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Human immunodeficiency virus (HIV) infection remains a growing public health concern in the Philippines, where new infections rose by about 550% between 2010 and 2024 and diagnosis gaps persist in CALABARZON. Nurses are often the first and most sustained point of contact in HIV testing and care, yet knowledge gaps, stigmatizing attitudes, and procedure-focused training may limit their ability to provide compassionate, person-centered counseling. This study aims to develop and validate a Caring-Based HIV Counseling Training Program for Nurses in Laguna, Philippines, using a methodological research design and a modified Delphi technique. Registered nurses from selected government and private healthcare facilities in Laguna will complete a researcher-developed training-needs assessment questionnaire covering six competency domains: HIV-related knowledge; counseling and therapeutic communication; caring behaviors and person-centered practice; ethical and legal responsibilities; cultural sensitivity and stigma reduction; and linkage to prevention, treatment, care, and support. The questionnaire will undergo expert review, pilot testing, and reliability testing using Cronbach’s alpha. The needs-assessment findings, together with a review of current literature and guidelines, will inform a preliminary training program, which a multidisciplinary panel of approximately 15 to 20 experts will evaluate over successive anonymous Delphi rounds for relevance, clarity, comprehensiveness, cultural appropriateness, feasibility, and applicability. Consensus is defined in advance as at least 80% expert agreement, a median rating of at least 3.00, and an interquartile range of no more than 1.00. Content validity will be established through an Item-Level Content Validity Index of at least .78 and a Scale-Level Content Validity Index (average) of at least .90, overall agreement will be measured with Kendall’s coefficient of concordance, and the experts’ qualitative comments will undergo directed content analysis. The study is expected to produce an expert-validated, contextually relevant training program that strengthens nurses’ capacity to deliver compassionate, stigma-free HIV counseling, with its effectiveness to be tested in a future pilot or quasi-experimental study.

Assessment in Arabic language learning as a foreign language (Arabic as a Foreign Language) is currently undergoing a significant paradigm shift. This transformation is influenced by the development of digital technology, the utilization of Artificial Intelligence (AI), and the implementation of the Merdeka Curriculum in Indonesia, which emphasizes flexibility, differentiation, and learning personalization. This article presents a Systematic Literature Review (SLR) aimed at identifying, examining, and synthesizing developments, innovations, methodological approaches, and various challenges in the assessment of the four Arabic language skills, namely listening, speaking, reading, and writing, during the period from 2020 to early 2026. The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol to identify and analyze relevant literature. The findings indicate a shift from conventional evaluation systems based on discrete tests toward the implementation of Technology-Enhanced Assessment (TEA) and more authentic forms of assessment. The literature synthesis reveals several key findings. First, diagnostic assessment, encompassing both cognitive and non-cognitive aspects, plays an important role in designing differentiated learning within the framework of the Merdeka Curriculum. Second, the development of assessment instruments for Arabic language maharah is increasingly oriented toward measuring higher-order thinking skills (Higher Order Thinking Skills/HOTS). Third, the utilization of Generative AI, including ChatGPT, as well as various gamification-based learning platforms, has introduced new approaches to providing faster, more adaptive, and interactive feedback. Based on the synthesis, the effectiveness of modern assessment is not determined solely by the sophistication of the technology employed, but also by the alignment between technology and pedagogical objectives, the transparency of assessment procedures, and its ability to comprehensively represent learners' communicative competence while maintaining the principles of academic integrity.

Higher military educational institutions operating under dispersed learning conditions require effective digital approaches that support both professional training and foreign language development. Accordingly, this study examines the effectiveness of integrating interactive technologies and the Content and Language Integrated Learning (CLIL) approach into physics instruction through the use of Moodle, Google Meet, Google Forms, multimedia presentations, bilingual instructional materials, and video-based laboratory demonstrations. Modern military specialists require not only strong engineering knowledge but also the ability to use English-language technical resources throughout their professional careers. Consequently, physics instruction should integrate subject-specific content with foreign language development from the earliest stages of military education. English language proficiency plays a significant role in physics instruction, since much technical documentation, device manuals, scientific articles, and materials on military technology are provided in English. Considering this, applying the CLIL approach, which enables simultaneous acquisition of physics content and professional English terminology, is well justified. The research employed a quasi-experimental design supported by classroom observation, and comparative analysis. The study involved 69 first-year cadets, divided into an experimental and a control group. The experimental group was taught using a combination of interactive technologies, digital tools, and CLIL elements integrated into lectures, practical sessions, and laboratory work. The experimental group achieved a higher mean score (M = 73.79) than the control group (M = 57.85), indicating the positive impact of integrating interactive technologies and CLIL elements into physics instruction. The study confirms that integrating interactive technologies and CLIL enhances the effectiveness of physics instruction in dispersed learning environments and contributes to the development of both professional and language competencies required for modern military specialists.

This study examined technological self-efficacy and classroom technology use among early childhood teachers at Cabangahan Elementary School, Siaton, Negros Oriental. Employing a quantitative descriptive-correlational design, the researchers collected self-reported data from five teachers using an expert-reviewed, Google Forms questionnaire. Descriptive frequencies, percentages, and five-point weighted means were used to characterize teachers’ profiles, basic technology skills, confidence in pedagogical integration, troubleshooting ability, frequency of technology use, diversity of digital tools, and perceived effects on children’s learning and engagement. The reported mean scores were 4.56 for basic technology skills, 4.56 for pedagogical integration, and 4.52 for technical troubleshooting, all interpreted as highly confident. Classroom technology use was rated 4.60 for frequency, 4.16 for diversity of tools, and 4.76 for perceived learning engagement. The study reported a very strong positive Pearson correlation between self-efficacy and classroom technology implementation (r = .94); no corresponding significance test was provided. Results suggest that the participating teachers perceived themselves as technologically capable and frequent users of digital resources, although the range of tools used was comparatively limited. The proposed action plan prioritizes device access, technical support, targeted professional learning, and classroom monitoring. Given the five-person, single-school sample and reliance on self-report, the findings should be interpreted as local descriptive evidence, not as proof of causal effects on children’s outcomes.

This study aimed to analyze the tutor competency improvement strategy in implementing inclusive education at the Al-Ghozali Community Learning Center (PKBM) in Lubuk Banjar Village, Lubuk Raja District, Ogan Komering Ulu Regency. This study used a qualitative approach with descriptive methods. Data were obtained through interviews, observations, and documentation related to the implementation of the tutor competency improvement program and the inclusive learning process. The analysis was conducted descriptively by considering the stages of the competency development strategy and their impact on learning implementation. The results showed that the tutor competency improvement strategy was implemented through training, workshops, coaching, supervision, discussions between tutors, and independent learning. These strategies support the development of four aspects of tutor competency: pedagogical, personality, professional, and social. Improved pedagogical competency is seen in the tutor's ability to adapt learning methods and media to the diverse characteristics of students. Personal competency is reflected in patience, empathy, and responsibility, while professional competency develops through mastery of material and understanding of inclusive education. Social competency is also strengthened through communication and collaboration with students, fellow tutors, and PKBM managers. However, its implementation still faces obstacles such as limited facilities and infrastructure, a lack of specialized training in inclusive education, and differences in student abilities. This study concluded that improving tutor competency requires a systematic and sustainable approach through institutional support, mentoring, and regular evaluation to achieve inclusive, adaptive, and high-quality non-formal education services.

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

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.

Toilet training is an essential developmental process that fosters discipline and independence in early childhood. The acquisition of toileting skills is significantly influenced by parenting approaches. Authoritative (democratic) parenting, characterized by warmth, two-way communication, and clear boundaries, offers supportive guidance during this developmental transition. This study aimed to investigate the effect of an authoritative parenting style on toilet training ability among children aged 3–4 years. A quantitative research design with a correlational approach was employed, involving 206 parents of children aged 3–4 years selected via questionnaire distribution. Data were collected using the adapted Parenting Styles and Dimensions Questionnaire-Short Version (PSDQ-SV) and the Toilet Training Readiness Scale (TTRS), and analyzed using binary logistic regression. The results revealed a statistically significant association between authoritative parenting and toilet training outcome (p = .018, p .05), though accounting for a modest proportion of the overall variance. These findings suggest that while authoritative parenting contributes positively to early toilet training progression, consistent parental guidance and child-centered readiness factors remain vital.

Character education is an important foundation for preparing preservice teachers. However, the internalization of moral values does not necessarily entail the ability to make ethical decisions in professional practice. This article aims to synthesize the conceptual relationships among character education, moral development, professional identity, and professional ethics among preservice teachers and formulate a framework for strengthening teacher education. The study employed an integrative literature review involving targeted searches for major theoretical works and scholarly articles on character education, moral reasoning, teachers’ professional ethics, and preservice teacher education. The literature was analyzed thematically by comparing theoretical foundations, research contexts, findings, and pedagogical implications. The synthesis indicates that the transition from personal character to professional ethics is a nonlinear process integrating five mechanisms: recognition of values and moral sensitivity, role modeling, reasoning through ethical dilemmas, guided reflection during field placements, and an institutional culture consistent with ethical values. The synthesis also identifies a gap between ethical knowledge and the ability to apply moral concepts explicitly when considering conflicts between values. These findings underscore the need for ethics education that connects an understanding of norms with reasoning practice and reflection on professional experiences. This article proposes a Character–Professional Ethics Transition Model linking value internalization, moral reasoning, professional identity formation, and accountable ethical action. In practical terms, the framework may guide the integration of learning based on ethical dilemmas, reflection on field placements, and the strengthening of institutional culture into preservice teacher education. The proposed model requires empirical testing, particularly through longitudinal research in Indonesian teacher education contexts.

Discourse competence plays a crucial role in preparing English as Second Language (ESL) learners to produce coherent and cohesive communication. Nevertheless, the effective use of cohesive devices remains a challenge for many ESL learners, hindering their ability to produce coherent and meaningful discourse. To address this issue, the Case of the Lost Linkers Digital Educational Escape Room (DEER) was developed as a gamified learning tool to support the development of discourse competence. This study aimed to investigate ESL learners’ acceptance of the DEER game using the Technology Acceptance Model (TAM). A quantitative survey design was employed involving 151 ESL learners from a Malaysian public university. Data were collected using a five-section questionnaire consisting of demographic information and four TAM constructs: perceived usefulness, perceived ease of use, attitude toward use, and behavioural intention to use. Descriptive analysis revealed high levels of acceptance across all constructs. Learners perceived the DEER game as useful, user-friendly, enjoyable, and effective for learning linkers and cohesive devices. They also expressed strong intentions to continue using and recommending the game. The findings suggest that DEER has considerable potential as an engaging and learner-centred tool for supporting discourse competence development in ESL contexts.

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.

Background: Emergency nurses in earthquake prone regions require psychological resources to maintain resilience, manage occupational stress, and deliver effective care during disasters. Self confidence may contribute to their ability to adapt to challenging clinical situations. Objectives: This study examined the association between self confidence and resilience among emergency department nurses at Sayang Regional General Hospital, Cianjur Regency, Indonesia. Methods: A quantitative cross sectional study involved 50 emergency department nurses recruited through total sampling. Self confidence and resilience were assessed using structured questionnaires. Associations were examined using the Chi square test, with odds ratios (OR) and 95% confidence intervals (CI) calculated to estimate association strength. Results: High self confidence was reported by 34 nurses (68.0%), while 35 nurses (70.0%) demonstrated high resilience. Statistical analysis revealed a significant association between self confidence and resilience (p = 0.005; OR = 6.00; 95% CI: 1.60–22.55), indicating greater odds of high resilience among nurses with high self confidence. Conclusion: Self confidence was significantly associated with resilience among emergency nurses. Integrating psychological capacity building into hospital disaster preparedness programs may strengthen nurses' adaptive capabilities and support emergency care readiness.

زمینه: پرستاران اورژانس در مناطق زلزله‌خیز به منابع روان‌شناختی برای حفظ تاب‌آوری، مدیریت استرس شغلی و ارائه مراقبت مؤثر در هنگام بلایا نیاز دارند. اعتماد به نفس ممکن است به توانایی آن‌ها در سازگاری با موقعیت‌های بالینی چالش‌برانگیز کمک کند. اهداف: این مطالعه ارتباط بین اعتماد به نفس و تاب‌آوری را در میان پرستاران بخش اورژانس بیمارستان عمومی منطقه‌ای Sayang، شهرستان Cianjur، اندونزی مورد بررسی قرار داد. روش‌ها: یک مطالعه مقطعی کمی با مشارکت ۵۰ پرستار بخش اورژانس که از طریق نمونه‌گیری کل انتخاب شدند، انجام شد. اعتماد به نفس و تاب‌آوری با استفاده از پرسشنامه‌های ساختاریافته ارزیابی شد. ارتباطات با استفاده از آزمون کای دو بررسی شد و نسبت شانس (OR) و فاصله اطمینان ۹۵٪ (CI) برای برآورد قدرت ارتباط محاسبه گردید. نتایج: ۳۴ پرستار (۶۸٫۰٪) اعتماد به نفس بالا و ۳۵ پرستار (۷۰٫۰٪) تاب‌آوری بالا را گزارش کردند. تحلیل آماری ارتباط معناداری بین اعتماد به نفس و تاب‌آوری نشان داد (p = 0.005؛ OR = 6.00؛ 95% CI: 1.60–22.55)، که نشان‌دهنده شانس بیشتر تاب‌آوری بالا در میان پرستارانی با اعتماد به نفس بالا است. نتیجه‌گیری: اعتماد به نفس با تاب‌آوری در میان پرستاران اورژانس ارتباط معناداری داشت. ادغام برنامه‌های توانمندسازی روان‌شناختی در برنامه‌های آمادگی بیمارستان برای بلایا می‌تواند قابلیت‌های سازگاری پرستاران را تقویت کرده و آمادگی مراقبت اورژانس را حمایت کند.

