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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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.
Copyright (c) 2026 Edukasi: Jurnal Pendidikan dan Pengajaran http://creativecommons.org/licenses/by-nc-sa/4.0
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.
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.
Copyright (c) 2025 Edukasi: Jurnal Pendidikan dan Pengajaran http://creativecommons.org/licenses/by-nc-sa/4.0
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.
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.
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.
Developing a Problem-Based Application to Enhance Students’ Digital Literacy in EFL Learning
The integration of mobile technology with Problem-Based Learning (PBL) offers a promising pathway to enhance students’ digital literacy in EFL contexts. This study developed and validated an Android-based English learning application grounded in PBL principles to support junior high school students’ digital literacy development. Employing a research and development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate), the product was evaluated through expert validation and field testing. Three expert validators assessed the application in terms of content, language, and media quality, while 81 ninth-grade students from two Indonesian public junior high schools (SMPN 2 Mojoanyar and SMPN 3 Mojokerto) participated in a four-week implementation. The application was designed around five PBL principles: authentic problem presentation, student-centered learning, collaboration, self-directed learning, and metacognitive reflection. Expert validation indicated strong quality in content (86%), language (91%), and media (76%). Students’ digital literacy scores increased from M = 28.47 (SD = 2.84) to M = 47.48 (SD = 1.52), t(80) = 58.84, p < .001. Indicator-level analysis showed the highest gains in self-regulated learning, interactive feature use, and digital communication. Practicality results indicated that students perceived the application as practical and supportive (overall 75.58%). While the pretest–posttest improvement suggests substantial learning gains, the one-group design warrants cautious interpretation. Overall, the findings support the feasibility of integrating PBL into mobile-assisted EFL learning to foster students’ digital literacy in alignment with the Merdeka Curriculum.
Bridging Theory and Practice: AI-Powered Esp Instruction for Pharmacy Students
This mixed-methods sequential explanatory study evaluates the effectiveness of an AI-powered language learning platform in enhancing English for Specific Purposes (ESP) outcomes among pharmacy undergraduates. Sixty students at a private university in Jambi were assigned to either experimental or control groups; the experimental group utilized an AI system with adaptive algorithms, personalized feedback, and scenario-based interactive tasks for six weeks. Data were collected through vocabulary retention tests, context-based task evaluations, structured surveys, and focus-group interviews. Quantitative analyses indicated significant gains in vocabulary retention (mean increase from 56.3 to 78.5, p < .001) and contextual task performance (mean increase from 60.4 to 83.6, p < .001) relative to controls. Qualitative data derived from surveys and focus group interviews indicated heightened engagement, intrinsic motivation, and learner autonomy. Thematic analysis identified three key mechanisms underpinning these outcomes: adaptive feedback promoting persistence and metacognitive reflection, personalized learning enabling self-regulation, and authentic simulation fostering contextual awareness and professional readiness. The study demonstrates pedagogical advantages of integrating adaptive AI tools within ESP curricula for pharmacy education. It extends existing literature by providing empirical validation of AI-enhanced language learning and offers actionable guidance for instructional design and technology integration practices. Recommendations include aligning pedagogy with adaptive feedback cycles, securing robust institutional support, investing in faculty professional development, and fostering sustained interdisciplinary collaboration to maximize educational benefits. Future research should expand institutional representation, employ longitudinal designs, and implement comprehensive assessments encompassing both receptive and productive skills. Incorporating instructor perspectives and classroom observations would further elucidate implementation dynamics and sustainability, thereby strengthening the evidence base for AI-supported ESP frameworks in health professions education.
