یادگیری

Understanding dynamic electricity is important because students often experience difficulties in understanding the relationships among electric current, voltage, and resistance in series and parallel circuits. This study aimed to analyze changes in students’ conceptual understanding before and after learning with the Physics Education Technology (PhET) virtual laboratory supported by student worksheets (LKPD), test the statistical significance of these changes, and determine the magnitude of improvement. The study employed a quantitative approach using a one-group pretest-posttest design without a comparison group. The participants were 20 eighth-grade students at MTs Alkhairaat Biromaru. Data were collected through conceptual understanding tests administered before and after instruction and an observation checklist assessing implementation. The data were analyzed using descriptive statistics, a paired-samples t-test, and N-Gain. The results showed that the mean score increased from 43.75 to 53.75, with a statistically significant difference (t(19) = −5.210; p < 0.001). Cohen’s dz was 1.17, indicating a large effect size, whereas the N-Gain of 0.18 was categorized as low. All instructional stages were implemented as planned. Thus, students’ scores increased following the intervention; however, the effectiveness of PhET supported by LKPD cannot be conclusively established without a comparison group. Future research should include a comparison group and a longer instructional period. ABSTRAK Pemahaman konsep listrik dinamis penting dikembangkan karena peserta didik sering mengalami kesulitan memahami hubungan antara arus, tegangan, dan hambatan dalam rangkaian seri maupun paralel. Penelitian ini bertujuan menganalisis perubahan pemahaman konsep peserta didik sebelum dan sesudah pembelajaran menggunakan laboratorium virtual Physics Education Technology (PhET) berbantuan Lembar Kerja Peserta Didik (LKPD), menguji signifikansi perubahannya, serta menentukan besarnya peningkatan. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest tanpa kelas pembanding. Subjek penelitian terdiri atas 20 peserta didik kelas VIII MTs Alkhairaat Biromaru. Data dikumpulkan melalui tes pemahaman konsep sebelum dan sesudah pembelajaran serta lembar observasi keterlaksanaan kegiatan. Data dianalisis menggunakan statistik deskriptif, uji-t berpasangan, dan N-Gain. Hasil penelitian menunjukkan bahwa rata-rata skor meningkat dari 43,75 menjadi 53,75, dengan perbedaan yang signifikan secara statistik (t19 = −5,210; p < 0,001). Ukuran efek Cohen’s dz sebesar 1,17 termasuk kategori besar, sedangkan N-Gain sebesar 0,18 termasuk kategori rendah. Seluruh tahapan pembelajaran terlaksana sesuai rencana. Dengan demikian, terdapat peningkatan skor setelah pembelajaran, tetapi efektivitas PhET berbantuan LKPD belum dapat dipastikan tanpa kelas pembanding. Penelitian selanjutnya disarankan melibatkan kelas pembanding dan durasi pembelajaran yang lebih panjang.

The collection of papers in this special issue examines the dynamics of math and science education from one large urban school district in United States. Papers range from early to late elementary classrooms with diverse student populations in K-7 schools. This editor’s essay provides a brief overview of each of the 7 articles and the authors’ contribution to the expanding STEM research on math and science education and academic performance within the context of project-based learning. Included is a mix of action research studies conducted at 7 different elementary schools by teacher-researcher-practitioners. The papers present diverse vantage points on the circumstances that influence student motivation, student learning, and student engagement within the context of project-based learning.

