Model

Purpose: This study aimed to examine the relationship between ambivalence over emotional expressiveness and suicidal ideation in veterans, with posttraumatic stress disorder (PTSD) symptoms considered as a mediating variable. Methods and Materials: This descriptive-correlational, cross-sectional study included 100 Iran–Iraq War veterans hospitalized at Fajr Hospital who were recruited through convenience sampling. Participants completed the Ambivalence over Emotional Expressiveness Questionnaire, the Beck Scale for Suicide Ideation, and the Mississippi Scale for Combat-Related PTSD. Pearson’s correlation was used to examine relationships among the variables. Structural equation modeling with maximum likelihood estimation was conducted in Mplus version 8 to test the mediation model. Normality was assessed using skewness and kurtosis, and multicollinearity was evaluated through variance inflation factors. Model fit was assessed using the chi-square-to-degrees-of-freedom ratio, comparative fit index, Tucker–Lewis index, and root-mean-square error of approximation. Bootstrapping was used to test the indirect effect. Findings: Suicidal ideation was significantly correlated with ambivalence over emotional expressiveness and PTSD symptoms. Ambivalence over emotional expressiveness significantly predicted suicidal ideation in the model without the mediator. In the mediation model, ambivalence over emotional expressiveness significantly predicted PTSD symptoms, and PTSD symptoms significantly predicted suicidal ideation. However, the direct path from ambivalence over emotional expressiveness to suicidal ideation was not statistically significant after PTSD symptoms were entered into the model. The indirect effect of ambivalence over emotional expressiveness on suicidal ideation through PTSD symptoms was statistically significant. The structural model demonstrated acceptable fit to the data. Conclusion: PTSD symptoms fully mediated the relationship between ambivalence over emotional expressiveness and suicidal ideation, suggesting that interventions targeting emotional-expression conflicts and trauma-related symptoms may help reduce suicidal ideation among veterans.

هدف: این پژوهش با هدف بررسی رابطه بین دوسوگرایی نسبت به ابراز هیجانات و افکار خودکشی در جانبازان، با در نظر گرفتن علائم اختلال استرس پس از سانحه (PTSD) به عنوان متغیر میانجی انجام شد. روش‌ها و مواد: این مطالعه توصیفی-همبستگی از نوع مقطعی بود و ۱۰۰ نفر از جانبازان جنگ ایران و عراق بستری در بیمارستان فجر به روش نمونه‌گیری در دسترس انتخاب شدند. شرکت‌کنندگان به پرسشنامه دوسوگرایی نسبت به ابراز هیجانات، مقیاس بک برای افکار خودکشی و مقیاس می‌سی‌سی‌پی برای اختلال استرس پس از سانحه مرتبط با جنگ پاسخ دادند. برای بررسی روابط بین متغیرها از همبستگی پیرسون استفاده شد. مدل‌یابی معادلات ساختاری با برآورد حداکثر درست‌نمایی در نرم‌افزار Mplus نسخه ۸ برای آزمون مدل میانجی‌گری به کار رفت. نرمال بودن داده‌ها با استفاده از چولگی و کشیدگی و چندهمخطی بودن با استفاده از شاخص‌های تورم واریانس ارزیابی شد. برازش مدل با استفاده از نسبت کای‌دو به درجه آزادی، شاخص برازش تطبیقی، شاخص تاکر-لوییس و ریشه میانگین مربعات خطای تقریب بررسی شد. برای آزمون اثر غیرمستقیم از بوت‌استرپ استفاده شد. یافته‌ها: افکار خودکشی با دوسوگرایی نسبت به ابراز هیجانات و علائم اختلال استرس پس از سانحه همبستگی معناداری داشت. دوسوگرایی نسبت به ابراز هیجانات در مدل بدون متغیر میانجی، پیش‌بینی‌کننده معنادار افکار خودکشی بود. در مدل میانجی‌گری، دوسوگرایی نسبت به ابراز هیجانات پیش‌بینی‌کننده معنادار علائم اختلال استرس پس از سانحه و علائم اختلال استرس پس از سانحه نیز پیش‌بینی‌کننده معنادار افکار خودکشی بود. با این حال، مسیر مستقیم از دوسوگرایی نسبت به ابراز هیجانات به افکار خودکشی پس از وارد کردن علائم اختلال استرس پس از سانحه به مدل، از نظر آماری معنادار نبود. اثر غیرمستقیم دوسوگرایی نسبت به ابراز هیجانات بر افکار خودکشی از طریق علائم اختلال استرس پس از سانحه از نظر آماری معنادار بود. مدل ساختاری برازش قابل قبولی با داده‌ها نشان داد. نتیجه‌گیری: علائم اختلال استرس پس از سانحه به طور کامل رابطه بین دوسوگرایی نسبت به ابراز هیجانات و افکار خودکشی را میانجی‌گری کردند و این امر نشان می‌دهد که مداخلات هدفمند بر تعارضات ابراز هیجانی و علائم مرتبط با تروما می‌تواند به کاهش افکار خودکشی در جانبازان کمک کند.

The professional reintegration of veterans is a major challenge for Ukraine’s post-war recovery and requires vocational education aligned with labour market needs. The tourism and hospitality industry offers employment opportunities, but transition to civilian work requires sector-specific knowledge, digital competence, communication, teamwork, decision-making and adaptability. The study aims to develop and theoretically substantiate a conceptual model for integrating interactive digital learning technologies into veterans’ vocational education for employment in the tourism and hospitality industry. The methodology combines secondary analysis of a sociological survey conducted by the Ukrainian Veterans Fund and the Rating Sociological Group in December 2025 among 240 respondents, competency mapping and a systematic literature review. The analysis identified transferable military competencies, including discipline, teamwork under pressure, logistical planning and decision-making in dynamic situations. It also revealed gaps in customer orientation, digital literacy and personalised service. The proposed model links veterans’ competencies and educational needs with labour market requirements through interactive technologies, including problem-based, case-based, simulation-based and scenario-based learning, microlearning, the flipped classroom, Learning Management Systems, Virtual Reality, Augmented Reality and Geographic Information Systems. The model provides a framework for translating military experience into civilian professional competencies and supports vocational programmes for veterans seeking employment in the tourism and hospitality industry. Its application may strengthen employability, facilitate social reintegration and contribute to Ukraine’s post-war recovery. Further research should validate the model through implementation and evaluation.

implement the Problem-Based Learning (PBL) model in an IPAS (Natural and Social Sciences) lesson on ecosystem harmony, aiming to enhance students' critical thinking skills. The study employed a Classroom Action Research (CAR) approach consisting of two cycles, with each cycle comprising the stages of "look," "think," and "act." Twenty-six fifth-grade students from SDN Tingkir Lor 02 Salatiga participated in the study. Students' critical thinking skills were assessed using a rubric based on the FRISCO indicators: Focus, Reason, Inference, Situation, Clarity, and Overview. The results indicate that students' critical thinking skills improved through the implementation of the PBL approach supported by the Science Escape Room medium. From an initial baseline score of 52.65%, the average critical thinking score rose to 70.94% in Cycle I and subsequently to 84.42% in Cycle II. This improvement reflects student progress in areas such as problem comprehension, reasoning, drawing conclusions, considering context, effectively communicating ideas, and reviewing their own thought processes. Thus, fifth-grade students at SDN Tingkir Lor 02 Salatiga were able to enhance their critical thinking skills while studying the IPAS topic of Ecosystem Harmony through the use of the Science Escape Room medium combined with the Problem-Based Learning model. Keywords: Problem Based Learning, Escape Room Sains, critical thinking skills, IPAS, FRISCO.

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

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

Firms often treat spending on employee training, development and well-being as a discretionary expense rather than an investment. The aim of this article is to examine whether human capital investment improves firm financial performance through employee well-being, and whether this effect depends on the firm's financial constraints. The study integrates human capital theory, the Job Demands–Resources (JD-R) model and the corporate finance literature on financing constraints. A moderated-mediation model is proposed in which employee well-being mediates the link between human capital investment and financial performance, while financial constraints weaken the link between investment and well-being. The model is tested on matched employer–employee data from 50–60 project-based organisations in the construction, IT, consulting and engineering sectors of Tashkent. Multilevel moderated-mediation analysis is applied. The scientific novelty lies in treating human capital investment as a financially constrained corporate investment and testing this integrated model in the under-researched context of Central Asia. The results help managers and policymakers understand the financial rationale for investing in employees under different financing conditions.

The article substantiates the feasibility of adaptive foreign language phonetics teaching, enhanced by artificial intelligence technologies, as an alternative to traditional standardized methods that fail to account for higher education students' individual articulatory features and lead to persistent phonetic errors. The study is interdisciplinary, combining the methodology of specialties A4 Secondary Education (A4.021 English Language and Literature), A5 Vocational Education (A5.39 Digital Technologies), and F7 Computer Engineering. The purpose of the study is to develop and justify a model of an adaptive learning platform for improving higher education students' phonetic skills through the integration of speech formant synthesis with machine learning algorithms. A formant synthesizer model based on parallel digital filters has been developed, generating reference vowel sounds by simulating the resonant frequencies of the vocal tract. An approach to personalizing learning is proposed based on a Long Short-Term Memory (LSTM) neural network, which analyzes a student's error history and dynamically adjusts formant parameters in real time. Technical validation of the model demonstrated high accuracy of formant frequency correction, with a root-mean-square error of 45 Hz for the first formant and 78 Hz for the second, enabling objective assessment of pronunciation quality and adaptation of exercise difficulty to the individual student's level. A pilot quasi-experimental verification of the platform involving experimental and control groups of higher education students confirmed its pedagogical potential for implementing differentiated learning principles based on objective acoustic data. The conclusions confirm the platform's prospects for modernizing linguistic education. Further research directions include expanding empirical validation on a larger sample and conducting perceptual evaluation of synthesized speech quality by native speakers to confirm its naturalness and suitability for learning purposes.

The ability to understand concepts is one of the important aspects in social studies learning because students are not only required to remember information, but also to be able to explain and apply concepts in various situations. However, the learning process that is still teacher-centered causes student involvement and motivation to learn is not optimal. This study aims to analyze the influence of the Teams Games Tournament (TGT) learning model assisted by Quizizz Paper Mode (Q-Card) on learning motivation and students' ability to understand concepts in food chain materials. This study uses a quantitative approach with a pre-experimental design method through a one-group pretest-posttest design. The research sample consisted of 30 students in class V of SDN Cisiram who were selected using saturated sampling techniques. Data were collected through concept comprehension tests, learning motivation questionnaires, and documentation, then analyzed using Wilcoxon, N-Gain, and effect size tests. The results showed an increase in concept comprehension ability with an average score increasing from 39.73 to 87.70, an N-Gain value of 0.78 with a high category, and an effect size of 0.617 which showed a strong influence. The application of TGT assisted by Q-Card was also able to increase students' involvement and learning motivation. Thus, the Quizizz Paper Mode (Q-Card)-assisted TGT model is effectively used as an alternative to IPAS learning to improve students' understanding of concepts and learning motivation.

Abstract Faculty development (FD) and the preparation of future faculty are central to university teaching quality, yet in Japan they are studied separately and remain underexamined in English. Pre-faculty development (pre-FD), a term coined within Japanese higher education, exclusively denotes the pre-service teaching preparation of doctoral students and other prospective academics, broadly corresponding to the American “Preparing Future Faculty” movement. Treating the two as tracks of a single academic-development continuum, this article asks how each has been institutionalized and localized in Japan, and what constrains the translation of policy into teaching improvement. The study is a narrative, document-based conceptual review of policy documents, statutory standards, national surveys, and Japanese- and English-language scholarship, using the Scholarship of Teaching and Learning (SoTL) as an analytical lens. Three findings emerge. First, both tracks advanced through top-down policy-driven and policy-induced reform: In-service FD became a legal mandate in 2008, whereas pre-FD remains a best-effort obligation. Second, in-service FD has developed a distinctive cluster of locally grounded practices: inter-university networks, mutual FD, the collegial model, and student-engaged FD. Third, national survey data show participation rising while collegial formats and dedicated provision declined over the same period, indicating that participation rates are a poor proxy for teaching-development quality. Reading the tracks together reveals what single-track accounts obscure: shared organizational carriers and a common ceiling set by the absence of a continuing professional role in academic development. The article argues, as a proposition derived from the analysis, that sustainable development depends on connecting the two tracks into a continuous career pathway framed by SoTL.

The article substantiates a four-stage theoretical model for developing critical thinking competence in pre-service English teachers. Each stage is linked to problem-based, project-based, collaborative learning and reflective writing; indicators and a three-level scale are proposed.

این مقاله یک مدل نظری چهارمرحله‌ای برای توسعه شایستگی تفکر انتقادی در معلمان آینده زبان انگلیسی را توجیه می‌کند. هر مرحله به یادگیری مبتنی بر مسئله، یادگیری مبتنی بر پروژه، یادگیری مشارکتی و نوشتن تأملی مرتبط است؛ شاخص‌ها و یک مقیاس سه‌سطحی پیشنهاد شده‌اند.

Various disciplines view reflection as both a theory and a practice for helping make learning more visible to students as well as giving them a greater sense of agency; thus, the importance of reflection in higher education is well established. In recent years, scholars in SoTL have acknowledged and theorized about the importance of reflection for faculty. Our 360-degree model builds on this scholarship and research in writing studies in order to suggest that directional (inward, outward, forward, backward) reflection helps faculty analyze their teaching practices by integrating theoretical insights and evidence to evaluate effectiveness while also supporting ongoing professional growth. This poster shares an application of the 360-degree model of reflection, encouraging faculty to build reflective practices into their SoTL projects.

This study was motivated by the need to develop learning approaches that encourage active student engagement in understanding pre-production materials in the Fundamentals of Film Studies subject at vocational high schools. Conventional instruction needs to be examined in comparison with learning models that provide students with opportunities to study materials independently before participating in classroom activities. This study aimed to determine the difference in learning outcomes between students taught using the Flipped Classroom model and those taught through conventional instruction in Grade X of the Film Production program at SMK Negeri 1 Ngasem. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants consisted of 68 students, comprising 35 students from class X PF 2 as the experimental group and 33 students from class X PF 3 as the control group. Data were collected through pretests and posttests. The data were analyzed using the Shapiro–Wilk normality test and the Mann–Whitney U test. The Mann–Whitney U test yielded a significance value of p < 0.001, with a mean rank of 50.29 for the experimental group and 17.76 for the control group. These findings indicate a statistically significant difference in learning outcomes between the two groups, with the experimental group demonstrating a higher mean rank than the control group. Therefore, the Flipped Classroom model has the potential to serve as an alternative instructional approach to support students’ learning outcomes in film pre-production. Nevertheless, these findings should be interpreted in consideration of the quasi-experimental design and the possibility of differences in students’ initial abilities between the groups. ABSTRAK Penelitian ini dilatarbelakangi oleh kebutuhan untuk mengembangkan pembelajaran yang mendorong keterlibatan aktif peserta didik dalam memahami materi pra-produksi pada mata pelajaran Dasar-Dasar Perfilman di Sekolah Menengah Kejuruan (SMK). Pembelajaran konvensional dinilai perlu dibandingkan dengan model pembelajaran yang memberikan kesempatan kepada peserta didik untuk mempelajari materi secara mandiri sebelum kegiatan pembelajaran di kelas. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar peserta didik yang menggunakan model Flipped Classroom dan pembelajaran konvensional pada kelas X Program Keahlian Perfilman di SMK Negeri 1 Ngasem. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi-eksperimen dan desain nonequivalent control group design. Subjek penelitian terdiri atas 68 peserta didik, yaitu 35 peserta didik kelas X PF 2 sebagai kelompok eksperimen dan 33 peserta didik kelas X PF 3 sebagai kelompok kontrol. Pengumpulan data dilakukan melalui tes awal (pretest) dan tes akhir (posttest). Data dianalisis menggunakan uji normalitas Shapiro–Wilk dan uji Mann–Whitney U. Hasil uji Mann–Whitney U menunjukkan nilai signifikansi p < 0,001, dengan peringkat rata-rata kelompok eksperimen sebesar 50,29 dan kelompok kontrol sebesar 17,76. Hasil tersebut menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelompok, dengan peringkat hasil belajar kelompok eksperimen lebih tinggi daripada kelompok kontrol. Dengan demikian, model Flipped Classroom berpotensi menjadi alternatif pembelajaran untuk mendukung hasil belajar peserta didik dalam memahami materi pra-produksi film. Namun, hasil penelitian perlu ditafsirkan dengan mempertimbangkan desain kuasi-eksperimen dan kemungkinan perbedaan kemampuan awal antarkelompok.

This study aims to apply the Project Based Learning model to improve the learning outcomes of Saman Dance among class XI students of SMA Mamiyai Al-Ittihadiyah Medan, based on KD 3.1 “concepts, techniques, and procedures” in the 2013 curriculum. The sample was determined using the Purposive Sampling method through a quantitative descriptive approach, using a 20-question pretest-posttest given to 28 class XI IPA students, with observation, documentation, and literature study as data collection techniques. The study was conducted in 6 meetings to produce a presentation project analyzing Saman Dance. The pretest, given before the Project Based Learning model was used, had an average score of 41, while the posttest after its application had an average score of 86. The t-test shows that t-count = 27.192 > t-table = 1.703 (df = 27, α = 0.05), so Ho is rejected and Ha is accepted. Therefore, applying the Project Based Learning model improves Saman Dance learning outcomes among class XI students of SMA Mamiyai Al-Ittihadiyah Medan.

ABSTRACT Differences in Arabic language-use environments offer a perspective for understanding why speaking instruction does not always provide learners with comparable language experiences. This study examines mahārah taḥadduts through a comparison of the Arabic Language Education Program at UIN Raden Intan Lampung, Indonesia, and the Arabic Literature Program at Yarmouk University, Jordan. A qualitative approach was employed using a comparative case study design. Data were collected through observations, semi-structured interviews with lecturers, program heads, students, and alumni, as well as document analysis. The data were analyzed using the Miles and Huberman model, supplemented by within-case and cross-case analyses, while triangulation was employed to establish data trustworthiness. Both programs demonstrated relatively similar instructional patterns involving topic selection, preparation, presentations, dialogue, and question-and-answer sessions. The most notable distinction concerned their language-use environments. At UIN Raden Intan Lampung, speaking practice was largely confined to formally structured learning settings (by design), whereas at Yarmouk University, Arabic was also used in academic interactions and everyday communication (given). These differences were associated with variations in practice opportunities, forms of oral production, and affective-linguistic barriers, without treating the language environment as the sole determining factor. These findings inform the proposed Tiered Oral Production Model, which distinguishes scheduled production (Layer 1) from contextual production (Layer 2). Developing speaking proficiency therefore requires broader opportunities to use Arabic beyond the classroom, alongside further testing of the model across diverse educational contexts. ABSTRAK Perbedaan lingkungan penggunaan bahasa Arab memberikan perspektif untuk memahami mengapa pembelajaran keterampilan berbicara tidak selalu menghasilkan pengalaman berbahasa yang serupa. Penelitian ini menelaah pembelajaran mahārah taḥadduts melalui perbandingan Program Studi Pendidikan Bahasa Arab UIN Raden Intan Lampung dan Program Studi Sastra Arab Yarmouk University, Yordania. Kajian dilakukan dengan pendekatan kualitatif melalui desain studi kasus komparatif. Observasi, wawancara semi-terstruktur dengan dosen, ketua program studi, mahasiswa, dan alumni, serta dokumentasi digunakan untuk memperoleh data. Analisis mengikuti model Miles dan Huberman, kemudian diperdalam melalui penelaahan dalam-kasus dan lintas-kasus; triangulasi digunakan untuk memeriksa keabsahan data. Kedua program studi memperlihatkan pola instruksional yang relatif serupa, meliputi penentuan tema, persiapan, presentasi, dialog, dan tanya jawab. Pembeda yang menonjol terdapat pada ekologi penggunaan bahasa. Di UIN Raden Intan Lampung, praktik berbicara lebih banyak terikat pada ruang pembelajaran yang dirancang secara formal (by design), sedangkan di Yarmouk University bahasa Arab juga hadir dalam interaksi akademik dan keseharian (given). Perbedaan ini berkaitan dengan variasi kesempatan praktik, bentuk produksi lisan, dan hambatan afektif-linguistik, tanpa menempatkan lingkungan sebagai faktor tunggal. Temuan tersebut melandasi usulan Model Produksi Lisan Bertingkat, yang membedakan produksi terjadwal (Lapis 1) dan produksi kontekstual (Lapis 2). Pengembangan keterampilan berbicara karena itu perlu memperluas kesempatan penggunaan bahasa Arab di luar kelas sekaligus menguji model tersebut pada konteks pendidikan yang beragam.

Although classical poetry is central to Chinese language education, how poetry learning is linked to writing development has rarely been characterized empirically. This one-year longitudinal study followed 1,920 students in Grades 3–6 from 48 classes in 12 primary schools across four waves and applied a four-level growth model (measurement occasions nested within students, students within classes, and classes within schools). The cognitive load components were indexed provisionally by NASA-TLX subscales, and results that depend on their distinction are interpreted as preliminary. Eight confirmatory tests were controlled with the Holm procedure and all remaining analyses were reported as exploratory with Benjamini-Hochberg control; a random-intercept cross-lagged panel model examined within-person lagged associations, which inform rather than establish the ordering of the modeled associations; and the 12-school highest level was examined with leave-one-school-out refits, a wild cluster bootstrap, prior sensitivity analyses, a school fixed-effects model, and a calibrated Monte Carlo simulation. Intrinsic (β = −0.41) and extraneous (β = −0.49) cognitive load were negatively and germane cognitive load (β = 0.45) positively associated with writing ability (Holm-adjusted p < .001), and schema construction, imagery processing, and emotional resonance carried statistical indirect associations totaling 0.587 (76.2% of the total association). The interaction of teaching method with cognitive load ( γ = 0.47, Holm-adjusted p = .011) was retained under all small-cluster sensitivity analyses, whereas the interactions with grade and class environment were exploratory and the school-level variance component was imprecisely estimated, and writing ability followed a mildly decelerating quadratic trajectory ( π 2 = −0.17 points per wave², Holm-adjusted p < .001). With imputation, centering, model reselection, refitting, and BLUP computation confined to the training folds, prediction for new students in the sampled classes and schools reached R 2 = 0.847 and RMSE = 4.28, meeting the preset RMSE target, whereas three-band accuracy (80.3%) fell short of the preset 85% target, and prediction for unseen classes and schools reached R 2 = 0.768 and 0.656. The findings characterize the multilevel associations between classical poetry learning and writing development and support instructional recommendations restricted to the confirmatory results.

Despite the integration of Earth Sciences into Moroccan secondary education, geology teaching faces multiple obstacles. This study provides a multi‑dimensional analysis of curricular, didactic, epistemological, linguistic, and ideological barriers. Using a mixed‑method design, we analysed official curricula (2007–2025), six textbooks, 47 articles, and surveyed 120 Life and Earth Sciences teachers. Results show that geology accounts for only 17% of total instructional time and is absent from three of seven major streams. 78% of teachers feel unprepared to teach geological time, 65% never use physical models, and only 12% of schools organise field trips. In French‑medium sections, 65% of students score below 50% on geology assessments (vs. 41% in Arabic sections). 72% of students confuse human and geological time scales. We propose evidence‑based remedies: curriculum restructuring (25% of LES time), mandatory field trips, physical modelling, ICT integration, and teacher training in conceptual change approaches.

Traditional statistical models face the challenges of insufficient modeling capabilities and difficulty in interpreting complex, nonlinear, and high-dimensional data. Therefore, this paper combines fuzzy logic and deep learning methods to construct a framework model for identifying key factors for high-quality employment for college students. The model in this paper uses multi-channel encoding technology. We use the attention mechanism to fuse the features obtained from multi-channel encoding and input the self-organizing fuzzy inference structure for regression and classification analysis. The system can transform numerical prediction results into a semantic rule-driven decision-making process, which can significantly improve the model’s modeling capabilities and interpretability for uncertainty. Our experiments were conducted on 5,623 graduates. Experimental results on the data show that our model achieved an average mean square error of 0.831, a coefficient of determination of 0.892, and a classification accuracy of 0.865, which are significantly higher than traditional statistical and machine learning models. The corresponding experiments demonstrate the key role of cross-modal fusion and fuzzy reasoning modules in improving the results. Feature importance analysis shows that factors such as internship duration, GPA, and research participation have a key impact on high-quality employment, which is consistent with expert consensus.

Rumba turning involves continuous whole-body reorientation, but discrete kinematic summaries do not localise where consistent directional deviations occur across the turn. This exploratory study examined rotational-progress-dependent patterns of pelvic obliquity, thoracic frontal-plane angle, and right support-foot progression angle during the initial 360° Rumba spiral turn in highly trained adolescent female Latin dancers. Fifteen dancers aged 14–16 years completed five valid trials each (75 trials). Three-dimensional kinematics were recorded using a 10-camera Vicon system at 100 Hz. For each trial, accumulated pelvic rotation was used to define rotational progress, and the three outcome waveforms were resampled to 101 points across 0%–100% of the turn. The five trials from each participant were averaged point by point, yielding 15 participant-level representative waveforms per outcome. Two-tailed one-sample statistical parametric mapping (SPM{t}) tests identified intervals in which group mean waveforms differed from their corresponding Plug-in Gait model-defined 0° references, using a Bonferroni-adjusted primary α = 0.0167 across the three outcomes. Pelvic obliquity showed a positive deviation at 11.3%–47.2% and a negative deviation at 56.5%–97.3% of rotational progress. Thoracic frontal-plane angle showed a negative deviation at 13.2%–41.9% and positive deviations at 57.6%–83.0% and 85.7%–92.0%. Right support-foot progression angle showed negative, positive, and negative deviations at 0.0%–4.8%, 10.4%–49.1%, and 56.2%–100.0%, respectively. Sensitivity analyses without the additional across-outcome Bonferroni adjustment preserved the principal directional patterns, with only modest changes in cluster extent and continuity. These findings identify where, across rotational progress, the measured segmental orientations consistently departed from model-defined references during a standardised Rumba spiral turn, without implying normative targets of optimal dance technique.

Counselling researchers have spent decades arguing about why counselling works. One philosophical camp locates the active ingredient in specific techniques tied to specific disorders. The other locates it in factors common to all bona fide therapies, chiefly the relationship between counsellor and client. This article develops a process-based perspective on the debate, examining how relational and technical elements are used within an unfolding therapeutic interaction. Drawing on the equivalence findings, the contemporary alliance literature, the unresolved question of causal mediation, the routine outcome monitoring evidence, and Australian decolonising scholarship, I propose a culturally situated responsive calibration model. The model reframes the therapist’s continuous, feedback-informed adjustment of relational and technical elements, made within the client’s cultural frame of wellbeing, as a proposed proximal mechanism of change. Calibration is not a new observation about good practice. Building on established responsiveness theory, the proposed contribution is to organise testable episodes of clinical judgement around feedback, action, and the client’s definition of wellbeing. Four testable propositions are advanced, including tests of whether calibration adds explanatory value beyond established process and treatment measures. Implications for practice, training, and measurement are outlined. The model is offered as a conceptual framework awaiting empirical testing, not as an established finding.

This study aimed to develop an Islamic Theology and Ethics learning module for Islamic Junior High Schools (Madrasah Tsanawiyah, MTs) based on tazkiyatun nafs (purification of the soul) for prospective Islamic Religious Education (IRE) teachers using the ADDIE development model. The research employed a research and development approach comprising five stages: analysis, design, development, implementation, and evaluation. The participants were 22 prospective IRE teachers enrolled in the Islamic Religious Education Materials for MTs course at STAI Al-Hamidiyah Bangkalan during the 2025/2026 academic year. Data were collected through expert validation forms, student response questionnaires, student reflections, observations, and documentation. Quantitative data were analyzed descriptively using percentages, while qualitative data were analyzed through data condensation, data display, and conclusion drawing. The validation results indicated that the module achieved feasibility scores of 91.00% from the subject matter expert and 89.00% from the instructional media expert, yielding an overall average of 90.00%, categorized as highly feasible. Student responses reached 83.18% (366 out of 440), indicating very positive responses. The practical examples received the highest score (86.36%), while the clarity and systematic presentation of the material received the lowest score (80.00%). Student reflections highlighted muhasabah (self-reflection), emotional regulation, moral awareness, and teacher role modeling as meaningful learning experiences. The module offers a contextual learning resource that integrates spiritual purification into Islamic Theology and Ethics education. However, the findings are limited to module feasibility and participants' perceptions and do not establish improvements in pedagogical competence or learning effectiveness. Future research should examine the module's effectiveness using larger samples and structured learning outcome assessments.