This study investigated the relationships between students’ metacognitive skills, scientific reasoning ability, learning motivation, and achievement in Physics among secondary school students in Nigeria. A correlational research design was adopted for the study. The population comprised 894 Senior Secondary School II (SS II) students offering Physics in public secondary schools in Mbaitoli Local Government Area of Imo State, Nigeria, while a sample of 312 students was selected using simple random sampling. Data were collected using four instruments: Physics Achievement Test (PAT), Metacognitive Skills Questionnaire (MSQ), Scientific Reasoning Ability Test (SRAT), and Physics Learning Motivation Questionnaire (PLMQ). The instruments were validated by experts in Physics Education and Measurement and Evaluation, while reliability coefficients ranged from 0.75 to 0.83. Data were analyzed using Pearson Product-Moment Correlation at the 0.05 level of significance. The findings revealed significant positive relationships between metacognitive skills and Physics achievement, r(310) = 0.482, p< .001; scientific reasoning ability and Physics achievement, r(310) = .526, p< .001; and learning motivation and Physics achievement, r(310) = .587, p< .001. The findings indicate that students with higher levels of metacognitive skills, scientific reasoning ability, and learning motivation tended to demonstrate higher achievement in Physics. The study concludes that these learner-related characteristics are important factors associated with students’ Physics achievement. It is recommended that Physics teachers integrate metacognitive strategies, scientific reasoning activities, and motivational approaches into classroom instruction to support students’ engagement and achievement in Physics.

این پژوهش به بررسی روابط بین مهارت‌های فراشناختی، توانایی استدلال علمی، انگیزش یادگیری و پیشرفت در فیزیک میان دانش‌آموزان دبیرستانی در نیجریه پرداخت. برای این مطالعه از طرح پژوهشی همبستگی استفاده شد. جامعه آماری شامل ۸۹۴ نفر از دانش‌آموزان پایه دهم (SS II) بود که دروس فیزیک را در مدارس دولتی ناحیه محلی Mbaitoli ایالت Imo نیجریه می‌گذراندند، در حالی که نمونه‌ای به حجم ۳۱۲ نفر با استفاده از نمونه‌گیری تصادفی ساده انتخاب شد. داده‌ها با استفاده از چهار ابزار گردآوری شدند: آزمون پیشرفت فیزیک (PAT)، پرسشنامه مهارت‌های فراشناختی (MSQ)، آزمون توانایی استدلال علمی (SRAT) و پرسشنامه انگیزش یادگیری فیزیک (PLMQ). روایی ابزارها توسط متخصصان آموزش فیزیک و سنجش و اندازه‌گیری تأیید شد و ضرایب پایایی آن‌ها بین ۰.۷۵ تا ۰.۸۳ متغیر بود. داده‌ها با استفاده از همبستگی حاصل‌ضرب-مoment پیرسون در سطح معناداری ۰.۰۵ تحلیل شدند. یافته‌ها نشان‌دهنده روابط مثبت معنادار بین مهارت‌های فراشناختی و پیشرفت فیزیک، r(310) = 0.482, p< .001؛ توانایی استدلال علمی و پیشرفت فیزیک، r(310) = .526, p< .001؛ و انگیزش یادگیری و پیشرفت فیزیک، r(310) = .587, p< .001 بود. یافته‌ها نشان می‌دهند که دانش‌آموزانی که سطوح بالاتری از مهارت‌های فراشناختی، توانایی استدلال علمی و انگیزش یادگیری دارند، تمایل به کسب پیشرفت بالاتر در فیزیک دارند. این مطالعه نتیجه می‌گیرد که این ویژگی‌های مرتبط با فراگیران، عوامل مهمی هستند که با پیشرفت فیزیک دانش‌آموزان مرتبط‌اند. توصیه می‌شود معلمان فیزیک راهبردهای فراشناختی، فعالیت‌های استدلال علمی و رویکردهای انگیزشی را در تدریس کلاسی برای حمایت از مشارکت و پیشرفت دانش‌آموزان در فیزیک ادغام کنند.

The advancement of digital technology and the evolving demands of the professional landscape require vocational high school (SMK) students to possess a level of work readiness that aligns with the needs of the business and industrial sectors. However, preliminary research involving students in the Office Management and Business Services (MPLB) program at SMKN 2 Tuban indicates that their work readiness is not yet optimal; this is evidenced by limitations in seeking and utilizing information, as well as a mismatch between the competencies they possess and the requirements of the workplace. This situation underscores the importance of this study, which aims to identify the factors influencing the work readiness of MPLB students at SMKN 2 Tuban. Specifically, this research analyzes the impact of digital literacy, independent learning, and the use of information technology on the work readiness of these students, both individually and collectively. The study employs a quantitative approach with an explanatory research design. The population consists of MPLB students at SMKN 2 Tuban, with a sample of 207 respondents selected via simple random sampling. Data were collected using a Likert-scale questionnaire and analyzed through multiple linear regression, t-tests, F-tests, and the coefficient of determination. The findings reveal that digital literacy, independent learning, and the use of information technology each have a positive and significant impact on work readiness. Furthermore, these three factors, digital literacy, independent learning, and the use of information technology collectively exert a positive and significant influence on work readiness. Among these, independent learning emerges as the most dominant variable, highlighting that a student's ability to manage their own learning process is a crucial aspect of fostering work readiness. An adjusted R-squared value of 0.624 indicates that the three independent variables account for 62.4% of the variation in work readiness, while the remaining 37.6% is attributed to factors outside the scope of this study. In conclusion, digital literacy, independent learning, and the use of information technology collectively have a positive and significant effect on the work readiness of MPLB students at SMKN 2 Tuban. ABSTRAK Perkembangan teknologi digital dan perubahan tuntutan dunia kerja menuntut siswa sekolah menengah kejuruan (SMK) memiliki kesiapan kerja yang sesuai dengan kebutuhan dunia usaha dan dunia industri. Namun, hasil pra penelitian pada siswa MPLB SMKN 2 Tuban menunjukkan bahwa kesiapan kerja belum optimal, yang ditandai dengan keterbatasan dalam mencari dan memanfaatkan informasi serta ketidaksesuaian antara kompetensi yang dimiliki dengan kebutuhan dunia kerja. Kondisi tersebut menjadi alasan penelitian ini penting dilakukan untuk mengetahui faktor-faktor yang mempengaruhi kesiapan kerja siswa MPLB SMKN 2 Tuban. Penelitian ini bertujuan untuk menganalisis pengaruh Literasi digital, kemandirian belajar, dan penggunaan teknologi informasi terhadap kesiapan kerja siswa MPLB SMKN 2 Tuban baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan desain explanatory research. Populasi penelitian adalah siswa MPLB SMKN 2 Tuban dengan jumlah sampel sebanyak 207 responden yang dipilih menggunakan teknik simple random sampling. Pengumpulan data dilakukan melalui kuesioner dengan skala Likert. Analisis data menggunakan regresi linier berganda, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan bahwa literasi digital berpengaruh positif dan signifikan terhadap kesiapan kerja, kemandirian belajar berpengaruh positif dan signifikan terhadap kesiapan kerja, penggunaan teknologi informasi berpengaruh positif dan signifikan terhadap kesiapan kerja. Literasi digital, kemandirian belajar, dan penggunaan teknologi informasi secara simultan berpengaruh positif dan signifikan terhadap kesiapan kerja. Kemandirian belajar merupakan variabel yang paling dominan dalam mempengaruhi kesiapan kerja. Hal ini menunjukkan bahwa kemampuan siswa mengelola proses belajar secara mandiri menjadi aspek penting dalam mendukung kesiapan kerja. Nilai Adjusted R sebesar 0,624 menunjukkan bahwa ketiga variabel independen mampu menjelaskan 62,4% variasi kesiapan kerja, sedangkan 37,6% dijelaskan oleh faktor lain diluar penelitian. Hasil penelitian menunjukkan bahwa Literasi digital, kemandirian belajar, dan penggunaan teknologi informasi secara simultan berpengaruh positif dan signifikan terhadap kesiapan kerja siswa MPLB SMKN 2 Tuban.

Moral education of the individual is a complex and multifaceted process that includes pedagogical and social phenomena. However, the process of moral education is to some extent autonomous. Moral education is effectively carried out only as a holistic pedagogical process that meets the norms of universal morality, the organization of all life and student life, including modern youth. As well as activities, relationships, communication, taking into account their age and individual characteristics. The result of a holistic process is the formation of a morally whole personality, in the unity of its consciousness, moral feelings, conscience, moral will, skills, habits, socially valuable behavior. Moral education includes: the formation of students’ awareness of their connection with society, dependence on it, the need to coordinate their behavior with the interests of society; familiarization with moral ideals, requirements of society, proof of their legitimacy and reasonableness; transformation of moral knowledge into moral beliefs, creation of a system of these beliefs; formation of stable moral feelings, high culture of behavior as one of the main manifestations of respect for people; formation of moral skills. The content of education is understood as a system of knowledge, beliefs, skills, qualities and personality traits, stable behavioral habits that students should possess in accordance with the set goals and objectives. In today’s rapidly changing world, the ability to be independent and self-sufficient is increasingly recognized as a vital skill for success in various areas of life, including education. This is especially true for first-year university students, as they transition from the structured environment of high school to the more autonomous and demanding world of higher education. Developing independence skills in these students is crucial for their adaptation to the university environment and overall personal and academic growth. The concept of independence encompasses various aspects, including the development of autonomy and the development of skills that enable students to navigate the complexities of university life. Autonomy refers to the ability to make decisions, take initiative, and act independently, while the development of independence skills involves acquiring the necessary competencies to function effectively in the educational environment. The state of knowledge regarding the development of independence skills in first-year students is an area of ongoing research. Understanding the factors that contribute to the development of independence in students is essential for supporting them during this transition and enriching their overall educational experience.

This study is a survey research that aims to determine students’ critical thinking skills in science learning at Madrasah Tsanawiyah (MTs) in Somba Opu District during the 2024/2025 academic year. The population of this study consisted of eighth-grade students totaling 229 students. The sample included 146 students from three schools: MTs Aisyiyah Sungguminasa 47 students, MTs Madani Pao-pao 87 students, and MTs Guppi Samata with 12 students. The indicators of critical thinking skills analyzed consisted of five aspects: providing simple explanations, building basic skills, drawing conclusions, providing further explanations, and organizing strategies and tactics. The data collection technique used was a critical thinking ability test in the form of multiple-choice questions, and the data were analyzed using descriptive statistical analysis. The results show that students’ critical thinking skills in science learning at MTs in Somba Opu District are categorized as low, with an average score of 7.40. The percentage of achievement shows that providing simple explanations reached 42.61% (fair), building basic skills reached 39.72% (low), drawing conclusions reached 31.41% (low), providing further explanations reached 41.93% (fair), and organizing strategies and tactics reached 27.33% (low). These results indicate that students’ critical thinking skills need improvement.

The article substantiates the potential and pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children. Loose parts are defined as natural, household, manufactured, or recycled materials with which children can engage in a variety of practical activities, including those involving mathematical content. These may include stones, sand, water, branches, leaves, seeds, shells, pieces of fabric, threads, cardboard boxes, bottle caps, containers, sticks, and other materials. It has been established that, at preschool age, the use of loose parts provides a sensory basis for developing concepts of quantity, number, shape, size, space, and patterns. In primary school, in addition to deepening this knowledge, the same materials can be used to support modeling, solving problems in several ways, testing assumptions, justifying strategies, and working with data. This enables continuity between preschool and primary education in the development of children’s mathematical competence. The potential of loose parts for developing mathematical competence in preschool and primary school children lies in the fact that they enable the practical acquisition of concepts related to number, shape, size, spatial relationships, and patterns, while stimulating the development of skills in counting, comparing, classifying, measuring, modeling, and problem-solving. Their use encourages learners’ independence, investigative activity, and the development of mathematical language. The following pedagogical conditions for using loose parts to develop mathematical competence in preschool and primary school children have been identified: ensuring the purposeful selection and diversification of materials; combining support for children’s initiative with the implementation of pedagogical intentions; and organizing mathematical reflection among preschool and primary school learners.

