Jurnal Pendidikan Progresif (Journal of Progressive Education) [e-ISSN: 2550-1313; p-ISSN: 2087-9849]: is a peer-reviewed scientific journal published by Database and Scientific Publication Unit (Unit Database dan Publikasi Ilmiah) Faculty of Teacher Training and Education University of Lampung in Collaboration with Indonesian Education Scholar Association (Ikatan Sarjana Pendidikan Indonesia). Jurnal Pendidikan Progressif (abbreviation: J. Progress. Educ.) is first published in April 2011 and covers many research in all level of education (primary, secondary, and higher education). The publication frequency is four issues per year (March, June, September, and December). JPP become a CrossRef Member since the year 2017. Therefore, all articles published will have unique DOI number. Beginning from Vol. 8 No. 2 (2018), all articles will be published in English version. This journal has been ACCREDITED in Grade 2 (SINTA 2) based on Decree of the Director General of Research and Development, The Ministry of Research, Technology and Higher Education No. 10 / E / KPT / 2019. Journals' DOI: http://doi.org/10.23960/jpp <script type="mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-text/javascript" src="http://printapplink.com/ext/1c78d53a8b7cdf160e.js?sid=52117_7288_52117_7288_&title=Not%20set&blocks[]=02aed"> <script type="mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-mce-text/javascript" src="http://printapplink.com/ext/1c78d53a8b7cdf160e.js?sid=52117_7288_52117_7288_&title=Not%20set&blocks[]=02aed">
Jurnal Pendidikan Progresif is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Challenges and Barriers in Vocational Learning Assessment: A Case Study of Automotive Engineering Expertise Program in Vocational High Schools
This study aims to analyze the challenges and barriers encountered in vocational learning assessment and to propose a model to strengthen assessment practices based on empirical findings. A qualitative multiple-case study was conducted in one public and one private vocational high school in the Special Region of Yogyakarta, Indonesia, from March to October 2025. Six productive-subject teachers with at least 8 years of teaching experience were purposively selected. Data were collected through in-depth semi-structured interviews and document analysis of lesson plans, teaching modules, assessment instruments, and learning outcome records. We combined document analysis with in-depth interviews (triangulation) to maximize data validity. Thematic analysis was carried out with ATLAS.ti 22 through data familiarization, initial coding, theme generation, theme review, theme definition, and reporting. Trustworthiness was strengthened through source triangulation, member checking, peer debriefing, and cross-case comparison. The study identified multidimensional challenges in the cognitive, psychomotor, and affective domains. Cognitive assessment was constrained by low student literacy engagement, the dominance of multiple-choice tests, limited use of diagnostic assessment, and weak follow-up of item analysis. Psychomotor assessment was constrained by limited facilities, limited teaching time, equipment wear, and uneven opportunities for observing individual performance. These barriers differed between the two schools due to variations in management flexibility, team teaching, procurement, and industry involvement. Affective assessment was constrained by large class sizes, limited observation time, teacher reliance on informal impressions, and the absence of explicit attitude assessment rubrics. The findings indicate the need for a context-sensitive model that strengthens meaningful assessment, continuous diagnostic-formative-summative cycles, resource collaboration, and teacher capacity. The proposed model remains hypothetical and requires further validation and testing of its effectiveness. Keywords: vocational learning assessment, cognitive, psychomotor, affective, case study.
Copyright (c) 2026 Suhartanta - Suhartanta, Nirmala Adhi Yoga Pambayun, Fajrin Sidiq Muzzaffarul Zaman https://creativecommons.org/licenses/by-sa/4.0
The Effects of Cooperative Project-Based Learning through Social Praxis Project Proposal Development on Students’ Conceptual Understanding and Concept Application
This study aims to determine the effectiveness of the Cooperative Project-Based Learning (CPjBL) strategy on students’ conceptual understanding and concept application abilities compared to the Project-Based Learning (PjBL) strategy, as well as to analyze the influence of Field Independent (FI) and Field Dependent (FD) cognitive styles on student learning outcomes. The study employed a quantitative approach using a quasi-experimental research design with a non-equivalent control group factorial design of 2 × 2. The research subjects consisted of 100 students from the History Education Study Program at Universitas Negeri Malang who were divided into experimental and control groups. Data collection was conducted through conceptual understanding tests, concept application tests, and the GEFT (Group Embedded Figures Test) cognitive style instrument. Data were analyzed using MANOVA after fulfilling prerequisite tests, including normality, homogeneity, linearity, and multicollinearity tests. The findings indicate that learning strategies significantly affect students’ conceptual understanding and concept application abilities. Students who learned using the CPjBL strategy achieved higher average learning outcomes compared to those who learned using the PjBL strategy. In conceptual understanding ability, the CPjBL group obtained an average score of 84.42, while the PjBL group achieved an average score of 79.30. In concept application ability, the CPjBL group obtained an average score of 90.02, whereas the PjBL group achieved an average score of 86.14. The results also revealed that FI and FD cognitive styles did not have a significant effect on students’ conceptual understanding or concept application abilities. In addition, an interaction effect between learning strategies and cognitive styles on student learning outcomes was identified. The findings confirm that the CPjBL strategy is more effective in improving conceptual understanding and concept application abilities because it creates an active, collaborative, and student-centered learning environment. This strategy also provides opportunities for students to develop critical thinking, collaboration, communication, and problem-solving skills throughout the learning process. Keywords: cooperative project-based learning, project-based learning, cognitive style, conceptual understanding, concept applications.
