دانش‌آموزان

Student engagement and participation are essential for interactive elementary science and social studies (IPAS) learning. Limited involvement in questioning, expressing opinions, and teamwork may hinder meaningful learning. This study examined changes in engagement and participation during the implementation of the Teams Games Tournament (TGT) model at SDN Karawang Wetan III. Classroom action research involved 30 students across a pre-cycle and two intervention cycles. Classroom observations assessed seven engagement and seven participation indicators. Descriptive analysis showed improvements in both outcomes. Engagement increased in attention, enthusiasm, active involvement, peer interaction, persistence, and responsibility. Participation improved in questioning, answering, expressing opinions, discussion, cooperation, tournament involvement, and task completion. Reported percentages represent mean indicator-level observation scores rather than proportions of students meeting specific criteria. The findings suggest that structured teamwork, academic games, and individual accountability can provide practical opportunities for collaborative IPAS learning. Teachers should establish clear team roles and encourage individual contributions and questioning. Because the study involved one school and two cycles without a control group, the findings are context-specific and do not establish causality. Future research should examine multiple schools, longer implementation, sustained improvements, and relationships with IPAS achievement.

This study examined the relationship between pupils’ involvement in school-initiated absenteeism interventions and their academic achievement in Araling Panlipunan in Kadingilan II District, Bukidnon (SY 2019–2020). A descriptive-correlational design was employed involving 101 Grade 4 pupils identified as at risk of dropping out. Data were collected using a validated questionnaire (CVI = 0.89; Cronbach’s α = 0.91) and analyzed using descriptive statistics, independent t-test, one-way ANOVA, and Pearson product–moment correlation. Respondents were predominantly male (65.3%), aged 10–11 years (61.4%), from low-income households (85.1% earning ₱1,000–₱10,999), with parents largely self-employed (92.1%) and with elementary education (80.2%). Pupils reported high involvement in interventions: close-door counseling (M = 4.06), home visits (M = 3.80), CFSS (M = 3.74), and school feeding (M = 4.03), while dormitory involvement was low (M = 1.47). Academic achievement was generally low, with 63% fairly satisfactory (75–79) and 36% satisfactory (80–84). No significant differences were observed across most demographic variables (p > .05), except for dormitory involvement by gender and income (p < .05). Correlation analysis showed no significant relationship between intervention involvement and academic achievement (r = -0.186 to 0.149, p > .05). Findings indicate that while interventions enhance participation, they do not directly predict academic outcomes.

Abstract Summer melt describes the phenomenon of graduates who appear ready for college opting not to enroll after high school, often because of challenges arising during the summer. Using the Education Longitudinal Study of 2002, this study situates summer melt within the broader college-choice process by comparing summer melters with students who follow through on their intentions, those who never intend to enroll, and those who enroll without prior intent. Socioeconomic differences in summer melt are closely tied to earlier disparities in progressing toward college intent. Summer melters also share some academic and behavioral characteristics with students who do not intend to enroll and are less likely than college-intending enrollees to maintain consistently high educational expectations during high school. They also exhibit differences in their model-predicted probabilities of enrollment between the 10th and 12th grades, with larger differences more common among lower-SES students. These results highlight the value of viewing summer melt as one point among several at which students reconsider their postsecondary plans, as well as the need for conceptual models that incorporate ongoing, rather than discrete, decision-making in the transition to college.

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.

Student learning outcomes are often suboptimal due to inadequate internal factors, such as learning motivation, learning discipline, and critical thinking skills. Students can achieve optimal learning outcomes when these internal factors are consciously, systematically, and intentionally developed as part of their efforts to improve their learning achievement. This study aims to examine the factors that influence student learning outcomes, namely learning motivation, learning discipline, and critical thinking skills, among students at Al-Amin Islamic Senior High School, Sukodono, Sidoarjo. This study employed a quantitative approach, with data collected through questionnaire distribution, documentation of relevant documents, and direct observation at the research site. A total of 97 students constituted both the population and the sample, selected using the total sampling technique. The collected data were assessed for validity and reliability before being analyzed using multiple linear regression. Accordingly, classical assumption tests were conducted as prerequisites for the analysis. The results showed that two independent variables, namely learning motivation and critical thinking skills, had a positive and significant effect on student learning outcomes. In contrast, learning discipline did not show a significant effect on student learning outcomes.

