Edukasi: Jurnal Pendidikan dan Pengajaran
ISSN: 2355-3669 E-ISSN: 2503-2518 Published twice a year in June and December by the English Education Study Program, Faculty of Tarbiyah and Teaching Sciences, State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia. The journal provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia
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Participatory Management of School Principles in Building Early Childhood Education Teachers’ Professionalism: A Case Study
Early Childhood Education (PAUD) teacher professionalism plays a crucial role in improving the quality of early childhood education, while school principals, as educational leaders, determine the success of teacher development and competency enhancement. This study aims to analyze the implementation of participative management by the principal in fostering PAUD teacher professionalism at RA Al Muawanah, Tasikmalaya, using the theoretical frameworks of moral leadership (Sergiovanni), developmental supervision (Glickman), and self-efficacy (Bandura). A qualitative approach with a case study design was employed, involving one principal and four teachers as participants. Data were collected through in-depth interviews, participatory observation, and documentation, and then analyzed using data reduction, data display, and conclusion drawing techniques. Data validity was strengthened through source and method triangulation. The findings indicate that the integration of participatory planning, dialogic supervision, professional development through training and discussions, systematic performance evaluation, and motivation and rewards simultaneously enhances teacher professionalism. Teacher professionalism is most evident when the principal acts as a moral leader emphasizing ethical values, a supervisory facilitator supporting reflection and mentoring, and a provider of successful experiences that strengthen teacher self-efficacy. A supportive school culture further reinforces the effectiveness of these strategies. These findings contribute theoretically by expanding understanding of applying moral leadership, developmental supervision, and self-efficacy theories within the context of Islamic-based PAUD. Practically, this study provides guidance for school principals and policymakers in designing adaptive, value-oriented teacher development programs that sustainably enhance teacher professionalism.
Copyright (c) 2026 Edukasi: Jurnal Pendidikan dan Pengajaran http://creativecommons.org/licenses/by-nc-sa/4.0
Teacher Professional Responsibility and Student Respect in Indonesian Secondary Schools: An Emotion Regulation Perspective
Declining students’ respect toward teachers has become a growing concern in Indonesian secondary schools, particularly amid rapid social and cultural change. This study examines the relationship between students’ perceptions of teacher professional responsibility and their respectful behavior toward teachers. Using a quantitative survey design, data were collected from 300 students enrolled in vocational and general secondary schools in Indonesia. A Likert-scale questionnaire measured students’ perceptions of respectful behavior and three dimensions of teacher professional responsibility: instructional, ethical, and relational. Data were analyzed using descriptive statistics and Pearson correlation analysis. The findings indicate that 62.7% of students demonstrated moderate to low levels of respectful behavior, particularly in verbal conduct and adherence to classroom norms. Most students (68.4%) perceived teacher professional responsibility primarily in terms of instructional delivery rather than ethical guidance or relational engagement. Correlational analysis revealed a significant positive relationship between students’ perceptions of teachers’ ethical and relational responsibility and their respectful behavior (r = 0.49, p < .001). In contrast, perceptions limited to instructional competence showed a weaker association with students’ respect. These results suggest that professional responsibility defined by ethical consistency and relational engagement is more strongly associated with students’ respect than responsibility framed solely as instructional competence. The study highlights the importance of integrating ethical and relational dimensions into teacher professional development and school policy to strengthen respectful classroom interactions in Indonesian secondary education.
The Influence of Organizational Culture and Principal Leadership on Teacher Performance Through Job Satisfaction and Job Stress in Public Senior High Schools in Jambi Province
Teacher performance is an important indicator for assessing the effectiveness of educational management in schools, especially in efforts to improve the quality of education and ensure the sustainability of school organizational management. This study aimed to analyse the influence of organizational culture and principal leadership behavior on teacher performance, both directly and indirectly through job satisfaction and job stress as managerial mechanisms. This study employed a quantitative, explanatory survey design. The study population included all public high school teachers in Jambi Province, totalling 5,105 people, and a sample of 375 people was selected using a cluster random sampling technique. Data were collected through a structured questionnaire and analysed using the Partial Least Squares Structural Equation Modelling (PLS-SEM) method. The results showed that this model has significant explanatory power. The coefficient of determination (R²) of 0.701 indicates that variations in teacher job satisfaction are largely explained by organizational culture and principal leadership behaviour, while job stress has an R² value of 0.670. Teacher performance has an R² value of 0.769, indicating that most of the variation in teacher performance is explained by organizational and psychological factors contained in the model. Organizational culture and principal leadership behaviour were found to have a significant influence on job satisfaction and job stress. Job satisfaction has a positive effect on teacher performance, while job stress has a negative effect, confirming the role of both as important mediating variables. Theoretically, this study strengthens the field of educational management by positioning organizational culture and principal leadership as strategic managerial instruments in improving teacher performance. Practically, these findings suggest that improving teacher performance requires an integrated educational management approach, including strengthening school organizational culture, instructional leadership, and the systematic management of teacher well-being.