Blended learning (BL) has become increasingly established in higher education, yet research has focused more on effectiveness, engagement, and learning regulation than on how face-to-face and online learning jointly facilitate value internalization. In Pancasila Education, this issue matters because learning outcomes extend beyond knowledge of values to students’ decision-making and relationships. This exploratory qualitative study analyzed open-ended questionnaire responses from 67 Universitas Pendidikan Indonesia students using directed qualitative content analysis, complemented by a contextual review of learning materials and activities available through SPOT UPI. The findings reveal four patterns. First, students perceived face-to-face learning primarily as a relational space for dialogue, clarification, deliberation, and collaboration. At the same time, online learning served mainly as a regulatory space for flexibility, access to materials, time management, and independence. These functions complemented each other but were not exclusive. Second, value internalization became visible when Pancasila shifted from content to be understood into a basis for decision-making, respect for differences, rule compliance, and responsibility. Third, good character was associated with relational pathways toward justice and collaboration and self-regulatory pathways toward discipline, responsibility, and work ethic. Social support, digital culture, and LMS reliability influenced these processes. Fourth, discrepancies between ideal values and reality triggered moral reflection for some students, described as productive moral dissonance. The study interprets BL as an architecture of relational-regulatory functions and suggests connecting social interaction, self-regulation, authentic cases, reflection, process assessment, and reliable digital infrastructure in Pancasila Education. Keywords: Pancasila education, Value internalization, Blended learning; Good character; Higher education

Conceptual understanding of fractions among third-grade elementary school students remains a challenge because the topic is abstract and teacher-centered instruction provides limited opportunities for students to study materials independently and actively. The initial condition in Grade III of SD Negeri 077279 Si’őfabanua showed that only 4 of 21 students (19%) achieved the school mastery criterion of 70, with a class average of 60. This study aimed to describe the implementation of an animated video-based flipped classroom and determine its improvement in students’ conceptual understanding of fractions. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 21 third-grade students, consisting of 10 boys and 11 girls. Data were collected through conceptual understanding tests, teacher and student activity observations, student response questionnaires, and documentation. The data were analyzed descriptively using mean scores and learning mastery percentages. The results showed that the average score increased from 60 in the pre-cycle to 68 in Cycle I and 76 in Cycle II. Learning mastery increased from 19% in the pre-cycle to 57% in Cycle I and 86% in Cycle II. Teacher activity increased from 61% to 88%, while student activity increased from 69% to 82%. Student responses in Cycle II reached 86%, categorized as very positive. Therefore, the implementation of an animated video-based flipped classroom improved students’ conceptual understanding of fractions and encouraged more active participation in learning. ABSTRAK Pemahaman konsep pecahan pada siswa kelas III sekolah dasar masih menjadi permasalahan karena materi bersifat abstrak dan pembelajaran yang berpusat pada guru belum memberikan kesempatan yang cukup kepada siswa untuk mempelajari materi secara mandiri dan aktif. Kondisi awal di kelas III SD Negeri 077279 Si’őfabanua menunjukkan bahwa hanya 4 dari 21 siswa (19%) yang mencapai KKM 70 dengan nilai rata-rata kelas 60. Penelitian ini bertujuan untuk mendeskripsikan penerapan flipped classroom berbasis video animasi dan mengetahui peningkatan pemahaman konsep materi pecahan siswa. Penelitian menggunakan Penelitian Tindakan Kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 siswa yang terdiri atas 10 laki-laki dan 11 perempuan. Data dikumpulkan melalui tes pemahaman konsep, observasi aktivitas guru dan siswa, angket respons siswa, serta dokumentasi. Data dianalisis secara deskriptif melalui rata-rata dan persentase ketuntasan belajar. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 60 pada pra-siklus menjadi 68 pada Siklus I dan 76 pada Siklus II. Ketuntasan belajar meningkat dari 19% pada pra-siklus menjadi 57% pada Siklus I dan 86% pada Siklus II. Aktivitas guru meningkat dari 61% menjadi 88%, sedangkan aktivitas siswa meningkat dari 69% menjadi 82%. Respons siswa pada Siklus II mencapai 86% dengan kategori sangat positif. Dengan demikian, penerapan flipped classroom berbasis video animasi dapat meningkatkan pemahaman konsep materi pecahan sekaligus mendorong keterlibatan siswa dalam pembelajaran.