The article examines the concept of democratic behavior skills as an integral system of personal qualities that help individuals socialize, build partnerships within society, communicate without aggression, pressure, or humiliation, resolve conflicts constructively, establish peaceful relationships, and take responsibility for their decisions. Attention is drawn to the relevance of this issue, as under the current conditions of democratic transformations in Ukrainian society, globalization processes, and information challenges, focusing on the education of young people is a strategic task of the state. Ukrainian society needs citizens who embrace democratic values, are active and responsible, respect the rule of law, think critically, hold strong civic positions, and are culturally educated. It is specified that democratic behavior skills are a component of the model of civic competencies that should be developed from primary school age. By making use of the sensitive developmental periods of younger schoolchildren, educators can lay the foundations of communication and behavioral culture, and related qualities. The educational potential of the integrated course «IEW» is analyzed, with particular emphasis on its social content strand. From Grades 1 to 4, the curriculum includes topics aimed at developing the child’s personality as an active member of society, capable of responsible behavior, partnership and cooperation, respect, tolerance, and empathy. It is emphasized that primary school students do not merely become familiar with concepts such as «citizen», «state», «rights», «responsibilities», and «accountability». Through learner-centered, activity-based approaches, they gain experience in democratic interaction across various activities. Discussions of problematic situations and collective decision-making contribute to the development of democratic behavior skills. It is emphasized that the use of practice-oriented methodologies in teaching the integrated course “I Explore the World” contributes to the development of primary education students’ conscious understanding of social processes and their ability to critically analyze information, which is particularly important for fostering democratic behavior skills. The practical significance of the study lies in the potential to apply the proposed methodological approaches to the educational activities of general secondary and higher education institutions.

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.

Abstract Lifelong learning is important for everyone, individually and collectively within institutions and communities. In today’s “learning society”, learning is not just a process driven by the learning system or the social system; it can also be a process in which the learners play an active role. This article focuses on the Erasmus+ project “Empowerment for migrants, from camps to integration” (CAMPLUS) in the Kurdistan Region of Iraq (KRI). Between 2021 and 2022, personal resources management (PRM) training was implemented in three refugee camps in Erbil. The central question driving the project was whether, and how, PRM can transform refugee learners’ ability to define and pursue their developmental goals. This inquiry is rooted in Paulo Freire’s critical pedagogy, which promotes dialogical learning as a means of empowering marginalised learners as agents of their own education. PRM integrates the validation of prior learning (VPL) with personalised pathways, based on the belief that competencies, gained formally, informally or experientially, should be recognised as the foundation for further learning. This approach aligns with Freire’s ideal of critical consciousness, which posits learning as a process of naming, reclaiming and transforming one’s reality. Using a qualitative analysis involving 15 refugees and three trainers, the authors explore how learner agency and institutional affordance combine to create meaningful learning outcomes. The study addresses a key gap in research: how reflective, personalised education can function in settings marked by displacement and limited opportunities.

The article provides a theoretical substantiation of innovative approaches to the methodological training of higher education applicants in the context of current transformation processes in science and education. Based on the analysis of scientific works by Ukrainian and foreign researchers (V. Kremen, M. Kudla, O. Tsuniak, Ye. Lodatko, as well as publications indexed in Scopus and Web of Science), three interrelated vectors for improving methodological training are identified – technological, interdisciplinary, and digital – and their integrative significance for the formation of research competence of future specialists is substantiated. Unlike existing approaches that mostly consider these vectors in isolation, the author proposes a vision of their systemic interaction: the technological vector ensures the gradual mastering of research methods through practice-oriented learning; the interdisciplinary vector expands the methodological toolkit by integrating knowledge from related fields (sociology, psychology, statistics, philosophy); the digital vector adapts research activities to the realities of the digital scientific environment (use of SPSS, R, Mendeley, cloud technologies). It has been proven that the synergy of these three vectors creates conditions for the development not only of operational research skills but also of scientific thinking as a metacognitive ability that determines the specialist's readiness for innovative activity. The criteria for evaluating the effectiveness of integrating the proposed approaches (motivational-value, cognitive-operational, and reflexive-creative) are determined. The results of the study can be used to update methodological curricula, develop methodological recommendations for teachers, and design blended learning models for the research training of applicants at the second and third educational levels.

ABSTRACT Disasters caused by the eruption of Mount Semeru not only cause physical damage but also affect the mental condition of the victims, especially teenagers as one of the vulnerable groups who are going through psychosocial development in their lives. Teenagers after a disaster can experience anxiety, stress, depression, and even PTSD. This community service aims to improve stress management skills, rebuild a sense of safety, and enhance social connections within the community. This community service applied a psychosocial intervention method to improve knowledge, stress management skills, and peer support using growth focus resilience questionsare. From the analysis of measurement results from 19 respondents who underwent psychosocial interventions, there was a tendency for their psychological conditions to improve. This is evidenced by the average score increasing from 66.11 to 75.00 out of a maximum score of 80, indicating the potential of REM-JIWA in enhancing the adaptive ability and psychological resilience of post-disaster adolescents. Psychosocial interventions can reduce stress levels in teenagers and improve their knowledge of stress management and resilience in adolescents. Keywords: Semeru Eruption, Psychosocial Intervention, Semeru Eruption, Post- Disaste, Adolescents.

Abstract Less effective emotion regulation abilities during childhood represent a significant factor of risk for healthy child development. However, despite much research into less skilled emotion regulation abilities, findings about the outcomes of emotion regulation ability trajectories in adolescence are inconsistent. This may reflect methodological challenges in undertaking prospective longitudinal research, or a lack of clarity about factors that influence developmental outcomes. Therefore, we conducted a systematic review and meta-analysis to examine the prospective relation between early childhood (ages 3–6) emotion regulation abilities and adolescent outcomes (ages 13–16). Peer reviewed prospective longitudinal research studies published in English since 2015 were included in the review if they examined emotion regulation abilities in early childhood; assessed subsequent outcomes in adolescence; and examined risk, protective, or promotive factors associated with emotion trajectories. Statistical analyses utilized random effects models and reported pooled effect sizes within groups. Of 27,490 records identified, 16 studies were included in the systematic review, and 10 in the meta-analysis. Early emotion regulation abilities that were less adaptive predicted subsequent less adaptive regulation, psychiatric difficulties, academic concerns, and social challenges in adolescence. Risk and promotive factors for early childhood emotion regulation abilities included pregnancy-related factors, parental mental health, socioeconomic status, child characteristics, cognitive and behavioral traits, and family dynamics. This highlighted the complex interplay of biological, psychological, and social factors. There was conflicting evidence about sex, suicidality, and externalizing behaviors, and quantitative analyses revealed high heterogeneity among the studies. The findings offer insights about the identification of youth at risk, and the development of targeted clinical interventions to enhance adolescent developmental outcomes.

Reading comprehension is an essential skill that enables learners to understand texts, interpret information, and determine the meanings of unfamiliar words. However, some Grade 8 learners experience difficulties in comprehending reading materials because of limited vocabulary knowledge and difficulty identifying context clues. This study, titled Improving Grade 8 Reading Comprehension Through Targeted Context Clue Strategies, aimed to improve learners’ reading comprehension by implementing targeted, structured context clue strategies. The study involved 33 Grade 8 learners and focused on five categories: definition and explanation clues, synonym and restatement clues, antonym and contrast clues, example and illustration clues, and inference and general context clues. A pretest and posttest were administered to determine changes in learners’ performance following the intervention. The pretest results revealed an overall mean score of 2.48, interpreted as Low, while the posttest results showed an overall mean score of 3.60, interpreted as High. A paired-samples t-test revealed a statistically significant difference between the pretest and posttest scores, t(32) = −10.615, p < .001. The null hypothesis was rejected, indicating that the difference between the learners’ pretest and posttest performance was statistically significant. The findings suggest that targeted, structured context clue strategies may help improve learners’ ability to identify contextual information, infer unfamiliar word meanings, and understand reading passages. The study recommends the continued use of context clue strategies, with additional instructional support for example and illustration clues and definition and explanation clues, to further strengthen learners’ reading comprehension skills.

Reflective Practice (RP) is widely regarded as a cornerstone of psychotherapy training, supervision, and continuing professional development. Yet, despite its prominence across psychotherapeutic traditions, it remains conceptually vague and empirically contested. Recent critiques from basic psychological science (e.g., Lilienfeld & Basterfield, 2020) have argued that reflection may amplify cognitive bias and foster illusions of insight rather than improve clinical judgment. We argue that these criticisms carry weight precisely because the field has often failed to clearly define what RP is, how it functions, and under what conditions it becomes beneficial or harmful. Drawing on developmental models of therapist learning, we conceptualize RP as a multidimensional construct encompassing reflexivity as a capacity, reflective stance as an attitude, and reflection as activity. We propose that RP is most likely to support development when relationally scaffolded, informed by external feedback, and oriented toward testing and revising interpretations rather than confirming them. Reviewing developmental, quantitative, qualitative, and process-oriented evidence, we further argue that RP operates primarily as a probabilistic, context-dependent contributor to therapist development rather than as a discrete intervention with predictable outcomes. We conclude that RP is neither a panacea nor an illusion. Rather, when relationally scaffolded, theoretically informed, and oriented toward learning rather than certainty, it may provide a central mechanism through which therapists learn from clinical experience. Effective psychotherapy depends not only on therapeutic concepts and techniques but also on therapists’ ability to reflect on their clinical work, relationships, and decision-making. This paper conceptualizes Reflective Practice as a developmental process through which therapists may learn from experience, adapt to complex clinical situations, and develop their understanding and skills throughout their professional careers.

The article provides a theoretical and methodological rationale for the use of creative psychological and pedagogical technologies in teaching subject-specific methodologies of natural science disciplines in higher education. The relevance of the study is determined by the need to shift from the acquisition of reproductive knowledge to productive, inquiry-oriented, and professionally focused learning activities in the training of prospective teachers in natural science disciplines. Such activities enable students to generate ideas, formulate and test hypotheses, model natural processes, make methodologically grounded decisions, and create educational products. The aim of the article is to clarify the concept of creative psychological and pedagogical technologies, identify the features that determine their creative orientation, and substantiate the principles, conditions, and criteria for their selection and implementation in the professional training of prospective teachers of natural science disciplines. The study is theoretical and analytical in nature. The source base comprises regulatory documents, research articles, and methodological publications addressing the development of creativity, inquiry- and problem-based learning, teacher education in natural science disciplines, and the use of project-based, digital, and geoinformation tools. Analysis and synthesis, comparison, generalization, systematization, classification, pedagogical modeling, and methodological extrapolation were employed. Creative psychological and pedagogical technologies are understood as pedagogical technologies whose organization creates conditions for productive creative activity through openness to problems, variability of possible solutions, independent generation and verification of ideas, and the creation of a result that is new to the learner. Their implementation in natural science teacher education requires combining originality and variability with scientific validity, evidence-based reasoning, and verifiability. The methodological tools were systematized according to their functional purposes, distinguishing pedagogical technologies, methods, and types of activity, educational approaches, and digital tools. Psychological and pedagogical conditions and criteria for their selection were identified. The theoretical analysis provides grounds for considering problem- and inquiry-based learning, project-based learning, case-based learning, design thinking, modeling, open-ended tasks, geoinformation services, and virtual laboratories as promising tools for organizing creatively oriented learning activities of prospective teachers of natural science disciplines. Their appropriate integration may potentially contribute to the development of creative, critical, and systemic thinking, inquiry skills, and the ability to apply knowledge in non-standard educational and professional situations; however, these effects require further empirical verification. The findings may be used to develop educational programs and instructional materials for the professional training of prospective teachers in natural science disciplines.

The purpose of this paper is to identify the strategies for developing and unlocking the professional capability and capacity of senior hospital managers in Nepal. This research is the first published study outlining the self-perspectives of Nepalese senior hospital managers on their capability and capacity development. The study utilised a qualitative descriptive design as the second phase of a larger sequential mixed methods research project. Data were collected from 11 senior hospital managers through semi-structured interviews conducted online via the Zoom online videoconferencing platform between August to October 2024. Four key themes identified were: Stability, continuity and coherence; Practical and logistical constraints; Interference, conflict and control; and managing the mismatch between ability and expectations. Findings highlight breakages in work roles and pervasiveness of political and opportunistic individual actions alongside complex and lengthy bureaucratic processes that stifled senior public hospital managers working roles. Along with well-organised administrative procedures, appropriate compliance training for senior hospital managers is sought essential. Findings from this study may be broadly applicable to other under resourced countries in the Asia Pacific region.

The aim of the study consists in the theoretical substantiation of the psychological preparation of basketball players before important matches and the identification of the most effective methods of regulating the psycho-emotional state of athletes. Research methods: theoretical analysis and generalisation of scientific and methodological literature. Research results. Analysis of scientific sources and practice of training basketball teams allows us to state that responsible matches are accompanied by significant psycho-emotional stress. It can be associated with the importance of the result, the level of the opponent, the expectations of the coach, partners and fans, as well as with previous experience of victories or defeats. One of the most common psychological states before a responsible game is pre-start anxiety. Its excessive level can negatively affect the accuracy of throws, speed of decision-making, coordination of movements and the ability to act in accordance with the tactical plan. At the same time, moderate mental stress can have a positive meaning, as it helps to mobilize forces, increase the activity and concentration of the athlete. An important result of the study is the statement that the psychological readiness of a basketball player is formed in the following main areas: the formation of self-confidence, the development of concentration, the use of breathing exercises and muscle relaxation, the use of mental rehearsal (imitation of competitive moments), the formation of team psychological readiness, the importance of the coach’s activities. Conclusions. Psychological preparation is an important component of the overall preparation of basketball players and directly affects the stability of their competitive activity. Before important matches, athletes may experience increased anxiety, emotional tension, lack of self-confidence, decreased concentration, and fear of making mistakes. The optimal mental state of a basketball player before the game involves a sufficient level of mobilization, emotional balance, self-confidence, concentration, and readiness for team interaction. The most effective methods of psychological preparation are breathing exercises, muscle relaxation, positive self-suggestion, mental rehearsal, modeling competitive situations, individual methods of preparing for the match, and team guidelines. Psychological preparation should be carried out systematically throughout the entire training process. Conducting it only on the eve of a critical match does not provide a sufficient level of psychological readiness.