The Effect of Problem-Based Learning on Critical Thinking Skills in Islamic Religious Education: A Quasi-Experimental Study in an Indonesian Vocational High School
This study examined the effect of Problem-Based Learning (PBL) on students' critical thinking skills in Islamic Religious Education (IRE) at a vocational high school in Indonesia. A nonequivalent control group quasi-experimental design was employed with 66 Grade XI students at State Vocational High School 02 Bondowoso, selected through purposive sampling and divided equally into an experimental class (PBL) and a control class (conventional instruction). Data were collected using a 17-item PBL implementation scale, a 16-item critical thinking scale (both on a four-point Likert scale), and pre-test/post-test assessments. Instruments were validated using Pearson Product Moment correlation and confirmed reliable via Cronbach's Alpha (α > 0.60). Data were analyzed using an independent sample t-test and simple linear regression with IBM SPSS version 25. The t-test revealed a statistically significant difference between groups, t(64) = 2.079, p = 0.042, with the experimental group achieving a higher mean score (M = 56.18) than the control group (M = 54.15). Simple linear regression confirmed a significant predictive model, F(1, 64) = 9.481, p = 0.003, R² = 0.129, with a standardized coefficient β = −0.359. These results indicate that PBL significantly affects students' critical thinking skills in IRE; however, optimal outcomes require improvements in teacher facilitation quality and student readiness for inquiry-based learning.
Effectiveness of a Multimodal E-Book in Enhancing 21st Century Skills in Pancasila Education
The weakening of students' civic character is caused by the influence of globalization and the ineffectiveness of conventional learning methods in Pancasila Education. These challenges demand innovative learning media that can foster 21st-century skills while internalizing Pancasila values. This study aims to develop and test the effectiveness of Multimodal E-Books as a learning medium capable of improving students' critical thinking and collaboration skills. A mixed method with a Research and Development (R&D) approach followed by a quasi-experiment was used in this study. The e-book was tested on two groups of students, namely the experimental group and the control group, with 30 participants in each group. This study included expert validation, pre-test, post-test, normality test, homogeneity test, independent sample test, and N-Gain analysis. The results show that the Multimodal E-Book is highly valid and suitable for use. In the effectiveness test stage, the experimental group obtained an N-Gain score of 0.68, which falls into the medium-high category. Meanwhile, the control group obtained an N-Gain score of 0.32, which falls into the low-medium category. The t-test results confirm that the difference between the two groups is highly significant (sig. 0.000). This study concludes that Multimodal E-Books are effective as a transformative learning medium capable of improving critical and collaborative skills and understanding of Pancasila values among students.
Female Ulama and Islamic Education in Manado: Pedagogical Authority in a Muslim Minority Context
This study examines how female ulama in Manado construct and negotiate religious authority through Islamic education within a Muslim-minority and multicultural context. Using a qualitative design grounded in Interpretative Phenomenological Analysis (IPA), the study draws on in-depth interviews with seven female ulama actively engaged in community-based Islamic education in Manado, North Sulawesi. Interviews were conducted between March and July 2024 in Bahasa Indonesia, audio-recorded, transcribed verbatim, and analyzed through iterative coding, theme development, and cross-case interpretation following IPA procedures. The findings reveal that female ulama primarily exercise authority outside formal religious institutions. They construct legitimacy through sustained pedagogical engagement, moral credibility, and culturally adaptive teaching practices. Islamic teachings are transmitted largely through informal learning spaces such as majelis taklim, family-based instruction, and digital platforms. These spaces emphasize coexistence, civic ethics, and ethical modeling rather than doctrinal assertion. Religious authority in this context is therefore relational and pedagogically negotiated rather than institutionally granted. This study contributes to Islamic education scholarship by demonstrating how pedagogical authority emerges through relational teaching, ethical modeling, and cultural adaptation in Muslim-minority contexts. The findings offer practical insights for strengthening inclusive and community-responsive Islamic education.
AI’s Impact on Students’ Oral Presentation Skills: Indonesian Lecturers’ Pedagogical Responses
This study investigates lecturers’ pedagogical responses to student challenges in processing information for oral presentation skills in the era of artificial intelligence. Employing a qualitative case study design with thematic analysis, the study involved eight lecturers and 62 students from three private universities in Cimahi, Indonesia. Data were collected through in-depth interviews and Focus Group Discussions (FGDs) and analysed using Braun and Clarke’s six-phase thematic framework. The findings reveal that 1) all lecturer participants (100%) reported an erosion of students’ oral communication skills, manifested in a gap between high-quality visual artifacts and weak verbal performance, deficits in spontaneous responses, and degradation of non-verbal communication, indicating the role of artificial intelligence as a cognitive crutch, 2) lecturers responded to these challenges by diversifying pedagogical strategies, particularly through explicit AI usage policies (100%), intensified oral validation via spontaneous question-and-answer sessions (87.5%), and process-oriented assessment (75%), and 3) student responses were ambivalent, with the majority (77.4%) perceiving the new assessment approaches as fairer and more transparent, while a minority (22.6%) expressed resistance related to performance anxiety. These findings suggest that the most effective response to AI-related challenges is not the prohibition of technology, but a pedagogical redesign that prioritizes process validation, human interaction, and assessment security to maintain rigorous academic standards in Indonesian higher education.
