Journal Title Dwija Cendekia: Jurnal Riset Pedagogik ISSN 2581-1843 (print) | 2581-1835 (Online) DOI Prefix Prefix 10.33292 by Crossref Editor in Chief Assoc. Prof. Moh. Salimi Publisher Universitas Sebelas Maret Frequency Three issues per year (April, September, December) Citation Analysis Sinta| Google Scholar | Garuda | Dimensions DWIJA CENDEKIA: Journal of Pedagogical Research is a journal published by Sebelas Maret University (UNS) Surakarta. The journal is published three times a year. The journal covers research and scientific ideas on education science, social science and humanities education, and mathematics and natural science education. Article submission, review process, and publication through the open journal system (OJS).
Effectiveness of Think-Pair-Share on active participation of elementary teacher education students
Student participation in class discussions in the Elementary School Teacher Education (PGSD) program is often still low, indicating the need for an instructional model that actively engages students. This study aims to examine the effectiveness of the Think-Pair-Share (TPS) learning model in increasing the active participation of PGSD students in class discussions. The study employed a quantitative approach using a quasi-experimental One Group Pretest–Posttest Design involving 35 PGSD students. Data were collected through pretest–posttest instruments and observation sheets of student active participation and analyzed using descriptive statistics, paired sample t-test, and Cohen’s d effect size. The results showed a significant increase in students’ pretest and posttest scores, with a t-statistic of 19.18 and a p-value far below 0.05. The effect size analysis yielded a Cohen’s d value of 3.24, indicating a very strong effect of the TPS model. Observation results also demonstrated an improvement in all indicators of active participation from the fairly active category to very active. In conclusion, the Think-Pair-Share learning model is effective in enhancing active participation and creating a more interactive and collaborative learning environment for PGSD students.
Copyright (c) 2026 Ronny Mugara, Enjang Yusup Ali http://creativecommons.org/licenses/by-sa/4.0
How to learn science in an enviromentally friendly inclusive school?
Knowledge of good practices of science learning in inclusive and environmentally friendly schools is currently not well presented. This study aims to find patterns of planning activities, learning activities, and assessment patterns of science learning in environmentally friendly and inclusive schools. The research method used is an explanatory case study using Spradley analysis where the research subjects were determined through purposive sampling and consisted of the principal, class teachers, and special assistant teachers at Giwangan State Elementary School, Yogyakarta. Data collection techniques used interviews, observations, and documentation studies with the instruments used being interview guides, observation sheets, and document study sheets. The conclusions of this study are: (1) Learning planning begins with transformational leadership and comprehensive policies and collaborative planning; (2) Collaborative learning activities that realize physical, social, and teaching integration and train science process skills; and (3) learning assessment is carried out collaboratively and fulfills students' rights. The implications of this study are in the form of affirmation of ecological theory and the concept of deep ecology.
Copyright (c) 2026 Ikhlasul Ardi Nugroho, Pradita Rizky Wirawan http://creativecommons.org/licenses/by-sa/4.0
Enhancing elementary students’ computational thinking through problem-based learning in science education
The rapid advancement of digital technology has shifted educational priorities toward the development of higher-order thinking skills, including computational thinking. However, the integration of computational thinking into elementary science learning remains limited. This study aims to examine the effect of Problem-Based Learning (PBL) on students’ computational thinking skills in science education. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The participants consisted of 40 fifth-grade students divided into an experimental group (n = 20) and a control group (n = 20), selected using a saturated sampling technique. The instrument was a descriptive test developed based on four computational thinking components: decomposition, pattern recognition, abstraction, and algorithms. Data were analyzed using normality and homogeneity tests followed by simple linear regression. The findings indicate that PBL has a statistically significant effect on students’ computational thinking skills (p < 0.05), with a coefficient of determination (R²) of 0.919. These results suggest that PBL is an effective instructional approach for fostering computational thinking skills in elementary science learning.