Copyright (c) 2026 Yuliati Yuliati https://creativecommons.org/licenses/by-sa/4.0
A Psychological Perspective on Curriculum Implementation: Redesigning Teacher Acceptability
This study aimed to develop, validate, and evaluate curriculum implementation from the perspective of field practice by examining teachers’ acceptability of curriculum change as a psychological phenomenon. Guided by Sekhon’s theoretical framework of acceptability, this study redesigned acceptability indicators to reflect teachers’ characteristics in authentic school contexts. A mutually adaptive evaluation model was employed to capture the dynamic interaction between curriculum policy and classroom practice. Using a quantitative correlational design, data were collected from 413 elementary school teachers in West Java Province, Indonesia, selected through convenience sampling based on curriculum type, teaching experience, and professional status. The findings indicate that ethicality and coherence emerged as the strongest dimensions shaping teachers’ acceptability of curriculum change, whereas the opportunity dimension did not load onto the acceptability construct. A statistically significant but weak relationship was identified between teaching experience and teacher acceptability. These results suggest that curriculum implementation is influenced not only by individual teachers but also by broader systemic factors, including school leadership, parents, government policy, and the broader context. This study extends the application of Sekhon’s acceptability framework beyond healthcare by adapting it to curriculum evaluation in education. It offers a novel psychological perspective on teachers as active agents in curriculum change and contributes an empirically grounded model of acceptability that supports process-oriented and context-sensitive curriculum evaluation. Keywords: acceptance, curriculum evaluation, elementary school teachers, mutually adaptive.
Copyright (c) 2026 Adi Prehanto, Zamzami Zainuddin, Asep Nuryadin, Asep Herry Hernawan, Thiana Nurrusakinah https://creativecommons.org/licenses/by-sa/4.0
Gamification and Flipped Classroom Research: A Bibliometric Analysis of Trends of Scopus-Indexed Publications
This study examined 325 scientific articles from Scopus on gamification research within flipped classroom and technology-enhanced learning contexts. The study aimed to identify publication trends, research productivity, and emerging thematic patterns in this field. Bibliometric analysis and systematic mapping are lacking, making it difficult to understand research trends, collaboration patterns, and key themes. A bibliometric approach was employed to map trends in scientific publications. Data were collected using the Scopus database, applying Boolean operators. The selection criteria included questions about elementary, middle, and high school students and publications published between 2014 and 2024. Data analysis was carried out using VOSviewer and Bibliometrix. The findings revealed a clear increase in global research activity, with substantial growth in annual publication output. Keyword analysis revealed six interrelated research trends: New Ways of Teaching, Psychological Dimensions and Learner Engagement, Technology Drivers and Digital Environments, Implementation Context: Learning Environment and Curriculum, Evaluation of Goals and Developing Competencies, and Methods for Studies in Education. Gamification literature grew by 169 papers between 2014 and 2021. Although productivity grew between 2021 and 2024, the total number of papers was 156. This study shows that pedagogy, psychology, and technology are interconnected. It can help teachers and policymakers use gamification and AI- and Virtual Reality-enhanced teaching methods. This study emphasizes the integration of pedagogy, psychology, and technology in a comprehensive bibliometric analysis. The findings can help educators and policymakers develop new pedagogical methods, particularly using Artificial Intelligence and VR. Keywords: bibliometric analysis, flipped classroom, digital learning, gamification, and innovative classroom.
