PEDAGOGIA: JURNAL PENDIDIKAN is dedicated to the field of education by disseminating high-quality research conducted by professors, teachers, practitioners, and scientists. The journal focuses on various aspects of education, with a particular emphasis on primary education, applied science, and critical analytical studies. It serves as a platform for sharing innovative findings, comprehensive studies, and critical analyses related to education research, primary education practices, curriculum development, teaching methodologies, and teacher training. PEDAGOGIA targets a diverse readership, including professors, students, teachers, and education practitioners, and aims to contribute to the academic discourse and practical applications in the field of education.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
AI Integration Strategies for Teacher Professional Competence Development
General Background: The rapid development of artificial intelligence (AI) has introduced significant transformations in education, particularly in supporting teacher professional competence. Specific Background: AI is increasingly utilized in lesson planning, assessment, feedback, and administrative tasks, yet its integration into teacher professional development remains complex and context-dependent. Knowledge Gap: Existing studies predominantly focus on student outcomes or teacher perceptions, with limited synthesis addressing strategies, challenges, and systemic factors influencing AI integration for teacher competence. Aims: This study aims to synthesize forms of AI utilization, integration strategies, and implementation challenges in strengthening teacher professional competence through a Systematic Literature Review approach. Results: Findings indicate that practice-based professional development is the most consistent strategy, while AI literacy, self-efficacy, and policy support act as key mediating factors; major challenges include literacy gaps, ethical concerns, inadequate infrastructure, and limited policy alignment. Novelty: The study proposes a synthesis framework positioning AI as an object whose effectiveness depends on pedagogical, psychological, and structural policy factors rather than as a standalone technological solution. Implications: The results highlight that strengthening teacher professional competence requires a systematic process integrating teacher readiness, contextual training, and institutional policy support, emphasizing that AI adoption must be aligned with broader educational systems. Highlights • AI utilization centers on planning, assessment, feedback, and administrative support • Practice-based training demonstrates consistent outcomes in competency development • Integration depends on literacy, self-efficacy, infrastructure, and policy alignment Keywords Artificial Intelligence; Teacher Professional Competence; AI Literacy; Professional Development; Systematic Literature Review
Copyright (c) 2026 Rahmat Abdilah, Haryono Haryono https://creativecommons.org/licenses/by/4.0
DESAIN PEMBELAJARAN ADAPTIF BERBASIS PERSONALISASI KOGNITIF UNTUK MENDORONG PENDEKATAN DEEP LEARNING
General Background: The global educational shift requires movement from surface learning toward complex problem-solving supported by intelligent systems. Specific Background: Adaptive learning grounded in Cognitive Load Theory is increasingly deployed to address diverse working memory capacities through data-driven adjustment. Knowledge Gap: Current implementations remain dominated by behavioral personalization while overlooking internal cognitive dynamics during learning processes. Aims: This study synthesizes empirical evidence to examine mechanisms of cognitive personalization, evaluate its contribution to deep learning indicators, and identify pedagogical constraints through a Systematic Literature Review. Results: Analysis of 13 studies reveals that adaptive systems operate as cognitive architects by dynamically reducing extraneous cognitive load, fostering higher-order thinking skills, improving retention, and stabilizing learning emotions. However, challenges arise from dual-task interface complexity, limited teacher data literacy, infrastructure constraints, and ethical concerns regarding data privacy and algorithmic bias. Novelty: The study advances a Human-in-the-Loop framework integrating AI with fading strategies to prevent analytical dependency while maintaining learner autonomy. Implications: The findings extend Cognitive Load Theory through dynamic load management and highlight the necessity of reconstructing teacher competencies toward AI-Pedagogical Content Knowledge while encouraging future validation across diverse learner contexts. Highlights • Dynamic load reduction mechanisms support sustained conceptual understanding and retention • Intelligent scaffolding increases higher-order reasoning but requires gradual assistance withdrawal • Implementation barriers relate to interface complexity, educator readiness, and system accessibility Keywords Adaptive Learning; Cognitive Personalization; Deep Learning; Cognitive Load; HOTS
Copyright (c) 2026 Ibnu Rizqil Maula, Tri Astuti https://creativecommons.org/licenses/by/4.0
Differentiated Problem Based Learning Elevates Vocational Student Collaboration Skills