Social and emotional learning (SEL) is increasingly recognized as an important component of elementary education, supporting students’ social-emotional development, engagement, well-being, and academic learning. However, the relationships among teacher social-emotional competence, learning climate, implementation quality, and student outcomes remain insufficiently integrated, particularly in the Indonesian context. This study aims to synthesize literature on these relationships and examine their implications for SEL implementation in Indonesian elementary schools. A narrative literature review was conducted using an existing source corpus supplemented by relevant peer-reviewed literature. The synthesis examined major themes concerning teacher competence, classroom practices, learning climate, student outcomes, implementation conditions, and contextual adaptation. The findings suggest that teacher competence is associated with the quality of SEL enactment, while a supportive learning climate provides a context for student participation and social-emotional learning. Implementation quality and cultural context also shape how SEL is adapted and sustained. These relationships should not be interpreted as a universally established causal pathway. The review highlights the need for context-responsive teacher development, school-level support, and rigorous evaluation of SEL practices. Future empirical research in Indonesian elementary schools should investigate these relationships using longitudinal and mixed-methods approaches.

This study examined post-pandemic blended learning setups and academic engagement among senior high school students at St. Dominic College of Asia (SDCA). A descriptive, quantitative, non-experimental design was used with 100 respondents: 50 Grade 11 students and 50 Grade 12 students. A structured questionnaire gathered information about respondents’ demographic characteristics, perceptions of blended learning setups, behavioral, emotional, cognitive, and social engagement, and challenges encountered in blended learning. Descriptive statistics, Mann–Whitney U tests, one-way analysis of variance, Spearman’s rank-order correlation, and multiple regression were reported in the thesis. Asynchronous online learning received the highest mean among the three setup indicators (M = 3.87, SD = 0.58), while unreliable internet connectivity was the highest-rated challenge (M = 4.34, SD = 0.65). Reported correlations between blended learning setup scores and the four engagement dimensions were strong and positive (ρ = .898–.906, all p < .001). The thesis also reported statistically significant group differences across demographic categories. However, the regression model’s dependent-variable specification and several descriptive and inferential statistics require confirmation against the original dataset and statistical output before the results can be treated as definitive. The findings point to the importance of accessible learning materials, reliable connectivity, purposeful student interaction, and ongoing monitoring of engagement. A Blended Learning Engagement Framework is proposed to guide institutional assessment, planning, implementation, and continuous improvement.

Background: Physics is a challenging subject for most students due to the abstract and complex nature of its concepts. This condition often causes students to experience difficulties in understanding the relationship between theoretical concepts and their applications in everyday life.Aims: As an effort to address this issue, this community service activity was conducted at MA ALKARIM Bengkulu Tengah by implementing Science Process Skills in physics learning.Method: The implementation was carried out through training activities for teachers and classroom learning practices using a simple pendulum experiment to determine the gravitational acceleration constant. This activity was designed to provide an active, contextual, and student-centered learning experience.Results: Based on the results of the implementation, students demonstrated better engagement in observing, measuring, and discussing the experimental results. In addition, teachers gained new insights into the application of process skills–based learning within the context of limited school facilities.Conclusions: This article outlines the strategies and stages of implementing Science Process Skills used to create a more effective, enjoyable, and relevant physics learning process for students at the secondary school level.

Introduction Research on the practicum has focused on student teachers, mentors and partnerships between universities and schools, while the pupils in whose classrooms student teachers are placed have rarely been asked about this experience. This study examined how pupils in Ecuadorian host schools perceive the presence, support and influence of student teachers, and to what extent these perceptions can be trusted as evidence. Methods Two age-differentiated questionnaires, with pictographic scales from early childhood education to third grade and verbal scales from fourth grade onward, were administered through a mobile application by the student teachers or by members of the research team hired for data collection (project staff). The dataset comprised 2,453 valid evaluations from 1,140 pupils in 123 classrooms of 38 schools. Analyses included descriptive statistics for the first evaluation of each pupil, agreement between consecutive weekly evaluations, generalized estimating equations that accounted for the nesting of evaluations within pupils, classrooms and schools, a within-pupil comparison of evaluations collected by student teachers and by project staff, and latent class analysis. Results Between 91.5% and 98.5% of pupils gave favorable ratings on seven of eight items, while 69.6% of older pupils always felt comfortable asking student teachers for help. Ratings collected by project staff were lower than those collected by student teachers, especially for comfort in asking for help and perceived influence on learning. Responses of the youngest pupils concentrated in the highest category and did not discriminate reliably between individual pupils, whereas older pupils showed fair to moderate stability on most items and formed highly enthusiastic and moderately favorable profiles. Discussion Pupils perceive student teachers favorably, although part of this favorability reflects social desirability and the developmental limits of young respondents. Pupil voice can inform practicum evaluation when questionnaires are administered by someone other than the student teacher being evaluated and are interpreted according to the age of the pupils.