Copyright (c) 2026 Jupriyanto Jupriyanto, Yunita Sari, Fajar Dwi Mukti http://creativecommons.org/licenses/by-sa/4.0
Pengembangan buku digital IPAS berbasis kearifan lokal dengan augmented reality berorientasi berpikir kritis
Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis siswa serta terbatasnya bahan ajar IPAS yang kontekstual dan interaktif. Penelitian ini bertujuan mengembangkan buku digital IPAS berbasis kearifan lokal dengan Augmented Reality (AR) untuk meningkatkan keterampilan berpikir kritis siswa kelas V sekolah dasar. Penelitian ini dilatarbelakangi oleh rendahnya keterampilan berpikir kritis siswa serta terbatasnya bahan ajar IPAS yang kontekstual dan interaktif. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE. Produk dikembangkan dengan mengintegrasikan kearifan lokal Kabupaten Purworejo, pendekatan Problem Based Learning, dan visualisasi Augmented Reality. Hasil validasi oleh ahli materi, media, bahasa, dan praktisi menunjukkan rata-rata kelayakan sebesar 93% dengan kategori sangat baik. Implementasi produk menunjukkan peningkatan keterampilan berpikir kritis siswa kelas eksperimen dari nilai rata-rata 69,07 menjadi 91,15, lebih tinggi dibandingkan kelas kontrol. Hasil penelitian ini mengimplikasikan bahwa buku digital IPAS berbasis kearifan lokal dengan Augmented Reality layak dan efektif digunakan sebagai bahan ajar IPAS yang kontekstual dan inovatif untuk mendukung pengembangan keterampilan berpikir kritis siswa sekolah dasar. Development of a local wisdom-based IPAS digital book integrated with augmented reality oriented toward critical thinking skills Abstract: This study was motivated by students’ low critical thinking skills and the limited availability of contextual and interactive IPAS learning materials. The study aimed to develop a local wisdom based IPAS digital book integrated with Augmented Reality (AR) to support the development of critical thinking skills among fifth-grade elementary school students. The research employed a Research and Development (R&D) method using the ADDIE model. The product was developed by integrating local wisdom from Purworejo Regency, a Problem Based Learning approach, and Augmented Reality visualization. The validation results from content, media, language experts, and practitioners showed an average feasibility score of 93%, categorized as very good. The implementation results indicated an improvement in students’ critical thinking skills in the experimental class, with the average score increasing from 69.07 to 91.15, which was higher than that of the control class. These findings imply that the local wisdom–based IPAS digital book integrated with Augmented Reality is feasible and effective as a contextual and innovative learning material to support the development of elementary school students’ critical thinking skills.
Copyright (c) 2026 Novita Riana Sari, Rokhmaniyah Rokhmaniyah, Dewi Indrapangastuti http://creativecommons.org/licenses/by-sa/4.0
Teachers’ perceptions and competencies in implementing individualized education program in inclusive primary schools
The implementation of inclusive education in elementary schools requires teachers to be prepared not only in terms of attitude, but also in terms of pedagogical competence in translating the individual needs of students into learning practices. This study aims to analyze teachers' perceptions and competencies in implementing Individualized Education Programs (IEPs) in inclusive elementary schools, as well as to examine the gap between perceptions and implementation practices in the classroom. The research used a qualitative approach with a case study design conducted at SD Negeri Nayu Barat 1 Surakarta. The research subjects consisted of three class teachers and the school principal, who were selected using purposive sampling. Data were collected through the SACIE-R questionnaire, learning observations, in-depth interviews, and IEP document analysis. The data were then analyzed using the Miles and Huberman interactive model. The results showed that teachers' perceptions of inclusive education were in the moderate to high category, but this was not in line with their IEP implementation competencies. A gap was found between perception and practice, influenced by mediating factors such as teachers' professional initiative, involvement in assessment, and structural factors such as the limited number of special assistant teachers and the high administrative burden on classroom teachers. These findings emphasize the importance of strengthening pedagogical competence and institutional support so that IEP implementation does not stop at administrative compliance but functions as a meaningful learning instrument.
Copyright (c) 2026 Tsalitsa Ifrocha, Slamet Subiyantoro, Eka Budhi Santosa http://creativecommons.org/licenses/by-sa/4.0
Analisis kebutuhan bahan ajar Bahasa Indonesia siswa sekolah dasar
Penelitian ini bertujuan untuk menganalisis kebutuhan bahan ajar Bahasa Indonesia pada siswa kelas 1 SDN 1 Mergosono. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik wawancara semi terstruktur. Subjek penelitian terdiri dari satu guru kelas 1 dan sepuluh siswa yang dipilih secara acak. Data dianalisis melalui tahapan pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru membutuhkan bahan ajar berbasis kearifan lokal untuk mempermudah proses pembelajaran membaca permulaan. Siswa juga menginginkan bahan ajar yang menarik, mudah dipahami, dan sesuai dengan potensi lokal seperti makanan, kerajinan, atau lingkungan sekitar. Kombinasi bahan ajar dengan kearifan lokal dinilai mampu meningkatkan motivasi belajar, kualitas pembelajaran, serta kompetensi siswa. Kesimpulannya, pengembangan bahan ajar berbasis kearifan lokal pada mata pelajaran Bahasa Indonesia kelas rendah merupakan kebutuhan mendesak yang harus dipenuhi untuk mendukung pembelajaran yang lebih efektif dan bermakna. Needs analysis of Indonesian Language teaching materials for elementary school students Abstract: This study aims to analyze the needs for Indonesian language teaching materials in grade 1 students at SDN 1 Mergosono. The research method used is descriptive qualitative with semi-structured interviews. The subjects consist of one grade 1 teacher and ten randomly selected students. Data were analyzed through stages of collection, reduction, presentation, and conclusion drawing.The findings show that teachers require teaching materials based on local wisdom to facilitate early reading instruction. Students also expect engaging and easy-to-understand materials that reflect local potential such as food, crafts, or nearby environments. The integration of teaching materials with local wisdom is considered effective in improving learning motivation, instructional quality, and student competence. In conclusion, the development of local wisdom-based teaching materials in Indonesian language learning for lower grade students is an urgent need to support more effective and meaningful learning.