The Influence of Reading Skills on Students’ Popular Article Writing Performance in The Medical Laboratory Technology Program
This quantitative correlational study examined the relationship between reading ability and popular article writing performance among Medical Laboratory Technology undergraduates at Universitas Binawan, Jakarta. Using purposive sampling, 120 students from semesters 4–6 (GPA ≥ 2.75) participated in the study. Data were collected through a 60-item reading comprehension test measuring literal (40%), inferential (35%), and evaluative (25%) comprehension levels (Cronbach's α = .87; M = 74.6, SD = 8.2) and an analytic writing rubric assessing content, organization, language use, and audience engagement (ICC = .89; M = 76.2, SD = 7.9; maximum score = 100). Simple linear regression analysis conducted via IBM SPSS 27.0 (α = .05) revealed that reading ability significantly predicted popular article writing quality (B = 0.68, t = 9.71, p < .001), explaining 46% of variance in writing performance (R² = .46, Adjusted R² = .45, F (1,118) = 94.25, p < .001). Students with higher reading proficiency demonstrated superior writing coherence, content accuracy, and audience adaptation. These cross-sectional findings, collected in May 2025, support the integration of reading-writing pedagogy in health sciences communication training within Indonesian higher education, particularly in programs aligned with the Merdeka Belajar Kampus Merdeka curriculum framework.
Integrating Augmented Reality and Zero Waste Content in EFL Instruction: A Need Analysis Study
Environmental literacy is crucial to overcome sustainability issues such as zero waste, especially in educational environments. This study evaluates the needs of students for augmented reality (AR) based zero waste content to improve environmental literacy in an English as a Foreign Language (EFL) context at MAN 2 Palembang. A descriptive quantitative design was employed using a needs analysis approach with 92 eleventh grade students. Data were collected through a questionnaire assessing environmental knowledge, attitudes, material needs, familiarity with AR technology, and the demand for AR-based learning media. Descriptive statistical analysis revealed distinct patterns across five indicators: Environmental Material Needs had the lowest mean score (M = 3.02, SD = 0.73), followed by Environmental Attitude and Responsibility (M = 3.41, SD = 0.34), and Environmental Knowledge and Awareness (M = 3.63, SD = 0.42). In contrast, AR-related indicators received higher mean scores, with AR Technology Knowledge attaining the highest (M = 3.88, SD = 0.39) and the Need for AR Based Learning Media showing strong support (M = 3.78, SD = 0.50). Furthermore, 58.7% of respondents indicated a high need for AR based learning media, while only 6.5% expressed low needs. These findings suggest that integrating zero waste content with AR based learning media can effectively support environmental literacy in EFL education. Practically, the results offer educators and curriculum developers evidence based guidance for creating contextually relevant and enhanced environmental learning materials that align students' technological readiness with their need for meaningful environmental content.
EFL Students’ Pragmatic Competence in writing: Request Strategies in Formal and Informal Letters
This study examines students’ pragmatic competence in using request strategies in English formal and informal letter writing, with particular attention to how learners adjust their linguistic choices according to context, social distance, and power relations. Adopting a qualitative case study design, the participants were twelve undergraduate EFL students who produced one formal and one informal letter containing request expressions. Data were collected through written tasks and supported by follow-up semi-structured interviews with selected participants to clarify pragmatic choices. The written data were analyzed based on Braun and Clarke’s six phases of thematic analysis, with NVivo software employed to support systematic coding and data organization. The analysis focused on patterns of request strategies to explore students’ contextual appropriateness in written communication. The findings indicate that students demonstrated emerging pragmatic competence by differentiating their use of request strategies across formal and informal contexts. In formal letters, students predominantly employed conventionally indirect strategies, particularly query preparatory forms, to show respect and avoid being too direct with institutional authority, although instances of excessive directness were still observed. In informal letters, however, flexibility, emotional expressiveness, and a wider combination of direct and indirect strategies were highlighted which reflected closer social relationships and reduced formality. The results suggest that students are developing their contextual awareness and politeness sensitivity, yet their pragmatic control remains uneven across communicative settings. The study offers the pedagogical importance of integrating explicit instruction on pragmatic features into EFL writing courses to support students’ ability to formulate contextually appropriate requests.
Learning Assessment Model for the Society 5.0: Integration of AI and Teacher-Based Affective Assessment through Sipaq' Mandar Values
The transition into Society 5.0 necessitates educational assessment models that are not only technologically advanced but also culturally meaningful. This study developed and tested an integrated learning assessment model for the Society 5.0, synergizing Artificial Intelligence (AI) for cognitive-psychomotor evaluation with teacher-based affective assessment grounded in Sipaq’ Mandar local values. Employing an explanatory sequential mixed -methods design, the research involved 300 junior high school students and 60 teachers in Majene Regency, West Sulawesi. Quantitative data were collected through pre-post tests and questionnaires, while qualitative data were gathered via interviews, FGDs, and observation. Result demonstrated a statistically significant improvement in cognitive-psychomotor achievement, with an average score increase of 11.7 points (p < .001, Cohen’s d = 1.12). The Sipaq’ Mandar values (siri’, siarondoi, sipakalaq’bi, makkeada, dipokannyang) were successfully operationalized into a valid and reliable affective assessment rubric. The resulting SIAMASEI-AI model was deemed highly feasible (M=4.43/5) and contributed 71.2% to holistic assessment affectiveness. The study concludes that the integration of AI with culturally contextual affective assessment offers a viable, balanced, and humanized evaluation framework, addressing both the technological demands and the character-building imperative of modern education.