This study aims to develop an integrative conceptual model that connects student development management and Islamic Guidance and Counseling (Bimbingan dan Konseling Islam/BKI) within the framework of holistic student development in Islamic education. The study employs an integrative conceptual literature review to identify, examine, and synthesize relevant theoretical and conceptual perspectives. Literature was searched through Google Scholar, Garuda, and the Directory of Open Access Journals (DOAJ) during January–July 2026. From an initial 312 records, successive stages of duplicate removal, relevance screening, and full-text assessment resulted in a final corpus of 58 sources. The literature was analyzed through data extraction, initial coding, thematic categorization, cross-source comparison, and conceptual synthesis. The literature synthesis indicates conceptual convergence around the importance of integrating students’ spiritual, moral, psychological, and personal development within Islamic education. Based on this synthesis, the study proposes an integrative conceptual model comprising four interconnected components: fitrah as the philosophical and anthropological foundation of human potential; holistic Islamic education as the overarching developmental orientation; student development management as the institutional framework for planning, coordinating, and evaluating student development; and Islamic Guidance and Counseling as the professional support mechanism for identifying students’ needs and facilitating preventive, responsive, and developmental interventions. Functionally, fitrah establishes the foundational understanding of human potential, holistic Islamic education defines the developmental direction, student development management translates this orientation into coordinated institutional practices, and Islamic Guidance and Counseling provides individualized and group-based support within appropriate professional boundaries. These components operate as a mutually reinforcing framework for integrating educational planning, student support, and holistic development. The study concludes that this model offers a coherent conceptual basis for understanding student development in Islamic education, while its practical applicability and effectiveness require further empirical examination.

Teaching Factory (TEFA) provides vocational students with authentic, industry-oriented learning experiences. However, its evaluation often focuses on technical performance and final learning outcomes, leaving employability skills insufficiently assessed. Previous studies have largely examined TEFA implementation and digital assessment separately, highlighting the need for an integrated evaluation model. This study aimed to develop and validate a Digital Teaching Factory Evaluation Model that integrates authentic learning, digital assessment, and employability skills evaluation. A research and development approach was employed using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data were collected through literature reviews, observations, interviews, questionnaires, document analysis, expert validation, and pretest-posttest assessments. Quantitative data were analyzed descriptively, while qualitative data were examined through coding, categorization, and triangulation. The results showed that the model achieved 88.0% expert validation and 90.0% practicality, indicating that it was highly valid and very practical. Students’ average employability skills scores increased from 67.8 to 84.4, with a reported relative gain of 51.7%. Work readiness showed the highest relative gain (58.1%), followed by collaboration (53.3%), problem-solving (51.4%), communication (50.0%), and adaptability (45.5%). These findings suggest that the model offers a practical framework for assessing employability skills within authentic TEFA activities. It can help vocational teachers document student performance, provide timely feedback, and align assessment with workplace expectations. Further research involving larger samples and stronger experimental designs is needed to examine its effectiveness across different vocational education contexts.

This study was motivated by the low learning outcomes of fourth-grade students in Pancasila Education at UPTD SD Negeri 075062 Doli-Doli. In the pre-cycle assessment, only 4 of 19 students (21.05%) met the Learning Objective Achievement Criteria (KKTP). This study aimed to describe the implementation of the Problem-Based Learning (PBL) model and improve students’ learning outcomes through its application. 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 19 fourth-grade students. Data were collected through observation, learning outcome tests, and documentation, then analyzed descriptively. The results showed that the average teacher activity score increased from 56.73% in Cycle I to 79.81% in Cycle II, while student activity increased from 59.71% to 80.59%. The average learning outcome score rose from 48.16 in the pre-cycle to 65.26 in Cycle I and 87.37 in Cycle II. Classical learning mastery also increased from 21.05% to 52.63% and 89.47%, respectively. Therefore, implementing PBL can improve the learning process and learning outcomes in Pancasila Education among fourth-grade students. ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar Pendidikan Pancasila siswa kelas IV UPTD SD Negeri 075062 Doli-Doli. Pada tahap pra-siklus, hanya 4 dari 19 siswa (21,05%) yang mencapai Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian ini bertujuan mendeskripsikan penerapan model Problem Based Learning (PBL) dan meningkatkan hasil belajar siswa melalui penerapan model tersebut. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Setiap siklus meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 siswa kelas IV. Data dikumpulkan melalui observasi, tes hasil belajar, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa rata-rata aktivitas guru meningkat dari 56,73% pada Siklus I menjadi 79,81% pada Siklus II, sedangkan aktivitas siswa meningkat dari 59,71% menjadi 80,59%. Nilai rata-rata hasil belajar meningkat dari 48,16 pada pra-siklus menjadi 65,26 pada Siklus I dan 87,37 pada Siklus II. Ketuntasan klasikal juga meningkat dari 21,05% menjadi 52,63% dan 89,47%. Dengan demikian, penerapan PBL dapat meningkatkan proses pembelajaran dan hasil belajar Pendidikan Pancasila siswa kelas IV.

This study aims to examine the effectiveness of the PJBL model with a scientific approach that influences student learning outcomes. The method used in this study is a literature study by collecting and analyzing various previous research sources related to the implementation of PjBL in elementary schools. This literature study focuses on how PjBL can develop students' cognitive, affective, psychomotor, and social-emotional skills. The results of the study show that PjBL through a scientific approach can increase students' interest, motivation, and learning outcomes. This model encourages students to collaborate, think critically, and actively engage in real projects that are relevant to everyday life. However, there are several challenges in its implementation. The success of this model requires support from good time management, teacher guidance, and adequate facilities.

Improving the quality of Islamic education requires a quality management approach that is not only oriented toward meeting established standards but also grounded in Islamic values, including trustworthiness (amanah), justice (‘adl), excellence (ihsan), consultation (shura), and continuous improvement. This article focuses on synthesizing quality management principles with Islamic educational values and developing a quality management model that systematically integrates audit, self-evaluation, benchmarking, and accreditation. This study employs a qualitative approach using a literature review method. The research stages include identifying and selecting relevant literature, analyzing the concepts of quality management and Islamic educational values, synthesizing relevant principles, and formulating an Islamic education quality management model. The findings indicate that integrating Islamic values with quality management principles can establish a quality assurance system that goes beyond compliance with standards toward fostering an ethical, integrity-based, and sustainable quality culture. Audits function as instruments for assessment and control, self-evaluation as a reflective process for identifying institutional achievements and weaknesses, benchmarking as a means of learning from best practices, and accreditation as formal recognition of quality standards compliance. The proposed model positions Islamic values as its philosophical foundation, quality management as its organizational framework, and the four instruments as mechanisms for continuous quality improvement. Therefore, the model provides a conceptual framework for developing Islamic education quality management that is integrative, adaptive, sustainable, and oriented toward public benefit.

The central issue that is being addressed in this particular research endeavor pertains to the notably inadequate science learning outcomes that have been observed among the fourth-grade students enrolled at SD Negeri 1 Labuah Ratu Dua. The primary objective of this research is to systematically investigate and elucidate the effects that the Team Games Tournament (TGT) learning model has on improving these educational outcomes. The methodological framework employed in this study is characterized by a quasi-experimental design, which allows for the exploration of causal relationships while maintaining a level of control over extraneous variables. The total population under consideration in this research comprises 60 students, and it is noteworthy that the sample size is also exactly 60 students, thereby ensuring comprehensive representation. In determining the research sample, a non-probability sampling technique was utilized, which is particularly relevant in contexts where random sampling is not feasible or practical. The data collection methods employed in this study encompass a variety of non-test techniques, including but not limited to observation and documentation, alongside test techniques, which are specifically structured in the format of multiple-choice questions. The subsequent data processing was conducted using statistical methods such as the chi-square formula, F-test, and simple linear regression analyses, all of which collectively provide robust evidence supporting the hypothesis. The results indicate a statistically significant effect of the TGT learning model on the academic performance of students in the fourth grade of elementary school, as substantiated by the finding that Fhitung exceeds Ftabel, specifically with values of 19.77 and 4.20, respectively. This compelling evidence serves to underscore the efficacy of the TGT learning model as an innovative pedagogical approach aimed at enhancing science learning outcomes within this educational context. Overall, the implications of these findings are far-reaching, suggesting that the implementation of such collaborative learning strategies could potentially transform educational practices in similar settings.

This study develops an approach to predict personality traits based on the Big Five model through essay text by combining global and contextual information using a Vocabulary Graph Convolutional Network (VGCN) and Bidirectional Encoder Representations from Transformers (BERT). VGCN is used to capture global relationships between words through a vocabulary graph representation built based on NPMI weights, while BERT plays a role in producing richer and more contextual text representations. Experimental results show that the integration of structural and contextual features can provide good performance in multi-label classification tasks. Based on the grid search process and 5-fold cross-validation, the best model configuration obtained a macro F1 score of 0.6827 and a weighted F1 score of 0.6829 in out-of-fold prediction. The evaluation results for each feature show that the recall value is close to 1.0, while the precision value ranges from 0.50 to 0.56. This condition indicates a tendency for the model to produce more positive predictions. Furthermore, the results of the study highlight the importance of optimizing the prediction threshold value to obtain a more optimal compromise between precision and recall. Overall, the integration of graph-based semantic information with contextual representations from BERT shows that the VGCN-BERT approach has good potential for application in multi-label personality classification

Abstract Objectives We hypothesized that benzodiazepine/z-drug (BZRA) dose, insomnia symptoms, and obstructive sleep apnea (OSA) risk are associated with cognitive performance above and beyond other modifiable dementia risk factors. Methods In this cross-sectional study, we used baseline data from recruited patients without dementia from one VA site and one academic site to analyze regression models based on previously published risk factors for cognitive impairment, adapted to include sleep and benzodiazepine usage interactions. Changes in R 2 and model fit (F-tests) were examined for four nested regression models predicting Mini-Mental State Examination (MMSE), Trail Making Test (TMT)-A, TMT-B, and Digit Symbol Substitution Test (DSST). Base Models included common dementia risk factors. Model-2 = Base + Insomnia Severity Index; Model-3 = Model-2 + dose; Model-4 = Model-3 + OSA risk; and Model-5 = Model-4 + OSA-BZRA. Results R 2 for the base model predicting MMSE was 0.139 (n = 313), 0.241 for TMT-A (n = 298), 0.229 for TMT-B (n = 287), and 0.189 for DSST (n = 285). Model-5 R 2 was 0.142 for MMSE, 0.246 for TMT-A, 0.238 for TMT-B, and 0.190 for DSST, with all F-test p-values >.145. Conclusions Sleep disorder variables did not significantly explain additional variation in cognition performance. Studies with a wider range of cognitive performance are needed.

In corridors shared by humans and robots, mobile robots should follow paths that are comfortable for passengers and observers. Previous studies have examined straight corridors with uniform width; however, actual environments include varying-width corridors, such as hallways connected to open spaces or containing static obstacles. Comfortable path design in such environments is unclear, and differences between passenger and observer preferences remain underexplored. This study provides initial, context-specific empirical evidence on comfort preferences among robot paths in varying-width corridors from passenger and observer perspectives. Through experiments (n = 35), three paths were examined: a straight wall-following path, a center path with a small heading change, and a wall-following path with a larger heading change. Each path was evaluated in two perspectives (passenger and observer) and two environments with sudden or gradual width changes. Comfort was measured by ranking the three paths. A Plackett–Luce model was used to test within-condition path preferences, the effects of perspective and environment, and their interaction. Across all conditions, the straight wall-following path was mainly preferred. In the sudden-change environment, path preference differed significantly between perspectives: passengers preferred the center path over the path with the larger heading change, whereas observers showed no such preference and rated the latter relatively higher. No significant effect of environment or interaction was detected. These findings suggest that, within the scenarios tested, smaller heading changes are associated with comfort, whereas less center-aligned motion may be particularly relevant when observer comfort is prioritized.

Perceptual expertise is widely assumed to refine multisensory perception, yet the empirical literature appears inconsistent. Trained musicians show narrower audiovisual temporal integration windows and quicker segregation, whereas experienced wine tasters seem more influenced by a wine's color in their aroma and flavor judgments than novices are. We argue that the inconsistency arises from a conflation of two formally distinct quantities: the prior probability that concurrent signals arise from a common source, and the coupling between the values of signals that share one. We present a generative model in which both are free parameters, along with channel precision and a decision criterion, that contains causal-inference and coupling-prior models as special cases. The model shows that the correlation between the values of two signals across an environment reflects only the product of the two priors, so that a correlation-tracking learner acquires the coupling when the signals always share a source, whereas separating the two priors requires representing causal structure; that binary common-source reports confound the common-cause prior with the decision criterion; that the coupling trades off against the measurement noise of the influencing channel unless its precision is measured independently; and that the two priors leave distinct signatures in how cross-modal influence varies with disparity. When the source is fixed, as for the color and odor of a wine, tighter coupling alone produces the conjunction of greater displacement by color and better discrimination between wines reported for experienced tasters, which no change in odor precision can produce. Simulations of a test battery combining continuous estimates, common-source reports and discrimination thresholds show that the parameters can be recovered, that a within-subject dissociation can be detected with conventional sample sizes under illustrative effect sizes, and that recovery fails in certain cases. The account yields a rule classifying environments by their base rate of common causation and their coupling strength, and the same ambiguity attends claims about altered multisensory processing in autism and aging. We also show that the most cited demonstration of expert susceptibility to color contains no expertise manipulation, and suggest that apparent expert biases may reflectwind calibration to real-world statistics.

Introduction This simulation-based computational study develops a non-linear state-space framework for stress-related negative cognitive bias and multivariate EEG/ERP observations. Methods A three-state model represents negative bias, cognitive control, and arousal, while symptom load and normalized model stress input reshape a quartic bias potential. N2, P3, late positive potential, frontal theta, frontal alpha asymmetry (FAA), and frontoparietal phase locking provide complementary observation channels. Additional checks distinguish the non-linear benchmark from additive and interaction-only competing generators, examine equilibria of the full coupled system, and perturb the observation model. Results We establish bounded stochastic dynamics, a conditional scalar multistability boundary, stable-branch stress sensitivity, and a sufficient local state-observability condition. A seeded benchmark with 180 simulated participants yields model-implied stress-by-symptom slopes of 66.83 ms for response time, 1.12 μV for LPP, 0.775 dB for frontal theta, 0.133 for FAA, and 0.0769 for frontoparietal PLV. Under a non-linear generating process, mean held-out RMSE was 0.060 for the pre-specified quartic candidate vs. 0.436 for the interaction-only candidate. State-reconstruction RMSE increased from 0.152 under the nominal loading matrix to 0.232 under 15% loading perturbations. Discussion These results demonstrate implementation consistency and characterize model sensitivity; they are not clinical effect estimates or evidence of empirical parameter identifiability.

With the World Health Organization (WHO) estimating 720,000 deaths from suicide each year, the phenomenon of suicide is a priority in public health policy. International policy frameworks highlight the need to adopt biopsychosocial perspectives in order to understand the phenomenon of suicide; however, in practice, it is noted that social components play a minor role in policy design, with a preference for a biopsychological and clinical approach. This paper seeks to answer the question: Does Spanish public policy on suicide prevention operationalize the biopsychosocial model of suicide in its strategic implementation? To answer this question, a documentary analysis of public policies is carried out using the READ method. Current suicide policies in force in Spain are examined at three levels: transnational framework documents, national policies, and regional public policies. In the 15 policies analyzed, a lexicometric analysis is combined with a thematic qualitative policy analysis. The results show that, as one moves down to policies closer to the population, a gap emerges between the discursive use of the biopsychosocial model and its practical application. It is concluded that at the transnational and national policy levels, the biopsychosocial model predominates in the understanding of suicide, while in Spain’s autonomous communities, the psychobiological approach tends to be prioritized over social causes. This has an impact on the types of measures proposed, which have limited intersectional scope, a narrow view of the community-based approach, and prioritize healthcare resources to address the phenomenon of suicide.

Developmental Coordination Disorder (DCD) is associated with elevated rates of anxiety and depression, as well as reduced quality of life, yet the mechanisms linking motor difficulties to these outcomes remain incompletely specified. This article presents and critically evaluates the Integrated Stress-Adaptation Framework for DCD (ISAF-DCD), which synthesizes empirical findings on DCD with established stress theories, including the Environmental Stress Hypothesis, the transactional model of stress, and the Conservation of Resources model. Although the framework is presented with reference to comorbid neurodevelopmental conditions broadly, its evidential basis and worked examples concentrate specifically on attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD); generalization to other neurodevelopmental conditions is plausible but has not been evaluated here. ISAF-DCD proposes that motor coordination difficulties influence mental, cognitive, and physical health through interacting environmental demands, primary and secondary stressors, appraisal and response processes, and personal and social factors. The framework is bidirectional and developmentally sensitive, allowing outcomes to feed back into subsequent stress and adaptation processes across the lifespan. I examine the model’s conceptual coherence, empirical support, and potential clinical utility, arguing that ISAF-DCD offers a theoretically grounded heuristic for organizing a fragmented literature while remaining provisional. Its proposed contributions include clarifying the multiple roles of resilience and social support, refining the classification of environmental demands, incorporating neurodevelopmental comorbidity as a cross-cutting factor, and representing reciprocal relationships between stress and motor functioning. To improve falsifiability, I specify the temporal and functional roles of key dual-role constructs and derive five core, empirically distinguishable propositions that differentiate ISAF-DCD from an expanded Environmental Stress Hypothesis. Direct empirical support for some components, particularly the proposed corticolimbic mechanisms, remains limited. ISAF-DCD should therefore be treated as a hypothesis-generating framework, focused primarily on ADHD and ASD as comorbid conditions and on mental health as its central but not exclusive outcome domain, that requires rigorous longitudinal and intervention-based evaluation.

Objective Non-suicidal self-injury (NSSI) is an urgent and substantial public health concern among adolescents. This study is aimed at identifying the independent psychological predictors of NSSI and developing and validating a logistic regression-based risk discrimination model focused on coping styles. Methods A cross-sectional study involving 206 adolescents (104 with NSSI and 102 healthy controls) was conducted. All the participants provided general demographic data, and completed the Experiences in Close Relationships Inventory (ECR), the Childhood Trauma Questionnaire-Short Form Version (CTQ-SF), and the Coping Styles Questionnaire (CSQ). Univariate and multivariate logistic regression analyses were performed to identify the independent predictors of NSSI. A nomogram was constructed in accordance with the final multivariate model. Model performance was evaluated using receiver operating characteristic (ROC) curves, calibration plots, the Hosmer-Lemeshow (HL) test, and a decision curve analysis (DCA). Results Multivariate logistic regression revealed that a higher level of self-blame (OR = 1.062; 95% CI: 1.023–1.102; P = 0.002) was an independent risk factor, whereas a better problem-solving capacity (OR = 0.911; 95% CI: 0.867–0.957; P < 0.001) was an independent protective factor for adolescents with NSSI. Attachment dimensions and childhood trauma did not retain independent significance after adjustment. The nomogram showed excellent discrimination (AUC = 0.951, 95% CI: 0.922–0.980), good calibration (HL test P > 0.05), and superior clinical net benefit across a wide threshold (0.01–0.99). Conclusion Targeting self-blame and enhancing problem-solving skills may be effective styles for the prevention of adolescent NSSI. As a preliminary finding, the nomogram developed in our study is a useful tool for exploratory differentiation.

The integration of Islamic Religious Education (PAI) and Science represents a crucial approach to developing students' scientific competence while simultaneously strengthening Islamic values ​​and character. This study aims to identify the general and specific characteristics of integrated PAI and Science instruction, serving as an empirical foundation for developing an integrated learning model at MI Muhammadiyah Sains Qur'an (MIM SAINSQU) Balong. A qualitative descriptive approach was employed, with data collected through interviews with the principal, curriculum coordinator, PAI teachers, and classroom or Science teachers; classroom observations; and an analysis of relevant school and instructional documents. The findings indicate that this integration is realized through Quran-oriented contextualization, scientific inquiry, environment-based learning, active student participation, teacher facilitation, and the development of cognitive and affective competencies. However, implementation varies depending on the learning topic, teacher readiness, and the availability of integrated learning resources and assessment frameworks. The study concludes that MIM SAINSQU Balong possesses a strong institutional and pedagogical foundation for integrated PAI and Science instruction but requires a systematic model that coherently links scientific concepts, Quranic values, learning activities, resources, the roles of teachers and students, and assessment.

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.

Currently, no practical instrument is available to evaluate sleep health literacy in nurses. This study aimed to translate the Sleep Health Communication scale into Chinese and examine its psychometric properties. Translation was performed following the standard procedures of the classic Brislin translation model. Cross-sectional survey was conducted between May 1 and June 1, 2025, in a large general hospital located in Southeast China. The survey battery consisted of demographic information, the Sleep Health Literacy scale (SHL), and the Anxiety and Preoccupation about Sleep Questionnaire (APSQ). Random subsample 1 ( n = 317) was used for item analysis and exploratory factor analysis (EFA). Random subsample 2 ( n = 318) was utilised to test internal consistency, perform confirmatory factor analysis, and calculate convergent validity and discriminant validity. Forty randomly selected participants were retested one month later to assess test-retest reliability. Six experts in relevant disciplines were recruited to evaluate content validity. Concurrent validity was assessed via Pearson correlation analysis between the total score of the SHC and the overall score of the APSQ. The Chinese version of the SHC scale comprised 2 dimensions with a total of 9 items. Confirmatory factor analysis (CFA) supported this two-factor model with acceptable model fit indices: χ 2 /df = 2.946, RMSEA = 0.078. The overall Cronbach’s α coefficient of the scale was 0.889, and the McDonald’s ω coefficient was 0.894. The test-retest reliability yielded an r value of 0.881, and the two-way mixed-effects model intraclass correlation coefficient (ICC) value of 0.866. The item-level content validity index (I-CVI) ranged from 0.833 to 1.000, and the scale-level average content validity index (S-CVI/Ave) was 0.944. Concurrent validity was calculated by correlating total SHC scores with total APSQ scores; the correlation coefficient was r = − 0.187( p < 0.01). The SHC-C exhibited preliminary reliability and validity. Notably, the overall concurrent validity of this scale with the APSQ was weak. The two-item Critical Application factor exhibited an even weaker, non-significant correlation and limited internal consistency. Its psychometric properties should be further validated using larger and more diverse samples. Not applicable.

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.

This study aims to analyze the integration of social reconstruction and technological models in the development of Islamic Religious Education (PAI) curriculum as an effort to balance the intellectual tradition of Islam with the demands of social change and technological development. This study employs a qualitative method with a library research approach. Data were obtained from relevant scholarly literature, including journal articles, books, and academic documents addressing curriculum development, social reconstruction models, technological models, and Islamic education. The data were analyzed descriptively and analytically by comparing the characteristics, orientations, strengths, and limitations of both models to formulate an appropriate integration framework for PAI curriculum development. The findings indicate that the social reconstruction model provides a foundation for the PAI curriculum to respond to social issues, develop critical awareness, and promote social transformation, while the technological model strengthens instructional systems through competency-oriented learning, technology utilization, and measurable evaluation. Integrating the two models produces a PAI curriculum framework that remains rooted in Islamic intellectual traditions while being adaptive to social change, technological developments, and students’ needs. Thus, their integration can serve as a strategic alternative for developing a relevant, contextual, and socially transformative PAI curriculum.

Addressing the structural imbalance in smart tourism course teaching—characterized by "emphasizing technical principles while neglecting value guidance, and prioritizing case introductions over critical thinking and character cultivation"—this study takes the ideological and political education (IPE) reform of the course "Introduction to Smart Tourism" as its vehicle to construct a "dual-integration driven" teaching model. This model is driven by two wheels: interdisciplinary integration and industry-education integration. It systematically excavates the IPE elements embedded in the course, including cultural confidence, ecological protection, rural revitalization, red heritage, technological self-reliance, and data ethics. By building a full-chain IPE implementation system of "theoretical immersion—case discussion—project practice—evaluation feedback," and relying on a localized typical case database and a government-enterprise-university collaborative education platform, the model enables students to advance from "technical cognition" to "value internalization" and further to "professional practice." A three-year teaching practice shows that this model effectively enhances students' cultural identity, technological ethics awareness, and cross-cultural narrative ability, providing a replicable practical paradigm for similar universities to carry out IPE construction in smart tourism courses.

An educational process organized based on an integrative approach significantly enhances the level of meta-competence among prospective primary school teachers. This article analyzes a four-component model for developing meta-competence (comprising goal-oriented, content-related, technological, and outcome-based dimensions) and evaluates its effectiveness through a pedagogical experiment. The study involved 519 students from the pedagogical institutes of Andijan and Namangan, as well as Navoi State University (divided into experimental and control groups). The results showed a substantial improvement in meta-competencies within the experimental group, whereas no significant changes were observed in the control group. These findings are particularly relevant, as they can be utilized to refine educational modules and assessment tools within higher pedagogical education institutions.

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.

The Tarbiyah Anak Saleh (TRANS) Program is a character and religious development program for students at Al-Bashirah Integrated Islamic Elementary School (SDIT Al-Bashirah). Although the program has been implemented as one of the school’s flagship programs, it has never been systematically evaluated to identify discrepancies between its planning and implementation. This study aims to identify and measure the discrepancies between the planning and implementation of the TRANS Program using the Discrepancy Evaluation Model (DEM), which comprises four evaluation stages: design, installation, process, and product. The study employed an evaluation approach using a mixed-method design and was conducted from February 23 to March 7, 2026. Data were collected through questionnaires, interviews, and documentation. The questionnaires were administered to 132 students in Grades IV, V, and VI, while interviews were conducted with 3 teachers involved in implementing the program. The findings show that the overall discrepancy level of the TRANS Program was categorized as small. At the design stage, the program was supported by competent human resources and adequate facilities and infrastructure, although several activities had not yet been implemented and detailed technical guidelines were not available. At the installation stage, the level of program conformity reached 80%, with a discrepancy of 20%, categorized as small, although internet connectivity and transportation constraints were still encountered. At the process stage, the level of conformity also reached 80%, with a discrepancy of 20%, categorized as small, supported by the involvement of the school, teachers, parents, and students. At the product stage, the level of program achievement reached 84%, with a discrepancy of 16%, categorized as very small, as reflected in positive changes in students’ worship practices, moral character, discipline, and responsibility. These findings indicate that the TRANS Program demonstrates a high level of conformity and achievement; however, stronger technical guidelines and greater consistency in implementation are still needed to ensure that all program components are carried out optimally. ABSTRAK Program Tarbiyah Anak Saleh (TRANS) merupakan program pembinaan karakter dan keagamaan peserta didik di Sekolah Dasar Islam Terpadu (SDIT) Al-Bashirah. Meskipun program ini telah dilaksanakan sebagai salah satu program unggulan sekolah, belum pernah dilakukan evaluasi secara sistematis untuk mengetahui kesenjangan antara perencanaan dan pelaksanaannya. Penelitian ini bertujuan untuk mengidentifikasi dan mengukur kesenjangan antara perencanaan dan pelaksanaan Program TRANS menggunakan Discrepancy Evaluation Model (DEM), yang mencakup empat tahap evaluasi, yaitu desain, instalasi, proses, dan produk. Penelitian menggunakan pendekatan evaluasi dengan metode campuran (mixed method) yang dilaksanakan pada 23 Februari–7 Maret 2026. Data dikumpulkan melalui angket, wawancara, dan dokumentasi. Angket diberikan kepada 132 peserta didik kelas IV, V, dan VI, sedangkan wawancara dilakukan terhadap 3 guru yang terlibat dalam pelaksanaan program. Hasil penelitian menunjukkan bahwa tingkat kesenjangan Program TRANS secara umum berada pada kategori kecil. Pada tahap desain, program telah didukung oleh sumber daya manusia yang kompeten dan sarana prasarana yang memadai, meskipun beberapa kegiatan belum terlaksana dan belum tersedia petunjuk teknis yang rinci. Pada tahap instalasi, tingkat kesesuaian program mencapai 80% dengan kesenjangan 20% dalam kategori kecil, meskipun masih terdapat kendala jaringan dan transportasi. Pada tahap proses, tingkat kesesuaian mencapai 80% dengan kesenjangan 20% dalam kategori kecil, didukung oleh keterlibatan sekolah, guru, orang tua, dan peserta didik. Pada tahap produk, tingkat ketercapaian mencapai 84% dengan kesenjangan 16% dalam kategori sangat kecil, yang ditunjukkan oleh perubahan positif pada aspek ibadah, akhlak, kedisiplinan, dan tanggung jawab peserta didik. Temuan ini menunjukkan bahwa Program TRANS memiliki tingkat kesesuaian dan ketercapaian yang tinggi, tetapi masih memerlukan penguatan petunjuk teknis dan konsistensi pelaksanaan agar seluruh komponen program dapat terlaksana secara optimal.

