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">
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A Systematic Literature Review of Technology-Based Learning Models to Improve Numeracy Literacy in the Indonesian Context
A Systematic Literature Review of Technology-Based Learning Models to Improve Numeracy Literacy in the Indonesian Context. Objectives: Technology-based learning is a learning approach that fosters student interaction with various learning resources. This study aims to analyze the characteristics of technology-based learning models that can improve numeracy literacy. Methods: This research employed a Systematic Literature Review following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Data were collected using the Publish or Perish tool from Scopus and Google Scholar databases, limited to articles published between 2016 and 2025. A total of 25 articles were deemed eligible for analysis. Findings: The results of this study indicate that various technology-based learning models facilitate the improvement of students' numeracy literacy skills. These models integrate technology to create learning that supports a more concrete understanding of numeracy concepts. In addition, this study also identifies the types of technologies used in technology-based learning models, which consist of four main categories: hardware, general software, mathematical software, and online resources. Notably, the most prominent findings highlight the use of General Software and Online Resources, which are widely applied in various learning models to support students’ numeracy literacy development. Conclusion: This study concludes that technology-based learning models have the potential to significantly enhance students’ numeracy literacy by implementing various forms of technology into the learning process. These models not only provide a more concrete understanding of numeracy concepts but also create interactive and engaging learning environments. The contribution of this research provides a solid basis for educators to adopt more effective and relevant technology-based learning models to improve students' numeracy literacy. Keywords: learning model, numeracy literacy, technology.
Copyright (c) 2025 Fitriani Nur, Sitti Mania, Badaruddin Amin https://creativecommons.org/licenses/by-sa/4.0
The Impacts of the International Student Mobility Program on the Employability Skills: Indonesian Student Perceptions
The Impacts of International Student Mobility Program on the Employability Skills: Indonesian Students’ Perceptions. The Indonesia International Student Mobility Awards (IISMA) is an Indonesian government scholarship program that enables Indonesian students to spend one semester studying in overseas English-medium instruction (EMI) classes. The article discusses students’ perceptions of the impact of the IISMA on employability skills: interpersonal communication, critical thinking, and teamwork skills. This quantitative study employed a questionnaire to measure three skill variables, utilizing a pre- and post-test design involving 1941 students. The online questionnaire distribution was done from November 27 to December 13, 2023. The data of this study were analyzed using Jamovi 2.3.24 software.Key findings demonstrate the significance of the Paired T-Test results (p-value < 0.001), and the difference in the increase in those skills experienced by the IISMA students had a significant effect size increase, specifically d = 0.5 for interpersonal communication skills, d = 0.667 for critical thinking, and d = 0.667 for teamwork skills. The Independent Samples T-Tests for students’ demographic information show that the value of employability skills among academic students outperforms that of vocational participants. ANCOVA analysis results show a significant correlation between students’ perceptions and their home institutions and host institutions. The research highlights the benefits of IISMA for the Indonesia Emas generation. Recommendations on critical considerations in designing programs and selecting host institutions are provided to ensure program sustainability. Keywords: english medium instruction (EMI), experiential learning, indonesia emas.
Copyright (c) 2025 Nurmala Elmin Simbolon https://creativecommons.org/licenses/by-sa/4.0
Trends and Challenges in Environmental Education for Young Children: A Systematic Literature Review
Trends and Challenges in Environmental Education for Young Children: A Systematic Literature Review. Objectives: This study aims to systematically review and synthesize research on environmental education for young children with a focus on identifying global trends, pedagogical approaches, implementation challenges, and future directions. The objective is to provide a comprehensive overview that informs future research and practice promoting sustainability education for young children. Methods: A systematic literature review was conducted using international databases (Scopus) to collect and analyze peer-reviewed articles published over the past decade. Inclusion criteria covered studies focusing on environmental education in early childhood, addressing both pedagogical practices and conceptual frameworks. The selected articles were analyzed thematically to identify prevailing trends, strategies, barriers, and recommendations. Findings: The analysis reveals a growing interest in early childhood environmental education, marked by a significant increase in publications after 2020. The study is dominated by the participation of developed countries rather than developing countries. Four main pedagogical approaches have been set: experiential-based learning, garden-based learning, storytelling with an ecological project theme, as well as project-based learning. Regardless of the profit, several challenges persist, including limited access to the green room, inadequate educator training, and an inconsistent framework for measuring ecoliteracy. This finding also highlights the scarcity of longitudinal studies, which limits our understanding of short-term effects. Conclusion: Early childhood environmental education plays a crucial role in promoting ecoliteracy, social-emotional development, and pro-environmental attitudes. However, this sector still confronts a conceptual gap, methodological, as well as significant geographic. Tightening the educator training, integrating sustainability in the curriculum, and carrying out more fundamental, inclusive, long-term studies to work on environmental education in early childhood effectiveness. Keywords: environmental education, sustainability, young children.
