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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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).
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Implementation UDL in Indonesian Language and Literature: Improving Student Engagement and Achievement
This study aims to describe the effectiveness of the Universal Design for Learning (UDL) framework in the Indonesian language and literature course within the Madrasah Ibtidaiyah Teacher Education (PGMI) study program at UIN Antasari Banjarmasin, and to examine its impact on student engagement and learning outcomes. Employing a quasi-experimental, one-group pretest-posttest design, this study involved 131 fourth-semester students. Data were collected through objective tests, classroom observations, and interviews. The treatment was implemented in staged cycles of initial reflection, identification, investigation, action, and reflection. Quantitative data were analyzed using a paired t-test, while qualitative data were analyzed thematically. The results showed that UDL-based learning significantly improved students' academic outcomes and engagement. The average student score increased from 72.53 (grade B) on the pretest to 82.49 (grade A) on the posttest, with an N-Gain of 0.36 (moderate category) and a significance value of p < 0.005. In addition, students experienced increased motivation, improved access to learning resources, and higher satisfaction in attending lectures. UDL was found to be effective in creating an inclusive, adaptive, and participatory learning experience, making it a suitable strategic framework for language and literature learning in higher education, especially in preparing prospective elementary school teachers.
Item Analysis of Cultural Art Subject: The Quality and Quantity of Multiple-Choice Questions and Descriptions
The purpose of this study is to analyze and describe the quality and quantity of multiple-choice questions and descriptions in the even semester of Cultural Arts subjects for fourth-grade students at SDN Dabin I, South Tegal District, Tegal City. This study uses a research design (mix methods). The research sample comprised 144 students answers sheets. Qualitative data were examined through content validity procedures and alignment with cognitive domains, while quantitative data were analyzed using the Anates V4 software. The results of the study show that the even semester final semester assessment questions for the fourth grade of Cultural Arts subjects for the 2024/2025 school year (multiple choice and essay) are good, but they are still found in multiple-choice questions that need to be improved. It is recommended to the question preparation team to improve the questions and conduct question item analysis activities before the questions are tested to students, in order to produce more quality question items. Contribution or findings in research is to provide information to the makers of end-of-semester assessment questions so that they can improve questions that are not of good quality before being used as an evaluation tool for students.
Developing a Renewable Energy-Theme English-Speaking Module for Senior High School Students
Developing students' speaking competence remains challenging in English language teaching, particularly when lessons lack authentic contexts connecting learning to real-world issues. This study aimed to design and validate a web-based e-module integrating renewable energy themes to support Grade XI students' speaking skills while fostering ecological awareness. Guided by Content-Based Instruction and Eco-linguistics principles, this Research and Development (R&D) study followed the Borg and Gall model, conducted in two senior high schools (SMA N.1 Hinai and SMA N.1 Gebang) in Langkat, North Sumatra. Data were collected through expert validation sheets, questionnaires, classroom observations, and semi-structured interviews involving 60 students and 8 English teachers, then analyzed using descriptive statistics and thematic analysis. The development process encompassed expert validation, small-scale trials, and classroom implementation. Expert reviews confirmed high validity across content, language, and instructional technology dimensions (M = 90.35%, "highly feasible"). Practicality tests with students and teachers indicated the module was user-friendly, engaging, and contextually relevant (M = 87.6%). Findings suggest that embedding sustainability themes within interactive digital modules enriches language learning by providing meaningful contexts and enhancing engagement. This study contributes theoretically by bridging Content-Based Instruction with Eco-linguistic perspectives, and practically by offering an innovative model for English language teaching aligned with Sustainable Development Goals (SDGs). Future research should explore longitudinal impacts and adapt this approach across diverse educational contexts to maximize broader relevance and effectiveness.