Orthorexia Nervosa (ON) is widely regarded as an emerging eating disorder although it is not currently recognised as a formal diagnosis. It is characterised by a strict adherence to “pure” eating which becomes excessive and can lead to nutritional deficiencies, psychological distress, and impaired daily functioning. Restrictive eating behaviour in ON shows overlap with Restricted Repetitive Behaviours (RRBs) observed in autism. However, the conceptual relationship between ON and autism remains underexplored. This perspective article synthesises existing literature to explore potential overlapping and diverging mechanisms of RRBs across ON and autism. Intolerance for Uncertainty is highlighted as a possible shared mechanism that may contribute to RRBs observed in both ON and autism, whereas Cognitive Inflexibility and Perfectionism may mechanistically differentiate the conditions. We consider that autistic RRBs reflect neurodevelopmental divergence, whereas orthorexic RRBs may be influenced by evaluative belief-centred cognitions. We propose a conceptual model outlining how cognitive, affective and functional factors may interact to produce and maintain RRBs. Clarifying these distinctions is important in supporting clinicians to appropriately consider the drivers and mechanisms underlying RRBs across ON and autism, therefore supporting accurate diagnosis, formulation and treatment.

The increasing participation of women in the workforce has been accompanied by growing professional and personal demands that may affect the psychological well-being of career women. The World Health Organization (WHO) reports that approximately 15% of the working-age population experiences mental health problems, while work-related pressures contribute to approximately 12 billion lost working days annually. These conditions highlight the importance of resilience as a psychological resource that enables career women to adapt, recover, and function effectively when facing workplace challenges. This study aimed to examine the predictive relationships of self-esteem and emotion regulation with resilience among career women. A quantitative cross-sectional survey design was employed involving 200 career women in Semarang City, Indonesia, selected through purposive sampling. Data were collected using questionnaires measuring self-esteem, emotion regulation, and resilience on a five-point Likert scale. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4 through the evaluation of the measurement model, structural model, and hypothesis testing using a bootstrapping procedure. The findings showed that self-esteem and emotion regulation were positive predictors of resilience among career women. Self-esteem demonstrated a relatively stronger contribution than emotion regulation, while the overall model explained part of the variance in resilience. These findings indicate that career women with more positive self-esteem and better emotion regulation tend to demonstrate greater resilience. The study highlights the importance of self-esteem and emotion regulation as psychological resources that may be considered in organizational programs aimed at supporting women's resilience, psychological well-being, and sustainable career development. ABSTRAK Meningkatnya partisipasi perempuan dalam dunia kerja diikuti dengan semakin kompleksnya tuntutan profesional dan kehidupan personal yang berpotensi memengaruhi kondisi psikologis wanita karier. Organisasi Kesehatan Dunia (WHO) melaporkan bahwa sekitar 15% penduduk usia produktif mengalami gangguan mental, sementara tekanan kerja menyebabkan hilangnya sekitar 12 miliar hari kerja setiap tahun. Kondisi tersebut menunjukkan pentingnya resiliensi agar wanita karier mampu bertahan, beradaptasi, dan bangkit dari berbagai tekanan. Penelitian ini bertujuan menganalisis hubungan prediktif self-esteem dan regulasi emosi dengan resiliensi pada wanita karier. Penelitian menggunakan pendekatan kuantitatif dengan desain cross-sectional melalui metode survei terhadap 200 wanita karier di Kota Semarang yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan menggunakan kuesioner yang mengukur self-esteem, regulasi emosi, dan resiliensi dengan skala Likert lima tingkat. Data dianalisis menggunakan Structural Equation Modeling–Partial Least Squares (SEM-PLS) dengan bantuan SmartPLS 4 melalui evaluasi model pengukuran, model struktural, dan pengujian hipotesis menggunakan prosedur bootstrapping. Hasil penelitian menunjukkan bahwa self-esteem dan regulasi emosi merupakan prediktor positif terhadap resiliensi pada wanita karier. Self-esteem menunjukkan kontribusi yang relatif lebih kuat dibandingkan regulasi emosi, sedangkan model penelitian secara keseluruhan mampu menjelaskan sebagian variasi resiliensi. Temuan ini menunjukkan bahwa wanita karier dengan penghargaan diri yang lebih positif dan kemampuan regulasi emosi yang lebih baik cenderung memiliki resiliensi yang lebih tinggi. Penelitian ini menegaskan pentingnya self-esteem dan regulasi emosi sebagai sumber daya psikologis yang dapat dipertimbangkan dalam pengembangan program organisasi untuk mendukung resiliensi, kesejahteraan psikologis, dan keberlanjutan karier perempuan.

Objective Running applications provide feedback, goal setting, rewards, and social interaction, yet app use is often discussed as though it directly improves objective performance. This study tested a sport psychology model linking running-app engagement to perceived training gains via perceived motivational affordances and runner motivation. Methods A quantitative, cross-sectional online survey was completed by 206 adult running-app users. Twenty-five five-point indicators were analyzed using partial least squares structural equation modeling with 5,000 bootstrap resamples. A two-step assessment examined the measurement model and then the structural model, including direct, specific indirect, and total effects. Common-method considerations, construct-level cross-validated prediction, and three sensitivity analyses were also evaluated. Results Engagement was positively associated with motivational affordances (β = 0.707), motivation (β = 0.401), and perceived training gains (β = 0.401). Motivational affordances were positively associated with motivation (β = 0.496), and motivation was positively associated with perceived training gains (β = 0.499); all 95% bootstrap confidence intervals excluded zero. The indirect effect of engagement on perceived training gains through motivation was β = 0.200, while the sequential engagement–affordances–motivation–gains indirect effect was β = 0.175. The model explained 68.8% of the variance in motivation and 71.1% of the variance in perceived training gains. Conclusion Runners who integrated an app more strongly into their training also reported greater perceived motivational value, motivation, and training gains. Positive statistical indirect associations linked engagement to perceived training gains via runner motivation and the sequentially specified affordance–motivation route. Given the cross-sectional design and reliance on self-reported perceived gains, these findings support an associational rather than causal interpretation.

In modern scholarly perspectives on grieving, being saddened has been associated with bodily experience. Numbness, shaking, a heavy heart, and other physical symptoms are caused by the intense pain of loss. Most Western philosophies have increasingly focused on psychological models based on the idea of how the self adjusts to the devastating experience of losing a loved one, and this has received a lot of attention. To connect death, embodiment, self-identification, and psychological well-being, this conceptual article develops a mourning process from an Indigenous psychological perspective. This article proposes a psychological paradigm grounded in Indigenous contemplative knowledge through an interpretive analysis of the teachings of the Ashtavakra Gita. Rather than treating the Ashtavakra Gita solely as a philosophical or spiritual text, this article interprets it as an Indigenous psychological knowledge system offering culturally grounded insights into selfhood, attachment, suffering, and psychological well-being. The proposed Ashtavakra Witnessing Consciousness Model conceptualises grief as a five-stage, non-linear process involving embodied grief, existential crisis, meaning reframing, mortality acceptance, and witnessing consciousness, culminating in psychological well-being. This model shows how a traumatic incident can be transformed into a meaningful experience and a path to psychological well-being. Advaita Vedanta’s foundational text, the Ashtavakra Gita, presents a nondual viewpoint in which suffering arises from attachment to the body, ego, and interpersonal attachments. It distinguishes between witnessing consciousness and the short-lived embodied self. This psychological Model of Witnessing Consciousness offers an alternative understanding of control, attachment, suffering, and embodied grief, grounded in the Ashtavakra Gita. It highlights the psychological implications of developing the art of witnessing consciousness. This indigenous model of traditional knowledge has implications for existential, contemplative, and meaning-centred mourning therapies and adds a cross-cultural, psychological and philosophically informed perspective to bereavement research. The article explains how the five stages were derived from the text, illustrates the model with a composite case vignette, outlines clinical cautions against encouraging detachment prematurely, and sets out the model’s limitations and directions for empirical validation.

This study aims to analyze the model of ecotheological value internalization through bil-hal da’wah in school co-curricular programs at SD Al-Ishlah Tulungagung. The research employed a qualitative approach with a field research design to examine how ecotheological values are introduced, practiced, and integrated into students’ daily habits. Data were collected through observation, interviews, and documentation focusing on the implementation of the Urban Farming program. The findings reveal that ecotheological values are internalized through practical environmental activities, including plant cultivation, environmental care habits, and religious reflections connecting environmental preservation with human responsibility as Khalifah fil Ardh. These activities provide opportunities for students to relate religious values to concrete actions in caring for their surroundings. The internalization model consists of four interconnected components: value transformation, value transaction, value transinternalization, and ecological-spiritual habituation. Its implementation positively contributes to students’ environmental awareness, responsibility, patience, compassion, and spiritual consciousness. This study concludes that bil-hal da’wah through environmental co-curricular activities effectively promotes ecotheological education and character development by integrating practical environmental engagement with religious understanding among elementary school students.

Developing civic skills and dispositions in elementary school is essential to preparing students to participate, collaborate, and act responsibly in a democratic society. However, students’ involvement in expressing opinions, participating in discussions, making collective decisions, and fulfilling responsibilities requires further improvement. This study aimed to improve students’ civic skills and civic disposition through the Project Citizen learning model in Pancasila Education for Grade V-B students at SDN 165/IV Kota Jambi. The study employed classroom action research based on the Kemmis and McTaggart model and was conducted in three cycles, each comprising planning, action, observation, and reflection. The participants were 18 students. Data were collected through observation, interviews, and documentation and analyzed using qualitative and quantitative approaches. Preliminary calculations indicated that the percentage of civic skills increased from 59.03% in the pre-cycle to 90.89% in Cycle III. Meanwhile, civic disposition increased from 59.72% to 91.76%. These findings indicate that implementing Project Citizen has the potential to improve students’ civic skills and dispositions through discussion, collaboration, expressing opinions, and collective decision-making. Therefore, this model may serve as an alternative approach to developing civic competencies among elementary school students. ABSTRAK Pengembangan keterampilan dan sikap kewarganegaraan sejak sekolah dasar penting untuk membentuk peserta didik yang mampu berpartisipasi, bekerja sama, dan bertanggung jawab dalam kehidupan demokratis. Namun, keterlibatan peserta didik dalam menyampaikan pendapat, berdiskusi, mengambil keputusan bersama, dan melaksanakan tanggung jawab masih perlu ditingkatkan. Penelitian ini bertujuan untuk meningkatkan civic skills dan civic disposition melalui model pembelajaran Project Citizen pada mata pelajaran Pendidikan Pancasila di kelas VB SDN 165/IV Kota Jambi. Penelitian menggunakan metode penelitian tindakan kelas dengan model Kemmis dan McTaggart yang dilaksanakan dalam tiga siklus, meliputi perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 18 peserta didik. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis secara kualitatif dan kuantitatif. Hasil perhitungan sementara menunjukkan bahwa persentase civic skills meningkat dari 59,03% pada prasiklus menjadi 90,89% pada Siklus III. Sementara itu, civic disposition meningkat dari 59,72% menjadi 91,76%. Hasil ini menunjukkan bahwa penerapan Project Citizen berpotensi meningkatkan keterampilan dan sikap kewarganegaraan melalui diskusi, kerja sama, penyampaian pendapat, dan pengambilan keputusan bersama. Dengan demikian, model ini dapat menjadi alternatif pembelajaran untuk mengembangkan kompetensi kewarganegaraan peserta didik sekolah dasar.

This community service program aimed to strengthen research competencies among students and lecturers of the Department of Management, Faculty of Economics and Business, Pattimura University, through Structural Equation Modeling (SEM-PLS) training using SmartPLS 4.0. The program involved 44 participants, consisting of 22 students and 22 lecturers, divided into two training sessions. The training methods included lectures, software demonstrations, hands-on practice, and interactive discussions. The materials covered research model development, measurement model evaluation, structural model assessment, hypothesis testing, and interpretation of statistical results. The program provided participants with practical learning opportunities to understand the application of SEM-PLS in quantitative management research. The training is expected to support undergraduate thesis preparation, lecturer research activities, and scientific manuscript development. Continued mentoring and systematic evaluation are recommended to assess improvements in participants' analytical competencies and support sustainable research capacity development.

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.

Objective Operating room nurses work long-term in high-intensity, high-risk environments and suffer from a high prevalence of occupational fatigue, which seriously affects their physical and mental health as well as patient safety. Based on the Job Demand-Control-Support (JDCS) model, this study aimed to examine the mediating role of perceived stress between the dimensions of the JDCS model and occupational fatigue—including acute fatigue, chronic fatigue, and inter-shift recovery—among operating room nurses. Methods This multi-center cross-sectional study was conducted from August to September 2026, enrolling 1,122 operating room nurses from 9 tertiary Grade-A hospitals in eastern, central, and western China. A general information questionnaire, the Occupational Fatigue Exhaustion Recovery Scale, the Perceived Stress Scale (PSS-10), and the Job Content Questionnaire (JCQ) were administered. SPSS 25.0 was used for descriptive statistics, difference analysis, correlation analysis, and hierarchical multiple regression; AMOS 21.0 was used to construct a structural equation model, and the bias-corrected Bootstrap method was employed to test mediating effects. Results The scores of acute fatigue, chronic fatigue, and inter-shift recovery among operating room nurses were 45.55 ± 18.77, 44.13 ± 17.89, and 56.27 ± 17.83, respectively, indicating an overall moderate level of occupational fatigue. The perceived stress score was 21.01 ± 5.24; job demand was 36.44 ± 4.80; job control was 71.54 ± 18.07; and social support was 24.02 ± 6.61. Hierarchical regression showed that, after controlling for demographic and work characteristics, job demand, job control, and social support remained independent correlates of all three outcomes (acute fatigue model R 2 = 0.460, chronic fatigue R 2 = 0.305, inter-shift recovery R 2 = 0.353). The structural equation model showed that job demand positively predicted perceived stress ( β = 0.182, p < 0.001), while job control ( β = −0.251, p = 0.033) and social support ( β = −0.168, p = 0.040) negatively predicted perceived stress. Perceived stress positively predicted acute fatigue ( β = 0.336, p < 0.001) and chronic fatigue ( β = 0.209, p < 0.001), and negatively predicted inter-shift recovery ( β = −0.134, p = 0.029). Bootstrap tests indicated that perceived stress played a significant partial mediating role between job demand, job control, and social support and the outcomes of acute fatigue, chronic fatigue, and inter-shift recovery, although the indirect effects were small in magnitude (proportion mediated 3.41–17.35%). Conclusion Occupational fatigue among operating room nurses in 9 tertiary Grade-A hospitals is at a moderate level, and inter-shift recovery needs improvement. Perceived stress acted as a mediating variable linking JDCS dimensions to occupational fatigue, although the mediating effects were modest in magnitude. Nursing managers can improve occupational fatigue and recovery among operating room nurses by reducing unreasonable job demands, enhancing job control, strengthening social support, and alleviating perceived stress.

Introduction Research on associations between pornography viewing and sexual violence has been limited by the absence of validated instruments that differentiate exposure along a violence continuum within pornographic practices, with existing measures focused on consumption frequency or problematic patterns rather than on the specific content consumed. The Pornography Violence Exposure Scale (PVES) was developed to assess exposure to pornographic content graded across three violence levels: non-violent material and domination-without-pain (Level 1), coercive content (Level 2), and explicit physical aggression (Level 3). Methods A cross-sectional study with 2,181 Spanish young adults aged 18–35 years who reported viewing pornography examined factor structure, measurement invariance across sex and age, convergent, nomological, and incremental validity, and discriminative capacity for sexual violence outcomes via Receiver Operating Characteristic (ROC) analysis. Results A bifactor model demonstrated good fit (CFI = 0.978, TLI = 0.957, RMSEA = 0.076), with a dominant general factor (ωH = 0.84, ECV = 0.81) capturing graded exposure to violent content. Strict measurement invariance was supported across sex and age groups. Convergent correlations with sexual violence outcomes (mean | r | = 0.24) substantially exceeded near-zero nomological associations with sexual function and partner-evaluation indicators (mean |r| = 0.03), and the general factor produced significant incremental validity for both victimization (Δ R 2 = 0.088) and perpetration (Δ R 2 = 0.200), with acceptable discrimination for perpetration (AUC = 0.753). Discussion The PVES is the first psychometrically validated instrument for measuring differentiated exposure to violent pornographic content, enabling more precise investigation of content-specific associations with sexual violence outcomes.

Selecting a colour palette that suits its design context (application domain, audience, and accessibility profile) affects usability, engagement, and accessibility, yet remains a difficult computational problem. Vision–language models (VLMs) have improved performance on this task but share three limitations: deterministic outputs cannot represent the variance inherent in a design brief, single-scalar training fixes the harmony–accessibility trade-off at training time, and post-hoc context filtering leaves the generator itself context-blind. We argue that these limitations stem from the output representation rather than the encoder. CAIM (Context-Aware Intelligent palette Modelling) represents palettes as a context-conditional Gaussian mixture in CIELAB whose parameters are predicted from frozen vision–language embeddings by a learned head. It refines sampled candidates under five objectives designed to target distinct and complementary mathematical features with reference-direction-based many-objective optimisation and ranks them with a context-conditioned selection rule. On four public datasets and a 3200-scenario context-rich dataset, CAIM achieves up to 23% higher predicted ratings than the strongest baseline, a 22-percentage-point gain in APCA readability over the strongest baseline, and a Pareto hypervolume 34% larger than the convex hull of baseline solutions, at 1.6 s per scenario. Modelling VLM-conditioned generation as a context-conditional distribution is promising for design tasks with inherently uncertain outputs.

Personal development is an essential component of counselor education because professional competence is closely associated with personal readiness and intrapersonal capacities. Self-compassion, psychological well-being, and spiritual well-being represent important dimensions of personal development among prospective counselors. However, studies integrating these three constructs within a personal development model in the Indonesian counselor education context remain limited. This study aimed to examine the structural relationships between personal development and self-compassion, psychological well-being, and spiritual well-being among prospective counselors in Indonesia. A quantitative cross-sectional design was employed, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model was assessed through outer loadings, composite reliability, Average Variance Extracted (AVE), and discriminant validity, while the structural model was evaluated using path coefficients, bootstrapping, R², and f². The results demonstrated positive and significant relationships between personal development and psychological well-being (β = 0.266, p = 0.017), self-compassion (β = 0.367, p < 0.001), and spiritual well-being (β = 0.321, p < 0.001). The strongest relationship was observed between personal development and self-compassion. However, the R² values indicated relatively low explanatory power, with personal development explaining 7.1% of psychological well-being, 13.5% of self-compassion, and 10.3% of spiritual well-being. These findings highlight the relevance of personal development in counselor education while indicating that these outcomes are influenced by additional factors beyond the proposed model.

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.

dynamic matrix and control matrix of participant • U i : control sent by the Central Nervous System to muscles of participant i Noise and delayTo model motor variability, we added multiplicative noise on the control, following (Todorov & Jordan, 2002).To model process uncertainty we added additive Gaussian

The purpose of the present research was to test assumptions in the Shared Values-Social Support (SV-SS) model of teacher motivation and well-being. The model proposes that shared values and social support from both colleagues and the school leadership are correlated constructs that can be represented by a second-order factor. The model further proposes that shared values and social support affect teacher motivation and well-being. Participants in two studies were 2569 (study 1) and 1145 (study 2) Norwegian teachers in compulsory school (grade 1–10). The data were analyzed by confirmatory factor analysis and SEM analysis using the AMOS 25 program. The analyses of the two sets of teacher data provided evidence for the assumptions underlying the SV-SS model. The factor analysis supported a model in which a second-order factor was indicated by measures of shared values, supportive colleagues, and supportive school leadership. In the SEM models, a second-order shared values-social support variable positively predicted teacher job satisfaction, sense of belonging, and collective teacher efficacy. In contrast, motivation to leave the teaching profession was indirectly, but negatively predicted by shared values and social support. Study 1 also revealed that a mastery-oriented school goal structure was strongly associated with teachers’ perceptions of sharing values with their colleagues as well as working in a supportive environment.

هدف پژوهش حاضر، آزمون فرضیات مدل ارزش‌های مشترک-حمایت اجتماعی (SV-SS) در انگیزش و بهزیستی معلمان بود. این مدل پیشنهاد می‌کند که ارزش‌های مشترک و حمایت اجتماعی از سوی همکاران و رهبری مدرسه، سازه‌هایی همبسته هستند که می‌توان آن‌ها را با یک عامل مرتبه دوم نمایش داد. همچنین مدل بیان می‌کند که ارزش‌های مشترک و حمایت اجتماعی بر انگیزش و بهزیستی معلمان تأثیر می‌گذارند. شرکت‌کنندگان در دو مطالعه شامل ۲۵۶۹ نفر (مطالعه اول) و ۱۱۴۵ نفر (مطالعه دوم) از معلمان نروژی مدارس اجباری (پایه ۱ تا ۱۰) بودند. داده‌ها با استفاده از تحلیل عاملی تأییدی و تحلیل مدل معادلات ساختاری (SEM) با نرم‌افزار AMOS 25 تحلیل شدند. تحلیل‌های دو مجموعه داده معلمان شواهدی برای فرضیات زیربنایی مدل SV-SS فراهم کرد. تحلیل عاملی از مدلی حمایت کرد که در آن یک عامل مرتبه دوم توسط سنجه‌های ارزش‌های مشترک، همکاران حمایت‌کننده و رهبری مدرسه حمایت‌کننده نشان داده می‌شد. در مدل‌های SEM، متغیر مرتبه دوم ارزش‌های مشترک-حمایت اجتماعی، رضایت شغلی معلمان، احساس تعلق و اثربخشی جمعی معلمان را به طور مثبت پیش‌بینی کرد. در مقابل، انگیزش برای ترک حرفه معلمی به طور غیرمستقیم اما منفی توسط ارزش‌های مشترک و حمایت اجتماعی پیش‌بینی شد. مطالعه اول همچنین نشان داد که ساختار هدف مدرسه با جهت‌گیری تسلط، ارتباط قوی با ادراک معلمان از اشتراک ارزش‌ها با همکاران و همچنین کار در محیطی حمایت‌کننده دارد.

Didimus Armindo Neonbasu, 2026: The Effect of Implementing the Project Based Learning (PjBL) Model on Students’ Learning Outcomes in Computer Systems in Grade X Culinary Classes at SMK Negeri 3 Kupang. Informatics Education Study Program, Faculty of Teacher Training and Education, Citra Bangsa University, Kupang. Supervisor I: Jhon Enstein, S.Kom., M.Cs., and Supervisor II: Diana Y. A. Fallo, S.Kom., M.T. This study aims to determine the effect of implementing the Project Based Learning (PjBL) model on students’ learning outcomes in Computer Systems in Grade X Culinary classes at SMK Negeri 3 Kupang. This research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 50 students, comprising 25 students from Grade X Culinary 1 as the experimental group and 25 students from Grade X Culinary 2 as the control group. Data were collected through tests (pretest and posttest), observations, questionnaires, and documentation. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and an Independent Samples t-test. The results showed that the experimental group’s mean pretest score was 67.80, increasing to 75.80 on the posttest. Meanwhile, the control group’s mean score increased from 58.60 to 61.60. The hypothesis test yielded a significance value of 0.013, which was lower than 0.05; therefore, H₀ was rejected and Hₐ was accepted. Thus, the implementation of the Project Based Learning (PjBL) model has an effect on students’ learning outcomes in Computer Systems in Grade X Culinary classes at SMK Negeri 3 Kupang.

دیدیموس آرمین دو نئونباسو، ۲۰۲۶: تأثیر اجرای مدل یادگیری مبتنی بر پروژه (PjBL) بر نتایج یادگیری دانش‌آموزان در درس سیستم‌های کامپیوتری در کلاس‌های دهم رشته آشپزی هنرستان SMK Negeri 3 کوپانگ. برنامه مطالعاتی آموزش انفورماتیک، دانشکده تربیت معلم و آموزش، دانشگاه سیترابانگسا، کوپانگ. استاد راهنمای اول: Jhon Enstein، S.Kom.، M.Cs. و استاد راهنمای دوم: Diana Y. A. Fallo، S.Kom.، M.T. هدف این پژوهش تعیین تأثیر اجرای مدل یادگیری مبتنی بر پروژه (PjBL) بر نتایج یادگیری دانش‌آموزان در درس سیستم‌های کامپیوتری در کلاس‌های دهم رشته آشپزی هنرستان SMK Negeri 3 کوپانگ است. این پژوهش با رویکرد کمی و با استفاده از روش شبه‌آزمایشی و طرح گروه کنترل نابرابر انجام شد. نمونه شامل ۵۰ دانش‌آموز بود که ۲۵ نفر از کلاس دهم آشپزی ۱ به عنوان گروه آزمایش و ۲۵ نفر از کلاس دهم آشپزی ۲ به عنوان گروه کنترل انتخاب شدند. داده‌ها از طریق آزمون‌ها (پیش‌آزمون و پس‌آزمون)، مشاهده، پرسشنامه و مستندسازی جمع‌آوری شد. داده‌ها با استفاده از آمار توصیفی، آزمون نرمال بودن، آزمون همگنی و آزمون t مستقل تحلیل شدند. نتایج نشان داد که میانگین نمره پیش‌آزمون گروه آزمایش ۶۷٫۸۰ بود که در پس‌آزمون به ۷۵٫۸۰ افزایش یافت. در حالی که میانگین نمره گروه کنترل از ۵۸٫۶۰ به ۶۱٫۶۰ افزایش یافت. آزمون فرضیه مقدار معناداری ۰٫۰۱۳ را نشان داد که کمتر از ۰٫۰۵ بود؛ بنابراین H₀ رد و Hₐ پذیرفته شد. در نتیجه، اجرای مدل یادگیری مبتنی بر پروژه (PjBL) بر نتایج یادگیری دانش‌آموزان در درس سیستم‌های کامپیوتری در کلاس‌های دهم رشته آشپزی هنرستان SMK Negeri 3 کوپانگ تأثیر دارد.

This study aims to describe the implementation of the Service Learning model and analyze the improvement in student learning outcomes in Islamic Religious Education at MTs An-Nahdlah Makassar. The research employs Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted through pre-cycle, Cycle I, and Cycle II stages. Each cycle consists of four phases: planning, action, observation, and reflection. The research subjects were 33 seventh-grade students at MTs An-Nahdlah Makassar. Data collection techniques included observation, interviews, multiple-choice tests, and documentation. Research data were analyzed quantitatively to determine the improvement in student learning outcomes following the implementation of the Service Learning model. The results indicate that the Service Learning model successfully improved student learning outcomes. In the pre-cycle stage, the average score was 66.66, with a mastery rate of 30.30%. In Cycle I, the average score rose to 75.15 with a mastery rate of 54.54%, and in Cycle II, it increased to 89.09 with a mastery rate of 90.90%. Quantitatively, there was an increase in mastery of 24.24% and an average score increase of 8.49 from the pre-cycle to Cycle I, followed by an increase in mastery of 36.36% and an average score increase of 13.94 from Cycle I to Cycle II. Thus, the implementation of the Service Learning model improved student learning outcomes in Islamic Religious Education and met the established success indicators.