General Background Collaboration skills are essential competencies in contemporary education, particularly within problem-based and interactive learning environments. Specific Background Problem-Based Learning integrated with deep learning and differentiated approaches has been proposed to support meaningful engagement and teamwork among vocational students. Knowledge Gap However, empirical evidence on how differentiated PBL combined with deep learning systematically strengthens collaboration skills in formal vocational education remains limited. Aims This study aims to examine the application of differentiated PBL with deep learning to strengthen students’ collaboration skills through iterative classroom action cycles. Results The findings show a progressive increase in collaboration skills from 30.22% in the first cycle to 87.21% in the third cycle, accompanied by improved teaching quality from 46% to 87%, indicating a strong positive relationship between instructional quality and collaborative performance. Novelty The study introduces the integration of differentiation across material, process, and product within PBL and combines qualitative and quantitative observations in a vocational classroom context. Implications These results highlight the importance of adaptive instructional design, learning style mapping, and structured group interaction to foster inclusive, collaborative learning aligned with 21st-century competencies. Highlights • Progressive cycles demonstrate substantial growth in cooperative performance indicators • Adaptive grouping and varied learning products support inclusive participation dynamics • Instructional quality aligns consistently with improved teamwork engagement Keywords Collaboration Skills; Problem Based Learning; Differentiated Learning; Deep Learning; Vocational Education
Copyright (c) 2026 Dwi Fitria Al Husaeni, Eka Fitrajaya Rahman, Budi Mulyanti, Lala Septem Riza, Yakub Eriyanto Sulistiyono, Pratiwi https://creativecommons.org/licenses/by/4.0
Technology Challenges and Opportunities in Indonesian School Education
General Background: Technology has become an essential component in contemporary education, supporting teaching and learning practices across diverse contexts. Specific Background: This study explores technology use in schools across three Indonesian islands Sumatra, Kalimantan, and Sulawesi through a holistic review of 34 newspaper and online articles published between 2022 and 2024. Knowledge Gap: Previous studies have rarely utilized newspaper sources to examine region-specific technological issues in Indonesian education, particularly across multiple islands. Aims: The study aims to identify key issues and challenges associated with integrating technology into teaching and learning practices in these regions. Results: The findings reveal that limited infrastructure, including inadequate computers and slow internet access, remains a major challenge, especially in Kalimantan and Sulawesi, while more structured technological initiatives are evident in Sumatra; despite constraints, schools demonstrate adaptive strategies such as digital literacy programs, coding activities, and the use of simple technologies to support learning engagement. Novelty: The study introduces a holistic literature review approach based on newspaper data to map educational technology conditions across geographically diverse regions. Implications: The results highlight the need for collaborative support among schools, government, and private sectors, as well as the importance of preparing pre-service teachers to utilize low-bandwidth and simple technologies suitable for remote educational settings. Highlights • Limited infrastructure remains a central barrier in multiple regions • Rural classrooms adopt adaptive digital practices despite constraints • Teacher education requires focus on simple technology utilization Keywords Educational Technology; Rural Education; Digital Infrastructure; Teacher Education; Indonesia
Copyright (c) 2026 Yustinus Calvin Gai Mali, Ike Tresiani, Novie Feronika Harwanto, Reza Renita, Arlinda Putriani, Anita Widiprastyanti, Meykke Alvia Yuntiawati, Elmi Erinta , Rizky Setiawan Samsuar, Raynaldo Gusti Arya, Narendra Setia https://creativecommons.org/licenses/by/4.0
Philosophical Synthesis of Basic Education: Thoughts of Pioneering Figures of the Indonesian Nation
Modern Indonesian education is rooted in the philosophical thought of the nation’s founding figures. Through a comparative-philosophical analysis of the ideas of Ki Hadjar Dewantara, KH. Ahmad Dahlan, KH. Hasyim Asy’ari, and R.A. Kartini, this study aims to formulate a solid and relevant philosophical foundation for basic education. The results of the study show that Indonesia’s educational philosophy is a synthesis of four complementary dimensions cultural humanism, spirituality and character, modernity and progress, and foundational emancipation that converge toward a single goal: to produce students who are religious and of good moral character, independent and critical thinkers, and adaptable to the times without losing their cultural roots. In digital curricula, this synthesis calls for a transformation of the teacher’s role into that of a Pamong (guide to independence), a Murobbi (instiller of good manners), an Innovator (integrator of science and religious values), and an Emancipator (promoter of family collaboration and gender equality). These findings confirm that the ideas of these four figures are not merely a historical legacy, but rather an operational philosophical framework that can serve as a direct reference for curriculum policy formulation and the development of elementary school teachers’ competencies in the digital age. Highlights: Cultural humanism, spirituality, modernity, and emancipation converge into one model. Teachers assume Pamong, Murobbi, Innovator, and Emancipator roles. Classroom literacy combines autonomy, ethics, science, equality, and family participation. Keywords: Indonesian Education Philosophy, Primary Education, Digital Literacy, Teacher Roles, Curriculum Policy