SEM-PLS Analysis of Campus Climate and Self-Efficacy Influences on Undergraduates’ Psychological Well-Being
This study examined the influence of campus climate and self-efficacy on the psychological well-being of undergraduate students in Educational Administration at Universitas Pendidikan Indonesia. A quantitative approach was employed using SEM-PLS analysis on 50 students selected through stratified random sampling. Data were collected using questionnaires measuring Campus Climate, Self-Efficacy, and Psychological Wellbeing. The analysis included measurement model evaluation through convergent and discriminant validity testing, followed by structural model assessment using SmartPLS 3 software with 5,000 bootstrapping resamples. The convergent validity test results showed that all indicators had outer loading values above 0.5 and met the criteria for discriminant validity based on the Fornell-Larcker method, cross-loading, and the Heterotrait-Monotrait ratio (HTMT < 0.90). The three constructs of Campus Climate (CC), Self-Efficacy (SE), and Psychological Well-Being (PWB) also meet the reliability criteria, with Composite Reliability and Cronbach's Alpha values above 0.70. Major findings revealed that Campus Climate contributed 47.2% to explaining variance in Psychological Well-Being, while Self-Efficacy contributed 25.2%. Hypothesis testing showed a significant relationship between CC to PWB (β = 0.442, p = 0.000), CC to SE (β = 0.502, p value = 0.000), and SE to PWB (β = 0.349, p value = 0.035). These results confirmed that both campus climate and self-efficacy significantly influence students' psychological well-being, with campus climate serving as the stronger predictor. The findings emphasized the critical importance of creating supportive, fair, and inclusive campus environments alongside fostering strong self-efficacy beliefs as fundamental foundations for comprehensively enhancing students' psychological well-being.
Higher Education Internationalization and English Language Practices: Academics Perspectives
The process and outcomes of higher education's internationalization have been enhanced in this internet era as the world becomes increasingly connected. The phenomenon of “internationalization of higher education” has emerged over the past 30 years, including in Indonesia. Internationalization refers to the integration of an international perspective into a university or college’s teaching and learning, research, services, and overall operations. This study was conducted at Sriwijaya University and aimed to explore English language practices within the institution, as well as the perspectives of study program coordinators and lecturers regarding the internationalization of higher education. A qualitative method was employed to gather data through semi-structured interviews, and the data were analyzed using thematic analysis. The results showed that English is a vital component of instruction, communication, and institutional development, playing a significant role in promoting the internationalization process. Moreover, the findings indicated that language barriers remain a major obstacle to the globalization of higher education, particularly in integrating international students into classroom environments. However, consistent exposure to English through classes, conversations, and institutional programs, such as international seminars and bilingual academic events, significantly improves students' language engagement and proficiency.
The Effectiveness of the 2022 Student Exercise Program in Improving the Physical Fitness of PGMI Students
This study examined the effectiveness of the 2022 Student Exercise Program in improving the physical fitness of PGMI students at IAIN Bone. Employing a quantitative pre-experimental design with a one-group pretest-posttest model, a sample of 20 female students was selected from a population of 240 using random sampling. Participants underwent six sessions of rhythmic aerobic exercise. Physical fitness was assessed using a standardized test for ages 16–19, including a 60-meter sprint, pull-ups, sit-ups, vertical jump, and a 1,000-meter run. Data were analyzed using descriptive and inferential statistics. A paired sample t-test revealed a significant improvement in posttest scores (t = -9.647; p = 0.000), indicating that the program effectively enhanced students’ physical fitness. These findings support the integration of structured physical activity into higher education, particularly in teacher training programs.
Breaking Stereotypes: Male Teachers’ Perspectives on Gender Roles in Early Childhood Education
This study examined how male in-service and pre-service teachers in Makassar, Indonesia, navigated gender stereotypes in early childhood education (ECE), a profession often viewed as inherently feminine. Using a mixed-methods design, data were collected from ten participants through surveys and semi-structured interviews. Quantitative results showed moderate to high levels of stereotype absorption (M=3.9), understanding (M=4.2), and critical evaluation (M=4.1). Thematic analysis revealed four dominant stereotypes: ECE as a feminized occupational identity, devaluation of professional status, economic disincentive, and institutional neglect. Despite these challenges, participants expressed strong vocational commitment and a desire to redefine masculine roles in nurturing work. The findings emphasized the need for inclusive teacher preparation, gender-responsive policies, and broader public engagement to normalize male participation in ECE. This study offers empirical insight into the lived experiences of male educators and contributes to the pursuit of more gender-equitable and humanistic early education systems.
