یادگیری

Critical thinking is an important skill to be developed from elementary education. This study examined the effect of the Survey, Question, Read, Recite, Review (SQ3R) method assisted by audiovisual media on the critical-thinking ability of fifth-grade students at MIN 1 Bandar Lampung in the topic of Cultural Diversity in Indonesia. A quantitative quasi-experimental approach using a Nonequivalent Control Group Design was employed. The sample consisted of 64 students: 32 students in class VA as the experimental group and 32 students in class VB as the control group. Data were collected through critical-thinking tests administered before and after instruction. Analyses included descriptive statistics, the Shapiro–Wilk normality test, Levene’s test for homogeneity, a paired-samples t-test, and Welch’s t-test. The experimental group’s mean score increased from 38.52 at pretest to 72.42 at posttest, while the control group’s mean increased from 39.61 to 42.11. Welch’s t-test indicated a statistically significant posttest difference, t(60.13) = 14.942, p < .001, with a mean difference of 30.31 points. The findings indicate that students receiving SQ3R instruction supported by audiovisual media achieved higher critical-thinking scores than the control group. The results support the study hypothesis, while the quasi-experimental design and study context should be considered when interpreting the findings. ABSTRAK Berpikir kritis merupakan kemamuan yang penting untuk dikembangkan sejak pendidikan dasar. Penelitian ini bertujuan untuk mengetahui pengaruh metode Survey, Question, Read, Recite, Review (SQ3R) berbantuan media audio visual terhadap kemampuan berpikir kritis peserta didik kelas V MIN 1 Bandar Lampung pada materi Keberagaman Budaya di Indonesia. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain Nonequivalent Control Group Design. Sampel terdiri atas 64 peserta didik, yaitu 32 peserta didik kelas VA sebagai kelompok eksperimen dan 32 peserta didik kelas VB sebagai kelompok kontrol. Data dikumpulkan melalui tes kemampuan berpikir kritis sebelum dan sesudah pembelajaran. Analisis meliputi statistik deskriptif, uji normalitas Shapiro–Wilk, uji homogenitas Levene, uji t berpasangan, dan uji t Welch. Rata-rata pretest kelas eksperimen adalah 38,52 dan meningkat menjadi 72,42 pada posttest, sedangkan kelas kontrol meningkat dari 39,61 menjadi 42,11. Uji t Welch pada nilai posttest menunjukkan perbedaan yang signifikan antara kedua kelompok, t(60,13) = 14,942; p < 0,001, dengan selisih rata-rata 30,31 poin. Hasil ini menunjukkan bahwa kelompok yang memperoleh pembelajaran SQ3R berbantuan media audio visual memiliki nilai kemampuan berpikir kritis lebih tinggi daripada kelompok kontrol. Temuan mendukung hipotesis penelitian, dengan tetap mempertimbangkan keterbatasan desain quasi experiment dan konteks sampel penelitian.

In the contemporary context, there is an increasing demand for learning strategies that enable students to develop competencies as well as effectively apply theoretical knowledge in practice. Consequently, the need to adopt Active Methodologies has become more evident. Among the available options are the Open Digital Learning Pathways for Neolearning (TDAN), which focus on the education of young adults and professional learners, aiming to empower them to transfer acquired learning to their current and/or future professional practices. To design these pathways, instructors may draw upon the guidelines provided by the NeoPath Thinking Conceptual Framework, which offers support for the development of TDAN. However, it is important to understand how higher education instructors perceive this strategy, as well as their views regarding the potential of TDAN for learning in university settings. Therefore, the objective of this study is to understand the potential contributions and challenges associated with the application of NeoPath Thinking in the design and implementation of Open Digital Learning Pathways for Neolearning, from the perspective of higher education instructors. Through a questionnaire administered to 86 professors from different fields of knowledge, whose responses were analyzed using Discursive Textual Analysis, it was found that NeoPath Thinking serves as a valuable support resource for educators in planning, implementing, and evaluating teaching-learning processes. Furthermore, the Framework and the TDAN enable both teachers and students to experience learning and develop competencies that are essential in contemporary society.