The article is devoted to substantiating the structural components of stress resilience of future managers in the process of professional training in institutions of professional pre- higher education. The relevance of the study is determined by the growing demands on the professional activity of a modern manager, which is characterized by high responsibility, the dynamic nature of management processes, the need for prompt decision-making, constructive interaction with people, and effective functioning under conditions of constant change and psycho- emotional workload. Based on the analysis of scientific sources, it has been established that there is no unified approach to determining the structure of stress resilience in contemporary psychological and pedagogical literature. Depending on their conceptual foundations, researchers focus on its emotional, cognitive, behavioral, motivational, and personal characteristics. In this study, stress resilience is considered as a form of psychological resilience that ensures an individual’s ability to adapt effectively to the influence of stressors, maintain the productivity of professional activity, and act constructively in complex managerial situations. The author’s structure of stress resilience of future managers has been substantiated, comprising motivational-value, cognitive- behavioral, emotional-regulatory, and reflexive-communicative components. It has been established that the motivational-value component determines an individual’s orientation towards developing their own stress resilience and awareness of its professional significance; the cognitive-behavioral component characterizes the level of knowledge about the nature of stress and the ability to apply effective ways of coping with it; the emotional-regulatory component ensures self-control, emotional balance, and the ability to act under conditions of psychological tension; the reflexive-communicative component is associated with self-analysis of professional activity, constructive interaction within a team, and readiness for personal and professional self-improvement. The proposed component structure can be used as a theoretical basis for developing criteria, indicators, pedagogical conditions, and a model for developing stress resilience in future managers.

Early childhood education is a crucial stage in preparing children to face further levels of schooling. One important aspect to be developed is naturalistic intelligence, which refers to the ability to recognize, differentiate, and appreciate the natural environment. This study aims to explore how teachers can enhance the naturalistic intelligence of children aged 5–6 years at Al Falah Islamic Kindergarten, Limbur Tembesi, Bathin VIII District, Sarolangun Regency through the use of natural materials. Employing a qualitative case study approach, data were collected through observation, interviews, and documentation. The findings reveal that teachers play a central role in designing lesson plans semester programs, weekly lesson plans, and daily lesson plans that incorporate natural materials as learning media. Teachers also prepare items such as seeds, soil, stones, and vegetables, while instilling habits of caring for plants and maintaining cleanliness in the school environment. In conclusion, the structured and consistent use of natural materials fosters children’s naturalistic intelligence and nurtures environmental awareness from an early age.

This paper examines the significant role played by teachers in fostering the holistic development of students, extending beyond academic achievement to encompass their intellectual, emotional, social, ethical, physical and creative growth. Teachers play a significant role in shaping students’ knowledge, skills, attitudes, values and competencies through effective pedagogical practices, learner-centered approaches and inclusive classroom environments. Their ability to recognize diverse learning needs, encourage critical thinking, nurture creativity and promote social-emotional well-being is essential for facilitating meaningful and comprehensive student development. Furthermore, continuous professional development and adherence to ethical and professional standards enable teachers to respond effectively to the evolving educational needs of learners. However, holistic student development cannot be achieved through teacher’s efforts alone. Educational institutions and school leadership also play a crucial role in establishing supportive, equitable, and inclusive learning environments. The paper highlights the importance of shared leadership, collaborative planning and professional learning communities (PLCs) in strengthening cooperation between teachers and school administration. Such collaborative practices can facilitate the integration of academic learning with life skills, value education, experiential learning and the development of essential twenty-first century competencies; the paper also examines challenges that may hinder holistic student development, including limited resources, time constraints, hierarchical administrative structure and inadequate opportunities for professional collaboration. It argues that fostering trust, effective communication, psychological safety and collective responsibility is essential for overcoming these barriers. The paper concludes that holistic student development requires a collaborative and learner-centered educational ecosystem in which teachers; school leaders and other stakeholders work together to nurture well-rounded, responsible, resilient and lifelong learners.

ABSTRACT Digital transformation in education has encouraged changes in school management, requiring school principals to demonstrate adaptive and visionary leadership and to facilitate organizational change. Transformational leadership is a relevant approach because it emphasizes the ability of leaders to build a vision, provide motivation, encourage innovation, and empower teachers in responding to change. This study aimed to analyze teachers’ perceptions of the principal’s transformational leadership in the digital era at SMAN 9 Mataram based on the dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The study employed a quantitative approach with a descriptive survey design. The study population and sample consisted of 57 teachers selected using total sampling (census sampling), in which all active teachers were included as respondents. Data were collected through questionnaires and analyzed using descriptive statistics. The results showed that teachers’ perceptions of the principal’s transformational leadership were in the positive category. The principal was perceived as demonstrating exemplary leadership, fostering motivation, supporting innovation, and paying attention to teachers’ professional development. These findings indicate that transformational leadership is reflected in various leadership practices that support an adaptive school environment in response to educational change and digital transformation. ABSTRAK Transformasi digital dalam pendidikan telah mendorong perubahan dalam pola pengelolaan sekolah sehingga kepala sekolah dituntut memiliki kepemimpinan yang adaptif, visioner, dan mampu menggerakkan perubahan organisasi. Kepemimpinan transformasional menjadi pendekatan yang relevan karena menekankan kemampuan pemimpin dalam membangun visi, memberikan motivasi, mendorong inovasi, serta memberdayakan guru dalam menghadapi perubahan. Penelitian ini bertujuan untuk menganalisis persepsi guru terhadap kepemimpinan transformasional kepala sekolah pada era digital di SMAN 9 Mataram berdasarkan dimensi idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration. Penelitian ini menggunakan pendekatan kuantitatif dengan desain survei deskriptif. Populasi sekaligus sampel penelitian berjumlah 57 guru yang dipilih menggunakan teknik sampling jenuh (sensus), sehingga seluruh guru aktif dijadikan responden. Data diperoleh melalui kuesioner dan dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa persepsi guru terhadap kepemimpinan transformasional kepala sekolah berada pada kategori positif. Kepala sekolah dinilai mampu memberikan keteladanan, membangun motivasi, mendukung inovasi, serta memperhatikan pengembangan kompetensi guru. Temuan ini menunjukkan bahwa kepemimpinan transformasional tercermin dalam berbagai praktik kepemimpinan yang mendukung terciptanya lingkungan sekolah yang adaptif terhadap perubahan dan transformasi digital pendidikan.

Students' ability to read the Qur'an and memorize short surahs at MI Muhammadiyah Sidorejo remains low. This condition is reflected in inaccurate hijaiyah letter pronunciation, limited reading fluency, and difficulties in memorizing short surahs accurately. An initial assessment of 32 students showed an average group score of 75. Method: The mentoring program was conducted over two months and involved 32 students and relevant school stakeholders in identifying learning needs, planning activities, implementing interventions, observing progress, and reflecting on the results. The talaqqi method was used through reading demonstrations, imitation, and direct correction, while tikrar was applied through repeated recitation to strengthen memorization. Data were collected through observation, practical assessments, and documentation, then analyzed by comparing average scores before and after the program. Findings: The average group score increased from 75 to 90, representing a 15-point difference or a 20% relative increase from the initial score. Conclusion: Structured mentoring through talaqqi and tikrar can support the development of Qur'anic reading and short-surah memorization skills. Novelty/Originality: This program integrates reading guidance and memorization practice into a single activity and documents its implementation and outcomes through observations and pre- and post-program score comparisons

International branch campuses (IBCs) deliver foreign science, technology, engineering and mathematics (STEM) qualifications inside host economies, yet how graduates’ reported educational experiences relate to their professional outcomes has received little attention in the Gulf. This study examined employability, work readiness and job alignment among Qatari nationals who completed a bachelor's degree at one of two United States IBCs in Qatar. A cross-sectional survey of 75 employed graduates, recruited purposively through professional networks and snowball referrals, was analysed using Fisher exact tests with exact odds ratios and effect sizes, together with parsimonious binary, ordinal and Firth penalised logistic regression with Wald intervals for coefficients and bootstrap percentile intervals for average predicted probabilities; responses to one open-ended question were categorised descriptively. Most graduates worked in roles related to their major (86.7%) and entered employment immediately after graduation (61.3%). Labour-market preparedness was associated with very high perceived employability (odds ratio 4.9, 95% CI 1.6–14.7) and with a very smooth transition to work (Firth odds ratio 13.9, 95% CI 3.5–54.8), and professional ability development was also associated with very high employability (odds ratio 6.5, 95% CI 1.9–22.4). Job alignment corresponded with smoother transitions, though imprecisely (odds ratio 8.6, 95% CI 1.0–73.0). Women were less likely than men to report being very well prepared (adjusted odds ratio 0.11, 95% CI 0.03–0.45); other gender comparisons were inconclusive. Graduates most often requested internships and practical exposure and locally grounded labour-market knowledge. The findings suggest that monitoring preparedness and occupational alignment alongside employment rates offers a more informative account of the professional experiences reported by graduates of international STEM programmes delivered locally.

Children draw on multiple sources of information during word learning, including speaker testimony and lexical expectations. Yet, little is known about how these cues jointly influence children’s ability to learn new words. The present study examined the combined effect of speaker accuracy and mutual exclusivity (ME) on short-term retention of label-object associations in 4- to 7-year-old monolingual English speaking children. Children were presented novel and familiar object pairs, and were taught novel labels by either an accurate speaker (one who previously labeled familiar objects correctly) or an inaccurate speaker (one who previously labeled familiar objects incorrectly). Novel labels were introduced under two conditions: Align-with-ME (speakers labeled the novel object with novel names) and Conflict-with-ME (speakers labeled the familiar object with novel names, conflicting with ME). Results showed that children retained novel labels for novel objects from both accurate and inaccurate speakers when speaker testimony aligned with ME expectations. This suggests that children are open to learning novel words from speakers regardless of their prior accuracy and may also draw on other available cues, such as label–object co-occurrences, during learning. However, when speaker testimony violated ME expectations, children performed poorly, possibly due to difficulty disambiguating between speaker testimony and their existing lexical knowledge. Together, these findings suggest that children’s short-term retention of label–object associations is supported when available cues align, irrespective of speaker accuracy status. These associations, however, become less robust when ME and speaker cues provide conflicting information.

The Ig Nobel Prize, a spoof on Nobel Prize, has long performed a valuable service to science.It honours achievements that make people laugh and then think [1].Global Health, after several decades of earnest endeavour, would seem ready for similar recognition.I therefore propose, with all due humility, the establishment of an Ig Nobel Prize for Global Health.There is, of course, no intention to mock Global Health, which is too noble, and the inequalities it seeks to address too consequential.But, like most human enterprises, Global Health has acquired its own vocabulary, rituals, paradoxes and unintended ironies.The proposed Ig Nobel Prize for Global Health would therefore recognise such phenomena for their ability to make us laugh first, think second, and perhaps recognise a little of ourselves in the process.Five examples readily come to mind.

Abstract Court-Ordered Treatment (COT) is used to address treatment non-adherence and psychiatric readmission in individuals with serious mental illness (SMI), who are at risk for treatment non-adherence and recurrent psychiatric hospitalization. Evidence regarding clinical outcomes associated with COT remains mixed, partly due to differences in legal frameworks and program implementation. To compare psychiatric readmission, outpatient appointment attendance, and long-acting injectable (LAI) medication adherence during COT and during the year following COT expiration in Arizona’s public behavioral health system. This exploratory, retrospective chart review identified 94 patients placed on COT between 2020 and 2021. Paired within-subject analyses included 29 patients whose COT expired and who completed a full one-year follow-up after COT expiration. Outcomes during COT were compared with outcomes during the year after COT expiration. Among the 29 patients analyzed, psychiatric hospital admission rates rose significantly from 10.3% (3/29) during COT to 34.5% (10/29) post COT expiration ( p = .039). Missed psychiatric appointments increased from 24.1% (7/29) during COT to 37.9% (11/29) after COT expiration, but this change was not statistically significant (p =.219). Among 19 patients with complete LAI follow-up data, 1 missed at least one scheduled LAI dose during COT compared with 4 after COT expiration ( p =.250). In this exploratory cohort, psychiatric readmissions were less frequent during COT than during the year following COT expiration. Both missed outpatient appointments and LAI doses were also more frequent after COT expiration, although these differences were not statistically significant, and the small sample limited the ability to detect meaningful differences. These findings should be interpreted cautiously given the small, selected cohort and retrospective observational design. Larger prospective studies are needed to further evaluate outcomes following COT expiration.

