Lembaran Ilmu Kependidikan starting in 2024 migrates from OJS 2 to OJS 3 to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/LIK MIGRATION OFFICIAL STATEMENT HERE This journal publishes original articles on current issues and trends, including: Educational Theory and Practice: discuss various educational theories, teaching approaches, and innovative practices relevant to different levels and contexts of education. Curriculum and Learning: explore curriculum development, learning strategies, assessment methods, and effective teaching materials to improve the quality of education. Inclusive Education and Equity: examine equity issues in education, including inclusive education, access to education for marginalized and vulnerable groups, and policies and practices that support educational equity. Technology and Innovation in Education: explore how technology and innovation are used in education to enhance teaching and learning, as well as how technology influences changes in educational systems. Leadership, Policy, and Educational Governance: analyze the role of leadership, policy, and governance in education and how these factors impact the quality, efficiency, and effectiveness of education. Publisher: LPPM Universitas Negeri Semarang. Abstracting & Indexing GARUDA | SINTA | DIMENSION NEW PROFIL INDEXING Journal title: Lembaran Ilmu Kependidikan Sinta: https://sinta.kemdikbud.go.id/ journals/profile/119 Garuda Lama: https://garuda.kemdikbud.go. id/journal/view/5681 Garuda Baru: https://garuda.kemdikbud.go. id/journal/view/41440 URL Lama: https://journal.unnes.ac.id/ nju/index.php/LIK URL Baru: https://journal.unnes.ac.id/ journals/LIK URL Editor Lama: https://journal.unnes.ac.id/ nju/index.php/LIK/about/ editorialTeam URL Editor Baru: https://journal.unnes.ac.id/ journals/LIK/about/ editorialTeam
Improving English Oral Communication through Multimodal Learning Strategies for Secondary School Students
This report presents a conceptual framework for a multimodal learning platform designed to address critical educational needs in the 21st century: cultivating English speaking proficiency and instilling ethical digital citizenship. The proposed framework integrates visual, auditory, reading/writing, and kinesthetic instructional methods to create an engaging and inclusive learning environment. By leveraging the power of multimodal artificial intelligence (AI), the platform provides personalized, real-time feedback that fosters language acquisition and reinforces responsible digital conduct. The framework is specifically adapted to the unique challenges and opportunities of the Indonesian educational context, aligning with national policies like the Kurikulum Merdeka while providing strategies to navigate issues of digital access and teacher professional development. The findings indicate that such an integrated, technology-driven approach can significantly enhance learning outcomes and prepare students to become informed, responsible, and effective global citizens.
Digital Citizenship, English Speaking Skills, Multimodal Learning, Secondary School Students.
Copyright (c) 2025 Lembaran Ilmu Kependidikan
The Effectiveness of Group Guidance Using the Scaling Technique in Improving Students’ Academic Self-Concept
Background - Based on the researcher’s observations at the Jabal Rahmah Mulia Plus Junior High School Boarding School, it was found that students exhibited a low level of academic self-concept. A low academic self-concept may cause students to become easily discouraged, lose their motivation to learn, and be reluctant to participate actively in class because they perceive themselves as less intelligent than their peers. Academic self-concept refers to an individual’s perception, evaluation, and belief in their own abilities within the academic domain. Purpose - This study aims to determine whether group guidance using the scaling technique is effective in improving students’ academic self-concept. Method/approach - This study employed a quantitative approach with a quasi-experimental design using a one-group pretest–posttest model. The participants consisted of eight students with low levels of academic self-concept, selected through purposive sampling. The research instrument used in this study was an academic self-concept questionnaire. Findings - The results of this study indicate that group guidance services using the scaling technique are effective in improving students’ academic self-concept. Data were analyzed using the Wilcoxon Signed Ranks Test, which yielded a Z value of -2.527 with a p-value of 0.012. Since the p-value < 0.05, it can be concluded that there is a significant difference between the pre-test and post-test scores. Conclusions - Group guidance services using the scaling technique can be utilized as a form of intervention to enhance students’ academic self-concept. This study is also expected to serve as a reference for the implementation of guidance and counseling services in schools, particularly in addressing psychological issues related to students’ academic aspects. Novelty/Originality/Value - This study offers novelty by emphasizing the effectiveness of group guidance using the scaling question technique in improving academic self-concept. It provides a theoretical contribution by expanding the understanding of the impact of the scaling question technique on students’ cognitive–reflective aspects, as well as a practical contribution by offering an alternative group guidance strategy for school counselors to optimize students’ academic potential.
Group Guidance; Scaling Technique; Academic Self-Concept
The Role of Artificial Intelligence in the Future of the Teaching Profession: Analysis of Competencies, Challenges, and Development Directions
The lack of teacher readiness in dealing with the integration of artificial intelligence (AI) in education is a significant challenge in the era of digital transformation. Teachers are required not only to master technology but also to possess ethical, reflective, and collaborative competencies in applying AI meaningfully. Therefore, this study aims to identify the competencies required of teachers, the challenges of implementing AI in educational settings, and the direction of relevant and sustainable professional development. This study employs a systematic literature review method on 12 selected articles from the Scopus database, based on a search using the keywords ‘Artificial Intelligence’, ‘teacher competence’, ‘AI in education’, and ‘TPACK’ in English-language articles published between 2020 and 2025. The articles were analysed thematically to explore the interrelationships between teacher competencies, challenges, and development strategies. The analysis results highlight the importance of mastering AI literacy, data management skills, and technology-based pedagogical abilities. The main challenges identified include ethical constraints, infrastructure limitations, resistance to change, and insufficient training. This study recommends the AI-TPACK approach, design thinking, and a growth mindset as a framework for adaptive and future-oriented teacher development.