Identifying the most effective teaching strategies for physics instruction is a persistent challenge for both researchers and schoolteachers. Studies indicate that the answer lies in Research-Based Instructional Strategies. A significant contribution in this area has been made by the theory of Visible Teaching and Learning, which measures the effects of over 250 factors influencing students’ academic success. By knowing the possible impact of specific teaching strategies, educators can design instructional approaches with predictable outcomes. The research was conducted during the 2023-2024 academic year in two public schools in Moldova, involving 305 students across grades 6, 8, and 10. This study aimed to measure the effect of concurrently applying elements from multiple constructivist teaching strategies in physics lessons, including the Flipped Classroom, Early Physics Approach, 5E Model, and Peer Instruction with Conceptual Questions, on students’ academic success and science competence in physics. At its core, the study was based on the 5E model, reinforced with pre-class tasks for students and the use of conceptual questions during the lesson. Science competence of students was structured into five components: understanding definitions, knowledge of measurement units, correct application of formulas, problem-solving skills, and the use of scientific language. The progression of these components was subsequently measured. The study also tracked the individual academic trajectories of both high-performing and low-performing students to assess their progress in physics. The study revealed that the combined application of these constructivist strategies can double students’ ability to solve problem situations and triple the correct use of scientific language. In contrast, knowledge of measurement units (~80%) and the correct application of formulas (in the range of approx. 25% – 33%) remained relatively unchanged. The insignificant progress in the correct application of formulas is explained by the small number of problems analysed on a topic, the lack of individual tasks, and the need for more explicit scaffolding and individual feedback. Additionally, the study revealed that laboratory work marks are strong predictors of overall academic success, with the correlation between laboratory work and final evaluation being 60% in 6th grade, 70% in 8th grade, and 50% in 10th grade. Additionally, the research shows that in middle school, the increase in scores for high achievers is greater than that of low achievers – three times higher in 6th grade. In high school, the increase in scores for high achievers is twice as large as that of low achievers. Both groups, high and low achievers, improve their scores after the application of the Integrated Constructivist Model. Subsequent research would explore the synergistic effect of this, and other, combinations of constructivist teaching strategies on students’ academic success, scientific competence components, and conceptual understanding. Keywords: Integrated constructivist model, didactic synergy, science competence, academic success, physics teaching.

Short-term field trips enable learners to bridge the pedagogical gap between academic knowledge (theory) and the practicalities of their discipline in a real-world setting. In Ireland, there has been a dearth of empirical research into the essence of short-term field trips as a teaching and learning strategy for criminal justice students. The purpose of this article is to bridge that pedagogical gap through thematic analysis of qualitative data of student learning experiences in the context of a short-term field trip to an operational prison. Research findings based on semi-structured interviews with students who participated in the active learning experience show evidence of the essence of experiential learning activities which could not be achieved to the same level in academic seminars alone. In essence, students contextualise their academic (theory) knowledge, which is a catalyst for gaining a deep and flexible understanding. In consequence of the sensitive nature of the operational prison, and compliance with security protocols, some limitations were also reported by participants, notably the short-term duration of the field trip and the use of conventional methods of documenting active learning experiences was not possible. Keywords: higher education, participatory action research, experiential learning, short-term field trip, operational prison, reflection in action, reflection on action, thematic analysis of qualitative data