Copyright (c) 2026 Vanda Rezania, Nurul Aini, Wahono Widodo, Hendratno Hendratno https://creativecommons.org/licenses/by/4.0
Geography Teachers’ Perceptions of GeoAI Use in Learning
General Background: The integration of artificial intelligence in education, particularly GeoAI, represents a significant advancement in geography learning within the context of the Industrial Revolution 4.0. Specific Background: GeoAI combines geospatial technologies and artificial intelligence to support spatial analysis and interactive learning; however, its classroom utilization depends heavily on teachers’ perceptions and competencies. Knowledge Gap: Previous studies have emphasized artificial intelligence in general education, yet limited research specifically examines geography teachers’ perceptions of GeoAI utilization at the senior high school level. Aims: This study aims to analyze the levels of understanding, implementation, and reflection of geography teachers regarding GeoAI utilization in geography learning at public senior high schools in Coblong District, Bandung City. Results: The findings reveal that teachers’ understanding of GeoAI is uneven, implementation is generally adequate—primarily through Google Maps—and reflective ability is very strong in supporting learning processes. Novelty: This study provides a contextual analysis of teachers’ perceptions encompassing understanding, implementation, and reflection of GeoAI within geography education. Implications: The results highlight the need for strengthening conceptual understanding, digital competence, and geospatial literacy through training programs and policy support to advance GeoAI integration in geography learning. Highlights • Uneven conceptual mastery of GeoAI among geography teachers • Classroom practices dominated by accessible geospatial platforms • Strong reflective capacity supports technology-based learning development Keywords GeoAI; Teacher Perception; Geography Learning; Digital Competence; Geospatial Literacy
Copyright (c) 2026 Ekky Purwa Priyana, Lili Somantri https://creativecommons.org/licenses/by/4.0
Artificial Intelligence Usage And Academic Integrity Challenges Among Higher Education Students
General Background The rapid advancement of generative technologies creates profound transformations within modern university learning environments. Specific Background Undergraduates increasingly integrate platforms like ChatGPT to complete coursework, correct grammar, and optimize literature searches. Knowledge Gap Despite providing substantial cognitive assistance, excessive reliance on these digital instruments raises severe concerns regarding ethical violations, over-dependency, and the potential erosion of independent analysis. Aims This study investigates usage patterns, learner perceptions, and ethical considerations surrounding technology adoption across multiple teacher training disciplines. Results Quantitative survey data from 351 participants reveal that the vast majority actively utilize digital tools primarily to accelerate task completion. Concurrently, while acknowledging practical time-saving benefits, respondents express significant anxiety regarding their growing dependency and the subsequent decline in personal creativity and critical thinking. Novelty The research uniquely highlights the internal moral conflict experienced by learners, positioning the technology simultaneously as a valuable intellectual partner and a risky shortcut. Implications Educational institutions must formulate comprehensive regulatory guidelines and redesign authentic assessment strategies to foster ethical digital literacy while preserving human intellectual capacity. Highlights Survey data reveals that the vast majority of undergraduates rely on generative platforms to complete coursework assignments. Participants acknowledge significant time-saving benefits while simultaneously expressing concern over declining personal creativity and analytical skills. Institutions must formulate comprehensive regulatory guidelines and redesign assessments to foster responsible technology literacy. Keywords Artificial Intelligence; Academic Ethics; Generative Platforms; Digital Literacy; Critical Thinking
Copyright (c) 2026 Peny Husna Handayani, Gita Noveri Eza, Srinahyanti Srinahyanti, winda widya sari https://creativecommons.org/licenses/by/4.0
Fiqh Learning Implementation Fosters Student Prayer Discipline in Modern Islamic Schools