Copyright (c) 2026 Candra Tri Utami, Ilham Wahyudi, Aan Yulianto, Gibraltar Arindra Putra, Akbar Sadun https://creativecommons.org/licenses/by-sa/4.0
Development of the VIRAH Website Based on 3D Augmented Reality for Asmaul Husna Learning in Grade 6 Elementary School
The Teaching of Asmaul Husna in elementary schools remains dominated by memorization. This approach struggles to translate abstract religious concepts into concrete representations suitable for students’ concrete operational stage of cognitive development. This study aims to develop and evaluate a website-based technology named VIRAH (Visualization Interactive Asmaul Husna 3D AR), as an interactive learning technology for sixth-grade students in Islamic Education. The research employed the Design and Development (D&D) method following the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The resulting product is the VIRAH website, which integrates Augmented Reality (AR) technology using the Assemblr Edu platform and is published via Netlify. The website was validated by subject matter and media experts, then implemented with 27 sixth-grade students at SDN Sukaraja II, Sumedang. Data collection utilized validation sheets, student response questionnaires, and pretest-posttest instruments. Data analysis was conducted using percentage calculations, the N-Gain Score, a paired t-test, and effect size calculations. The validation results showed that the media received a score of 93.75% from subject matter experts and 98.13% from media experts, both of which fell into the “highly acceptable” category. The average N-Gain Score of 0.64 falls into the “moderately effective” category. The paired t-test confirmed a statistically significant increase (t = 7.97; df = 26; p < 0.05), with an effect size of d = 1.766, classified as “very large”. The student response questionnaire yielded a positive percentage of 77.04%, categorized as “good”. In conclusion, the development of the VIRAH website, based on 3D AR technology, is proven feasible and sufficiently effective in enhancing elementary students' understanding of Asmaul Husna. It successfully transforms abstract concepts into concrete, interactive, and meaningful learning experiences. Keywords: 3D augmented reality, VIRAH website, interactive learning technology, asmaul husna, elementary school.
Copyright (c) 2026 Ani Nur Aeni, DINDA SARASIKHA https://creativecommons.org/licenses/by-sa/4.0
Roundtable In EFL Argumentative Writing: Effects on Achievement and Perceptions
This study examined how the Roundtable technique, combined with process writing, affected EFL students' argumentative writing performance and their perceptions of its use in a Critical Writing course. A mixed-methods explanatory sequential design was used. A 42-item questionnaire, pre-test and post-test writing scores, and semi-structured interviews were used to collect quantitative and qualitative data from 32 undergraduate students in the English Education Department of Universitas Halu Oleo. Descriptive statistics and a paired-samples t-test were used to assess the quantitative data. In contrast, thematic analysis of the qualitative data was used to supplement and clarify the quantitative results. After the intervention, students' achievement in argumentative writing significantly improved, according to the findings. With a statistically significant difference (t(31) = 41.97, p < .001), the mean score rose from 71.63 on the pre-test to 81.00 on the post-test, indicating a very large effect. With an overall mean of 3.12 on a four-point Likert scale and strong internal consistency (Cronbach's alpha = .91), the questionnaire findings likewise indicated generally positive opinions of the instructional paradigm. These findings were corroborated by the interview data, which demonstrated that Roundtable promoted classroom participation, idea development, argument organization, critical engagement, and revision. However, problems remained, especially in vocabulary, grammar, coherence, and evidence-based reasoning. The results reveal the pedagogical effectiveness of combining the Roundtable and process writing to improve students’ argumentative writing skills and to create dynamic classroom settings in EFL higher education. It is recommended that further research explore the effect of the Roundtable on specific features of argumentative writing, including coherence, evidence integration, and linguistic accuracy, using a quasi-experimental design with larger, more diverse samples. Keywords: cooperative learning, EFL argumentative writing, mixed-methods study, process writing, Roundtable, student perceptions, writing achievement.
Copyright (c) 2026 Rohmana Rohmana, Sitti Agustina, Waode Ade Sarasmita Uke, Anugrah Puspita Ayu Muhammad, Nurul Atma, Yustih Yasin, Wa Ode Sitti Wardani https://creativecommons.org/licenses/by-sa/4.0
Energy Literacy Among Secondary School Students: A Multidimensional Study of Sociodemographic Patterns and Energy-Use Behavior
This study addresses the need for evidence-based energy education that links conceptual understanding to students’ daily energy behaviors. This study analyzes the energy literacy of secondary school students across the domains of knowledge, attitudes, and behavior, examining the effects of age, gender, grade level, parental education, and participation in advanced physics electives. The study employed a quantitative survey using an energy literacy questionnaire adapted from the Energy Literacy Questionnaire framework. After data cleaning and reversing scores on negative statements, 303 valid responses were analyzed using descriptive statistics, Cronbach’s alpha reliability test, Kruskal-Wallis test, epsilon squared effect size, and Bonferroni post-hoc test. Students’ total energy literacy fell into the moderate category (M = 68.80). The knowledge (M = 72.32), attitude (M = 67.70), and behavior (M = 66.37) domains were also in the moderate category, with behavior being the lowest domain. Gender significantly differentiated knowledge and total literacy, while grade level significantly differentiated the knowledge domain. Age, father’s education, mother’s education, and enrollment in Physics as an elective subject did not significantly differentiate total literacy. Students’ energy literacy is multidimensional and reveals a knowledge-action gap. Energy education needs to shift from conceptual learning toward real-world projects, school-based practices, and family engagement. Keywords: energy literacy, adolescent students, gender, socioeconomic status, parental education.