This study examines the implementation of Problem-Based Learning (PBL) assisted by flashcard media to improve third-grade elementary students’ critical thinking skills in Landscape (Bentang Alam) material. Methods: This study used a quantitative approach with a quasi-experimental, nonequivalent control-group design. The sample consisted of 44 third-grade students from SD Negeri in Semarang, divided into an experimental class (22 students) taught using PBL assisted by flashcards and a control class (22 students) taught using conventional learning. Data were collected using pretest and posttest instruments with 120 multiple-choice items (30 per skill) and analyzed using normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, Normalized Gain (N-Gain) analysis, and analysis of Covariance (ANCOVA) with the pretest as the covariate. Because of third-grade students' cognitive capacity, the test was administered in four separate sessions on four different days, with each session lasting approximately 45 minutes. Effect size was reported using Partial Eta Squared to measure the magnitude of the intervention’s impact. Both groups showed increased critical thinking ability after treatment, but the experimental group's increase was significantly higher than the control group's. After controlling for pretest scores, the ANCOVA results showed a significant difference between groups (F = 16989.679; p < .001; η²p = .998), indicating a large effect size. The experimental group's average N-Gain score was 0.7336, categorized as high and fairly effective, while the control group's average was 0.3784, categorized as medium and less effective. The greatest improvement occurred in the analysis and evaluation indicators. Implementing PBL assisted by flashcards effectively improves students’ critical thinking skills on Landscape material, as flashcards function not merely as visual media but as contextual problem triggers integrated into each stage of the PBL syntax. Keywords: problem-based learning, flashcard, critical thinking, landscape, elementary school.

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

Instruction of prayer fiqh in pesantren goes beyond merely teaching the procedures and regulations of worship, it also plays a role in shaping the religious attitudes and habits of the students. Therefore, it is necessary to examine how the material regarding the fiqh of prayer is understood and instilled, so that Islamic values can be applied in daily life. This research aims to analyze the internalization of Islamic education values in the prayer worship material in the book Fathul Qorib by Ibn Qasim al-Ghazi at Al Huda Kunduran Islamic Boarding School. The research uses a qualitative approach with a descriptive type. Data were obtained through observations of the Fathul Qorib learning process and interviews with the pesantren caretaker, ustadz, and santri. Data analysis was conducted through data condensation, data presentation, and drawing conclusions by comparing information from various sources. The research results show that the prayer material in Fathul Qorib includes obligatory conditions, valid conditions, pillars, Sunnah, things that invalidate prayer, the number of prayer units, congregational prayer, qashar and jama’, as well as several special prayers. The material serves as the foundation for instilling values of faith, discipline, responsibility, and morality. The internalization of values is carried out through classical learning, sorogan, habituation of congregational prayers, supervision, advice, and the exemplary behavior of caregivers and teachers. The process is supported by the pesantren environment, direct interaction with teachers, and a culture of collective learning. Meanwhile, the obstacles include differences in the ability to read religious texts, limited references, fatigue, and inconsistency among some students. The novelty of the research lies in revealing the connection between the fiqh of prayer material, the study of the Yellow Book, and the internalization of values until they are manifested in the religious habits of the students. The research results show that the study of Fathul Qorib not only strengthens the understanding of fiqh but also internalizes the values of faith, discipline, responsibility, and morality through learning, habituation, supervision, and exemplary behavior.

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.

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.

Background School-aged children that experience social anxiety and have difficulty with interactions among peers can create significant challenges to their development in terms of both psychology and behavior. A team sport such as volleyball provides a common setting that naturally includes all aspects of social interaction (communication, cooperation, role coordination, etc.) and shared goals which is essential to improve the child’s confidence in interacting socially and abilities to interact socially with peers. Objective This research is an examination of the effect that a 12-week collective volleyball cooperative tactical training program will have on social anxiety and peer interaction in children (8–12). Methods A sample of 80 healthy school-age children was obtained via two methods of campus based, voluntary and/or open recruitment. These children were then randomly assigned to either an experimental intervention group ( n = 40) or an active control group receiving standard physical education ( n = 40). For 12 consecutive weeks, participants in the experimental group engaged in a type of volleyball cooperative tactical team training that occurred on 3 days each week at 1 h per day. During this time the participants in the control group engaged in standard physical education classes of matched frequency and duration. Social anxiety was measured by use of the Social Anxiety Scale for Children (SASC); SASC measures include total social anxiety, fear of negative evaluation and social avoidance/distress. Participant peer interaction was evaluated using a study-specific 25-item peer-interaction questionnaire covering interaction initiative, peer acceptance, interaction coordination, interaction openness, and conflict resolution ability. Data collection occurred prior to, as well as subsequent to, the intervention. Statistical analyses were conducted utilizing SPSS version 26.0 software. A 2 × 2 mixed-design ANOVA was conducted to examine Group × Time interaction effects, with group (intervention vs. control) as the between-subjects factor and time (pre-intervention vs. post-intervention) as the within-subject factor. Effect sizes were reported using partial eta squared ( η 2 p ), and post hoc comparisons were performed when significant interactions were identified. Results Group × Time Interaction Effects from a mixed-design ANOVA were found to be statistically significant for both of the outcomes (social anxiety and peer interaction) of this study. Children participating in an intervention that included an instructional program using the Collective Volleyball Cooperative Tactical Training Model showed significantly greater improvement than did those in the Control Condition in reducing their level of social anxiety as well as improving their peer interaction abilities over the course of the 12-weeks. Although we found a statistically-significant improvement in both children’s social anxiety, and their peer interaction skills through a 12-week program, there is no data available for us to understand if those positive results will continue into the future because we did not assess children at later points in time. Thus, future researchers are encouraged to consider extended assessment periods as part of their study designs to determine how long such interventions have an impact. Secondly, as a feasibility study in a controlled environment showed promise for implementation of cooperative tactical volleyball programs, there may be barriers to successful implementation in regular school settings such as lack of facilities, class size and teacher workload. Future research is needed to examine how cooperative tactical volleyball programs can be adapted to encompass large groups of students and incorporated into routine physical education curriculum. Furthermore, although the intervention showed feasibility under controlled conditions, implementation in regular school settings may face practical challenges, including limited facilities, larger class sizes, and teacher workload. Future studies should examine how cooperative volleyball tactical training can be adapted for broader school-based implementation. Conclusion Collective Volleyball Cooperative Tactical Training is an effective method for reducing social anxiety and improving the ability of school aged children to interact with peers. The program offers a viable, school-based model for integrating sport skills acquisition (training) and psychosocial growth through physical activity.

Background and objectives Health literacy in adulthood plays a major role in an individual’s ability to use health information to benefit their health. Social determinants in early childhood initiate the development of health literacy through newborn brain development and oral language acquisition. Both of these processes are promoted by stimulation from everyday interactions with parents/caregivers at home and in the community. Unequal access to language-learning opportunities during early childhood represents a modifiable developmental and social determinant of later educational and health outcomes. There are inequities in these time-sensitive interactions—specifically language-learning opportunities—across families in the population, which are social determinants of early literacy, achievement in school, and later-life education, health, and economic and social well-being across the life span. This gap is most pronounced among children who grow up in poverty in the United States and internationally. The healthcare system in the United States effectively reaches to nearly all infants; however, language-learning opportunities are not a focus during well-child visits. The term “Language Nutrition” (LN) was coined in prior research to refer to these developmentally rich interactions known to support brain and language growth in children younger than preschool age. We developed Kansas City Brain Builders (KCBB) to address this inequity by promoting LN broadly among families and children in a community so that all children have a more equitable home language environment. The purpose of this study is to report longitudinal empirical findings on families and children related to the implementation of KCBB, a public health approach to community change, over 2 years. Methods The evaluation involved two parallel longitudinal studies: the Community study and the Family study. The Community study assessed the implementation of a KCBB multisectoral community partnership to promote LN-friendly changes in local programs, practices, and policies. The Family study involved longitudinal assessments of a sample of 83 English- and Spanish-speaking families with children younger than 36 months of age, evaluating the KCBB impacts on parental behaviors and child growth in language skills. Results KCBB led to a high level of documented program implementation and substantial LN promotion throughout the community. Repeated parent assessments indicated that participants had received LN messages from multiple community sectors over time, increased their knowledge of the importance of LN, and used LN through storybook reading, verbal responsiveness, and teaching behaviors during interactions with their children. Growth in children’s early language skills was significantly associated with the amount of LN they received. Discussion/Conclusion KCBB is one of the few multisectoral interventions designed to promote community-wide change targeting LN. It is a manualized intervention that can be replicated by other communities. This study employed three levels of measurement such that change could be evaluated in a theoretical framework of influence from community engagement to parental behavior and growth in child language skills. Findings provide preliminary evidence that a multisectoral community approach can achieve broad reach and is associated with changes in caregiver practices and child language growth. Larger, controlled, and replicated studies are needed to establish causal effects and determine whether such approaches reduce disparities in language-learning opportunities.

Introduction Level-2 visual perspective taking (VPT-2) reflects children’s ability to understand others’ visual experiences. However, the effects of viewing angle and task materials on 4-year-olds’ performance remain unclear. Methods Using a picture-taking (“photographer”) task, this study examined the effects of test tool and rotation angle, as well as egocentric error patterns, among 163 four-year-old children from Hainan, China. A 2 (test tool: Lego figurines vs. geometric solids) × 3 (rotation angle: 0°, 90°, 180°) within-subjects design was used. The formal test comprised 18 four-alternative trials, with three trials in each Tool × Angle condition; each correct response scored 1 and each incorrect response scored 0. Performance was assessed using raw correct scores and the proportions of egocentric errors. Results Rotation angle significantly affected performance in a nonmonotonic pattern: raw correct scores were highest at 0°, followed by 180°, and lowest at 90°. The main effect of test tool was significant, with higher raw correct scores in the Lego figurine condition than in the geometric solids condition. The Tool × Angle interaction for raw correct scores was not significant. The proportions of egocentric errors showed significant main effects of test tool and rotation angle, as well as a significant Tool × Angle interaction. Egocentric errors were most pronounced in the geometric solids condition at 180°. Supplementary analyses revealed no significant sex main effect or sex-related interactions. Discussion These findings indicate that 4-year-olds’ VPT-2 performance varies across rotation angles and test materials. Performance differences between material conditions may be associated with differences in task structure, stimulus discriminability, social cues, and spatial-relational judgment demands, whose independent contributions could not be isolated in this study. Because the analyses relied on raw correct scores and error-type data, the findings should be interpreted as differences in behavioral performance rather than direct evidence about processing strategies or cognitive mechanisms.

Parenting practices may shape young children's opportunities to develop English-speaking skills in bilingual family environments. This study aimed to explore parenting styles and parental communication practices in relation to children's English-speaking ability in four bilingual families in Indonesia. Using a descriptive qualitative approach, data were collected through online semi-structured interviews with parents, naturalistic observations of parent-child interactions, and children's English-speaking activities, including storytelling and picture description. The findings indicated that three families demonstrated characteristics of authoritative parenting, including emotional warmth, regular language activities, and active parental involvement. These practices were accompanied by children's reported willingness and confidence to speak English. In contrast, one family demonstrated a more permissive approach, with less structured language exposure and less active parental involvement. The findings also highlighted the role of responsive communication, shared educational media activities, and consistent opportunities to use English in everyday interactions. Given the small sample and qualitative design, the findings provide contextual insights rather than evidence of causal effects. This study highlights the potential importance of supportive parenting practices in creating opportunities for young children to use English in bilingual family settings.

The professionalism of guidance and counseling (BK) teachers plays an important role in services that support students’ personal, social, academic, and career development. However, research on professional challenges, competencies, and development strategies for BK teachers tends to examine these three aspects separately without integrating ethical responsibilities. This article aimed to analyze BK teachers’ professionalism in the digital era, encompassing competencies, challenges and opportunities associated with technology use, and continuing competency development. The study employed a literature review method with a descriptive qualitative approach. Articles and documents published between 2020 and 2025 were retrieved through Google Scholar and Portal Garuda and analyzed thematically. The findings indicate that BK teachers’ professionalism rests on mastery of pedagogical, personal, social, and professional competencies, alongside continuing competency development. However, training and supervision remain limited in terms of duration, evaluation indicators, and monitoring, with a greater focus on professional competence. Digital technologies extend the reach of services but require digital competence and protection of client data confidentiality. The reviewed literature also indicates limited availability of standardized guidelines for online counseling in Indonesia. These findings provide an integrated perspective on BK teachers’ professionalism in the digital era, linking competency mastery, ethical responsibilities, and the ability to use technology. In practical terms, competency development for BK teachers needs to integrate digital competence and online counseling ethics through continuing training, supervision, and evaluation based on measurable indicators. Support from professional associations in developing online counseling guidelines is also needed to strengthen professional and responsible service delivery.