General Background Educational systems face critical challenges in balancing cognitive knowledge acquisition with spiritual character formation among adolescents. Specific Background Within religious institutions, declining moral values necessitate comprehensive jurisprudence instruction to establish fundamental worship practices, particularly regarding obligatory congregational routines. Knowledge Gap While previous literature heavily emphasizes theoretical instruction, limited research explores the holistic integration of direct practice, continuous teacher modeling, and structural habituation within boarding ecosystems. Aims This qualitative case study describes the pedagogical strategies used to build the quality of adolescent worship performance at MTs Ta’dib Al-Mu’allimin Al-Islamiy. Results Observations and interviews reveal that combining systematic material delivery, direct movement demonstrations, and educator role-modeling successfully cultivates worship consistency and movement accuracy. Furthermore, structured reward and punishment systems, alongside parental supervision, positively shape daily religious routines, although limited ablution infrastructure and fluctuating learner motivation present significant barriers. Novelty This research conceptualizes religious education not merely as theoretical knowledge transfer but as an integrated ecosystem requiring both structural regulations and continuous practical modeling. Implications Educational institutions must upgrade infrastructure, such as constructing circular ablution fountains to save time, and adopt digital tracking applications to support holistic spiritual development. Highlights Direct movement demonstrations and continuous educator role-modeling cultivate worship consistency and accuracy. Structured reward frameworks and parental involvement positively shape daily religious routines. Infrastructure limitations regarding ablution facilities create significant barriers to congregational worship efficiency. Keywords Religious Instruction; Congregational Worship; Spiritual Character; Teacher Modeling; Worship Habituation
Copyright (c) 2026 Najwa Ammara Jauza, Sokon Saragih https://creativecommons.org/licenses/by/4.0
Transformasi Pembelajaran PAI Berbasis Siklus di Madrasah Tsanawiyah
General Background: Islamic Religious Education learning faces challenges in responding to digital-era demands and shifting student expectations toward more participatory and contextual learning processes. Specific Background: In private Madrasah Tsanawiyah across Deli Serdang Regency, learning practices show variability in pedagogical approaches, assessment, and institutional support. Knowledge Gap: Existing studies have not sufficiently explained how learning transformation occurs across different institutional contexts nor produced an integrative conceptual model based on multi-site analysis. Aims: This study aims to analyze actual learning conditions, identify forms of transformation, examine supporting and inhibiting factors, and formulate a cross-site conceptual model of learning transformation. Results: Findings indicate that transformation occurs gradually through revisions of instructional documents, a shift from teacher-centered to student-centered learning, implementation of formative assessment, and continuous reflection and feedback practices. The process is influenced by teacher pedagogical competence, digital literacy, leadership, collaborative culture, and infrastructure limitations, alongside administrative burdens and bureaucratic constraints. Novelty: The study proposes an integrative conceptual model positioning learning transformation as a dynamic cycle involving policy implementation, pedagogical practice, reflection, evaluation, and feedback across institutional systems. Implications: Sustainable transformation depends on reconstructing teachers’ professional paradigms and strengthening institutional support systems rather than relying solely on administrative adjustments.
Copyright (c) 2026 Alvira Asri Br Purba, Salminawati Salminawati, Zaini Dahlan https://creativecommons.org/licenses/by/4.0
Strategi Guru Akidah Akhlak Berbasis I2M3 dan Inkuiri
General Background: Learning processes in Islamic education require strategies that promote student engagement and critical thinking development within meaningful classroom interactions. Specific Background: The I2M3 learning approach interactive, inspirational, enjoyable, challenging, and motivating has been introduced in Akidah Akhlak education to support active participation and contextual understanding among students. Knowledge Gap: However, classroom practices in Akidah Akhlak often remain conventional, resulting in limited student involvement and underdeveloped critical thinking skills despite initial implementation of innovative approaches. Aims: This study aims to describe teacher strategies in implementing I2M3-based inquiry learning and examine their role in fostering student activeness and critical thinking skills at SMP Insan Kamil Islamic School Bengkulu. Results: Using a descriptive qualitative method through observation, interviews, and documentation, the findings show that teachers systematically apply inquiry-based strategies aligned with I2M3 principles, including interactive discussions, contextual learning, collaborative projects, and reflective activities. These strategies increase student participation, encourage analytical thinking, and support meaningful engagement with moral and religious concepts. Novelty: The study highlights the integration of inquiry strategies within the I2M3 framework as a structured approach in Akidah Akhlak learning. Implications: The findings suggest that such strategies contribute to developing active, critical, and character-oriented learners, while also identifying challenges related to student diversity, time constraints, and learning resources that require adaptive teaching practices. Highlights • Inquiry-based classroom practices structured sequential student engagement • Contextual moral case analysis strengthened reasoning processes • Collaborative activities supported participation across diverse learner abilities Keywords Teacher Strategy; I2M3 Learning; Inquiry Learning; Active Learning; Critical Thinking