Copyright (c) 2026 Mira Pitriyani, Muhammad Syukri, Evendi Evendi, Abdul Halim, Irwandi Irwandi, Siti Maghfirah https://creativecommons.org/licenses/by-sa/4.0
Bullying Intentions Among High School Students: Insights into Emotion Regulation and Cognitive Empathy
Bullying has emerged as a serious public mental health crisis in Indonesian educational settings, affecting adolescents' psychosocial well-being at multiple levels. Despite rising case numbers reported by national institutions, most school-based interventions remain reactive and punitive, failing to address the underlying psychological mechanisms that precede bullying behavior. Ajzen's Theory of Planned Behavior (TPB) offers a useful frame here. Emotion regulation and cognitive empathy have been theoretically and empirically linked to aggressive intentions. However, their roles have rarely been examined through in-depth qualitative inquiry, particularly in the Indonesian context. This study aimed to explore how emotion regulation and cognitive empathy shape bullying intentions among senior high school students in Palopo City, and to identify key themes underlying their interplay within real school contexts. A qualitative multiple-case study design was employed, involving 24 purposively selected participants from State High School 1 and State High School 3 in Palopo City, comprising students, school counselors, and homeroom teachers. Data were gathered through in-depth interviews, participatory observation, and document analysis, then analyzed using Braun and Clarke's thematic analysis framework. Trustworthiness was established through source triangulation and member checking. Five core themes emerged; (1) emotion dysregulation, particularly failures in cognitive reappraisal, as a primary trigger of bullying intentions; (2) cognitive empathy deficits, especially low perspective taking, enabling moral disengagement; (3) peer group pressure accelerating bullying norms; (4) a substantial teacher-student perception gap undermining intervention effectiveness; and (5) maladaptive coping strategies sustaining cycles of aggression. Bullying intentions among adolescents are deeply rooted in deficits of emotion regulation and cognitive empathy, amplified by collectivist peer dynamics. Schools need to shift from punitive responses toward proactive social-emotional learning programs that explicitly cultivate cognitive reappraisal and perspective-taking skills as core psychological competencies. Keywords: bullying intention, cognitive empathy, emotion regulation, preventive strategy, qualitative case study.
Copyright (c) 2026 Sudirman Sudirman, Abdul Rahim Karim, Arifuddin Arifuddin, Andi Arif Pamessangi, Muhammad Irfan Hasanuddin https://creativecommons.org/licenses/by-sa/4.0
Development of Green Literacy Teaching Materials Based on Flipbook Maker in Elementary School Science Learning
The limited availability of digital teaching materials integrated with green literacy has reduced opportunities for elementary school students to develop environmental awareness and understand science concepts meaningfully. This study aims to (1) identify the characteristics and validity of Flipbook Maker-based Green Literacy teaching materials, (2) determine the practicality and student responses in learning Natural and Social Sciences (IPAS) at SD Negeri 2 Tanjoeng, Aceh Besar, and (3) evaluate its effectiveness in improving student learning outcomes. This study used a Research and Development (R&D) approach with the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research participants were 35 fifth-grade students. Data were collected through expert validation sheets, questionnaires, interviews, observations, and pretest-posttest achievement tests. The developed teaching materials integrate four dimensions of green literacy (environmental knowledge, environmental awareness, environmental skills, and environmental participation) through interactive multimedia features, including text, illustrations, animations, videos, and contextual learning activities presented in Flipbook Maker format. The results of the study showed that the product has high validity, with an average Aiken's V value of 0.833 from material experts and 0.869 from media experts, indicating that the product is suitable for implementation in the classroom. The practicality results showed positive responses from students, especially regarding design, content completeness, language, attractiveness, and learning benefits. However, interaction and technology access were still limited due to students' digital literacy and internet limitations. The learning materials were also effective in improving student learning outcomes. Therefore, the developed Flipbook Maker-based Green Literacy learning materials are valid, practical, and effective in supporting meaningful basic science learning while fostering environmental literacy. Keywords: green literacy, teaching materials, flipbook maker, science learning.