Project-Based Learning with Qreatif Educative: Improving Early Writing Skills in Elementary Schools
Beginning writing is a foundational literacy skill in early elementary education because it supports students’ ability to form letters, build words, and construct simple sentences to express ideas. However, classroom instruction at the early writing stage often remains procedural and copy-based, with limited media to stimulate idea development, engagement, and confidence in initiating written texts. This study developed and tested a Project-Based Learning (PjBL) model supported by the interactive digital application Qreatif Educative to improve Grade 1 students’ beginning writing skills. Using a Research and Development (R&D) approach, the study followed sequential stages of needs analysis, information gathering, product design, expert validation, limited trial, field trial, and final revision. The research site was SDN 3 Sukamaju. Validators consisted of two content experts and two media experts. A small-group trial involved 7 students, followed by a field trial involving 16 students. Data were collected through observations, interviews, questionnaires, documentation, and pretest–posttest writing assessments. Qualitative data were analyzed thematically to capture usability feedback and implementation challenges, while quantitative data were analyzed descriptively using feasibility percentages and inferentially using a paired-sample t-test. The developed model and media were rated very feasible by experts, with content and media validation results reaching 88%. Student responses in the small-group trial indicated very positive usability and engagement, with an average feasibility score of 85.56%. Effectiveness testing in the field trial demonstrated a significant improvement in students’ beginning writing performance after implementation (paired-sample t-test, p = .000 < .05). Overall, integrating PjBL with Qreatif Educative provides a feasible and effective approach to strengthening beginning writing through structured projects, interactive practice, and guided feedback in early elementary classrooms.
A Multi-modal HOTS-Oriented Worksheet Based on the PISA Reading Framework: Development and Validation Study in Middle School
This study developed and validated a digital multimodal student worksheet that integrates Higher-Order Thinking Skills (HOTS) and the PISA reading literacy framework for Indonesian middle school reading instruction. Although HOTS and literacy outcomes are emphasized in curriculum policy, teachers still have limited access to classroom-ready worksheets that systematically operationalize PISA cognitive processes (locating information, understanding, and evaluating/reflecting) within a single coherent learning tool. Addressing this gap, the study employed a Research and Development approach using the ADDIE model to design an LKPD that maps national competencies to PISA-oriented reading tasks supported by multimodal texts (e.g., infographics and charts). The product was reviewed by expert validators and piloted with seventh-grade students in a classroom setting. Validation results indicated that the LKPD met high standards of didactic, constructional, and technical quality and that the accompanying assessment items were appropriate for eliciting higher-order reading responses. The try-out data further showed that the LKPD can function diagnostically by revealing students’ recurring challenges in inferential comprehension and information integration, while also supporting engagement with evaluative and reflective prompts through multimodal task design. Overall, the findings suggest that the developed LKPD is a valid and feasible tool for implementing HOTS-oriented, PISA-aligned reading activities and for informing instructional decisions based on students’ domain-specific reading profiles. Future studies should examine broader implementation across diverse school contexts and evaluate learning impact over sustained use.
Performance Management in Islamic Boarding Schools: Implementing Balanced Scorecard and Key Performance Indicators
Educational institutions face increasing demands for accountability, effectiveness, and strategic performance management. This study aims to examine the implementation of the Balanced Scorecard (BSC) as a performance management tool in an Islamic boarding school. A qualitative case study design was employed at Nurul Fikri Boarding School Lembang. Data were collected through semi-structured interviews with school leaders, teachers, and educational staff, supported by observations and document analysis. The data were analyzed using thematic analysis to identify key patterns related to BSC implementation. The findings reveal that BSC implementation has been initiated and is primarily understood at the leadership level, while understanding among teachers and staff remains uneven. Performance indicators are formulated through a predominantly top-down process within each work unit and implemented through routine performance evaluations; however, their application is not yet optimal due to limited data availability and constrained human resource capacity. The study also finds that the integration of Islamic values into performance indicators has not been systematically standardized. Leadership commitment, foundation support, and the availability of strategic planning documents were identified as key supporting factors for BSC implementation. In conclusion, while the Balanced Scorecard has begun to function as a performance management framework, strengthening understanding across organizational levels, improving data systems, and developing Islamic values-based performance indicators are necessary to enhance its effectiveness. These findings imply the need for capacity building, data infrastructure development, and contextual adaptation of BSC in Islamic educational institutions.
Ethnomathematics-Based PBL and Mathematical Problem-Solving Ability: A Systematic Literature Review
This study aims to synthesize empirical evidence on the implementation of ethnomathematics-based Problem-Based Learning (PBL) in enhancing students' mathematical problem-solving ability and fostering cultural appreciation. A qualitative Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. An initial search through Google Scholar via Publish or Perish yielded 62 records, of which 15 peer-reviewed empirical studies published between 2021 and 2025 met the inclusion criteria. Data were collected using a structured extraction matrix documenting study characteristics, intervention types, participants, outcome measures, and reported statistical results, then analyzed through thematic qualitative synthesis supported by descriptive aggregation of quantitative indicators including N-Gain scores, effect sizes, and significance testing. Findings reveal consistent positive trends across all included studies. Improvements in mathematical problem-solving outcomes were universally reported, with 27% of studies indicating moderate-to-high N-Gain values and 20% reporting gains in self-efficacy or learning independence. Regarding cultural appreciation, multiple studies documented that ethnomathematics-based PBL heightened students' awareness of local cultural heritage, strengthened cultural identity, and increased engagement with indigenous mathematical practices. These sociocultural outcomes were found to reinforce rather than compete with cognitive gains. Collectively, the findings support a contextual-constructivist framework in which structured inquiry embedded in culturally relevant contexts synergistically develops both mathematical competence and cultural awareness in mathematics education.