هدف این پژوهش توصیف اجرای مدل یادگیری خدمت‌محور و تحلیل بهبود نتایج یادگیری دانش‌آموزان در آموزش دینی اسلامی در مدرسه MTs An-Nahdlah Makassar است. این پژوهش با بهره‌گیری از روش پژوهش اقدام کلاسی (CAR) مبتنی بر مدل Kemmis و McTaggart، در سه مرحله پیش‌چرخه، چرخه اول و چرخه دوم انجام شده است. هر چرخه شامل چهار مرحله برنامه‌ریزی، اقدام، مشاهده و بازتاب است. جامعه پژوهش شامل ۳۳ دانش‌آموز پایه هفتم مدرسه MTs An-Nahdlah Makassar بود. روش‌های گردآوری داده شامل مشاهده، مصاحبه، آزمون چندگزینه‌ای و مستندسازی بوده است. داده‌های پژوهش به صورت کمی برای تعیین بهبود نتایج یادگیری دانش‌آموزان پس از اجرای مدل یادگیری خدمت‌محور تحلیل شدند. نتایج نشان داد که مدل یادگیری خدمت‌محور به طور موفقیت‌آمیزی نتایج یادگیری دانش‌آموزان را بهبود بخشیده است. در مرحله پیش‌چرخه، میانگین نمره ۶۶٫۶۶ با نرخ تسلط ۳۰٫۳۰٪ بود. در چرخه اول، میانگین نمره به ۷۵٫۱۵ با نرخ تسلط ۵۴٫۵۴٪ افزایش یافت و در چرخه دوم، به ۸۹٫۰۹ با نرخ تسلط ۹۰٫۹۰٪ رسید. به طور کمی، افزایش تسلط ۲۴٫۲۴٪ و افزایش میانگین نمره ۸٫۴۹ از مرحله پیش‌چرخه تا چرخه اول مشاهده شد و پس از آن، افزایش تسلط ۳۶٫۳۶٪ و افزایش میانگین نمره ۱۳٫۹۴ از چرخه اول تا چرخه دوم به دست آمد. بنابراین، اجرای مدل یادگیری خدمت‌محور نتایج یادگیری دانش‌آموزان در آموزش دینی اسلامی را بهبود بخشیده و شاخص‌های موفقیت تعیین‌شده را محقق ساخته است.

This research was motivated by the low science learning outcomes of fifth-grade students at SDN 20 Indarung, as indicated by the number of students who had not yet achieved the KKTP. Learning that predominantly used lectures and question-and-answer methods resulted in students being less active and less motivated. This research aimed to determine the effect of the Children Learning in Science (CLIS) learning model on the science learning outcomes of fifth-grade students on the topic of energy conservation efforts. This research used a quantitative approach with a Quasi Experimental Design and a Posttest Only Control Group Design. The population consisted of 51 fifth-grade students, with a saturated sampling technique, comprising 26 students in class VA as the experimental class and 25 students in class VB as the control class. The research instrument was a 25-item multiple-choice test that had undergone tryout and instrument analysis. Data were obtained through a posttest and analyzed using normality, homogeneity, and hypothesis tests with an Independent Samples t-test using SPSS 27. The results showed that the average learning outcome of the experimental class was 86.31, while that of the control class was 64.16. The hypothesis test showed a tcount of 8.025 > a ttable of 1.677 at a significance level of 0.05 with 49 degrees of freedom, indicating that H₀ was rejected and H₁ was accepted. Therefore, the Children Learning in Science (CLIS) learning model had a significant effect on the science learning outcomes of fifth-grade students at SDN 20 Indarung.

این پژوهش با انگیزه نتایج پایین یادگیری علوم دانش‌آموزان پایه پنجم در دبستان دولتی شماره ۲۰ ایندارونگ انجام شد، چنان‌که تعداد زیادی از دانش‌آموزان هنوز به KKTP دست نیافته‌اند. آموزش غالباً مبتنی بر روش سخنرانی و پرسش‌وپاسخ بود که منجر به کاهش فعالیت و انگیزه دانش‌آموزان می‌شد. هدف این پژوهش تعیین تأثیر مدل یادگیری Children Learning in Science (CLIS) بر نتایج یادگیری علوم دانش‌آموزان پایه پنجم در موضوع تلاش‌های صرفه‌جویی در مصرف انرژی بود. این پژوهش با رویکرد کمی و طرح شبه‌آزمایشی (Quasi Experimental Design) و طرح گروه کنترل فقط پس‌آزمون (Posttest Only Control Group Design) انجام شد. جامعه آماری شامل ۵۱ دانش‌آموز پایه پنجم بود که با روش نمونه‌گیری اشباع انتخاب شدند و شامل ۲۶ دانش‌آموز کلاس VA به عنوان گروه آزمایش و ۲۵ دانش‌آموز کلاس VB به عنوان گروه کنترل بودند. ابزار پژوهش یک آزمون چندگزینه‌ای ۲۵ سؤالی بود که مورد آزمون اولیه و تحلیل ابزار قرار گرفته بود. داده‌ها از طریق پس‌آزمون جمع‌آوری و با استفاده از آزمون‌های نرمالیتی، همگنی و آزمون فرضیه با آزمون t مستقل (Independent Samples t-test) در نرم‌افزار SPSS 27 تحلیل شدند. نتایج نشان داد میانگین نتایج یادگیری گروه آزمایش ۸۶٫۳۱ و گروه کنترل ۶۴٫۱۶ بود. آزمون فرضیه نشان داد مقدار t محاسبه‌شده ۸٫۰۲۵ بزرگ‌تر از t جدول ۱٫۶۷۷ در سطح معناداری ۰٫۰۵ با ۴۹ درجه آزادی است که نشان‌دهنده رد H₀ و پذیرش H₁ می‌باشد. بنابراین، مدل یادگیری Children Learning in Science (CLIS) تأثیر معناداری بر نتایج یادگیری علوم دانش‌آموزان پایه پنجم دبستان دولتی شماره ۲۰ ایندارونگ داشت.

Conceptual understanding is an important aspect of physics learning, particularly regarding the topic of heat, which students still find difficult to comprehend. Based on preliminary observations at SMAN 2 Tambang, students tend to find it easier to solve problems using formulas rather than explaining the meaning of the concepts being studied. This study aims to determine the implementation and effect of the CORE (Connecting, Organizing, Reflecting, Extending) learning model assisted by simple media on students' conceptual understanding of heat in class XI senior high school. This research used a quasi-experimental method with a Posttest-Only Control Group Design. The research sample consisted of class XI.1 as the experimental group and class XI.7 as the control group, selected using a purposive sampling technique. The experimental group was taught using the CORE learning model assisted by simple media, while the control group received conventional instruction. Conceptual understanding data were obtained through a posttest consisting of 15 questions and analyzed using normality tests, homogeneity tests, and an Independent Samples T-Test. The results showed that the average posttest score for the experimental class was 72.46, whereas the control class achieved 66.51. The Independent Samples T-Test showed values of t = 2.557, df = 89, and Sig. (2-tailed) = 0.012 < 0.05, indicating a significant difference in students' conceptual understanding between the two classes. Thus, the implementation of the CORE learning model assisted by simple media yields better conceptual understanding compared to conventional learning on the topic of heat.

درک مفهومی یکی از جنبه‌های مهم یادگیری فیزیک است، به‌ویژه در موضوع گرما که دانش‌آموزان همچنان در فهم آن با دشواری مواجه هستند. بر اساس مشاهدات اولیه در دبیرستان SMAN 2 Tambang، دانش‌آموزان تمایل دارند مسائل را با استفاده از فرمول‌ها راحت‌تر حل کنند تا این‌که بتوانند معنای مفاهیم مورد مطالعه را توضیح دهند. هدف این پژوهش تعیین نحوه اجرا و تأثیر مدل یادگیری CORE (Connecting, Organizing, Reflecting, Extending) با کمک رسانه‌های ساده بر درک مفهومی دانش‌آموزان در مبحث گرما در پایه یازدهم دبیرستان است. این پژوهش با روش شبه‌آزمایشی و طرح گروه کنترل فقط پس‌آزمون انجام شد. نمونه پژوهش شامل کلاس XI.1 به عنوان گروه آزمایش و کلاس XI.7 به عنوان گروه کنترل بود که با روش نمونه‌گیری هدفمند انتخاب شدند. گروه آزمایش با استفاده از مدل یادگیری CORE با کمک رسانه‌های ساده آموزش دید و گروه کنترل آموزش متداول دریافت کرد. داده‌های درک مفهومی از طریق پس‌آزمون شامل ۱۵ سؤال جمع‌آوری و با آزمون‌های نرمالیتی، همگنی و آزمون T مستقل تحلیل شد. نتایج نشان داد میانگین نمره پس‌آزمون برای کلاس آزمایش ۷۲.۴۶ و برای کلاس کنترل ۶۶.۵۱ بود. آزمون T مستقل مقادیر t = 2.557، df = 89 و Sig. (2-tailed) = 0.012 < 0.05 را نشان داد که بیانگر تفاوت معنادار در درک مفهومی دانش‌آموزان بین دو کلاس است. بنابراین، اجرای مدل یادگیری CORE با کمک رسانه‌های ساده نسبت به آموزش متداول در مبحث گرما، درک مفهومی بهتری را به همراه دارد.

Digital transformation in vocational education necessitates practical learning that goes beyond mere skill mastery; it must also foster deep understanding, critical thinking, problem-solving, collaboration, and learner autonomy. This study aims to develop a digital-based vocational practical learning model utilizing a "deep learning" approach to enhance the quality of instruction at SMK Werdhi Sila Kumara. The study employs the Research and Development (R&D) method using the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. Participants included teachers, 120 Grade X students, and expert validators. Data were collected through observations, interviews, questionnaires, practical skill assessments, and learning outcome tests, then analyzed using both descriptive and quantitative methods. The results indicate that the model was developed to meet the need for practical learning that is more active, contextual, digital, and reflective. The model integrates mindful, meaningful, and joyful learning through digital exploration, hands-on practice, problem-solving, collaboration, reflection, and evaluation. The model was deemed valid and practical, with average response scores of 4.17 from teachers and 4.04 from students (on a 5-point scale). Its effectiveness was demonstrated by an increase in average learning outcomes from 75 in the pre-test to 80 in the post-test. The final model is considered valid, practical, and effective in supporting the improvement of vocational practical learning quality.

تحول دیجیتال در آموزش‌های فنی و حرفه‌ای مستلزم یادگیری عملی است که فراتر از صرفاً تسلط بر مهارت‌ها باشد؛ بلکه باید درک عمیق، تفکر انتقادی، حل مسئله، همکاری و خودمختاری یادگیرنده را نیز تقویت کند. هدف این پژوهش، توسعه یک مدل آموزش عملی مهارت‌های فنی مبتنی بر دیجیتال با بهره‌گیری از رویکرد «یادگیری عمیق» به منظور ارتقای کیفیت آموزش در دبیرستان فنی حرفه‌ای Werdhi Sila Kumara است. این پژوهش با روش تحقیق و توسعه (R&D) و با استفاده از مدل ADDIE شامل مراحل تحلیل، طراحی، توسعه، اجرا و ارزیابی انجام شده است. شرکت‌کنندگان شامل معلمان، ۱۲۰ دانش‌آموز پایه دهم و ارزیابان خبره بودند. داده‌ها از طریق مشاهده، مصاحبه، پرسشنامه، ارزیابی مهارت‌های عملی و آزمون‌های نتایج یادگیری گردآوری و با روش‌های توصیفی و کمی تحلیل شدند. نتایج نشان می‌دهد که مدل توسعه‌یافته، نیاز به یادگیری عملی فعال‌تر، زمینه‌مند، دیجیتال و تأملی را برآورده می‌کند. این مدل یادگیری آگاهانه، معنادار و لذت‌بخش را از طریق کاوش دیجیتال، تمرین عملی، حل مسئله، همکاری، تأمل و ارزیابی ادغام می‌کند. مدل مذکور از نظر اعتبار و کاربردپذیری با میانگین امتیاز پاسخ ۴.۱۷ از معلمان و ۴.۰۴ از دانش‌آموزان (در مقیاس ۵ امتیازی) تأیید شد. اثربخشی مدل با افزایش میانگین نتایج یادگیری از ۷۵ در پیش‌آزمون به ۸۰ در پس‌آزمون نشان داده شد. مدل نهایی از نظر اعتبار، کاربردپذیری و اثربخشی در حمایت از ارتقای کیفیت آموزش عملی مهارت‌های فنی تأیید می‌شود.

Uswatun Hasanah, 2026. Improving Students’ Elaboration Skills through the Guided Inquiry Learning Model in Natural and Social Sciences (IPAS) for Grade V Students at SD Negeri 151/VII Raden Anom 1. Thesis, Study Program of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, State Islamic University of Sulthan Thaha Saifuddin Jambi. This research was motivated by the low level of students’ elaboration skills in IPAS learning. Students still experienced difficulties in developing ideas or thoughts, providing detailed explanations, relating concepts to everyday life, expressing opinions, and asking meaningful questions. This condition was identified through an initial observation of 15 fifth-grade students, which showed that their elaboration skills were still in the low category. This study aimed to describe the implementation of the guided inquiry learning model and to determine the improvement of students’ elaboration skills in IPAS learning in Grade V at SD Negeri 151/VII Raden Anom 1. The research employed Classroom Action Research (CAR) using the Kurt Lewin model, which was conducted in two cycles. Each cycle consisted of four stages: planning, implementation, observation, and reflection. Data were collected through observation and tests, while the data were analyzed quantitatively and descriptively. The research subjects consisted of 15 fifth-grade students at SD Negeri 151/VII Raden Anom 1. The results showed that the implementation of the guided inquiry learning model could improve students’ elaboration skills. In Cycle I, only 6 students or 40% achieved the minimum mastery criteria, indicating that the results had not yet met the success indicator. After improvements were made to the learning process in Cycle II, all 15 students achieved mastery, representing 100%, with an average score of 80. Teacher teaching activity also increased from 50% in Cycle I to 87% in Cycle II. Therefore, the implementation of the guided inquiry learning model can improve students’ elaboration skills in IPAS learning in Grade V at SD Negeri 151/VII Raden Anom 1.

اسواتون حسنح، ۲۰۲۶. افزایش مهارت‌های بسط دانش‌آموزان از طریق مدل یادگیری اکتشافی هدایت‌شده در علوم طبیعی و اجتماعی (IPAS) برای دانش‌آموزان پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱. پایان‌نامه، برنامه مطالعاتی آموزش معلمان مدرسه ابتدایی اسلامی، دانشکده تربیت و آموزش معلم، دانشگاه اسلامی دولتی سلطان طه صفی‌الدین جامبی. این پژوهش با انگیزه سطح پایین مهارت‌های بسط دانش‌آموزان در یادگیری IPAS انجام شد. دانش‌آموزان همچنان در توسعه ایده‌ها یا افکار، ارائه توضیحات جزئی، ارتباط مفاهیم با زندگی روزمره، بیان نظرات و طرح پرسش‌های معنادار با دشواری مواجه بودند. این وضعیت از طریق مشاهده اولیه ۱۵ دانش‌آموز پایه پنجم شناسایی شد که نشان داد مهارت‌های بسط آن‌ها همچنان در دسته پایین قرار دارد. هدف این مطالعه توصیف اجرای مدل یادگیری اکتشافی هدایت‌شده و تعیین بهبود مهارت‌های بسط دانش‌آموزان در یادگیری IPAS در پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱ بود. این پژوهش با استفاده از روش پژوهش اقدام کلاسی (CAR) مبتنی بر مدل Kurt Lewin در دو چرخه انجام شد. هر چرخه شامل چهار مرحله برنامه‌ریزی، اجرا، مشاهده و بازتاب بود. داده‌ها از طریق مشاهده و آزمون جمع‌آوری شد و داده‌ها به صورت کمی و توصیفی تحلیل گردید. شرکت‌کنندگان پژوهش شامل ۱۵ دانش‌آموز پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱ بودند. نتایج نشان داد که اجرای مدل یادگیری اکتشافی هدایت‌شده می‌تواند مهارت‌های بسط دانش‌آموزان را بهبود بخشد. در چرخه اول، تنها ۶ دانش‌آموز یا ۴۰٪ به حداقل معیار تسلط دست یافتند که نشان می‌دهد نتایج هنوز به شاخص موفقیت نرسیده است. پس از بهبود فرآیند یادگیری در چرخه دوم، همه ۱۵ دانش‌آموز به تسلط دست یافتند که معادل ۱۰۰٪ با میانگین نمره ۸۰ بود. فعالیت تدریس معلم نیز از ۵۰٪ در چرخه اول به ۸۷٪ در چرخه دوم افزایش یافت. بنابراین، اجرای مدل یادگیری اکتشافی هدایت‌شده می‌تواند مهارت‌های بسط دانش‌آموزان را در یادگیری IPAS در پایه پنجم دبستان دولتی ۱۵۱/VII رادن انوم ۱ بهبود بخشد.

Independent assignments and classroom presentations require clear assessment criteria and actionable feedback. This study aimed to develop the SELSA evaluation model in the Elementary School Teacher Education program at Universitas Tribuana Kalabahi. Research and development comprised needs analysis, design, and development without effectiveness testing. Data were obtained from 72 fourth-semester students selected through proportionate stratified random sampling, a lecturer interview, and classroom observations. Descriptive quantitative and qualitative analyses informed the model. Perceived attainment reached 74.6% for assignments, 89.8% for presentations, 82.7% for motivation, and 88.7% for model needs. Qualitative findings identified unclear criteria, uneven participation, inconsistent feedback, and missing structured rubrics. The resulting model integrates orientation, authentic assignments, exploration, presentation, discussion, rubric-based assessment, feedback, and reflection with revision. Guidelines and assessment formats support its proposed use. SELSA connects learning evidence with improvement in teacher education; its practicality and effectiveness require subsequent testing

تکالیف مستقل و ارائه‌های کلاسی نیازمند معیارهای ارزیابی شفاف و بازخورد قابل اقدام هستند. هدف این پژوهش توسعه مدل ارزیابی SELSA در برنامه آموزش معلمان دبستان در دانشگاه Tribuana کالاباهی بود. پژوهش و توسعه شامل تحلیل نیازها، طراحی و توسعه بدون آزمون اثربخشی بود. داده‌ها از ۷۲ دانشجوی ترم چهارم که با نمونه‌گیری تصادفی طبقه‌بندی شده نسبتی انتخاب شدند، یک مصاحبه با استاد و مشاهدات کلاسی به دست آمد. تحلیل‌های توصیفی کمی و کیفی مدل را اطلاع‌رسانی کردند. میزان تحقق ادراک‌شده برای تکالیف ۷۴.۶٪، برای ارائه‌ها ۸۹.۸٪، برای انگیزه ۸۲.۷٪ و برای نیاز به مدل ۸۸.۷٪ بود. یافته‌های کیفی معیارهای نامشخص، مشارکت نامتوازن، بازخورد ناسازگار و نبود روبریک‌های ساختاریافته را شناسایی کردند. مدل حاصل، جهت‌گیری، تکالیف اصیل، اکتشاف، ارائه، بحث، ارزیابی مبتنی بر روبریک، بازخورد و بازتاب با بازنگری را ادغام می‌کند. راهنماها و قالب‌های ارزیابی از کاربرد پیشنهادی آن پشتیبانی می‌کنند. SELSA شواهد یادگیری را با بهبود در آموزش معلمان پیوند می‌دهد؛ عملی بودن و اثربخشی آن نیازمند آزمون‌های بعدی است.

Critical thinking skills need to be mastered by students in all subjects, including science because science learning requires students to be able to solve problems and make mature decisions. Critical thinking is needed so that students are able to understand scientific concepts in depth and relate them to real-world problems, so they can solve challenges in the learning environment. The purpose of this study is to describe the improvement of students' critical thinking skills after the implementation of the Group Investigation type of cooperative learning model, the implementation of learning with the implementation of the Group Investigation model, students' responsses after the implementation of the Group Investigation model, and students' social skills after the implementation of the Group Investigation model. The material used is Additives. The type of research used is a one group pretest-posttest design with a sample of 26 eighth grade students of a public junior high school in the Wiyung district of Surabaya. Data collection techniques used are test, observation, and questionnaire techniques with instruments in the form of pretest and posttest test sheets, observation sheets for the implementation of learning and social skills, and student responsse questionnaires. The results showed that students' critical thinking skills increased after the implementation of the Group Investigation model with an N-gain of 0.72 in the high category, the implementation of the learning process was carried out with very good quality, learning received a positive responsse from students, and students' social skills were categorized as very good. Thus, it can be concluded that the Group Investigation model can be used to improve students' critical thinking skills with Ennis indicators including, providing simple explanations, building basic skills, concluding, providing further explanations, arranging strategies and tactics.

مهارت‌های تفکر انتقادی باید توسط دانش‌آموزان در تمامی دروس، از جمله علوم، تسلط یابند، زیرا یادگیری علوم مستلزم آن است که دانش‌آموزان قادر به حل مسئله و اتخاذ تصمیمات سنجیده باشند. تفکر انتقادی لازم است تا دانش‌آموزان بتوانند مفاهیم علمی را به طور عمیق درک کرده و آن‌ها را به مسائل دنیای واقعی مرتبط سازند تا بتوانند چالش‌های محیط یادگیری را حل کنند. هدف این پژوهش توصیف بهبود مهارت‌های تفکر انتقادی دانش‌آموزان پس از اجرای مدل یادگیری تعاونی نوع Group Investigation، نحوه اجرای یادگیری با به‌کارگیری مدل Group Investigation، واکنش دانش‌آموزان پس از اجرای مدل Group Investigation و مهارت‌های اجتماعی دانش‌آموزان پس از اجرای مدل Group Investigation است. محتوای مورد استفاده، افزودنی‌ها بود. نوع پژوهش، طرح پیش‌آزمون-پس‌آزمون با یک گروه و نمونه‌ای متشکل از ۲۶ دانش‌آموز پایه هشتم یک مدرسه متوسطه دولتی در منطقه Wiyung شهر سورابایا بود. تکنیک‌های گردآوری داده شامل آزمون، مشاهده و پرسشنامه با ابزارهایی نظیر برگه‌های پیش‌آزمون و پس‌آزمون، برگه‌های مشاهده اجرای یادگیری و مهارت‌های اجتماعی و پرسشنامه واکنش دانش‌آموزان بود. نتایج نشان داد که مهارت‌های تفکر انتقادی دانش‌آموزان پس از اجرای مدل Group Investigation با N-gain برابر با ۰٫۷۲ در دسته بالا افزایش یافت، اجرای فرایند یادگیری با کیفیت بسیار خوب انجام شد، یادگیری واکنش مثبت دانش‌آموزان را به همراه داشت و مهارت‌های اجتماعی دانش‌آموزان در دسته بسیار خوب قرار گرفت. بنابراین می‌توان نتیجه گرفت که مدل Group Investigation می‌تواند برای ارتقاء مهارت‌های تفکر انتقادی دانش‌آموزان با شاخص‌های Ennis شامل ارائه توضیحات ساده، ایجاد مهارت‌های پایه، نتیجه‌گیری، ارائه توضیحات بیشتر و تنظیم راهبردها و تاکتیک‌ها مورد استفاده قرار گیرد.

The development of students' spiritual intelligence has become an important concern in Islamic education, particularly in Islamic boarding schools (pesantren) that emphasize character formation and spiritual cultivation. One of the spiritual practices implemented in pesantren is riyadhoh amaliah, including the practice of performing 100 rak'ahs of voluntary prayer as a means of self-purification (tazkiyatun nafs). This study aims to analyze the implementation of the 100-rak'ah prayer practice and to construct a tazkiyatun nafs-based model for developing students' spiritual intelligence at Al-Lathifiyah 1 Female Islamic Boarding School, Tambakberas Jombang. This research employed a qualitative case study approach. Data were collected through in-depth interviews, participant observation, and document analysis involving caregivers, teachers, and students. The data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings reveal that the practice of the 100-rak'ah prayer serves not only as a ritual worship activity but also as a structured process of spiritual formation encompassing self-discipline, self-control, sincerity, patience, humility, and spiritual awareness. The study identified a tazkiyatun nafs-based spiritual development model consisting of four interconnected stages: self-purification (takhalli), character internalization (tahalli), spiritual awareness enhancement (tajalli), and spiritual habituation through continuous riyadhoh amaliah. These stages contribute significantly to the development of students' spiritual intelligence, reflected in stronger religious commitment, emotional stability, moral behavior, and self-awareness. The study concludes that the 100-rak'ah prayer practice represents an effective spiritual education model that strengthens students' spiritual intelligence through a systematic process of tazkiyatun nafs within the pesantren environment

توسعه هوش معنوی دانش‌آموزان به یکی از دغدغه‌های مهم در آموزش اسلامی، به‌ویژه در مدارس شبانه‌روزی اسلامی (پسانترن) که بر شکل‌گیری شخصیت و پرورش معنوی تأکید دارند، تبدیل شده‌است. یکی از تمرینات معنوی اجراشده در پسانترن، ریاضت عملی است که شامل انجام ۱۰۰ رکعت نماز مستحبی به‌عنوان وسیله‌ای برای خودپالایی (تزکیه نفس) می‌باشد. هدف این پژوهش تحلیل اجرای تمرین ۱۰۰ رکعت نماز و ساخت مدل مبتنی بر تزکیه نفس برای توسعه هوش معنوی دانش‌آموزان در مدرسه شبانه‌روزی اسلامی دخترانه Al-Lathifiyah 1، تمبکبراس جومبانگ است. این پژوهش با رویکرد کیفی و مطالعه موردی انجام شده‌است. داده‌ها از طریق مصاحبه‌های عمیق، مشاهده مشارکتی و تحلیل اسناد با مشارکت مراقبان، معلمان و دانش‌آموزان گردآوری شد. داده‌ها با استفاده از مدل تعاملی کاهش داده، نمایش داده و نتیجه‌گیری تحلیل گردید. یافته‌ها نشان می‌دهد که تمرین ۱۰۰ رکعت نماز نه‌تنها به‌عنوان یک فعالیت عبادی آیینی، بلکه به‌عنوان فرایندی ساختاریافته برای شکل‌گیری معنوی شامل خودانضباطی، خودکنترلی، اخلاص، صبر، فروتنی و آگاهی معنوی عمل می‌کند. این مطالعه مدل توسعه معنوی مبتنی بر تزکیه نفس را شناسایی کرد که شامل چهار مرحله به‌هم‌پیوسته است: خودپالایی (تخلی)، درونی‌سازی صفات (تحلی)، ارتقای آگاهی معنوی (تجلی) و عادت‌سازی معنوی از طریق استمرار ریاضت عملی. این مراحل نقش مهمی در توسعه هوش معنوی دانش‌آموزان ایفا می‌کنند که در تعهد دینی قوی‌تر، ثبات هیجانی، رفتار اخلاقی و خودآگاهی منعکس می‌شود. نتیجه پژوهش آن است که تمرین ۱۰۰ رکعت نماز، مدلی مؤثر برای آموزش معنوی است که هوش معنوی دانش‌آموزان را از طریق فرایند نظام‌مند تزکیه نفس در محیط پسانترن تقویت می‌کند.

