Gawi: Journal of Action Research

Exploring Computational Thinking Skills in Pre-Service Science Teachers: A Rasch Model Analysis

2026-05-17T22:03:26+07:00

Computational Thinking (CT) has been increasingly recognized as a key competency in science education, especially in preparing future educators to foster 21st-century skills such as problem-solving and digital literacy. However, limited CT instruction in undergraduate programs has resulted in inadequate readiness among pre-service science teachers, particularly in contexts like Indonesia. This study addresses the gap in the evaluation of CT skills among pre-service teachers by using robust psychometric approaches. This article investigates the psychometric properties of a CT assessment tool, examines the CT ability levels of pre-service science teachers, and evaluates the presence of gender-based item bias. The study employed a quantitative, cross-sectional design utilizing Rasch model analysis to assess instrument reliability, item fit, and differential item functioning (DIF) across gender. A total of 419 pre-service science teachers from two universities in Indonesia were selected using stratified random sampling to ensure proportional representation across academic levels. Data collection and analysis: Data were collected using the 28-item Computational Thinking Test (CTt) and analyzed using Winsteps software for Rasch modeling, including item/person reliability, separation, fit statistics, Wright maps, and DIF analysis. Results indicated high item reliability and good model fit, though person reliability was relatively low, suggesting limited ability discrimination. Several items exhibited gender-based DIF, with some favoring males and others favoring females. The CTt shows strong potential for measuring CT, though refinement is needed to improve its ability to differentiate between skill levels and ensure gender fairness. CT is increasingly recognized as an essential competency in science education to support problem-solving, analytical reasoning, and 21st-century digital literacy skills. However, empirical evidence regarding the measurement quality of CT instruments among pre-service science teachers in Indonesia remains limited. This study aimed to evaluate the psychometric properties of the CTt, describe the distribution of CT skills among pre-service science teachers, and examine gender-based item bias using the Rasch model. A quantitative cross-sectional design was employed involving 419 pre-service science teachers from two Indonesian universities selected through stratified random sampling. Data were analyzed using Winsteps software to examine reliability, separation index, item fit, Wright map distribution, and DIF. The results showed that the CTt demonstrated high item reliability and good model fit, indicating that the instrument is appropriate for measuring CT skills. However, person reliability was relatively low, suggesting limited sensitivity in distinguishing individual ability levels. Wright map analysis indicated that most respondents were distributed at a moderate ability level. In addition, DIF analysis identified several items with potential gender bias, favoring both male and female respondents. Overall, the CTt shows strong potential as an instrument for measuring CT skills, although further refinement is needed to improve measurement sensitivity and ensure gender fairness. These findings contribute to the development of Rasch model–based CT assessment in pre-service science teacher education.

Research Trends in Ethnoscience in Science Education: A Bibliometric Analysis Based on the Scopus Database

2026-05-24T22:31:19+07:00

This study aims to analyze the development of ethnoscience research in science learning using publications indexed in Scopus. The study used a descriptive bibliometric approach to documents on ethnoscience and science learning published between 1998 and 2026. The analysis focused on publication growth trends, the most productive affiliations and countries, primary publication sources, the most influential authors, and a keyword co-occurrence map using VOSviewer. The analysis shows that ethnoscience research in science learning experiences has fluctuated but has been increasing, with the largest spike in 2025. Publication productivity is dominated by Indonesia at both the country and institutional levels, with Indonesian universities occupying the top position as the most productive affiliates. At the source level, publications are concentrated in journals oriented towards science education and contextual learning innovation. Citation analysis shows that scientific influence remains concentrated in a small number of authors, while the keyword map indicates that ethnoscience is a key node connected to the themes of science education, project-based learning, scientific literacy, critical thinking skills, indigenous science, and context-based learning. These findings confirm that ethnoscience has evolved from simply integrating local knowledge into learning to a multidimensional, contextual, and relevant pedagogical approach aimed at strengthening 21st-century competencies. This research has implications for the importance of expanding international collaboration, strengthening publication quality, and developing more innovative and impactful ethnoscience-based science learning models