Emotional Analysis of the Main Character in Leiden by Dwi Nur Rahmawati: Implications for Literature Education in the Merdeka Curriculum
This study examines the emotional dynamics of the main character in Dwi Nur Rahmawati's Leiden and analyzes how these emotions can inform literature teaching within the Merdeka Curriculum. Employing a descriptive mixed-methods design, the research integrates qualitative literary psychology analysis with quantitative frequency mapping. Data were collected through systematic reading, identification of emotional expressions, structured recording, and coding of 76 emotional quotations from the novel. Analysis followed Miles, Huberman, and Saldaña's interactive model to classify emotion types, examine narrative contexts, identify patterns, and interpret pedagogical relevance. The findings revealed three significant patterns. First, sadness emerged as the dominant emotion (18.4%), followed by love and fear (14.5% each) and guilt (11.8%), indicating the protagonist's psychological vulnerability characteristic of adolescent development. Second, nonverbal behavior (39.5%) and author narration (35.5%) appeared more frequently than dialogue (25%), demonstrating a "show, don't tell" characterization strategy requiring inferential reading. Third, complex emotions appeared in 10.5% of instances, exclusively through author narration, reflecting psychological nuance demanding higher-order interpretation. These emotional patterns are pedagogically relevant because they mirror adolescents' socioemotional experiences and provide opportunities for developing empathy, emotional literacy, and analytical reading skills. The findings demonstrate that emotional analysis can serve as a foundation for designing character-oriented literature activities aligned with Phase F learning outcomes in the Merdeka Curriculum. The study contributes empirical support for integrating literary psychology into Indonesian literature classrooms through structured emotional mapping and offers practical guidance for teachers seeking to enhance students' character formation and critical comprehension within curriculum frameworks emphasizing competency-based, analytical, and reflective learning.
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Feeding Minds, Building Dignity: Indonesia’s Free Nutritious Meal Policy (MBG), Barriers, Prospects, and Policy Recommendations
This policy analysis examines Indonesia's ambitious Free Nutritious Meal Program (Program Makan Bergizi Gratis), launched in 2025 as a flagship initiative to address chronic malnutrition and stunting among children and pregnant women. The program aims to provide free nutritious meals to millions of beneficiaries across the archipelago, targeting improved health outcomes, enhanced educational performance, and long-term human capital development. Drawing on implementation science frameworks and comparative policy analysis, this paper identifies critical barriers to program success, including logistical challenges in remote and archipelagic regions, quality assurance across diverse socioeconomic contexts, inadequate infrastructure in participating schools and health facilities, and coordination complexities among multiple stakeholders spanning education, health, and agriculture sectors. The analysis reveals promising prospects grounded in Indonesia's existing social protection infrastructure, strong political commitment at the highest levels, potential for local economic stimulation through agricultural partnerships, and growing public awareness of nutrition's role in breaking intergenerational poverty cycles. However, sustainability concerns emerge regarding long-term financing mechanisms, supply chain reliability, and human resource capacity at the district level. The paper concludes with evidence-based policy recommendations organized across five domains: strengthening intersectoral governance through dedicated coordinating bodies; investing in cold chain infrastructure and local food procurement systems; developing comprehensive nutrition literacy programs for parents and communities; establishing robust monitoring and evaluation frameworks with real-time data systems; and creating sustainable financing models that balance national budgets with district-level implementation costs. These recommendations emphasize the imperative of contextualizing global nutrition interventions within Indonesia's unique geographic, cultural, and institutional landscape while maintaining the program's core commitment to equity and dignity for all children.
Teachers’ Reception of Technology for Professional Competence: Overcoming Barriers in Junior High Schools
Technology integration in schools continues to face challenges related to inadequate infrastructure, unstable internet connectivity, and gaps in teachers’ digital competencies. This study aims to explore teachers’ perceptions and acceptance of technology use in enhancing professional competence amid these constraints in junior high schools. Employing a descriptive qualitative design, the study was conducted at SMPN 1 Salang and SMPN 4 Salang, Simeulue Regency, over a three-month period. Eight participants, including principals, teachers, and school administrators, were selected using purposive sampling based on their direct involvement in educational technology use. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis involving data reduction, data display, and conclusion drawing. The findings revealed that teachers’ reception of technology is reflected in three key aspects: participation in technology-based training, shifts in attitudes from resistance to acceptance, and self-initiated learning activities. Despite these positive responses, teachers’ efforts remain constrained by limited technological facilities, uneven internet access, and varying levels of digital literacy. The study concludes that positive teacher reception plays a crucial role in strengthening professional competence, although sustained institutional support through continuous training, supportive policies, and infrastructure development is essential to optimize technology integration in schools.