This study aimed to develop and examine the validity, practicality, and preliminary effectiveness of the Outcome-Based Authentic Learning Model (OBALM) for strengthening the professional competence of prospective vocational educators. This Research and Development (R&D) study employed the ADDIE model and involved 54 third-semester students of the Vocational Makeup Education Study Program at the Indonesian Institute of the Arts Padangpanjang. Data were collected through expert validation, implementation observations, student responses, and a professional performance rubric, and were analyzed using Aiken’s V, percentage scores, N-gain, and inferential statistics. OBALM comprises six stages: Authentic Problem Orientation, Problem Analysis, Strategy Design, Implementation, Feedback, and Reflection. Expert validation yielded an Aiken’s V of 0.89, indicating high content validity, while the overall practicality score was 85.0%. Students’ mean professional competence score increased from 62.18 to 82.94, with an N-gain of 0.55. The pretest–posttest difference was statistically significant, t(53) = 13.44, p < .001, with a very large effect size (Cohen’s dz = 1.83). Improvements were observed across the seven targeted professional competence dimensions. These findings provide initial empirical support for OBALM as a structured learning approach that integrates outcome-based learning, authentic problems, practical performance, feedback, and reflection in vocational higher education. Keywords: outcome-based education, authentic learning, professional competence, vocational education, instructional model.

The “My First Pages” project was launched by a local authority in Braga, northern Portugal, with the initial goal of fostering early contact with books and children’s literature among children aged 0 to 10, encouraging parental involvement in promoting family reading habits. Implemented through voluntary family registration, and supported by a range of public and private partners (including hospitals, health centres, libraries, and post offices) books are distributed periodically to participating children. This paper presents the initiative as a distributive public policy and critically examines its evaluation process, conducted by education researchers from the University of Minho in close collaboration with the project coordinator. Employing both quantitative and qualitative methods, the evaluation draws on data from an interview with the project lead, as well as socio-cultural profiling of participating families and their reading practices, obtained through a questionnaire completed during the registration phase.

Abstract Educational innovation requires strategies that promote participation, social interaction, and the collective construction of learning. The objective was to analyze the perceptions of educational stakeholders regarding intergenerational play-based strategies as a pedagogical resource related to cognitive and socioemotional dimensions. The theoretical framework integrated play-based learning, intergenerational learning, and socioemotional development. A quantitative, non-experimental, descriptive-correlational, and cross-sectional study was conducted with 502 participants from the educational community. A structured survey was administered, and frequencies, percentages, and associations among categorical variables were analyzed. 96.0% considered intergenerational participation to be important or very important; 89.2% felt comfortable or very comfortable interacting with people of other ages; 93.2% rated their ability to work in teams favorably; and 88.0% rated their memory and concentration skills as good or excellent. A higher frequency of recreational activities was associated with greater cognitive stimulation (76.2% vs. 38.0%; χ²=74.63; p<0.001; V=0.386), and frequent stimulation was linked to a favorable perception of memory and concentration (94.0% vs. 79.4%; χ²=24.35; p<0.001; V=0.220). It is concluded that there is a favorable predisposition toward intergenerational activities, although the cross-sectional design does not allow for the establishment of causality.

This qualitative descriptive study examined the perspectives of teachers with direct experience implementing the push-in model in general education classrooms in selected schools in Nevada, California, Arizona, and New Mexico, United States. It explored perceived educational value, implementation challenges, collaborative practices, professional roles, and opportunities for growth, and used the findings to formulate the Collaborative Push-In Enhancement Program (C-PEP). Participants were purposively selected from teachers experienced in push-in delivery or collaboration; the methodology described 11 co-participants, although another part of the dissertation reports a different sample count. Semi-structured interview accounts were examined using the six-phase thematic-analysis approach described in the dissertation. Five overarching themes were developed: push-in as inclusive and collaborative support for diverse learners; navigation of instructional, structural, and relational challenges; collaboration as the foundation of effective implementation; evolving instructional roles and complementary push-in/pull-out functions; and professional growth with holistic student development. Participants described greater classroom participation, confidence, access to grade-level teaching, and belonging, while emphasizing constrained planning time, scheduling, resources, and ambiguous teacher roles. The proposed C-PEP integrates differentiated instruction, problem-solving, co-planning, role clarification, mentoring, learner monitoring, and sustainability measures. Findings concern teachers’ reported experiences rather than independently measured student outcomes. The study highlights how inclusive practice depends on both responsive instruction and organizational support.