School management in an era of rapid change faces increasingly complex challenges. Schools are required to deliver measurable academic performance, meet quality standards, develop teacher competencies, adaptively utilize technology, and produce graduates capable of contributing to society. However, management orientations that rely too heavily on performance indicators, administrative efficiency, accreditation, and academic achievements risk overlooking the inner human dimension, the quality of relationships, moral values, the well-being of the school community, and the social impact of education. This article aims to reconstruct value-based education management through a Sufi perspective by developing a school governance model that integrates four key dimensions: performance, values, well-being, and social impact. The study employs a qualitative-conceptual approach, drawing on a literature review of Sufi thought, spiritual leadership, education management, learning organizations, distributed leadership, educator well-being, and leadership for social justice. The study yields the "Sufi School Governance Model," a framework that establishes tazkiyat al-nafs (purification of the soul), muraqabah (spiritual vigilance), amanah (trustworthiness), ihsan (excellence/spiritual sincerity), shūrā (consultation), ‘adl (justice), tawāḍu‘ (humility), mahabbah (love/compassion), and khidmah (service) as its foundational values; performance as the professional dimension; well-being as the human dimension; and social impact as the orientation toward the common good. This model operates through a cycle of niyyah (intention) tazkiyah (purification) amanah (trust) shūrā (consultation) ihsan (excellence) khidmah (service) muḥāsabah (self-reflection) iṣlāḥ (reform), which translates into planning, organizing, leadership, human resource development, supervision, evaluation, and continuous improvement. This reconstruction positions the school principal not merely as an administrator, but as a murabbī (spiritual educator/mentor), khādim (servant-leader), and uswah (role model), while the school itself is positioned as a community for learning, character building, well-being, and social transformation. This model offers an expanded definition of school success, moving beyond mere "school performance" toward performance that is meaningful, ethical, human-centered, and socially impactful

مدیریت مدرسه در عصر تغییرات سریع با چالش‌های فزاینده و پیچیده‌ای مواجه است. مدارس ملزم به ارائه عملکرد تحصیلی قابل سنجش، رعایت استانداردهای کیفیت، توسعه شایستگی‌های معلمان، بهره‌برداری تطبیقی از فناوری و تربیت فارغ‌التحصیلانی هستند که قادر به مشارکت در جامعه باشند. با این حال، رویکردهای مدیریتی که بیش از حد بر شاخص‌های عملکرد، کارآمدی اداری، اعتباربخشی و دستاوردهای علمی تکیه دارند، در معرض نادیده گرفتن بُعد درونی انسان، کیفیت روابط، ارزش‌های اخلاقی، بهزیستی جامعه مدرسه و تأثیر اجتماعی آموزش قرار دارند. این مقاله با هدف بازسازی مدیریت آموزش مبتنی بر ارزش‌ها از منظر تصوف، به توسعه یک مدل حکمرانی مدرسه می‌پردازد که چهار بُعد کلیدی عملکرد، ارزش‌ها، بهزیستی و تأثیر اجتماعی را ادغام می‌کند. این پژوهش با رویکرد کیفی ـ مفهومی و با تکیه بر مرور ادبیات اندیشه صوفیانه، رهبری معنوی، مدیریت آموزشی، سازمان‌های یادگیرنده، رهبری توزیعی، بهزیستی معلمان و رهبری برای عدالت اجتماعی انجام شده است. نتیجه این پژوهش، «مدل حکمرانی مدرسه صوفیانه» است؛ چارچوبی که تزکیه‌النفس (پاکسازی نفس)، مراقبه (نظارت معنوی)، امانت (امانت‌داری)، احسان (برتری/اخلاص معنوی)، شورا (مشورت)، عدل (عدالت)، تواضع (فروتنی)، محبت (عشق/دلسوزی) و خدمت (خدمت‌رسانی) را به عنوان ارزش‌های بنیادین خود قرار می‌دهد؛ عملکرد را به عنوان بُعد حرفه‌ای، بهزیستی را به عنوان بُعد انسانی و تأثیر اجتماعی را به عنوان جهت‌گیری به سوی خیر عمومی تعریف می‌کند. این مدل از طریق چرخه نیت (نیت)، تزکیه (پاکسازی)، امانت (اعتماد)، شورا (مشورت)، احسان (برتری)، خدمت (خدمت‌رسانی)، محاسبه (خودارزیابی) و اصلاح (اصلاح) عمل می‌کند که به برنامه‌ریزی، سازماندهی، رهبری، توسعه منابع انسانی، نظارت، ارزیابی و بهبود مستمر ترجمه می‌شود. این بازسازی، مدیر مدرسه را نه صرفاً به عنوان یک مدیر، بلکه به عنوان مربی (مربی معنوی/راهنما)، خادم (رهبر خدمتگزار) و اسوه (الگو) معرفی می‌کند و خود مدرسه را به عنوان جامعه‌ای برای یادگیری، پرورش شخصیت، بهزیستی و تحول اجتماعی جایگاه می‌بخشد. این مدل، تعریف گسترده‌تری از موفقیت مدرسه ارائه می‌دهد و فراتر از صرفاً «عملکرد مدرسه»، به سوی عملکردی معنادار، اخلاقی، انسان‌محور و دارای تأثیر اجتماعی حرکت می‌کند.

As AI tools permeate scientific research, a critical question emerges: does better AI actually make researchers happier? Grounded in the Job Demands-Resources (JD-R) model, this study proposes and tests a dual-path moderated mediation framework in which perceived AI service quality influences researcher work well-being through two parallel psychological routes. The motivational gain pathway posits that higher quality is positively related to research self-efficacy, while the loss-alleviation pathway posits that higher quality is negatively related to cognitive verification load. AI trust is introduced as a moderator of both first-stage paths. Using data from 439 researchers and PROCESS macro models 4 and 7, we found that AI service quality did not directly affect well-being ( β = 0.07, p = 0.260), but exerted a fully mediated total effect. The loss pathway via cognitive verification load reduction was the sole significant mediating mechanism (indirect effect = 0.08, 95% CI [0.028, 0.135]). AI trust significantly moderated only the loss pathway ( β = −0.21, p < 0.001): the cognitive-relief effect became significant only at medium and high trust levels, remaining inoperative for low-trust researchers. These findings reframe the value of AI quality in research settings as cognitive offloading rather than competence enhancement, and position trust as a threshold condition rather than a continuous amplifier of AI benefits.

با نفوذ ابزارهای هوش مصنوعی در پژوهش علمی، این پرسش اساسی مطرح می‌شود که آیا هوش مصنوعی بهتر واقعاً پژوهشگران را خوشحال‌تر می‌کند؟ این مطالعه با تکیه بر مدل منابع-تقاضاهای شغلی (JD-R)، چارچوبی از میانجی‌گری دو‌مسیره با تعدیل‌کننده را پیشنهاد و آزمون می‌کند که در آن کیفیت ادراک‌شده خدمات هوش مصنوعی از طریق دو مسیر روان‌شناختی موازی بر بهزیستی شغلی پژوهشگران تأثیر می‌گذارد. مسیر انگیزشی بر این فرض استوار است که کیفیت بالاتر با خودکارآمدی پژوهشی رابطه مثبت دارد، در حالی که مسیر کاهش زیان بر این فرض استوار است که کیفیت بالاتر با بار شناختی تأیید رابطه منفی دارد. اعتماد به هوش مصنوعی به عنوان تعدیل‌کننده هر دو مسیر مرحله اول وارد مدل شده است. با استفاده از داده‌های ۴۳۹ پژوهشگر و مدل‌های ۴ و ۷ ماکروی PROCESS، یافته‌ها نشان داد که کیفیت خدمات هوش مصنوعی به طور مستقیم بر بهزیستی تأثیر نداشت (β = 0.07, p = 0.260)، اما اثر کلی کاملاً به واسطه متغیرهای میانجی منتقل شد. مسیر کاهش زیان از طریق کاهش بار شناختی تأیید تنها سازوکار میانجی‌گری معنادار بود (اثر غیرمستقیم = 0.08, 95% CI [0.028, 0.135]). اعتماد به هوش مصنوعی فقط مسیر کاهش زیان را به طور معنادار تعدیل کرد (β = −0.21, p < 0.001): اثر تسکین شناختی فقط در سطوح متوسط و بالا از اعتماد معنادار شد و برای پژوهشگران با اعتماد پایین فعال نبود. این یافته‌ها ارزش کیفیت هوش مصنوعی را در محیط‌های پژوهشی به عنوان کاهش بار شناختی و نه ارتقای شایستگی بازتعریف می‌کند و اعتماد را به عنوان یک شرط آستانه‌ای و نه تقویت‌کننده پیوسته منافع هوش مصنوعی معرفی می‌نماید.

Background Large language models are increasingly used for informal mental health support, yet their safety during escalating suicide-risk conversations may depend on how prior information is presented. Native multi-turn conversations and reconstructed cumulative prompts differ not only in the presence of prior model responses but also in prompt reconstruction, information concentration, message positioning, explicit integration cues, and conversation-state processing. Objective This study compared suicide-risk recognition, direct safety inquiry, response urgency, and timely real-world intervention across isolated current-turn prompts, reconstructed cumulative user-only prompts, and native continuous multi-turn conversations. Methods We conducted a controlled repeated-measures evaluation of ChatGPT, Gemini, and Doubao using 12 standardized five-turn trajectories: 4 direct suicide-risk trajectories, 4 implicit or internally inconsistent risk trajectories, and 4 non-suicidal high-distress controls. Each trajectory was evaluated under three context-presentation formats. The 24 model-trajectory combinations were treated as matched repeated-measures units nested within 8 independent risk-trajectory blocks. Primary contrasts were estimated using exact trajectory-level sign-flip tests and trajectory-block bootstrap confidence intervals. Turn-level outcomes were analyzed using multilevel mixed-effects models. Exploratory condition-by-model heterogeneity was assessed using a trajectory-blocked exact permutation sensitivity analysis, with a trajectory-clustered interaction model used only as a secondary asymptotic check. Results Timely appropriate intervention occurred in 10/24 isolated current-turn observations (41.7%), 21/24 reconstructed cumulative observations (87.5%), and 12/24 native continuous observations (50.0%). On average across the three systems, reconstructed cumulative presentation exceeded isolated input by 45.8 percentage points (95% trajectory-block bootstrap CI, 25.0 to 66.7; Holm-adjusted exact P = .031), whereas native continuous performance was 37.5 percentage points lower than reconstructed cumulative performance (95% trajectory-block bootstrap CI, −50.0 to −25.0; Holm-adjusted exact P = .031). Exploratory model-specific analyses indicated substantial heterogeneity: the native-versus-reconstructed contrast was largest for Doubao, smaller and statistically imprecise for Gemini, and absent for ChatGPT. Conclusions On average across the three evaluated systems, reconstructed cumulative user-only prompts outperformed native continuous conversations, although exploratory model-specific patterns were heterogeneous. Because the formats also differed in prompt reconstruction, information salience, message positioning, explicit integration instructions, and native conversation-state processing, the contrast cannot isolate the causal effect of prior model responses.

زمینه: مدل‌های زبانی بزرگ به طور فزاینده‌ای برای حمایت غیررسمی سلامت روان مورد استفاده قرار می‌گیرند، اما ایمنی آن‌ها در مکالمات با ریسک فزایندهٔ خودکشی ممکن است به نحوهٔ ارائهٔ اطلاعات پیشین وابسته باشد. گفت‌وگوهای بومی چندنوبتی و بازسازی‌شدهٔ تجمعی تنها-کاربر نه‌تنها در حضور پاسخ‌های پیشین مدل، بلکه در بازسازی پرامپت، تمرکز اطلاعات، موقعیت پیام، نشانه‌های ادغام صریح و پردازش وضعیت گفت‌وگو نیز تفاوت دارند. هدف: این مطالعه شناسایی ریسک خودکشی، پرسش مستقیم دربارهٔ ایمنی، فوریت پاسخ و مداخلهٔ به‌موقع در دنیای واقعی را در قالب‌های پرامپت نوبت فعلی مجزا، پرامپت‌های تجمعی بازسازی‌شدهٔ تنها-کاربر و گفت‌وگوهای بومی پیوستهٔ چندنوبتی مقایسه کرد. روش‌ها: ما ارزیابی کنترل‌شدهٔ تکرارپذیری از ChatGPT، Gemini و Doubao با استفاده از ۱۲ مسیر استاندارد پنج‌نوبتی انجام دادیم: ۴ مسیر مستقیم ریسک خودکشی، ۴ مسیر ریسک ضمنی یا ناسازگار درونی، و ۴ کنترل غیرخودکشی با پریشانی بالا. هر مسیر تحت سه قالب ارائهٔ زمینه ارزیابی شد. ۲۴ ترکیب مدل-مسیر به عنوان واحدهای تکرارپذیر همسان درون ۸ بلوک مستقل مسیر ریسک در نظر گرفته شدند. مقایسه‌های اصلی با استفاده از آزمون‌های دقیق وارونگی علامت در سطح مسیر و بازه‌های اطمینان بوت‌استرپ بلوک-مسیر برآورد شد. پیامدهای سطح نوبت با مدل‌های اثرات مختلط چندسطحی تحلیل شد. ناهمگنی اکتشافی وضعیت-مدل با تحلیل حساسیت دقیق جایگشت بلوک-مسیر ارزیابی شد و مدل تعاملی خوشه‌بندی‌شده بر مسیر تنها به عنوان بررسی ثانویهٔ مجانبی استفاده شد. نتایج: مداخلهٔ مناسب و به‌موقع در ۱۰ مورد از ۲۴ مشاهدهٔ نوبت فعلی مجزا (۴۱٫۷٪)، ۲۱ از ۲۴ مشاهدهٔ تجمعی بازسازی‌شده (۸۷٫۵٪) و ۱۲ از ۲۴ مشاهدهٔ بومی پیوسته (۵۰٫۰٪) رخ داد. به طور میانگین در سه سامانه، ارائهٔ تجمعی بازسازی‌شده نسبت به ورودی مجزا ۴۵٫۸ درصد بیشتر بود (۹۵٪ بازهٔ اطمینان بوت‌استرپ بلوک-مسیر، ۲۵٫۰ تا ۶۶٫۷؛ مقدار P دقیق تعدیل‌شده با Holm = ‎.۰۳۱)، در حالی که عملکرد بومی پیوسته ۳۷٫۵ درصد کمتر از عملکرد تجمعی بازسازی‌شده بود (۹۵٪ بازهٔ اطمینان بوت‌استرپ بلوک-مسیر، ‎−۵۰٫۰ تا ‎−۲۵٫۰؛ مقدار P دقیق تعدیل‌شده با Holm = ‎.۰۳۱). تحلیل‌های اکتشافی مدل‌محور ناهمگنی قابل توجهی نشان داد: تفاوت بومی-در مقابل-بازسازی‌شده برای Doubao بیشترین مقدار، برای Gemini کمتر و از نظر آماری نامشخص، و برای ChatGPT غایب بود. نتیجه‌گیری: به طور میانگین در سه سامانهٔ ارزیابی‌شده، پرامپت‌های تجمعی بازسازی‌شدهٔ تنها-کاربر عملکرد بهتری نسبت به گفت‌وگوهای بومی پیوسته داشتند، اگرچه الگوهای مدل‌محور اکتشافی ناهمگون بودند. از آنجا که قالب‌ها همچنین در بازسازی پرامپت، برجستگی اطلاعات، موقعیت پیام، دستورالعمل‌های ادغام صریح و پردازش وضعیت گفت‌وگوی بومی تفاوت داشتند، این مقایسه نمی‌تواند اثر علّی پاسخ‌های پیشین مدل را به طور مجزا تعیین کند.

Background: Refugee students newly enrolled in U.S. schools encounter academic, socialization, and mental health challenges because of trauma, language barriers, and cultural differences. Many have had limited or interrupted access to formal education in their home country. This study aimed to gain the perspectives of refugee students on their lived experiences and explore the impact of an occupational therapy intervention guided by the Kawa model on the well-being of this student population. Methods: The researchers employed a convergent mixed-methods design. Refugee students (n = 8) created Kawa models, which provided rich, qualitative data. Participants completed pre and posttest surveys. Quantitative data gathered from surveys were used to measure students' understanding of their supports and barriers. Results: All participants demonstrated a 49% positive change in their perceived knowledge of their strengths, challenges, and supports. Qualitative analysis of participants’ Kawa creations revealed multiple collective themes throughout the migration stages of refugee students. Conclusion: This study's findings support existing evidence that culturally sensitive, person-centered interventions, such as one guided by the Kawa model, result in positive outcomes for refugee students. As school districts examine equitable practices for refugee children, occupational therapy support guided by the Kawa model may be a valuable contribution.

زمینه: دانش‌آموزان پناهنده‌ای که به‌تازگی در مدارس ایالات متحده ثبت‌نام کرده‌اند، به دلیل تجربه تروما، موانع زبانی و تفاوت‌های فرهنگی با چالش‌های تحصیلی، اجتماعی و سلامت روان مواجه می‌شوند. بسیاری از این دانش‌آموزان در کشور مبدأ خود دسترسی محدود یا منقطع به آموزش رسمی داشته‌اند. هدف این مطالعه، کسب دیدگاه‌های دانش‌آموزان پناهنده درباره تجارب زیسته آنان و بررسی تأثیر مداخله کاردرمانی مبتنی بر مدل کاوا بر بهزیستی این گروه از دانش‌آموزان بود. روش‌ها: پژوهشگران از طرح آمیخته همگرا استفاده کردند. دانش‌آموزان پناهنده (n = 8) مدل‌های کاوا را ایجاد کردند که داده‌های کیفی غنی فراهم نمود. شرکت‌کنندگان پرسشنامه‌های پیش‌آزمون و پس‌آزمون را تکمیل کردند. داده‌های کمی گردآوری‌شده از پرسشنامه‌ها برای سنجش درک دانش‌آموزان از حمایت‌ها و موانع‌شان به کار رفت. یافته‌ها: همه شرکت‌کنندگان ۴۹٪ تغییر مثبت در دانش ادراک‌شده خود نسبت به نقاط قوت، چالش‌ها و حمایت‌هایشان نشان دادند. تحلیل کیفی مدل‌های کاوای شرکت‌کنندگان، مضامین جمعی متعددی را در مراحل مختلف مهاجرت دانش‌آموزان پناهنده آشکار ساخت. نتیجه‌گیری: یافته‌های این مطالعه شواهد موجود را تأیید می‌کند که مداخلات حساس به فرهنگ و فردمحور، مانند مداخله مبتنی بر مدل کاوا، منجر به پیامدهای مثبت برای دانش‌آموزان پناهنده می‌شود. با توجه به بررسی شیوه‌های عادلانه برای کودکان پناهنده در مناطق آموزشی، حمایت کاردرمانی مبتنی بر مدل کاوا می‌تواند سهم ارزشمندی باشد.

Background-Science Communication Competence (SCC) is essential in 21st century Biology learning. Based on school observations, students' SCC was relatively low, characterized by difficulties in explaining concepts scientifically, asking questions, and providing evidence-based arguments. Objectives-This research aims to: determine students' SSC achievement, determine the feasibility and readability of the media and learning materials, and determine student and teacher responses. Method-This Research and Development study followed the ADDIE model. The product was validated by content, media, and language experts and a field practitioner using a four-point Likert-scale sheet, followed by a readability test of the 9 of the 17 grade XI. Five high-achieving served as experts and twelve novices. The SCC abilities of the expert students were analyzed through pretests and posttests, coding of dialogue transcripts based on 15 SCC indicators by two observers, and direct observation of six key indicators. Meanwhile, the beginner students completed two cognitive posttests. The SCC instrument was adapted from existing questions and content-validated by experts. Data were analyzed descriptively using percentages and mean scores. Results-Expert validation average 94.5% (very feasible), while readability reached 89.6%. Experts' SCC scores increased from 78 to 87, while novices’ cognitive scores increased from 83.9 to 87.3. Dialogue-based SCC achievement reached 88.7%, and direct observation reached 93.3%. Student and teacher responses were results reached 86.8% 92.8%, respectively. Conclusions-Interactive e-worksheet based on the END method is very feasible, has the potential to support students' SCC, and obtains very positive responses from students and teachers.

زمینه: شایستگی ارتباط علمی (SCC) در یادگیری زیست‌شناسی قرن بیست‌ویکم ضروری است. بر اساس مشاهدات مدرسه‌ای، SCC دانش‌آموزان نسبتاً پایین بود که با دشواری در توضیح مفاهیم به‌صورت علمی، پرسیدن سؤال و ارائه استدلال‌های مبتنی بر شواهد مشخص می‌شود. اهداف: این پژوهش با هدف تعیین میزان دستیابی دانش‌آموزان به SCC، تعیین قابلیت اجرا و خوانایی رسانه و مواد آموزشی، و تعیین بازخورد دانش‌آموزان و معلمان انجام شد. روش: این مطالعهٔ پژوهش و توسعه بر اساس مدل ADDIE انجام شد. محصول توسط متخصصان محتوا، رسانه و زبان و یک کارشناس میدانی با استفاده از برگه لیکرت چهارگزینه‌ای اعتبارسنجی شد و پس از آن آزمون خوانایی روی ۹ نفر از ۱۷ دانش‌آموز پایه یازدهم انجام گرفت. پنج دانش‌آموز با عملکرد بالا به عنوان خبره و دوازده نفر به عنوان مبتدی انتخاب شدند. توانایی‌های SCC دانش‌آموزان خبره از طریق پیش‌آزمون و پس‌آزمون، کدگذاری رونوشت‌های گفت‌وگو بر اساس ۱۵ شاخص SCC توسط دو مشاهده‌گر و مشاهده مستقیم شش شاخص کلیدی تحلیل شد. در همین حال، دانش‌آموزان مبتدی دو پس‌آزمون شناختی را تکمیل کردند. ابزار SCC از سؤالات موجود اقتباس و توسط متخصصان اعتبارسنجی محتوایی شد. داده‌ها به صورت توصیفی با استفاده از درصد و میانگین تحلیل شدند. نتایج: میانگین اعتبارسنجی متخصصان ۹۴.۵٪ (بسیار قابل اجرا) و خوانایی ۸۹.۶٪ بود. نمرات SCC دانش‌آموزان خبره از ۷۸ به ۸۷ و نمرات شناختی مبتدیان از ۸۳.۹ به ۸۷.۳ افزایش یافت. دستیابی به SCC مبتنی بر گفت‌وگو به ۸۸.۷٪ و مشاهده مستقیم به ۹۳.۳٪ رسید. بازخورد دانش‌آموزان و معلمان به ترتیب ۸۶.۸٪ و ۹۲.۸٪ بود. نتیجه‌گیری: کاربرگ الکترونیکی تعاملی مبتنی بر روش END بسیار قابل اجرا است، پتانسیل حمایت از SCC دانش‌آموزان را دارد و بازخورد بسیار مثبتی از دانش‌آموزان و معلمان دریافت می‌کند.

Andi Nur Ilmawati, T, 2026. The Effect of the Problem-Based Learning Model on the Social Studies Learning Outcomes of Fourth-Grade Students at SD Inpres 104 Maradekaya, Takalar Regency. Department of Elementary School Teacher Education, Faculty of Education, Makassar State University (supervised by Ahmad Syawaluddin and Syamsuryani Eka Putri Atjo). This research was motivated by the inaccurate use of learning models and the suboptimal results of social studies learning. This study aims to: 1) Describe the Problem-Based Learning model in social studies learning for fourth-grade students at SD Inpres 104 Maradekaya, Takalar Regency. 2) Determine the social studies learning outcomes of fourth-grade students at SD Inpres 104 Maradekaya, Takalar Regency. 3) Determine the effect of using the Problem-Based Learning model on the social studies learning outcomes of fourth-grade students at SD Inpres 104 Maradekaya, Takalar Regency. This study used a quantitative approach with a One-Group Pretest-Posttest Design. Data were collected through observation and tests (pretest and posttest), and analyzed using descriptive and inferential statistics. The results showed that the use of the Problem-Based Learning model was categorized as very good and was able to significantly improve science learning outcomes. Based on the Paired Sample t-Test analysis, the significance value of 0.001 was less than 0.05, so the alternative hypothesis was accepted. The conclusions of the study were: 1) The use of the Problem-Based Learning model worked very well based on the observation sheet. 2) Students' science learning outcomes improved after the treatment. 3) There was a significant effect of the use of the Problem-Based Learning Model on the science learning outcomes of fourth-grade students at SD Inpres 104 Maradekaya, Takalar Regency.

اندی نور ایلمواتی، T، ۲۰۲۶. تأثیر مدل یادگیری مبتنی بر مسئله بر نتایج یادگیری مطالعات اجتماعی دانش‌آموزان پایه چهارم دبستان اینپرس ۱۰۴ مارادکایا، شهرستان تاکالار. گروه آموزش معلمان دبستان، دانشکده علوم تربیتی، دانشگاه دولتی ماکاسار (با راهنمایی احمد سیاوالودین و سیامسوریانی اکا پوتری آتجو). انگیزه این پژوهش، استفاده نادرست از مدل‌های یادگیری و نتایج کمتر از حد مطلوب یادگیری مطالعات اجتماعی بود. اهداف این مطالعه عبارت‌اند از: ۱) توصیف مدل یادگیری مبتنی بر مسئله در آموزش مطالعات اجتماعی برای دانش‌آموزان پایه چهارم دبستان اینپرس ۱۰۴ مارادکایا، شهرستان تاکالار؛ ۲) تعیین نتایج یادگیری مطالعات اجتماعی دانش‌آموزان پایه چهارم دبستان اینپرس ۱۰۴ مارادکایا، شهرستان تاکالار؛ ۳) تعیین تأثیر استفاده از مدل یادگیری مبتنی بر مسئله بر نتایج یادگیری مطالعات اجتماعی دانش‌آموزان پایه چهارم دبستان اینپرس ۱۰۴ مارادکایا، شهرستان تاکالار. این پژوهش با رویکرد کمی و طرح پیش‌آزمون-پس‌آزمون تک‌گروهی انجام شد. داده‌ها از طریق مشاهده و آزمون (پیش‌آزمون و پس‌آزمون) گردآوری و با استفاده از آمار توصیفی و استنباطی تحلیل شدند. نتایج نشان داد که استفاده از مدل یادگیری مبتنی بر مسئله در دسته بسیار خوب قرار گرفت و توانست به طور معناداری نتایج یادگیری علوم را بهبود بخشد. بر اساس تحلیل آزمون t زوجی، مقدار معناداری ۰.۰۰۱ کمتر از ۰.۰۵ بود، بنابراین فرضیه جایگزین پذیرفته شد. نتایج پژوهش عبارت‌اند از: ۱) استفاده از مدل یادگیری مبتنی بر مسئله بر اساس برگه مشاهده بسیار خوب عمل کرد؛ ۲) نتایج یادگیری علوم دانش‌آموزان پس از مداخله بهبود یافت؛ ۳) استفاده از مدل یادگیری مبتنی بر مسئله تأثیر معناداری بر نتایج یادگیری علوم دانش‌آموزان پایه چهارم دبستان اینپرس ۱۰۴ مارادکایا، شهرستان تاکالار داشت.

This theoretical and analytical study examines pedagogical approaches to developing critical thinking among primary school pupils. Drawing on foundational accounts of reflective thinking, sociocultural learning and critical-thinking skills, it identifies age-appropriate components of critical thinking and systematises six instructional approaches: problem-based learning, purposeful questioning, comparison and classification, discussion and collaborative work, graphic organisers, and reflective exercises. The analysis specifies the classroom conditions required for these approaches and proposes a five-stage instructional model encompassing activation of prior knowledge, a problem question, information analysis, justified conclusions and reflection. A classroom illustration concerning responsible water use demonstrates how the model may be implemented. The outcomes are a conceptual synthesis and practical recommendations rather than findings from an intervention study; the effectiveness of the model has not yet been empirically tested

این مطالعه نظری و تحلیلی به بررسی رویکردهای آموزشی برای توسعه تفکر انتقادی در دانش‌آموزان دبستانی می‌پردازد. با اتکا به دیدگاه‌های بنیادی درباره تفکر تأملی، یادگیری اجتماعی‌فرهنگی و مهارت‌های تفکر انتقادی، مؤلفه‌های متناسب با سن تفکر انتقادی را شناسایی کرده و شش رویکرد آموزشی را نظام‌مند می‌کند: یادگیری مبتنی بر مسئله، پرسشگری هدفمند، مقایسه و طبقه‌بندی، بحث و کار گروهی، سازمان‌دهنده‌های تصویری و تمرین‌های تأملی. تحلیل انجام‌شده شرایط لازم کلاس درس برای اجرای این رویکردها را مشخص ساخته و یک الگوی آموزشی پنج‌مرحله‌ای شامل فعال‌سازی دانش پیشین، طرح پرسش مسئله‌محور، تحلیل اطلاعات، نتیجه‌گیری مستدل و تأمل را پیشنهاد می‌کند. یک مثال کلاسی درباره استفاده مسئولانه از آب نشان می‌دهد که این الگو چگونه می‌تواند اجرا شود. نتایج این پژوهش، ترکیبی مفهومی و توصیه‌های عملی است و یافته‌های حاصل از یک مطالعه مداخله‌ای نیست؛ اثربخشی این الگو هنوز به طور تجربی آزمون نشده است.