Policy Analysis of the Jakarta Smart Card Program in Elementary Schools
This study aims to analyze the Jakarta Smart Card (KJP) Program policy at SDN KP 11 JT, which includes the planning, implementation, and evaluation of the program. The KJP Program is an effort by the Jakarta Provincial Government to ensure access to education for students from underprivileged families through educational cost assistance, this action also driven by the fundamental right of every person to receive education. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observations, and documentation. The informants consisted of the school principal, teachers, school operator, and parents of KJP recipients. The results of the study show that the role of the school in planning is limited to data validation from DTKS and outreach to parents. In the implementation stage, the school provides guidance on fund usage and conducts informal monitoring through homeroom teachers. Evaluation is carried out periodically, although the school's authority over program implementation is limited. The KJP Program is considered to have a positive impact on students' educational continuity and ease the economic burden on families. This study recommends the need to strengthen parental education and a more formal monitoring system so that the aid is well-targeted and effective.
Educational Assistance, Program Evaluation, Jakarta Smart Card, Education Policy, Elementary School.
The influence of digital ethics on the social media usage behavior of students
Objective from study This is For to study influence digital ethics towards method students of NU Hasyim Asy Ari Tarub Vocational School Tegal using social media. In the digital era like now, social media become means main for student For interact, learn and share information. However, a deep understanding about digital ethics is very important for students can utilizing social media with positive way. Research​ This adopt method quantitative descriptive with approach survey For analyze connection between understanding digital ethics and patterns use of social media by students. Findings from study This indicates that students who have good understanding​ about digital ethics tends to show more behavior​ responsible respond on social media, such as guard privacy and avoid behavior online bullying. Although thus, still there is a number of students who are lacking understand about digital ethics and influenced by the environment surrounding areas. Research This recommend that education digital ethics becomes part from curriculum in school use to form behavior more students​ wise and responsible answer in using social media.
Copyright (c) 2024 Lembaran Ilmu Kependidikan
Application of Mountain Tread Traditional Game and Fibonacci Concept in Developing Creative Thinking in Geometry Learning in Elementary School
Geometry learning at the elementary school level is often considered boring and uninteresting, due to monotonous teaching methods and lack of linking the material to everyday life. To increase students' interest, creativity and understanding, this research integrates the modified traditional Mountain Tread games with the concept of Fibonacci. This approach uses qualitative research methods with data collection through observation, interviews, and documentation during the learning process. The results show that this strategy is able to improve students' understanding of geometric shapes and patterns, as well as stimulate creativity in making patterns and exploring geometric shapes. In addition to providing a fun learning experience and increasing self-confidence, this approach also enriches the development of innovative learning methods based on local culture and modern mathematical concepts. Thus, this study shows that the integration of traditional games and Fibonacci concepts is effective in improving creativity and understanding of geometry at the elementary school level.
Geometry, Creative Thinking, Modified Mountain Tread , Fibonacci Concept
Implementation of Child-Friendly School: Analytical Study
Background - Education is a conscious effort to develop the potential of students optimally. The purpose of education is to create someone who is qualified and has character so that they have a broad view of the future to achieve an ideal that is expected and are able to adapt quickly and appropriately in various environments. Purpose - The purpose of this research is to describe the implementation of child-friendly school (SRA) at SMK Negeri 1 Petarukan has attempted to fulfill the components of SRA, namely the SRA policy as a form of commitment to realizing SRA, the implementation of a child-friendly and enjoyable learning process so as to minimize the occurrence of violence and discrimination, child-friendly and non-dangerous facilities and infrastructure, participation of children, parents, community organizations, and the business world in the implementation of SRA at SMK Negeri 1 Petarukan. Method/approach - This mini research was conducted using a descriptive qualitative approach with a case study design. Data collection was carried out through observation, interviews and documents studies at SMK Negeri 1 Petarukan related to the implementation of child-friendly school. Findings - Based on data and finding from SMK Negeri 1 Petarukan, the following is a discussion about the implementation of child-friendly school at SMK Negeri 1 Petaruka. There are six components developed in child-friendly school. The six components are: (1) Child-friendly school policies; (2) Education and education personnel trained in children's rights; (3) Implementation of a child-friendly learning process; (4) Child-friendly school facilities and infrastructure; (5) Child participation; (6) Participation of parent, alumni, community institutions and the business world. Conclusions – This research proposes innovations teaching methods and school environments that create safe, comfortable and enjoyable learning atmosphere for all students, including those with special needs. Novelty/Originality/Value - Conclusions - The novelty of the Child-Friendly School (SRA) research on the teaching and learning process that emphasizes the fulfillment of children's rights, justice and protection from violence in schools.
The Role of Professional Organization (PGRI) in Protecting Teachers Right
The progress of a nation is reflected in its per capita income, life expectancy, and education level. Higher education levels lead to better human resource quality, which is essential for national and global competitiveness. Teachers play a crucial role in the educational process, and their rights must be protected to ensure their effectiveness. This paper examines the role of the Indonesian Teachers' Association (PGRI) in advocating for teachers' rights as outlined in Law No. 14 of 2005. The study employs a qualitative approach, utilizing literature review and case studies to analyze PGRI's efforts in protecting teachers' rights and enhancing their professional development. The findings indicate that PGRI is instrumental in safeguarding teachers' rights, providing legal protection, and promoting their welfare.