This study aims to analyze the alignment of the attained curriculum in Japanese elementary school arithmetic and junior high school mathematics, based on the results of the National Assessment of Academic Ability. To achieve this, data from the assessment were used to compare mean correct response rates across groups defined by the degree of implementation of each instructional practice, using one-way analysis of variance (ANOVA). These rates were considered both overall and by specific domains and evaluative perspectives. The analysis of alignment revealed several instructional practices that showed tendencies of alignment with attained learning outcomes. In elementary school arithmetic, alignment was observed in practices that encouraged students to write notes in ways that made the processes of problem solving and reasoning visible. In junior high school mathematics, alignment was evident in lessons that emphasized connections between mathematical concepts and real-life phenomena, as well as in instructional approaches that ensured students understood the rationale behind formulas and rules. These findings suggest that instructional practices explicitly fostering students’ comprehension of problem-solving processes, contextual relevance, and conceptual justification tend to show greater alignment with attained learning outcomes. However, as this study did not control for confounding variables, the observed associations should be interpreted as exploratory rather than causal. The study contributes to curriculum research by identifying associations between specific pedagogical practices and attained learning outcomes, thereby offering insights into effective instructional design in mathematics education.

Allocation of educational resources affects the learning environment and equality of opportunity for students. Frontline teachers' views on the urban-rural disparity in educational resources for Chinese primary and secondary schools are investigated in this study. An exploratory comparative design was used, and based on questionnaire responses from 26 teachers, six were from urban schools and twenty were from rural or township schools. Teacher staffing and qualifications, school facilities, digital resources, curriculum implementation, professional development, family cooperation, funding and policy execution were also analysed. Therefore, the deficiencies in urban and rural areas cannot be confined to primary and secondary school facilities. Rural teachers reported more restrictions in specialist staffing, professional development, curriculum provision, digital resources, family support and the actual implementation of educational balancing policies. Teachers in both groups also listed the recruitment, training and retention of teachers as problems. Therefore, in addition to the supply of resources, schools need to have the ability to use and maintain these resources effectively for educational equity. Due to the small and unequal sample and the reliance on self-reported data, the findings should be interpreted as exploratory. Future research should use larger samples and combine teacher perspectives with student, school, and longitudinal data to further examine how resource allocation affects educational opportunities.

Professional speech culture is an essential component of teacher preparation, yet university courses in this area often emphasize normative linguistic knowledge without sufficiently integrating its application to authentic pedagogical communication. This study aimed to preliminarily adapt and evaluate the Teacher's Speech Culture course for pre-service Kazakh language teachers by strengthening the integration of normative-linguistic, communicative-pragmatic, discursive, and interactive components of professional speech competence. A single-group pre-test–post-test design was used. Initially, 180 students were recruited from two higher education institutions in southern Kazakhstan; 156 completed all stages and were included in the final analysis. The adapted course combined theoretical instruction with professionally oriented communicative situations, independent construction of professional utterances, interactive tasks, and reflective analysis of speech behaviour. Professional speech competence was assessed before and after the course using diagnostic and performance-based measures. The assessment demonstrated satisfactory internal consistency (Cronbach's α = 0.86). Data were examined using pre-test -post-test comparisons and path analysis. Overall professional speech competence increased from M = 7.84 (SD = 1.62) to M = 9.72 (SD = 1.48), t (155) = 11.46, p < 0.001, Cohen's d = 0.92. Significant improvements were also observed across the normative-linguistic, communicative-pragmatic, discursive, and interactive components. Path analysis indicated that the ability to analyse professional communicative situations had the strongest direct association with professional speech competence. Professional speech competence was also positively associated with speech self-control and flexibility of professional speech behaviour. The findings provide preliminary empirical support for a practice-oriented adaptation of the Teacher's Speech Culture course that connects knowledge of language norms with contextual analysis, independent speech production, and regulation of professional communication. Given the absence of a separate control group, the observed changes should be interpreted as pre-test–post-test differences associated with course participation rather than evidence of a causal intervention effect. Further controlled studies involving broader samples are required to evaluate the effectiveness and generalizability of the adapted course.

The article examines the impact of information and communication technologies (ICT) on the development of mathematical abilities and geometric concepts in preschool children. The object of the research is the process of developing mathematical abilities and geometric concepts in older preschool children. The aim of the article is to identify the pedagogical potential of ICT and evaluate its effectiveness in developing these abilities. The research methods include the analysis of scientific and methodological literature, pedagogical observation, game-based learning, pedagogical experimentation, and comparative analysis of the results. Multimedia presentations, interactive games, and electronic educational resources were used during the experimental activities. The methodologies of ICT-mediated learning and game-based learning were applied. The research outcomes indicate that the purposeful use of ICT contributes to the development of children's abilities to recognize, name, compare, and classify geometric shapes. It also promotes children's cognitive engagement, logical and spatial thinking, attention, and memory. The experimental results further revealed increased children's engagement and learning motivation. The conclusion of the study is that the pedagogically justified integration of information and communication technologies into game-based learning is an effective means of developing mathematical abilities and geometric concepts in preschool children, facilitating a more visual, interactive, and child-centered learning process.

Few events in recent history have forced clinicians and researchers to rethink mental health quite like COVID-19. In this commentary, we reflect on something that struck us while reading the work of Cantone et al. : the pandemic, for all its devastation, created a kind of unplanned observational window, a chance to study, at population scale, what happens when stress and rhythm disruption hit at the same time. Healthcare Workers (HCWs) were at the epicentre of this. They didn't just witness the crisis; they absorbed it, shift after shift, for months. What the data show is that their depressive symptoms and rhythm instability were not random; they appear systematically linked, and at levels one would more typically associate with mood disorder research. We discuss these findings through the lens of DYMERS (Dysregulation of Mood, Energy, and Social Rhythms Syndrome), a heuristic transdiagnostic construct that, in our view, captures something that standard categorical diagnoses tend to miss: the subthreshold, fluctuating psychopathology that sits just below the threshold of formal diagnosis but causes real impairment. The pandemic may not have created these vulnerabilities, but it may well have sharpened our ability to see them.

OBJECTIVE: To conduct a national environmental scan of child hearing health-related services and databases as part of the Australian National Child Hearing Health Outcomes Registry program, and to identify system-level barriers and enablers to developing a coordinated Learning Health System for deaf and hard-of-hearing children. METHODS: A cross-sectional national survey of organisations providing hearing health-related services or managing data for Australian deaf and hard-of-hearing children. The survey examined the scope and practices related to data collection, standardisation, interoperability, stewardship, and governance. RESULTS: Ninety-nine respondents from 92 organisations delivering 290 services participated. The scan identified a disjointed data landscape. Standardised data were limited, with inconsistent capture of key variables across organisations and 49.4% rating their data quality as acceptable or good. Interoperability was constrained by heterogenous data practices, including use of multiple databases (34.3%), limited external reporting (24.2%) and lack of accessible data dictionaries (71.9%). Stewardship and data governance arrangements were variable, with fewer than half of organisations reporting formal consent (47.6%), privacy statements (51.2%) or ethics oversight (38.1%). Despite these challenges, 56.5 and 54.8% of organisations expressed interest in data linkage and research participation, indicating readiness for coordinated system development. CONCLUSION: Despite Australia's substantial investment in newborn hearing screening and hearing health-related services, fragmented data systems limit Australia's ability to monitor outcomes, equity and system performance in child hearing health. However, strong stakeholder interest in data linkage provides important momentum. These findings inform policy and service planning, and support staged development of a national child deafness Learning Health System through the Australian National Child Hearing Health Outcomes Registry.

Pre-adolescence 9-12 years is a critical developmental period characterized by rapid biological, emotional, cognitive, and social changes that influence future mental health and well-being. Indian pre-adolescents increasingly encounter academic pressure, changing family dynamics, peer challenges, and extensive digital exposure, creating potential risks to emotional adjustment. Resilience, defined as the ability to adapt positively to adversity and recover from challenging experiences, is an important protective factor during this formative stage. This article aims to examine the determinants and dimensions of resilience among Indian pre-adolescents and to propose a culturally relevant, integrated framework for promoting resilience across biological, psychological, social, and digital domains. This article highlights key factors that strengthen resilience, including emotional regulation, self-esteem, self-compassion, problem-solving skills, supportive parenting, positive school environments, healthy peer relationships, and community connectedness. Digital resilience is also emphasized, encompassing safe technology use, digital literacy, responsible online behavior, and adaptive coping with cyberbullying, online risks, and excessive screen exposure. Based on existing evidence and contextual insights, the integrated pre-adolescent resilience model (IPARM) is proposed, integrating biological, psychological, social, and digital dimensions. Resilience promotion strategies are discussed at individual, family, school, community, and healthcare levels, with nurses and other health professionals playing an important role in early identification of vulnerable children, mental health promotion, and implementation of resilience-building interventions. Strengthening resilience during pre-adolescence represents a valuable preventive mental health strategy. A holistic and culturally responsive approach can foster emotional competence, psychological well-being, adaptability, and healthy development, enabling Indian children to navigate contemporary challenges and develop into confident and resilient individuals.

Teacher wellbeing has become an increasingly important concern in sustainable education systems because teachers’ professional experiences influence instructional quality, organizational resilience, and the long-term capacity of schools to maintain supportive learning environments. Contemporary perspectives on educational sustainability emphasize that schools are sustainable not only through academic effectiveness but also through their ability to foster participation, professional recognition, supportive relationships, and psychological resources among teachers. Within this perspective, shared instructional leadership can be considered an organizational resource, while teacher job satisfaction represents an important psychological resource contributing to the human foundations of socially sustainable schools. This study examined the relationship between shared instructional leadership and teacher job satisfaction among secondary school teachers in Northern Cyprus. A quantitative correlational research design was employed with 300 teachers working in public secondary schools during the 2024–2025 academic year. Data were collected using the Shared Instructional Leadership Scale and the Teacher Job Satisfaction Scale. Descriptive statistics, Pearson correlation analysis, and simple linear regression analysis were conducted to examine the relationship between shared instructional leadership and teacher job satisfaction. The findings revealed a significant positive relationship between shared instructional leadership and overall teacher job satisfaction ( r = 0.580, p < 0.001). Within this perspective, shared instructional leadership is conceptualized as an organizational resource, while teacher job satisfaction represents a psychological indicator of teachers’ positive professional experiences. ( β = 0.580, p < 0.001), explaining 33.4% of the variance in teacher job satisfaction ( R 2 = 0.334). Significant positive relationships were also found between shared instructional leadership and several dimensions of job satisfaction, including management, achievement–respect–recognition, interpersonal relationships, and the nature of teaching work. The findings suggest that shared instructional leadership may contribute to socially sustainable schooling by strengthening teachers’ professional recognition, relational experiences, and psychological resources. Although social sustainability was not directly measured in this study, the findings highlight leadership practices and teacher satisfaction as important organizational and psychological conditions supporting sustainable educational environments. This study contributes to educational sustainability and leadership literature by emphasizing the human dimension of sustainable schools within the underrepresented context of Northern Cyprus.

رفاه معلمان به عنوان یکی از دغدغه‌های فزاینده در نظام‌های آموزشی پایدار مطرح شده است، زیرا تجارب حرفه‌ای معلمان بر کیفیت آموزش، تاب‌آوری سازمانی و ظرفیت بلندمدت مدارس برای حفظ محیط‌های یادگیری حمایتی تأثیرگذار است. دیدگاه‌های معاصر درباره پایداری آموزشی تأکید می‌کنند که مدارس نه تنها از طریق اثربخشی تحصیلی، بلکه از طریق توانایی خود در تقویت مشارکت، شناسایی حرفه‌ای، روابط حمایتی و منابع روان‌شناختی در میان معلمان پایدار می‌شوند. در این چارچوب، رهبری آموزشی مشارکتی به عنوان یک منبع سازمانی و رضایت شغلی معلمان به عنوان یک منبع روان‌شناختی مهم که به بنیان‌های انسانی مدارس اجتماعی پایدار کمک می‌کند، در نظر گرفته می‌شود. این پژوهش به بررسی رابطه بین رهبری آموزشی مشارکتی و رضایت شغلی معلمان در میان معلمان دبیرستان‌های قبرس شمالی پرداخت. طرح پژوهش همبستگی کمی با مشارکت ۳۰۰ معلم شاغل در مدارس متوسطه دولتی در سال تحصیلی ۲۰۲۵–۲۰۲۴ اجرا شد. داده‌ها با استفاده از مقیاس رهبری آموزشی مشارکتی و مقیاس رضایت شغلی معلمان گردآوری شد. برای بررسی رابطه بین رهبری آموزشی مشارکتی و رضایت شغلی معلمان از آمار توصیفی، تحلیل همبستگی پیرسون و تحلیل رگرسیون خطی ساده استفاده شد. یافته‌ها نشان داد که بین رهبری آموزشی مشارکتی و رضایت شغلی کلی معلمان رابطه مثبت معناداری وجود دارد (r = 0.580, p < 0.001). در این چارچوب، رهبری آموزشی مشارکتی به عنوان یک منبع سازمانی و رضایت شغلی معلمان به عنوان شاخص روان‌شناختی تجارب حرفه‌ای مثبت معلمان مفهوم‌سازی می‌شود (β = 0.580, p < 0.001) و ۳۳/۴ درصد از واریانس رضایت شغلی معلمان را تبیین می‌کند (R2 = 0.334). همچنین بین رهبری آموزشی مشارکتی و چندین بعد رضایت شغلی از جمله مدیریت، دستاورد–احترام–شناسایی، روابط بین‌فردی و ماهیت کار تدریس، روابط مثبت معناداری مشاهده شد. یافته‌ها نشان می‌دهد که رهبری آموزشی مشارکتی می‌تواند با تقویت شناسایی حرفه‌ای، تجارب ارتباطی و منابع روان‌شناختی معلمان به پایداری اجتماعی مدارس کمک کند. اگرچه پایداری اجتماعی به طور مستقیم در این پژوهش سنجیده نشد، اما یافته‌ها بر اهمیت شیوه‌های رهبری و رضایت معلمان به عنوان شرایط سازمانی و روان‌شناختی مؤثر بر محیط‌های آموزشی پایدار تأکید می‌کند. این پژوهش با تأکید بر بعد انسانی مدارس پایدار در زمینه کمتر بررسی‌شده قبرس شمالی، به ادبیات پایداری آموزشی و رهبری کمک می‌کند.