Cost estimation (Rencana Anggaran Biaya, RAB) is a course that demands careful calculation and an understanding of how costs arise in real projects. An initial observation at SMK Negeri 1 Baureno found that roughly 63% of students grasped and could apply RAB concepts. This research examines whether industrial internship (Prakerin) experience and learning motivation, individually and jointly, influence the RAB learning outcomes of Building Modeling and Information Design (DPIB) students. It adopts an associative quantitative approach with an ex post facto design. Purposive sampling selected 68 twelfth-grade students who had finished their internship. Four-point Likert questionnaires measured Prakerin experience and learning motivation, while a multiple-choice test and grade records supplied the outcome data. Classical assumption tests and multiple linear regression were run in SPSS. Prakerin experience had a significant positive effect on outcomes (B = 1.137, t = 2.717, p = 0.008); the effect of motivation was positive but not significant (B = 0.782, t = 1.754, p = 0.084). Together, the two variables had a significant effect (F = 44.231, p < 0.001), explaining 57.6% of the variance. Schools should improve internship quality and link students' industry experience to RAB teaching

Aim: to analyze teachers’ educational communication in the teaching and learning processes of students in upper secondary education and the baccalaureate. Methodology: a qualitative study was carried out involving 230 students from a private educational institution in Riobamba, Ecuador, during the 2022–2023 academic year. Data were collected through observation and interviews, and subsequently organized into categories relating to interaction, participation, feedback and classroom dynamics. Results: Difficulties in communication between teachers and pupils were identified, as were few opportunities to ask questions and a predominance of activities focused on theoretical content. In contrast, group dynamics, educational games and other participatory activities were accompanied by closer interaction and greater opportunities for exchange. Conclusion: educational communication was closely related to student participation and to the way in which teaching and learning activities were carried out, although the results do not allow causal relationships to be established.

This study examined the effect of Philosophy for Children (P4C) activities on the caring thinking skills of sixth-grade middle school students. The study was conducted using a pretest-posttest control group quasi-experimental design. The study group consisted of 65 sixth-grade students enrolled in two classes at a public middle school in Burdur during the 2024-2025 academic year, with one class assigned as the experimental group (n = 32) and the other as the control group (n = 33). Over eight weeks, the experimental group received a P4C curriculum designed by the researchers to develop the five dimensions of caring thinking (appreciative, affective, active, normative, and empathic), while the control group continued with the existing national curriculum. Data were collected using the Caring Thinking Skills Inventory and analyzed through one-way ANCOVA; for the sub-dimensions in which the homogeneity of regression slopes assumption was violated, models including the Group × Pretest interaction were estimated, and the Mann-Whitney U test on gain scores was reported as a supplementary sensitivity analysis. The findings revealed a statistically significant difference favoring the experimental group in the total caring thinking score, with a large group effect, and in the normative and empathic sub-dimensions. In the appreciative, affective, and active sub-dimensions, the experimental group scored higher at average pretest levels, but the group difference diminished as pretest scores increased. The results indicate that P4C activities can meaningfully develop the affective dimension of thinking, and recommendations were offered regarding the applicability of the caring thinking dimension of the 4C model at the middle school level.

این پژوهش به بررسی تأثیر فعالیت‌های فلسفه برای کودکان (P4C) بر مهارت‌های تفکر مراقبتی دانش‌آموزان پایه ششم متوسطه پرداخته است. این مطالعه با استفاده از طرح شبه‌آزمایشی پیش‌آزمون-پس‌آزمون با گروه کنترل انجام شد. گروه نمونه شامل ۶۵ دانش‌آموز پایه ششم ثبت‌نام‌شده در دو کلاس یک مدرسه متوسطه دولتی در Burdur در سال تحصیلی ۲۰۲۴-۲۰۲۵ بود که یکی از کلاس‌ها به عنوان گروه آزمایش (n = ۳۲) و دیگری به عنوان گروه کنترل (n = ۳۳) تعیین شد. طی هشت هفته، گروه آزمایش برنامه درسی P4C طراحی‌شده توسط پژوهشگران را با هدف توسعه پنج بُعد تفکر مراقبتی (قدردانانه، عاطفی، فعال، هنجاری و همدلانه) دریافت کرد، در حالی که گروه کنترل به برنامه درسی ملی موجود ادامه داد. داده‌ها با استفاده از پرسشنامه مهارت‌های تفکر مراقبتی گردآوری و از طریق تحلیل کوواریانس یک‌طرفه (ANCOVA) تحلیل شدند؛ برای زیرمقیاس‌هایی که فرض همگنی شیب‌های رگرسیون نقض شده بود، مدل‌هایی شامل تعامل گروه × پیش‌آزمون برآورد شد و آزمون Mann-Whitney U بر نمرات کسب‌شده به عنوان تحلیل حساسیت تکمیلی گزارش گردید. یافته‌ها تفاوت معنادار آماری به نفع گروه آزمایش را در نمره کل تفکر مراقبتی با اثر گروهی بزرگ و در زیرمقیاس‌های هنجاری و همدلانه نشان داد. در زیرمقیاس‌های قدردانانه، عاطفی و فعال، گروه آزمایش در سطوح متوسط پیش‌آزمون نمرات بالاتری کسب کرد، اما با افزایش نمرات پیش‌آزمون، تفاوت گروهی کاهش یافت. نتایج نشان می‌دهد که فعالیت‌های P4C می‌تواند به طور معناداری بُعد عاطفی تفکر را توسعه دهد و توصیه‌هایی در خصوص قابلیت اجرای بُعد تفکر مراقبتی مدل 4C در سطح متوسطه ارائه شده است.

