quality as the key mechanism linking principal supervision and teacher curriculum competence to enhanced learning effectiveness, offering both theoretical and practical contributions to educational management.

Strengthening Character Values with 'Unconditional Love' as the Energy of Eternal Happiness

Martina Sudibja — 2026-07-22

Unconditional love is increasingly recognized as a fundamental value that promotes psychological well-being, social harmony, and character development. However, limited research has examined its role as a psychosocial resource for sustaining happiness within the cultural and philosophical framework of Pancasila. This study explores how unconditional love functions as a character value and a source of enduring happiness from the perspectives of indigenous psychology and Pancasila values in Indonesia. A qualitative case study design was employed. Data were collected through semi-structured interviews with 20 families from diverse professional backgrounds in Bandung City and supported by longitudinal counselling case studies. Data were analyzed using thematic analysis with source triangulation and member checking to enhance trustworthiness. The findings identify three interconnected dimensions of unconditional love: acceptance, respect, and genuine care. These dimensions foster emotional resilience, psychological security, harmonious family relationships, and spiritual balance. Participants reported that practicing unconditional love reduced interpersonal conflict, strengthened empathy, and promoted sustainable happiness. The findings further indicate that unconditional love facilitates the internalization of core Pancasila values, particularly just and civilized humanity, national unity, and social solidarity. As a culturally embedded psychosocial resource, unconditional love supports both individual and family well-being while encouraging positive character development. This study contributes to indigenous psychology by demonstrating that unconditional love bridges psychological well-being and Pancasila-based moral development. Integrating unconditional love into character education and family-based interventions may strengthen personal flourishing, social cohesion, and sustainable well-being in contemporary Indonesian society.

Modeling the Influence of Social Media-Based Educational Marketing on Prospective Students' Enrollment Intentions

Basri — 2026-07-25

This study aims to analyze the effectiveness of social media-based educational marketing strategies in increasing prospective students’ interest in madrasahs in Samarinda City by considering the roles of content quality, usage intensity, and engagement, as well as institutional image as a mediating variable. This research employs a quantitative approach with an explanatory design and is analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The sample consists of 150 respondents, including prospective students and parents who have accessed madrasah social media. The results indicate that content quality (β = 0.32; t = 4.85), usage intensity (β = 0.28; t = 3.92), and engagement (β = 0.35; t = 5.10) have positive and significant effects on institutional image, with engagement being the most dominant factor. Furthermore, content quality (β = 0.21; t = 2.98), usage intensity (β = 0.18; t = 2.45), and engagement (β = 0.22; t = 3.10) also significantly influence prospective students’ interest. Institutional image has the strongest effect on interest (β = 0.41; t = 6.25). The R² values of 0.68 for institutional image and 0.72 for interest indicate strong explanatory power of the model. In addition, institutional image is proven to act as a partial mediator in the relationship between social media marketing strategies and prospective students’ interest. This study concludes that the effectiveness of social media-based educational marketing is strongly determined by content quality, consistency of use, and audience engagement in building a positive institutional image. The findings highlight the importance of interactive and integrated digital strategies to enhance the attractiveness of madrasahs in the digital era.

Local Wisdom-Based Service Quality Management Strategy to Improve School Image and Teachers' Adversity Quotient

Ahmad Arif Fadilah — 2026-07-25

This study investigates the role of local wisdom–based service quality management in enhancing sustainable educational quality through school image and teachers’ adversity quotient (AQ). The study addresses the limited empirical evidence integrating local wisdom into educational service quality management to support sustainable school development. The objective was to examine the influence of local wisdom on service quality management, school image, teachers’ adversity quotient, and sustainable educational quality. A quantitative explanatory survey design was employed involving 218 certified teachers from Integrated Islamic Elementary Schools (SDIT) in Tangerang City selected through purposive sampling. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings indicate that all proposed hypotheses were supported. Local wisdom significantly influenced service quality management (β = 0.732), which subsequently enhanced school image (β = 0.681) and teachers’ adversity quotient (β = 0.594). Furthermore, school image (β = 0.417) and teachers’ adversity quotient (β = 0.385) significantly improved sustainable educational quality, with the structural model explaining 68.7% of the variance (R² = 0.687). The results also confirm that service quality management serves as the primary mediating mechanism through which local wisdom strengthens sustainable educational quality. This study contributes to the development of a culturally grounded educational quality management model and provides practical insights for school leaders and policymakers in promoting sustainable educational improvement.

Association Between Parental Gender-Equality Attitudes and Reported Support for Girls’ Education

Sheila Naovallia — 2026-07-30

Parents’ gender-equality attitudes may be associated with the support they report providing for girls’ education. This article presents an exploratory reanalysis of de-identified data from a 2021 cross-sectional survey of 145 parents of school-age daughters in Waleddesa Village, Indonesia. It examined the association between parental gender-equality attitudes and reported support for girls’ education. Gender-equality attitudes were measured using five Likert-type items, whereas reported educational support was measured using three Likert-type items. Spearman’s rank correlation was specified as the primary analysis, with Pearson correlation and simple linear regression reported as supplementary analyses. The findings showed a positive association between parental gender-equality attitudes and reported support for girls’ education (Spearman’s rho = 0.600, p < 0.001; Pearson’s r = 0.552, p < 0.001). The supplementary regression model was statistically significant, F(1, 143) = 62.560, p < 0.001, and accounted for 30.4% of the variation in reported support. Parents strongly endorsed the importance of education for children’s futures, whereas endorsement of girls’ access to higher-status careers was comparatively lower. This pattern suggests that support for education may coexist with reservations about women’s future social and economic roles. The findings should be interpreted as exploratory because the data were cross-sectional, self-reported, and based on short scales with limited construct-specific internal consistency. The study contributes rural Indonesian evidence that gender-equitable parental attitudes and stronger reported support for girls’ education tend to co-occur.