Coaching-Based Academic Supervision for junior High School Teachers: From Planning to Evaluation and performance Improvement
This study examines the planning, implementation, and evaluation of coaching-based academic supervision as an effort to improve teacher performance at the junior high school level. Employing a descriptive qualitative design, the study involved 12 participants consisting of school principals, teachers, and school supervisors. Data were collected over a three-month period through observation, semi-structured interviews, and document analysis using purposive sampling. Data analysis followed an interactive model comprising data reduction, data display, and verification, supported by restatement, analytical description, and interpretation to capture patterns, relationships, and meanings within the supervision process. The findings reveal that (1) supervision planning is systematically conducted at the beginning of the academic year through deliberation, needs analysis, goal formulation, instrument preparation, and scheduling; (2) the implementation of coaching-based academic supervision follows three stages—pre-observation, classroom observation, and post-observation—emphasizing reflective dialogue and collaborative interaction; and (3) evaluation results are utilized to refine supervision programs, address teachers’ instructional challenges, and adjust coaching strategies to support continuous professional development. Overall, the study concludes that coaching-based academic supervision contributes to improved teacher performance through participatory planning, structured and supportive implementation, and reflective evaluation that fosters professional growth and sustainable instructional improvement.
Principal Management Strategies for Improving Teacher Discipline in Junior High Schools: A Qualitative Study in South Aceh
Teacher discipline remains a persistent challenge in many junior high schools and demands systematic management from school principals. This study explores principal management strategies for improving teacher discipline in public junior high schools in South Aceh Regency, Indonesia. Employing a descriptive qualitative case study design, data were collected through semi-structured interviews, field observations, and document analysis (e.g., attendance records, school regulations, and supervision notes). Participants were purposively selected to ensure information-rich perspectives and included two principals, six teachers, and two administrative staff from SMP Negeri 3 Trumon and SMP Negeri 4 Trumon Timur (N = 10). Data were analyzed thematically using an interactive process of data reduction, data display, and conclusion drawing, with trustworthiness strengthened through triangulation and member checking. The findings show that principals enact three interrelated strategies: (1) establishing and consistently enforcing clear disciplinary regulations (attendance, morning assembly, learning administration, and professional ethics); (2) applying a balanced reward–sanction system to reinforce compliance and responsibility; and (3) conducting continuous supervision through reminders, attendance monitoring, classroom observation, and periodic evaluation followed by coaching. These strategies were facilitated by effective communication, collaborative work culture, and supportive school policies, while limited resources and low teacher participation emerged as key constraints. Overall, integrated principal management contributes to a more orderly professional culture and supports improved school effectiveness in resource-constrained contexts.
Enhancing Literacy and Numeracy in Indonesian Elementary Schools: Principal Led Strategies in a Resource-Limited
This study examines how school principals plan, implement, and evaluate literacy- and numeracy-oriented learning programs in Cluster 1 elementary schools in Krueng Sabee, as well as the challenges they face in improving students’ learning outcomes in resource-limited contexts. Employing a qualitative case study design, data were collected over a three-month period from six school principals, teachers, and seven school committee members through semi-structured interviews, classroom observations, and document analysis. Data analysis followed Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source and method triangulation and member checking. The findings reveal three principal-led strategies: (1) strategic distribution of reading and numeracy resources to support integrated literacy–numeracy learning; (2) principal leadership in enhancing teacher competence through literacy and numeracy interventions; and (3) school-wide initiatives and collaborative team support that strengthen students’ motivation toward literacy. Despite limitations in facilities and learning resources, principals demonstrated adaptive and collaborative leadership that enabled schools to optimize available resources and sustain literacy and numeracy programs. Overall, the study confirms that focused and systematic principal leadership plays a critical role in strengthening literacy and numeracy learning in elementary schools operating under resource constraints.
Developing and Validating Deep Learning-Based Tools for Higher-Order Thinking Skills in Indonesian Elementary Schools
Deep learning–based approaches have been implemented across various school subjects, such as mathematics, social studies, and literacy; however, their application in Pancasila Education remains limited, despite the subject’s strategic role in fostering students’ character development and national values. This study aims to design and validate an innovative deep learning–based instructional tool to enhance higher-order thinking skills in Indonesian elementary schools. Employing a development research design, the study was conducted in three stages: (1) a preliminary investigation to identify teachers’ instructional needs, (2) the design and prototyping of the learning tool, and (3) an assessment phase involving expert validation. Data were collected through questionnaires, semi-structured interviews, and expert review instruments. Six teachers from SD Islam A Kota Palembang participated in the needs analysis phase. The data were analyzed descriptively to determine levels of instructional need and product feasibility. The preliminary findings revealed that 84.76% of teachers recognized the importance of deep learning approaches, yet continued to rely predominantly on conventional instructional methods. Teachers also expressed strong interest in developing and implementing deep learning–based lesson plans. Expert validation results demonstrated a high level of feasibility of the developed product, with validity scores of 92% for material aspects, 96% for media aspects, and 84% for language aspects, resulting in an overall validity score of 90%, which falls into the very feasible category. These findings indicate that the deep learning–based instructional tool is valid in terms of content accuracy, media design, and language clarity, and is suitable for further classroom implementation and empirical evaluation. This study contributes to the advancement of deep learning practices in Pancasila Education and provides a foundation for strengthening students’ higher-order thinking skills through innovative instructional design.