Implementation of School Literacy Movement at Elementary School
This study aims to: (1) Describe and understand the physical environment of the school literacy movement (GLS), (2) the role of the principal as an educator in the character development program To describe and understand the social environment of the school literacy movement (GLS) (3) Describe and understand the academic environment of the school literacy movement (GLS) at SD Negeri 1 Tanggel, Randublatung District, Blora Regency. The method used is qualitative research with a case study type. This study is located at SD Negeri 1 Tanggel Randublatung Blora. Data collection techniques use observation, interviews and documentation. Validation of data validity uses triangulation techniques with data sources. Data analysis techniques use data collection, data reduction, data display and conclusions. The results of the study show that: (1) the physical environment of the school literacy movement (GLS) includes a) the classroom environment has a reading corner used for independent reading. b) the office environment has media and posters. c) the school yard environment has a gazebo and reading garden, (2) the social environment of the school literacy movement (GLS) includes a) Appreciation. b) social support, c) budget support, (3) the academic environment of the school literacy movement (GLS) includes a) classroom learning b) reading movement 15 minutes before the lesson starts, c) Library visit movement during free time or on a certain schedule.Based on these findings, it is recommended that the principal improve the quality of the School Literacy Movement by adding several types of programs to support the literacy activities carried out and increasing the commitment of all school residents in carrying out school literacy activities, including teachers who teach to further develop various reading strategies carried out by all educators.
Implementation, Literacy Movement, Elementary School.
The Influence of Principal Professional Competence on the Quality of Elementary School Education
The quality of education is the ability of the education system to manage and process education in a quality and effective manner to increase added value in order to produce quality output. The quality of education is a problem that is considered by the Indonesian government. Quality or quality in the field of education includes the quality of input, process, and output or outcome. Input quality is the quality that is seen from various inputs for the learning process to occur, including curriculum, facilities, students and various other things that contribute to the learning process. While the quality of the process is the quality that is seen from the extent to which students feel comfortable with the learning services carried out by teachers with various resources owned by the school. While the quality of the results is the quality of the results of education that are felt especially by students as a real manifestation of the learning process. The low quality of education in Randublatung District can also be seen from the output of the quality of education on student achievement in various competitions. In managing school resources, the principal does not do it transparently and accountably.There are several factors that influence the improvement of education quality, including: (a) Educational objective factors; (b) Educational input factors; (c) Educational management and supervision factors; (d) Educational personnel factors (students, teachers, staff, principals, supervisors); (e) Educational facilities and infrastructure factors (curriculum, facilities, equipment, learning, buildings, workshops, libraries and others); (f) Institutional factors (all parties related to the implementation of education); (g) Science, technology, and art factors learned by students. Using a quantitative and ex post facto correlational research approach, this study involved 207 Dabin II teachers, Randublatung District, Blora Regency, as many as 207 teachers from 26 elementary schools and a sample of 136 teachers was taken. Data were collected through questionnaires and analyzed using validity, reliability, normality, linearity, multicollinearity, and heteroscedasticity tests. Based on the results of data processing using the SPSS version 22 for Windows program, the highest score was 128, the lowest score was 59, the average (mean) was 95.04; median 96.00; and standard deviation of 18.814. From the table and graph above, it is known that the results of the questionnaire on the professional competence of school principals show that 21 people (15.44%) are in the bad category, 26 people (19.12%) are in the less good category, 31 people (22.79%) are in the fairly good category, 33 people (24.26%) are in the good category, and 25 people (18.38%) are in the very good category. The average (mean) of the principal's professional competence variable data is 95.04. The mean value is in the class interval 87 - 100 so that it is in the "Quite Good" category.
Quality of Education, Professional Competence, Principal, Education
Development Of SMR Training Model in Forehand Tennis Groundstroke Technique Aged 14-16 Years
The quality of forehand groundstroke training is a crucial aspect in improving the performance of junior tennis athletes. However, structured and tailored training models that address the specific needs of athletes aged 14–16 are still limited, especially in training centres such as SRTC Jakarta. This study aims to develop an innovative and applicable forehand groundstroke training model to assist coaches and athletes in enhancing training effectiveness and playing performance. The research employed a Research and Development (R&D) approach based on the ten-step Borg & Gall model, including information gathering, planning, initial product development, preliminary field testing, product revision, main field testing, operational revision, operational field testing, final product revision, and dissemination. The developed model consists of 25 forehand groundstroke training variations, including Shadow, Multiball, and Rally exercises, which were validated by experts. The study was conducted at SRTC, Jakarta, from October to December 2023, using a pretest-post-test control group design. Data were analysed using descriptive statistics, t-tests, and the N-Gain Score to measure the model’s effectiveness. The results indicate that the developed training model is valid in content, effective in improving forehand groundstroke skills, and applicable in the context of junior athlete training. The study concludes that the developed model significantly enhances the quality of training and technical performance of forehand groundstrokes in junior tennis athletes aged 14–16. The novelty of this research lies in the development of a varied and empirically tested forehand groundstroke training model tailored to the specific needs of junior athletes, offering a systematic and targeted training guide for early-stage athlete development.
Training Model, Forehand Groundstroke, Tennis, Junior Athletes.