Copyright (c) 2026 melani purnama syahri, Zulkarnain s, Dayun Riadi https://creativecommons.org/licenses/by/4.0
Blended Instruction And Cultural Principles Foster Elementary Digital Citizenship
General Background The rapid technological transformation significantly blurs the distinction between the physical and virtual worlds for young learners. Specific Background While modern technology provides numerous educational advantages, it concurrently exposes children to systemic threats, including unethical online behavior and cyber sexual violence. Knowledge Gap Despite recognizing online responsibility as a core competency, current educational frameworks predominantly utilize technocentric approaches, frequently neglecting essential affective dimensions and leaving educators unprepared for proactive risk mediation. Aims This systematic literature review synthesizes recent global and local research concerning academic management strategies, pedagogical models, and threat mitigation to establish a robust foundation for early education. Results Findings indicate that innovative instructional designs significantly cultivate positive attitudes and academic interest. Furthermore, active teacher mediation is crucial for mitigating cyber threats, while the integration of local philosophies, such as Pancasila, provides a necessary moral compass. Novelty The synthesis redefines the subject beyond mere technical proficiency, positioning it as a construct requiring moral agency, psychological resilience, and an ethics of care. Implications Achieving a secure and inclusive ecosystem necessitates comprehensive policies supporting professional development and future longitudinal research exploring artificial intelligence in ethical simulations. Highlights Active teacher mediation mitigates online risks including cyber threats and sexual violence. Integrating national philosophies establishes a vital moral compass for student behavior. Future academic frameworks necessitate artificial intelligence exploration for ethical simulation design. Keywords Character Education; Online Risk Mitigation; Systematic Literature Review; Ethics Of Care; Cyber Security
Copyright (c) 2026 Nurul Aini, Raden Roro Nanik Setyowati, Akhwani Akhwani, Muhammad Rusli, Lalu Habiburrahman https://creativecommons.org/licenses/by/4.0
Unplugged Coding Integration Improves Computational Thinking and Collaboration
*]:pointer-events-auto [content-visibility:auto] supports-[content-visibility:auto]:[contain-intrinsic-size:auto_100lvh] R6Vx5W_threadScrollVars scroll-mb-[calc(var(--scroll-root-safe-area-inset-bottom,0px)+var(--thread-response-height))] scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]" dir="auto" data-turn-id="request-WEB:bad1f3b3-ca9d-4270-84e8-e7ab3c422d8a-3" data-testid="conversation-turn-2" data-scroll-anchor="false" data-turn="assistant"> General Background The integration of 21st-century competencies, particularly computational thinking and collaboration, remains a central priority in primary education. Specific Background In practice, elementary education encounters structural constraints such as digital inequality and the abstract nature of science content, which limit the effective development of these competencies through conventional instruction. Knowledge Gap Existing studies rarely synthesize how educational game–based unplugged coding simultaneously supports computational thinking and collaborative skills within primary-level science learning. Aims This study conducts a systematic literature synthesis to examine the integration of computational thinking and collaboration through educational game media using unplugged coding approaches. Results Based on 20 selected articles following PRISMA 2020 procedures, findings indicate that unplugged coding significantly increases computational thinking performance by approximately 25%–42% compared to traditional approaches, while collaborative integration strengthens social interaction and active participation. Additionally, this approach supports conceptual understanding of abstract science topics by facilitating accurate mental model construction. Novelty The study identifies a synergistic learning configuration combining physical activity, algorithmic rule structures, and group interaction as a unified pedagogical system rather than isolated instructional elements. Implications These findings highlight unplugged coding as an inclusive, scalable, and pedagogically aligned strategy for strengthening computational thinking and collaboration in primary education, particularly under conditions of limited digital infrastructure. Highlights • Unplugged learning design demonstrates measurable gains in logical problem structuring • Cooperative gameplay strengthens student engagement and social interaction patterns • Physical simulation supports deeper conceptual reasoning in abstract science topics Keywords Computational Thinking; Collaboration; Unplugged Coding; Educational Games; Elementary Education
Copyright (c) 2026 Novita Wulan Sari, Eko Handoyo, Sri Sumartiningsih https://creativecommons.org/licenses/by/4.0
Development Of A Wordwall-Assisted Pancasila Education E-Book To Enhance Students’ Tolerance And Learning Interest