The declining recognition of Nias local culture among elementary school students highlights the need for contextual local content teaching materials that reflect students' cultural environments. This study aims to develop a local content module based on Nias local wisdom and examine its validity, practicality, and effectiveness in improving the learning motivation of fifth-grade students at SD Negeri 071059 Hilibadalu. This study employed a Research and Development (R&D) approach using the 4D development model (Define, Design, Develop, and Disseminate). The research subjects consisted of 23 fifth-grade students. Data were collected through observations, interviews, expert validation questionnaires, practicality questionnaires, and learning motivation questionnaires administered before and after the module implementation. Data were analyzed using qualitative and quantitative descriptive techniques, percentage calculations, and the Normalized Gain (N-Gain) test. The results indicated that the module achieved validation scores of 96.4% for content, 91.6% for language, and 95.8% for design, all categorized as highly feasible. Practicality assessments from students and teachers also indicated positive results. Learning motivation increased from 56.10% to 100%, with an average N-Gain of 1.00, categorized as high. Therefore, the developed module is suitable as contextual teaching material to enhance students' learning motivation while supporting the preservation of Nias local culture. ABSTRAK Menurunnya pengenalan budaya lokal Nias di kalangan peserta didik sekolah dasar menunjukkan perlunya bahan ajar muatan lokal yang kontekstual dan sesuai dengan lingkungan budaya peserta didik. Penelitian ini bertujuan mengembangkan modul muatan lokal berbasis kearifan lokal Nias serta menganalisis validitas, kepraktisan, dan efektivitasnya dalam meningkatkan motivasi belajar peserta didik kelas V SD Negeri 071059 Hilibadalu. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, dan Disseminate). Subjek penelitian berjumlah 23 peserta didik kelas V. Data dikumpulkan melalui observasi, wawancara, angket validasi ahli, angket kepraktisan, dan angket motivasi belajar sebelum dan sesudah penggunaan modul. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif menggunakan persentase serta uji Normalized Gain (N-Gain). Hasil penelitian menunjukkan bahwa modul memperoleh penilaian validasi ahli materi sebesar 96,4%, ahli bahasa 91,6%, dan ahli desain 95,8%, dengan kategori sangat layak. Kepraktisan berdasarkan penilaian peserta didik dan guru juga menunjukkan hasil positif. Motivasi belajar meningkat dari 56,10% menjadi 100%, dengan N-Gain sebesar 1,00 berkategori tinggi. Dengan demikian, modul yang dikembangkan layak digunakan sebagai bahan ajar kontekstual untuk meningkatkan motivasi belajar sekaligus mendukung pelestarian budaya Nias.

The implementation of the Merdeka Curriculum in Natural and Social Sciences (IPAS) is important for promoting flexible, contextual, and student-centered learning. However, its implementation still faces challenges in planning, conducting, and evaluating learning according to students’ needs. This study aims to describe the implementation of the Merdeka Curriculum in IPAS learning in Grade IV at SD Negeri 35 Palembang, focusing on planning, implementation, and evaluation. This study employed a descriptive qualitative approach with a case study strategy. Data were collected through observations, interviews, and documentation involving the principal, the Grade IV teacher, and six students. Data trustworthiness was established through source and technique triangulation, while data were analyzed using the Miles and Huberman model, comprising data collection, reduction, presentation, and conclusion drawing. The findings indicate that the curriculum has been implemented relatively well. Planning involved the preparation of learning outcomes, learning objectives, learning objective sequences, and teaching modules. Classroom activities incorporated inquiry, group discussions, projects, and contextual learning media. Evaluation included diagnostic, formative, and summative assessments. Nevertheless, limited facilities and differences in students’ learning abilities remained challenges. This study concludes that the Merdeka Curriculum supports active, student-oriented IPAS learning, although continued teacher development and adequate learning facilities are necessary to strengthen its implementation. ABSTRAK Implementasi Kurikulum Merdeka pada pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) penting untuk mewujudkan pembelajaran yang fleksibel, kontekstual, dan berpusat pada peserta didik. Namun, penerapannya masih menghadapi tantangan dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran sesuai kebutuhan siswa. Penelitian ini bertujuan mendeskripsikan implementasi Kurikulum Merdeka pada pembelajaran IPAS di kelas IV SD Negeri 35 Palembang, meliputi aspek perencanaan, pelaksanaan, dan evaluasi. Penelitian menggunakan pendekatan kualitatif deskriptif dengan strategi studi kasus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala sekolah, guru kelas IV, serta enam siswa. Keabsahan data diperiksa melalui triangulasi sumber dan teknik, sedangkan analisis data menggunakan model Miles dan Huberman melalui pengumpulan, reduksi, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka telah berjalan cukup baik. Perencanaan dilakukan melalui penyusunan capaian pembelajaran, tujuan pembelajaran, alur tujuan pembelajaran, dan modul ajar. Pelaksanaan melibatkan pembelajaran inkuiri, diskusi, proyek, serta media kontekstual. Evaluasi dilakukan melalui asesmen diagnostik, formatif, dan sumatif. Kendala berupa keterbatasan sarana dan perbedaan kemampuan siswa masih ditemukan. Penelitian ini menyimpulkan bahwa implementasi Kurikulum Merdeka mendukung pembelajaran IPAS yang aktif dan berorientasi pada kebutuhan siswa, tetapi memerlukan penguatan kompetensi guru dan dukungan sarana.