Discipline in memorizing the Qur’an is an important aspect of the tahfiz program because students are required to be consistent in memorizing, reviewing, and maintaining their memorization. In its implementation, students have different levels of motivation, memorization ability, and readiness to submit their memorization. Some students are still reluctant to submit their memorization, lack focus during learning activities, or experience difficulties in maintaining consistency. Therefore, teacher strategies are needed to support students in developing discipline in memorizing the Qur’an. This study aims to describe the strategies applied by teachers to improve discipline in Qur’an memorization among eighth-grade students in the tahfiz program at MTs Assa’adah II Bungah Gresik, the impact of these strategies, and the supporting and inhibiting factors in their implementation. This research employed a qualitative approach with a descriptive research design. Data were collected through observation, interviews, and documentation. The data were analyzed using the interactive model of Miles and Huberman through data condensation, data display, and conclusion drawing and verification. The findings indicate that teachers applied strategies including setting memorization targets according to students’ abilities, habituating muroja’ah, providing examples, and giving motivation and guidance to students. The strategies had an impact on students’ discipline in maintaining memorization, conducting muroja’ah, managing their time, and achieving memorization targets. Supporting factors included a conducive learning environment, students’ intrinsic motivation, parental support, and teacher guidance and motivation. Inhibiting factors included fluctuating student motivation, differences in memorization abilities, lack of readiness for memorization submission, and distractions during learning activities. These findings indicate that teacher strategies play a role in supporting the development of students’ discipline and consistency in Qur’an memorization.

انضباط در حفظ قرآن یکی از جنبه‌های مهم برنامهٔ تحفیظ است، زیرا از دانش‌آموزان انتظار می‌رود در حفظ، مرور و نگهداری محفوظات خود استمرار داشته باشند. در اجرای این برنامه، دانش‌آموزان دارای سطوح مختلفی از انگیزه، توانایی حفظ و آمادگی برای ارائهٔ محفوظات خود هستند. برخی دانش‌آموزان همچنان در ارائهٔ محفوظات خود تردید دارند، در فعالیت‌های یادگیری تمرکز کافی ندارند یا در حفظ استمرار با دشواری مواجه می‌شوند. بنابراین، به کارگیری راهبردهای معلمان برای حمایت از دانش‌آموزان در توسعهٔ انضباط در حفظ قرآن ضروری است. هدف این پژوهش توصیف راهبردهای به‌کاررفته توسط معلمان برای ارتقای انضباط در حفظ قرآن در میان دانش‌آموزان پایه هشتم برنامهٔ تحفیظ در مدرسهٔ MTs Assa’adah II Bungah Gresik، تأثیر این راهبردها و عوامل تسهیل‌کننده و بازدارنده در اجرای آن‌ها است. این پژوهش با رویکرد کیفی و طرح پژوهش توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری شده‌اند. تحلیل داده‌ها با استفاده از مدل تعاملی Miles و Huberman از طریق تقطیع داده‌ها، نمایش داده‌ها و نتیجه‌گیری و تأیید انجام شده است. یافته‌ها نشان می‌دهد که معلمان راهبردهایی از جمله تعیین اهداف حفظ متناسب با توانایی دانش‌آموزان، عادت‌دهی به مرور (مراجعه)، ارائهٔ الگو و انگیزش و راهنمایی به دانش‌آموزان را به کار گرفته‌اند. این راهبردها بر انضباط دانش‌آموزان در نگهداری محفوظات، انجام مرور، مدیریت زمان و دستیابی به اهداف حفظ تأثیرگذار بوده است. عوامل تسهیل‌کننده شامل محیط یادگیری مناسب، انگیزهٔ درونی دانش‌آموزان، حمایت والدین و راهنمایی و انگیزش معلمان بوده است. عوامل بازدارنده شامل نوسان انگیزهٔ دانش‌آموزان، تفاوت در توانایی حفظ، کمبود آمادگی برای ارائهٔ محفوظات و عوامل حواس‌پرتی در فعالیت‌های یادگیری بوده است. این یافته‌ها نشان می‌دهد که راهبردهای معلمان نقش مهمی در حمایت از توسعهٔ انضباط و استمرار دانش‌آموزان در حفظ قرآن ایفا می‌کند.