The Influence of “Guru Penggerak” Competency and the Utilization of Learning Resources on the Quality of Education in Elementary Schools
Background - This study was motivated by the poor quality of education in elementary schools in Randublatung Subdistrict and the suspected influence of the suboptimal competence of “Guru Penggerak” and the suboptimal utilization of learning resources. Purpose - The objectives of this study were to determine: (1) the influence of “Guru Penggerak” competency on the quality of education in elementary schools in Randublatung District, (2) the influence of learning resource utilization on the quality of education in elementary schools in Randublatung District, and (3) the simultaneous influence of “Guru Penggerak” competency and learning resource utilization on the quality of education in elementary schools in Randublatung District. Method/approach - This study used a quantitative approach with an ex-post facto research design. The research population consisted of all teachers in 30 elementary schools where “Guru Penggerak” were assigned in Randublatung District, Blora Regency, with a sample of 176 peer teachers of “Guru Penggerak”. Data collection techniques used questionnaires that had been tested for validity and reliability. Data analysis used correlation tests, simple regression, multiple regression, and determination tests. Findings - The results of the study indicate that: (1) there is a significant influence of the competence of the “Guru Penggerak” on the quality of education in Randublatung Subdistrict, amounting to 82.3%, with the highest contribution from the personal competence dimension (80.6%) and the lowest from the professional competence dimension (28%), with the highest dimension of educational quality being the process dimension at 0.933 and the lowest being the input dimension at 0.930; (2) there is a significant influence of learning resource utilization on educational quality at 85.5%, with the highest contribution from the learning resource selection dimension (83.6%) and the lowest from the learning resource development dimension (62.8%); (3) there is a simultaneous influence of Guru Penggerak competencies and learning resource utilization on education quality of 91.4%. Conclusions - This study also provides empirical evidence of a significant influence of the competence of the “Guru Penggerak” and learning resource utilization on educational quality in elementary schools. Novelty/Originality/Value - The novelty of this study lies in its focus on the competence of “Guru Penggerak as other researchers have studied only the value and role of “Guru Penggerak”.
Guru Penggerak; learning resources; education quality; elementary education
Students’ Views on the Use of the BoldVoice Application in Enhancing English Speaking Skills
Background – Speaking is one of the most challenging English skills for students due to limited practice, anxiety, and difficulties in pronunciation and intonation. The integration of technology through AI-based tools such as BoldVoice offers new opportunities for improving speaking performance in formal education. Purpose – This study aims to explore students’ perceptions of the BoldVoice application in enhancing their English-speaking skills, specifically focusing on pronunciation, intonation, and speaking confidence. Method/Approach – This qualitative descriptive research involved 30 ninth-grade students at SMP Al-Hidayah, Medan, selected through purposive sampling. Data were collected using questionnaires with a four-point Likert scale and semi-structured interviews, then analyzed descriptively and thematically. Findings – The results show that the BoldVoice application is perceived positively by students in helping them improve their pronunciation and intonation, as well as in building their confidence to speak English. Real-time feedback and interactive features were found effective in supporting students’ learning, although some still faced challenges in spontaneous speaking. Conclusions – The BoldVoice application can serve as a useful supplementary tool in English language learning, especially in improving phonetic accuracy and student motivation to speak. Novelty/Originality/Value – The novelty of this study lies in its focus on junior high school students within a formal classroom setting, which has rarely been explored in previous research involving AI-based language learning tools.
pronunciation; intonation; speaking confidence; students’ perception
The Influence of the Use of Educational Technology on the Quality of Learning at Public Elementary Schools
Background - The development of digital technology has brought significant changes to the field of education, especially in the learning process at the elementary school level. The use of educational technology has become an important strategy to improve learning quality, student engagement, and the effectiveness of content delivery. However, not all educational institutions, particularly in rural areas, have optimally integrated technology into the learning process. Therefore, it is essential to examine the extent to which the use of educational technology affects the quality of learning, particularly in public elementary schools in the Randublatung District. Purpose - This study aims to investigate the impact of using educational technology on the quality of learning at public elementary schools in Randublatung District. This research uses a quantitative approach with a descriptive analysis design. Data were collected through questionnaires distributed to teachers and students and analyzed using statistical techniques to examine the relationships between variables. Findings - The results show that the use of educational technology contributes significantly and positively to the improvement of learning quality, with an influence value of 82.4%. Technology integration has been proven to enhance student interaction and engagement and support the overall success of the teaching and learning process. Conclusions - The study concludes that the use of educational technology plays a crucial role in improving the quality of learning. Systematic adoption and training in technology use within the educational environment are necessary to achieve more effective and higher-quality learning outcomes. Novelty/Originality/Value The novelty of this research lies in its empirical evidence showing the substantial contribution of educational technology to learning quality in elementary schools located in rural areas, specifically in Randublatung. Furthermore, the study highlights the importance of onboarding training for users (teachers and students) as a key factor in the successful integration of technology in education—an aspect rarely discussed in previous similar studies.
The Influence of Practical Facilities on the Quality of Learning at State Vocational Schools
Vocational High Schools (SMK) play a crucial role in preparing a competent workforce ready to meet industrial challenges. However, the implementation of practicum methods faces various obstacles, particularly in terms of limited facilities. This study quantitatively examines the impact of practicum facilities on learning quality at SMK Negeri in Blora Regency. Through a data-driven approach, it aims to provide concrete recommendations for policymakers in enhancing vocational education effectively and sustainably. Using a quantitative correlational and ex post facto research approach, the study involved 383 vocational school teachers, with a sample of 196 respondents. Data was collected through questionnaires and analyzed for validity, reliability, normality, linearity, multicollinearity, and heteroscedasticity. The descriptive analysis shows that 20.92% of respondents rated the facilities as excellent, 36.73% as good, 26.53% as adequate, 11.22% as poor, and 4.59% as very poor The findings indicate that 85.7% of learning quality variation is influenced by practicum facilities, with an effective contribution of 84.54% and a relative contribution of 98.42%.. These results highlight the significant role of practicum facilities in improving learning outcomes and ensuring graduates' readiness for industrial demands. Enhancing these facilities is essential for the effectiveness and sustainability of vocational education
Analysis of Numeracy Literacy in Developing Students Mathematical Creativity in Elementary School
Numeracy literacy plays a crucial role in developing students’ mathematical creativity in elementary school. However, students’ numeracy skills remain relatively low and require focused attention in the learning process. This study aims to analyze the role of numeracy literacy in enhancing the mathematical creativity of elementary school students. A descriptive qualitative approach was employed, involving upper-grade elementary school students and teachers as research subjects. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The results show that numeracy literacy—which includes the ability to understand, interpret, and apply mathematics in real-life contexts—significantly contributes to fostering students' creative mathematical thinking. Students’ mathematical creativity is reflected in their ability to generate alternative solutions, develop problem-solving strategies, and express ideas logically. The study concludes that numeracy literacy not only strengthens conceptual understanding of mathematics but also serves as a medium to cultivate students’ creative thinking. The novelty of this research lies in its focused analysis of the relationship between numeracy literacy and mathematical creativity in the context of elementary education, an area that has been relatively underexplored in previous studies.