Copyright (c) 2026 Ikka Dewi Lestari, Suhartono Suhartono, Kartika Chrysti Suryandari http://creativecommons.org/licenses/by-sa/4.0
The practice of postgraduate students' publication: A qualitative analysis on the students' publication challenges
Scientific publication in reputable international journals is a key requirement for the graduation of postgraduate students in Indonesia. Although this policy aims to enhance research quality, many students face challenges in fulfilling these requirements. This study aims to explore the scientific publication practices of postgraduate students and identify the difficulties they encounter in the publication process. The research method employs a qualitative approach with a phenomenological design. Data were collected through participatory observation and in-depth interviews with postgraduate students selected using purposive sampling, and analyzed using ATLAS.ti 22 software. The findings reveal that the requirement to publish in Scopus-indexed journals with a minimum Q3 rating, as well as the obligation to include the supervisor and co-supervisor as authors, presents significant challenges for students. The difficulties faced include structuring articles properly, developing the research gap, determining the novelty of the research, and using appropriate academic language. The implications of these findings highlight the importance of more intensive support from higher education institutions in providing technical and pedagogical guidance to help students overcome these challenges and better prepare them to meet international publication standards.
Copyright (c) 2026 Syarief Fajaruddin, Caly Setiawan, Tri Andi, Nuryani Dwi Astuti, Ari Setiawan, I Nyoman Indhi Wiradika, Satrian Suhendar http://creativecommons.org/licenses/by-sa/4.0
E-komik berbasis android untuk pembelajaran ikatan kimia di sekolah menengah atas
Pembelajaran kimia di tingkat SMA sering dianggap sulit karena sifat materinya yang abstrak serta keterbatasan bahan ajar yang menarik dan mudah diakses, sehingga diperlukan inovasi media berbasis digital seperti E-Komik berbasis android; oleh karena itu penelitian ini bertujuan untuk mengembangkan bahan ajar E-Komik kimia berbasis aplikasi android serta mengetahui tingkat kepraktisannya berdasarkan tanggapan peserta didik kelas XI IPA SMA Negeri 1 Manokwari. Penelitian ini merupakan Research and Development (R&D) dengan model pengembangan 4-D yang dimodifikasi menjadi 3-D, yaitu Define, Design, dan Development, yang kemudian diuji cobakan kepada 325 peserta didik kelas XI IPA untuk menilai respon dan kepraktisannya. Hasil uji coba menunjukkan bahwa E-Komik kimia memperoleh tingkat kepraktisan sebesar 81,07% dengan kriteria Sangat Praktis, mampu meningkatkan ketertarikan belajar peserta didik, serta mendukung pembelajaran mandiri melalui penyajian materi yang visual dan kontekstual. Dengan demikian, E-Komik kimia berbasis android berpotensi menjadi alternatif bahan ajar yang efektif dalam mendukung pembelajaran kimia di SMA. Android-based e-comics for teaching chemical bonding in high school Abstract: Chemistry instruction at the high school level is often considered difficult due to the abstract nature of the subject matter and the limited availability of engaging and easily accessible teaching materials; therefore, digital media innovations such as Android-based e-comics are needed. Consequently, this study aims to develop Android-based chemistry e-comic teaching materials and to assess their practicality based on feedback from 11th-grade science students at Manokwari State High School 1. This study is a Research and Development (R&D) project using a modified 4-D development model—specifically, the 3-D model: Define, Design, and Development—which was then pilot-tested with 325 11th-grade science students to assess their responses and the material’s practicality. The pilot test results indicate that the chemistry e-comic achieved a practicality level of 81.07%, meeting the “Very Practical” criterion. It was found to enhance students’ interest in learning and support self-directed learning through the presentation of visual and contextual content. Thus, the Android-based chemistry e-comic has the potential to serve as an effective alternative teaching material to support chemistry learning in high school.