Web-Based CLIL for Oracy Development: A Case Study in Engineering Education
This paper was intended to explore how web-based Content and Language Integrated Learning (CLIL) was used as a task and a tool for oracy growth in mechanical engineering education. The participants were purposively selected to represent varying levels of CLIL engagement and English proficiency, consisting of one English instructor and three second-semester mechanical engineering students from Pancasakti University, Tegal. Data were collected via semi-structured interviews and document analysis of lesson plans, followed by thematic analysis to interpret the findings. The results showed that web-based CLIL improved students' spoken English skills and helped them to understand engineering ideas by means of real-time films, simulations, and online materials. Moreover, various challenges persisted, particularly at Common European Framework of Reference for Languages (CEFR) levels A2–B1, where they hindered comprehension, language production, and equitable digital access. To foster more inclusive and effective CLIL implementation, this paper highlighted the need for explicit scaffolding strategies, dual-focused assessment rubrics, and thoughtful syllabus revision. The findings highlighted the need of professional development and lecturer facilitation in maximizing the incorporation of CLIL for oracy in engineering environments.
Culturally Responsive Teaching Instrument Development to Increase CultureInvolvement in Teaching
Culturally Responsive Teaching (CRT) is a pedagogical approach that emphasizes the importance of considering students' cultural backgrounds in the learning process in order to create an inclusive, equitable and effective learning environment. This study aims to develop a valid and reliable CRT practice measurement instrument in accordance with the Indonesian educational context. The research method used was Research and Development (R&D) with the Four-D model (Define, Design, Develop, Disseminate). The instrument was developed based on literature review and expert validation, then tested on Teacher Professional Education Program (PPG) students through validity and reliability analysis. The validity test results using Aiken's V showed that 20 out of 24 statement items were declared valid, while the reliability test resulted in a Cronbach's Alpha value of 0.984 which showed a very high level of internal consistency. The resulting CRT instrument includes five main dimensions, namely Validating, Multidimensional, Empowering, Transformative, and Emancipatory. This instrument can be used by teachers, researchers and policy makers to assess and improve the implementation of culturally responsive learning, as well as a basis for the development of more inclusive and contextualized education policies in Indonesia.
The Relationships among Classroom Management, Work Culture, and Pedagogical Competence among Islamic High School Teachers
This study was aimed to analyze the relationship between classroom management, teacher work culture, and pedagogical competence among Islamic high school teachers in Cikande District, Serang Regency. The research was conducted in four schools, with a total sample of sixty-nine teachers. Data were collected using closed questionnaires based on a Likert scale, which had been validated through a t-test. The collected data were analyzed using inferential statistics with a correlational approach, employing SPSS version 23 software. The results of this study indicated that classroom management had a significant relationship with pedagogical competence; specifically, classroom management was directly related to pedagogical competence. In contrast, teacher work culture exhibited a weaker relationship with pedagogical competence. The Pearson Correlation Value was 0.683 for classroom management and 0.774 for teacher work culture. The R value of 0.793 indicated a strong relationship between classroom management, teacher work culture and pedagogical competence. This finding proved that classroom management had a central role in improving pedagogical competence and creating a good work culture.
An IoT-Based Smart Training Kit for Futsal Athlete Fitness Monitoring: Effectiveness and Perception
This study aimed to evaluate the effectiveness and users perceptions of STARK (Smart Training Kit), an Internet of Things (IoT)-based device for monitoring the physical fitness of futsal athletes. The research adopted a Qualitative research design with descriptive apporach. The study was conducted at a futsal training center in Indonesia, involving ten athletes aged 17–25 years and one coach, selected through purposive sampling. Data collection tools included structured observation sheets, semi-structured interviews, and device-generated physiological data (heart rate and estimated VO₂ Max). Instruments were validated by sport science experts. Data were analyzed through descriptive qualitative techniques involving data reduction, thematic coding, and triangulation to ensure trustworthiness. The findings demonstrated that STARK effectively recorded real-time biometric data, showing an average heart rate increase of 86.42% post-training and an average estimated VO₂ Max of 43.76 ml/kg/min, indicating good aerobic fitness. Athletes and coaches reported high satisfaction with the device’s usability, accuracy, and training relevance. STARK also contributed to optimizing training load management and injury prevention. Despite limitations such as a small sample size and focus on limited physiological parameters, STARK offers a promising, user-friendly, and affordable solution for enhancing training quality in futsal. This study provides a foundation for future research on the broader application of IoT technology in sports science and practice.