Copyright (c) 2025 Airin Mutiarasari, Ernawulan Syaodih, Heny Djoehaeni https://creativecommons.org/licenses/by-sa/4.0
The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics
The Effect of Physics Modeling Learning Module to Improve Science Generic Skills on Momentum and Impulse Topics. The learning process dominated by lectures and the use of conventional teaching materials that are difficult for students to understand leads to low generic science skills in students. One-way, teacher-centered learning causes students to become passive. Meanwhile, abstract and quantitative material on momentum and impulse requires a conceptual and visual approach to make it easier for students to understand. Objectives: This study aims to determine the impact of using physics modeling learning modules on the improvement of generic science skills in impulse and momentum material. Methods: This study employed a quasi-experimental design with a one-group pre-test and post-test approach, applied to 34 students in class X.1, who served as research subjects at SMA Negeri 1 Alalak. The data were analyzed using n-gain scores and a paired sample t-test to determine the magnitude of the effect before and after treatment was administered. Findings: The analysis reveals that the use of effective physics modeling learning modules can enhance generic science skills, yielding an n-gain of 0.81. A substantial difference between the conditions before and after using the physics modeling learning module is also evident in the results of the paired sample t-test, which demonstrates how using the module affects students' development of generic science skills. Conclusion: Physics modeling learning modules have significantly and successfully enhanced students' generic science skills related to momentum and impulse content. Keywords: impulse, module, momentum, physics modeling learning, science, generic skills.
Copyright (c) 2025 Muhammad Arifuddin, Muhammad Rashyid Fadillah, Andi Ichsan Mahardika https://creativecommons.org/licenses/by-sa/4.0
Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens
Using Predictive Storybooks to Foster Backward Counting: An Explanatory Sequential Study in Indonesian Kindergartens. Objectives: This study aims to examine the effectiveness of the storybook "10 Bottles of Milk " as a learning medium for backward counting and to explore teachers' perceptions of its implementation. Methods: The study used a mixed-methods explanatory sequential design. Quantitatively, a pretest–posttest design was used with 150 kindergarten children from 10 institutions (A–J) in Surabaya, Indonesia, each comprising 15 children. The instrument, a backward counting test, was analyzed using the Wilcoxon Signed-Rank Test. Qualitatively, interviews were conducted with 10 prospective teachers who carried out storytelling activities using the "10 Bottles of Milk" ledger and analyzed using a theme, accompanied by a word cloud visualization (word cloud) to capture the dominant word concept. Findings: The quantitative results showed an increase of 2.66 points in the average score from the pretest to the posttest (p < 0.001), indicating that the storybook "10 Bottles of Milk " had a significant effect on children's backward counting ability. The qualitative results show that the storybook of 10 Bottles of Milk effectively makes children understand the concept of counting back from 10-1. The results of quantitative and qualitative research consistently confirm that the storybook "10 Bottles of Milk " is an effective learning medium for backward counting in early childhood. Conclusion: Overall, the combination of quantitative and qualitative results indicates that the storybook "10 Bottles of Milk" is an effective learning medium for stimulating backward counting skills in early childhood. The use of predictive books with attractive visuals encourages children's active involvement in storytelling activities and supports the development of early numeracy in kindergarten. Keywords: mixed method, explanatory sequential, backwards counting, early childhood.
Copyright (c) 2025 Sri Widayati, Nurhenti Dorlina Simatupang, Wiryanto Wiryanto, Tatag Eko Yuli Siswono https://creativecommons.org/licenses/by-sa/4.0
Developing a Process-Based Learning Module to Enhance Writing Competence in Journalism Education
Developing a Process-Based Learning Module to Enhance Writing Competence in Journalism Education. Learning to write news texts for journalism concentration students still faces obstacles, so it is necessary to develop teaching materials in the form of modules that can help students master news text writing skills in a more targeted manner. This study aims to develop a news text writing module based on a process approach to improve writing skills in a directed manner. The method used is research and development (R&D), encompassing the stages of needs analysis, module design, expert validation, and student trials. This study involved five experts and 74 students from five universities in Yogyakarta. Based on the assessment results by material expert I, it obtained a score of 4.63 and was categorized as very good; material expert II obtained a score of 3.97 and was categorized as good. Furthermore, the assessment by graphic experts yielded a score of 4.12 (good), by linguistic experts a score of 4.08 (good), and by learning strategy experts a score of 4.6 (very good). The effectiveness test yielded a p-value of 0.000, indicating that the module is effective in improving the students’ ability to write news texts. The novelty of this research lies in integrating the process approach with the typical journalistic language guide in the form of a systematic module, which has not been developed specifically for journalism concentration students. Therefore, the use of news text writing modules based on a process approach is suitable as teaching material because it guides students through every stage of writing, from drafting to editing, provides linguistic support across a variety of journalism, and has a positive impact on writing skills and learning effectiveness. Keywords: learning modules, writing competence, news text, process approach.