Adaptive Action-Based Management Model for Inclusive Early Childhood Education

2026-05-17T22:00:07+07:00

This study aimed to develop an Adaptive Action-Based Inclusive School Management Model to enhance the efficacy of inclusive early childhood education (ECE) in Banda Aceh, Indonesia. Employing a qualitative school-based action research design across three inclusive ECE institutions, the study involved 13 purposively selected participants, including school principals, educators, special assistant teachers, parents, and an education office representative. The methodology was operationalized through two iterative cycles of planning, action, observation, and reflection, with interventions targeting inclusive management optimization via structured planning, stakeholder coordination, and systemic monitoring. Qualitative data derived from in-depth interviews, participant observation, and document analysis were processed utilizing the interactive qualitative analysis model of Miles, Huberman, and Saldaña, supported by NVivo software. planning practices were collaborative and child-centered but insufficiently documented, implementation was adaptive and outcome-oriented yet weakly coordinated, and evaluation effectively monitored child development but lacked institutional integration. Major constraints included limited government support, infrastructure, and teacher capacity, while adaptive strategies relied on collaboration, communication, and internal initiatives. The study proposes an Adaptive Action-Based Inclusive School Management Model characterized by iterative improvement, collaborative engagement, adaptive decision-making, and outcome-oriented evaluation. The results highlight the importance of strengthening systematic management practices and policy support to ensure sustainable inclusive education.

The Influence of Artificial Intelligence (AI) Utilization on Learning Motivation and Creativity of Students

2026-05-17T21:58:41+07:00

The development of AI in education has a significant impact on changing how students learn, think, and create, particularly in enhancing access to information and learning effectiveness. The purpose of this study is to analyze the influence of AI on the learning motivation and creativity of FKIP students at Universitas Lambung Mangkurat. This study employs a quantitative research method with a random sampling technique, involving 125 students enrolled in the Scientific Writing course. Data collection was conducted by distributing a Likert-scale questionnaire with 4 response options to measure the variables of AI, learning motivation, and student creativity. The data analysis technique utilizes the Structural Equation Model (SEM) to determine the influence of the AI variable on student learning motivation and creativity. The results indicate that the utilization of Artificial Intelligence (AI) has a positive and significant influence on student learning motivation. However, the utilization of AI does not have a direct significant influence on student creativity. Conversely, learning motivation is proven to have a positive and significant influence on creativity and acts as a mediating variable. In conclusion, the enhancement of student creativity is more effectively achieved through the increase of learning motivation facilitated by the utilization of AI. Therefore, it is recommended that educators integrate AI with active learning strategies, such as project-based and problem-based learning, and encourage students to use AI as a tool for exploring ideas rather than merely for task completion.

Mapping a Bounded Scopus Corpus on STEAM-Related Learning Processes: A Bibliometric Analysis (2015–2026)

2026-05-24T22:30:47+07:00

This study maps the development and thematic structure of a bounded Scopus corpus on STEAM-related learning processes through bibliometric analysis. Data were retrieved from the Scopus database on March 26, 2026, using a predefined TITLE-ABS-KEY search strategy restricted to English-language journal articles in the final publication stage. The final corpus consisted of 115 documents published between 2015 and 2026. The analysis combined performance indicators and author-keyword co-occurrence analysis to examine publication growth, leading countries, affiliations, sources, productive authors, influential documents, and thematic structures within the retrieved corpus. The results show that publication output increased substantially after 2020 and reached its highest level in 2025, while the 2026 count remained provisional, as it reflected a partial publication year. The United States emerged as the leading contributor, whereas the International University of La Rioja and Universitas Negeri Jakarta were the most productive affiliations. Computer Applications in Engineering Education was the most productive source. Document-level citation analysis showed that teacher professional development, educational robotics, challenge-based learning, computational thinking, project-based learning, and technology-enhanced learning environments constitute influential foundations of the corpus. Author-keyword co-occurrence analysis identified thematic concentrations related to multilingual pedagogical practices, teacher knowledge, teacher professional development, inclusive science education, digital pedagogy, literacy development, and educational equity. These findings indicate that the retrieved corpus is characterized less by broad STEAM research in general and more by pedagogical, teacher-capacity, literacy, and learning-process-oriented issues. This study contributes a transparent bibliometric profile of a bounded Scopus corpus and demonstrates how retrieval logic influences thematic structures in bibliometric mapping.