Implementation of Jakarta’s Joint New Student Admission Policy: A Case Study in Private High Schools
The Joint New Student Admission System (PPDB Bersama) was introduced by Jakarta's Provincial Education Office to expand equitable access to quality education for economically vulnerable students through government-private school collaboration. Despite its equity goals, implementation faces administrative, technical, and organizational challenges. This qualitative case study analyzes policy implementation at three private senior high schools in West Jakarta using Edward III's framework: communication, resources, disposition, and bureaucratic structure. Data were collected through interviews, focus group discussions, and document analysis involving principals, staff, teachers, and students. Findings reveal that communication remains inconsistent due to fragmented policy dissemination and limited parental understanding; human and technological resources are adequate but constrained by verification procedures and system instability; implementers demonstrate strong commitment to supporting vulnerable students, though the no-transfer policy creates unintended disciplinary issues; and bureaucratic procedures follow official guidelines but are hindered by rigid quotas and limited school-level autonomy. The study concludes that while PPDB Bersama enhances educational equity, its effectiveness requires strengthened socialization, improved cross-agency coordination, flexible resource allocation, and adaptive bureaucratic mechanisms. Strategic recommendations are proposed to optimize policy performance and reinforce private schools' role in achieving equitable and inclusive education in Jakarta.
Educators’ Perspectives on Integrating South Sumatran Local Wisdom in English Language Teaching: An Ethnopedagogical Inquiry
This qualitative case study explores how South Sumatran English educators integrate local wisdom into language teaching through ethnopedagogical approaches. Conducted at secondary and tertiary institutions across South Sumatra, the research employed semi-structured interviews with five purposively selected educators, complemented by document analysis of syllabi and teaching materials. Participants ranged from early-career to highly experienced teachers, with teaching experience spanning 3 to 31 years across junior high schools, vocational high schools, universities, and language courses. Data were analyzed using reflexive thematic analysis following Braun and Clarke's framework, revealing four primary themes: perceived relevance and benefits, integration strategies, perceived impacts on learning, and implementation challenges. Findings demonstrate that educators strategically incorporate cultural elements, including Pempek cuisine, Songket textiles, Pulau Kemaro legends, and traditional games like Congklak to simultaneously enhance language acquisition and preserve regional heritage. However, implementation faces significant obstacles: inadequate institutional support, limited culturally-relevant resources, insufficient professional development opportunities, and absence of formal assessment frameworks for cultural integration. Despite these challenges, educators exhibit remarkable agency in developing authentic materials and designing culturally-responsive activities that foster students' linguistic competence alongside cultural identity formation. The study contributes theoretically by demonstrating how ethnopedagogy operationalizes culturally-responsive teaching in Indonesian higher education contexts, bridging Ladson-Billings' framework with Ausubelian meaningful learning principles. Practically, findings underscore urgent needs for systematic resource development, targeted faculty training programs, and institutional policy reforms supporting sustainable ethnopedagogical practice.
From Traditional Games to Intractive e-Comics: Tungkupan-Based Learning Media for Early Literacy
Early childhood literacy skills form a crucial foundation for developing of critical thinking and academic readiness. In Indonesia, low reading interest and a lack of culturally contextualized learning media pose significant challenges. This study addresses this gap by aiming to developing and evaluating the validity, practicality, and effectiveness of an interactive e-comic based on the traditional Palembang game, Tungkupan as an innovative tool for early childhood literacy instruction. Employing a Research and Development (R&D) approach following the ADDIE model, the research involved three expert validators and 27 children from group B at Pembina 7 State Kindergarten in Palembang. Experts rated the product as highly validaverage 80.00% – 83.56%, whileeachers rated it very practicalaverage 91.60%. The effectiveness test, measured by N-Gain, showed a significant increase in scores (from 37.4 to 84.44), with an average N-Gain score of 0.73 (high category), confirming its effectiveness (73.75%) in improving children's literacy skills. These results demonstrate that the interactive Tungkupan based e-comic is a highly valid, practical, and effective medium for both improving early literacy and preserving local cultural heritage.
From Constraint to Agency: The Phenomenology of EFL Writing Development in Process-Oriented Pedagogy
Writing remains one of the most demanding skills for EFL learners, who often face difficulties in generating ideas, organizing content, and producing coherent and accurate texts. This study aimed to explore EFL students’ writing practices through a qualitative thematic analysis of their engagement in the writing process identify recurring patterns in students’ writing behaviors and perceptions.The participants were third-semester university students enrolled in an Intermediate Writing course. Data were collected through classroom observations, student reflections, questionnaires, and teacher journals, and analyzed thematically. Findings revealed three major themes: (1) the evolving awareness of writing as a recursive process, (2) the development of self-regulated strategies during revising and editing, and (3) the emergence of more positive attitudes toward writing. The thematic analysis suggests that implementing the writing process supports learners’ writing development not only in terms of textual quality but also in their metacognitive engagement and confidence as writers. The study highlights the pedagogical value of process-oriented instruction in fostering meaningful writing practices in EFL classrooms.