Copyright (c) 2025 Ahmad Mustaqim, St Nurbaya, Mimi Mulyani, Sukron Mazid, Islahudin Islahudin https://creativecommons.org/licenses/by-sa/4.0
Does Cloud-Based LMS Promote Engaging and Enjoyable Learning? Evidence from High School Accounting Education
Does Cloud-Based LMS Promote Engaging and Enjoyable Learning? Evidence from High School Accounting Education. Accounting is perceived as one of the most difficult subjects among many secondary school students. This problem may arise from the lack of student involvement in learning on the one hand, and from teachers’ use of non-interactive teaching practices on the other. This study bridges the learning gap by using LMS-based Web Cloud Computing media in accounting as a fun and effective learning medium to improve students’ learning outcomes. Objective: This study aims to enhance learning outcomes by creating a fun learning environment by stimulating student participation through LMS-based web cloud computing media. Methods: Quantitative method with quasi-experimental research design with experimental and control classes in grade XII-SMA N 14, Semarang City. Data were gathered through pre- and post-tests to find out the improvement and effectiveness of learning outcomes. A survey was administered to determine whether the media used were acceptable to the students. The data were analyzed using Independent Samples t-tests, Paired Samples t-test, and N-Gain Test. Results: The findings show that the Learning Management System (LMS) web-based cloud computing platform was perceived as a fun virtual learning medium for learning accounting. The findings demonstrate that over 80% of respondents were strong supporters of all indicators, including the idea that LMS-based cloud computing web media is a fun medium. Conclusion: the cloud-based LMS is effective in enhancing students’ accounting learning achievement, at a moderate level. The article contributes to theory development by providing a framework for the rational and empirical use of LMS-supported web cloud media computing. Practical implications: This study offers practical guidance for educators seeking to create meaningful, interactive, and applicable learning media that support student learning outcomes. Keywords: cloud computing, web, learning management system, fun learning media, learning outcomes.
Copyright (c) 2025 Jarot Tri Bowo Santoso, Said Nur Octavianto https://creativecommons.org/licenses/by-sa/4.0
Enhancing Early Mathematics Learning Through an Interactive Storybook: A Development and Validation Study
Enhancing Early Mathematics Learning Through an Interactive Storybook: A Development and Validation Study. Objective: This research aims to develop and implement an active mathematics learning paradigm for early childhood through illustrated storybooks that integrate fundamental mathematical concepts, namely numbers, patterns, geometry, measurement, and statistics. The goal is to provide a developmentally appropriate platform that encourages engagement, improves math proficiency, hones problem-solving skills, and makes learning more meaningful and enjoyable. Methods: The methodology used is a development research based on the Dick and Carey model. The validation process involved mathematicians, early childhood education experts, kindergarten educators, and media experts. Data were obtained through surveys, interviews, observations, and limited trials involving 14 children aged 5–6 years in Pekanbaru, Riau Province, Indonesia. Quantitative data analysis employed descriptive statistics, pretest-posttest comparisons, normality tests, and homogeneity tests. At the same time, qualitative data were obtained from expert evaluations and instructor comments. Findings: The validation results showed that the developed media met the criteria of validity, practicality, and efficacy, with scores from PAUD experts of 88.00%, mathematics experts of 89.33%, early childhood teachers of 81.54%, and media experts of 88.00%, with an overall category of "very good". In the limited trial stage, an average pretest score of 17.59 and a posttest score of 25.2 were obtained, indicating a significant increase in all mathematics indicators. The normality test (p > 0.05) indicated that the data were normally distributed, while the homogeneity test (p > 0.05) indicated that the data were homogeneous. The t-test results showed that the calculated t-value for all indicators was greater than the t-table value (1.771) with a significance level of 0.000 < 0.05, indicating that the media had a significant impact on improving children's mathematics abilities. Observations revealed positive responses from the children, including increased interest, focus, and active involvement. Conclusions: Active math storybooks have been recognized as an innovative learning tool for early childhood, helping educators create a stimulating learning environment and serving as an effective resource for parents. The design, which combines stories, games, and interactive activities, has been proven to strengthen children's math skills. Keywords: active learning design, early childhood, education, mathematics.
Copyright (c) 2025 Yeni Solfiah, Devi Risma, Defni Satria, Nanda Pratiwi https://creativecommons.org/licenses/by-sa/4.0
The Role of Sports, Peer Support, and Teacher Involvement in Bullying: A Quantitative Study from the Teachers’ Perspective
The Role of Sports, Peer Support, and Teacher Involvement in Bullying: A Quantitative Study from the Teachers’ Perspective. Objectives: The research aims to analyze teachers' perceptions of the direct effects of sports activities, colleagues' support, and their role in bullying behavior; to explore the mediating role of mental health; and to examine the moderating effect of self-regulation from the teachers' perspective. Methods: A quantitative method involving Structural Equation Modeling with Partial Least Squares (SEM-PLS) was employed. The sample consisted of 250 sixth-grade elementary school teachers in the Rampah District. The data were collected using a 5-point Likert scale structured questionnaire that assessed teachers' perceptions of student bullying behavior, mental health, peer support, and self-regulation. The data were then processed to evaluate the measurement model and the structural model. Findings: This study revealed that teachers regarded sports activities and their role as the primary direct factors influencing the reduction of bullying. The study results indicated that the proposed direct influence of peer support on bullying (H2) was not confirmed (β = -0,021, p = 0,312). Rather, the teachers viewed peer support as a significant indirect influence, leading to a notable improvement in students' mental health (β = 0.494, p < 0.001), which in turn contributed to a decrease in bullying behavior. The teachers' perceptions suggested that mental health was a significant mediator in the relationship between the protective school factors and bullying behavior. Moreover, according to teachers' assessments, self-regulation had a moderating effect and was instrumental in elevating the impact of mental health on bullying abatement. The model accounts for 37.7% of the variance in teachers' perceptions of mental health and 50.8% of the variance in bullying behavior, with a predictive relevance (Q²) of 0.694, indicating strong explanatory power. Conclusion: The findings confirm that preventing bullying in schools requires a comprehensive strategy that incorporates physical activities, peer relationships, teacher participation, and mental health promotion, facilitated by self-regulation training. This research contributes to the current conceptual models of bullying prevention from the perspective of teachers, providing practical advice for creating a safer and more supportive educational setting grounded in educators' viewpoints. Keywords: bullying, sports activities, peer support, teacher’s role, mental health, self-regulation.