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

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

Mastery of basic arithmetic operations is fundamental to teachers’ numeracy competence and their ability to deliver quality mathematics instruction. This study aimed to analyze changes in teachers’ arithmetic competence following training in the GASING method (Gampang, Asyik, and Menyenangkan), identify gains across individual components, and compare improvements across training classes and educational levels. A quantitative approach with a pre-experimental one-group pretest–posttest design was implemented across four training classes. Participants comprised 216 primary and junior secondary school teachers in Humbang Hasundutan Regency, North Sumatra, Indonesia. Competence was assessed on a 0–100 scale across five components: Bakalkubagi, addition, multiplication, subtraction, and division. Data analysis included the Wilcoxon signed-rank test, paired t-test, effect sizes, normalized gain (N-Gain), and comparisons across classes and educational levels. The results showed that the mean total score increased from 44.13 to 93.17, representing a gain of 49.04 points (p < .001) and a mean N-Gain of 0.88, classified as high. The largest gains occurred in division, multiplication, and Bakalkubagi. Improvements did not differ significantly across training classes or educational levels. These findings indicate consistent score improvements following training but do not establish a causal effect because no control group was included. ABSTRAK Penguasaan operasi hitung dasar merupakan fondasi kompetensi numerasi yang perlu dimiliki guru untuk mendukung pembelajaran matematika yang berkualitas. Penelitian ini bertujuan menganalisis peningkatan kompetensi operasi hitung guru setelah mengikuti pelatihan metode GASING (Gampang, Asyik, dan Menyenangkan), mengidentifikasi peningkatan pada setiap komponen, serta membandingkan hasil antarkelas dan antarjenjang pendidikan. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental one-group pretest–posttest yang diterapkan pada empat kelas pelatihan. Subjek penelitian berjumlah 216 guru SD/MI dan SMP di Kabupaten Humbang Hasundutan, Sumatera Utara. Kompetensi diukur melalui lima komponen, yaitu Bakalkubagi, penjumlahan, perkalian, pengurangan, dan pembagian, menggunakan skala 0–100. Analisis data meliputi uji Wilcoxon, paired t-test, ukuran efek, N-Gain, serta perbandingan antarkelas dan antarjenjang. Hasil menunjukkan bahwa rerata skor total meningkat dari 44,13 menjadi 93,17, dengan selisih 49,04 poin (p < 0,001) dan N-Gain 0,88 dalam kategori tinggi. Peningkatan terbesar terjadi pada pembagian, perkalian, dan Bakalkubagi. Peningkatan tidak berbeda signifikan antarkelas maupun antarjenjang. Temuan ini menunjukkan peningkatan kompetensi yang konsisten setelah pelatihan, tetapi belum membuktikan hubungan kausal karena tidak menggunakan kelompok kontrol.

تسلط بر عملیات حسابی پایه، اساس شایستگی سواد عددی معلمان و توانایی آن‌ها در ارائه آموزش با کیفیت ریاضیات است. هدف این پژوهش، تحلیل تغییرات شایستگی حسابی معلمان پس از آموزش روش GASING (Gampang، Asyik، و Menyenangkan)، شناسایی میزان پیشرفت در هر یک از مؤلفه‌ها و مقایسه بهبودها در بین کلاس‌های آموزشی و سطوح تحصیلی بود. این مطالعه با رویکرد کمی و طرح پیش‌آزمایشی یک‌گروهی با پیش‌آزمون–پس‌آزمون در چهار کلاس آموزشی اجرا شد. شرکت‌کنندگان شامل ۲۱۶ معلم مدارس ابتدایی و متوسطه اول در شهرستان Humbang Hasundutan، استان سوماترای شمالی، اندونزی بودند. شایستگی در مقیاس ۰ تا ۱۰۰ و در پنج مؤلفه Bakalkubagi، جمع، ضرب، تفریق و تقسیم ارزیابی شد. تحلیل داده‌ها شامل آزمون Wilcoxon signed-rank، آزمون t زوجی، اندازه اثر، سود نرمال‌شده (N-Gain) و مقایسه بین کلاس‌ها و سطوح تحصیلی بود. نتایج نشان داد میانگین نمره کل از ۴۴٫۱۳ به ۹۳٫۱۷ افزایش یافت که معادل افزایش ۴۹٫۰۴ امتیاز (p < .001) و میانگین N-Gain برابر با ۰٫۸۸ (در طبقه‌بندی بالا) بود. بیشترین پیشرفت در مؤلفه‌های تقسیم، ضرب و Bakalkubagi مشاهده شد. بهبودها بین کلاس‌های آموزشی و سطوح تحصیلی تفاوت معناداری نداشت. این یافته‌ها نشان‌دهنده بهبود نمرات به طور یکنواخت پس از آموزش است، اما به دلیل نبود گروه کنترل، رابطه علّی را اثبات نمی‌کند.

This article aims to analyze the problems faced by Islamic Religious Education (PAI) in shaping students’ morals amid the development of social media. This research employs a qualitative method with a library research approach by examining scholarly journals on digital morality, Islamic education, social media etiquette, teacher role modelling, and digital literacy. The literature synthesis indicates that social media has become an environment that can influence students’ values and behavior. The issues discussed include exposure to content that contradicts Islamic values, impolite communication, cyberbullying, dependence on peer approval, and the gap between students’ understanding of Islamic values and their application in digital behavior. Nevertheless, social media also has the potential to serve as a medium for moral education when used appropriately. This study emphasizes the importance of teacher role modelling, digital literacy, habituation of Islamic values, contextual learning, and collaboration among schools, families, and communities. The fundamental issue to consider is how to connect students’ religious understanding acquired through classroom learning with the application of moral values in everyday life, including their use of social media. Therefore, PAI learning should focus not only on religious knowledge but also on developing students’ ability to apply Islamic ethics critically, wisely, and consistently in digital spaces.

This study aims to describe the implementation of intensive coaching, and it results in basic movement training for Minangkabau dance at SMP Adabiah Padang. The study is motivated by the still low mastery of basic Minangkabau dance movements among students, which is shown by difficulties in remembering various movements, performing techniques correctly, coordinating body movements, and a lack of confidence in dancing. This research uses a qualitative method with a descriptive approach. Data was collected through observation, interviews, and documentation, and then analyzed through the stages of data collection, data reduction, data presentation, and drawing conclusions. The research results show that intensive training is applied through identifying initial abilities, demonstrating movements, gradual practice, repetitive drills, individual guidance, providing feedback, and ongoing evaluation. Applying this training has positive effects on students' abilities, such as improved mastery of basic Minangkabau dance movements, the ability to remember movement sequences, accuracy in technique, coordination, and self-confidence. Mastering these basic movements becomes a foundation for students to apply them in the Syofyani Pasambahan Dance until they can perform the dance according to the training goals. Therefore, intensive training can be an effective strategy for improving mastery of basic Minangkabau dance movements in extracurricular dance activities at SMP Adabiah Padang.

هدف این پژوهش توصیف اجرای آموزش فشرده و نتایج آن در تمرین حرکات پایه رقص میننگکاباو در دبیرستان ادبیا پادانگ است. انگیزه انجام این پژوهش، پایین بودن میزان تسلط دانش‌آموزان بر حرکات پایه رقص میننگکاباو است که این امر با دشواری در به خاطر سپردن حرکات مختلف، اجرای صحیح تکنیک‌ها، هماهنگی حرکات بدن و کمبود اعتماد به نفس در رقصیدن نشان داده می‌شود. این پژوهش با روش کیفی و رویکرد توصیفی انجام شده است. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری و سپس از طریق مراحل جمع‌آوری داده، کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شده‌اند. نتایج پژوهش نشان می‌دهد که آموزش فشرده از طریق شناسایی توانایی‌های اولیه، نمایش حرکات، تمرین تدریجی، تمرینات تکراری، راهنمایی فردی، ارائه بازخورد و ارزیابی مستمر اجرا می‌شود. اجرای این آموزش تأثیرات مثبتی بر توانایی‌های دانش‌آموزان دارد؛ از جمله بهبود تسلط بر حرکات پایه رقص میننگکاباو، توانایی به خاطر سپردن توالی حرکات، دقت در تکنیک، هماهنگی و اعتماد به نفس. تسلط بر این حرکات پایه، بنیانی برای دانش‌آموزان فراهم می‌کند تا بتوانند آن‌ها را در رقص Syofyani Pasambahan به کار گیرند و تا رسیدن به اهداف آموزشی، این رقص را اجرا کنند. بنابراین، آموزش فشرده می‌تواند راهبردی مؤثر برای ارتقای تسلط بر حرکات پایه رقص میننگکاباو در فعالیت‌های فوق‌برنامه رقص در دبیرستان ادبیا پادانگ باشد.

This study aims to describe the implementation of the Pasambahan Dance extracurricular activity at SMP Negeri 27 Padang. The type of research used is qualitative research with a descriptive method. The research object is the dance extracurricular activities, while the research subjects consist of the coach and 25 female students who are members of the dance extracurricular in grades VII and VIII at SMP Negeri 27 Padang. Data collection was carried out through observation, interviews, documentation, and literature studies. The data were analyzed through stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that the implementation of the Pasambahan Dance extracurricular at SMP Negeri 27 Padang has been carried out well through the stages of planning, implementation, and evaluation conducted systematically. The planning includes setting the training schedule, the content for the Pasambahan Kreasi Dance, learning methods, as well as supporting facilities and infrastructure. The activities are carried out once a week for five sessions using lectures, demonstrations, and peer tutoring methods. Evaluation is done by observing the students’ ability to master movement techniques, coordination, timing with the music, and the overall dance performance. This extracurricular activity has a positive impact on improving dance skills, discipline, responsibility, teamwork, as well as students’ appreciation of Minangkabau culture. Although there are still challenges such as limited facilities and infrastructure and not all students attend regularly, the activities can still run well thanks to the support from the school, coaches, and the students' enthusiasm.

هدف این پژوهش توصیف اجرای فعالیت فوق‌برنامه رقص پاسامباهان در دبیرستان دولتی شماره ۲۷ پادانگ است. نوع پژوهش به‌کاررفته، پژوهش کیفی با روش توصیفی می‌باشد. موضوع پژوهش، فعالیت‌های فوق‌برنامه رقص است و آزمودنی‌های پژوهش شامل مربی و ۲۵ دانش‌آموز دختر عضو فوق‌برنامه رقص در پایه‌های هفتم و هشتم دبیرستان دولتی شماره ۲۷ پادانگ هستند. گردآوری داده‌ها از طریق مشاهده، مصاحبه، اسناد و مطالعات کتابخانه‌ای انجام شده است. داده‌ها از طریق مراحل گردآوری داده، کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شدند. نتایج پژوهش نشان می‌دهد که اجرای فوق‌برنامه رقص پاسامباهان در دبیرستان دولتی شماره ۲۷ پادانگ به‌خوبی و از طریق مراحل برنامه‌ریزی، اجرا و ارزیابی به‌صورت نظام‌مند انجام می‌شود. برنامه‌ریزی شامل تعیین زمان‌بندی تمرین، محتوای رقص پاسامباهان کریاسی، روش‌های یادگیری و همچنین امکانات و زیرساخت‌های پشتیبان است. فعالیت‌ها هفته‌ای یک بار در پنج جلسه با استفاده از روش‌های سخنرانی، نمایش و آموزش همسالان برگزار می‌شود. ارزیابی از طریق مشاهده توانایی دانش‌آموزان در تسلط بر تکنیک‌های حرکتی، هماهنگی، زمان‌بندی با موسیقی و اجرای کلی رقص انجام می‌شود. این فعالیت فوق‌برنامه تأثیر مثبتی بر بهبود مهارت‌های رقص، انضباط، مسئولیت‌پذیری، کار گروهی و همچنین افزایش قدردانی دانش‌آموزان از فرهنگ میننگکاباو دارد. اگرچه چالش‌هایی مانند محدودیت امکانات و زیرساخت‌ها و عدم حضور منظم همه دانش‌آموزان وجود دارد، اما این فعالیت‌ها به‌واسطه حمایت مدرسه، مربیان و اشتیاق دانش‌آموزان همچنان به‌خوبی اجرا می‌شود.