Navigating Language Alteration: A Case Study on English Language teachers’ code Switching and Mixing in Classroom Speaking Activities
This research investigated the various types and functions of code switching and code mixing employed by English teachers in teaching speaking activities. Utilizing a qualitative case study approach, the research involved two eleventh-grade English teachers. Data collection was conducted through classroom observations and semi-structured interviews. The data were then analyzed by using thematic analysis, which enabled the researchers to systematically identify, code, and categorize patterns across the data set. As a result of this analysis, the findings regarding the types and functions of code switching and code mixing emerged from recurring themes observed during classroom practices and interviews. The research identified three types of code switching: tag-switching, inter-sentential switching, and intra-sentential switching. Additionally, three types of code mixing were observed: insertion, alternation, and congruent lexicalization. Regarding functions, six functions of code switching were recognized: referential, directive, expressive, phatic, metalinguistic, and poetic. Furthermore, seven functions of code mixing were identified: quotation, addressee specification, repetition, interjection, message qualification, personalization/objectivization, and facilitation of expression. The results indicated that both code switching and code mixing significantly supported students’ engagement, understanding, and active involvement in speaking activities. These linguistic strategies allow teachers to manage the classroom effectively and deliver material more clearly by adjusting the language based on students’ needs and contexts. This research provided valuable insights for English teachers in multilingual classrooms, particularly in EFL contexts.
The Development of a Differentiated Workbook Based on Students’ Learning Styles: An Evaluation of Its Validity, Practicality, and Effectiveness
A variety of differentiated approach students’ worksheets depict pivotal role to support meaningful and interesting English language learning. Through the application of developmental research, this study aimed at designing and developing the feasibility of a differentiated-based workbook to improve students’ reading comprehension skills. The developed product was expected to meet the students’ needs in accordance with their learning styles. This study was conducted at Faculty of Teacher Training and Education, Sriwijaya University, Indonesia, by applying a model by Akker (1999), which involves the phases of analysis, design, evaluation and revision modified by Tessmer (1993). A model by O’Brein (1985) was also used to identify students’ learning styles, namely visual, auditory, and kinesthetic learners. Questionnaire, test and interview were delivered to gain the data from 38 students, in which three participants in one-to-one evaluation, nine students in small group evaluation, and 26 participants in field test. Content validity demonstrated high validity, with the average score of 4,15. Through the construct validity, the workbook had high validity with the average score of 4,65 while technology validity proved its validity with revision in the average score of 4,4. The one-to-one evaluation included three students, with one student exemplifying three distinct learning styles, achieving an average score of 3.8. The practicality and effectiveness of this developed workbook based on learning styles showed excellent result with the average score of 4.16. In summary, differentiated approach-based students’ worksheet can be used to teach and improve students’ reading comprehension skills.
Development of Illustrated Story Books for Anti-Corruption Education in Early Childhood
This study was aimed to develop effective picture storybooks for instilling anti-corruption values in early childhood. Research and Development (R&D) was used in this study. This study developed illustrated storybooks as learning media to instill anti-corruption character values in early childhood using the ADDIE method. This research was conducted at an early childhood education institution in South Jakarta. The study involved three participants; principals and teachers of kindergarten. Interview was used in analysis phase. During the development phase, three illustrated storybooks conveying messages of honesty, care, and responsibility were created. Expert validation result indicated that the books are suitable for use as learning media. Implementation in the early childhood institutions received positive responses from teachers and principals, indicating the books’ effectiveness in instilling anti-corruption character values. The study recommends developing diverse learning media, providing teacher training, and involving parents to support anti-corruption character education from an early age. The findings demonstrate that illustrated storybooks serve as effective media for promoting the learning of anti-corruption values in early childhood.