This study aims to analyze the concept of educational learning in KH. Hasyim Asy'ari's thought and examine its relevance to contemporary Islamic education. Employing a qualitative descriptive approach through library research, this study utilizes Adāb al-‘Ālim wa al-Muta‘allim as the primary source, supported by relevant scholarly literature. Data were analyzed using qualitative content analysis involving thematic classification, contextual interpretation, and conceptual synthesis. The findings reveal that KH. Hasyim Asy'ari's educational philosophy integrates theocentric and anthropocentric orientations, emphasizing the interconnected development of intellectual, moral, spiritual, and humanistic dimensions. Educational learning is characterized by teachers' moral exemplarity, students' ethical responsibilities, and reciprocal relationships grounded in four essential principles: tazkiyat al-nafs (spiritual purification), al-ikhlāṣ (sincerity), at-tarāḥum (mutual compassion and respect), and at-tawādud (affection). These principles establish an integrated framework that positions educational interactions as instruments of character formation and spiritual development rather than merely knowledge transmission. This study contributes a conceptual framework for strengthening ethical teacher–student relationships and promoting holistic Islamic educational practices. The findings highlight the continuing relevance of KH. Hasyim Asy'ari's educational thought in addressing contemporary challenges related to moral development and character education.

این پژوهش با هدف تحلیل مفهوم یادگیری آموزشی در اندیشه KH. Hasyim Asy'ari و بررسی میزان ارتباط آن با آموزش اسلامی معاصر انجام شده است. این مطالعه با بهره‌گیری از رویکرد توصیفی-کیفی و از طریق پژوهش کتابخانه‌ای، اثر Adāb al-‘Ālim wa al-Muta‘allim را به عنوان منبع اصلی و منابع علمی مرتبط را به عنوان پشتیبان مورد استفاده قرار داده است. داده‌ها با استفاده از تحلیل محتوای کیفی شامل طبقه‌بندی موضوعی، تفسیر زمینه‌ای و ترکیب مفهومی تحلیل شدند. یافته‌ها نشان می‌دهند که فلسفه آموزشی KH. Hasyim Asy'ari با ادغام جهت‌گیری‌های تئوسنتریک و آنتروپوسنتریک، بر توسعه درهم‌تنیده ابعاد عقلانی، اخلاقی، معنوی و انسان‌گرایانه تأکید دارد. یادگیری آموزشی با الگو بودن اخلاقی معلمان، مسئولیت‌های اخلاقی دانش‌آموزان و روابط متقابل مبتنی بر چهار اصل اساسی یعنی تزکیه‌النفس (پالایش معنوی)، الاخلاص (اخلاص)، التراحم (همدلی و احترام متقابل) و التوادد (محبت) مشخص می‌شود. این اصول چارچوبی یکپارچه ایجاد می‌کنند که تعاملات آموزشی را به عنوان ابزاری برای شکل‌دهی شخصیت و رشد معنوی، و نه صرفاً انتقال دانش، جایگاه می‌بخشد. این پژوهش چارچوب مفهومی برای تقویت روابط اخلاقی معلم و دانش‌آموز و ترویج رویکردهای جامع آموزش اسلامی ارائه می‌دهد. یافته‌ها بر تداوم اهمیت اندیشه آموزشی KH. Hasyim Asy'ari در مواجهه با چالش‌های معاصر مرتبط با رشد اخلاقی و تربیت شخصیتی تأکید می‌کنند.

This study analyzes the role of Islamic Religious Education (IRE) teachers' exemplary behavior in shaping students' discipline and compliance with school rules. Previous studies show that teacher modeling supports discipline, but their findings remain scattered across school levels and research designs, and few explain how exemplary behavior works as a mechanism of observational learning that links discipline and rule compliance. This study uses a qualitative literature study in the form of an integrative review. Thirteen empirical studies published between 2019 and 2026, consisting of journal articles and undergraduate theses on IRE teachers and student discipline in Indonesian schools and madrasahs, were selected through explicit inclusion criteria and analyzed thematically through data condensation, data display, and conclusion drawing. The synthesis identifies four forms of exemplary behavior: punctuality, compliance with rules and neat appearance, religious practice, and courteous interaction. Teachers reinforce these forms through habituation, persuasive advice, educative reinforcement, and collaboration with parents and other school staff. School policy, consistent rule enforcement, and parental involvement support exemplary behavior, while weak supervision, peer influence, and diverse family backgrounds hinder it. Read through Bandura's social learning theory, exemplary behavior operates through direct modeling, value internalization through consistency, and classroom social norms. The study concludes that teacher exemplary behavior is a central but not sole factor in student discipline and works best when the whole school applies rules consistently.