Introduction This study evaluates interactive digital practice modules for grammar acquisition in German as a foreign language, focusing on verb-complement patterns involving verb meaning, complement selection, case marking, and prepositional choice. Drawing on construction-based pedagogy, it examines digitally supported retrieval practice, self-paced learning, response checking, and structured comparison. Methods The study analyzed an archived dataset of 61 Arabic-speaking university learners who participated in a six-week quasi-experimental pretest-posttest design. The experimental group used interactive digital modules, while the control group received conventional instruction. Because the recovered test forms differed in length, scores were converted into percentages, although this adjustment could not ensure measurement equivalence. Results Both groups demonstrated statistically significant improvements in percentage scores from pretest to posttest. However, the difference in learning gains between the experimental and control groups was not statistically significant. Discussion The findings suggest that grammar learning improved under both instructional conditions without establishing a significant advantage for the digital modules. Because digital delivery and pedagogical organization varied simultaneously, their independent contributions could not be determined. Furthermore, percentage-based score conversion did not address potential differences in test difficulty, content coverage, or measurement precision. The study highlights the importance of comparable assessment instruments, transparent outcome measures, and designs capable of distinguishing technological effects from pedagogical effects in digitally mediated second language grammar instruction.

Integrating mathematics with children's literature has emerged as a promising approach in early mathematics education. This study explores the use of the picture book Just a Little Bit (Tompert, 1997) as a pedagogical tool for introducing the concept of mass measurement to preschool children. The aim of the study was to design and implement story-based mathematical activities inspired by the narrative and to examine children's engagement and emerging understanding of mass comparison. The study involved 24 children aged 4–5 years attending a kindergarten in Slovenia. Six structured activities were conducted over a three-week period. Data were collected through systematic observation and analysis of children's drawings representing balance scales.The results indicate that the story stimulated children's interest and supported their engagement in measurement-related activities. Most children were able to distinguish between heavier and lighter objects and recognize the basic function of a balance scale, although only a small proportion accurately represented the direction of imbalance in their drawings. The findings suggest that children's literature can provide a meaningful context for introducing early mathematical concepts when combined with hands-on activities and guided discussion.

Low learning outcomes in Islamic Religious Education (PAI) and the prevalent use of conventional instructional models pose challenges in eighth-grade instruction at MTsN 2 Kota Pariaman. However, research specifically examining the effect of the probing–prompting model on PAI learning outcomes in this context remains limited. This study aimed to analyze the effect of the probing–prompting instructional model on eighth-grade students’ PAI learning outcomes at MTsN 2 Kota Pariaman. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample comprised 64 students selected through purposive sampling, including 32 students from class VIII.2 as the experimental group and 32 students from class VIII.3 as the control group. Data were collected through achievement tests administered as a pretest and a posttest and analyzed using normality tests, homogeneity of variance tests, and an independent-samples t test with IBM SPSS Statistics 26. The results showed that the experimental group achieved a mean posttest score of 78.59, compared with 69.84 for the control group. The t test revealed a significant difference between the two groups (p < .001). These findings provide empirical evidence of higher PAI learning outcomes among students taught using the probing–prompting model. In practical terms, the findings support the use of this model as an alternative approach to PAI instruction that promotes student engagement through targeted questioning. Future research should involve larger samples, cover a broader range of instructional content, and examine students’ active participation, motivation, and critical thinking skills.

