یادگیری و آموزش

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.

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.

This study explored collaborative lesson planning practices as part of lesson study-based supervision in selected public primary schools in Bagamoyo District, Tanzania. The study was guided by Social Constructivist Theory and employed a qualitative case study design, with Bagamoyo District as the bounded case and four selected public primary schools as embedded units of analysis. A total of 34 participants, comprising 28 classroom teachers, four head teachers, and two Ward Education Officers, were purposively selected. Data were collected through semi-structured interviews, focus group discussions, observation, and document analysis and were analysed thematically. The findings revealed that collaborative lesson planning was widely practiced in the selected schools through joint preparation of lesson plans, discussion of learning objectives and teaching strategies, development of teaching aids, and sharing of instructional knowledge and resources. Teachers reported that these practices enhanced professional learning, teaching confidence, pedagogical knowledge, and collective problem-solving. However, the implementation of collaborative lesson planning was constrained by heavy teaching workloads, limited time, inadequate instructional resources, and competing administrative responsibilities. The study concludes that collaborative lesson planning constitutes an important foundation of lesson study-based supervision and provides teachers with opportunities for continuous professional learning and improvement of instructional practice. The study recommends that school leaders and education authorities allocate adequate time and resources for collaborative lesson planning, strengthen institutional support, and minimise competing responsibilities that interfere with regular lesson study activities

This study was motivated by low learning outcomes in Buddhist Religious Education and Character Building at SMKS Bakti Pangkalpinang: 82.35% of students had not achieved mastery in Semester 1 and 58.82% in Semester 2, presumably related to differing learning styles and low viriya (perseverance). This study analyzed the influence of learning styles and viriya on learning outcomes, partially and simultaneously, using a quantitative ex post facto approach on 58 of 68 students (Slovin formula, purposive sampling). Data were collected via a Likert questionnaire and outcome documentation, analyzed using multiple linear regression (IBM SPSS 25); instruments were valid-reliable and the model met the classical assumption tests. Results: Y = 15.479 + 0.747X1 + 0.297X2. Learning styles (t = 7.510; sig. = 0.000) and viriya (t = 2.993; sig. = 0.004) each had significant positive partial effects, and jointly significant effects (F = 74.112; sig. = 0.000) with an Adjusted R Square of 0.720 (72.0%). Learning styles were the most dominant, contributing 55.14%, underscoring the importance of appropriate learning styles and strengthened viriya.

This study evaluated the effectiveness of the ARAL-Reading Tool in improving reading fluency and comprehension among Grade Six learners in the Third District of Bohol during School Year 2025–2026. Anchored on Automaticity Theory, Schema Theory, and Sociocultural Theory, the study employed a quasi-experimental pretest-posttest control-group design involving 15 purposively selected learners. Seven learners received the eight-week ARAL-Reading Plus intervention, while eight received regular reading instruction. Data were gathered using the Philippine Informal Reading Inventory (Phil-IRI) and the Division of Bohol District Reading Assessment Template. Descriptive statistics and paired-samples and independent-samples t-tests were employed. Before the intervention, both groups demonstrated Frustration-level performance in reading fluency and comprehension. Following the intervention, the experimental group achieved 98.48% in fluency and 85.71% in comprehension, while the control group obtained 96.21% and 57.14%, respectively. Both groups demonstrated significant pretest-posttest improvements. However, between-group comparisons revealed a significant difference in comprehension (p = .019), but not in fluency (p = .185). The findings indicate that the ARAL-Reading Tool supported reading development, particularly comprehension. Strengthening structured reading interventions, instructional resources, teacher support, parental involvement, and continuous assessment was recommended. The study aligns with Sustainable Development Goal 4 (Quality Education) by addressing foundational literacy gaps and promoting equitable learning opportunities. Its contribution to educational and institutional sustainability emphasizes evidence-based reading interventions, stakeholder collaboration, and continued support for improving elementary learners' literacy outcomes and strengthening school-based educational recovery initiatives. The findings also provide a basis for school heads and education officials to refine implementation, allocate resources, and monitor reading progress.

Low Social Studies (IPS) learning outcomes among Grade VIII.1 students at SMP Negeri 1 Bulango Utara motivated this study. In the initial observation, only 8 of 25 students (32%) reached the learning objective attainment criterion (KKTP) of 75, because instruction was dominated by lectures and individual assignments. This study aimed to improve student learning outcomes by implementing the Numbered Head Together (NHT) learning method in IPS. This classroom action research was conducted in two cycles, each consisting of two meetings and comprising the stages of planning, action, observation, and reflection. The subjects were 25 students of Grade VIII.1. Data were collected through teacher and student activity observation sheets, a multiple-choice test, and documentation, and were analyzed using descriptive quantitative analysis with a classical mastery indicator of 80%. The results showed that learning mastery increased from 32% in the pre-cycle to 60% in Cycle I and 88% in Cycle II, with class mean scores of 75.6 in Cycle I and 86.8 in Cycle II. Teacher and student activities also improved, particularly in group collaboration, willingness to express opinions, and individual responsibility. It can be concluded that the NHT method is effective in improving IPS learning outcomes and can serve as an alternative student-centered cooperative learning strategy.