این مطالعه نقش رفتار الگویی معلمان آموزش دینی اسلامی (IRE) را در شکل‌دهی به انضباط و تبعیت دانش‌آموزان از قوانین مدرسه تحلیل می‌کند. پژوهش‌های پیشین نشان می‌دهند که الگوگیری از معلم از انضباط حمایت می‌کند، اما یافته‌های آن‌ها در سطوح مختلف مدرسه و طرح‌های پژوهشی پراکنده است و معدودی توضیح می‌دهند که رفتار الگویی چگونه به عنوان سازوکاری از یادگیری مشاهده‌ای، پیونددهنده انضباط و تبعیت از قوانین عمل می‌کند. این مطالعه با استفاده از روش مطالعه کیفی ادبیات به صورت مرور تلفیقی انجام شده است. سیزده مطالعه تجربی منتشرشده بین سال‌های ۲۰۱۹ تا ۲۰۲۶، شامل مقالات علمی و پایان‌نامه‌های کارشناسی درباره معلمان IRE و انضباط دانش‌آموزان در مدارس و مدارس دینی اندونزی، از طریق معیارهای ورود صریح انتخاب و به صورت تماتیک از طریق تلخیص داده‌ها، نمایش داده‌ها و نتیجه‌گیری تحلیل شدند. سنتز انجام‌شده چهار شکل از رفتار الگویی را شناسایی می‌کند: وقت‌شناسی، تبعیت از قوانین و ظاهر آراسته، عمل به مناسک دینی و تعامل مودبانه. معلمان این اشکال را از طریق عادت‌دهی، توصیه‌های ترغیبی، تقویت آموزشی و همکاری با والدین و سایر کارکنان مدرسه تقویت می‌کنند. سیاست مدرسه، اجرای منسجم قوانین و مشارکت والدین از رفتار الگویی حمایت می‌کند، در حالی که نظارت ضعیف، تأثیر همسالان و پیشینه‌های خانوادگی متنوع مانع آن می‌شود. با خوانش نظریه یادگیری اجتماعی بندورا، رفتار الگویی از طریق الگوگیری مستقیم، درونی‌سازی ارزش‌ها از طریق تداوم و هنجارهای اجتماعی کلاس عمل می‌کند. مطالعه نتیجه می‌گیرد که رفتار الگویی معلم عامل مرکزی اما نه یگانه در انضباط دانش‌آموزان است و زمانی بهترین کارکرد را دارد که کل مدرسه قوانین را به طور منسجم اجرا کند.

The article presents the challenges of civic education and a civic upbringing in the era of the transforming of society in response to climate change.These challenges include not only support for mitigation and adaptation measures but also support for maintaining or deepening democratic processes and institutions.Following the UNESCO call for educational transformation (2021), responsible civic education was defined as education that leads students to support pro-climate measures (a shared truth and a vision of the future) but also to embrace democratic civil attitudes.According to UNESCO, education should lead to peaceful activism that criticises and confronts the power structures that disrupt or prevent shared truths about a possible future.The authors therefore describe the transformations in civil disobedience (CD) and theoretical reflections on CD that appreciate its importance and potential for promoting pro-climatic measures.They also present other civil approaches and examples of addressing the climate crisis, specifically examining the democratic limits and positive aspects of the concepts of environmental and ecological citizenship, deliberative democracy, and eco-modernism.They then present the concepts of civic education and offer answers to the question of what parameters responsible civic education should meet.First, they show the current interdependence between the subject of civic education and climate change.They then present Westheimer's models of civic education in relation to sustainability and the deepening of democratic processes.Here, the model of a justice-oriented citizen is presented in relation to the concept of responsible citizenship, where responsibility is extended to that of taking action for the benefit of society as a whole.