The purpose of this study is to determine pre-service early childhood teachers’ views and perceived competency levels regarding neurolinguistic-based science, technology, engineering, arts, and mathematics (STEAM) applications in phonemic skills instruction, and to examine whether these perceptions differ significantly according to demographic (gender, age, and grade level) and professional/experiential (having received phonemic awareness training, STEAM experience, and familiarity with the concept of neurolinguistic programming [NLP]) variables. Adopting a descriptive survey design, one of the quantitative research methods, the study group consisted of 179 pre-service teachers enrolled in an early childhood education undergraduate program at one university in Kazakhstan. The research data were collected through a demographic information form, a structured views questionnaire, and a data collection tool measuring pre-service teachers’ perceived competency. The findings show that participants’ overall perceived competency was high. However, 36.9% of participants regarded phonemic awareness as a naturally developing process and 31.3% viewed STEAM as unrelated to language skills, which may indicate conceptual gaps; and although 41.9% stated that the art component made phoneme discrimination more concrete, 53.6% considered art either unrelated to phonemic awareness or merely entertaining. Perceived competency did not differ significantly by gender or age, whereas third-year pre-service teachers reported lower perceived competency than first- and second-year students; a “reality shock” after practicum is a possible but untested explanation, as practicum was not measured. In addition, pre-service teachers who had previously received phonemic awareness training, who had STEAM experience, and who were familiar with the concept of NLP reported significantly higher perceived competency. The findings suggest that teacher educators may consider adding applied, STEAM-integrated phonemic awareness modules supported by microteaching, including a critical examination of the evidence on NLP and learning-styles claims. The findings are limited by self-report data and a single-university convenience sample.

Oral communication skills are an important aspect of Akidah Akhlak instruction. However, teacher-centered instruction may limit students’ opportunities to ask questions, answer, and express opinions. This study aimed to analyze the effect of the Learning Cell cooperative learning model on students’ oral communication skills in Akidah Akhlak at MTI Tarusan Kamang. The study employed a quantitative approach with a quasi-experimental nonequivalent control group design. The sample comprised 40 ninth-grade students divided into experimental and control groups, with 20 students in each group. Data were collected through an oral communication skills questionnaire and documentation and analyzed using the Shapiro–Wilk normality test, Levene’s test for homogeneity of variance, and an independent-samples t test with SPSS version 26. The results showed that the experimental group’s mean questionnaire score increased from 36.85 on the pretest to 41.85 on the posttest, while the control group’s mean score increased from 37.50 to 38.45. Hypothesis testing revealed a significant difference between the two groups (t = 2.948; p = .005). These findings support the potential of the Learning Cell model to improve students’ oral communication skills as measured by the questionnaire. In practical terms, the findings may inform teachers’ development of interactive Akidah Akhlak instruction that encourages student participation. Future research should involve broader samples and supplement questionnaire-based measurement with direct observation to provide a more comprehensive understanding of students’ oral communication skills.

Background: Preservice teachers may solve equality tasks correctly while still explaining them procedurally, suggesting that correct performance does not necessarily reflect a relational understanding of the equal sign. When planning lessons, they must translate their mathematical understanding into instructional decisions, making lesson redesign a useful context for examining developing pedagogical reasoning. Aim: This study explored what critique-mediated lesson redesign revealed about preservice mathematics teachers’ emerging pedagogical reasoning when planning Grade 7 lessons on the equal sign. Setting: The study took place in a mathematics methodology course at a South African university. Methods: A qualitative multiple-case artefact-analysis design was used. Three group lesson redesigns were compared using lesson plans, written rationales and lecturer critique. The Knowledge Structures of Teaching in Emerging Practice (K-STEP) framework was used to interpret how the groups’ reasoning developed during redesign. Results: Redesign prompted greater attention to relational meanings of the equal sign, conceptual sequencing and learner understanding, although procedural routines and limited responses to anticipated learner thinking persisted. Conclusion: Critique-mediated lesson redesign made visible the uneven nature of developing pedagogical reasoning. The groups began to move towards more relational and learner-responsive lesson designs, although this development remained incomplete. Contribution: The study shows how lesson redesign can be used not only to improve planning but also to explore how preservice teachers interpret, revise and justify instructional decisions.