What Makes Students Successful in Online Learning? A Correlational Study of Satisfaction, Self-Regulation, and Grit
As a result of the spread of Covid-19, online learning is fast expanding in popularity throughout the world. To ensure that the learning process is effective, teachers must be aware of the personal factors that are associated with academic achievement. According to some theories, qualities such as learning satisfaction, self-regulated learning, and grit are all significant predictor variables of academic achievement in online learning. Among other things, the goal of this research is to ascertain the correlation between these three factors and academic achievement, identify their combined influence, and determine the extent to which each factor contributes to academic achievement. This study employs a quantitative methodology, employing a non-experimental correlation design with 153 students. Data on learning satisfaction, self-regulated learning, and grit were collected via a questionnaire survey, whereas data on learning outcomes were gathered from the results of the final semester exam. The collected data were then processed using multiple regression analysis statistical techniques. The findings of this study indicate that only learning satisfaction is strongly correlated with learning outcomes, that the three predictor factors together have little effect on learning outcomes, and that only learning satisfaction variables contribute the most to learning outcomes. This research uses a convenience sampling technique because the constraints on the researchers’ available time and resources. Therefore, future research should use more survey participants in order to achieve more robust inferences.
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.
Navigating Infrastructure Crises: Trans-theoretical Leadership and Pedagogical Identity Transformation in Indonesian Pioneer
Pioneer schools in Indonesia face infrastructure crises that impede learning quality. However, research on adaptive leadership strategies under such resource constraints remains limited. This study aimed to explore the implementation of trans-theoretical leadership as a strategic response to infrastructure crises and examine its impact on pedagogical identity transformation in pioneer schools. A phenomenological case study was conducted at SMPN 5 Cileunyi, involving six informants through in-depth interviews, participant observation, and document analysis. Data were analyzed using thematic analysis and interpretative phenomenological analysis supported by ATLAS.ti 24. Network analysis using ATLAS.ti revealed distinct stakeholder-specific code patterns distributed across 6 stakeholder categories, demonstrating interconnectedness among major themes. Three major themes emerged: the infrastructure crisis acting as a catalyst for organizational transformation, with crisis experience serving as a central organizing principle; the simultaneous integration of four leadership styles across stakeholder groups; and the reconstruction of collective pedagogical identity through cross-stakeholder collaboration. This study also revealed three empirical paradoxes: resource scarcity enhances creativity, informal structures strengthen coordination, and external pressure increases team cohesion. Trans-theoretical leadership manifests as a crisis-induced leadership ecosystem that transforms adversity into collective adaptive capacity. These findings contributed to the development of crisis-induced leadership evolution theory and provided practical frameworks for pioneering school management. Moreover, the ecosystem leadership model can be adapted for other pioneering schools through network-based interventions that focus on hub strengthening and bridge building.
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.
Critical Thinking in EFL Academic Writing: Influencing Factors and Strategic Approaches
Critical thinking is defined as a pivotal role in students' academic writing process, but in practice, the application of this skill often becomes quite a complex challenge for students as they formulate new ideas, analyse, evaluate, and synthesize information, and finally draw conclusions. Therefore, this study was conducted to explore the factors that influence EFL students' abilities and to investigate the strategies they use to develop critical thinking skills in academic writing, especially seventh-semester students majoring in English at a public university in Jambi. This study used a qualitative approach with a case study design. Data were gathered by using semi-structured interviewed with ten students. The researchers examined and interpreted the data collected using Braun and Clarke's stages of thematic analysis. The research findings indicate that EFL students face several factors that affect their ability to develop critical thinking in academic writing. These factors include personal competence issues such as a lack of topic knowledge, linguistic challenges, including difficulties with grammar and vocabulary; and psychological barriers, such as low motivation, lack of self-confidence, and anxiety during supervision. Despite these challenges, EFL students employ various strategies to overcome obstacles in developing critical thinking skills. These strategies include self-management, the use of technological support, cultivating a conducive learning atmosphere, leveraging support systems, and managing tutoring schedule effectively.