This study examined the perceived impact of active learning as a teaching strategy among 20 overseas Filipino teachers working in schools across the United Arab Emirates. Guided by the five Whole Child tenets and an Input-Process-Output framework, the study explored teachers’ experiences with active learning, their views on its classroom application, and its perceived contribution to student learning. A quantitative research design was employed using an adapted questionnaire with a five-point Likert scale. Responses were analyzed through frequency counts and mean scores to describe participants’ perceptions and reported practices. Findings indicated that most respondents regularly incorporated active learning strategies into their teaching and expressed favorable attitudes toward their implementation. Teachers perceived these approaches as encouraging student participation, strengthening the integration of learning, promoting classroom engagement, and supporting improvements in instructional practice. However, respondents also identified practical challenges that constrained implementation, including limited training and experience with active learning methodologies, inadequate funding for instructional materials, and classroom seating arrangements that were not conducive to interactive activities. The findings underscore the importance of institutional support in helping teachers translate favorable perceptions into effective classroom practices. The study recommends targeted professional development to strengthen teachers’ competence in active learning, revisions to departmental plans to facilitate the integration of these strategies, and improved consideration of classroom resources and learning environments. Further investigation from students’ perspectives is recommended to provide additional insight into how active learning is experienced and how it may contribute to learning outcomes in international school settings across the United Arab Emirates.

The landscape of foreign language education, particularly Arabic language instruction, is currently undergoing a fundamental transformation driven by the emergence of Generative Artificial Intelligence (GenAI) and Large Language Models (LLMs). This Systematic Literature Review evaluates recent developments in the integration of GenAI into the Arabic language learning ecosystem, encompassing trends in the evolution of language models, pedagogical effectiveness, the utilization of automated assessment systems, as well as the linguistic and cultural challenges involved. Through a thematic synthesis of empirical and theoretical literature published between 2019 and 2026, this review confirms that GenAI significantly enhances learner engagement, instructional personalization, and language skill acquisition, particularly in vocabulary mastery and reading comprehension. These improvements are driven by the adoption of general-purpose models such as ChatGPT, as well as leading Arabic-centric models such as JAIS and ALLaM. Nevertheless, this innovative integration encounters the inherent structural complexity of the Arabic language. Generative models frequently experience technical limitations in handling syntactic rules (nahwu), morphology (shorof), diacritic disambiguation, and regional dialect variations, as evidenced by performance gaps in linguistic benchmarks such as AraLingBench and AlGhafa. Furthermore, this review discusses rapid advances in trait-based Automated Essay Scoring (AES) supported by precise prompt engineering. Based on these findings, the study concludes that although GenAI has significant potential to bring positive disruption, its successful implementation depends heavily on pedagogical readiness, digital literacy, the application of Human-in-the-Loop (HITL) collaboration, and the development of ethical frameworks aligned with the epistemology of Islamic higher education.