The tahfiz juz’i method helps students memorize the Qur’an gradually. However, its implementation in Juz ‘Amma memorization instruction continues to face various challenges, particularly among third-grade students at SDN 07 Lembah Melintang, Pasaman Barat. This study aimed to describe the challenges in implementing the tahfiz juz’i method and teachers’ efforts to address them. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data display, and conclusion drawing and verification. Data trustworthiness was assessed through source and methodological triangulation. The findings revealed that implementation challenges included differences in students’ Qur’anic reading and memorization abilities, limitations in memory and concentration, varying levels of learning motivation, limited teacher time for individual guidance, and uneven family support for murajaah at home. Teachers’ efforts included assigning memorization tasks gradually, strengthening motivation, adapting memorization targets to students’ abilities, establishing regular murajaah routines, correcting tajwid and letter articulation, and collaborating with parents. These findings provide an empirical account of the challenges in implementing tahfiz juz’i instruction at the elementary school level and teachers’ efforts to address them. The study underscores the importance of guidance tailored to students’ abilities and collaboration between schools and families in supporting Qur’anic memorization instruction. Practical implications include the need to adjust memorization targets and ensure continuity of guidance at school and at home. Future research should include more research sites and longer observation periods to gain a deeper understanding of the implementation of the tahfiz juz’i method.

This study designed and validated a Technology-Enhanced Inquiry-Based Learning Package (TIBLEP) for junior secondary natural science in a resource-constrained context, addressing the offline connectivity barriers common in under-resourced schools. A Design and Development Research (DDR) approach guided needs analysis, design, development, expert validation, revision, and field implementation. TIBLEP was built as an offline environment combining curriculum-aligned content, guided inquiry, multimedia demonstrations, self-paced navigation, and formative feedback. Five experts assessed the package across six dimensions. Sixty Grade 8 students from two intact classes then completed a five-week field trial (30 in the TIBLEP group and 30 in the conventional group), with interviews capturing participant experiences. Expert ratings were consistently positive (grand mean = 3.69, SD = 0.29), with the highest ratings for overall suitability (M = 3.78) and the lowest for technology integration (M = 3.60). Posttest achievement was higher for TIBLEP (M = 68.30, SD = 6.20) than for the control group (M = 54.70, SD = 5.80). Interviews indicated perceived gains in conceptual clarity, autonomy, engagement, collaboration, and teachers' technological competence. TIBLEP is a feasible, expert-validated offline model for inquiry-oriented science learning where connectivity is unreliable and access remains uneven. The package offers teachers and policymakers a validated, curriculum-aligned tool for delivering inquiry-based science instruction without depending on internet access.

Islamic Religious Education (PAI) is not only intended to provide an understanding of religious concepts, but also to develop students’ ability to comprehend, internalize, and apply religious values in everyday life. Therefore, the learning process needs to move beyond mere mastery of subject matter and provide meaningful and in-depth learning experiences. This study focuses on analyzing deep learning-based PAI instruction from the perspective of Robert E. Slavin’s QAIT model, which consists of Quality of Instruction, Appropriate Levels of Instruction, Incentive, and Time, at SMP Negeri 1 Blora. This study employed a qualitative approach with a case study design. The informants consisted of three PAI teachers and two students selected purposively. Data were collected through interviews, classroom observations, and documentation, and were analyzed using the Miles, Huberman, and Saldaña model through data condensation, data display, and conclusion drawing. The findings indicate that PAI instruction has reflected the principles of deep learning through three main aspects: meaningful learning, mindful learning, and joyful learning. In addition, analysis based on the QAIT model shows that the learning process is supported by instructional quality, the appropriateness of instruction to students’ abilities, learning motivation, and time management. Nevertheless, limited instructional time remains a challenge in providing sufficient opportunities for in-depth learning through discussion, presentation, and reflection. This study concludes that the implementation of deep learning in PAI can support a more contextual, reflective, and meaningful learning process when supported by instructional quality, appropriate strategies tailored to students’ needs, learning motivation, and adequate time management.