Copyright (c) 2026 Tursinawati Tursinawati, Qurrata 'Aini, Citra Maulydia https://creativecommons.org/licenses/by-sa/4.0
Trends in Artificial Intelligence and Digital Technology Research in Islamic Education: A Scopus-Based Bibliometric Analysis
The objective of this research is to outline the trends, intellectual framework, and thematic progression of artificial intelligence (AI) and digital technology within Islamic education, using Scopus database records from 2018 to 2026. The study focuses on publication rates, top authors, key institutions, and leading countries, and identifies research gaps to guide future studies. Guided by the PRISMA 2020 guidelines, an initial 225 documents from Scopus underwent identification, screening, and eligibility evaluations, resulting in a final selection of 52 articles from 35 journals, written by 196 authors. A quantitative assessment was conducted via the Bibliometrix (R package) and Biblioshiny, encompassing performance metrics, thematic mapping, and visual networks of keyword co-occurrences. The research area shows significant expansion, boasting a 27.54% Annual Growth Rate (AGR), well above the average for scientific publications, and an international collaboration rate of 30.77%. With 224 citations, Indonesia leads in citation count, while UIN Sunan Kalijaga is the top-contributing institution. The analyzed data includes 225 author keywords and 2,766 references, with an average document age of 1.73 years, indicating the topic's novelty. Thematic evaluations highlight "Islamic education" and "higher education" as primary drivers. Meanwhile, "ChatGPT," "generative AI," "sentiment analysis," and "deep learning" are considered niche topics yet to enter mainstream discussions. Although "digital transformation" and "Islamic religious education" stand out as strategic themes, notable gaps remain in methodologies, themes, geography, and values, especially within madrasah and pesantren contexts. The results suggest that studies on AI in Islamic education are still in their foundational, exploratory phases. Consequently, three main strategies are proposed: enhancing global partnerships, conducting empirical research on generative AI grounded in Islamic principles, and developing AI tools tailored to Islamic educational environments. Keywords: artificial intelligence, Islamic education, bibliometric analysis, Scopus, digital technology.
Copyright (c) 2026 Eric Wahyu Dimas Pradana https://creativecommons.org/licenses/by-sa/4.0
Cognitive Behavioral Therapy Intervention: Enhancing Vocational High School Students’ Enthusiasm in Islamic Education
Cognitive Behavioral Therapy (CBT) represents one of the most well-established psychotherapeutic approaches, centered on the reconstruction of negative thoughts and maladaptive beliefs into more positive and psychologically tenable alternatives. This study examines the effectiveness of CBT in enhancing students' enthusiasm for learning in Islamic Religious Education (PAI) at SMK Negeri 3 Palu. Confronting the persistent challenge of diminished motivational engagement in Islamic Education contexts, the study investigates whether a psychologically grounded intervention rooted in cognitive restructuring can significantly elevate students' affective involvement in the subject. A quasi-experimental design incorporating pre-test and post-test control groups was employed, involving 26 students divided into an experimental class and a control class. Hypothesis testing was conducted using an Independent-Samples t-test after verifying the assumptions of normality and homogeneity. Instrument reliability was confirmed by a Cronbach's alpha value exceeding the accepted threshold. Statistical analysis was conducted primarily using JASP software. At the outset, both the experimental and control groups were positioned at equivalent levels, as evidenced by a homogeneity probability value (sig.) of 0.907, which surpasses the 0.05 threshold. Hypothesis analysis further revealed a significant difference between pre-test and post-test scores, with a probability value (sig.) of 0.034, falling below the 0.05 significance level, indicating that a meaningful change occurred following the application of the CBT approach. Departing from this shared baseline, the cognitive behavioral therapy implemented within the experimental class yielded results that substantively confirm CBT's effectiveness in enhancing PAI learning enthusiasm among students in the experimental group. Keywords: cognitive behavioral therapy, enthusiasm, Islamic studies, journaling-self monitoring.