Copyright (c) 2025 Abdurrohman Muzakki https://creativecommons.org/licenses/by-sa/4.0
Beyond Academics: The Impact of Universal Design for Learning on the Subjective Well-Being of Children with Special Needs
Beyond Academics: The Impact of Universal Design for Learning on the Subjective Well-Being of Children with Special Needs. Equity is another key area in which inclusive education of children with special needs is of interest, aiming to enhance their quality of life, including subjective well-being, a significant aspect of child development. Objectives: This research aims to investigate the impact of the Universal Design for Learning approach on the subjective well-being of children with special needs. The proposed research examines how the subjective well-being of children with special needs is affected by the Universal Design for Learning (UDL) strategy. Methods: This study employed a quasi-experimental design. The UDL strategy acts as the independent variable, while subjective well-being is the dependent variable. This study involved a total of 36 children with special needs, of whom 24 were selected using purposive sampling. They were divided into two groups: an experimental group and a control group, each comprising 12 participants. The data obtained were evaluated using non-parametric and descriptive statistical methods. Findings: The result showed a significant increase in subjective well-being for the children in the experimental group compared to the control group, with a p-value of 0.002 (p < 0.05). Finally, it has been discussed that the application of the Universal Design for Learning approach has a substantial influence on the way children perceive themselves. Conclusions: The application of the UDL approach significantly improves the subjective well-being of children with special needs, demonstrating the importance of integrating UDL into the inclusive education curriculum. These findings encourage the development of more adaptive education policies and psychosocial interventions that support children's social-emotional development. Keywords: children with special needs, educational approach, subjective well-being, treatment effect, universal design for learning
Copyright (c) 2025 Sri Wahyuni, Reswita Reswita https://creativecommons.org/licenses/by-sa/4.0
From Reflection to Responsibility: A Conceptual Framework for Ethics and Value Formation in Social Studies Education
From Reflection to Responsibility: A Conceptual Framework for Ethics and Value Formation in Social Studies Education. Objective: This study aims to analyze the role of reflective thinking in strengthening students’ values and ethics, particularly within the context of Social Studies Education. The focus is directed toward identifying relevant pedagogical strategies to enhance reflective thinking skills as a foundation for character formation and responsible citizenship in the 21st century. Method: This study employed a qualitative approach through a conceptual review designed to synthesize diverse literature related to reflective thinking, ethical education, and Social Studies pedagogy. The synthesis aims to construct a new conceptual framework that explains the interrelation between reflective thinking, ethical education, and the development of students’ moral and character values. Findings: The literature synthesis suggests that reflective thinking skills can be effectively developed through problem-based, project-based, and collaborative learning methods, supported by integrating digital technology to promote ongoing reflection. The process of strengthening values and ethics requires the integration of ethical content into learning materials, the implementation of character-based learning, the utilization of digital technology in reflective learning, and educators’ moral exemplification. Within the context of Social Studies Education, Kolb’s Reflective Model provides a practical framework linking experience, reflection, conceptualization, and application, enabling students to develop reflective thinking skills to analyze values, social issues, and ethical dimensions. Conclusion: Implementing learning practices that emphasize reflective thinking has the potential to produce graduates who not only master theoretical knowledge but also possess ethical awareness, character values, and civic competence in higher education. Further empirical research is recommended to examine the effectiveness of reflective learning models and their long-term impact on students’ character formation. Keywords: reflective thinking skills, values, ethics, social studies education, character development.
Copyright (c) 2025 Piki Setri Pernantah, Nana Supriatna, Kokom Komalasari, Siti Nurbayani, Erlina Wiyanarti https://creativecommons.org/licenses/by-sa/4.0
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations
Vocational Education for Students with Disabilities: A Qualitative Study of Teacher Challenges and Expectations. Objectives: This research aimed to analyze the challenges and expectations in providing vocational education for students with disabilities in both special and inclusive vocational high schools in the Solo Raya region, Indonesia. It sought to understand the barriers faced by educators and explore their expectations for improvements in vocational training for students with disabilities. Methods: This qualitative research employed a phenomenological design, focusing on 20 vocational education teachers from both special and inclusive vocational high schools. Data was collected through Focus Group Discussions (FGD) with semi-structured, open-ended questions guided by a set of research-specific themes. The data analysis followed a phenomenological analytic framework. Findings: This study identified several key challenges faced by educators in delivering vocational education to students with disabilities, including the lack of a specialized curriculum, insufficient teacher training, inadequate resources and infrastructure, and limited support for job placement after training. Furthermore, teachers highlighted the need for professional development opportunities and improvement in schools' accessibility. Moreover, stronger partnerships between stakeholders were seen as crucial for enhancing vocational education for students with disabilities. These barriers hinder students’ opportunities to gain essential vocational skills and transition successfully into the workforce in the Solo Raya Region. Conclusion: Vocational education for students with disabilities faces significant challenges; however, there are clear expectations for improvements in teacher training, infrastructure, and collaboration among stakeholders. Addressing these issues will not only enhance vocational education for students with disabilities but also empower them to gain greater independence, improve their quality of life, and contribute more fully to society. This provides critical insights into the context of Solo Raya, highlighting the need for targeted interventions to address these gaps. Keywords: challenges, expectation, vocational education, students with disabilities.