Copyright (c) 2026 Putri Sarera Surbakti, Achmad Rante Suparman, Murtihapsari Murtihapsari, Ida Kendek, Yunita Pare Rombe, Ramlah Ramlah http://creativecommons.org/licenses/by-sa/4.0
Need analysis pengembangan media monopoly hybrid untuk pembelajaran huruf Jawa pada siswa sekolah dasar
Penelitian ini bertujuan untuk menganalisis kebutuhan guru dan siswa kelas IV sekolah dasar dalam pembelajaran aksara Jawa. Menggunakan metode campuran (mixed methods) dengan desain sequential explanatory, penelitian ini melibatkan 148 siswa dan 10 guru di Kecamatan Butuh, Kabupaten Purworejo melalui angket, wawancara, serta observasi. Hasil penelitian menunjukkan keterbatasan penggunaan media digital, di mana 84,2% siswa menyatakan guru belum pernah menggunakan media tersebut dan 80% guru belum konsisten dalam pemanfaatannya. Temuan utama mengungkapkan bahwa 82,9% siswa mengalami kesulitan pada materi sandhangan dan pasangan, namun terdapat minat yang sangat tinggi terhadap teknologi (94,5%) dan permainan edukatif (89%). Meskipun guru sepakat bahwa permainan edukatif meningkatkan motivasi (90%), kendala fasilitas tetap menjadi hambatan utama. Disimpulkan bahwa diperlukan media pembelajaran interaktif yang relevan dengan perkembangan kognitif anak. Media Monopoly Hybrid diusulkan sebagai solusi efektif karena menggabungkan permainan fisik dan teknologi untuk menciptakan pembelajaran yang menyenangkan serta memotivasi siswa. Analisis kebutuhan ini menjadi landasan bagi pengembangan media pada tahap penelitian selanjutnya. Needs analysis for the development of a hybrid media tool for teaching Javanese script to elementary school students Abstract: This study aims to analyze the needs of teachers and fourth-grade elementary school students in learning Javanese script. Employing a mixed-methods approach with a sequential explanatory design, the research involved 148 students and 10 teachers in Butuh District, Purworejo Regency, utilizing questionnaires, interviews, and observations for data collection. The results indicate a significant gap in digital media integration, with 84.2% of students reporting that teachers had never used such media and 80% of teachers lacking consistency in its application. Key findings reveal that 82.9% of students struggle with sandhangan and pasangan characters, yet there is a high interest in technology (94.5%) and educational games (89%). Although 90% of teachers agree that educational games enhance motivation, infrastructure remains a primary obstacle. It is concluded that there is an urgent need for interactive learning media tailored to children's cognitive development. The "Monopoly Hybrid" media is proposed as an effective solution, combining physical play with technology to foster a fun and motivating learning environment. These results serve as a foundation for developing instructional media in the next research phase.
Copyright (c) 2026 Ayu Restianingrum, Unik Ambar Wati, Setiawan Edi Wibowo http://creativecommons.org/licenses/by-sa/4.0
Pedagogi Abad ke-21: Analisis integrasi teori belajar, teknologi, dan kecerdasan buatan untuk desain pembelajaran efektif
Penelitian ini bertujuan untuk mengidentifikasi evolusi teori belajar, tren integrasi pedagogi-teknologi, dan implikasinya terhadap desain instruksional di era digital. Metode yang digunakan adalah tinjauan pustaka naratif kualitatif dengan sintesis tematik terhadap sepuluh artikel ilmiah yang diterbitkan antara tahun 2020 hingga 2024. Hasil penelitian menunjukkan bahwa integrasi teknologi yang selaras dengan pendekatan pedagogis mampu meningkatkan keterlibatan siswa, retensi pengetahuan, dan keterampilan berpikir kritis. Temuan utama mengungkapkan peran kecerdasan buatan dalam pembelajaran adaptif yang memungkinkan personalisasi pengalaman belajar secara lebih efektif, serta perkembangan teori baru seperti Teori Belajar Kognitif-Afektif-Sosial dalam Lingkungan Digital. Selain itu, terdapat kemajuan Teori Beban Kognitif melalui dukungan ilmu saraf dan kecerdasan buatan. Disimpulkan bahwa sinergi antara teori belajar dan teknologi pendidikan sangat penting untuk merancang sistem pembelajaran yang adaptif, relevan, dan efektif. Hasil ini menegaskan bahwa inovasi pedagogis harus tetap berpijak pada landasan teoretis yang kuat untuk mengoptimalkan transformasi pendidikan global. Kata Kunci: teori belajar; teknologi pendidikan; desain instruksional; pembelajaran digital; keterlibatan siswa 21st-Century pedagogy: An analysis of the integration of learning theory, technology, and artificial intelligence for effective instructional design Abstract : This study aims to identify the evolution of learning theories, trends in pedagogy-technology integration, and their implications for instructional design in the digital era. Using a qualitative narrative literature review with thematic synthesis, this study analyzed ten scientific articles published between 2020 and 2024. The results reveal that technology integration aligned with pedagogical approaches improves student engagement, knowledge retention, and critical thinking skills. Key findings highlight that artificial intelligence in adaptive learning enables more effective personalization of learning experiences, alongside theoretical developments such as the Cognitive-Affective-Social Theory of Learning in Digital Environments and the advancement of Cognitive Load Theory through neuroscience. In conclusion, synergy between learning theories and educational technology is essential for designing adaptive, relevant, and effective learning systems. This study emphasizes that pedagogical innovation must be grounded in robust theoretical frameworks to optimize the rapid transformation of the global educational landscape.