Sustainability Consciousness and Creativity in Education: Evidence, Gaps, and a Research Agenda, with Implications for Science Education

2026-06-10T22:49:35+07:00

Education for sustainability requires learners who are both conscious of sustainability and able to generate creative responses to complex socio-ecological problems, yet how these two capacities relate remain unclear and scattered across disconnected studies. This systematic review synthesized empirical research on the relationship between sustainability consciousness and student creativity in formal secondary-to-tertiary education. Following PRISMA 2020, Scopus and Web of Science were searched (2015–2026); records were screened in two stages, appraised with the Mixed Methods Appraisal Tool, and combined through thematic synthesis. Eleven studies met the criteria. Across diverse subjects and countries, the two constructs were consistently and positively associated, although the reported direction varied sustainability consciousness predicting creativity, creativity predicting sustainability consciousness, and the two co-developing under shared interventions. However, sustainability was operationalized inconsistently, no study employed the full tripartite sustainability-consciousness construct, and cross-sectional designs precluded causal inference. The review exposes a fragmented evidence base and the absence of an integrative framework. It calls for mechanism-based, longitudinal designs that align comprehensive sustainability-consciousness and creativity measures, and recommends active, integrative pedagogies for cultivating both capacities across diverse subjects, with particular relevance for science education.

Enhancing Students’ Higher-Order Thinking Skills Through Web-Based Learning with Multiple Representations in Biology Education

2026-06-10T22:48:37+07:00

In the digital era, the development of higher-order thinking skills (HOTS) has become one of the major challenges in education, particularly in biology, which requires students to understand complex concepts. This study aimed to analyze students’ higher-order thinking skills (HOTS) through web-based learning integrated with multiple representations in biology education in Bandung, Indonesia. This study employed a one-group pretest–posttest design involving Grade 10 and Grade 11 science-track students selected through purposive sampling from five senior high schools in Bandung, Indonesia. The research instrument consisted of a test comprising both multiple-choice and essay questions. The findings revealed that cognitive ability was the most prominent HOTS dimension, followed by logical analysis, problem-solving, critical thinking, and creative thinking skills. These results indicate that web-based learning integrated with multiple representations can facilitate students’ understanding of biological concepts more effectively. The presentation of various visual representations, including images, three-dimensional animations, videos, tables, diagrams, and graphs, along with case-study features, helped transform abstract content into more concrete and structured forms, thereby strengthening higher-order thinking skills. The findings further suggest that multiple representations enable students to understand biological phenomena from multiple perspectives, critically evaluate information, and apply conceptual knowledge to solve complex problems.

The Umbul Dance in Situraja in the Trajectory of History and Local Cultural Education

2026-05-17T14:20:25+07:00

The Umbul Dance is a traditional performing art form that emerged from the helaran tradition of the agrarian community in Situraja, Sumedang Regency, West Java. This dance has spiritual, aesthetic, and pedagogical dimensions, and has become a cultural symbol of the Sundanese people, passed down orally across generations. This study aims to examine the origins, transformation of form and function, and the role of the Umbul Dance in local cultural education. Using the primary theoretical foundation of Louis Gottschalk, who emphasizes reconstructing the significance of the past through a process of critical selection, verification, and interpretation of sources, using a cultural history approach, oral history according to Paul Thompson and Alessandro Portelli, and ethnopedagogy based on Lev Vygotsky's sociocultural theory, this study employed in-depth interviews, participant observation, and visual documentation. The findings indicate that the Umbul Dance has undergone significant revitalization since 1976 through the active participation of community leaders and the arts community, successfully transforming it from a local ritual into a representative art form in education. Its existence is integrated into the Independent Curriculum as part of the Pancasila Student Profile Strengthening Project (P5) to instill local character values. This research confirms that the Umbul Dance is not merely a cultural heritage, but also a contextual educational strategy instrument based on local wisdom that can respond to the challenges of the times.