Copyright (c) 2025 Gunarhadi Gunarhadi, Joko Yuwono, Dewi Sri Rejeki, Mahardika Supratiwi, Leni Ambar Cahyani https://creativecommons.org/licenses/by-sa/4.0
The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Eighth-Graders
The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Seventh-Graders. Objective: This study aims to analyze students' geometric thinking skills on plane geometry material based on Van Hiele's theory. An ethnomathematics approach was employed, focusing on the geometric patterns and shapes found in the ornaments, windows, and domes of local mosques, which serve as representations of plane geometry. This study is intended to describe the profile of students' thinking levels and the difficulties that arise at each stage of geometric thinking, without testing the improvement or influence of specific interventions. Methods: The study employed a qualitative descriptive approach with 22 eighth-grader students from a public junior high school in Majalengka Regency, Indonesia, as participants. The instruments used included a diagnostic test based on Van Hiele's theory and unstructured interviews to explore students' reasoning patterns. Data were analyzed using thematic analysis through the stages of reduction, presentation, and conclusion drawing, and validated through triangulation between test and interview results. Classification of thinking levels was carried out by matching students' answers and explanations to the indicators of each Van Hiele level. Findings: The study's results showed a significant decline in the achievement of each level of geometric thinking. All students reached the visualization stage; 81.8% reached the analysis stage, 22.7% reached informal deduction, and only 9.09% reached formal deduction, while no students reached the rigor stage. The sharp decline from the analysis to the deduction stage indicates students' limited ability to connect the properties of shapes and reason logistically. Interviews revealed that the local cultural context facilitated the visualization of shapes, but did not fully encourage higher deductive abilities. Conclusion: Students’ geometric thinking skills are primarily at the stages of visualization and analysis. The use of ethnomathematical contexts has the potential to act as an early cognitive bridge, facilitating students’ recognition of shapes and their properties. Compared to standard geometry problems, ethnomathematical problems better facilitate initial conceptual understanding through their connection to students’ cultural experiences, but their contribution to formal deduction remains limited. Keywords: geometric thinking skills, van hiele's theory, ethnomathematics.
Copyright (c) 2025 Fayza Sandya Wibawa, Nia Kania https://creativecommons.org/licenses/by-sa/4.0
Developing And Evaluating ASMR-Based Digital Media To Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach
Developing and Evaluating ASMR-Based Digital Media to Enhance English Vocabulary Retention Among Indonesian High School Students: A Cognitive Approach. Objective: This study addresses the persistent challenge of English vocabulary retention among Indonesian high school students. Traditional rote memorization techniques remain inadequate in promoting long-term recall because they limit cognitive and sensory engagement. To overcome this issue, this research aimed to develop and evaluate an Autonomous Sensory Meridian Response (ASMR)-based digital media that leverages both cognitive and affective mechanisms to enhance vocabulary learning. Grounded in Cognitive Load Theory and Dual Coding Theory, the study sought to design an interactive platform that stimulates multisensory engagement, fosters focus, and reduces learning anxiety. Methods: A Research and Development (R&D) design, guided by the ADDIE model, was implemented with 90 Indonesian students from various public high schools in East Java. The study employed a mixed-methods approach involving pre-test and post-test vocabulary assessments, Likert-scale questionnaires on learner engagement, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests and descriptive statistics, while qualitative data underwent thematic analysis to explore students’ experiences and perceptions. Findings: The results revealed a significant improvement in learners’ vocabulary retention (t(89) = 4.56, p < .001). Results revealed a significant improvement in learners' vocabulary retention (t(89) = 4.56, p< .001) with a large effect size (Cohen’s d = 1.40), indicating strong practical significance. Students in the ASMR-based learning condition reported high levels of motivation, attention, and enjoyment throughout the sessions, reflecting the intervention’s positive impact on cognitive and emotional engagement. Thematic findings highlighted enhanced focus, emotional relaxation, and metacognitive awareness of recall. Students with lower initial proficiency exhibited the greatest gains, indicating the intervention’s inclusive potential. Conclusion: The study concludes that a theory-driven, ASMR-based medium appears to be an engaging and promising approach for improving vocabulary acquisition. Integrating multisensory, affectively positive content transforms vocabulary learning into an immersive and emotionally safe experience. These findings provide both theoretical and practical evidence supporting ASMR as an innovative, low-cost pedagogical tool that can enhance language learning in diverse and resource-limited educational contexts. Keywords: ASMR-Based digital media, vocabulary retention, cognitive approach, research and development (R&D), transform vocabulary instruction.