The integration of technology into elementary education has enabled teachers to design more engaging and interactive learning media. This study developed Canva-assisted interactive animated video media for teaching the water cycle in elementary integrated science and evaluated its validity and practicality. A Research and Development (R&D) approach was employed, utilizing the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection involved expert validation questionnaires, student response questionnaires, and teacher response questionnaires. The media was assessed by two media experts and three subject-matter experts. Results showed that the interactive animated video media achieved validity scores of 95% from media experts and 94% from subject-matter experts, both categorized as very valid. During implementation, 30 fifth-grade students and one classroom teacher participated. Practicality evaluation indicated positive responses, with student and teacher response scores of 87% and 97%, respectively, both classified as very practical. These findings indicate that the developed media is user-friendly for both teachers and students, enhances students’ attention, enthusiasm, and active participation in classroom learning, and supports visualization of the abstract concept of the water cycle. Thus, Canva-assisted interactive animated video media constitutes a valid and practical learning resource for elementary integrated science instruction.

Practical work is the most expensive and most widely mandated component of secondary chemistry teaching, yet four decades of research have failed to establish a stable relationship between handling substances and understanding chemical ideas. This article argues that the difficulty lies less in the quantity or authenticity of laboratory activity than in the epistemic work that tasks require students to perform. A critical narrative review of research on school laboratories, guidance studies, and chemistry-specific work on representation is used to develop a framework of five epistemic functions: observing with purpose, modelling and explaining, coordinating representations, warranting claims, and deciding under uncertainty. The framework treats a practical task as a demand profile rather than a label, so that two activities with identical apparatus can make very different intellectual demands. Evidence is mapped onto the functions, showing that observational and mechanistic aims are comparatively well supported, whereas the justification of claims and the transfer of evidence to decisions remain weakly supported and rarely assessed. The article specifies a scaffold architecture that makes the epistemic object of a lesson explicit without reducing it to a recipe, and illustrates the argument with a two-lesson investigation of the iodine–persulfate clock reaction, for which task sequences, a representational map, an illustrative data set, and an analytic rubric are provided. The educational value of practical work, it concludes, depends on whether its tasks require students to produce and defend chemical claims.

The use of the cooperative learning model of Teams Games Tournament (TGT) supported by Baamboozle media has the potential to increase student engagement through discussion, collaboration, and game-based activities. This study examines the effectiveness of the TGT model supported by Baamboozle media in improving students' learning outcomes in the topic of Work and Energy at SMA Negeri 2 Tondano. The study used a quasi-experimental method with a non-equivalent pretest-posttest control group design. The sample consisted of 30 students divided into an experimental class and a control class, with 15 students in each class. The descriptive analysis showed that the average score in the experimental class increased from 30.6 to 78.93, while the average score in the control class increased from 26.46 to 69.46. The average N-Gain score was 0.6991 in the experimental class and 0.5949 in the control class. Both classes were in the moderate category, but the improvement in learning outcomes was greater in the experimental class than in the control class. These findings indicate that the TGT model supported by Baamboozle media can be an alternative teaching strategy for improving student learning outcomes. The implication of this study is that the TGT model supported by Baamboozle media can be considered for use in physics learning to create an interactive and collaborative learning environment that encourages active student participation

Academic writing development in open and distance learning (ODL) environments remains challenging because students must independently regulate complex writing processes while receiving limited opportunities for continuous interaction and feedback. Existing digital learning platforms often emphasize assignment submission rather than supporting writing development as an iterative process involving planning, feedback utilization, reflection, and revision. This study aimed to develop and evaluate SIM-Aril as an online portfolio-based self-regulated feedback platform for supporting academic writing development in an ODL context. This study employed a Research and Development (R&D) design involving needs analysis, platform development, validation, implementation, and evaluation. Data were collected from 122 students and 38 tutors through self-regulated writing questionnaires, tutor competency questionnaires, expert evaluation, and qualitative responses. Quantitative data were analyzed using descriptive statistics, reliability analysis, correlation analysis, regression analysis, and exploratory factor analysis, while qualitative data were analyzed thematically. The findings demonstrate that SIM-Aril supported academic writing development through the integration of digital portfolio assessment, tutor scaffolding, and student self-regulated writing processes. Students demonstrated strong engagement in revision, feedback utilization, metacognitive monitoring, and other writing regulation activities. Tutor evaluation indicated that academic writing supervision represented an important component supporting SIM-Aril implementation. The integrated findings show that SIM-Aril functions not merely as a digital submission platform but as a self-regulated feedback ecosystem that connects learner autonomy, instructional support, and formative feedback. This study contributes theoretically by extending digital assessment research through a model that integrates individual self-regulation, socially shared regulation, and feedback literacy within technology-supported academic writing environments. Practically, the findings suggest that effective digital assessment in ODL should be designed to support learning processes rather than only evaluate final outcomes.