Participatory Action Research: Preservation of Sacred Rice and Cultural Resilience in the Lower Paramasan Dayak Community

2026-05-17T22:01:21+07:00

Beras Keramat, a local rice variety with high cultural and spiritual value, faces an imminent threat of extinction due to declining cultivation and shifting agricultural priorities. This study aims to revitalize the preservation of Beras Keramat and enhance community food security through a participatory approach. Conducted over a two-month period in Paramasan Bawah Village, this research utilizes the Action Research model, consisting of a cyclical process of Planning, Acting, Observing, and Reflecting. Data was collected through in-depth interviews and field observations involving 9 key informants. This research utilizes the Action Research model, consisting of a cyclical process of Planning, Acting, Observing, and Reflecting. The intervention involved a collective planting strategy in which each household was mandated to cultivate at least one gantang of seeds, accompanied by documentation of traditional rituals and monitoring of youth engagement. The findings indicate that the structured action cycle successfully achieved its key outcome indicators, notably increasing cultural awareness and securing a stable seed stock of Beras Keramat within the community. The integration of ritual documentation with practical cultivation served as an effective bridge for intergenerational knowledge transfer. This study develops the concept of “Communal Heritage-Based Food Security,” suggesting that the survival of endangered local cultivars relies on the synergy between cultural mandates and community participation. While limited to a specific local context, this research implies that community-led action is a resilient model for indigenous crop conservation.

Teacher Workload and Organizational Culture as Predictors of Turnover Intention among Junior High School Teachers

2026-06-10T22:06:58+07:00

Teacher turnover intention has become an important concern in educational institutions because it may affect instructional continuity and school effectiveness. Drawing on the Job Demands–Resources (JD-R) framework, this study examined the relationships between teacher workload, organizational culture, and turnover intention among public junior high school teachers in Indonesia. A quantitative cross-sectional survey was conducted involving 180 teachers from public junior high schools in Samarinda Ulu District, selected through proportionate random sampling. Data was collected using structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicated that teacher workload and organizational culture jointly explained 59.3% of the variance in turnover intention (R² = 0.593). Teacher workload was positively associated with turnover intention (β = 0.484, p < 0.001), whereas organizational culture was negatively associated with turnover intention (β = −0.332, p < 0.001). Workload demonstrated a stronger contribution to turnover intention than organizational culture. These findings suggest that both job demands and job resources are important factors associated with teachers’ intentions to remain in or leave their schools. The study contributes to the application of the JD-R framework in the context of Indonesian public junior high schools and highlights the importance of managing teacher workload while fostering a supportive organizational culture to strengthen teacher retention.

Students' Digital Competency Profile: An Observational Study of Five Areas of Digital Competency

2026-06-10T22:03:46+07:00

This study is a preliminary investigation aimed at mapping the profiles and dynamics of students’ digital competencies based on the five domains of the Digital Competence Framework (DigComp): Information & Data Literacy, Communication & Collaboration, Digital Content Creation, Security & Safety, and Educational Problem Solving. This study employs a quantitative descriptive approach using an observational method involving 195 high school students selected through purposive sampling via the Google Forms platform, as well as 66 university students from 12 public and private universities. The research instrument consists of a Likert-scale-based observation sheet validated using the Rasch Model (Rating Scale Model) with the assistance of Winsteps software. Overall, students’ digital competencies fall into the “fairly good” category. The Security & Safety and Communication & Collaboration dimensions showed the highest levels of achievement, while Digital Content Creation ranked the lowest. The pattern of digital competency development shows an upward trend in higher grade levels, although not in a linear fashion. These findings indicate that students are still predominantly technology users and have not yet reached their full potential as digital creators. Therefore, there is a need to strengthen project-based learning and pedagogical innovations closely linked to digital skills to develop digital competencies more comprehensively and sustainably as part of efforts to support the 21st-century Global SDGs program.

Evidence-Based Integrated Waste Management Framework For Adiwiyata Schools: A Systematic Review and Bibliometric Mapping

2026-06-10T22:44:34+07:00

Waste management has become an increasingly significant global challenge, requiring sustainable approaches such as waste-to-energy (WtE), which can reduce waste volume while generating alternative energy. However, existing waste management studies are still dominated by technical perspectives and have not sufficiently integrated educational dimensions within school environments. This study aims to analyze the development of literature related to school-based waste management using a waste-to-energy approach and to develop an integrated waste management model for Adiwiyata schools. The study employed a systematic literature review (SLR) based on PRISMA 2020 guidelines combined with bibliometric analysis using VOSviewer. Data were collected from Scopus publications from 2006–2025, resulting in 133 articles selected for analysis. The findings indicate a significant increase in publications since 2016, accompanied by a paradigm shift from waste disposal toward resource recovery and circular economy approaches. This study proposes a quadruple system model consisting of institutional, operational, financial, and evaluative dimensions integrated with an educational dimension as a hidden curriculum. The proposed model is expected to support sustainable waste management and strengthen environmental education implementation in Adiwiyata schools.