Numeracy literacy, mathematical creativity, problem-solving, elementary school
The Influence of Learning Community On Pedagogical Competence Of Public Elementary School Teachers
Teacher pedagogical competence is their ability to manage learning comprehensively, including understanding students; planning; implementing; evaluating; utilizing technology; and developing student potential to achieve optimal learning outcomes. Teacher pedagogical competence is influenced by internal and external factors, one of which is participation in a learning community. This study aims to determine and analyze the influence of learning communities on the pedagogical competence of elementary school teachers in Japah District, Blora Regency. This study has a novelty by integrating learning communities with teacher pedagogical competence, which has not been widely studied in elementary school teachers in Japah District, Blora Regency, thus providing a more comprehensive understanding of the factors that influence teacher pedagogical competence in elementary schools. This study uses a quantitative method with data collection through distributing questionnaires with a sample of 130 respondents. The results of the study showed that learning communities have a positive and significant effect on teacher pedagogical competence. From the results of the study, it can be concluded that the learning community has a positive effect with a correlation coefficient of 0.364 or 36.4% on teacher pedagogical competence and the remaining 63.6% is influenced by other factors that were not studied. The learning community is the most dominant variable with an effective contribution (SE) of 14.6%.
Learning Community, Pedagogical Competence, Education, Learning
The Influence of Teachers' Professional Competence on the Quality of Learning at State Vocational Schools
The problem in this study is the low quality of education in Indonesia, reflected in the HCI and HDI rankings. In SMK Negeri Blora Regency, the main challenge lies in the managerial competence of principals and professional competence of teachers in improving the quality of learning. This research is based on the concept of human resource quality in education, principals‘ managerial competence (Permendiknas No. 13 Year 2007), and teachers’ professional competence (SNP Article 28 Paragraph 3 point c). The purpose of this study is to analyse the effect of both competencies on learning quality in Blora district state vocational schools. This research uses quantitative research approach and ex post facto research type. The number of research samples was 196 teachers using proportional random sampling. Data were collected using a questionnaire with a linkert scale. The analysis of this research includes descriptive analysis, requirements test, and hypothesis testing including simple linear regression analysis. The results showed that the principal's managerial competence (153.98) and teachers' professional competence (142.3) were in the very good category, while the quality of learning (143.15) was quite good. From the hypothesis testing, it was found that there is a positive influence of the principal's managerial competence on learning quality expressed by the equation Y = 94.108 + 0.319X1, a correlation of 0.325 and a contribution of 42.1%. There is a positive influence of teacher professional competence on learning quality expressed by the equation Y = 94.108 + 0.319X2 with a contribution of 23.8%.
Principal’s Managerial Competence, Teachers professional competence and Learning Quality
Optimizing Social Media for Character Education Based on Local Wisdom in the Digital Era
Background - This research shows that social media has a lot of potential to help young people learn about local wisdom. Because they are easily accessible, interactive and relevant to lifestyles, social media platforms such as Instagram, TikTok and YouTube are favorites of teenagers. Purpose - This research employs a qualitative methodology that uses a descriptive-exploratory approach. The descriptive-exploratory approach involves researchers collecting descriptive data, such as characteristics, behaviors, or experiences of participants, and then exploring existing relationships or patterns. Basic information about the participants or research sample typically includes selecting individuals who have experiences or characteristics related to the research topic, which can be chosen purposively or based on specific criteria, allowing for a deeper understanding of the phenomenon being studied. The analysis might explore the effectiveness of these platforms in fostering positive character traits, such as respect, honesty, and community engagement, and how they align with traditional values in the context of the digital era. Findings - The results show that innovative and engaging content is preferred over conventional methods. Strong visual content, in-depth stories, and those that bring additional value, such as entertainment or new knowledge, attract the attention of the younger generation. Social media can serve as a learning and inspiration tool for local cultural preservation through approaches such as collaboration with content creators, adaptation of trends, and real-time interaction. This study suggests a comprehensive strategy to support the use of social media to sustain local wisdom in the digital era. Conclusions - This study concludes that social media has a strategic role in promoting and preserving local wisdom among youth, provided the content is creative, value-driven, and aligned with current digital trends. The integration of local values into popular formats can build cultural awareness and character education in a more relatable and sustainable way for the younger generation. Novelty/Originality/Value - The novelty of this study lies in its focus on the intersection between digital culture and traditional values, specifically examining how youth-centered content strategies on platforms like TikTok and Instagram can effectively transmit and preserve local wisdom. Unlike prior studies that treat social media merely as a communication tool, this research positions it as an active space for cultural education and character development among digital-native generations.