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, previous studies have predominantly examined Outdoor Study and Problem-Based Learning as separate instructional approaches, leaving limited empirical evidence on their integrated application in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. Data were collected using a conceptual understanding test and a learning independence questionnaire, analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated significantly higher conceptual understanding and learning independence scores than the control group (p < .001). MANOVA also revealed a significant simultaneous difference between groups, Wilks' Λ = .241, F(2; 33) = 52.061, p < .001, partial η² = .759. These findings indicate that the integration of Outdoor Study and Problem-Based Learning offers a promising approach for strengthening science learning outcomes and learner autonomy. The study contributes empirical evidence for competency-oriented elementary science instruction aligned with SDG 4.

Foundational literacy is central to participation and subsequent learning, yet the instructional routes through which beginning readers encounter print are not equally accessible to all learners. In Tanzania, renewed attention to systematic phonics and early-grade reading has increased the relevance of decodable texts: texts designed to give learners opportunities to apply previously taught grapheme–phoneme correspondences. Their instructional value, however, cannot be assessed only in terms of the linguistic structure of the text. Classroom activities, teacher directions, response requirements, assessment procedures, and available formats can either widen or restrict access. This scoping review maps literature and policy- and curriculum-related evidence concerning decodable or phonics-oriented early reading in Tanzanian primary education and examines the extent to which the evidence engages with accessibility, learner variability, and Universal Design for Learning (UDL). The review follows PRISMA-ScR and considers literature published between 2014 and 2026. The synthesis indicates a plausible pedagogical alignment between controlled text and the development of decoding, while also revealing a major gap in directly tested evidence on inclusive adaptations of decodable materials in Tanzania. Across the mapped literature, accessibility is more often treated as an implementation concern than as a design principle embedded in reading materials from the outset. The review therefore advances the concept of inclusive decodable-text pedagogy, in which systematic phonics is retained while unnecessary sensory, motor, speech, and communication barriers are reduced through multiple means of representation, action and expression, and engagement. Implications are developed for curriculum design, teacher education, classroom practice, formative assessment, and future research. The central conclusion is that decodability and accessibility should be treated as complementary properties: a text may be linguistically decodable yet still be instructionally inaccessible if participation depends on a single route that is unrelated to the intended literacy skill.

This study investigated the implementation of a gamified English for Specific Purposes (ESP) speaking instructional framework using spinning wheel media among nursing students. A qualitative case study approach was conducted involving 25 nursing students at STIKES Bina Usada Bali. Data were gathered over five instructional sessions through classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. The analysis revealed five themes: students’ engagement, speaking anxiety, speaking confidence, the relevance of nursing-based communication tasks, and classroom participation. The findings suggested that students perceived the randomized speaking prompts as engaging and considered nursing-related scenarios relevant to their prospective professional communication needs. Some participants further described feeling more comfortable and confident through repeated opportunities to practice speaking. Drawing on the classroom implementation, the study identified six related instructional components: context-based nursing tasks, randomized prompts, individual speaking performance, peer interaction, constructive feedback, and repeated practice. This study offers practical insights into the integration of gamification in ESP speaking instruction for nursing students. Nevertheless, the findings represent students’ experiences and perceptions; they do not demonstrate a causal improvement in speaking proficiency or establish the formal validity of the framework. Future research should investigate the framework in diverse educational contexts and explore its association with objectively assessed speaking outcomes.