Copyright (c) 2025 Akhmad Irsadul Ibad, nirwanto maruf https://creativecommons.org/licenses/by-sa/4.0
An Innovative Student Management: Exploring the Impact of Meditation Retreats and Mindful Education on Mindfulness and Compassion Effectiveness
An Innovative Student Management: Exploring the Impact of Meditation Retreats and Mindful Education on Mindfulness and Compassion Effectiveness Objective: This study aims to determine the effectiveness of Innovative Student Management (ISM) through the integration of meditation retreats, mindful living education, and compassion-based pedagogy in enhancing students’ mindfulness effectiveness, that defined as the ability to maintain sustained attention, emotional regulation, and awareness of thoughts and actions, and compassion, defined as the capacity for empathy and prosocial concern toward others. The research explicitly investigates how these practices influence students’ emotional regulation, empathy, and behavioural outcomes within Buddhist-based educational contexts. Methods: Using a mixed-methods design, the study combines a qualitative case study, literature synthesis, and a quantitative survey involving 120 students aged 11–17 from Buddhist schools in Palembang. Quantitative data were analyzed using multiple linear regression analysis, while qualitative data from interviews and observations were thematically analyzed to provide contextualization for the statistical results. Findings: Regression analysis showed that meditation retreats (β = 0.38, p < 0.01) and mindful living education (β = 0.42, p < 0.01) significantly predicted mindfulness effectiveness, which in turn mediated the increase in compassion (β = 0.47, p < 0.001). Qualitative findings supported these results, showing enhanced emotional awareness and peer empathy, as well as reduced impulsivity. The integration of both datasets confirmed that ISM fosters emotional regulation and prosocial behaviour while mitigating bullying tendencies. Conclusion: This study concludes that integrating mindfulness and compassion-based management in education effectively fosters students’ socio-emotional development. However, its cultural specificity and limited sample suggest the need for longitudinal, cross-cultural research and teacher training adaptations to ensure broader applicability. The findings contribute empirically to educational management theory by linking Buddhist-inspired pedagogies to measurable emotional and behavioral outcomes. Keywords: innovative student management, mindfulness in education, compassionate student, meditation retreat, mindful living education.
Copyright (c) 2025 Burmansah Burmansah, Heldy Ramadhan Putra Pembangunan, Juni Suryanadi, Susanto Susanto, Chan Phap Tu https://creativecommons.org/licenses/by-sa/4.0
Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students
Countering Radicalism in STEM: Design and Validation of the Tarbiyah Mentoring System Model for Mathematics Students. Objectives: This study aims to develop the Anti-Radicalism Tarbiyah Mentoring System Model (TMSM) as an innovative character-building model for students in the Mathematics Department, Faculty of Mathematics and Natural Sciences, Universitas Negeri Makassar (UNM). The model is designed to strengthen students’ understanding, mentality, and moral attitudes in countering radicalism in the academic environment. Method: This research employed a Research and Development (R&D) approach using the PLOMP model, which consists of five stages. The study accomplished the first four stages: (1) needs assessment, (2) design, (3) realization, and (4) formative evaluation. Data were collected through surveys, focus group discussions (FGDs), and expert validation to ensure the feasibility, relevance, and quality of the developed instruments. Results: The study produced a prototype of the TMSM Anti-Radicalism (TAR) Model equipped with two supporting tools: the Training Implementation Plan (TIP) and the Weekly Training Pocket Book (WTPB). The mentoring-based training activities significantly contributed to enhancing students’ understanding, strengthening their mental resilience, and cultivating moral attitudes to develop an anti-radicalism character. Conclusion: The TMSM TAR Model can be applied as a structured, systematic, and sustainable mentoring framework to prevent radical tendencies among university students. However, further empirical testing is required to validate its effectiveness and adaptability in broader academic contexts, ensuring the sustainable implementation and long-term impact of the TMSM anti-radicalism (TAR) model. Keywords: development, anti-radicalism, TMSM model, character building.
Copyright (c) 2025 Nurhilaliyah Nurhilaliyah https://creativecommons.org/licenses/by-sa/4.0
Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education
Recreational Reading Habits of the EFL Pre-Service Teachers in an Indonesian Islamic Higher Education. Objectives: This study aims to investigate the recreational reading habits of EFL pre-service teachers at Islamic universities, with a focus on the relationship between the duration of recreational reading and academic achievement. Furthermore, this study also examines differences in reading time based on gender, age, level of study, and students' reading preferences. Methods: This research employed a mixed-methods approach through a cross-sectional survey design and case study, involving 56 students from three classes of the English Language Education Study Program at UIN Datokarama Palu. Data were collected through an online survey, semi-structured online interviews, and document analysis. These data were then analyzed using descriptive and inferential statistics, as well as thematic analysis, to explore quantitative patterns and qualitative meanings in depth.­ Findings: The results of the study showed that involvement in recreational reading activities had a very moderate relationship with the academic achievement of the EFL preservice teachers, indicating that although recreation reading may increase their language awareness and learning motivation, its direct impact on academic achievement was still relatively limited. It was found that 50% of the respondents read for less than one hour per week, reflecting low levels of recreational reading engagement. Differences were also evident based on demographics, with female students and younger age groups tending to read more frequently and preferring digital texts and short reading materials such as online stories and motivational content. Despite limited reading time, students who regularly engage in recreational reading demonstrate better academic achievement, wider vocabulary mastery, and positive attitudes towards learning English. Conclusion: This study confirms the importance of recreational reading culture in supporting academic success, independent learning, and long-term intellectual development. Islamic universities are expected to foster a culture of reading for pleasure by integrating it into the curriculum, strengthening library facilities, and utilizing digital platforms. Keywords: pre-service EFL teachers, recreational reading habits, reading for pleasure.