The main functions of models are to simplify obtaining information about the object being studied or applied, to acquire information, and to envisage and diagnose the future state of the object. The article explains that if, when the object under study is compared with its model, the difference between them is not significant, this is a sign that the model has been formed close to the object.

کارکردهای اصلی مدل‌ها ساده‌سازی فرایند کسب اطلاعات درباره شیء مورد مطالعه یا کاربردی، به‌دست‌آوردن اطلاعات و پیش‌بینی و تشخیص وضعیت آینده شیء می‌باشد. در این مقاله توضیح داده می‌شود که اگر هنگام مقایسه شیء مورد مطالعه با مدل آن، تفاوت میان آن‌ها قابل توجه نباشد، این امر نشانه‌ای است که مدل به شیء نزدیک شکل گرفته است.

Background-Tenth-grade students at Riyadhussholihiin Senior High School reported difficulties understanding existing Arabic textbooks due to limited explanations, exercises, multimedia support, and independent learning opportunities. A needs analysis involving 29 students showed that 80% strongly needed more accessible and engaging digital materials. Objectives-This study aimed to (1) develop Google Sites-based interactive Arabic teaching materials; (2) determine their feasibility; and (3) examine students’ reading, listening, writing, and speaking outcomes. Methods-This Research and Development study employed th ADDIE model. Data were collected through observation, interviews, needs-analysis questionnaires, expert-validation sheets, and pretest-posttest assessments. Results-The resulting Google Sites materials integrated texts, pronunciation audio, instructional videos, images, interactive exercises, and quizzes. The material-validation score was 87.98% (44/50), whereas the media-validation score was 82.86% (29/35). Students provided positive responses to the materials, with an overall response score of 87.98%. The reported mean total score increased from 59.30 before implementation to 73.99 after implementation, an increase of 24.77%; listening showed the largest percentage increase (29.45%). Conclusions-The materials were feasible for use and were associated with improved Arabic language learning-outcome scores in the participating class. The conclusion is limited to the study cohort and should not be interpreted as a separate claim about student motivation.

زمینه و هدف: دانش‌آموزان پایه دهم دبیرستان Riyadhussholihiin گزارش کردند که به دلیل محدودیت در توضیحات، تمرین‌ها، پشتیبانی چندرسانه‌ای و فرصت‌های یادگیری مستقل، درک کتاب‌های درسی عربی موجود برای آن‌ها دشوار است. تحلیل نیازسنجی با مشارکت ۲۹ دانش‌آموز نشان داد که ۸۰٪ آن‌ها به شدت به مواد دیجیتال قابل دسترس‌تر و جذاب‌تر نیاز دارند. اهداف: این پژوهش با هدف (۱) تدوین مواد آموزشی تعاملی زبان عربی مبتنی بر Google Sites؛ (۲) تعیین میزان قابلیت استفاده آن‌ها؛ و (۳) بررسی نتایج یادگیری دانش‌آموزان در مهارت‌های خواندن، شنیدن، نوشتن و صحبت کردن انجام شد. روش‌ها: این مطالعه از نوع پژوهش و توسعه و مبتنی بر مدل ADDIE بود. داده‌ها از طریق مشاهده، مصاحبه، پرسشنامه نیازسنجی، فرم‌های اعتبارسنجی خبرگان و آزمون‌های پیش‌آزمون-پس‌آزمون گردآوری شد. یافته‌ها: مواد آموزشی تدوین‌شده در Google Sites شامل متون، فایل‌های صوتی تلفظ، ویدئوهای آموزشی، تصاویر، تمرین‌های تعاملی و آزمون‌ها بود. امتیاز اعتبارسنجی محتوا ۸۷/۹۸٪ (۴۴ از ۵۰) و امتیاز اعتبارسنجی رسانه ۸۲/۸۶٪ (۲۹ از ۳۵) به دست آمد. دانش‌آموزان پاسخ‌های مثبتی به این مواد ارائه دادند و امتیاز کلی پاسخ‌دهی ۸۷/۹۸٪ بود. میانگین نمره کل از ۵۹/۳۰ پیش از اجرا به ۷۳/۹۹ پس از اجرا افزایش یافت که معادل ۲۴/۷۷٪ رشد بود؛ بیشترین افزایش درصدی مربوط به مهارت شنیداری (۲۹/۴۵٪) بود. نتیجه‌گیری: مواد آموزشی تدوین‌شده از نظر قابلیت استفاده مناسب بودند و با بهبود نمرات یادگیری زبان عربی در کلاس مورد مطالعه همراه بودند. نتیجه‌گیری صرفاً به نمونه پژوهش محدود است و نباید به عنوان ادعایی مستقل درباره انگیزش دانش‌آموزان تفسیر شود.

This study aims to describe the implementation of Islamic thought in strategic management and to formulate a strategic management model based on Islamic values at Pesantren Al-Hamidy Banyuanyar. This research employs a descriptive qualitative approach, using in-depth interviews, observations, and documentation as data collection techniques. The research informants include the pesantren caregivers, institutional leaders, teachers (asatidz), and managers of educational units. Data analysis follows the Miles and Huberman model, consisting of data reduction, data display, and conclusion drawing. The findings show that the application of strategic management at Pesantren Al-Hamidy is grounded in Islamic principles such as shūra, amanah, itqan, and maqasid al-shari‘ah. The strategic planning process is carried out through structured deliberation, strengthening of the vision and mission, and determining program priorities based on the needs of students and the community. At the implementation stage, the values of amanah and discipline serve as the main foundation for human resource management and program execution. Strategy evaluation is conducted periodically through weekly deliberation forums and quarterly evaluation meetings. This study produces a strategic management model grounded in Islamic thought consisting of four main components: Islamic value foundation, strategy formulation, strategy implementation, and continuous evaluation. This model is expected to serve as a reference for Islamic educational institutions in developing effective and spiritually oriented strategic management

هدف این پژوهش توصیف اجرای اندیشه اسلامی در مدیریت استراتژیک و تدوین مدل مدیریت استراتژیک مبتنی بر ارزش‌های اسلامی در مدرسه علمیه Al-Hamidy Banyuanyar است. این پژوهش با رویکرد کیفی توصیفی انجام شده و از مصاحبه‌های عمیق، مشاهده و اسناد به عنوان روش‌های گردآوری داده‌ها استفاده شده است. مشارکت‌کنندگان پژوهش شامل متولیان مدرسه علمیه، مدیران مؤسسات، معلمان (اساتید) و مدیران واحدهای آموزشی هستند. تحلیل داده‌ها بر اساس مدل Miles و Huberman شامل کاهش داده‌ها، نمایش داده‌ها و نتیجه‌گیری انجام می‌شود. یافته‌ها نشان می‌دهد که اجرای مدیریت استراتژیک در مدرسه علمیه Al-Hamidy مبتنی بر اصول اسلامی مانند شورا، امانت، اتقان و مقاصد الشریعه است. فرایند برنامه‌ریزی استراتژیک از طریق مشورت ساختاریافته، تقویت چشم‌انداز و مأموریت و تعیین اولویت‌های برنامه بر اساس نیازهای دانش‌آموزان و جامعه صورت می‌گیرد. در مرحله اجرا، ارزش‌های امانت و انضباط به عنوان پایه اصلی مدیریت منابع انسانی و اجرای برنامه‌ها عمل می‌کنند. ارزیابی راهبرد به صورت دوره‌ای از طریق جلسات مشورت هفتگی و نشست‌های ارزیابی فصلی انجام می‌شود. این پژوهش مدلی از مدیریت استراتژیک مبتنی بر اندیشه اسلامی ارائه می‌دهد که شامل چهار مؤلفه اصلی است: بنیان ارزشی اسلامی، تدوین راهبرد، اجرای راهبرد و ارزیابی مستمر. انتظار می‌رود این مدل به عنوان مرجعی برای مؤسسات آموزشی اسلامی در توسعه مدیریت استراتژیک مؤثر و معنویت‌محور مورد استفاده قرار گیرد.

This study aims to develop an Arabic language learning module based on Higher Order Thinking Skills (HOTS) to improve students' higher-order thinking skills at the Faculty of Teacher Training and Education, University of Muhammadiyah North Sumatra (UMSU). The study used the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. At the analysis stage, it was found that Arabic language learning was still dominated by low-order thinking skills (LOTS) and did not provide analytical, evaluative, and creative activities as required by the OBE curriculum. The developed module was validated by material experts and learning design experts with the assessment results being in the very feasible category. A limited trial on 32 students showed a significant increase in HOTS skills, evidenced by the difference in pre-test and post-test scores, as well as an increase in the ability to analyze texts, evaluate arguments, and produce new texts in Arabic. Student responses were also very positive towards the use of the module because it was considered interesting, challenging, and helped understand Arabic texts more deeply. The results of the study indicate that the HOTS-based Arabic language learning module is effective, feasible to use, and has the potential to be widely applied in Arabic language courses at universities..

هدف این پژوهش توسعهٔ یک ماژول آموزش زبان عربی مبتنی بر مهارت‌های تفکر سطوح بالاتر (HOTS) به منظور ارتقای مهارت‌های تفکر سطح بالای دانشجویان در دانشکدهٔ تربیت معلم و آموزش دانشگاه محمدیه شمال سوماترا (UMSU) است. این پژوهش از روش تحقیق و توسعه (R&D) با مدل ADDIE که شامل مراحل تحلیل، طراحی، توسعه، اجرا و ارزیابی است، استفاده کرده‌است. در مرحلهٔ تحلیل مشخص شد که آموزش زبان عربی همچنان تحت سلطهٔ مهارت‌های تفکر سطوح پایین (LOTS) قرار دارد و فعالیت‌های تحلیلی، ارزیابی و خلاقانه مطابق با الزامات برنامهٔ درسی OBE ارائه نمی‌شود. ماژول توسعه‌یافته توسط متخصصان محتوا و طراحی آموزشی اعتبارسنجی شد و نتایج ارزیابی در دستهٔ «بسیار قابل قبول» قرار گرفت. آزمون محدودی بر روی ۳۲ دانشجو نشان داد که مهارت‌های HOTS به طور معناداری افزایش یافته‌است، که این امر با تفاوت نمرات پیش‌آزمون و پس‌آزمون و همچنین افزایش توانایی تحلیل متون، ارزیابی استدلال‌ها و تولید متون جدید به زبان عربی مشهود است. واکنش دانشجویان نیز نسبت به استفاده از این ماژول بسیار مثبت بود، زیرا آن را جالب، چالش‌برانگیز و کمک‌کننده به درک عمیق‌تر متون عربی دانستند. نتایج پژوهش نشان می‌دهد که ماژول آموزش زبان عربی مبتنی بر HOTS مؤثر، قابل استفاده و دارای پتانسیل کاربرد گسترده در دروس زبان عربی در دانشگاه‌ها است.

This study aimed to analyze the effect of the Problem Based Learning (PBL) model on students’ learning activities and learning outcomes in the topic of environmental change and environmental conservation among tenth-grade students at SMAN 14 Medan. The research employed a quasi-experimental method using a Pretest-Posttest Non-equivalent Control Group Design. The sample was selected through purposive sampling and consisted of two classes: Class X-7 as the experimental group, which received instruction using the Problem Based Learning model, and Class X-8 served as the control class, utilizing conventional instruction based on the direct instruction model. Data were collected through both non-test and test techniques. The non-test instrument consisted of an observation sheet used to assess students’ learning activities, while the test instrument consisted of 20 multiple-choice questions used to measure students’ learning outcomes. The research results indicate that the implementation of the Problem-Based Learning (PBL) model has a positive impact on students' learning activities and learning outcomes. Students taught using the PBL model demonstrated higher levels of engagement during the learning process and achieved better learning outcomes compared to students taught via the conventional Direct Instruction model. These findings suggest that the PBL model is more effective in enhancing student engagement and understanding of the learning material. Statistical analysis revealed significance values ​​of 0.023 (p < 0.05) for learning activities and 0.000 (p < 0.05) for learning outcomes. Based on these results, it can be concluded that the Problem-Based Learning (PBL) model significantly influences the learning activities and learning outcomes of Grade X students at SMAN 14 Medan regarding the topic of environmental change and conservation.

هدف این پژوهش، تحلیل تأثیر مدل یادگیری مبتنی بر مسئله (Problem Based Learning یا PBL) بر فعالیت‌های یادگیری و نتایج یادگیری دانش‌آموزان در موضوع تغییرات محیط زیست و حفاظت محیط زیست در میان دانش‌آموزان پایه دهم دبیرستان SMAN 14 Medan بود. این پژوهش با استفاده از روش شبه‌آزمایشی و طرح پیش‌آزمون-پس‌آزمون با گروه کنترل غیرمعادل انجام شد. نمونه‌گیری به صورت هدفمند انجام گرفت و شامل دو کلاس بود: کلاس X-7 به عنوان گروه آزمایش که آموزش با استفاده از مدل یادگیری مبتنی بر مسئله دریافت کرد و کلاس X-8 به عنوان گروه کنترل که آموزش متعارف مبتنی بر مدل آموزش مستقیم را دریافت نمود. داده‌ها از طریق تکنیک‌های آزمون و غیرآزمون گردآوری شد. ابزار غیرآزمون شامل برگه مشاهده برای ارزیابی فعالیت‌های یادگیری دانش‌آموزان بود و ابزار آزمون شامل ۲۰ سؤال چندگزینه‌ای برای سنجش نتایج یادگیری دانش‌آموزان بود. نتایج پژوهش نشان داد که اجرای مدل یادگیری مبتنی بر مسئله (PBL) تأثیر مثبتی بر فعالیت‌های یادگیری و نتایج یادگیری دانش‌آموزان دارد. دانش‌آموزانی که با مدل PBL آموزش دیدند، سطح بالاتری از مشارکت در فرایند یادگیری نشان دادند و نتایج یادگیری بهتری نسبت به دانش‌آموزانی که با مدل آموزش مستقیم آموزش دیدند، کسب کردند. این یافته‌ها نشان می‌دهد که مدل PBL در افزایش مشارکت دانش‌آموزان و درک بهتر مطالب آموزشی مؤثرتر است. تحلیل آماری مقادیر معناداری ۰٫۰۲۳ (p < 0.05) برای فعالیت‌های یادگیری و ۰٫۰۰۰ (p < 0.05) برای نتایج یادگیری را نشان داد. بر اساس این نتایج می‌توان نتیجه گرفت که مدل یادگیری مبتنی بر مسئله (PBL) به طور معناداری بر فعالیت‌های یادگیری و نتایج یادگیری دانش‌آموزان پایه دهم دبیرستان SMAN 14 Medan در موضوع تغییر و حفاظت محیط زیست تأثیرگذار است.

This study aims to determine the effect of differentiated learning on students' learning motivation in Informatics subjects and to analyze students' learning motivation before and after the implementation of differentiated learning in Class XI SMAN 7 Kupang. This research employed a quantitative approach with a quasi-experimental design involving two classes: XI-11 as the experimental class (30 students) treated with differentiated learning (content, process, and product) and XI-8 as the control class (25 students) using conventional learning methods. Data were collected using learning motivation questionnaires based on the ARCS model (Attention, Relevance, Confidence, Satisfaction) pre-test and post-test, observation sheets, and documentation. Data analysis techniques included normality tests, homogeneity tests, and hypothesis testing using the Independent Sample T-Test. The results showed that the average learning motivation score in the experimental class increased significantly from 51.4 in the pre-test to 88.0 in the post-test, whereas the control class increased from 35.6 to 63.2. The Independent Sample T-Test yielded a t-value of 7.609 with a significance value of Sig. (2-tailed) = 0.000 (< 0.05), leading to the rejection of H0 and acceptance of Ha. In conclusion, differentiated learning has a significant positive effect on students' learning motivation in Informatics. The approach effectively increases attention, relevance, self-confidence, and satisfaction by accommodating individual learning needs, readiness, interests, and learning profiles.

این پژوهش با هدف تعیین تأثیر یادگیری تمایزیافته بر انگیزش یادگیری دانش‌آموزان در درس انفورماتیک و تحلیل انگیزش یادگیری دانش‌آموزان پیش و پس از اجرای یادگیری تمایزیافته در کلاس یازدهم دبیرستان دولتی شماره ۷ کوپانگ انجام شده است. این پژوهش با رویکرد کمی و طرح شبه‌آزمایشی با مشارکت دو کلاس انجام شد: کلاس XI-11 به عنوان گروه آزمایش (۳۰ دانش‌آموز) که با یادگیری تمایزیافته (محتوا، فرایند و محصول) آموزش دیدند و کلاس XI-8 به عنوان گروه کنترل (۲۵ دانش‌آموز) که از روش‌های یادگیری متداول استفاده کردند. داده‌ها با استفاده از پرسشنامه‌های انگیزش یادگیری مبتنی بر مدل ARCS (توجه، ارتباط، اعتماد به نفس، رضایت) در قالب پیش‌آزمون و پس‌آزمون، برگه‌های مشاهده و مستندسازی جمع‌آوری شد. روش‌های تحلیل داده شامل آزمون نرمالیتی، آزمون همگنی و آزمون فرضیه با استفاده از Independent Sample T-Test بود. نتایج نشان داد که میانگین نمره انگیزش یادگیری در گروه آزمایش به طور معناداری از ۵۱٫۴ در پیش‌آزمون به ۸۸٫۰ در پس‌آزمون افزایش یافت، در حالی که گروه کنترل از ۳۵٫۶ به ۶۳٫۲ افزایش داشت. آزمون Independent Sample T-Test مقدار t برابر با ۷٫۶۰۹ و مقدار معناداری Sig. (2-tailed) = ۰٫۰۰۰ (< ۰٫۰۵) را نشان داد که منجر به رد H0 و پذیرش Ha شد. در نتیجه، یادگیری تمایزیافته تأثیر مثبت و معناداری بر انگیزش یادگیری دانش‌آموزان در درس انفورماتیک دارد. این رویکرد با پاسخگویی به نیازها، آمادگی، علایق و پروفایل‌های یادگیری فردی، به طور مؤثری توجه، ارتباط، اعتماد به نفس و رضایت را افزایش می‌دهد.

Background-Scientific literacy is an essential competency for senior high school students, yet learning media integrating STEM and the Case Method remain limited. This study developed a STEM-based acid–base e-comic integrated with the Case Method to enhance students' scientific literacy. Objective-This study aimed to evaluate the validity, practicality, and effectiveness of the developed e-comic. Methods-A Research and Development (R&D) approach using the ADDIE model was employed. The product was validated by subject matter, media, and language experts, followed by field testing using a purposive sampling technique; this consisted of an initial field trial involving nine students from class XI IPA 1 and a main field trial involving 35 students from class XI IPA 3 at SMA Muhammadiyah 1 Pontianak. Data were collected using validation sheets, observations, interviews, and teacher and student response questionnaires. Results-The e-comic achieved high validity, with average scores of 4.7 for content and 4.6 for media and language. Teacher and student response scores indicated a highly practical category (96%, 87%, and 83%). The N-gain values ​​of 0.60 in the initial field test and 0.53 in the main field test indicate a moderate level of effectiveness for both criteria. Conclusion-The developed e-comic is valid, practical, and effective for chemistry learning and has the potential to improve students' scientific literacy.

زمینه و هدف: سواد علمی یکی از شایستگی‌های اساسی برای دانش‌آموزان دبیرستان است، اما رسانه‌های آموزشی که STEM و روش موردی را ادغام کنند، همچنان محدود هستند. این پژوهش به توسعه یک کمیک الکترونیکی مبتنی بر STEM درباره اسید و باز با ادغام روش موردی به منظور ارتقای سواد علمی دانش‌آموزان پرداخت. هدف: هدف این پژوهش، ارزیابی روایی، کاربردپذیری و اثربخشی کمیک الکترونیکی توسعه‌یافته بود. روش‌ها: رویکرد پژوهش و توسعه (R&D) با استفاده از مدل ADDIE به کار گرفته شد. محصول توسط متخصصان موضوع، رسانه و زبان مورد ارزیابی روایی قرار گرفت و سپس با استفاده از روش نمونه‌گیری هدفمند در میدان آزمایش شد؛ این فرایند شامل یک آزمون میدانی اولیه با حضور ۹ دانش‌آموز از کلاس یازدهم علوم تجربی ۱ و یک آزمون میدانی اصلی با حضور ۳۵ دانش‌آموز از کلاس یازدهم علوم تجربی ۳ در دبیرستان Muhammadiyah 1 Pontianak بود. داده‌ها با استفاده از برگه‌های ارزیابی روایی، مشاهدات، مصاحبه‌ها و پرسشنامه‌های پاسخ معلمان و دانش‌آموزان گردآوری شد. یافته‌ها: کمیک الکترونیکی از نظر روایی در سطح بالایی قرار گرفت و میانگین نمرات ۴٫۷ برای محتوا و ۴٫۶ برای رسانه و زبان به دست آمد. نمرات پاسخ معلمان و دانش‌آموزان نشان‌دهنده کاربردپذیری بسیار بالا (۹۶٪، ۸۷٪ و ۸۳٪) بود. مقادیر N-gain برابر با ۰٫۶۰ در آزمون میدانی اولیه و ۰٫۵۳ در آزمون میدانی اصلی، اثربخشی متوسط برای هر دو معیار را نشان داد. نتیجه‌گیری: کمیک الکترونیکی توسعه‌یافته از نظر روایی، کاربردپذیری و اثربخشی برای آموزش شیمی مناسب است و پتانسیل ارتقای سواد علمی دانش‌آموزان را دارد.

İntihar davranışına yönelik risk faktörleri için yapılan sınıflandırmaların birçoğunda cinsiyet değişkenine de yer verilmektedir. Pozitivist paradigmaya bağlı biyomedikal yaklaşımın öngörülerine dayalı yapılan araştırmalarda cinsiyete ilişkin bulgular intihar davranışının kimlerde, ne sıklıkta hangi yöntem kullanımıyla ve nasıl ortaya çıktığına ilişkin genel bir eğilimi ortaya koyabilmektedir. Ancak bu haliyle söz konusu bulguların erkek ve kadınlar için toplumsal-kültürel zorlayıcı etmenlerin neler olduğunu, niçin vehangi koşullar altında erkek veya kadınlarınintihara yöneldiği, dahası intihar davranışının ne anlama geldiğini açıklayabilmesi oldukça güçtür. İntiharı önleme çalışmalarında söz konusu güçlüğü aşabilmek için yorumsamacı bakış açısıyla toplumsal bağlamını gözardı etmeden araştırmalardan elde edilen bulguların, saha araştırmalarından elde edilen bulgular ile bütünleştirilmesi gerekmektedir. Bu sayede, intihar davranışının cinsiyete göre ne anlam(lar) taşıdığını, önleme çalışmalarında hangi konular üzerinde daha fazla yoğunlaşmamız gerektiğini bilme olanağımız artmış olacaktır.

در بسیاری از طبقه‌بندی‌هایی که برای عوامل خطر مرتبط با رفتار خودکشی انجام شده‌اند، متغیر جنسیت نیز لحاظ می‌شود. یافته‌های مربوط به جنسیت در پژوهش‌هایی که بر اساس پیش‌بینی‌های رویکرد زیست‌پزشکی مبتنی بر پارادایم پوزیتیویستی انجام شده‌اند، می‌تواند گرایش کلی‌ای را درباره اینکه رفتار خودکشی در چه کسانی، با چه فراوانی، با استفاده از چه روشی و چگونه بروز می‌کند، نشان دهد. با این حال، به همین شکل، توضیح اینکه عوامل فشارآور اجتماعی-فرهنگی برای مردان و زنان چیست، چرا و تحت چه شرایطی مردان یا زنان به سوی خودکشی سوق داده می‌شوند و حتی رفتار خودکشی چه معنایی دارد، بسیار دشوار است. برای غلبه بر این دشواری در مطالعات پیشگیری از خودکشی، لازم است یافته‌های به‌دست‌آمده از پژوهش‌ها با رویکرد تفسیرگرایانه و بدون نادیده گرفتن زمینه اجتماعی، با یافته‌های حاصل از پژوهش‌های میدانی تلفیق شوند. بدین ترتیب، امکان آگاهی بیشتر از اینکه رفتار خودکشی بر اساس جنسیت چه معنا(هایی) دارد و در مطالعات پیشگیری باید بر چه موضوعاتی بیشتر تمرکز کنیم، افزایش خواهد یافت.

This study determined the challenges encountered, coping mechanisms adopted, and work performance of security guards at Naga College Foundation, Inc., City of Naga, during School Year 2024-2025 and used the findings as the basis for intervention strategies. A descriptive-correlational design was employed with all 33 eligible security guards deployed in the academic campuses of the institution. Data were gathered through a validated researcher-made questionnaire and unstructured interviews; the questionnaire obtained a Cronbach alpha reliability coefficient of .86 and a reported validity coefficient of .93. Weighted means, Pearson product-moment correlation, and coefficients of determination were used for analysis. Results showed that the guards generally experienced moderately low challenges in physical and mental demands, work environment and operations, and job satisfaction and corporation. Coping mechanisms were reported as often practiced in the emotional and social domains and sometimes practiced in the physical domain, while performance was rated very good in personality and personal behavior, work behavior, and productivity. Significant associations were reported between the challenge domains and emotional coping (r = .93, p = .022), while job satisfaction and corporation was significantly associated with personality and personal behavior (r = .98, p = .003), work behavior (r = .91, p = .035), and productivity (r = .92, p = .027). Coefficients of determination further indicated very strong influence on emotional coping and on the three performance dimensions. The study concluded that, although challenges were generally manageable, structured interventions remain important for sustaining guards’ coping capacity and performance. Intervention strategies organized through the Analyze, Design, and Develop components of the modified ADDIE model were therefore proposed for implementation, monitoring, and evaluation.

این پژوهش به تعیین چالش‌های مواجه‌شده، راهبردهای مقابله‌ای اتخاذشده و عملکرد شغلی نگهبانان امنیتی بنیاد کالج ناگا، شهر ناگا، در سال تحصیلی ۲۰۲۴-۲۰۲۵ پرداخته و یافته‌ها را به‌عنوان مبنایی برای تدوین راهبردهای مداخله‌ای مورد استفاده قرار داده است. طرح پژوهش توصیفی-همبستگی بوده و کلیه ۳۳ نگهبان امنیتی واجد شرایط که در پردیس‌های آموزشی این مؤسسه مستقر بودند، در مطالعه شرکت داشتند. داده‌ها از طریق پرسشنامه محقق‌ساخته با روایی گزارش‌شده ۰٫۹۳ و ضریب پایایی آلفای کرونباخ ۰٫۸۶ و همچنین مصاحبه‌های بدون ساختار گردآوری شد. برای تحلیل داده‌ها از میانگین‌های وزنی، همبستگی حاصل‌ضرب لحظه‌ای پیرسون و ضرایب تعیین استفاده گردید. نتایج نشان داد که نگهبانان به طور کلی با چالش‌های نسبتاً پایینی در حوزه‌های الزامات جسمی و روانی، محیط و عملیات کاری و رضایت شغلی و همکاری مواجه بودند. راهبردهای مقابله‌ای در حوزه‌های هیجانی و اجتماعی غالباً و در حوزه جسمانی گاهی اوقات به کار گرفته می‌شدند و عملکرد در ابعاد شخصیت و رفتار فردی، رفتار کاری و بهره‌وری بسیار خوب ارزیابی شد. بین حوزه‌های چالش و مقابله هیجانی (r = .93, p = .022) ارتباط معناداری مشاهده شد و همچنین رضایت شغلی و همکاری با شخصیت و رفتار فردی (r = .98, p = .003)، رفتار کاری (r = .91, p = .035) و بهره‌وری (r = .92, p = .027) ارتباط معناداری داشت. ضرایب تعیین نیز نشان‌دهنده تأثیر بسیار قوی بر مقابله هیجانی و سه بعد عملکرد بودند. پژوهش نتیجه گرفت که اگرچه چالش‌ها عموماً قابل مدیریت بودند، اما مداخلات ساختاریافته برای حفظ ظرفیت مقابله‌ای و عملکرد نگهبانان اهمیت دارد. بر این اساس، راهبردهای مداخله‌ای مبتنی بر اجزای تحلیل، طراحی و توسعه مدل تعدیل‌شده ADDIE برای اجرا، پایش و ارزیابی پیشنهاد شد.