این مقاله به چالش‌های آموزش شهروندی و تربیت شهروندی در عصر تحول جامعه در پاسخ به تغییرات اقلیمی می‌پردازد. این چالش‌ها نه تنها شامل حمایت از اقدامات کاهش و سازگاری، بلکه حمایت از حفظ یا تعمیق فرایندها و نهادهای دموکراتیک نیز می‌شود. در پی فراخوان یونسکو برای تحول آموزشی (2021)، آموزش شهروندی مسئولانه به عنوان آموزشی تعریف شده است که دانش‌آموزان را به حمایت از اقدامات اقلیمی (حقیقت مشترک و چشم‌انداز آینده) و همچنین پذیرش نگرش‌های مدنی دموکراتیک سوق می‌دهد. به گفته یونسکو، آموزش باید به کنشگری مسالمت‌آمیز منجر شود که ساختارهای قدرتی را که حقیقت‌های مشترک درباره آینده ممکن را مختل یا مانع می‌شوند، نقد و به چالش می‌کشد. نویسندگان در نتیجه، دگرگونی‌های نافرمانی مدنی (CD) و تأملات نظری درباره CD را توصیف می‌کنند که اهمیت و پتانسیل آن را برای ترویج اقدامات اقلیمی ارج می‌نهند. آن‌ها همچنین رویکردهای مدنی دیگر و نمونه‌هایی از مواجهه با بحران اقلیمی را ارائه می‌دهند و به طور خاص، حدود دموکراتیک و جنبه‌های مثبت مفاهیم شهروندی محیط‌زیستی و بوم‌شناختی، دموکراسی مشورتی و اکومدرنیسم را بررسی می‌کنند. سپس مفاهیم آموزش شهروندی را مطرح کرده و به این پرسش پاسخ می‌دهند که آموزش شهروندی مسئولانه باید چه شاخص‌هایی داشته باشد. ابتدا، وابستگی متقابل کنونی میان موضوع آموزش شهروندی و تغییرات اقلیمی را نشان می‌دهند. سپس مدل‌های Westheimer از آموزش شهروندی را در ارتباط با پایداری و تعمیق فرایندهای دموکراتیک ارائه می‌کنند. در اینجا، مدل شهروند عدالت‌محور در ارتباط با مفهوم شهروندی مسئولانه مطرح می‌شود، جایی که مسئولیت به اقدام برای منفعت کل جامعه گسترش می‌یابد.

Introduction Children’s flourishing has become a central outcome in the study of child development, but its link with the cumulative burden of family risk remains poorly understood. This study examined whether two school-based relational resources—relationships with teachers and with peers—account for the association between cumulative family risk and flourishing in primary school children. Methods A questionnaire survey was completed by 1,673 fourth and fifth-grade children in Shaanxi province, Northwest China. A parallel mediation model with bootstrap confidence intervals was estimated, with sex, only-child status, and household registration entered as covariates. Results Cumulative family risk was negatively associated with flourishing, and the decrement was approximately linear across the number of risk factors rather than accelerating at higher levels. Teacher–student and peer relationships each carried an independent part of this association, and the peer pathway carried the larger share. Discussion Interventions should give priority to children exposed to several family risks. Where school resources are limited, restoring peer relationships deserves precedence, while the teacher–student relationship retains an independent contribution and should not be neglected.

مقدمه: شکوفایی کودکان به عنوان یکی از پیامدهای مرکزی در مطالعه رشد کودک مطرح شده است، اما ارتباط آن با بار تجمعی خطرات خانوادگی همچنان به‌خوبی درک نشده است. این پژوهش بررسی کرد که آیا دو منبع ارتباطی مبتنی بر مدرسه—روابط با معلمان و با همسالان—می‌توانند ارتباط بین خطر تجمعی خانوادگی و شکوفایی در کودکان دبستانی را تبیین کنند. روش‌ها: یک پیمایش پرسشنامه‌ای توسط ۱٬۶۷۳ کودک پایه چهارم و پنجم در استان شاآنشی، شمال‌غرب چین تکمیل شد. یک مدل میانجی‌گری موازی با فواصل اطمینان بوت‌استرپ برآورد گردید و جنسیت، وضعیت تک‌فرزندی و ثبت خانوار به عنوان متغیرهای کنترل وارد شدند. نتایج: خطر تجمعی خانوادگی با شکوفایی رابطه منفی داشت و این کاهش تقریباً به صورت خطی در سراسر تعداد عوامل خطر مشاهده شد و در سطوح بالاتر شتاب نمی‌گرفت. روابط معلم–دانش‌آموز و روابط همسالان هر یک سهم مستقلی از این ارتباط را حمل کردند و مسیر همسالان سهم بیشتری داشت. بحث: مداخلات باید به کودکان در معرض چندین خطر خانوادگی اولویت دهند. در شرایطی که منابع مدرسه محدود است، بازسازی روابط همسالان باید در اولویت قرار گیرد، در حالی که رابطه معلم–دانش‌آموز همچنان سهم مستقلی دارد و نباید نادیده گرفته شود.

The paper discusses teachers’ knowledge with the arrival of coronavirus pandemic, view of the need to know it better, as a condition to strengthen elementary education. The investigation intended to understand the meanings a Sociology teacher at elementary schools, who promoted the teaching-learning process, in 2020 and 2021, gave to her work and the professional knowledge she had previously built and/or mobilized when the classrooms became digital platforms and afterwards. The methodology, with a qualitative bias, consisted of monitoring online classes, producing a balance of knowledge and interviews, in the line of life history. The teacher used an amalgamation of all types of teachers’ knowledge to work aiming social transformation, which turned into a progressive methodology, focused on affectionate interaction with her students and mobilization for learning, which can be qualified as “enthusiastic”.