Metacognitive Strategies and Deep Learning in EFL Reading Engagement: A Case Study
This study aims to explore the impact of the integration of metacognitive strategies and deep learning approaches on reading engagement of EFL students at IAIN Lhokseumawe. Using a qualitative case study design, the study involved 30 students of the English Language Study Program who were observed for 12 weeks. Data were collected through classroom observations, semi-structured interviews with 23 participants, and analysis of 90 student reflection journals. Data analysis was carried out thematically by triangulation to validate the findings. The results showed that the combination of metacognitive strategies (planning, monitoring, self-evaluation) and deep learning principles (inquiry-based learning and problem-solving) significantly increased reading engagement. Key findings include: (1) a 62% increase in the use of metacognitive strategies, (2) the transformation of interactions from mechanical to collaborative-critical, and (3) the internalization of strategies observed during the 12 weeks of the English Study Program, which occurred through three adaptation phases and were achieved in a span of 4 to 6 weeks. Implementation challenges such as infrastructure limitations and cultural resistance were successfully overcome through gradual scaffolding and contextual adaptation. This research provides practical contributions on innovative learning implementation models in resource-constrained environments, while simultaneously enriching the literature on contextual EFL pedagogy in Indonesia. The findings underscore the importance of a culturally sensitive approach in the implementation of Western learning strategies.
Enhancing Interest and Achievement: Development of Smartbox Learning Media in Pancasila Education
This study aimed to develop Smartbox learning media to enhance student interest and learning achievement in Pancasila Education for third-grade elementary students. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The study was conducted at SD Negeri Salamsari, involving 30 third-grade students as participants. Data were collected through expert validation forms, student questionnaires on learning interest, pre-test and post-test assessments, classroom observations, and teacher interviews. The media received high validity scores from experts: 93.3% from media experts and 97.5% from material experts. After implementation, student motivation and participation increased significantly, and the average academic scores improved from 58 in the pre-test to 82 in the post-test. These results suggest that the Smartbox is an effective learning tool for transforming abstract Pancasila concepts into engaging, concrete learning experiences that support both student motivation and academic achievement.
Investigating EFL Students’ Perceptions and Performance in Blended Problem-Based Speaking Instructions
This study explores the implementation of the Blended Problem-Based Learning (PBL) approach in teaching EFL speaking and examines students’ perspectives on its use. Using a qualitative method, data were collected from 32 fourth-semester students in a Speaking for Academic Purposes course through classroom observations, audio-visual recordings, and open-ended questionnaires. Thematic analysis revealed that Blended PBL promotes active student engagement, critical thinking, collaboration, self-reflection, and the integration of technology. Students reported increased speaking confidence, improved problem-solving skills, and greater autonomy. Despite some challenges, such as technical issues and unstable internet connections, the approach proved effective in enhancing speaking fluency and learner independence. These findings suggest that Blended PBL is a valuable instructional strategy for fostering both language proficiency and essential 21st-century skills in EFL contexts.
Integrating Qur’anic Values against Radicalism: An Ethnographic Study at a Boarding School
This research examines the integration of Qur'anic values in the curriculum of Darul Amin Salafi islamic boarding school as an effort to build contextual and inclusive anti-radicalism education. The background of the research is based on the increasing challenges of radicalism due to textual and literal religious understanding. The purpose of the research is to understand how Qur'anic values are integrated in the curriculum, the role of exemplary teachers as Living Qur'an, critical dialog space, and the relationship between pesantren and local wisdom in shaping the tolerant and anti-radicalism character of santri. This research uses a qualitative approach with ethnographic methods, through participatory observation, in-depth interviews, and documentation studies conducted over a three-month period. The results showed that Darul Amin developed a thematic tafsir-based curriculum with the value of rahmatan lil 'alamin as the main framework, as well as providing historical and social contexts for sensitive verses such as jihad. Teachers as Living Qur'an figures encourage dialogic and tolerant character learning, while open discussion spaces strengthen student's critical and inclusive attitudes. The integration of Islamic values with Dayak local wisdom has proven effective in creating social harmony and facilitating multicultural education. The implication of this research confirms the importance of pesantren as strategic institutions for deradicalization through contextual curriculum, character building, and inclusive social dialogue.
Enhancing Learning Outcomes: Project-Based Learning with Fluidsim in Electric Motor Control System Circuit
This study aims to: (1) find significant improvement on students’ learning outcomes on electric motor control system circuits using the Project-Based Learning (PjBL) model with FluidSIM software; and (2) find significant differences in learning outcomes between Electrical Power Installation Engineering (TITL) students taught using PjBL with FluidSIM and conventional method. This experimental study employed a non-equivalent control group design. The experimental class (XI TITL 1) received treatment using PjBL with FluidSIM software, while the control class (XI TITL 2) used PjBL with the conventional method. Data were collected through assessments of learning outcomes and analyzed using t-tests to assess both improvements and differences. The results indicated significant improvements in learning outcomes for the experiment group following the implementation of PjBL using FluidSIM software. Additionally, a significant difference was found between the two groups’ learning outcomes, with a t value greater than the critical value (5.906 > 2.00). In conclusion, the PjBL model combined with FluidSIM effectively improves student learning outcomes.