This study aims to examine the implementation of the Think Pair Share type of Cooperative Learning model and its impact on improving students' understanding in Islamic Religious Education at SMP Negeri 1 Airgegas. The background of this research is the low level of students’ comprehension of Islamic Religious Education material, which is attributed to the use of monotonous and passive teaching methods. The research employs a quantitative approach, involving two sample classes: an experimental class applying the Think Pair Share model and a control class using conventional teaching methods. The implementation of the TPS model in the experimental class was carried out through three stages: think (individual reflection), pair (discussion in pairs), and share (sharing discussion results with the class). The research instruments used were pre-tests and post-tests to measure students' understanding before and after the treatment. The Wilcoxon test results for the experimental group showed a significant improvement between pre-test and post-test scores, indicating that the TPS model effectively enhanced students’ comprehension. Furthermore, the Mann-Whitney test showed a significant difference between the post-test scores of the experimental and control groups, suggesting that students taught using the TPS model achieved a higher level of understanding compared to those taught with conventional methods

هدف این پژوهش بررسی اجرای الگوی یادگیری تعاونی از نوع Think Pair Share و تأثیر آن بر بهبود درک دانش‌آموزان در آموزش دینی اسلامی در دبیرستان دولتی شماره ۱ Airgegas است. زمینه این پژوهش، پایین بودن سطح درک دانش‌آموزان از محتوای آموزش دینی اسلامی است که به استفاده از روش‌های تدریس یکنواخت و غیرفعال نسبت داده می‌شود. این پژوهش با رویکرد کمی انجام شده و شامل دو کلاس نمونه است: یک کلاس آزمایشی که الگوی Think Pair Share را به کار می‌گیرد و یک کلاس کنترل که از روش‌های تدریس متداول استفاده می‌کند. اجرای الگوی TPS در کلاس آزمایشی از طریق سه مرحله انجام شد: تفکر (تأمل فردی)، جفت (بحث دو نفره) و اشتراک‌گذاری (ارائه نتایج بحث به کلاس). ابزارهای پژوهش شامل پیش‌آزمون و پس‌آزمون برای سنجش میزان درک دانش‌آموزان پیش و پس از مداخله بود. نتایج آزمون ویلکاکسون برای گروه آزمایشی نشان داد که بین نمرات پیش‌آزمون و پس‌آزمون بهبود معناداری وجود دارد که بیانگر اثربخشی الگوی TPS در ارتقای درک دانش‌آموزان است. افزون بر این، آزمون من‌ویتنی تفاوت معناداری را میان نمرات پس‌آزمون گروه‌های آزمایشی و کنترل نشان داد که حاکی از آن است دانش‌آموزانی که با الگوی TPS آموزش دیده‌اند، سطح بالاتری از درک را نسبت به دانش‌آموزان آموزش‌دیده با روش‌های متداول کسب کرده‌اند.

Türkiye Yüzyılı Maarif Modeli, whose English translation is the Century of Türkiye Education Model, is an educational framework aimed at nurturing individuals capable of shaping the future whilst remaining committed to cultural and social values. One of the key missions of the model is the Student Profile it seeks to cultivate. Teachers play a critical role in achieving the characteristics and components of the target student profile, as they are the ones who will deliver the curriculum. This research investigates the perceptions of pre-service teachers, the teachers of the future, regarding the competencies expected of 21st-century teachers and examines the extent to which these perceptions align with the characteristics and components of the Student Profile defined within the model framework. Adopting phenomenological design from qualitative research methods, the sample of this study consists of 44 pre-service teachers enrolled at a faculty of education. The findings, analyzed using content analysis, indicate that the competencies expressed by the participants only partially align with specific dimensions of the model Student Profile; however, when the Common Text is considered holistically, it can be seen that there is an alignment. Findings highlight the critical role of teacher education in operationalizing the model and offer recommendations for restructuring the training of prospective teachers in line with contemporary educational paradigms.

مدل معارف قرن ترکیه (Türkiye Yüzyılı Maarif Modeli)، که ترجمه انگلیسی آن Century of Türkiye Education Model است، چارچوبی آموزشی است که با هدف پرورش افرادی طراحی شده است که قادر به شکل‌دهی آینده بوده و در عین حال به ارزش‌های فرهنگی و اجتماعی پایبند می‌مانند. یکی از مأموریت‌های کلیدی این مدل، نمایه دانش‌آموزی است که در پی پرورش آن است. معلمان نقش حیاتی در دستیابی به ویژگی‌ها و مؤلفه‌های نمایه دانش‌آموز هدف دارند، چرا که آنان مجریان برنامه درسی هستند. این پژوهش به بررسی ادراکات معلمان پیش‌خدمت، یعنی معلمان آینده، درباره شایستگی‌های مورد انتظار از معلمان قرن بیست‌ویکم می‌پردازد و میزان همسویی این ادراکات با ویژگی‌ها و مؤلفه‌های نمایه دانش‌آموز تعریف‌شده در چارچوب مدل را بررسی می‌کند. این مطالعه با اتخاذ طرح پدیدارشناسی از روش‌های پژوهش کیفی، نمونه‌ای متشکل از ۴۴ معلم پیش‌خدمت ثبت‌نام‌شده در یک دانشکده علوم تربیتی را شامل می‌شود. یافته‌ها که با استفاده از تحلیل محتوا بررسی شده‌اند، نشان می‌دهند که شایستگی‌های بیان‌شده توسط شرکت‌کنندگان تنها تا حدی با ابعاد خاصی از نمایه دانش‌آموز مدل همسو هستند؛ با این حال، زمانی که متن مشترک به صورت کل‌نگرانه مورد توجه قرار می‌گیرد، می‌توان مشاهده کرد که همسویی وجود دارد. یافته‌ها نقش حیاتی آموزش معلم را در عملیاتی‌سازی مدل برجسته می‌کنند و توصیه‌هایی برای بازساخت آموزش معلمان آینده در راستای پارادایم‌های معاصر آموزشی ارائه می‌دهند.

Abstract : This study aimed to determine the best-fit path model of organizational citizenship behavior among public school teachers in Region XI of the Philippines, as influenced by ethical climate and school culture, and individual work performance using a non-experimental descriptive-correlational research design and Path Model Analysis. A sampling frame of 405 public secondary school teachers was prepared using stratified random sampling. Levels of the variables were assessed using mean and standard deviation. Relationships and their respective directions were assessed using Pearson’s r. SEM through path model analysis was undertaken to examine predictive relationships. Results of the study showed that ethical climate were at a very high level, the two variables namely: school culture, and individual work performance were at a high level and Organizational Citizenship Behavior was at a very high level for the endogenous variable. The correlations of organizational citizenship behavior and school culture, and of individual work performance and organizational citizenship behavior were significant. Ethical climate and organizational citizenship behavior had a weak or no correlation and were not significantly correlated. It was also revealed that the best-fit path model was model 3. This best-fit Model 3 did not include all relationships as statistically significant particularly ethical climate does not influence organizational citizenship behavior, and individual work performance does not influence school culture. Additionally, school culture and individual work performance are critical when considering the implementation of positive organizational citizenship behavior. The results from this study are expected to promote the education sector and enhance educational theory and practice.

هدف این پژوهش تعیین بهترین مدل مسیر رفتار شهروندی سازمانی در میان معلمان مدارس دولتی منطقه XI فیلیپین بود که تحت تأثیر اقلیم اخلاقی، فرهنگ مدرسه و عملکرد شغلی فردی قرار دارد. این مطالعه با استفاده از طرح پژوهش توصیفی-همبستگی غیرآزمایشی و تحلیل مدل مسیر انجام شد. چارچوب نمونه‌گیری شامل ۴۰۵ معلم مدارس متوسطه دولتی با استفاده از نمونه‌گیری تصادفی طبقه‌ای تهیه شد. سطوح متغیرها با استفاده از میانگین و انحراف معیار ارزیابی گردید. روابط و جهت‌گیری آن‌ها با استفاده از ضریب همبستگی پیرسون (Pearson’s r) بررسی شد. مدل‌یابی معادلات ساختاری (SEM) از طریق تحلیل مدل مسیر برای بررسی روابط پیش‌بین انجام شد. نتایج پژوهش نشان داد که اقلیم اخلاقی در سطح بسیار بالا قرار دارد، دو متغیر فرهنگ مدرسه و عملکرد شغلی فردی در سطح بالا و رفتار شهروندی سازمانی به عنوان متغیر درون‌زا در سطح بسیار بالا قرار داشتند. همبستگی بین رفتار شهروندی سازمانی و فرهنگ مدرسه و همچنین بین عملکرد شغلی فردی و رفتار شهروندی سازمانی معنادار بود. اقلیم اخلاقی و رفتار شهروندی سازمانی دارای همبستگی ضعیف یا بدون همبستگی و فاقد معناداری آماری بودند. همچنین مشخص شد که بهترین مدل مسیر، مدل شماره ۳ است. این مدل بهترین برازش، شامل همه روابط به صورت معنادار آماری نبود؛ به ویژه اقلیم اخلاقی بر رفتار شهروندی سازمانی تأثیرگذار نبود و عملکرد شغلی فردی بر فرهنگ مدرسه تأثیری نداشت. علاوه بر این، فرهنگ مدرسه و عملکرد شغلی فردی هنگام بررسی اجرای رفتار شهروندی سازمانی مثبت، عوامل حیاتی محسوب می‌شوند. نتایج این پژوهش می‌تواند موجب ارتقای بخش آموزش و بهبود نظریه و عمل آموزشی گردد.

Abstract The rapid deployment of point-of-sale technologies (connected payment terminals, inventory management software, video surveillance devices, self-checkout systems and real-time reporting tools) is profoundly transforming the work of cashiers in the retail sector. Although these tools are intended to streamline commercial operations, they also expose cashiers to an increased cognitive and emotional burden, commonly referred to as technostress. At the same time, the phenomenon of quiet quitting, understood as a discreet withdrawal of engagement beyond the formal requirements of the job, has become a major concern for human resource management in customer-facing occupations. This article proposes an integrative theoretical framework, grounded in Hobfoll's conservation of resources theory and the job demands-resources model, to examine the relationship between perceived techno-stress and quiet quitting among cashiers, with particular attention to the mediating role of psychological resilience. We formulate a set of testable hypotheses and discuss their theoretical and managerial implications. Expected findings suggest that psychological resilience constitutes a personal resource capable of buffering the detrimental effect of techno-stress on behavioral disengagement, paving the way for organizational interventions focused on strengthening the adaptive capacities of frontline employees. Keywords technostress; quiet quitting; psychological resilience; cashiers; conservation of resources theory; mediation

استقرار سریع فناوری‌های نقطه فروش (پایانه‌های پرداخت متصل، نرم‌افزارهای مدیریت موجودی، دستگاه‌های نظارت تصویری، سامانه‌های خودپرداخت و ابزارهای گزارش‌دهی لحظه‌ای) به‌طور عمیقی کار صندوق‌داران در بخش خرده‌فروشی را دگرگون کرده است. اگرچه این ابزارها با هدف تسهیل عملیات تجاری طراحی شده‌اند، اما صندوق‌داران را در معرض بار شناختی و هیجانی فزاینده‌ای قرار می‌دهند که معمولاً به آن فشار فناورانه گفته می‌شود. همزمان، پدیده کناره‌گیری خاموش که به‌عنوان کناره‌گیری تدریجی و نامحسوس از مشارکت فراتر از الزامات رسمی شغل درک می‌شود، به دغدغه‌ای اساسی برای مدیریت منابع انسانی در مشاغل مواجهه با مشتری بدل شده است. این مقاله چارچوب نظری تلفیقی مبتنی بر نظریه حفاظت از منابع هابفول و مدل تقاضا-منابع شغلی را برای بررسی رابطه بین فشار فناورانه ادراک‌شده و کناره‌گیری خاموش در میان صندوق‌داران با تأکید ویژه بر نقش میانجی‌گری تاب‌آوری روان‌شناختی ارائه می‌دهد. مجموعه‌ای از فرضیه‌های قابل آزمون تدوین شده و پیامدهای نظری و مدیریتی آن‌ها مورد بحث قرار می‌گیرد. یافته‌های مورد انتظار نشان می‌دهد که تاب‌آوری روان‌شناختی به‌عنوان یک منبع فردی می‌تواند اثرات زیان‌بار فشار فناورانه بر کناره‌گیری رفتاری را تعدیل کند و زمینه را برای مداخلات سازمانی با هدف تقویت ظرفیت‌های سازشی کارکنان خط مقدم فراهم سازد.

Aim Older adults experiencing anxiety disorders, particularly those from minority ethnic backgrounds, are less likely to use formal mental health services than younger adults. This UK-based multicultural qualitative study explored beliefs underpinning coping strategies for anxiety among White British, South Asian, African and Caribbean older adults who self-reported anxiety, informed by Leventhal’s Common-Sense Model. Methods Individual semi-structured interviews were conducted with 52 older adults aged ≥65 who self-reported current or past anxiety. Professional interpreters supported interviews with non-English-speaking participants (n = 10). Eight public contributors collaborated on different aspects of the study. Data were managed and analysed using the Framework Method. Findings The study drew on the perspectives of 27 participants with distressing anxiety and 25 with non-distressing anxiety. Across all cultural groups, participants adopted a range of coping strategies, with self-help strategies being the most prominent. Our findings suggest that coping strategy selection was shaped by factors extending beyond cultural background. Participants tended to adopt strategies that were congruent with their salient identities, perceived need for support, candidacy for healthcare, social relationships, and beliefs about the appropriateness and effectiveness of different responses. This complexity helps explain variation in perceptions both across and within cultural groups. Inductive analysis identified new dimensions not recognised in Leventhal’s Model: factors underlying the motivation to take action, beliefs about treatment providers and new treatment-related beliefs. Conclusions Interventions that support older adults to apply self-help strategies more effectively may represent acceptable adjuncts to formal therapy. Nevertheless, addressing barriers to formal help-seeking remains essential, particularly among those with perceived need for professional support. No one model can depict the complexity of coping behaviours. While applying Leventhal’s Model offered novel insights, it could not fully capture the motivational factors underlying engagement with specific coping behaviours. Cross-cultural research should attend to within-group heterogeneity rather than impose assumptions of cultural homogeneity.

هدف: سالمندانی که اختلالات اضطراب را تجربه می‌کنند، به‌ویژه افرادی که از اقلیت‌های قومی هستند، کمتر از بزرگسالان جوان‌تر از خدمات رسمی سلامت روان استفاده می‌کنند. این مطالعه کیفی چندفرهنگی در بریتانیا، باورهای زیربنایی راهبردهای مقابله با اضطراب را در میان سالمندان White British، آسیای جنوبی، آفریقایی و کارائیبی که خوداظهاری اضطراب داشتند، با الهام از مدل عقل سلیم Leventhal بررسی کرد. روش‌ها: مصاحبه‌های نیمه‌ساختاریافته فردی با ۵۲ سالمند ۶۵ ساله و بالاتر که اضطراب فعلی یا گذشته را خوداظهاری کرده بودند، انجام شد. مترجمان حرفه‌ای از مصاحبه با شرکت‌کنندگان غیرانگلیسی‌زبان (n = 10) حمایت کردند. هشت نفر از مشارکت‌کنندگان عمومی در جنبه‌های مختلف پژوهش همکاری داشتند. داده‌ها با استفاده از روش چارچوب مدیریت و تحلیل شدند. یافته‌ها: مطالعه دیدگاه‌های ۲۷ شرکت‌کننده با اضطراب آزاردهنده و ۲۵ نفر با اضطراب غیرآزاردهنده را منعکس کرد. در تمام گروه‌های فرهنگی، شرکت‌کنندگان از طیفی از راهبردهای مقابله‌ای استفاده کردند که راهبردهای خودیاری برجسته‌ترین آن‌ها بود. یافته‌های ما نشان می‌دهد که انتخاب راهبرد مقابله‌ای تحت تأثیر عواملی فراتر از پیشینه فرهنگی قرار داشت. شرکت‌کنندگان تمایل داشتند راهبردهایی را اتخاذ کنند که با هویت‌های برجسته، نیاز ادراک‌شده به حمایت، صلاحیت برای دریافت خدمات سلامت، روابط اجتماعی و باورها درباره مناسب بودن و اثربخشی پاسخ‌های مختلف همخوانی داشت. این پیچیدگی به تبیین تفاوت در ادراک‌ها هم در بین و هم درون گروه‌های فرهنگی کمک می‌کند. تحلیل استقرایی ابعاد جدیدی را شناسایی کرد که در مدل Leventhal به رسمیت شناخته نشده بود: عوامل زیربنایی انگیزه برای اقدام، باورها درباره ارائه‌دهندگان درمان و باورهای جدید مرتبط با درمان. نتیجه‌گیری: مداخلاتی که از سالمندان برای به‌کارگیری مؤثرتر راهبردهای خودیاری حمایت می‌کنند، می‌تواند مکمل قابل قبولی برای درمان رسمی باشد. با این حال، رفع موانع جستجوی کمک رسمی همچنان ضروری است، به‌ویژه در میان افرادی که نیاز ادراک‌شده به حمایت حرفه‌ای دارند. هیچ مدلی به‌تنهایی نمی‌تواند پیچیدگی رفتارهای مقابله‌ای را به تصویر بکشد. اگرچه به‌کارگیری مدل Leventhal بینش‌های جدیدی ارائه داد، اما نتوانست به‌طور کامل عوامل انگیزشی زیربنایی مشارکت در رفتارهای مقابله‌ای خاص را پوشش دهد. پژوهش‌های میان‌فرهنگی باید به ناهمگونی درون‌گروهی توجه کنند و از تحمیل فرضیات همگنی فرهنگی پرهیز نمایند.

This study aims to test and analyze the effectiveness of the Problem-Based Learning (PBL) Model in improving argumentation writing skills in elementary school students, and to determine any significant differences between the group taught using PBL and the group taught using the conventional model. The background of this study is the low ability of sixth-grade students to construct logical, evidence-supported arguments, which is suspected to be due to a lack of critical thinking stimulation in the conventional learning process. This study uses a quantitative approach with a quasi-experimental design (Quasi-Experimental Design) model of Non Equivalent Control Group Design. The subjects of the study were sixth grade students of SDN 12 Bilah Barat, Labuhanbatu Regency, Academic Year 2025-2026, which were divided into two groups, namely the Experimental Group (taught with PBL, N = 25) and the Control Group (taught with conventional models, N = 25). The instrument used was a test of argumentative text writing skills in the form of a pretest and posttest. Data were analyzed using the t-Independent Sample T-Test. The results of the prerequisite test showed that the data were normally distributed and had homogeneous variance. The results of the hypothesis test showed that the t-count of the posttest score (2.850) was greater than the t-table (2.011) with a significance value of P of 0.007 (less than 0.05). In addition, there was an increase in the average (Gain Score) in the experimental group of 1.60, much greater than the control group of 0.32. These results confirm a significant difference in argumentative writing skills between the two groups. The problem-based learning (PBL) model encourages students to identify problems, conduct investigations, and develop arguments based on evidence, which directly supports their argumentative writing skills. It is recommended that teachers implement PBL as an alternative learning model capable of stimulating students'

هدف این پژوهش، آزمون و تحلیل اثربخشی مدل یادگیری مبتنی بر مسئله (Problem-Based Learning یا PBL) در بهبود مهارت‌های نگارش استدلالی در دانش‌آموزان دبستان و تعیین تفاوت معنادار بین گروه آموزش‌دیده با PBL و گروه آموزش‌دیده با مدل متداول است. زمینه این پژوهش، پایین بودن توانایی دانش‌آموزان پایه ششم در ساخت استدلال‌های منطقی و مبتنی بر شواهد است که علت آن کمبود تحریک تفکر انتقادی در فرایند یادگیری متداول فرض می‌شود. این پژوهش با رویکرد کمی و با طرح شبه‌آزمایشی (Quasi-Experimental Design) از نوع Non Equivalent Control Group Design انجام شده است. جامعه پژوهش شامل دانش‌آموزان پایه ششم دبستان SDN 12 Bilah Barat، شهرستان Labuhanbatu، سال تحصیلی 2025-2026 بود که به دو گروه تقسیم شدند: گروه آزمایش (آموزش با PBL، N = 25) و گروه کنترل (آموزش با مدل متداول، N = 25). ابزار مورد استفاده، آزمون مهارت نگارش متن استدلالی به صورت پیش‌آزمون و پس‌آزمون بود. داده‌ها با استفاده از آزمون t مستقل (Independent Sample T-Test) تحلیل شدند. نتایج آزمون پیش‌نیازها نشان داد داده‌ها دارای توزیع نرمال و واریانس همگن هستند. نتایج آزمون فرضیه نشان داد که مقدار t محاسبه‌شده برای نمره پس‌آزمون (2.850) بزرگ‌تر از مقدار t جدول (2.011) با مقدار معناداری P برابر با 0.007 (کمتر از 0.05) است. همچنین، افزایش میانگین (Gain Score) در گروه آزمایش برابر با 1.60 بود که به‌مراتب بیشتر از گروه کنترل با مقدار 0.32 است. این نتایج تفاوت معنادار در مهارت نگارش استدلالی بین دو گروه را تأیید می‌کند. مدل یادگیری مبتنی بر مسئله (PBL) دانش‌آموزان را به شناسایی مسئله، انجام تحقیق و توسعه استدلال مبتنی بر شواهد ترغیب می‌کند که مستقیماً از مهارت‌های نگارش استدلالی آن‌ها حمایت می‌کند. توصیه می‌شود معلمان از PBL به عنوان یک مدل یادگیری جایگزین که قادر به تحریک تفکر انتقادی دانش‌آموزان است، استفاده کنند.

Islamic Religious Education, especially Al-Qur'an Hadis, plays a crucial role in developing students' character and spiritual ethics. Nonetheless, traditional teaching approaches frequently result in student passiveness and a deficiency in critical thinking. This research seeks to investigate the philosophical basis of the Jigsaw cooperative learning model in relation to Al-Qur'an Hadis teaching. Employing a literature review method, the study combines multiple scholarly sources to explore the efficacy and educational merits of this model. The findings show that the Jigsaw model successfully shifts classroom interactions from passive learning to active, student-focused teamwork. Through embracing the principles of ta'awun (collaboration) and tadaqquq (profound reflection), this model promotes comprehensive comprehension and ingrains spiritual values. As a result, Jigsaw functions as a strategic educational resource to bolster critical thinking, character growth, and academic success, providing a relevant, context-sensitive, and captivating method for modern Islamic education.

آموزش دینی اسلامی، به‌ویژه قرآن و حدیث، نقش اساسی در پرورش شخصیت و اخلاق معنوی دانش‌آموزان ایفا می‌کند. با این حال، رویکردهای سنتی تدریس اغلب منجر به انفعال دانش‌آموزان و کمبود تفکر انتقادی می‌شود. این پژوهش با هدف بررسی مبانی فلسفی مدل یادگیری مشارکتی جیکساو در ارتباط با آموزش قرآن و حدیث انجام شده است. با بهره‌گیری از روش مرور ادبیات، این مطالعه منابع علمی متعددی را ترکیب می‌کند تا اثربخشی و مزایای آموزشی این مدل را مورد بررسی قرار دهد. یافته‌ها نشان می‌دهد که مدل جیکساو به‌طور موفقیت‌آمیزی تعاملات کلاسی را از یادگیری منفعل به کار گروهی فعال و دانش‌آموزمحور تغییر می‌دهد. با پذیرش اصول تعاون (همکاری) و تدقق (تأمل عمیق)، این مدل به درک جامع و نهادینه‌سازی ارزش‌های معنوی کمک می‌کند. در نتیجه، جیکساو به‌عنوان یک منبع راهبردی آموزشی برای تقویت تفکر انتقادی، رشد شخصیتی و موفقیت تحصیلی عمل می‌کند و روشی مرتبط، زمینه‌محور و جذاب برای آموزش اسلامی معاصر فراهم می‌آورد.

This study aims to evaluate the learning digitization program at Jongkang Public Elementary School in Yogyakarta using the Context, Input, Process, Product (CIPP) model. The study employed a mixed-methods approach with a concurrent embedded design. The research subjects consisted of 160 students, 15 teachers, and 1 principal. Data were collected through questionnaires, interviews, and observations, then analyzed quantitatively and qualitatively. The results showed that the Context aspect scored 82.67% according to teachers and 82.12% according to students, both falling into the “very good” category. The “Input” aspect received a score of 84.99% from teachers, rated “very good,” and 77.13% from students, rated “good.” The “Process” aspect received a score of 87.33% from teachers, rated “very good,” and 78.00% from students, rated “good.” The “Product” aspect received a score of 84.55% from teachers and 78.00% from students. The novelty of this research lies in a comprehensive evaluation of the digitization of learning through the four components of the CIPP model, using a mixed-methods concurrent embedded approach. The findings indicate that the success of digitization is determined not only by the availability of technology but also by the alignment with needs, teacher competencies, management support, and consistent use of technology. The evaluation results serve as the basis for program development, particularly in strengthening infrastructure, teachers’ digital competencies, and periodic evaluations.

این مطالعه با هدف ارزیابی برنامه دیجیتالی‌سازی یادگیری در دبستان دولتی Jongkang در یوگیاکارتا با استفاده از مدل زمینه، ورودی، فرایند، محصول (CIPP) انجام شده است. این پژوهش از رویکرد آمیخته با طرح تعبیه‌شده همزمان بهره برده است. جامعه پژوهش شامل ۱۶۰ دانش‌آموز، ۱۵ معلم و ۱ مدیر بوده است. داده‌ها از طریق پرسشنامه، مصاحبه و مشاهده گردآوری و به صورت کمی و کیفی تحلیل شدند. نتایج نشان داد که جنبه زمینه از دید معلمان ۸۲/۶۷٪ و از دید دانش‌آموزان ۸۲/۱۲٪ امتیاز کسب کرده است که هر دو در طبقه «بسیار خوب» قرار می‌گیرند. جنبه «ورودی» از سوی معلمان ۸۴/۹۹٪ (بسیار خوب) و از سوی دانش‌آموزان ۷۷/۱۳٪ (خوب) ارزیابی شد. جنبه «فرایند» از سوی معلمان ۸۷/۳۳٪ (بسیار خوب) و از سوی دانش‌آموزان ۷۸/۰۰٪ (خوب) امتیاز گرفت. جنبه «محصول» نیز از سوی معلمان ۸۴/۵۵٪ و از سوی دانش‌آموزان ۷۸/۰۰٪ ارزیابی شد. نوآوری این پژوهش در ارزیابی جامع دیجیتالی‌سازی یادگیری از طریق چهار مؤلفه مدل CIPP با استفاده از رویکرد آمیخته تعبیه‌شده همزمان نهفته است. یافته‌ها نشان می‌دهد که موفقیت دیجیتالی‌سازی نه تنها به در دسترس بودن فناوری، بلکه به هم‌راستایی با نیازها، شایستگی معلمان، حمایت مدیریتی و استفاده مستمر از فناوری بستگی دارد. نتایج ارزیابی مبنایی برای توسعه برنامه، به ویژه در زمینه تقویت زیرساخت، شایستگی‌های دیجیتال معلمان و ارزیابی‌های دوره‌ای فراهم می‌کند.