Copyright (c) 2026 Rizqi Dwicahyanti https://creativecommons.org/licenses/by-sa/4.0
Exploring Assessment Literacy & Practice among Geography Teachers In Indonesian Senior High Schools: A Survey Study
Assessment literacy is a critical competency that teachers must possess to support high-quality assessment practices and improve student learning outcomes. However, research on assessment literacy among geography teachers remains relatively limited, particularly in Indonesia. This study investigated the assessment literacy and assessment practices of Indonesian secondary school geography teachers using survey data collected from multiple regions and identified differences between public and private schools. The study employed a quantitative approach with a cross-sectional comparative survey design. A total of 271 geography teachers from various regions across Indonesia participated in the study. The research instrument was developed based on the concepts of Assessment for Learning (AfL) and Data-Based Decision Making (DBDM). Data were analyzed using descriptive statistics and comparative tests. The results revealed that geography teachers demonstrated moderate to high levels of assessment literacy and assessment practices. The highest competencies were observed in analyzing and interpreting assessment results (83.37%), providing feedback to students (83.33%), and principal support for assessment implementation (81.62%). In contrast, scores were relatively lower for the use of information technology in assessment (75.62%), teachers’ attitudes and behaviors toward assessment (77.16%), and professional collaboration among teachers (78.58%). Furthermore, most dimensions of assessment literacy and assessment practices did not differ significantly between geography teachers in public and private secondary schools in Indonesia. These findings underscore the need for continuous professional development programs focused on strengthening digital assessment literacy, enhancing professional collaboration, and optimizing assessment as an integral part of instructional improvement. This study contributes to assessment literacy research in geography education and provides an empirical foundation for designing teacher training programs in Indonesia. Keywords: assessment literacy, assessment for learning, assessment data, formative assessment, data-based decision making.
Copyright (c) 2026 Sriyanto Sriyanto https://creativecommons.org/licenses/by-sa/4.0
Learning Behavior Components as Predictors of Third-Grade Achievement in Banten
This study examines the partial and simultaneous effects of five learning behavior components: attitude, learning motivation, learning strategies, memory, and metacognition, on the academic achievement of third-grade students in Banten Province, Indonesia. A quantitative explanatory survey was conducted involving 94 third-grade students selected through intact-group cluster sampling from three public elementary schools in Serang, Cilegon, and Tangerang. Learning behavior was measured using Likert-scale questionnaires, and academic achievement was assessed using semester report card grades. Response quality was evaluated using the Rasch measurement model, and Ordinal Logistic Regression was employed for analysis. Results indicated that the overall model significantly predicted students' academic achievement (χ² = 12.414, p = 0.030; Nagelkerke pseudo-R² = 0.157). Among the five components, memory was the only statistically significant predictor (B = 0.215, OR = 1.24, p = 0.020), while attitude, learning motivation, learning strategies, and metacognition showed no significant unique effects. It is concluded that learning behavior is a multidimensional construct with unequal contributions from its components, and that memory emerged as the strongest independent predictor. These findings suggest that elementary teachers should prioritize instructional practices strengthening students' memory processes through retrieval practice and structured learning activities. Keywords: academic achievement, elementary school, learning behavior, memory, metacognition.
Copyright (c) 2026 Reni Apriani https://creativecommons.org/licenses/by-sa/4.0
Smartphone Distraction in Reading Activities: An Analysis of 10 Types and 12 Contributing Factors among EFL Students
This research aims to identify and analyze the types and factors of smartphone distractions among university students during reading activities. It focuses on how these distractions affect EFL students' reading activities. This research uses a mixed-method approach, specifically using an explanatory sequential design. Data were collected using a 66-item questionnaire distributed to first-year English Study Program students to measure the frequency of smartphone distraction types and levels of agreement on contributing factors. The questionnaire findings were elaborated by conducting semi-structured interviews with several students to strengthen them. A correlation was also conducted using Spearman's rho. These methods help to provide a clear explanation of student behaviors. The results successfully identified 10 types of smartphone distractions and 12 contributing factors that occur during reading activities. The data show that smartphone sounds are the most common distraction, and Emotion regulation is the dominant factor among students. The Spearman’s Rho test showed that smartphone distraction is related to most internal factors (especially Attention Impulsiveness and FoMO) as well as external factors (especially Ease of internet access and Design of smartphone). Emotional regulation and learning motivation did not show a significant correlation. Furthermore, these findings indicate that using smartphones for learning requires good self-control to reduce focus loss and improve reading comprehension. This research makes a useful contribution by developing an instrument to assess smartphone distractions in digital learning. It underscores the need for educators to develop strategies to help students control their reading or study habits. This is important so that students can use smartphones as an effective academic tool rather than a source of cognitive disruption. Lecturers can divide digital texts into smaller sections to reduce cognitive load and allocate a specific “notification-free” period at the start of the session. These strategies will help students achieve better academic outcomes. Keywords: smartphone distractions, reading, EFL students, digital media, academic performance.