Implementation of Multicultural Education Strategies in Fostering Tolerance and Intercultural Interaction in Senior High Schools: A Case Study
Multicultural education is a crucial strategy for fostering tolerance and intercultural interaction within school environments, particularly in highly diverse regions such as Singkawang City. This study aimed to identify the strategies employed by teachers to integrate multicultural education into the curriculum and classroom practices at the senior high school level, analyze the supporting and inhibiting factors in its implementation, and evaluate its impact on students’ attitudes toward diversity, tolerance, and cross-cultural engagement. Employing a qualitative approach with a case study method, this research was conducted in three senior high schools in Singkawang. Data were collected through semi-structured interviews, participatory observations, and document analysis. The data analysis technique followed the interactive model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. The findings revealed that teachers applied three main strategies: curriculum integration based on local wisdom, the implementation of participatory learning methods, and the use of multicultural digital and visual media. Key supporting factors included principal commitment, regional policy support, and a socially pluralistic context. However, challenges such as limited teacher training, a lack of inclusive teaching materials, and unstructured program sustainability remained significant. These strategies have been shown to enhance students’ multicultural awareness, cross-identity interaction skills, and empathy. The study recommends strengthening context-based teacher training, developing relevant learning resources, and engaging local communities to support the sustainable implementation of multicultural education.
Physical education and the Sdgs: A Decade of Research Trends Through Bibliometric analysis -2015-2024
This study aims to map scientific trends and global contributions in the field of physical education, sports, and physical activity in relation to the achievement of the Sustainable Development Goals (SDGs) through a bibliometric approach. A total of 393 documents indexed in the Scopus database (2015–2024) were analyzed using VOSviewer software version 1.6.20. The methods applied included co-word analysis to identify key themes, co-authorship analysis to explore collaboration networks, and co-citation analysis to trace the most influential literature. The findings indicate a significant increase in publication output since 2020. Research output is predominantly composed of journal articles (61%), highlighting the prevalence of both empirical and conceptual contributions. In terms of source type, 79% of the documents were published in peer-reviewed scientific journals, indicating strong engagement with reputable academic platforms. Spain emerged as the most productive country, with Baena-Morales, S. as the leading author and Universitat d'Alacant as the most prolific institution. Dominant keywords such as sustainable development goals, physical activity, and humans reflect a growing global focus on integrating physical activity and physical education within the sustainability agenda. This study underscores the need for enhanced multidisciplinary collaboration and increased engagement from developing countries to accelerate the achievement of the SDGs through physical education.
Enhancing High School Student Engagement and Academic Achievement: The Analysis of the Practice Rehearsal Pairs Method
Low student engagement and suboptimal academic achievement remain persistent challenges in secondary education. In response, this study aimed to examine the effectiveness of the Practice Rehearsal Pairs (PRP) method in simultaneously enhancing student engagement and academic performance in a physics learning context. Utilizing a quasi-experimental design with a non-equivalent control group, the study involved 72 tenth-grade students from State Senior High School 5 Tanjung Balai, divided equally into experimental and control classes. Data on student engagement were collected through structured observation using a five-category engagement rubric, while academic achievement was assessed through pretest and posttest scores. The analysis employed descriptive statistics, paired sample t-tests, normalized gain (N-Gain), and Multivariate Analysis of Variance (MANOVA) to determine both separate and simultaneous effects of the intervention. Findings revealed that the PRP method significantly improved student engagement, with the experimental group shifting from predominantly "very less active" to 94.45% categorized as "active" or "very active." Academic performance also increased markedly, with a mean posttest gain of 17.92 points and an N-Gain score of 0.5463, categorized as medium and quite effective. MANOVA results indicated a statistically significant simultaneous effect on both engagement and achievement (Wilks’ Lambda = 0.057, p < 0.001). These results suggest that PRP is an effective pedagogical strategy for fostering meaningful participation and cognitive gains in science education.