The Tahfiz Model Ulul Albab (TMUA) integrates Quran memorisation into the national curriculum to develop well-rounded huffaz. Despite its implementation since 2014, concerns remain regarding the effectiveness of Hifz al-Quran teaching and learning (PdPc), particularly in relation to teacher competency, pedagogical practices and the integration of 21st Century Learning (PAK21) elements. This study evaluated TMUA implementation using the Context, Input and Process dimensions of the CIPP framework and examined differences in programme implementation according to teacher category, professional qualifications and exposure to PAK21-related In-Service Training (LDP). A quantitative cross-sectional survey involving 144 TMUA teachers from three Sekolah Menengah Kebangsaan Agama (SMKA) was conducted. Respondents were selected using proportional stratified random sampling. Data were collected using a questionnaire adapted from the CIPP Evaluation Model and validated by seven experts. The findings revealed that the implementation level of the TMUA programme was high across the context, input and process dimensions. Independent-samples t-tests indicated no significant differences in the process dimension according to teacher category, t(142) = 0.469, p = .640 and professional qualifications, t(142) = 1.160, p = .209. Multivariate Analysis of Variance (MANOVA) further showed no statistically significant differences in the context, input and process dimensions according to teachers’ exposure to PAK21-related LDP, Pillai’s Trace = .040, F(3,140) = 1.948, p = .125, η² = .040. These findings indicate that TMUA implementation was relatively consistent regardless of teaching experience, professional qualifications and exposure to PAK21-related professional development training. The study highlights the need for more contextualised and specialised professional development initiatives that address the unique requirements of tahfiz education. The findings contribute empirical evidence towards strengthening teacher competency and enhancing the long-term effectiveness of TMUA implementation in Malaysian secondary schools.

مدل تحفیظ اولوالالباب (TMUA) با ادغام حفظ قرآن در برنامه درسی ملی، به منظور تربیت حفاظ جامع‌الاطراف طراحی شده است. با وجود اجرای این برنامه از سال ۲۰۱۴، همچنان نگرانی‌هایی در خصوص اثربخشی آموزش و یادگیری حفظ قرآن (PdPc)، به ویژه در ارتباط با شایستگی معلمان، شیوه‌های تدریس و ادغام عناصر یادگیری قرن بیست‌ویکم (PAK21) وجود دارد. این پژوهش، اجرای TMUA را با استفاده از ابعاد زمینه، ورودی و فرایند چارچوب CIPP ارزیابی کرده و تفاوت‌های اجرای برنامه را بر اساس دسته‌بندی معلمان، صلاحیت‌های حرفه‌ای و میزان آشنایی با دوره‌های ضمن خدمت مرتبط با PAK21 (LDP) بررسی نموده است. این مطالعه کمّی به صورت مقطعی و با مشارکت ۱۴۴ معلم TMUA از سه مدرسه متوسطه مذهبی ملی (SMKA) انجام شد. نمونه‌ها با استفاده از روش نمونه‌گیری تصادفی طبقه‌بندی‌شده متناسب انتخاب شدند. داده‌ها از طریق پرسشنامه‌ای که از مدل ارزیابی CIPP اقتباس و توسط هفت متخصص اعتبارسنجی شده بود، گردآوری شد. یافته‌ها نشان داد که سطح اجرای برنامه TMUA در ابعاد زمینه، ورودی و فرایند بالا بوده است. آزمون t مستقل تفاوت معناداری در بعد فرایند بر اساس دسته‌بندی معلمان، t(142) = 0.469, p = .640 و صلاحیت حرفه‌ای، t(142) = 1.160, p = .209 نشان نداد. همچنین تحلیل واریانس چندمتغیره (MANOVA) تفاوت معناداری در ابعاد زمینه، ورودی و فرایند بر اساس میزان آشنایی معلمان با LDP مرتبط با PAK21 نشان نداد، Pillai’s Trace = .040, F(3,140) = 1.948, p = .125, η² = .040. این یافته‌ها نشان می‌دهد که اجرای TMUA صرف‌نظر از سابقه تدریس، صلاحیت حرفه‌ای و میزان شرکت در دوره‌های توسعه حرفه‌ای مرتبط با PAK21 نسبتاً یکنواخت بوده است. این پژوهش بر ضرورت طراحی ابتکارات توسعه حرفه‌ای تخصصی و متناسب با نیازهای خاص آموزش تحفیظ تأکید می‌کند. یافته‌ها شواهد تجربی برای تقویت شایستگی معلمان و ارتقای اثربخشی بلندمدت اجرای TMUA در مدارس متوسطه مالزی ارائه می‌دهد.

Background: Photosynthesis involves interconnected and abstract biological processes that are difficult to visualize with conventional teaching materials. Research on code-enhanced digital worksheets for photosynthesis, particularly their validity, practicality, and contribution to conceptual understanding, remains limited. This study aimed to develop and evaluate a code-enhanced interactive digital worksheet on photosynthesis and effectiveness in improving students’ conceptual understanding. Methodology: The study employed a Research and Development approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The product was tested with 15 eleventh-grade students at Wira Bhakti Integrated High School. Data were collected using expert validation sheets, learning implementation observation sheets, teacher and student response questionnaires, and conceptual understanding tests. Data were analyzed using descriptive percentages and normalized gain (N-Gain). Findings: The digital worksheet obtained material and media validation scores of 84.29% and 87.78%, respectively, indicating high validity. Practicality was demonstrated by learning implementation, teacher response, and student response scores of 96.18%, 97.92%, and 94.88%, respectively, all categorized as highly practical. Students’ average score increased from 61.07 on the pretest to 86.73 on the posttest, with an N-Gain score of 0.66, indicating moderate improvement. Contribution: The findings provide preliminary evidence that the digital worksheet is valid and practical and may support conceptual understanding of photosynthesis. The contribution is a web-based worksheet integrating programmed interaction with animations, simulations, videos, quizzes, and learning activities.

زمینه: فتوسنتز شامل فرایندهای زیستی به‌هم‌پیوسته و انتزاعی است که تجسم آن‌ها با مواد آموزشی سنتی دشوار می‌باشد. پژوهش‌ها دربارهٔ کاربرگ‌های دیجیتال تقویت‌شده با کد برای فتوسنتز، به‌ویژه از نظر روایی، کاربردپذیری و نقش آن‌ها در ارتقای درک مفهومی، محدود است. هدف این مطالعه توسعه و ارزیابی یک کاربرگ دیجیتال تعاملی تقویت‌شده با کد دربارهٔ فتوسنتز و اثربخشی آن در بهبود درک مفهومی دانش‌آموزان بود. روش‌شناسی: این پژوهش با رویکرد تحقیق و توسعه و با استفاده از مدل ADDIE شامل تحلیل، طراحی، توسعه، اجرا و ارزیابی انجام شد. محصول با ۱۵ دانش‌آموز پایه یازدهم دبیرستان یکپارچه Wira Bhakti آزمون شد. داده‌ها با استفاده از برگه‌های اعتبارسنجی خبرگان، برگه‌های مشاهده اجرای یادگیری، پرسشنامه‌های پاسخ معلم و دانش‌آموز و آزمون‌های درک مفهومی گردآوری شد. داده‌ها با استفاده از درصدهای توصیفی و بهرهٔ افزایش نرمال‌شده (N-Gain) تحلیل گردید. یافته‌ها: کاربرگ دیجیتال امتیاز روایی محتوا و رسانه به ترتیب ۸۴٫۲۹٪ و ۸۷٫۷۸٪ را کسب کرد که نشان‌دهندهٔ روایی بالا است. کاربردپذیری با امتیازهای اجرای یادگیری، پاسخ معلم و پاسخ دانش‌آموز به ترتیب ۹۶٫۱۸٪، ۹۷٫۹۲٪ و ۹۴٫۸۸٪، که همگی در دستهٔ بسیار کاربردی قرار گرفتند، نشان داده شد. میانگین نمرهٔ دانش‌آموزان از ۶۱٫۰۷ در پیش‌آزمون به ۸۶٫۷۳ در پس‌آزمون افزایش یافت و امتیاز N-Gain برابر با ۰٫۶۶ بود که نشان‌دهندهٔ بهبود متوسط است. مشارکت: یافته‌ها شواهد اولیه‌ای ارائه می‌دهد که کاربرگ دیجیتال از روایی و کاربردپذیری بالایی برخوردار است و می‌تواند از درک مفهومی فتوسنتز حمایت کند. مشارکت این پژوهش ارائهٔ یک کاربرگ مبتنی بر وب است که تعامل برنامه‌ریزی‌شده با انیمیشن‌ها، شبیه‌سازی‌ها، ویدئوها، آزمونک‌ها و فعالیت‌های یادگیری را ادغام می‌کند.

This study aims to describe the application of the Cooperative Integraded Reading and Composition (CIRC) learning model combined with Mind Mapping media in Indonesian language subjects to improve the writing skills of fourth grade students of SDN 137 Akkotengeng, Wajo Regency. The approach used was a qualitative approach, and this type of research was Classroom Action Research with a research design using the model from Kemmis and McTaggart. Data analysis used was qualitative and quantitative data analysis. The results of the study showed that, the results of observations of teacher teaching activities in cycle I, meeting 1, the observation results were 66.66% and meeting 2, the observation results were 73.33% so that both meetings were in the sufficient category. In cycle II, there was an increase, namely at meeting 1, the observation results were 93.33% and meeting 2, the observation results were 100% so that both meetings were in the good category. The results of observations of student learning activities in cycle I, meeting 1, the observation results were 60% and at meeting 2, the observation results were 66.66% so that both meetings were in the sufficient category. In cycle II, there was an increase, namely at meeting 1, the observation results were 86.66% with a good category and at meeting 2, the observation results were 93.33% with a good category. And the results of the performance test (performance) of students' writing skills in cycle I, there were 3 out of 18 students who achieved the success indicator with a percentage of classical skills of 63.88% with a sufficient category. Meanwhile, in Cycle II, 16 out of 18 students achieved the success indicator, with a classical skills percentage of 87.64%, in the very good category. Based on these research results, it can be concluded that the application of the Cooperative Integraded Reading and Composition (CIRC) learning model combined with Mind Mapping media is effective in improving students' writing skills in Indonesian language learning in grade IV at SDN 137 Akkotengeng, Wajo Regency.

هدف این پژوهش توصیف کاربرد مدل یادگیری Cooperative Integraded Reading and Composition (CIRC) همراه با رسانه Mind Mapping در درس زبان اندونزیایی به منظور ارتقای مهارت‌های نوشتاری دانش‌آموزان پایه چهارم دبستان SDN 137 Akkotengeng شهرستان Wajo است. رویکرد مورد استفاده، رویکرد کیفی بوده و نوع پژوهش، پژوهش اقدام‌پژوهی کلاسی با طرح پژوهشی مدل Kemmis و McTaggart می‌باشد. تحلیل داده‌ها به صورت کیفی و کمی انجام شده است. نتایج پژوهش نشان داد که نتایج مشاهده فعالیت‌های تدریس معلم در چرخه اول، جلسه اول، 66.66٪ و در جلسه دوم، 73.33٪ بوده است، بنابراین هر دو جلسه در دسته کافی قرار گرفتند. در چرخه دوم، افزایش مشاهده شد؛ به طوری که در جلسه اول، نتیجه مشاهده 93.33٪ و در جلسه دوم، 100٪ بود و هر دو جلسه در دسته خوب قرار گرفتند. نتایج مشاهده فعالیت‌های یادگیری دانش‌آموزان در چرخه اول، جلسه اول، 60٪ و در جلسه دوم، 66.66٪ بود و هر دو جلسه در دسته کافی قرار گرفتند. در چرخه دوم، افزایش مشاهده شد؛ به طوری که در جلسه اول، نتیجه مشاهده 86.66٪ با دسته خوب و در جلسه دوم، 93.33٪ با دسته خوب بود. همچنین نتایج آزمون عملکرد (performance) مهارت‌های نوشتاری دانش‌آموزان در چرخه اول نشان داد که 3 نفر از 18 دانش‌آموز به شاخص موفقیت دست یافتند و درصد مهارت‌های کلاسیک 63.88٪ با دسته کافی بود. در حالی که در چرخه دوم، 16 نفر از 18 دانش‌آموز به شاخص موفقیت دست یافتند و درصد مهارت‌های کلاسیک 87.64٪ و در دسته بسیار خوب قرار گرفت. بر اساس این نتایج پژوهش، می‌توان نتیجه گرفت که کاربرد مدل یادگیری Cooperative Integraded Reading and Composition (CIRC) همراه با رسانه Mind Mapping در ارتقای مهارت‌های نوشتاری دانش‌آموزان در درس زبان اندونزیایی پایه چهارم دبستان SDN 137 Akkotengeng شهرستان Wajo مؤثر است.

This study responds to limited empirical research on the relationship between inclusive education, Education for Sustainable Development (ESD) and teacher education in southern Africa. While these educational agendas are somehow linked in policy discourse, there remains little evidence showing how teacher educators can integrate inclusivity and sustainability in practice. This study explored how teacher educators in Malawi, Tanzania and Eswatini mainstreamed inclusive education through UNESCO's Sustainability Starts with Teachers (SST) programme and its ESD Change Projects. Guided by Bronfenbrenner's bioecological systems theory and Vygotsky's sociocultural theory, the research adopted a qualitative formative interventionist approach using a nested case study design. The findings revealed that teacher educators developed inclusive pedagogical proficiency through collaborative and contextually grounded Change Projects that addressed contradictions between inclusivity, sustainability and teacher education practice. This study found that pedagogical proficiency was strengthened through engaged practice, collaborative reflection and institutional learning processes. Drawing from these findings, this article advances the Sustainable Inclusive Pedagogical Proficiency Process (SIP3) model as a contextually grounded southern African contribution for understanding and operationalising inclusive pedagogical proficiency in teacher education. The SIP3 model is a practice-research and professional development framework for strengthening inclusive and sustainable teacher education practices.

این مطالعه در پاسخ به کمبود پژوهش‌های تجربی درباره رابطه بین آموزش فراگیر، آموزش برای توسعه پایدار (ESD) و تربیت معلم در جنوب آفریقا انجام شده است. اگرچه این دستورکارهای آموزشی تا حدی در گفتمان سیاست‌گذاری به هم مرتبط هستند، اما شواهد اندکی وجود دارد که نشان دهد مدرسان معلمان چگونه می‌توانند فراگیری و پایداری را در عمل ادغام کنند. این پژوهش بررسی کرد که چگونه مدرسان معلمان در کشورهای مالاوی، تانزانیا و اسواتینی آموزش فراگیر را از طریق برنامه «پایداری از معلمان آغاز می‌شود» (SST) یونسکو و پروژه‌های تغییر مرتبط با آموزش برای توسعه پایدار، به جریان اصلی تبدیل کردند. این پژوهش با راهنمایی نظریه سامانه‌های زیستی-بوم‌شناختی برونفنبرنر و نظریه جامعه‌فرهنگی ویگوتسکی، رویکرد کیفی مداخله‌ای-تکوینی را با استفاده از طرح مطالعه موردی تو در تو اتخاذ کرد. یافته‌ها نشان داد که مدرسان معلمان از طریق پروژه‌های تغییر مشارکتی و مبتنی بر زمینه که به تناقضات میان فراگیری، پایداری و عمل تربیت معلم می‌پرداختند، مهارت پداگوژیک فراگیر را توسعه دادند. این مطالعه دریافت که مهارت پداگوژیک از طریق عمل مشارکتی، بازتاب جمعی و فرایندهای یادگیری نهادی تقویت می‌شود. بر اساس این یافته‌ها، این مقاله الگوی فرایند مهارت‌آموزی پداگوژیک فراگیر پایدار (SIP3) را به عنوان یک مشارکت مبتنی بر زمینه از جنوب آفریقا برای فهم و عملیاتی‌سازی مهارت پداگوژیک فراگیر در تربیت معلم مطرح می‌کند. الگوی SIP3 یک چارچوب پژوهش-عمل و توسعه حرفه‌ای برای تقویت شیوه‌های تربیت معلم فراگیر و پایدار است.

Global warming and climate change severely impact ecosystems and human safety, positioning the carbon credit market as a vital tool for emission reduction. This study aimed to identify necessary skills, develop a strategic plan, and construct a handbook for digital-age leaders in industrial carbon credit trading. Utilizing the Delphi method and a focus group discussion, data were gathered from 19 experts and stakeholders. Analysis combined qualitative thematic sorting with quantitative median and interquartile range (IQR) metrics. The findings revealed five core management skills (planning, organizing, commanding, coordinating, controlling), detailed into 25 sub-parts and 125 minor parts. This model integrates environmental knowledge with digital technology to enhance measurement, reporting, and verification efficiency. Experts verified the model's appropriateness, resulting in a two-part handbook outlining 12 execution pathways. Specialists confirmed the handbook is highly suitable for leadership development.

گرمایش جهانی و تغییرات اقلیمی تأثیرات شدیدی بر اکوسیستم‌ها و ایمنی انسان دارند و بازار اعتبار کربن را به ابزاری حیاتی برای کاهش انتشار تبدیل کرده‌اند. هدف این پژوهش شناسایی مهارت‌های لازم، تدوین برنامه راهبردی و تهیه راهنمایی برای رهبران عصر دیجیتال در حوزه تجارت صنعتی اعتبار کربن بود. با بهره‌گیری از روش دلفی و بحث گروهی متمرکز، داده‌ها از ۱۹ نفر از خبرگان و ذینفعان گردآوری شد. تحلیل داده‌ها با ترکیب مرتب‌سازی تماتیک کیفی و شاخص‌های کمی میانه و دامنه بین‌ربعی (IQR) انجام گرفت. یافته‌ها پنج مهارت اصلی مدیریتی (برنامه‌ریزی، سازماندهی، فرماندهی، هماهنگی، کنترل) را آشکار ساخت که به ۲۵ زیرمجموعه و ۱۲۵ جزء خرد تقسیم شدند. این مدل، دانش زیست‌محیطی را با فناوری دیجیتال تلفیق می‌کند تا کارایی سنجش، گزارش‌دهی و راستی‌آزمایی را ارتقاء دهد. خبرگان، تناسب مدل را تأیید کردند و در نتیجه، راهنمایی دو بخشی با ۱۲ مسیر اجرایی تدوین شد. متخصصان تأیید کردند که این راهنما برای توسعه رهبری بسیار مناسب است.

This research proposes a “time–cognition–culture” self-system model to examine whether and under what conditions Future Self-Continuity (FSC) is associated with well-being among Chinese undergraduate students across three studies ( N = 1010). Study 1 experimentally showed that increasing FSC enhanced both Subjective Well-Being (SWB) and Interdependent Happiness (IH). In Study 2, PROCESS analyses showed that Self-Concept Clarity (SCC) moderated the associations between FSC and both well-being outcomes, such that the positive associations were stronger among individuals with higher SCC; however, the corresponding latent-variable interaction for SWB was positive but did not reach conventional statistical significance. Study 3 showed that self-construal qualified the FSC × SCC interaction. The clearest conditional patterns were observed for independent self-construal in relation to SWB and interdependent self-construal in relation to IH. Overall, these findings suggest that the association between FSC and well-being may vary as a function of SCC, with this moderation pattern further qualified by self-construal.

این پژوهش مدل خودسامانه‌ای «زمان–شناخت–فرهنگ» را پیشنهاد می‌کند تا بررسی کند که آیا و تحت چه شرایطی تداوم خود آینده (FSC) با بهزیستی در میان دانشجویان کارشناسی چینی در سه مطالعه (N = 1010) مرتبط است. مطالعه اول به‌صورت آزمایشی نشان داد که افزایش FSC هر دو شاخص بهزیستی ذهنی (SWB) و شادی وابسته به دیگران (IH) را ارتقاء می‌دهد. در مطالعه دوم، تحلیل‌های PROCESS نشان داد که وضوح خودپنداره (SCC) ارتباط بین FSC و هر دو پیامد بهزیستی را تعدیل‌گری می‌کند، به‌گونه‌ای که این ارتباط مثبت در افرادی با SCC بالاتر قوی‌تر بود؛ با این حال، تعامل متغیر پنهان متناظر برای SWB مثبت بود اما به سطح معناداری آماری متعارف نرسید. مطالعه سوم نشان داد که ساختار خود، تعامل FSC × SCC را مشروط می‌کند. الگوهای شرطی واضح‌تر برای ساختار خود مستقل در ارتباط با SWB و ساختار خود وابسته به دیگران در ارتباط با IH مشاهده شد. به طور کلی، این یافته‌ها نشان می‌دهد که ارتباط بین FSC و بهزیستی ممکن است تابعی از SCC باشد و این الگوی تعدیل‌گری نیز توسط ساختار خود بیشتر مشروط می‌شود.

Islamic Education (PAI) learning at SMPN 4 Pamekasan is still dominated by the one-way lecture method which makes students passive, coupled with the challenge of smartphone misuse during class hours. This study aims to develop a feasible, practical, and effective DIGI-COL (Digital Collaborative Learning) model to improve group activities and students' cognitive learning outcomes. The method used is Research and Development (R&D) by applying the ADDIE development model to a trial subject of 26 eighth-grade students. Data were collected using expert validation sheets, student response questionnaires, activity observation sheets, and learning outcome tests. The results showed that the DIGI-COL model was highly feasible theoretically with a percentage of 91.17% and highly practical to use with a practicality score of 83.82%. This model also proved effective in activating group collaboration by 84.0% and was able to increase the average cognitive score of students from an initial score of 61.20 to 85.60, with an N-Gain index of 0.63 in the medium category. In conclusion, the DIGI-COL model successfully overcomes student passivity and shifts the function of smartphones into a productive collaborative learning tool by integrating Islamic socio-religious values into digital technology platforms. Abstrak Pembelajaran Pendidikan Agama Islam (PAI) di SMPN 4 Pamekasan masih didominasi metode ceramah satu arah yang membuat siswa pasif, ditambah dengan adanya tantangan penyalahgunaan gawai saat jam pelajaran. Penelitian ini bertujuan untuk mengembangkan model pembelajaran DIGI-COL (Digital Collaborative Learning) yang layak, praktis, dan efektif guna meningkatkan aktivitas kelompok dan hasil belajar kognitif siswa. Metode yang digunakan adalah penelitian pengembangan (Research and Development) dengan menerapkan model ADDIE pada subjek uji coba sebanyak 26 siswa kelas VIII. Data dikumpulkan menggunakan instrumen lembar validasi ahli, angket respons siswa, lembar observasi aktivitas, serta tes hasil belajar. Hasil penelitian menunjukkan bahwa model DIGI-COL sangat layak secara teoretis dengan persentase 91,17% dan sangat praktis digunakan dengan skor kepraktisan mencapai 83,82%. Model ini juga terbukti efektif mengaktifkan kolaborasi kelompok sebesar 84,0% serta mampu menaikkan nilai rata-rata kognitif siswa dari skor awal 61,20 menjadi 85,60, dengan indeks N-Gain sebesar 0,63 dalam kategori sedang. Simpulannya, model DIGI-COL berhasil mengatasi pasivitas siswa dan mengalihkan fungsi gawai menjadi alat belajar kolaboratif yang produktif dengan menyatukan nilai sosioreligius Islam ke dalam platform teknologi digital.

یادگیری تعلیمات اسلامی (PAI) در مدرسه متوسطه اول شماره ۴ پامکاسان همچنان تحت سلطه روش سخنرانی یک‌سویه است که موجب انفعال دانش‌آموزان می‌شود و این امر با چالش سوءاستفاده از تلفن‌های هوشمند در ساعات کلاس همراه است. هدف این پژوهش، توسعه مدل یادگیری DIGI-COL (یادگیری مشارکتی دیجیتال) است که از نظر قابلیت اجرا، عملی بودن و اثربخشی، مناسب باشد تا فعالیت‌های گروهی و نتایج یادگیری شناختی دانش‌آموزان را بهبود بخشد. روش مورد استفاده، پژوهش و توسعه (R&D) با به‌کارگیری مدل توسعه ADDIE بر روی ۲۶ دانش‌آموز پایه هشتم به عنوان نمونه آزمایشی است. داده‌ها با استفاده از برگه‌های اعتبارسنجی خبرگان، پرسشنامه پاسخ‌دهی دانش‌آموزان، برگه‌های مشاهده فعالیت و آزمون نتایج یادگیری جمع‌آوری شد. نتایج نشان داد که مدل DIGI-COL از نظر نظری بسیار قابل اجرا است (۹۱/۱۷٪) و از نظر عملی بودن نیز با امتیاز ۸۳/۸۲٪ بسیار عملی است. این مدل همچنین در فعال‌سازی همکاری گروهی با میزان ۸۴/۰٪ مؤثر بود و توانست میانگین نمره شناختی دانش‌آموزان را از ۶۱/۲۰ به ۸۵/۶۰ افزایش دهد و شاخص N-Gain معادل ۰/۶۳ در دسته متوسط به دست آمد. در نتیجه، مدل DIGI-COL موفق شد انفعال دانش‌آموزان را برطرف کند و کارکرد تلفن‌های هوشمند را به ابزاری برای یادگیری مشارکتی و سازنده تبدیل نماید و ارزش‌های اجتماعی-دینی اسلام را در بستر فناوری دیجیتال ادغام کند.

This study aims to evaluate teacher performance at SD Inpres 21 Ambon using the CIPP Evaluation Model (Context, Input, Process, Product) developed by Stufflebeam. An evaluative approach with mixed methods was employed. The research subjects comprised 14 teachers, 1 principal, 2 curriculum coordinators, and 90 students selected purposively. Data were collected through questionnaires, in-depth interviews, observations, and documentation. The results indicate that: (1) the context dimension is in the good category (80.1%), reflected by alignment between the school vision-mission and teacher development programs; (2) the input dimension is in the sufficient category (63.8%), showing that most teachers meet academic qualification standards, yet instructional support facilities remain limited; (3) the process dimension is in the good category (75.6%), indicating systematic instructional delivery despite variation in methods and media; and (4) the product dimension is in the good category (78.2%), as evidenced by adequate student learning outcomes and stakeholder satisfaction. Overall, teacher performance falls in the good category (74.4%), yet improvement is still needed particularly in the input dimension.

هدف این پژوهش ارزیابی عملکرد معلمان در دبستان اینپرس ۲۱ آمبون با استفاده از مدل ارزیابی CIPP (زمینه، ورودی، فرایند، محصول) توسعه‌یافته توسط Stufflebeam است. رویکرد ارزیابانه با روش‌های ترکیبی به کار گرفته شده است. جامعه پژوهش شامل ۱۴ معلم، ۱ مدیر، ۲ هماهنگ‌کننده برنامه درسی و ۹۰ دانش‌آموز است که به صورت هدفمند انتخاب شده‌اند. داده‌ها از طریق پرسشنامه، مصاحبه‌های عمیق، مشاهده و مستندسازی گردآوری شده‌اند. نتایج نشان می‌دهد: (۱) بُعد زمینه در دسته خوب (۸۰/۱٪) قرار دارد که با همسویی بین چشم‌انداز و مأموریت مدرسه و برنامه‌های توسعه معلمان منعکس می‌شود؛ (۲) بُعد ورودی در دسته کافی (۶۳/۸٪) قرار دارد و نشان می‌دهد که اکثر معلمان دارای استانداردهای صلاحیت علمی هستند، اما امکانات پشتیبانی آموزشی همچنان محدود است؛ (۳) بُعد فرایند در دسته خوب (۷۵/۶٪) قرار دارد و بیانگر ارائه نظام‌مند آموزش با وجود تنوع در روش‌ها و رسانه‌ها است؛ و (۴) بُعد محصول در دسته خوب (۷۸/۲٪) قرار دارد که با نتایج یادگیری مناسب دانش‌آموزان و رضایت ذینفعان مشهود است. به طور کلی، عملکرد معلمان در دسته خوب (۷۴/۴٪) قرار می‌گیرد، هرچند بهبود به ویژه در بُعد ورودی همچنان مورد نیاز است.