Copyright (c) 2025 Ruslin Ruslin https://creativecommons.org/licenses/by-sa/4.0
Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges
Enhancing EFL Vocabulary Mastery via Wordwall.net: A Mixed-Methods Study on Achievement and Student Challenges. Objective: This study explores Wordwall.net, an online learning platform, to enhance students' English vocabulary and identify the challenges they encounter. Methods: This study employed a mixed-methods approach, involving twenty-five students from the Grade X Pharmacy Department at SMK YPKK 1 Sleman. The study aimed to gather quantitative data (pre-tests and post-tests) to measure vocabulary mastery, including spelling dictation, word translation, and collocation in sentences. Meanwhile, semi-structured interviews were conducted to gather qualitative data on the challenges of using the platform from six students, using purposive sampling. The data were analyzed using Miles & Huberman's interactive model, which includes data reduction, data display, and conclusion drawing. Findings: The results show a significant improvement in vocabulary mastery, with the average score increasing from 55.76 in the pre-test to 87 in the post-test. Moreover, Wordwall.net has the potential to enhance vocabulary and student engagement. However, students encountered challenges, including competitive pressure and unstable internet connections. Conclusion: These findings have significant implications for language teachers, school administrators, and curriculum developers, underscoring the importance of effectively integrating digital platforms. Additionally, policymakers should consider enhancing digital infrastructure in schools to ensure equitable access to online learning resources. The findings suggest that classroom teachers can effectively integrate Wordwall.net to enhance vocabulary mastery, boost motivation, and make learning more engaging. For institutions, this highlights the importance of providing digital infrastructure and training teachers in using web-based platforms. School administrators and policymakers should also support equitable access to reliable internet to ensure consistent learning outcomes. Keywords: challenge, vocabulary mastery, word wall, web-based learning.
Copyright (c) 2025 Nasywa Maudyna Anjani, Sayit Abdul Karim, R.Yohanes Radjaban, Gordan Matas, Winarna Winarna https://creativecommons.org/licenses/by-sa/4.0
Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective
Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective. Objectives: The study analyzes the impact of Differentiated Instruction (DI) practice on enhancing English proficiency among EFL learners on various levels, concerning particular skills, objectives, and educational settings․ Methods: The meta-analysis followed the PRISMA guidelines and synthesized seven quantitative studies from 2020 to 2024, which applied DI in the EFL classroom and examined writing, speaking, reading, or general proficiency results. Random-effects models were calculated based on the pooled effect size, and moderator analyses were run by looking at skill type and learner educational level as moderators for the effect size․ Findings: The practice of DI has been reported to have a favorable and context-dependent impact on English proficiency, with a Standardized Mean Difference (SMD) of 1.41 [95% CI: 0.48, 2.34]; however, the presence of considerable variability (I² = 95%) in the results calls for careful interpretation. According to the subgroup analysis, the DI effects are more pronounced on productive skills, specifically speaking (SMD = 2.50) and writing (SMD = 1.68), than on general English proficiency (SMD = –0.05). In total, DI is a powerful method to facilitate EFL learning, provided that it is implemented with recognition of the context and appropriate pedagogical strategies. Conclusion: DI presents a sturdy, learner-centred approach to EFL teaching․ Therefore, programs developed for DI implementation should give teachers enough liberty of contextualization; teachers should undergo adequate training, and programs should be guaranteed institutional commitment․ DI can be strategically implemented by means of scaffolded tasks, flexible grouping, multimodal resources, and digital platforms to enhance the levels of engagement and achievement․ Future research should consider the long-term effects, expand evidence in different contexts, and adapt DI for the needs of higher education learners with modern technology in mind and a more collaborative approach․ Keywords: differentiated instruction, EFL, English proficiency, learner-centered pedagogy.