General Background: Pancasila education is essential for developing students’ character, particularly tolerance in multicultural contexts. Specific Background: In elementary schools, learning still relies on conventional methods with limited digital media, resulting in low student engagement and inadequate development of tolerance and learning interest. Knowledge Gap: Previous studies mainly emphasize cognitive outcomes, while the integration of Wordwall with e-book media for character development remains limited. Aims: This study aims to develop a Wordwall-assisted Pancasila Education e-book and evaluate its feasibility, practicality, and outcomes on students’ tolerance and learning interest. Results: Using the ADDIE-based Research and Development approach, the e-book demonstrates interactive, collaborative, and contextual features through reflection, discussion, and game-based activities. Expert validation and user responses indicate that the product is valid and practical. The implementation shows increased student participation, respect for differences, and learning motivation compared to conventional methods. Novelty: The study proposes an integrated digital learning model combining Wordwall and e-book media to support both cognitive and character development. Implications: The findings indicate that interactive digital media integrated with character-based content can support meaningful learning and foster affective and cognitive outcomes in elementary education. Keywords Pancasila Education; Digital Learning Media; Wordwall; Tolerance Character; Learning Interest Highlights • Interactive digital module integrates game-based activities with character learning • Student participation and respect for diversity increase in classroom activities • Validation and user responses indicate high usability in elementary settings
Copyright (c) 2026 indri ramadhani, Prof. Dr. H. Nursalam, M.Si, Dr. Abdul Azis, M.Pd https://creativecommons.org/licenses/by/4.0
Role Playing Reveals Student Communication and Collaborative Interaction in IPAS
General Background: Communication skills are a core component of 21st-century learning, particularly in integrated Natural and Social Sciences (IPAS), where students are required to actively express ideas and engage in social interaction. Specific Background: Role-playing is applied as an active learning strategy to facilitate communication practice among grade IV students in IPAS learning contexts. Knowledge Gap: Previous studies primarily emphasize general communication outcomes using quantitative approaches, while detailed qualitative exploration of communication processes and indicators remains limited. Aims: This study aims to explore students’ communication skills through role-playing activities in IPAS learning. Results: Using a descriptive qualitative design involving 22 students, findings indicate that most students demonstrate clear pronunciation (90.91%) and fluency (86.36%), alongside increased confidence, appropriate gestures, and improved mastery of subject content. Students also begin to utilize facial expressions, eye contact, and collaborative interaction during group activities. Novelty: The study identifies the emergence of collaborative communication through group discussion, role distribution, and peer feedback, extending beyond traditional communication indicators. Implications: These findings suggest that role-playing supports holistic communication development, integrating verbal, nonverbal, affective, and social dimensions, and provides a practical strategy for fostering interactive and meaningful IPAS learning. Highlights • High clarity and fluency observed in student dialogue performance • Group interaction fosters peer feedback and shared understanding • Learning activities integrate conceptual mastery with expressive behavior Keywords Student Communication; Role Playing Method; IPAS Learning; Collaborative Communication; Elementary Education
Copyright (c) 2026 Enggar Suciati, Nuratri Kurnia Sari https://creativecommons.org/licenses/by/4.0
Webgos E-Module Development for Elementary Descriptive Writing Learning Outcomes
General Background: Writing is a fundamental language skill in elementary education that supports communication competence and literacy development. Specific Background: However, many elementary students experience difficulties in descriptive writing, particularly in generating ideas, organizing sentences, and using appropriate vocabulary, while learning materials remain dominated by conventional printed modules. Knowledge Gap: Previous studies on Google Sites learning media have rarely developed structured e-modules specifically designed to guide descriptive writing learning processes. Aims: This study aims to develop a Webgos (Web Google Sites)–based e-module and evaluate its validity, practicality, and effectiveness for fifth-grade elementary students. Results: Using the ADDIE research and development model, the developed e-module obtained high validity scores from media and material experts (87%–97%), demonstrated high practicality based on learning implementation observations (98%) and positive teacher and student responses, and showed improved learning outcomes with average scores increasing from 45 in the pretest to 88 in the posttest with an N-Gain value of 0.79 in the high category. Novelty: The study presents an integrated Webgos e-module combining Google Sites structure, Canva-based materials, and interactive evaluation in a single digital learning system. Implications: The findings indicate that Webgos-based e-modules provide a feasible digital learning medium to support descriptive writing instruction in elementary education. Highlights • Web-based digital module designed through systematic ADDIE development stages • Expert validation confirmed high feasibility of the developed learning media • Student achievement scores increased substantially after module implementation Keywords Webgos E-Module; Google Sites Learning Media; Descriptive Writing Skills; Elementary School Students; ADDIE Development Model