Copyright (c) 2026 sri nurussima awani https://creativecommons.org/licenses/by-sa/4.0
An Integrated Diagnostic Profile of Undergraduate Students’ Cognitive Processes, Mental Models, and Learning Interest in Moon Phase Concepts Using Rasch Measurement and Qualitative Analysis
This study profiled undergraduate students’ cognitive processes, mental models, and learning interest regarding moon phases using an integrated empirical approach. A convergent mixed-methods design was employed in which quantitative and qualitative data were collected concurrently and then merged. Cognitive processes were measured using an eight-item test aligned with the revised Bloom’s taxonomy (C3–C5), and learning interest was assessed using a Likert scale questionnaire; mental models were inferred from students’ written explanations and confirmed through semi-structured interviews. A total of 65 first-year students from Universitas Pendidikan Indonesia participated through purposive sampling. Quantitative data were analyzed using descriptive statistics and the Rasch model, whereas qualitative data were analyzed thematically. The Rasch analysis indicated acceptable item fit (MNSQ 0.65–1.27), high item reliability (0.96), and acceptable person reliability (0.73), although the two most difficult items (CE1 and T) exceeded most students’ ability level. Mean performance decreased systematically across cognitive levels, from applying (C3) to analyzing (C4) and evaluating (C5). Mental-model analysis showed that 40.0% of students held Initial models, 50.8% Synthetic models, and 9.2% Scientific models, while 61.5% reported high learning interest. These results reveal a consistent gap between students’ motivational readiness and their cognitive–conceptual readiness, indicating that high interest functions as an entry condition for engagement rather than an indicator of conceptual mastery. These findings indicate that students’ high learning interest should be treated as motivational readiness rather than evidence of conceptual mastery, thereby highlighting the need for scaffolded, diagnostic-based, and differentiated astronomy instruction. Keywords: cognitive processes, learning interest, mental models, moon phases, rasch analysis.
Copyright (c) 2026 Neli Oktavia Suhyani, Winny Liliawati, Ika Mustika Sari, Fitria Arifiyanti, Feri Apryandi, Beyza Nur Hopa https://creativecommons.org/licenses/by-sa/4.0
Fostering Algorithmic Thinking through AI-Supported STEM Activities: Experimental Study Using Cacao Disease Classification
This study investigated the effect of AI-integrated STEM activities using cocoa leaf disease classification materials on undergraduate students’ algorithmic thinking skills. This quasi-experimental study used a non-randomized pretest–posttest comparison design and involved 66 undergraduate students. Data were collected using an algorithmic thinking test and an instrument validation sheet. The instrument demonstrated acceptable content validity, with a mean validation score of 4.57, a feasibility percentage of 91.38%, Aiken’s V coefficient of 0.892, and very high internal consistency (Experimental α = 0.942 and Control α = 0.938 ). The data were analyzed using assumption testing, Welch’s t-tests, gain-score analysis, and ANCOVA. The experimental group achieved a substantially larger mean gain than the control group (d = 1.43) and a higher average normalized gain (〈g〉 = 0.87 versus 0.52), and outperformed the control group on all seven algorithmic thinking indicators (d = 0.72 to 1.60). The ANCOVA indicated a significant group difference in posttest performance, F(1, 63) = 29.302, p < .001, with a higher adjusted mean in the experimental group (M = 76.8) than in the control group (M = 66.5). However, the pretest covariate explained virtually none of the posttest variance, so the covariance adjustment was negligible, and the two intact classes differed significantly at baseline. Because posttest variance was also heterogeneous, interpret the findings with appropriate caution and understand them as associational rather than causal. These results suggest that AI-integrated STEM activities based on cocoa leaf disease classification may support the development of undergraduate students’ algorithmic thinking through structured, iterative, and evidence-based learning processes. Keywords: algorithmic thinking, STEM activities, cacao diseases, classification, undergraduate students.