ABSTRACT The cognitive dynamics of madrasah students demand profound pedagogical sensitivity to ensure that knowledge transfer proceeds inclusively and aligns with individual needs. This study maps and elaborates the learning style tendencies of eighty-six grade nine pupils at MTs Negeri 5 Bantul through the theoretical lens of Honey and Mumford. Employing a quantitative approach with a descriptive survey design, data were gathered via a short-version dichotomous questionnaire encompassing four core psychological dimensions. Descriptive statistical procedures were utilized to compute means, standard deviations, percentage proportions, and classifications. Empirical findings confirm that the reflective typology occupies the highest rank with a mean score of 8.26 and a dominance share of 28%, followed sequentially by the pragmatic (7.80; 27%), theoretical (7.52; 26%), and activist variants (5.47; 19%). Categorization mapping situates the first three styles within high qualifications and the latter at a moderate level. These numerical insights underscore the urgency for educators to engineer adaptive instructional strategies, such as optimizing observational sessions and critical discussions within the classroom. ABSTRAK Dinamika kognitif peserta didik madrasah menuntut kepekaan pedagogis yang mendalam agar proses transfer pengetahuan dapat berjalan secara inklusif dan selaras dengan kebutuhan personal mereka. Penelitian ini digerakkan untuk memetakan serta menguraikan kecenderungan orientasi belajar delapan puluh enam subjek didik kelas IX di MTs Negeri 5 Bantul melalui kerangka teoretis Honey and Mumford. Menggunakan pendekatan kuantitatif berdesain survei deskriptif, seluruh informasi dikumpulkan lewat instrumen angket dikotomis versi pendek yang mencakup empat dimensi psikologis utama. Prosedur analisis data bertumpu pada kalkulasi statistik deskriptif guna mengekstrak nilai rata-rata, simpangan baku, proporsi persentase, serta kategorisasi kelas. Temuan empiris mengonfirmasi bahwa tipologi reflektif menempati urutan teratas dengan perolehan rerata 8,26 dan porsi dominasi 28%, yang disusul secara berturut-turut oleh varian pragmatis (7,80; 27%), teoretis (7,52; 26%), serta aktivis (5,47; 19%). Pengelompokan kategori menempatkan tiga tipe awal pada kualifikasi tinggi dan tipe terakhir pada tingkat sedang. Konstelasi data ini menyaratkan urgensi bagi para pendidik untuk merancang strategi pembelajaran yang adaptif, seperti mengoptimalkan sesi observasi dan diskusi kritis di ruang kelas.

This study aimed to develop and evaluate a Problem-Based Wordwall Edugame instructional package for sixth-grade Science and Social Studies (IPAS) and examine its association with students’ critical-thinking performance. Using a research-and-development approach guided by the ADDIE model, the study incorporated a quasi-experimental pretest–posttest comparison involving all 30 sixth-grade students at SDN 3 Sendangrejo, Indonesia, assigned by pretest scores to experimental (n = 15) and control (n = 15) groups. Data were collected through expert-validation sheets, classroom observations, teacher and student response questionnaires, and critical-thinking tests, and analyzed using descriptive statistics, assumption tests, paired- and independent-samples t-tests, and normalized gains. Expert validation yielded 87% for content, 89% for media, and 88% for learning devices; implementation reached 92.76%, and teacher and student responses each reached 93%. Mean critical-thinking scores increased from 56.80 to 89.87 in the experimental group and from 53.73 to 68.87 in the control group; normalized gains were 0.77 and 0.33, respectively. The posttest group difference was significant, t(28) = 12.73, p < .001. These findings are consistent with constructivist and problem-based learning research and suggest that pedagogically integrated gamification can support critical-thinking development. However, the single-school sample, nonrandom group allocation, and combined intervention limit causal inference and generalizability; larger controlled studies should test individual components and longer-term effects.