Copyright (c) 2026 Fitri Ramadhani, Andi Syukri Syamsuri, Ratnawati Ratnawati https://creativecommons.org/licenses/by/4.0
Kahoot Based Mufradat Learning Implementation for Non Specialist Teachers
General Background: The integration of digital media in early childhood education has become essential to support interactive and visual learning processes aligned with cognitive development stages. Specific Background: In Raudatul Atfal Fathul Ulum Garut, Arabic vocabulary learning is conducted by teachers without specialized linguistic backgrounds, requiring adaptive instructional strategies. Knowledge Gap: Previous studies largely emphasize media outcomes at higher education levels, leaving limited understanding of implementation mechanisms in early childhood contexts with non-specialist teachers. Aims: This study aims to describe the implementation stages of Kahoot-based mufradat learning, focusing on planning, execution, and evaluation processes. Results: Using a qualitative case study approach, findings reveal a structured transformation through three phases: planning via curated audio-visual content, implementation through gamified class orchestration that extends student attention, and evaluation using digital reports for objective cognitive monitoring. The use of Kahoot confirms multimedia learning theory by facilitating dual-channel processing that strengthens memory and sustains engagement. Novelty: The study highlights Kahoot as a pedagogical competence bridge that enables non-specialist teachers to deliver accurate and interactive Arabic vocabulary instruction. Implications: The findings suggest that gamification platforms can serve as strategic solutions for addressing teacher specialization gaps and support policy directions toward technology integration in early childhood education. Highlights • Structured three phase process ensures systematic instructional transformation • Gamified interaction prolongs student concentration beyond conventional duration • Digital reporting supports objective monitoring of cognitive development Keywords Kahoot; Mufradat Learning; Non Specialist Teachers; Early Childhood Education; Gamification
Copyright (c) 2026 Fairuz Azhar Hibatullah Azhar, Sofyan Sauri, Shofa Musthofa Khalid https://creativecommons.org/licenses/by/4.0
Qualitative Research: Teachers' Impact on Graduates' Employability Quality
*]:pointer-events-auto scroll-mt-[calc(var(--header-height)+min(200px,max(70px,20svh)))]" dir="auto" data-turn-id="request-WEB:fe567218-7440-45a9-b897-08037e780ac2-2" data-testid="conversation-turn-2" data-scroll-anchor="true" data-turn="assistant"> General Background: Early childhood is a critical phase for developing social competencies such as empathy, cooperation, and communication. Specific Background: In the digital era, millennial parents adopt teach free parenting, a flexible and communicative approach that allows children to learn through experience within guided boundaries. Knowledge Gap: Empirical evidence on how this parenting model is implemented and its role in early childhood social development in Indonesia remains limited. Aims: This study aims to describe the implementation of teach free parenting by millennial parents and examine its role in children’s social development in Lamongan kindergartens. Results: Using a qualitative case study with interviews involving parents and teachers, findings show that this approach balances autonomy and parental guidance, fostering confidence, empathy, cooperation, and communication skills through open interaction and consistent support. Challenges include environmental factors, gadget use, and differences in family parenting, while collaboration between parents and schools supports its application. Novelty: The study presents teach free parenting as an adaptive form of democratic parenting in the digital context. Implications: The findings provide practical guidance for parents and educators in applying adaptive parenting to support children’s social development. Highlights • Flexible caregiving approach balances autonomy with structured guidance • Social competencies emerge through dialogue and experiential learning • Parent–school synergy supports consistent developmental processes Keywords Teach Free Parenting; Millennial Parents; Early Childhood; Social Development; Democratic Parenting
Copyright (c) 2026 Pipin Sumantrie, Martalina Limbong, Yunis Veronika Purba, Cesarina Silaban, Jespin Saurlina Manalu https://creativecommons.org/licenses/by/4.0
The Deep Learning Quality and Pedagogical Competence on Academic Resilience