Copyright (c) 2026 Anindita Cahyani, Rangga Firdaus http://creativecommons.org/licenses/by-sa/4.0
Dari wacana ke praktik: Implementasi pedagogi naratif dalam pembelajaran Pendidikan Agama Islam di SMA Kabupaten Bandung
Penelitian ini bertujuan menganalisis secara kritis wacana dan praktik guru PAI dalam menggunakan kisah pada pembelajaran di tingkat SMA. Subjek penelitian ini adalah guru PAI di SMA Kabupaten Bandung yang dipilih secara purposif. Penelitian ini menggunakan pendekatan kualitatif dengan desain eksploratif. Data dikumpulkan melalui observasi, wawancara mendalam, dan analisis dokumen, kemudian dianalisis secara tematik dengan mengintegrasikan pedagogi naratif Jerome Bruner dan teori tashwīr fannī Sayyid Qutb. Hasil penelitian menunjukkan bahwa secara wacana guru memahami kisah sebagai sarana pembentukan nilai dan akhlak. Namun, dalam praktik, kisah lebih sering digunakan sebagai materi ajar yang disampaikan secara monologis. Kisah belum dimanfaatkan sebagai metode pedagogis yang mendorong dialog, refleksi, dan keterlibatan emosional peserta didik. Temuan ini menegaskan adanya kesenjangan antara pemahaman normatif dan praktik pedagogis serta pentingnya pengembangan pembelajaran PAI berbasis kisah yang lebih reflektif dan dialogis. From theory to practice: The implementation of narrative pedagogy in Islamic Religious Education at high schools in Bandung Regency Abstract: This study aims to critically analyze Islamic Religious Education (ISE) teachers' discourse and practices in using stories in high school learning. This study employed a qualitative approach with a critical-interpretive design. Data were collected through observation, in-depth interviews, and document analysis, then analyzed thematically by integrating Jerome Bruner's narrative pedagogy and Sayyid Qutb's tashwīr fannī theory. The results indicate that teachers discursively understand stories as a means of developing values and morals. However, in practice, stories are more often used as teaching materials delivered monologically. Stories have not been utilized as a pedagogical method that encourages dialogue, reflection, and emotional engagement in students. These findings highlight the gap between normative understanding and pedagogical practice and the importance of developing more reflective and dialogical story-based ISE learning.
Copyright (c) 2026 Fayed Fauzan Al-Muta'aliyah, Lalan Sahlani, Joyce Bulan Basrawy http://creativecommons.org/licenses/by-sa/4.0
Inovasi AR pada materi redoks: Mengintegrasikan konsep kimia dengan prinsip green chemistry
Penelitian ini bertujuan mengembangkan dan menguji kelayakan media pembelajaran kimia berbasis Augmented Reality (AR) pada materi reaksi redoks yang diintegrasikan dengan prinsip Green Chemistry dalam kerangka Education for Sustainable Development (ESD). Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan Spiral–Waterfall yang meliputi tahapan analisis tujuan, identifikasi risiko, perancangan, pengembangan, dan iterasi. Kelayakan media dinilai melalui uji validitas Aiken’s V dan reliabilitas Intraclass Correlation Coefficient (ICC). Hasil analisis menunjukkan tingkat validitas sangat tinggi dengan nilai Aiken’s V antara 0,80–0,95 pada aspek materi, tampilan, interaktivitas, dan pedagogis. Temuan penelitian mengungkapkan bahwa uji coba terbatas pada peserta didik menghasilkan tingkat kepuasan sebesar 82,35% (kategori sangat baik), meskipun nilai reliabilitas ICC berada pada kategori sedang (0,527). Disimpulkan bahwa media AR yang dikembangkan layak dan diterima dengan baik sebagai sarana visualisasi konsep redoks sekaligus efektif dalam menumbuhkan kesadaran peserta didik terhadap prinsip keberlanjutan lingkungan. Hasil ini berimplikasi pada penguatan inovasi digital dalam pendidikan kimia berbasis ESD. AR innovation in redox materials: Integrating chemical concepts with the principles of green chemistry Abstract: This study aims to develop and evaluate the feasibility of Augmented Reality (AR)-based chemistry learning media for redox reaction topics, integrated with Green Chemistry principles within the Education for Sustainable Development (ESD) framework. The research employed a Research and Development (R&D) approach using the Spiral–Waterfall model, which includes goal analysis, risk identification, design, development, and iteration phases. Media feasibility was assessed through Aiken’s V validity testing and Intraclass Correlation Coefficient (ICC) reliability analysis. The results indicated very high validity, with Aiken’s V scores ranging from 0.80 to 0.95 across content, visual, interactivity, and pedagogical aspects. Key findings revealed that limited field testing with students achieved an 82.35% satisfaction rate (very good category), despite an ICC reliability score in the moderate category (0.527). It is concluded that the developed AR media is feasible and well-received as a tool for visualizing redox concepts while effectively fostering students' awareness of environmental sustainability principles. These findings contribute to the advancement of digital innovation in ESD-based chemistry education.