This study aims to analyze the integration between the cognitive process dimensions of Revised Bloom's Taxonomy and the structural complexity of the SOLO Taxonomy in questions constructed by pre-service biology teachers, as well as its correlation with students' cognitive learning outcomes. A descriptive-quantitative approach with co-relational analysis was employed, evaluating a total sample of 420 question sentences generated by students during their field teaching program (PPL). Data collection was conducted using double-coding observation rubrics and statistically processed via Spearman’s rho non-parametric correlation test. The results indicated a stark gradation phenomenon, with question distribution heavily accumulating within lower-order thinking skills (LOTS), predominantly spanning the Remembering (C1) and Understanding (C2) levels with Unistructural and Multistructural reasoning profiles. Conversely, higher-order thinking skills (HOTS) were strictly concentrated at the Analyzing (C4) and Evaluating (C5) levels, aligning with Relational and Extended Abstract structures. Statistical analysis revealed a positive and significant correlation coefficient (p = 0.707, p < 0.001), indicating a very strong linear relationship where higher cognitive demands inherently correspond to greater structural reasoning maturity. In conclusion, while pre-service teachers possess a solid foundation in factual knowledge, their capacity to formulate higher-order questions remains limited. Therefore, transforming classroom communication through constructivist learning strategies and gradual conceptual scaffolding is highly recommended to foster integrative thinking and bridge the cognitive transition toward deep conceptual understanding.

Vocational education has a strategic role in preparing competent graduates according to the needs of the world of work. As the green economy develops and the Society 5.0 era, graduates are not only required to have technical competencies, but also green skills as a provision to face the transformation of the world of work. Green skills are one of the 21st century skills needed to adjust products, services, and processes to be environmentally friendly. There is a need for an improvement in education and a change in mindset or a more advanced mindset in terms of environmental awareness. Teaching modules play an important role in learning independence, the latest in this research is in modules that are environmentally oriented explicitly in non-science materials. These findings indicate that the application of e-modules in other fields such as learning in office management is still relatively limited, so it is a research opportunity that needs to be developed. This research uses a Research and Development (R&D) approach to produce environmentally friendly e-modules in correspondence materials. Product development follows the ADDIE (Analyze, Design, Development, Implementation, Evaluation) model. The product trial uses a quasi-experimental design with a nonequivalent control group design, which involves an experimental group and a control group that are given a pretest and posttest, respectively. The results of the study show that the feasibility level based on material experts is 85% and media experts 93% with an overall average in the category of suitable for use. The response from students obtained an average percentage of 87% with the category of very good. It can be concluded that the environmentally friendly e-module in the correspondence material was declared effective in improving green skills at SMKN 1 Wonomerto. ABSTRAK Pendidikan vokasi memiliki peran strategis dalam menyiapkan lulusan yang kompeten sesuai kebutuhan dunia kerja. Seiring berkembangnya green economy dan era Society 5.0, lulusan tidak hanya dituntut memiliki kompetensi teknis, tetapi juga green skills sebagai bekal menghadapi transformasi dunia kerja. Green skills merupakan salah satu keterampilan abad ke 21 yang dibutuhkan untuk menyesuaikan produk, layanan, dan proses agar ramah lingkungan. Diperlukan adanya peningkatan pendidikan dan perubahan mindset atau pola pikir yang lebih maju dalam hal kesadaran akan lingkungan. Modul ajar berperan penting dalam kemandirian belajar, Temuan ini mengindikasikan bahwa penerapan e-modul pada bidang lain seperti pembelajaran di manajemen perkantoran masih relatif terbatas sehingga menjadi peluang penelitian yang perlu dikembangkan. Penelitian ini menggunakan pendekatan Research and Development (R&D) untuk menghasilkan e-modul berwawasan lingkungan pada materi korespondensi. Pengembangan produk mengikuti model ADDIE (Analyze, Design, Development, Implementation, Evaluation). Uji coba produk menggunakan quasi-experimental design dengan bentuk nonequivalent control group design, yang melibatkan kelompok eksperimen dan kelompok kontrol yang masing-masing diberi pretest dan posttest. Hasil penelitian menunjukkan bahwa tingkat kelayakan berdasarkan ahli materi 85% dan ahli media 93% dengan rata-rata keseluruhan berada dikategori layak digunakan. Respons dari peserta didik memperoleh rata-rata presentase 87% dengan kategori sangat baik. Produk yang dihasilkan tidak sekadar menyisipkan wacana lingkungan sebagai pelengkap, melainkan mengubah kebiasaan korespondensi berbasis kertas menjadi serba digital melalui email. Peningkatan green skills dapat disimpulkan bahwa e-modul berwawasan lingkungan pada materi korespondensi dinyatakan efektif digunakan dalam meningkatkan green skills di SMKN 1 Wonomerto.