Descriptive-exploratory, Local Wisdom, Social Media, Young Generation
Experiences and Perceptions of Indonesian Language Education Study Program Students in Writing Folktales
This study aims to understand how Indonesian Language Program students contribute to Indonesian literature through the Nusantara Literature curriculum. This research focuses on students' experiences, motivations, knowledge, and skills in influencing literature through Nusantara Literature. This research also reveals that the majority of students have a strong interest in literature, despite not having a strong background in literature. This research is a descriptive qualitative research. Qualitative descriptive research is research that. This research uses questionnaire data analysis which aims to describe students' experiences and perceptions in writing folklore. The subjects of this research were students of the Indonesian Language Education Study Program, Faculty of Teacher Training and Education, University of Muhammadiyah Malang. Students who became research subjects amounted to 28 people. The data collection techniques in this study are divided into two, namely primary data collection and secondary data. The data analysis technique in this research is thematic analysis to identify patterns from the questionnaire responses. This knowledge helps students understand local culture, improve their writing skills, and motivate them to be actively involved in literature through the Nusantara Literature curriculum. This research also highlights the importance of knowledge about literature, including its development, structure, and differences with modern literature. Students understand that literature is a unique component of the country's culture and history, and serves as a medium to teach moral and traditional values. The research also highlights the importance of creativity and motivation in literature, as it helps students develop ideas, understand the challenges of writing, develop their own genres, and motivate themselves to engage in literature. This leads to improved quality and creativity in writing, which ultimately contributes to the development of the Indonesian language.
folklore; writing; university students; experience; perception
Designing a PjBL-Based Textbook on Lamp Civilization for Children's Self-Regulation Character Development
Background - Limited self-regulation skills among elementary students pose a significant educational challenge, necessitating structured interventions. Current efforts are often sporadic and minimally integrated into learning. Self-regulation involves managing cognition, emotions, and behavior to achieve goals. Purpose - This study develops a Project-Based Learning (PjBL)-based textbook on lamp civilization to enhance self-regulation Method - Using the ADDIE model within a Research and Development (R&D) framework, the study followed five stages: analysis, design, development, implementation, and evaluation. Implementation involved 23 elementary students selected via convenient sampling. Findings - Findings indicate that: 1) The textbook was successfully developed within the ADDIE model, ensuring structured learning. 2) Expert evaluations rated the textbook as excellent (3.84/4), confirming high quality. 3) Implementation significantly improved self-regulation (p < 0.05), with a large effect size (r = 0.9796, 95.96%) and a high N-Gain Score (96.19%). Conclusion - These results underscore the effectiveness of structured pedagogical materials in fostering self-regulation. The genetic approach within a PjBL framework provides an innovative model for integrating historical and technological literacy. Future research should examine its long-term impact, broader applicability, and employ randomized trials for enhanced generalizability. Novelty/Originality/Value - Novelty employing a genetic approach as its novelty that traces lamp development from its origins to modern advancements. This method fosters inquiry, problem-solving, historical reasoning, technological literacy, and character development.
textbook, civilization of lamps, project-based learning, self-regulation character
Application of wordwall media in PPKn learning for grade IV elementary school students: a qualitative study
Background - PPKn learning has an important role in shaping students' character, but conventional methods often make them passive and less motivated. Therefore, learning innovation is needed by utilizing interactive digital media so that students are more active and understand the material better. Purpose - This study aims to describe the application of wordwall media in learning Pancasila and Citizenship Education (PPKn) in grade IV of SD Muhammadiyah Plus Malangjiwan Colomadu. Wordwall is a digital-based learning media that allows teachers to create interactive activities such as quizzes, matching, and other educational games to increase student engagement and understanding of the subject matter. Method/approach - This study uses a descriptive qualitative method with data collection techniques including interviews, observations, and documentation. To ensure the validity of the data, triangulation of techniques and sources is used. Meanwhile, data analysis is carried out through three main stages, namely data presentation, data reduction, and verification or drawing conclusions. Findings - The results of the study show that in learning planning, teachers rarely create teaching modules or RPPs so that they only compile them when there are administrative needs. The use of wordwall in PPKn learning has a significant impact on student engagement, where students become more active in discussions, show increased enthusiasm in answering questions, and understand the concepts taught more easily. Compared to the lecture method, student engagement increased substantially, with most students showing active participation during the learning process. Supporting factors in the implementation of this media include adequate internet access and the availability of devices such as projectors and speakers. Conclusions - However, there are several obstacles such as limited time for teachers to create media, minimal teacher skills in using technology, and technical obstacles such as unstable electricity. As a solution, training and assistance are needed for teachers in utilizing digital-based media in order to optimize learning, as well as arranging the schedule for using projectors or increasing the capacity of electricity to overcome technical obstacles. Novelty/Originality/Value - The implication of this study is that the integration of digital media such as wordwall in PPKn learning not only increases student engagement but also encourages innovation in teaching methods, so teachers need to develop their digital competencies to create more engaging and effective learning.
educational technology; citizenship education learning; wordwall media
Development of Page Flip-Based Electronic Teaching Materials for IPAS Learning in Fifth-Grade Elementary School
Background - Innovation in teaching materials is crucial in 21st-century learning, especially to address the limitations of conventional methods in engaging students and improving comprehension in Science and Social Studies (IPAS). Page Flip-based electronic teaching materials offer an interactive alternative aligned with the Merdeka Curriculum's emphasis on technology integration. Purpose - This study aims to develop and evaluate the validity, practicality, and effectiveness of Page Flip-based electronic teaching materials for fifth-grade elementary IPAS learning. Method/approach - This research employed a Research and Development (R&D) method using the ADDIE model for over one semester. The study involved 28 fifth-grade students and one teacher from SD Negeri 043/IV Kota Jambi. Data was collected through expert validation, small-group trials, and field trials across several learning sessions. The development used 3D Page Flip Professional software, and assessments were conducted through questionnaires, observations, and pretest-post test scores. Findings - Expert validation by content, media, and language experts showed a high level of validity (final scores above 4.50 on a 5-point scale). Trials revealed a 23% improvement in students' understanding in small groups and a 26% improvement during field trials. Students responded positively to the multimedia and interactive features, while teachers rated the materials as very effective and easy to use. However, implementation faced challenges such as limited digital infrastructure (many schools lack sufficient devices) and teachers' unfamiliarity with educational technology. Conclusions - Page Flip-based teaching materials are empirically proven to be effective, practical, and valid for enhancing students' conceptual understanding, motivation, and digital skills in IPAS. With proper support and training, these materials can become a transformative tool in primary education. Novelty/Originality/Value - This study contributes uniquely by integrating Page Flip technology within the Merdeka Curriculum framework and evaluating not only the overall effectiveness but also usability and contextual barriers, making it a reference for future development of interactive learning media.