Reading achievement is influenced by a variety of cognitive and affective elements, with reading motivation and metacognitive awareness identified as two of the most important. This study examined (1) the relationship of students' reading motivation and reading achievement, (2) the relationship between metacognitive awareness and reading achievement, and (3) the combined contribution of reading motivation and metacognitive awareness to reading achievement among eleventh-grade students at SMAN 1 Sungai Lilin. Employing a quantitative correlational research design, The population for this research comprised 344 students enrolled in the eleventh grade from ten classes. Cluster random sampling was then applied to obtain a sample of 106 students. Data were gathered through the Motivation for Reading Questionnaire (MRQ), the Survey of Reading Strategies (SORS), and a reading achievement test. The obtained data were processed and analyzed using IBM SPSS Statistics version 25, which included descriptive statistics, Pearson product-moment correlation, partial correlation, and multiple regression. The findings showed that a positive relationship of moderate strength was associated with reading achievement (r = .600, p < .001), whereas metacognitive awareness demonstrated a strong positive relationship with reading achievement (r = .791, p < .001). In addition, the partial correlation analysis revealed a significant but weak positive association between reading motivation and metacognitive awareness after controlling for reading achievement (r = .304, p = .002). Reading motivation and metacognitive awareness explained 64.5% of the variation associated with reading achievement (R² =.645), according to the multiple regression analysis. These findings underscore the important roles of both reading motivation and metacognitive awareness in supporting students' reading achievement and suggest that both factors should be explicitly integrated into reading instruction to enhance students' reading performance

This study aims to analyze the effect of using gamification-based Quizizz as a digital assessment on the learning motivation and engagement of grade X Building Construction and Housing Engineering students in the Basic Building Construction and Housing Engineering course at SMKN 3 Surabaya. This research examines how Quizizz assessments integrated with gamification influence motivation and learning engagement among 10th-grade students majoring in Building and Housing Construction Engineering in the Basic of Building and Housing Construction Engineering course at SMKN 3 Surabaya. A quantitative experiment was conducted using a single-group pretest–posttest design, and all 33 students in the population participated through total sampling. Data were collected via a Likert scale questionnaire and observation sheets, then analyzed using the paired t-test, the Wilcoxon signed-rank test, effect size calculations, and N-Gain. The research findings indicate that Quizizz combined with gamification did not result in a significant change in students’ learning motivation (Sig. = 0.769 > 0.05; effect size = 0.05), but it significantly increased learning engagement (Sig. = 0.027 < 0.05; effect size = 0.384). Observational data support this, showing an engagement rate of 86.67% (classified as very high). Therefore, Quizizz-based gamification appears to be more suitable for enhancing engagement than motivation in technical vocational subjects. Gamification-based Quizizz has proven to be more effective in enhancing learning engagement than learning motivation in technical vocational subjects. Teachers are advised to combine Quizizz with additional strategies, such as linking the material to real-world construction work contexts, in order to foster students’ learning motivation more comprehensively.

Research into collocation learning in second and foreign language environments has gained significant scholarly attention. Yet, cross-linguistic influence (CLI) on the use of collocations has received little attention from researchers, especially in the Tunisian context. Therefore, this study investigates how L1 Arabic influences the production of English lexical collocations among 50 third-year Tunisian EFL undergraduates at the Higher Institute of Human Sciences of Medenine. It also examines the relationship between learners’ vocabulary level and collocational errors. Data was gathered using a Vocabulary Levels Test (VLT), a collocation test, and semi-structured interviews. The results showed that the participants’ L1 Arabic exerted a negative influence on their use of collocations, leading them to produce erroneous collocations. Moreover, the inferential statistics yielded no significant relationship between learners’ vocabulary levels and collocational errors. By demonstrating that larger vocabulary size is not sufficient for mastering multi-word expressions in this specific learner profile, these results refine existing CLI models by emphasizing the dominant role of L1 transfer over lexical knowledge in collocation production. The findings suggest that EFL pedagogy in the Tunisian system must shift from isolated word learning to explicit, collocation-focused instruction.