این مقاله به دانش معلمان با ورود همه‌گیری ویروس کرونا، از منظر ضرورت شناخت بهتر آن به عنوان شرطی برای تقویت آموزش ابتدایی می‌پردازد. هدف این پژوهش، فهم معانی‌ای بود که یک معلم جامعه‌شناسی در مدارس ابتدایی، که فرایند آموزش-یادگیری را در سال‌های ۲۰۲۰ و ۲۰۲۱ ارتقا داده بود، به کار خود و دانش حرفه‌ای پیش‌تر ساخته‌شده و/یا بسیج‌شده خود در زمانی که کلاس‌های حضوری به بسترهای دیجیتال تبدیل شدند و پس از آن، نسبت می‌داد. روش‌شناسی پژوهش با رویکرد کیفی، شامل مشاهده کلاس‌های آنلاین، تهیه گزارشی از دانش و انجام مصاحبه‌ها در چارچوب تاریخ زندگی بود. این معلم با به‌کارگیری تلفیقی از همه انواع دانش معلمان، با هدف تحول اجتماعی، رویکردی مترقی اتخاذ کرد که بر تعامل عاطفی با دانش‌آموزان و بسیج آن‌ها برای یادگیری متمرکز بود و می‌توان آن را «مشتاقانه» توصیف کرد.

This research examines how deep learning is implemented in Social Studies (IPS) classes at SMP Negeri 28 Pontianak through a qualitative descriptive design. Data on classroom processes, student activities, and the experiences of teachers and students were gathered via observations and interviews. Analysis followed three stages: data reduction, data presentation, and drawing conclusions. The results reveal that the approach is reflected in group discussions, analysis of social problems, student presentations, utilization of the surrounding environment, and digital media. Such activities motivate students to take an active role, relate IPS topics to everyday life, and deepen their understanding of social phenomena. The study concludes that deep learning can support IPS classes that are more active, meaningful, and contextual.

این پژوهش به بررسی نحوه اجرای یادگیری عمیق در کلاس‌های مطالعات اجتماعی (IPS) در مدرسه SMP Negeri 28 Pontianak با استفاده از طرح توصیفی کیفی می‌پردازد. داده‌های مربوط به فرایندهای کلاسی، فعالیت‌های دانش‌آموزان و تجربیات معلمان و دانش‌آموزان از طریق مشاهده و مصاحبه جمع‌آوری شده‌اند. تحلیل داده‌ها در سه مرحله کاهش داده‌ها، ارائه داده‌ها و نتیجه‌گیری انجام شده است. نتایج نشان می‌دهد که این رویکرد در قالب بحث‌های گروهی، تحلیل مسائل اجتماعی، ارائه‌های دانش‌آموزی، استفاده از محیط پیرامون و رسانه‌های دیجیتال منعکس می‌شود. چنین فعالیت‌هایی دانش‌آموزان را به مشارکت فعال، ارتباط موضوعات IPS با زندگی روزمره و تعمیق درک آن‌ها از پدیده‌های اجتماعی ترغیب می‌کند. این مطالعه نتیجه می‌گیرد که یادگیری عمیق می‌تواند از کلاس‌های IPS فعال‌تر، معنادارتر و زمینه‌مندتر حمایت کند.

Background: Complementary approach provides an opportunity for students to connect pre-class, in-class, and post-class activities. Objectives: This study examined the correlations and predictive effects of metacognition and attitude on learners' conceptual understanding in physics using a complementary approach. Method: A quasi-experimental, pretest-posttest, non-equivalent control group design was used. A sample of 173 natural science students from two Ethiopian secondary schools was randomly assigned to experimental (CAIM instruction) and control (traditional teaching) groups. Data were collected using FCCUT, MCQ, and LAS instruments and analyzed via Pearson correlations and hierarchical multiple regression at p = 0.05. Results: The two variables showed positive and statistically significant correlations with students' conceptual understanding of physics: metacognition (r = 0.30) and attitude (r = 0.31), p < 0.01. Further, both metacognition (R² = 0.15, f² = 0.08) and attitude (R² = 0.16, f² = 0.10), ΔR² = 0.08, p < 0.001, predicted 8% of the varience in conceptual understanding when CAIM was employed. Conclusion: We recommend that physics teachers could apply the CAIM when teaching physics, as it allows students to develop a positive correlation between the predictor variables and conceptual understanding, though their correlations are moderate.