Improving Learning Quality through Quizizz Paper Mode: A Quantitative Study of Elementary School Students
Background - Low student motivation remains a persistent challenge in elementary education, particularly when conventional assessment methods fail to stimulate engagement. In schools with limited digital infrastructure, educators often struggle to integrate interactive learning tools that could foster active participation and improve academic outcomes. Purpose - This study aims to investigate the effect of Quizizz Paper Mode, a gamified non-digital assessment tool, on enhancing elementary students’ learning motivation. Method/approach - The study employed a quantitative approach using a One Group Pretest-Posttest Design involving 30 third-grade students at SD Negeri 28/IV Kota Jambi. The intervention spanned four learning sessions over two weeks, covering core subjects such as mathematics and science. Students’ motivation levels were measured using a validated Likert-scale questionnaire, supported by classroom observations and interviews. Statistical analysis included descriptive comparison and a paired t-test. Findings - The findings showed a significant improvement in students' learning motivation, with the average score increasing from 55.3 (moderate) to 78.6 (high). The paired t-test yielded a t-value of 7.89 and a p-value < 0.001, indicating statistical significance. Observations revealed enhanced student participation, confidence, and enthusiasm during the learning process. Conclusions - The implementation of Quizizz Paper Mode effectively increased students’ learning motivation, supported a more interactive classroom environment, and simplified the formative assessment process for teachers. Novelty/Originality/Value - This study contributes new empirical insights on the use of gamified paper-based assessments in contexts where digital access is limited. It highlights Quizizz Paper Mode as a viable and innovative alternative for fostering student motivation and engagement, particularly in under-resourced elementary school settings.
The Effect of Problem Based Learning Model on Students' Mathematical Creative Thinking Ability
Background - Creative thinking skills are an important ability in 21st century learning, especially in mathematics as part of higher order thinking skills. Purpose - This study aims to analyze the effect of Problem Based Learning (PBL) on aspects of students' mathematical creative thinking skills, namely fluency, flexibility, originality, and elaboration. Method/approach - This quantitative research used a quasi-experimental approach with a pretest-posttest control group design which was carried out for 1 month. The sample consisted of 32 students of class VIII-10 and 31 students of class VIII-11 of SMPN 1 Bandar Lampung who were selected by purposive sampling. Findings -The Mann Whitney U Test results showed that students who learned with PBL experienced a more significant increase in mathematical creative thinking skills than students who learned conventionally, especially in certain aspects. The application of PBL not only improves creativity in general but also strengthens the originality and flexibility of students' thinking in mathematical problem solving. The strength of this study lies in the in-depth analysis of the effect of PBL on specific aspects of mathematical creativity, not just the overall improvement. Conclusions - This study also provides empirical evidence of the effectiveness of PBL in improving higher order thinking skills at the junior high school level. Novelty/Originality/Value - Thus, PBL is proven to have an effect on students' mathematical creative thinking skills.
Creative Thinking Ability, Mathematical Creative Thinking , Students' Mathematical, Problem Based Leaning
Classroom Action Research in IPAS Learning: Enhancing Students' Cognitive Abilities through a Differentiated Approach in Elementary Schools
Background - In the era of the Merdeka Curriculum, fostering cognitive development through inclusive and student-centered instruction is a key priority, especially in integrated science and social studies (IPAS) for elementary students. Purpose - This study aims to improve students’ cognitive abilities in the IPAS subject through the implementation of differentiated learning strategies in a fourth-grade elementary classroom. Method/approach - This research employed Classroom Action Research (CAR) following the Kemmis & McTaggart model, which consists of two iterative cycles involving planning, implementation, observation, and reflection. Data collection techniques included cognitive assessments, classroom observations, teacher interviews, and documentation. The data were analyzed using both qualitative and quantitative descriptive methods. Findings - The results indicated a significant improvement in students' cognitive performance: 29% of students achieved the competency standard in the pre-cycle, which increased to 50% in Cycle I, and further to 86% in Cycle II. In addition to improved academic outcomes, students showed higher motivation, active participation, and greater confidence in connecting IPAS concepts to real-life contexts. Conclusions - The implementation of differentiated learning proved effective in enhancing cognitive understanding and fostering a more interactive and inclusive classroom atmosphere. This approach supports the goals of the Merdeka Curriculum by addressing diverse learning needs. Novelty/Originality/Value - This study provides empirical evidence on the practical application of differentiated instruction in IPAS learning at the elementary level, demonstrating its value in promoting equity, engagement, and academic success in line with current curriculum reforms.