Coping Strategies of Shadow Teachers Experiencing Burnout in an Inclusive Indonesian Elementary School: A Phenomenological Study

2026-06-10T22:46:47+07:00

The crucial role of shadow teachers is often fraught with significant challenges. High workloads, constant demands to adapt to the diverse needs of children with special needs, lack of adequate training, and limited institutional support can trigger burnout. Therefore, concrete strategies are needed to address this issue. The aim of this study is to describe strategies for overcoming burnout in substitute teachers in inclusive elementary schools in Indonesia. Participants in this study were shadow teachers with a minimum of 3 years of work experience, considering that they would provide insight into dealing with children with special needs in inclusive classes during the daily teaching process. This study used a qualitative approach with a phenomenological research type. Broadly speaking, there are three main techniques in data collection: interviews, observation, and documentation. The results of the study show various strategies used by teachers in handling student tantrums, namely Seeking Social Support, Acceptance and Positive Values (Emotionally Focused Coping), Managing Break Time and Self-Calming, Self-Development and Introspection, and Conducting Diversion Activities (Escape Avoidance). The findings suggest that mentor teachers do not rely on a single strategy but instead build a coping ecosystem that connects the professional realm (team discussions, self-evaluation) with the domestic/personal realm (family, diversional activities). The implications of this research suggest that inclusive teacher resilience is formed when the boundaries between work support and family support converge positively.

Improving Students' Digital Literacy through the Physics Simulation Interactive Carnot-Sim Application (PhySIC-SIM)

2026-05-17T22:02:56+07:00

This study aims to analyze the effect of using the PhySIC-SIM interactive simulation application on improving the digital literacy of prospective physics teacher students in learning the Carnot cycle. This study used a quasi-experimental method with a single-group pretest-posttest design involving 19 students enrolled in a thermodynamics course. The instrument used was a digital literacy test based on nine indicators, including understanding basic concepts, unit operation configuration, creativity optimization, revision management, communication of results, database selection, and validity evaluation. Data were analyzed using descriptive statistics, the N-Gain test, a paired sample t-test, and effect size analysis (Cohen's d). The results showed that the average student score increased from 13.11 (52.44%) in the pretest to 21.63 (87%) in the posttest. The average N-Gain value of 0.71 indicates a high improvement category. Furthermore, the paired sample t-test revealed a significance value of p < 0.05, indicating a significant difference between the pretest and posttest scores. The effect size calculation yielded a Cohen's d value of 3.16, indicating a very large effect. This finding suggests that PhysIC-SIM effectively improves students' digital literacy. Nevertheless, this study is limited by the use of a one-group pretest-posttest design without a control group and the relatively small sample size, which may limit the generalizability of the findings. Therefore, future studies are recommended to involve larger samples and experimental comparison groups to obtain more comprehensive evidence regarding the effectiveness of PhySIC-SIM.

Banjar Economic Platform (BEP) Model: Integrating Local Wisdom into Digital Economic Literacy in Economic Learning

2026-05-17T22:04:00+07:00

Economic literacy among high school students remains critically low, as evidenced by test scores falling far below national and regional expectations in South Kalimantan. This issue stems from abstract, non-contextual learning models and globalization, which gradually erodes traditional local economic wisdom. This study aims to develop and describe the design of the Banjar Economic Platform (BEP), an integrated digital platform that documents the Banjar economic lexicon and serves as a culturally responsive economics learning resource. Adopting a Research and Development (R&D) methodology guided by the ADDIE model, this study involved 35 purposively selected participants, including native Banjar speakers (N=3), media and subject matter experts (N=4), and high school economics teachers (N=28). Data were collected via semi-structured interviews and structured questionnaires, then analyzed using a sequential mixed-methods approach. The needs analysis revealed that incorporating the Banjar economic lexicon (e.g., bajajak, basawah, maadati, baulah, basambat, and maulah) is highly relevant for making abstract economic concepts meaningful. Expert media validation yielded an overall Aiken’s V coefficient of 0.89, falling into the "Very High" validity category. Furthermore, functional evaluation through black-box testing demonstrated a 100% success rate across all critical system features and operational workflows. The BEP offers a practical, culturally responsive framework that bridges modern economic theory with traditional practices. It serves as a novel educational model that operationalizes ethnolinguistic preservation to foster sustainable economic literacy and safeguard cultural identity in the digital era.