The article aimed to explore learning styles, approaches and differentiated learning strategies in English language teaching process. We include the introduction of new foreign language learning approaches, strategies and styles from other sources, as well as disseminating and gathering strategy ideas from the learner´s peers. Different students are likely to approach the task of learning language in different ways. Some learners may instinctively fell that there is a benefit to studying the rules and patterns of a language, while others may be less inclined to formal study and prefer learning in more experiential manner, where they use the language to achieve tasks and goals. The extent of students’ achievement may be influenced by some factors, which one of them is learning style and approach. The experience and studies show that most of the students prefer ‘reflective’, ‘sensing’, ‘visual’, and ‘sequential’ learning styles, individualised (or personalised), self-directed learning, autonomy approach in English language learning. With an appropriate range of resources, materials and pedagogic support, where students would set their own language learning purposes and would be supported to reach these goals in ways which are effective, which are of real interest to them and which can co-exist with each student´s lifestyle, not just their learning style.

This study adopts data triangulation procedures resided on quantitative and qualitative data sources to substantially evaluate the claimed and enacted formative assessment practices of science teachers. Data were obtained from 425 science teachers in Cycle Two schools located in Oman. A questionnaire survey was utilized to gather the quantitative data and classroom observation sessions were conducted to gather the qualitative data. In conclusion of the main findings, although the quantitative results revealed an acceptable level of science teachers claimed formative assessment practices, classroom observations explored that science teachers tend to exaggerate their claimed practices of formative assessment and showed some weaknesses in employing vital formative assessment practices such as “Self & peer assessment” and “Constructive feedback”. The findings contribute to the literature by offering empirical validation and vital theoretical insights into the relationship between teachers claimed and enacted formative assessment practices.

این پژوهش با به‌کارگیری روش‌های مثلث‌سازی داده‌ها مبتنی بر منابع داده‌های کمی و کیفی، به ارزیابی اساسی شیوه‌های ادعا شده و اجرا شدهٔ ارزشیابی تکوینی معلمان علوم می‌پردازد. داده‌ها از ۴۲۵ معلم علوم در مدارس دوره دوم واقع در عمان گردآوری شد. برای جمع‌آوری داده‌های کمی از پرسشنامه استفاده شد و برای گردآوری داده‌های کیفی، جلسات مشاهده کلاسی برگزار گردید. در جمع‌بندی یافته‌های اصلی، اگرچه نتایج کمی سطح قابل قبولی از شیوه‌های ادعا شدهٔ ارزشیابی تکوینی معلمان علوم را نشان داد، اما مشاهدات کلاسی آشکار ساخت که معلمان علوم تمایل دارند در بیان شیوه‌های ارزشیابی تکوینی خود اغراق کنند و در به‌کارگیری شیوه‌های حیاتی ارزشیابی تکوینی مانند «خودارزیابی و همتایابی» و «بازخورد سازنده» ضعف‌هایی نشان دادند. یافته‌ها با ارائه اعتبارسنجی تجربی و بینش‌های نظری مهم دربارهٔ رابطهٔ بین شیوه‌های ادعا شده و اجرا شدهٔ ارزشیابی تکوینی معلمان، به ادبیات پژوهش کمک می‌کند.

The purpose of the present study was to examine the effect of Suryanamaskar practice on selected physical fitness variables among male district-level (Bandipora) volleyball players of Kashmir. Fifteen male volleyball players aged between 15 and 20 years were selected through simple random sampling. The study employed a single-group pre-test and post-test research design. The selected participants underwent a structured Suryanamaskar training program for six weeks, five days per week, with each session lasting 30–45 minutes. The dependent variables selected for the study were speed, agility, and flexibility. Speed was measured using the 50-Meter Dash Test, agility through the Shuttle Run Test, and flexibility through the Sit-and-Reach Test. Descriptive statistics, including mean and standard deviation, were computed, while a dependent-samples t-test was used to determine the significance of differences between pre-test and post-test scores at the 0.05 level of significance. The results revealed a significant improvement in agility (t = 3.25, p < 0.05) and flexibility (t = 7.95, p < 0.05) following the Suryanamaskar intervention. However, the improvement in speed was not statistically significant (t = 0.46, p > 0.05). The findings indicate that regular Suryanamaskar practice effectively enhances agility and flexibility among volleyball players but has limited influence on speed performance. Therefore, Suryanamaskar may be incorporated as a supplementary training modality in volleyball conditioning programs to improve selected components of physical fitness. The study concludes that traditional yogic practices can serve as cost-effective and scientifically supported methods for enhancing athletic performance and physical fitness.