Copyright (c) 2025 Mujiono Mujiono, Siti Fatimah https://creativecommons.org/licenses/by-sa/4.0
Enhancing High School Physics Learning Through Augmented Reality: A Bibliometric and Systematic Review
Enhancing High School Physics Learning Through Augmented Reality: A Bibliometric and Systematic Review. Objective: This study aims to investigate the research trends, opportunities, effectiveness, and challenges of implementing Augmented Reality (AR) technology in physics education through a systematic literature analysis. Methods: This research employed a bibliometric and systematic review approach of 45 selected journal articles obtained from the Scopus database. Data were extracted on May 2, 2025, covering publications from 2020 to 2025. The initial search using the keywords "(augmented reality) AND (physics learning)" yielded 167 documents, which were rigorously filtered based on inclusion and exclusion criteria. The analysis was conducted using the Biblioshiny (R) software to generate thematic maps, publication trends, and collaboration networks. Findings: The findings reveal that AR technology provides significant opportunities to develop interactive, immersive, and contextual physics learning experiences, particularly in visualizing abstract physics concepts. AR has proven effective in enhancing students’ conceptual understanding, scientific literacy, and critical thinking skills. However, its implementation still faces crucial challenges, including a lack of curriculum-aligned content, limited technical infrastructure, and insufficient teacher training. Conclusion: Integrating AR technology into the physics curriculum has demonstrated a significant and positive impact on enhancing learning quality. Successful implementation depends on collaborative efforts among curriculum developers, educators, and policymakers to overcome the identified challenges. These findings provide a strategic foundation for developing sustainable, adaptive, and relevant physics education in the digital era. Keywords: augmented reality, conceptual understanding, physics learning, biblioshiny, systematic literature.
Copyright (c) 2025 Tugirin Tugirin, Deo Alfitra Ramazhoni, Heru Kuswanto https://creativecommons.org/licenses/by-sa/4.0
Cultivating Green Entrepreneurs: A Project-Based Learning Module to Foster Environmental Awareness and Entrepreneurship in Primary Schools
Cultivating Green Entrepreneurs: A Project-Based Learning Module to Foster Environmental Awareness and Entrepreneurship in Primary School. Objectives: This research and development aimed to develop a valid, practical, and effective project module product for teaching entrepreneurship and raising environmental awareness, which is crucial for grade V students. This study investigated how a project-based learning module can foster environmental awareness and entrepreneurship character among fifth-grade students. Methods: This study was implemented at Toho State Elementary School, a rural school in West Kalimantan, Indonesia, facing environmental and economic sustainability challenges. This study used the Research and Development (R&D) method by adopting the ADDIE model. The module was to involve students in project activities that combine environmental care with opportunities to earn a living, in line with the local wisdom of the Dayak tribe in Toho. The module was validated by six experts in media, module design, and materials before field testing and implementation with teachers and students at SD Negeri 10 Toho. Participants included students, teachers, and expert validators involved in module testing. Environmental and entrepreneurship character were assessed using observation rubrics and pre–posttest. The practicality aspect of this module was measured through a survey of teachers and students; meanwhile, the effectiveness was assessed using Effect Size. Findings: Data were collected through tests, questionnaires, and interviews. The study found that the project module was feasible based on the expertise assessment. From the fifth graders' classroom teacher's perspective, the module had met 87.5 of % items of practicality and was seen as handy and easy to implement (practical). The findings indicate that the module is a valid and practical tool for integrating sustainability values into primary education. The effectiveness of the implementation of the project module shows that the N-Gain score reaches 55.27% indicating a moderate effect according to Hake’s criteria. Conclusion: The project module is suitable for teaching environmental awareness and entrepreneurship to fifth graders, as it has been validated and practical, though it still needs adjustments to improve its effectiveness. Keywords: project module, environmental care, entrepreneurship, sustainable lifestyle.
Copyright (c) 2025 Christina Wahyu Cahyani, Agung Hartoyo, Asriah Nurdini Mardiyyaningsih, Dona Fitriawan, Stevanus Widuri Nursusanto https://creativecommons.org/licenses/by-sa/4.0
The Psychological Ecology of Academic Flow: Thriving Amidst Limitations in Remote Indonesian Schools
The Psychological Ecology of Academic Flow: Thriving Amidst Limitations in Remote Indonesian Schools. Objectives: The psychological state in which students experience optimal learning performance is called academic flow, characterized by focus (absorption), enjoyment, and intrinsic motivation. Senior high school students from remote areas need a flow experience because it affects their academic performance and happiness. This research aimed to understand the psychological dynamics and factors that influence students' experiences of flow. Methods: The study used a qualitative phenomenological approach. Six senior high school students from remote areas with the highest academic rank in their class were selected using criterion sampling. The data collection methods used were focus group discussions. Data analysis was conducted using content analysis, and research trustworthiness was ensured using member checks and peer debriefing. Findings: Academic flow in students from remote areas originates from meaningful easiness, well-being in learning, externally conditioned concentration, relational meaning in learning, time perception distortion, satisfaction in transferring knowledge, convergence of internal and external motivation, and the teacher's recognition as a catalyst for engagement. The transformation from limitations to access, moderate challenge learning model, and social support contribute to the emergence of flow in students. Conclusion: The academic flow of high school students from remote areas is a psychological ecology formed from the interaction between emotional-social scaffolding of teachers and the cognitive-affective regulation of students, where optimal learning occurs when the learning process is experienced as a meaningful collective journey, supported by psychological safety, and strengthened by social appreciation that affirms the students' self-worth as learners. The implications of this finding are the importance for high school teachers from remote areas to build a learning ecosystem that integrates emotional scaffolding, recognition of the learning process, and the design of structured yet accessible challenges, thus creating conditions for the emergence of deep and meaningful learning engagement. Keywords: academic flow, psychological ecology, remote school.
Copyright (c) 2025 Nurul Hidayah https://creativecommons.org/licenses/by-sa/4.0