GIS Education for Spatial Thinking and Environmental Literacy: A Bibliometric-Systematic Review

2026-06-10T22:09:27+07:00

The growing integration of Geographic Information Systems (GIS) and geospatial technologies into education has created new opportunities for developing spatial thinking, environmental literacy, and sustainability competencies. However, research on GIS-based learning remains fragmented across geography education, environmental education, spatial thinking, and geospatial technology studies, limiting a comprehensive understanding of its intellectual structure and educational implications. This study examines the development, thematic evolution, and educational contributions of GIS-based spatial learning through a bibliometric-systematic review approach. Data were collected from the Scopus database using a structured search strategy covering the period 2020 to 2026. A total of 167 publications met the bibliometric inclusion criteria, while 72 studies were selected for thematic synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using VOSviewer to examine publication trends, scientific productivity, keyword networks, and thematic clusters, while thematic synthesis was employed to identify major educational themes and emerging research directions. The findings reveal a significant increase in GIS-based educational research, particularly after 2023. Science mapping identified four dominant knowledge clusters related to geography education, spatial thinking, environmental sustainability, and educational technology. Thematic synthesis further revealed five major themes: GIS-based spatial learning, spatial thinking development, environmental literacy and sustainability education, remote sensing and geospatial environmental learning, and action-oriented learning. Notably, action-oriented learning emerged as the most prominent direction, indicating a shift from technology-centered approaches toward participatory, inquiry-based, and problem-solving pedagogies. This study proposes an integrative conceptual framework linking geospatial technologies, spatial thinking, environmental literacy, action-oriented learning, and sustainability competencies, with implications for educational innovation, curriculum development, and future action research in geography, science, and environmental education.

Collaboration of the Three Centers of Education in Implementing a Home-Based Qur’anic Reading Control Program and Its Implications for Students’ Qur’anic Literacy

2026-06-10T22:43:54+07:00

This study examines the collaboration of the three-center education system consisting of family, school, and community in the implementation of a home-based Qur’anic reading control program and its contribution to improving students’ Qur’anic literacy. The study addresses three main issues, namely how collaboration is structured and implemented, how the program improves students’ reading ability, and what factors support and hinder its implementation. This research uses a qualitative descriptive approach with data collected through observation, interviews, and documentation involving teachers, students, parents, and community members. Data were analyzed through data reduction, data display, and conclusion drawing. The findings show that collaboration is systematically organized through clear role distribution, continuous communication, and the use of a reading control book as a monitoring tool. The program significantly improves students’ Qur’anic literacy in terms of reading fluency, pronunciation accuracy, application of tajwid, and consistency in reading habits. In addition, the program fosters discipline and intrinsic motivation among students. The main supporting factors include teacher commitment, parental involvement, and community support through Qur’anic learning activities, while the main inhibiting factors are limited parental time and variations in Qur’anic literacy among parents. The study concludes that structured collaboration supported by a monitoring mechanism is an effective strategy for sustaining Qur’anic literacy development. The implication of this study highlights the importance of integrating home, school, and community roles through continuous supervision to enhance religious literacy in primary education.

Ethnopedagogy and Mathematics Learning Outcomes: Evidence from Ende Traditional House Miniatures

2026-05-17T22:02:19+07:00

The current research aims to develop and validate an ethnopedagogical material based on Ende traditional house miniatures to support elementary school students' mathematics achievement in Kupang, Indonesia. A research and development design was used involving experts, teachers, and students. Two experts are rating the content validity of the media; a teacher and ten students are confirming the practicality of the media. A survey instrument was used to examine the content validity and practicality of the media, and a test was used to examine students' mathematics achievement. The data analysis was carried out in JAMOVI software, involving the content validity index and descriptive analysis. Preliminary observations indicate the need to develop and implement appropriate and accessible learning media to support both teaching practices and students’ mathematics achievement. The result confirms the initial content validity of the media, shown through the expert agreement that confirms the structure of the media, alignment of the media with syllabi and material, and the miniature of the media. The finding also confirms the preliminary practicality of the media through teachers' agreement on the media's attractiveness, usability, and content clarity. Other than that, the students agree on the preliminary practicality of use of the media, interest and feelings about using the media, and the effect of the media on their comprehension and ability to answer mathematics questions. Furthermore, the mean difference between the pre-test and post-test of students in using the media indicates the initial improvement of the students' scores. Therefore, this media is recommended for use in primary-level mathematics education to improve both teaching practices and student learning outcomes. However, this research did not use experimental design to test the empirical effect of the media. Hence, future research is suggested to examine the media through a more robust research design.