Online Tahsin and Affective Engagement: Exploring Emotional and Spiritual Experiences of Islamic Education Students
This study explores how students experience emotional and spiritual engagement in Universitas Terbuka’s (UT) online tahsin al-Qur’an (Qur’anic recitation) course. Using a mixed-methods design with a qualitative emphasis, data were collected from 30 undergraduate students of the Islamic Religious Education (PAI) program through a 20-item survey and reflective writing prompts. Quantitative data were analyzed descriptively, while qualitative data underwent six-step thematic analysis. Findings reveal three major themes: (1) enhanced motivation to improve tajwīd and correct recitation errors through compassionate feedback; (2) strengthened spiritual engagement resulting from tutor presence, reflective practices, and communal rituals; and (3) deepened daily interaction with the Qur’an, evidenced by consistent muroja’ah, mindful prayer, and increased voluntary worship. These outcomes indicate that online tahsin can cultivate both technical proficiency and spiritual intimacy when designed with empathy, reflection, and structured mentorship. Theoretically, the study extends Reeve’s affective engagement framework into the domain of digital Islamic pedagogy, while practically offering design principles for spiritually-enriched distance learning. It concludes that online Qur’anic education, when humanized and reflective, can serve not only as a medium of instruction but as a transformative spiritual journey.
Strengthening Vocational Learning through Teaching Factory Implementation in Visual Communication Design
This study aimed to describe the implementation of the Teaching Factory (TEFA) learning model in Vocational High Schools (SMK), especially in the Visual Communication Design Study Program, using descriptive qualitative methods and purposive sampling techniques. Data were collected through observation, interviews, and documentation. Teaching Factory (TEFA) learning model is designed to integrate teaching and learning activities with real production processes in order to provide practical work experience to students through a production-based approach. The results of the study indicated that TEFA learning at SMK Al-Falah consists of seven systematic steps, namely: implementing design briefs, receiving orders, analyzing orders, stating order readiness, working on orders, conducting quality control, and submitting orders. One prominent characteristic is the "implementing the design brief" stage as a form of adjustment to the needs of the printing industry. This finding showed that the TEFA model not only bridged theoretical and practical learning but also provided a contextual, applicable learning experience that aligns with industry demands. Emphasizing TEFA learning not only represented the real production process but also bridged the gap between school learning and the world of work. Furthermore, it provided real-world work experience and improved students' overall competency, both in terms of technical skills (hard skills) and socio-professional skills (soft skills).
Secondary School Teachers’ Perspectives on Recent Curriculum Reform in South Sumatera: Resources and Demographic Influences
Curriculum reform remains a central strategy for improving educational quality; however, its success largely depends on teachers’ perspectives and readiness to implement reform. This study investigates the perspectives of Indonesian secondary school teachers in South Sumatra regarding recent curriculum reforms, identifies the resources that influence these perspectives, and examines the role of demographic characteristics. Employing a quantitative cross-sectional survey design, data were collected from 342 secondary school teachers using a structured questionnaire. Analyses included descriptive statistics, Pearson correlation, independent samples t-tests, one-way ANOVA, post-hoc Tukey HSD tests, and multiple regression. The findings indicate that teachers hold moderately positive but cautious perspectives toward curriculum reform (M = 3.47). Teachers strongly acknowledge the necessity of curriculum reform, yet express reservations regarding implementation challenges and the adequacy of support and resources. Correlation and regression analyses reveal that adequate training, administrative support, and resource availability significantly and positively influence teachers’ perspectives, collectively explaining 52.3% of the variance. Demographic analyses show urban teachers report more positive perspectives than rural ones, while early-career teachers hold more favorable views than their more experienced counterparts. Overall, the results suggest that teachers are not resistant to curriculum reform; rather, their perspectives are shaped by the extent of institutional support, professional learning opportunities, and contextual conditions. The study highlights the need for sustained professional development, strong school leadership, and equitable resource distribution, particularly in rural schools, to ensure effective curriculum implementation.
Strengthening Islamic Education Management: Policy Implementation and Strategic Contributions
This study aims to describe the implementation of policies, analyze decision-making mechanisms, and describe their contribution to the development strategy of the Islamic Education Management Study Program (MPI) at STAI Sangatta, East Kutai. The research used a descriptive qualitative approach. Study program leaders, lecturers, educational staff, and students were selected through purposive sampling. Data were collected using semi-structured interviews, participant observation, and document analysis. The Miles and Huberman interactive model was used to process the data. The findings indicate that policy implementation has been incorporated in the curriculum, academic activities, research, and community service. However, limited resources have constrained its effectiveness. Decision-making is done through lecturer meetings and deliberation forums. Yet, participation is unequal due to leadership dominance and low student involvement. Consistent policy implementation and participatory decision-making have contributed significantly to the development strategy of the MPI Study Program. These efforts have strengthened curriculum alignment, enhanced lecturer competence, and expanded research and community engagement initiatives. However, their impact has not yet been optimal due to limited human resources and unequal participation in decision-making. The findings suggest that the success of the study program's development strategy depends on the integration of effective policy implementation with inclusive governance practices that ensure shared responsibility, transparency, and sustainable academic improvement.