Introduction Computer teachers are widely recognized as key drivers of digital transformation in education, given their central role in integrating technology into teaching and learning processes. Their position places them at the forefront of adopting and modeling innovative pedagogical approaches and associated technologies—such as gamification—to support sustainable integration within schools. Methods The study aimed to identify the extent of gamification adoption among computer teachers in Jordan; to do so, a descriptive approach was used. The study instrument was a questionnaire that had items measuring computer teachers' familiarity with gamification, attitudes toward gamification, employment of gamification, and the obstacles to employing gamification. The participants were 104 computer teachers from one governorate in Jordan. Results Results indicated that computer teachers had high familiarity with gamification and positive attitudes toward gamification, reflecting strong conceptual acceptance, whereas their reported classroom use was moderate. Teachers tended to rely on basic elements such as points and rewards rather than advanced strategies, indicating surface-level application. Additionally, familiarity with gamification was not comprehensive, with a stronger understanding of general concepts than specific tools. Perceived obstacles were moderate, with administrative and institutional factors identified as the most influential barriers. Discussion The study recommends strengthening institutional support and providing targeted training to enable effective and sustained implementation of gamification in practice.

This study examined whether an 8-week progressive temporal-occlusion training program improves early anticipation of forehand drop-shot direction in badminton. Seventy-eight university students with systematic badminton training experience were randomly assigned to a progressive temporal-occlusion group, a full-information active-control group, or a regular-activity control group ( n = 26 per group); 72 completed both pretest and posttest. The two video-training groups trained twice weekly for 8 weeks. Anticipation was assessed at four occlusion points: 80 ms before racket–shuttle contact, 40 ms before contact, at contact, and 40 ms after contact. Shot-direction anticipation accuracy was the primary performance measure, and correct-response reaction time (RT) was the secondary measure. Data were analyzed using mixed repeated-measures ANOVA, planned comparisons, and trial-level sensitivity analyses. Accuracy showed a significant group × test-session interaction ( p < 0.001), whereas the group × test-session × occlusion-point interaction was not significant ( p = 0.185). Relative to the active-control group, the progressive group showed larger accuracy gains at 40 ms before contact and at contact (Holm-adjusted p = 0.048 and 0.009, respectively). For correct-response RT, the three-way interaction was significant ( p < 0.001), with larger reductions in the progressive group at 80 ms before contact, 40 ms before contact, and at contact (all Holm-adjusted p = 0.013). Thus, the progressive temporal-occlusion training program produced additional improvements in selected anticipation measures beyond those obtained with dose-matched full-information video practice. The additional accuracy gains were observed at 40 ms before contact and at contact, whereas additional RT reductions extended from 80 ms before contact to contact. Because the three-way interaction for accuracy was not significant, the apparent temporal specificity of the accuracy gains should be interpreted cautiously.

Bullying is a problem in educational settings associated with students’ psychological conditions and learning processes. However, research on the relationship between bullying and students’ interest in learning in Islamic Religious Education (PAI) and Character Education at the junior high school level, particularly at SMPN 02 Sungai Beremas Pasaman Barat, remains limited. This study aimed to analyze the relationship between bullying and students’ interest in learning in PAI and Character Education. The study employed a quantitative approach with a correlational design involving 45 eighth-grade students at SMPN 02 Sungai Beremas Pasaman Barat. Data were collected through questionnaires and documentation and analyzed using normality tests, linearity tests, and Pearson’s product–moment correlation with IBM SPSS Statistics 27. The analysis revealed a significant relationship between bullying and students’ interest in learning (r = .531; p < .001), with a moderately strong correlation. Based on the instrument’s scoring system, this relationship was interpreted as indicating that lower levels of bullying were associated with greater interest in learning. These findings contribute to the empirical evidence on the association between bullying and interest in learning in PAI and Character Education and underscore the importance of a safe and comfortable learning environment. The practical implication is that schools need to address bullying prevention as part of their efforts to support students’ interest in learning. Future research should involve a broader sample, examine a wider range of variables, and employ more comprehensive data collection methods.