Copyright (c) 2016 Edukasi: Jurnal Pendidikan dan Pengajaran http://creativecommons.org/licenses/by-nc-sa/4.0
Improving Learning Motivation and Mathematical Problem-solving abilities via vernier Caliper Virtual Labs
The low learning motivation and mathematical problem-solving abilities of vocational high school students, regarding mechanical measuring instruments, such as vernier calipers, present a significant challenge in the learning process. Anteractive simulation-based Virtual Lab is expected to be an innovative solution to address these issues. This study aims to examine the effect of using a Virtual Lab on students' learning motivation and mathematical problem-solving abilities. The method used was quantitative with a one-group pretest-posttest design involving 42 Mechanical Engineering vocational high school students. Data were collected through observation sheets, a learning motivation questionnaire, and a mathematical problem-solving test. The results showed that students' learning motivation was in the good category based on observation and questionnaire data, which had high validity and reliability (Cronbach's Alpha = 0.878). Furthermore, students' mathematical problem-solving abilities increased significantly, with the average score rising from 68.95 in the pretest to 79.74 in the posttest. The Wilcoxon Signed Ranks Test confirmed a significant improvement (p < 0.001). However, the results of this study did not show an effect of motivation on problem-solving ability, because it did not comply with the one-group pretest-posttest design. Thus, it can be concluded that the Virtual Lab is effective in improving learning motivation and mathematical problem-solving skills separately in vocational high school students.
Culture, Leadership, and Commitment for Enhancing Organizational Citizenship Behaviour: Evidence from Civil Servant Teachers
This study examines the relationships among organizational culture, effective leadership, and work commitment in predicting teachers' Organizational Citizenship Behavior (OCB) in A-accredited public senior high schools in Bogor Regency, Indonesia. The research addresses a critical gap in understanding how these factors collectively influence teachers' discretionary behaviors amid educational transformation challenges. A quantitative correlational design was employed, with data collected from 128 civil servant teachers (PPPK) across 13 schools using validated questionnaires. Reliability coefficients exceeded 0.70 for all instruments. Simple and multiple regression analyses were conducted to examine individual and collective effects. The findings revealed that organizational culture demonstrated the strongest individual effect on OCB (R² = 0.310, r = 0.557, p < 0.001), followed by work commitment (R² = 0.132, r = 0.363, p < 0.001) and effective leadership (R² = 0.101, r = 0.317, p < 0.05). However, in the multiple regression model, organizational culture emerged as the only statistically significant predictor (β = 0.251, p < 0.001), while effective leadership (p = 0.061) and work commitment (p = 0.358) became non-significant. The three variables collectively explained 33.7% of OCB variance (R² = 0.337, F = 21.027, p < 0.001), suggesting that organizational culture functions as the primary mechanism through which leadership and commitment influence teachers' discretionary behaviors. These findings indicate that strengthening organizational culture should be the primary strategy for enhancing teacher OCB, with leadership development and commitment-building serving as complementary approaches. The study contributes empirical evidence to organizational behavior theory in educational contexts and provides actionable guidance for enhancing teacher performance and organizational 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.
Academic Self-Confidence and Peer Attachment: A Correlational Study of Islamic Junior High School Students
This study investigates the correlation between peer attachment and academic self-confidence among students in Islamic junior high schools (Madrasah Tsanawiyah). Employing a quantitative correlational approach, the study involved 77 early adolescent students selected randomly. Data were collected using two standardized instruments: the Peer Attachment Inventory (α= 0.95) and the Academic Self-Confidence Scale (α= 0.93). Before hypothesis testing, the normality assumption was verified using the Kolmogorov-Smirnov test, and linearity was assessed through the Test of Linearity in ANOVA, with both test met the significance criterion (p>0.05). The Pearson Product-Moment correlation analysis revealed a strong and statistically significant positive relationship between peer attachment and academic self-confidence (r=0.798, p<0.001). The results underscore the crucial roles of emotional closeness, trust, and communication among peers in shaping students’ academic resilience. Future studies are recommended to adopt experimental or longitudinal designs to examine the causal pathways and effectiveness of peer-based interventions in enhancing student well-being and performance.
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.