Enhancing Teacher Competence: A Training Needs Analysis
This study analyzes teacher training needs for developing pedagogical competencies at MTs Inovatif Daarul Ihsan through a quantitative method with a descriptive-exploratory approach. Data collected through the Training Needs Survey and analyzed using SPSS revealed that most teachers at the institution are classified as Level 2 (Decent) or Level 3 (Competent), with an average score of 34.31, below the established standard of 39. This finding indicates persistent professional inequality, particularly in pedagogical aspects, including lesson planning, subject matter expertise, teaching methods, and understanding of student characteristics. The predominantly young teaching staff further influences this competency gap. To address these needs, systematically designed training programs are required to cover pedagogical knowledge, innovative teaching models, and methodologies. The study recommends implementing comprehensive teacher pedagogical competency-based training focusing on three essential components: content knowledge, pedagogical knowledge, and pedagogical content knowledge. These competencies will enable teachers to not only master teaching methods but also apply them effectively to enhance student engagement and interaction in learning. This research provides valuable insights for policymakers, educators, and training institutions seeking to design more effective professional development programs to improve educational quality at MTs Inovatif Daarul Ihsan.
Developing Nearpod-Based Kentarapod Interactive Media for Improving IPAS Learning Outcomes in Elementary Education
Interactive media plays an important role in digital learning. The primary objectives of this study are to develop the Kentarapod interactive media based on nearpod and to test its feasibility, effectiveness, and practicality. The researchers employed a research and development design, utilizing the ADDIE model, which encompasses analysis, design, development, implementation, and evaluation. This study involved 36 fourth-grade students at SDN Bonjor Rembang. Data were collected through observation, interviews, validation questionnaires, response questionnaires, and pre- and post-tests. Based on the validation results, the product was deemed highly feasible, with a score of 88.33% from subject matter experts and 81.66% from media experts. This interactive media significantly improved the learning outcomes of fourth-grade students at SDN Bonjor Rembang in the subject of IPAS on the topic of my region and its natural resources, with an average pretest-posttest score difference of 42.77 (small group) and 42.6 (large group), and an average N-gain score of 0.7811 and 0.7742 (high category). This media received a very practical evaluation from teachers at 100% and students at 97.7% (small group) and 98.7% (large group). Overall, Kentarapod has proven to be feasible, practical, and effective in improving the learning outcomes of fourth-grade students at SDN Bonjor Rembang.
Pseudo-Understanding in Mathematics: The Role of Habits of Mind and Gender Differences
This study explores the role of habits of mind and gender differences in shaping students' mathematical understanding, focusing on pseudo-understanding. Using a mixed-methods approach with a sequential explanatory design, the study involved 57 first-semester students of the Mathematics Education program at one of the public universities in Indonesia. Data were collected through mathematical concept comprehension tests, questionnaires on habits of mind, and semi-structured interviews. Three mathematics education experts validated the research instruments prior to their use. Quantitative data analysis was carried out descriptively to identify patterns of relationships among conceptual understanding, thought habits, and gender differences, while qualitative data were analyzed using a thematic approach. The results show that mind habits such as perseverance, cognitive flexibility, and reflection are essential in reducing pseudo-comprehension. Gender differences affect how students interact with mathematics, where stereotypes can hinder the development of strong habits of mind. This research highlights the importance of a pedagogical approach that emphasizes conceptual understanding and creates an inclusive classroom environment to diminish the risks of pseudo-understanding and gender disparities in mathematics learning.
Developing Smart Building Learning Media (Knx System) and its Impacts on Student’s Learning Outcomes
This study investigated the developments of Smart Building learning media (KNX System) which focuses on control system elements at SMK Negeri 3 Surabaya, assessed through three aspects: (1) media validity, (2) media practicality, and (3) media effectiveness. This research uses the Research & Development (R&D) development method using the Borg & Gall model. Validity assessments included trainer validity tests, module validity tests, validity tests of student response questionnaires, validity tests of pretest and posttest, validity tests of attitude observation sheets and skills observation sheet tests. The results of the validity test showed that this trainer scored 86%, the validity test of the module scored 81%, the validity test of the student response questionnaire scored 77%, the validity test of the pretest and posttest questions got a score of 75%, the validity test of the attitude observation sheet scored 76%, and the validity test of the skill observation sheet scored 74%. Next, a practicality test was carried out which resulted in a score of 69%, in the practice category. For the latter, an effectiveness test was performed to assess how effectively the treatment is applied. The result of the N-Gain score obtained a value of 0.5, which was in the interval of 0.3 ≤ n ≤ 0.7. This indicated that the average N-Gain score is categorized as moderate. To differentiate between the average score of the pretest and posttest, the Paired Sample T-Test was performed using SPSS, resulting in a p value of 0.000. This indicated a significant influence on student learning outcomes before and after the implementation of this learning media. It can be concluded that the learning media developed is suitable for use in learning and can be used as a reference for the development of learning media in other learning elements.