Revitalization of Mathematics Learning in Phase C: Implementing Teacher Strategies to Strengthen Conceptual Understanding in Elementary Schools
Background - Mathematics learning at the elementary level, especially at Phase C, requires innovative teaching strategies to enhance students’ conceptual understanding and motivation. Purpose - This study aims to explore and describe the strategies used by elementary school teachers to improve conceptual understanding in Phase C mathematics learning, focusing on their experiences and perceptions in implementing adaptive and innovative instructional approaches. Method/approach - A qualitative phenomenological method was employed to capture teachers’ lived experiences at SD Negeri 001/IV Kota Jambi during the 2024/2025 academic year. Data were collected through interviews, classroom observations, and document analysis involving two teachers, six students, and the principal. Data triangulation and member checking ensured the validity and reliability of the findings. Findings - The results reveal that teachers employ interactive and dynamic teaching strategies, use diverse teaching aids, implement constructivist approaches, conduct continuous assessments with direct feedback, collaborate in professional learning communities, and engage in comprehensive lesson planning. These strategies collectively enhance students’ conceptual understanding, foster active participation, and accommodate individual learning differences. Conclusions - The study provides empirical insights into effective teaching strategies that support adaptive and responsive mathematics instruction at Phase C in elementary schools. The integrated model of teaching strategies identified can serve as a valuable reference for improving mathematics education quality and innovation. Novelty/Originality/Value - This study offers a detailed phenomenological perspective on how teachers practically implement and adapt innovative instructional strategies in a real classroom context, bridging the gap between theory and practice in elementary mathematics education.
Strategic Management in Islamic Education for 21st Century Skills Development
Background - Islamic-based educational institutions increasingly face the dual challenge of equipping students with essential 21st-century competencies while upholding religious and cultural values. Purpose - This study analyzes the strategic management responses of MTs Sadamiyah Jepara, an Islamic-based secondary school, to these contemporary demands. Method/approach - Employing a qualitative case study design, data were gathered through semi-structured interviews, classroom observations, and document analysis. Data credibility was ensured through triangulation, and analysis followed the interactive Miles and Huberman model. Findings - The findings reveal that the school's strategies for fostering 21st-century skills are primarily implemented through two approaches: (1) adopting student-centered learning models that promote problem-solving, creativity, and collaboration via project-based and team-oriented activities; and (2) integrating digital technologies to enhance students’ digital literacy and adaptability. Nonetheless, significant challenges persist, notably in limited technological infrastructure, the ongoing need for teacher professional development, and aligning curricula with evolving skill requirements. Conclusions - The study concludes that Islamic-based schools can play a pivotal role in 21st-century education by synergizing faith-based values with innovative management and instructional practices. Novelty/Originality/Value - This research contributes to the literature by demonstrating how faith-based educational institutions can adapt to global educational standards while maintaining their distinctive religious identity.
The Effect of Principal Leadership and Teacher Competence on Teacher Performance with Learning Management as a Mediating Variable
Background - Teacher competencies include pedagogic, professionalism, social and personality. However, there are still many problems faced regarding the development and implementation of these competencies in schools. Purpose - This study aims to describe the effect of principal leadership and teacher competence on teacher performance with learning management as a mediating variable. Method/approach - The approach used in this research is quantitative with a correlational design. Findings - The results showed that: (1) principal leadership has a positive but insignificant effect on performance, T-count = 0. 943 and p-value = 0.346; (2) learning management has a positive and significant effect on teacher performance, T-count = 6.261 and p-value = 0.000; (3) teacher competence has a positive and significant effect on teacher performance, T-count = 6.033 and p-value = 0.000; (4) principal leadership, learning management, and teacher competence simultaneously have a positive and significant effect on teacher performance, R-square = 0.684 and SRMR = 0.064; (5) through the mediation path on learning management it is found that leadership indirectly has a positive and significant effect on teacher performance, T-count = 4.510 and p-value = 0.000; (6) through the mediator of learning management it is found that teacher competence indirectly has a positive and significant effect on teacher performance, T-count = 17.477 and p-value = 0. 000. Improving teacher performance is expected to be followed up with concrete steps through various competency improvement programs, training, and relevant policy improvements. Conclusion – Learning management plays a crucial mediating role in enhancing the impact of both leadership and competence on teacher performance. Strengthening this variable is key to improving teacher outcomes in schools. Novelty/Originality/Value – This study contributes to the literature by empirically validating learning management as a significant mediating factor between leadership, competence, and teacher performance—a relationship that is rarely explored in previous studies. The integration of leadership, competence, and instructional management provides a comprehensive model for improving educational quality.
Principal Leadership, Learning Management, Teacher Competency, Teacher Performance.
Teachers' Challenges During the Transition from the 2013 Curriculum to the Independent Curriculum in Elementary Schools
The curriculum is a system encompassing structured objectives, learning materials, and teaching methods to guide education toward optimal outcomes. As a flexible element, it evolves to meet societal needs. The purpose of this study is to examine the obstacles encountered during the shift from the 2013 Curriculum to the Independent Curriculum, evaluate teachers' readiness to implement it, and provide recommendations for enhancing its application in elementary schools. Adopting a qualitative descriptive method with a case study design, data was gathered through observations, interviews, and document analysis, with triangulation employed to ensure the accuracy of the findings. Data analysis was conducted using Miles and Huberman’s framework, which includes steps of data reduction, data presentation, and drawing conclusions. The research revealed considerable obstacles in the implementation of the Independent Curriculum, especially for senior educators who struggle with issues related to digital literacy and adapting to new technologies. Other obstacles include insufficient training, limited socialization, and inadequate resources such as teaching materials and technological infrastructure. While teachers possess a foundational understanding of the Independent Curriculum, their preparedness for its full implementation, particularly at SD Negeri 2 Jatisari, remains inadequate. Efforts to address these challenges include teacher and principal training and the use of digital platforms like the Independent Teaching Platform. These initiatives aim to improve understanding and practical application, ensuring smoother curriculum implementation in the future.