Copyright (c) 2026 Ramlah Ramlah, Sitti Fatimah Ramadhani, Putri Sarera Surbakti, Achmad Rante Suparman, Murtihapsari Murtihapsari, Muhammad Fajar Islam, Yona Lesti Aling http://creativecommons.org/licenses/by-sa/4.0
Komunikasi asertif guru sekolah dasar: Perspektif siswa terhadap etika vokal dan penguatan
Penelitian ini bertujuan menganalisis dinamika implementasi komunikasi asertif guru sekolah dasar melalui perspektif siswa, dengan fokus pada dimensi etika vokal dan penguatan (reinforcement). Menggunakan desain deskriptif kuantitatif, penelitian melibatkan 126 siswa di SD Negeri 198 Bengkulu Utara yang dipilih melalui teknik proportional random sampling. Hasil penelitian menunjukkan adanya dualisme dalam profil komunikasi guru: terdapat konsistensi tinggi dalam menghindari pelabelan negatif (85,7%), namun 30,9% siswa melaporkan ketidakstabilan etika vokal saat situasi emosional. Dalam aspek penguatan, guru lebih dominan memberikan apresiasi afektif non-material (46,8%) dibandingkan penguatan material (50,8% tidak pernah). Temuan ini menegaskan bahwa asertivitas guru sangat bergantung pada regulasi emosi yang termanifestasi dalam stabilitas vokal dan dominansi penguatan sosial. Disimpulkan bahwa efektivitas asertivitas memerlukan sinkronisasi antara pesan verbal dan ketenangan vokal guna menjamin keamanan psikologis siswa. Penelitian ini merekomendasikan pelatihan vocal coaching dan manajemen stres bagi guru untuk meminimalisir kebocoran emosional di kelas serta menyarankan studi longitudinal terkait dampak penguatan afektif terhadap motivasi intrinsik siswa. Assertive communication by elementary school teachers: Students’ perspectives on vocal ethics and reinforcement Abstract: This study aims to analyze the dynamics of assertive communication implementation among elementary school teachers from the students' perspective, focusing on vocal ethics and reinforcement dimensions. Employing a descriptive quantitative design, the research involved 126 students at SD Negeri 198 North Bengkulu, selected through proportional random sampling. The results reveal a dualism in teacher communication profiles: high consistency in avoiding negative labeling (85.7%), yet 30.9% of students reported instability in vocal ethics during emotional situations. Regarding reinforcement, teachers predominantly provided non-material affective appreciation (46.8%) compared to material reinforcement (50.8% never). These findings emphasize that teacher assertiveness is highly dependent on emotional regulation, manifested in vocal stability and the dominance of social reinforcement. It is concluded that effective assertiveness requires synchronization between verbal messages and vocal calmness to ensure students' psychological safety. The study recommends vocal coaching and stress management training for teachers to minimize emotional leakage in the classroom and suggests longitudinal studies on the impact of affective reinforcement on students' intrinsic motivation.
Copyright (c) 2026 Dina Wardani, Ninuk Watini, Apriza Fitriani, Merry Srihartati http://creativecommons.org/licenses/by-sa/4.0
Social-emotional competence among vocational students: A gender-based comparative study
This study aims to analyze differences in social-emotional competencies between female and male students in vocational high schools in West Nusa Tenggara. The background of this study is based on the assumption that gender studies in social-emotional competencies need to be approached critically, rather than simplified into assumptions of natural differences. This study employs a descriptive comparative quantitative method with a sample of 711 vocational students selected through simple random sampling. Data were analyzed using cross-tabulation and Mann–Whitney tests. The findings reveal that the majority of students are in the moderate category (67.4%), indicating that social-emotional competencies are present but not yet optimally developed, while 31.4% fall into the low category, reflecting a substantial proportion of students who still require targeted support. Statistical analysis shows significant gender differences in three SEL dimensions: self-awareness (p = 0.019), self-management (p = 0.000), and relationship skills (p = 0.036), suggesting that gender may influence how students develop and express specific social-emotional competencies. These findings highlight the need for more responsive and inclusive approaches to Social Emotional Learning (SEL) that consider gender-related differences without reinforcing stereotypes. Practically, this implies the importance of designing SEL interventions that are adaptive, equitable, and sensitive to diverse student needs in both instructional and counseling contexts.