General Background: Teachers’ pedagogical competence within the Merdeka Curriculum is essential for supporting meaningful and student-centered learning processes. Specific Background: In Social Studies education, deep learning requires active student engagement supported by structured pedagogical interaction, which relates to the development of academic resilience. Knowledge Gap: Prior studies have largely examined deep learning, pedagogical competence, and academic resilience separately, with limited integration of these variables, particularly in junior high school Social Studies contexts. Aims: This study aims to analyze the relationship between the quality of deep learning implementation and teachers’ pedagogical competence on students’ academic resilience at SMP Negeri 1 Semarang. Results: The findings reveal that both variables show positive and significant relationships with academic resilience, both partially and simultaneously, where resilience develops through active engagement in structured learning challenges supported by directed pedagogical interaction. Novelty: This study positions academic resilience not merely as an individual attribute but as a construct shaped through the interaction between cognitive demands of deep learning and pedagogical support within classroom practice. Implications: The study highlights the importance of designing cognitively challenging and well-structured learning activities, supported by constructive feedback, appropriate scaffolding, and a non-judgmental classroom environment to sustain student engagement and manage learning difficulties. Highlights • Structured learning challenges with guided interaction relate to student persistence • Teacher capability in classroom design and feedback supports adaptive learning responses • Combined classroom practices explain a measurable portion of resilience variation Keywords Deep Learning; Pedagogical Competence; Academic Resilience; Social Studies Learning; Merdeka Curriculum
Copyright (c) 2026 Bagja Riyanto, Nico Tri Raharjo Sapoetro, Teguh Putra Socrates, And Aman https://creativecommons.org/licenses/by/4.0
Validated Intervention Mapping Module for Menstrual Hygiene Skills
General Background: Menstrual hygiene education is essential for students with mild intellectual disabilities because they often experience difficulties in understanding puberty and practicing self-care independently. Specific Background: Pre-menstrual learning in special education remains limited, incidental, and lacks structured visual teaching materials. Knowledge Gap: Existing studies have rarely developed comprehensive modules that combine conceptual understanding, practical skills, teacher guidance, and integrated evaluation. Aims: This study developed an Intervention Mapping-based pre-menstrual learning module to improve students’ menstrual hygiene understanding and skills. Results: Needs analysis showed that students required concrete, visual, gradual, and skill-oriented materials, while teachers needed systematic guidance. The developed student module and teacher guide were rated Good to Excellent by experts. Initial trials showed positive responses, and paired sample t-test results indicated significant gains in understanding and skills. Novelty: The study applies Intervention Mapping to adaptive reproductive health teaching materials. Implications: The module supports structured, accessible, and behavior-oriented menstrual hygiene learning in special education. Highlights • Students required concrete, visual, gradual, and skill-oriented learning materials. • Expert validation placed the student module and teacher guide in feasible categories. • Post-test results showed significant gains in understanding and practical hygiene skills. Keywords Intervention Mapping; Menstrual Hygiene; Mild Intellectual Disability; Learning Module; Special Education
Copyright (c) 2026 Lujeng Indriyani, Sukinah Sukinah https://creativecommons.org/licenses/by/4.0
ABL CER Learning Improves Basic Physics Conceptual Understanding
General Background: Higher education requires students to master conceptual knowledge alongside scientific reasoning through structured argumentation involving claims, evidence, and reasoning. Specific Background: However, students’ conceptual understanding in basic physics often remains weak due to unstructured learning practices that fail to reveal reasoning processes and support evidence-based explanations. Knowledge Gap: Although argumentation-based learning is recognized in science education, its structured implementation using Claim-Evidence-Reasoning (ABL-CER) in higher education physics contexts remains insufficiently examined. Aims: This study aims to determine the effect of ABL-CER on students’ conceptual understanding in Basic Physics. Results: Using a quasi-experimental posttest-only control group design with 71 students, the experimental group achieved a higher mean score (72.43) than the control group (64.50), with a significant difference (Sig. 0.001 < 0.05). Novelty: This study demonstrates that structured argumentation through CER explicitly supports conceptual reasoning by requiring students to formulate claims, select relevant evidence, and connect them through scientific reasoning. Implications: The findings suggest that ABL-CER provides a systematic and assessable framework for strengthening conceptual understanding, particularly in physics topics prone to misconceptions, and supports its application in higher education and teacher preparation contexts. Highlights • Experimental class achieved higher posttest scores than comparison group • Structured reasoning process supports deeper conceptual processing • Argumentation activities facilitate evaluation and revision of ideas Keywords Argumentation-Based Learning; Claim Evidence Reasoning; Conceptual Understanding; Basic Physics; Higher Education
Copyright (c) 2026 Yulianti Yusal, Nur Rahmah Sangkala, Zulqifli Alqadri, Akhmad Syakur, Dalla Haji Daud https://creativecommons.org/licenses/by/4.0