Building Teacher Literacy Culture in Vocational Schools: a Case Study of the SAKA Guru Program at The Vocational High School Level

2026-06-10T22:39:07+07:00

Despite the extensive proliferation of the School Literacy Movement, current operational paradigms remain predominantly student-oriented, thereby failing to substantively position teachers as primary agents of literacy production, particularly within the purview of vocational education. This study aims to describe the implementation, the supporting and inhibiting factors, and the impact of the SAKA Guru Program (One Teacher One Literary Work) in holistically building teacher literacy culture at SMK Negeri 1 Ponorogo. Adopting a qualitative approach with a case study design, empirical data were harvested via semi-structured interviews, participant observation, and documentary analysis utilizing six key informants. The data were analyzed using Braun and Clarke's thematic analysis through six stages: data familiarization, generating initial codes, searching for themes, reviewing themes, defining themes, and producing the research report; their validity was strengthened through source triangulation, method triangulation, and member checking. The empirical findings delineate three primary insights. First, the program's implementation produced a work-production-based teacher literacy model that positions teachers as the principal actors in the transformation of vocational literacy culture. Second, the program's success and sustainability were determined by the balance between systemic supporting factors (leadership support, facilities, training, a sharing culture, and appreciation) and inhibiting factors rooted in individuals and time constraints. Third, the program's impact emerged through a cycle of participation, work production, strengthening of professional identity, and replication of literacy culture, thereby encouraging the creation of literary works, reinforcing reading and writing habits, and cultivating a literacy culture among teachers. This study advances the theoretical paradigms of literacy as a social practice and the School Literacy Movement by translating these concepts into the realm of vocational teachers, while concurrently offering a holistic, teacher-centered literacy implementation model with teachers as producers of works that can be effectively replicated within analogous vocational contexts.

Examining the Relationship between School Climate and Achievement Goals among High School Students

2026-06-10T22:05:07+07:00

Students’ achievement goals are shaped by various internal and external factors, including the school climate, which influences academic motivation. This study aimed to examine the relationship between school climate and achievement goals among senior high school students. A quantitative correlational design was employed, involving 126 tenth-grade students selected through random sampling. Data were collected using questionnaires measuring school climate and achievement goals. Prior to hypothesis testing, assumption tests were conducted. The Kolmogorov–Smirnov test indicated that the data were normally distributed (p = 0.200), and the linearity test confirmed a linear relationship between the variables (p < 0.05). Pearson’s product-moment correlation analysis revealed a positive and statistically significant relationship between school climate and achievement goals (r = 0.494, p < 0.001), indicating a moderate correlation. The coefficient of determination showed that school climate accounted for 24.4% of the variance in students’ achievement goals. These findings suggest that a supportive and positive school climate is moderately associated with stronger achievement goal orientation among students. The study underscores the importance of fostering a conducive school environment to support the development of students’ academic goals.

Implementation of Music Learning for Autistic Students in Grade VI at a Special School (SLB)

2026-05-17T21:47:32+07:00

This study aims to describe the implementation of music learning for students with Autism Spectrum Disorder (ASD) at SLB-C Negeri Pembina South Kalimantan. Using a descriptive qualitative method, the participants of this study consisted of three autistic students in the sixth grade. Data were collected through observation, interviews with the teacher, and documentation. The data analysis process included data reduction, thematic data display, and conclusion drawing. The results indicate that music learning was implemented by modifying a combination of question-and-answer and direct practice methods using the pianica instrument. This learning approach indicated positive support for student learning engagement, as evidenced by increased focus in the classroom, the ability to remember instructions on how to use musical instruments (cognitive), and improved motor coordination between the fingers, eyes, and mouth. In conclusion, music learning practices can serve as an adaptive alternative approach to support the learning process of autistic students.