Copyright (c) 2026 Fayruziyah Ifroch Sabtana, Budi Astuti, M. Alvy Syahrin Mi’roj http://creativecommons.org/licenses/by-sa/4.0
A contrastive analysis of language style in traditional Javanese and Japanese children’s songs and their educational values from an ethnostylistic perspective
This study analyses the language style in the lyrics of traditional Javanese children’s songs (tembang dolanan) and Japanese children’s songs (warabe uta) through contrastive analysis from an ethnostylistic perspective. This study aims to describe the forms of language style used and to reveal their similarities and differences based on their cultural backgrounds. The study used a qualitative method using content analysis by contrasting Javanese and Japanese children’s song lyrics. Data were collected through document analysis of song lyrics, supported by interviews with instructors from Japan and experts in the Javanese language. The data, validated through source triangulation and strengthened by Focus Group Discussions (FGDs), were analysed using James P. Spradley’s ethnographic stages, including domain, taxonomic, componential, and cultural theme analysis. The findings indicate that language style in both Javanese and Japanese children’s song lyrics is constructed through rhyme, repetition, lexical choices related to nature, animals, and plants, as well as the use of figurative language (metaphor, personification, hyperbole, and simile) and symbolism. These stylistic choices collectively support the construction of meaning and the transmission of educational values within their respective cultural contexts. Therefore, this study contributes to the development of contrastive linguistic analysis by demonstrating that such analysis can extend beyond structural comparison to integrate specific analytical perspectives, such as ethnostylistics. In addition, it offers insights into the exploration of stylistic language use in creative texts, particularly song lyrics, which may serve as alternative media for character education in children. Future research is recommended to expand the corpus by including a wider range of children’s songs across cultures and to examine their implementation in deeper learning contexts involving culturally based creative texts.
Copyright (c) 2026 Favorita Kurwidaria, Eni Sri Budilestari, Kenfitria Diah Wijayanti, Nirbito Hanggoro Pribadi, Astiana Ajeng Rahadini, Dewi Pangestu Said, Prima Veronika, Gagah Wahyu Setiyaka http://creativecommons.org/licenses/by-sa/4.0
Mapping the relationship between education for sustainable development and climate change education: A bibliometric analysis
This study explores the relationship between Education for Sustainable Development (ESD) and Climate Change Education (CCE), focusing on their roles in addressing global environmental challenges. Through a bibliometric analysis of 468 scientific publications indexed in Scopus from 2015 to 2025, key themes such as sustainability, climate change, and the Sustainable Development Goals (SDGs) were identified as central to research in these fields. The findings emphasize the increasing importance of interdisciplinary approaches, emotional engagement, and the integration of ESD and CCE into curricula. The study also highlights the critical role of teacher education and the need for more sustainable practices in higher education, particularly in light of international student mobility. The research underscores the need to embed ESD and CCE into educational policies and frameworks to advance the global sustainability agenda. The bibliometric mapping reveals that publication output has grown sharply since 2020, with Walter Leal Filho, Maria Ojala, and Janet Richardson emerging as the most influential authors, while co-word analysis identifies transformative learning, systems thinking, and eco-anxiety as rapidly emerging research frontiers that bridge ESD and CCE.
Copyright (c) 2026 Angga Hadiapurwa, Saidatul Akmar Ismail, Dadi Mulyadi, Gema Rullyana, Diemas Arya Komara, Hafsah Nugraha http://creativecommons.org/licenses/by-sa/4.0
Enhancing students’ poetry writing creativity and learning motivation through RADEC-based learning modules
Poetry writing instruction in elementary schools still faces several challenges, particularly the low levels of students’ creativity and learning motivation due to the limited availability of systematic instructional materials that support the creative process. The purpose of this study is to produce a valid, effective, and tested RADEC-based module in improving students' creativity in poetry writing and their learning motivation. This study used an R&D approach with the ADDIE model. The participants included fifth-grade elementary school students, teachers, and expert validators. Data were collected through interviews, tests, questionnaires, and documentation studies. The results indicate that the developed module falls into the “very feasible” category based on expert validation. The implementation of the module showed an improvement in students’ poetry writing creativity, with the average pretest score increasing from 40.4 to 78.8 and an N-gain of 0.67 (moderate). Students’ learning motivation also increased from 54.2 to 83.4, with an N-gain of 0.65 (moderate). In addition, teacher and student responses were categorized as very positive, indicating that the module is practical and effective for classroom use. Therefore, the RADEC-based learning module is proven to be effective in enhancing elementary school students’ creativity in poetry writing and their learning motivation.
Copyright (c) 2026 Tatang Suryadi, Dadang Sunendar, Wahyu Sopandi, Aliefya Nurbaity http://creativecommons.org/licenses/by-sa/4.0
Analysis of elementary school students mathematical problem-solving abilities based on the IDEAL model stages
The mathematical problem solving abilities of elementary school students still show variations in achievement at each stage of problem solving. This study aims to map the mathematical problem solving abilities of fourth-grade elementary school students based on the five stages of the IDEAL model (Identify, Define, Explore, Act, Look Back). The study used a quantitative descriptive approach with total sampling of 24 students. The instrument was a contextual problem solving test assessed using an analytical rubric on a scale of 0–4 at each stage. The scores were analyzed through average calculations and conversion of ability categories. The results showed that the Act (2.79) and Explore (2.54) stages were in the capable category, while the Identify (2.46) and Define (2.33) stages were in the sufficient category, and the Look Back (1.92) stage was the weakest aspect. Overall, most students were classified as capable, but weaknesses were still found in the stages of formulating information and verifying solutions. These findings emphasize the importance of strengthening reflective strategies in mathematics learning. This IDEAL stage-based competency mapping can serve as the basis for more systematic problem solving learning planning in elementary schools.