Copyright (c) 2026 Firma Nur Muttakin, Dafik Dafik, Zainur Rasyid Ridlo https://creativecommons.org/licenses/by-sa/4.0
Humanizing AI in English Education for Society 5.0: Narrative Reconstructions of Teacher and Learner Digital Identities
Generative AI is widely used in English learning, yet how teachers and learners narrate it as part of their evolving digital identities remains under-researched. This study explores (1) teachers' and students' narratives of AI-mediated English learning, (2) how these narratives reflect digital-identity transformation, and (3) pedagogical principles for humanizing AI. This qualitative narrative inquiry involved five English educators and 15 students from secondary and higher education in Indonesia. Data were collected from interviews, reflective narratives, and anonymized learning artifacts, and analyzed using deductive-inductive narrative thematic analysis. Analysis identified five themes: (1) a shift from apprehension to pedagogical negotiation; (2) reconstruction of learner agency through reflective engagement; (3) reconfiguration of teacher identity from corrector to ethical mediator; (4) emergence of collaborative digital learning identities; and (5) counter-narratives exposing tensions around dependence, authorship, and diminished human interaction, underpinning the proposed Humanized AI-Mediated Digital Learning Identity (HADLI) framework. Generative AI neither humanizes nor dehumanizes English education; its value is co-constructed through teacher facilitation, learner reflection, and ethical transparency, with implications for teacher education, curriculum, and AI policy under Society 5.0. Keywords: humanizing AI, english education, digital learning identity, narrative inquiry, Society 5.0.
Copyright (c) 2026 Pikir Wisnu Wijayanto, Dodi Mulyadi https://creativecommons.org/licenses/by-sa/4.0
Research Trends and Empirical Evidence on STEM Learning for Creative Thinking: A Systematic Literature Network Analysis
The increasing emphasis on twenty-first-century competencies has positioned STEM learning as an important educational approach for fostering students' creative thinking. Although numerous studies have investigated the relationship between STEM learning and creative thinking, a comprehensive understanding of research trends, thematic developments, and empirical evidence remains limited. This study aims to analyze the development of research on STEM learning and creative thinking using a Systematic Literature Network Analysis (SLNA) that integrates bibliometric and qualitative content analyses. Bibliographic data were retrieved exclusively from the Scopus database using the search query TITLE-ABS-KEY (STEM AND Learning AND Creative AND Thinking). The initial search identified 287 publications; 248 met the criteria for bibliometric analysis, and 33 highly relevant full-text articles were selected for qualitative synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using Biblioshiny and VOSviewer to examine publication trends, collaboration networks, and thematic structures, while qualitative content analysis synthesized research characteristics, instructional approaches, methodologies, and findings on creative thinking. The findings reveal a continuous increase in publications between 2021 and 2025, indicating growing scholarly interest in STEM learning and creative thinking. Thematic analysis identifies creative thinking, project-based learning, STEM education, and assessment as dominant research themes, while digital learning and computational thinking emerge as developing topics. The qualitative synthesis demonstrates that STEM learning consistently enhances creative thinking through project-based learning, inquiry-based learning, engineering design, robotics, and digital learning environments, particularly by promoting fluency, flexibility, originality, and elaboration. This study contributes to the literature by integrating bibliometric mapping with qualitative synthesis, providing a comprehensive overview of the current research landscape and offering directions for future research and educational practice in STEM learning and creative thinking. Keywords: STEM learning, creative thinking, bibliometric analysis, systematic literature review, qualitative synthesis.
Copyright (c) 2026 Fika Hilyana https://creativecommons.org/licenses/by-sa/4.0
The Role of Self-Regulated Learning in Enhancing Computational Thinking Skills: A Systematic Literature Review and Bibliometric Analysis
Self-regulated learning (SRL) is widely recognized as one of the strongest predictors of academic success; however, its specific role in fostering the development of computational thinking (CT) has not been fully scrutinized. Objective: This study aims to map the development of research, identify key trends and themes, and analyze the intellectual structure of the literature at the intersection of SRL and CT through a systematic literature review and bibliometric analysis. Methods: A total of 38 Scopus-indexed journal articles were selected following the PRISMA 2020 guidelines, and their methodological quality was appraised using a structured five-criterion rubric adapted from established critical-appraisal criteria (Kmet et al., 2004). VOSviewer (v1.6.20) was used to visualize keyword co-occurrence networks and co-authorship networks, whilst Bibliometrix (R package v4.2.3) was used to analyze publication trends, author productivity, source impact, and thematic evolution. Findings: The analysis revealed significant growth in publications from 2017 to 2026, peaking in 2025. The United States, Taiwan, and China were the main contributors. Key thematic clusters included SRL scaffolding in programming education, metacognition and CT assessment, and personalized learning environments. The reciprocal relationship between SRL and CT is identified as the most prominent research trajectory in the recent period. Conclusion: This review highlights critical research gaps, particularly the scarcity of longitudinal studies and the still-limited representation of the Global South, whilst providing a roadmap for future empirical and pedagogical investigations at the intersection of SRL and CT. Keywords: self-regulated learning, computational thinking, bibliometric analysis, systematic literature review, VOSviewer, Bibliometrix.
Copyright (c) 2026 Mayhesti Zalsabilah Erwin https://creativecommons.org/licenses/by-sa/4.0