Transformational Leadership: The Case of Human Resources Bureau of a Public University
This study aims to analyze the implementation of transformational leadership by three generations of leaders in the Human Resources (HR) Bureau of Universitas Pendidikan Indonesia (UPI). Participants included three former and current Bureau Heads (2015-2016, 2020-2024, and 2024-2028) with diverse educational backgrounds and extensive experience in educational administration and human resource management. Data were collected through semi-structured interviews using a validated protocol of 20 open-ended questions based on Bass & Riggio's transformational leadership dimensions, along with document studies of policy documents, performance reports, and bureau meeting archives. Through a qualitative approach and ATLAS.ti software-assisted data analysis, this study identifies how transformational leadership strategies improve employee performance, work motivation, organizational innovation, and build a value and technology-based work culture. The main findings show that leaders can formulate a clear vision, provide individualized support, build an open communication system, and utilize technology to strengthen work effectiveness. Visualization of the code shows a close relationship between aspects such as employee empowerment, strengthening collaboration, career development, and the use of digital-based performance reporting systems. This research recommends the need for a structured competency development system, data-based performance measurement, and strengthening cross-team communication to sustainably improve transformational leadership effectiveness in a changing work environment.
Gamification in Islamic Religious Education: Developing Interactive Learning Media via Quizizz with the Addie Model
This study aims to develop gamified learning media using the Quizizz application for the Islamic Religious Education and Character subject. The research was conducted at public junior high schools in Banda Aceh, Indonesia, involving Grade VII students and Islamic Education teachers who had experience implementing digital media in the classroom. The study was driven by the low levels of student motivation and participation caused by the dominance of conventional lecture-based methods. Quizizz was chosen as the development platform for its game-based features—such as points, leaderboards, avatars, and instant feedback—that are known to enhance student engagement and interaction. A Research and Development (R&D) approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), providing a systematic framework for the creation, testing, and refinement of the gamified media. Data were collected through participatory observation, semi-structured interviews, and documentation, and analyzed qualitatively using an interactive model. Each phase of ADDIE was integrated with data collection: identifying student learning needs, designing gamified content based on Islamic values, developing the product with expert validation, implementing it through field trials, and evaluating its impact. The findings demonstrate that the gamified media effectively fostered a more interactive, enjoyable, and motivational learning atmosphere. There was a significant increase in students’ engagement, participation, and academic achievement. Teachers also reported positive experiences using Quizizz for instruction and real-time assessment. The study concludes that gamification can serve as an effective pedagogical innovation for Islamic education, promoting meaningful learning experiences aligned with religious and character-building goals.
From Corrective to Collaborative: Understanding Feedback Practices of Indonesian English Lecturers
This study aims to investigate how Indonesian university lecturers provide feedback to students, the emotions and challenges they encounter, and the influence of culture and university regulations on feedback practices. The study employed a narrative inquiry approach, which entails listening to participants' stories and documenting their accounts verbatim. The research is conducted at four different universities in Indonesia, including both prominent institutions in the capital and smaller universities in lesser-known towns, to get a diverse range of data. Four lecturers contributed to this research, each originating from diverse locations and educational backgrounds. The data was collected through individual interviews, during which the lecturers were asked several questions on their lives and experiences in providing feedback to their students. Thematic analysis was employed to examine the data. The findings indicate that feedback serves not just to rectify grammatical errors or inaccuracies in the paper but also to enhance the interpersonal relationship between lecturer and student. The trust, caring, and culture derived from a school or nation have a significant impact. This study demonstrates that feedback is complex, influenced by the lecturer's identity, the student's emotional state, and the institutional regulations. The outcome provides novel insights into feedback literacy from the perspective of educators.