Copyright (c) 2026 Asep Ahyar, Yunus Abidin, Yeni Yuniarti, Ai Sutini, Burieva Kibrio Ergashevna http://creativecommons.org/licenses/by-sa/4.0
Kecemasan statistik mahasiswa: Sebuah analisis pada mahasiswa pendidikan kesejahteraan keluarga di berbagai tahapan pembelajaran
Penelitian ini bertujuan untuk menganalisis perbedaan tingkat kecemasan statistik mahasiswa Pendidikan Kesejahteraan Keluarga (PKK) berdasarkan tahapan pembelajaran (belum, sedang, dan telah menempuh mata kuliah). Menggunakan pendekatan kuantitatif komparatif, penelitian ini melibatkan 250 mahasiswa Program Studi PKK Universitas Negeri Jakarta yang dipilih melalui teknik convenience sampling. Data dikumpulkan menggunakan skala kecemasan statistik dan dianalisis melalui uji one-way ANOVA. Hasil penelitian menunjukkan adanya perbedaan signifikan tingkat kecemasan statistik antar kelompok mahasiswa (F = 3,055; p = 0,049). Temuan utama mengungkapkan bahwa mahasiswa yang belum menempuh mata kuliah Statistika memiliki tingkat kecemasan tertinggi dibandingkan kelompok yang sedang (p = 0,025) maupun yang telah mengikuti perkuliahan (p = 0,018). Disimpulkan bahwa kecemasan statistik dipengaruhi oleh pengalaman formal dalam pembelajaran subjek tersebut. Penelitian ini menekankan perlunya strategi pedagogis yang adaptif, seperti program orientasi dan peningkatan efikasi diri, untuk mereduksi kecemasan mahasiswa sebelum memulai perkuliahan statistika guna mengoptimalkan performa akademik mereka. Students’ anxiety toward statistics: An analysis of family welfare education students at various stages of learning Abstract: This study aims to analyze the differences in statistical anxiety levels among Family Welfare Education (PKK) students based on their learning stages (pre-course, ongoing, and post-course). Using a comparative quantitative approach, the study involved 250 students from the PKK Study Program at Universitas Negeri Jakarta, selected via convenience sampling. Data were collected using a validated statistical anxiety scale and analyzed using one-way ANOVA. The results indicate a significant difference in statistical anxiety levels across the groups (F = 3.055; p = 0.049). Key findings reveal that students who have not yet taken the Statistics course exhibit the highest anxiety levels compared to those currently enrolled (p = 0.025) and those who have completed the course (p = 0.018). It is concluded that statistical anxiety is significantly influenced by formal exposure to the subject. This study emphasizes the need for adaptive pedagogical strategies, such as orientation programs and self-efficacy enhancement, to reduce anxiety before students begin the course to optimize their academic performance.
Copyright (c) 2026 Maya Oktaviani, Tarma Tarma http://creativecommons.org/licenses/by-sa/4.0
Mapping socioscientific issues research in science education: Trends, pedagogy, competencies, and gaps (2021-2025)
Amid increasing global challenges characterized by uncertainty, complexity, and ethical dilemmas, socioscientific issues (SSI) have emerged as a critical framework for advancing science education. This study systematically examines research trends, pedagogical approaches, competencies, and research gaps in SSI studies. A systematic literature review (SLR) was conducted using the PRISMA protocol on 53 open-access articles published between 2021 and 2025 in selected high-impact Scopus Q1 journals. The findings reveal a growing concentration of SSI research within the selected corpus, particularly in recent publications. Qualitative approaches dominate, with studies largely situated in secondary and higher education contexts. Research primarily focuses on environmental and health-related issues, while argumentation, inquiry-based learning, and discussion are the most frequently applied pedagogical approaches. SSI-based learning fosters multidimensional competencies across cognitive, epistemic, and affective domains. However, key gaps persist, including limited thematic diversity, underrepresentation of primary education, insufficient integration of emerging technologies, and a lack of large-scale and longitudinal designs. This study underscores the need for broader implementation, methodological diversification, and technology integration. Limitations related to the bounded corpus and open-access selection are acknowledged, which may affect generalizability.
Copyright (c) 2026 Rifat Shafwatul Anam, Ahmad Yani http://creativecommons.org/licenses/by-sa/4.0