هدف پژوهش حاضر بررسی تأثیر تمرین سوریا ناماسکار بر برخی متغیرهای آمادگی جسمانی در بازیکنان والیبال مرد سطح شهرستان (باندیپورا) کشمیر بود. پانزده بازیکن والیبال مرد با دامنه سنی ۱۵ تا ۲۰ سال به روش نمونه‌گیری تصادفی ساده انتخاب شدند. این پژوهش از طرح تحقیق تک‌گروهی با پیش‌آزمون و پس‌آزمون استفاده کرد. شرکت‌کنندگان منتخب به مدت شش هفته، پنج روز در هفته و هر جلسه به مدت ۳۰ تا ۴۵ دقیقه، در یک برنامه تمرینی ساختارمند سوریا ناماسکار شرکت کردند. متغیرهای وابسته انتخاب‌شده برای پژوهش شامل سرعت، چابکی و انعطاف‌پذیری بودند. سرعت با آزمون دوی ۵۰ متر، چابکی با آزمون شاتل ران و انعطاف‌پذیری با آزمون نشستن و رسیدن سنجیده شد. آمار توصیفی شامل میانگین و انحراف معیار محاسبه گردید و برای تعیین معناداری تفاوت بین نمرات پیش‌آزمون و پس‌آزمون از آزمون t همبسته در سطح معناداری ۰/۰۵ استفاده شد. نتایج نشان داد که پس از مداخله سوریا ناماسکار، چابکی (t = 3.25, p < 0.05) و انعطاف‌پذیری (t = 7.95, p < 0.05) به طور معناداری بهبود یافتند. با این حال، بهبود سرعت از لحاظ آماری معنادار نبود (t = 0.46, p > 0.05). یافته‌ها نشان می‌دهد که تمرین منظم سوریا ناماسکار به طور مؤثری چابکی و انعطاف‌پذیری بازیکنان والیبال را افزایش می‌دهد اما تأثیر محدودی بر عملکرد سرعت دارد. بنابراین، سوریا ناماسکار می‌تواند به عنوان یک روش تمرینی مکمل در برنامه‌های آمادگی جسمانی والیبال برای بهبود برخی مؤلفه‌های آمادگی جسمانی گنجانده شود. پژوهش نتیجه می‌گیرد که تمرینات سنتی یوگا می‌تواند به عنوان روش‌هایی مقرون‌به‌صرفه و علمی برای ارتقاء عملکرد ورزشی و آمادگی جسمانی مورد استفاده قرار گیرد.

Abstract This study introduces K-text, a website designed to measure Korean language proficiency from second language writing and speech data through 20 complexity, accuracy, and fluency indices using natural language processing. A key advantage of K-text is its ability to measure accuracy and fluency in addition to complexity. To test the 20 indices’ preliminary validity, this study investigates whether they can predict overall criterion-based Korean proficiency from 1 to 6 (equivalent to A1 to C2) when they are used to analyze 45,855 second language learners’ essays from the Korean Learner Corpus. The findings show that all of the individual K-text indices are significant predictors of overall Korean proficiency. Together, the 20 indices accounted for 44.50% of the variation observed in proficiency scores. These results suggest that K-text is a valuable resource for analyzing Korean language production data in relation to overall proficiency.

این پژوهش K-text را معرفی می‌کند، وب‌سایتی که برای سنجش مهارت زبان کره‌ای از داده‌های نوشتاری و گفتاری زبان دوم از طریق ۲۰ شاخص پیچیدگی، دقت و روانی با استفاده از پردازش زبان طبیعی طراحی شده است. مزیت اصلی K-text توانایی آن در سنجش دقت و روانی علاوه بر پیچیدگی است. برای آزمون روایی مقدماتی این ۲۰ شاخص، این پژوهش بررسی می‌کند که آیا آن‌ها می‌توانند مهارت کلی زبان کره‌ای مبتنی بر معیار را از ۱ تا ۶ (معادل A1 تا C2) پیش‌بینی کنند، زمانی که برای تحلیل ۴۵٬۸۵۵ انشای زبان‌آموزان زبان دوم از پیکره زبان‌آموزان کره‌ای به کار می‌روند. یافته‌ها نشان می‌دهد که همه شاخص‌های منفرد K-text پیش‌بینی‌کننده معنادار مهارت کلی زبان کره‌ای هستند. در مجموع، این ۲۰ شاخص ۴۴/۵۰٪ از واریانس مشاهده‌شده در نمرات مهارت را تبیین کردند. این نتایج نشان می‌دهد که K-text منبعی ارزشمند برای تحلیل داده‌های تولید زبان کره‌ای در ارتباط با مهارت کلی است.