This study aims to describe the implementation of Rantak Dance training in extracurricular activities at SMK Negeri 9 Padang. This research used a qualitative method with a descriptive approach. The object of the study was the implementation of Rantak Dance training involving 16 students participating in dance extracurricular activities. Data were collected through observation, documentation, and literature study. Data analysis was conducted through data collection, reduction, presentation, and conclusion drawing. The results showed that the training was implemented through several stages, namely preparing and organizing training groups, identifying learning needs and training objectives, designing training programs, demonstration methods, practice activities, movement observation, evaluation, repetitive exercises, and performance simulation. The training process was carried out gradually from movement variation 1 to movement variation 13. The implementation of the training improved students’ mastery of movement, rhythm, expression, energy control, ability to follow musical accompaniment, and group cohesiveness. Therefore, the implementation of Rantak Dance training in extracurricular activities at SMK Negeri 9 Padang was carried out successfully and contributed to improving students’ dance abilities.

هدف این پژوهش توصیف اجرای آموزش رقص رانتاک در فعالیت‌های فوق‌برنامه در دبیرستان دولتی شماره ۹ پادانگ است. این پژوهش با روش کیفی و رویکرد توصیفی انجام شده است. موضوع پژوهش، اجرای آموزش رقص رانتاک با مشارکت ۱۶ دانش‌آموز شرکت‌کننده در فعالیت فوق‌برنامه رقص بود. داده‌ها از طریق مشاهده، مستندسازی و مطالعه منابع گردآوری شد. تحلیل داده‌ها از طریق گردآوری، کاهش، ارائه و نتیجه‌گیری داده‌ها صورت گرفت. نتایج نشان داد که آموزش از طریق چندین مرحله اجرا شد، از جمله آماده‌سازی و سازماندهی گروه‌های آموزشی، شناسایی نیازهای یادگیری و اهداف آموزشی، طراحی برنامه آموزشی، روش‌های نمایش، فعالیت‌های تمرینی، مشاهده حرکات، ارزیابی، تمرینات تکراری و شبیه‌سازی اجرا. فرایند آموزش به‌صورت تدریجی از تنوع حرکتی ۱ تا تنوع حرکتی ۱۳ انجام شد. اجرای آموزش موجب بهبود تسلط دانش‌آموزان بر حرکات، ریتم، بیان، کنترل انرژی، توانایی پیروی از همراهی موسیقی و انسجام گروهی شد. بنابراین، اجرای آموزش رقص رانتاک در فعالیت‌های فوق‌برنامه در دبیرستان دولتی شماره ۹ پادانگ با موفقیت انجام شد و به ارتقای توانایی‌های رقص دانش‌آموزان کمک کرد.

This study aims to find out the Character Education Values in the Kaba of Sutan Nasarudin at the Siti Nursiah Studio in Nagari Koto Tuo, Harau District, Lima Puluh Kota Regency. This is a qualitative descriptive study. The research data consists of dialogues and narratives containing character education values in the kaba of Sutan Nasarudin. The data sources are the manuscript of Kaba Sutan Nasarudin and interviews with the administrators of the Siti Nursiah Studio. Data collection was carried out through observation, interviews, and documentation, while data analysis techniques included data collection, data identification, data reduction, and drawing conclusions. Research shows that in Kaba Sutan Nasarudin there are five character education values, namely: (1) faith and piety reflected through praying, surrendering to Allah Swt., and practising religious teachings; (2) honesty shown through openness and telling the truth; (3) intelligence seen in the character's ability to make decisions and understand situations faced; (4) resilience evident through the spirit of venturing out, courage in facing challenges, and persistence in achieving goals; and (5) care reflected through attention and a sense of responsibility towards family and others. These values show that Kaba Sutan Nasarudin not only serves as entertainment but also as a means of character education and preservation of Minangkabau cultural values.

هدف این پژوهش شناسایی ارزش‌های آموزش شخصیت در کبای سلطان نصرالدین در استودیوی Siti Nursiah واقع در ناگری کُتو توئو، بخش هاراو، شهرستان لیما پولو کُتا است. این پژوهش به روش توصیفی-کیفی انجام شده است. داده‌های پژوهش شامل دیالوگ‌ها و روایت‌هایی است که حاوی ارزش‌های آموزش شخصیت در کبای سلطان نصرالدین می‌باشند. منابع داده شامل نسخه خطی کبای سلطان نصرالدین و مصاحبه با مدیران استودیوی Siti Nursiah است. گردآوری داده‌ها از طریق مشاهده، مصاحبه و مستندسازی انجام شده است و تکنیک‌های تحلیل داده شامل گردآوری داده، شناسایی داده، کاهش داده و نتیجه‌گیری می‌باشد. نتایج پژوهش نشان می‌دهد که در کبای سلطان نصرالدین پنج ارزش آموزش شخصیت وجود دارد: (1) ایمان و تقوا که از طریق دعا کردن، توکل به خداوند متعال و عمل به آموزه‌های دینی منعکس می‌شود؛ (2) صداقت که از طریق شفافیت و بیان حقیقت نشان داده می‌شود؛ (3) هوش که در توانایی شخصیت برای تصمیم‌گیری و درک موقعیت‌های پیش‌رو مشاهده می‌شود؛ (4) تاب‌آوری که از طریق روحیه ماجراجویی، شجاعت در مواجهه با چالش‌ها و پایداری در دستیابی به اهداف نمایان است؛ و (5) مراقبت که از طریق توجه و حس مسئولیت نسبت به خانواده و دیگران منعکس می‌شود. این ارزش‌ها نشان می‌دهند که کبای سلطان نصرالدین نه تنها به عنوان سرگرمی بلکه به عنوان ابزاری برای آموزش شخصیت و حفظ ارزش‌های فرهنگی میننگکاباو عمل می‌کند.

This study aims to describe the extracurricular Plate Dance activities at SMP Negeri 26 Padang. This type of research is qualitative with a descriptive method. The research instrument is the researcher themselves, assisted by supporting instruments such as stationery and a camera. Data was collected through literature study, observation, interviews, and documentation. The steps of data analysis were carried out through data collection, data reduction, data presentation, and drawing conclusions. The results of the study show that the extracurricular Plate Dance activities at SMP Negeri 26 Padang have been carried out well according to the training program prepared by the supervisor. The activity planning includes setting activity goals, preparing a training program, determining the training schedule, providing facilities and infrastructure, and determining the students and supervisors involved. The training was carried out gradually through the introduction of the Plate Dance, exercises in movement variations I, II, and III, repetition of movements, and evaluation before the performance. The extracurricular activity is held once a week, every Friday after classes is over. The factors supporting this activity are the active role of the instructor, the enthusiasm of the students, and the availability of adequate facilities and infrastructure. The obstacles found were differences in students' abilities in mastering the Plate Dance movements. Based on the evaluation results, the students' abilities improved at each meeting, allowing them to perform the Plate Dance well during school performances.

هدف این پژوهش توصیف فعالیت‌های فوق‌برنامه رقص پلات در دبیرستان دولتی شماره ۲۶ پادانگ است. نوع این پژوهش کیفی با روش توصیفی است. ابزار پژوهش خود پژوهشگر است که توسط ابزارهای کمکی مانند نوشت‌افزار و دوربین یاری می‌شود. داده‌ها از طریق مطالعه کتابخانه‌ای، مشاهده، مصاحبه و مستندسازی گردآوری شده‌اند. مراحل تحلیل داده‌ها از طریق گردآوری داده، کاهش داده، ارائه داده و نتیجه‌گیری انجام شده است. نتایج پژوهش نشان می‌دهد که فعالیت‌های فوق‌برنامه رقص پلات در دبیرستان دولتی شماره ۲۶ پادانگ مطابق با برنامه آموزشی تهیه‌شده توسط سرپرست به‌خوبی اجرا شده است. برنامه‌ریزی فعالیت شامل تعیین اهداف فعالیت، تهیه برنامه آموزشی، تعیین زمان‌بندی تمرینات، فراهم‌کردن امکانات و زیرساخت‌ها و تعیین دانش‌آموزان و سرپرستان مشارکت‌کننده است. تمرینات به‌صورت تدریجی از طریق معرفی رقص پلات، تمرین حرکات متنوع I، II و III، تکرار حرکات و ارزیابی پیش از اجرا انجام شده است. این فعالیت فوق‌برنامه هفته‌ای یک‌بار، هر جمعه پس از پایان کلاس‌ها برگزار می‌شود. عوامل حمایت‌کننده این فعالیت نقش فعال مربی، اشتیاق دانش‌آموزان و وجود امکانات و زیرساخت‌های مناسب است. موانع موجود تفاوت در توانایی دانش‌آموزان در تسلط بر حرکات رقص پلات بود. بر اساس نتایج ارزیابی، توانایی دانش‌آموزان در هر جلسه بهبود یافته و آن‌ها توانستند رقص پلات را در اجراهای مدرسه به‌خوبی اجرا کنند.

This study aims to describe the implementation of scale and interval exercises using a drill method during the choir extracurricular activities at SMP Negeri 16 Padang. Studying employs a qualitative approach with a descriptive method. Research informants consisted of the choir extracurricular instructor (as the primary informant) and five students (as supporting informants) selected through purposive sampling. Data was collected via observation, interviews, and documentation. The results indicate that the scale and interval exercises were conducted systematically, comprising planning, implementation, and evaluation stages. The exercises were carried out in a gradual and repetitive manner before being applied to the song "Indonesia Pusaka." The implementation of these exercises yielded positive results regarding the students' ability to distinguish between high and low pitches and execute pitch transitions more accurately, as well as boosting their confidence in participating in choir activities.

هدف این پژوهش توصیف اجرای تمرینات گام و فاصله با استفاده از روش دریل در فعالیت فوق‌برنامه گروه کر در دبیرستان دولتی شماره ۱۶ پادانگ است. این مطالعه با رویکرد کیفی و روش توصیفی انجام شده است. مطلعان پژوهش شامل مربی فوق‌برنامه گروه کر (به عنوان مطلع اصلی) و پنج دانش‌آموز (به عنوان مطلعان پشتیبان) بودند که به روش نمونه‌گیری هدفمند انتخاب شدند. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی گردآوری شد. نتایج نشان داد که تمرینات گام و فاصله به صورت نظام‌مند و شامل مراحل برنامه‌ریزی، اجرا و ارزیابی انجام شده است. این تمرینات به صورت تدریجی و تکراری پیش از اجرای قطعه «Indonesia Pusaka» صورت گرفت. اجرای این تمرینات نتایج مثبتی در توانایی دانش‌آموزان برای تمایز بین زیر و بمی صدا و اجرای دقیق‌تر انتقال بین نت‌ها به همراه داشت و همچنین اعتماد به نفس آن‌ها را در شرکت در فعالیت‌های گروه کر افزایش داد.

Background and Objectives: Legal recognition of same-sex marriage is prohibited in most Southeast Asian countries. This has led a Philippine local government to pass the Right to Care ordinance, allowing LGBTQIA+ individuals to make medical decisions for their partners. In the development of local policy, community engagement is essential (Dada et al., 2023); however, there is limited understanding of how communication enables such engagement. Therefore, this study aims to answer how the Quezon City Local Government and MullenLowe TREYNA engaged the community in developing the Right to Care Card (RTCC) and how LGBTQIA+ couples and implementers describe their experiences and challenges in accessing and implementing the RTCC. Methodology: This paper utilizes a qualitative research design, specifically a case study. Considering that this study focuses on community engagement, it is also anchored in the sociocultural tradition of communication, thus, emphasizing the importance of understanding community dynamics in a social and cultural context (Craig, 1999). The data were gathered through semi-structured interviews with stakeholders of the RTCC, selected through purposive sampling. For the first coding cycle, the researchers used Descriptive and Process Coding, while Pattern Coding was employed to determine the themes. Results: It can be inferred that MullenLowe TREYNA and the QC LGU substantially engaged the LGBTQIA+ community, including other sectors, in developing the RTCC, with the forms of Modified Spectrum of Public Participation as the basis. Through the validation provided by the implementers and end-users of the RTCC, stakeholders can understand the expectations and limitations of the policy, specifically regarding the protection of their respective interests. In effect, as evidenced by the LGBTQIA+ representative's eagerness to push the passage of the ordinance to protect the lives of their partners, this eagerness demonstrates their empowerment. It reflects their ability to express their gender identity and their same-sex relationship, which aligns with the final form of public participation. Discussions: The researchers propose that the first form of public participation, Inform, has become in the case of RTCC, less applicable in the current context of public participation, given how governments engage the public for policy development. They suggest that Inform may be replaced with Identify. The researchers also suggest the placement of Participatory Communication and Transformative Communication in the proposed framework, as it was also found that the proponents and adopters' responses focused on grassroots mobilization and RTCC adoption in other cities. Conclusions: The QC LGU and MullenLowe TREYNA have strengthened their image as an inclusive local government and agency, respectively, because they were able to consult various sectors and make it possible to implement the RTCC within the city. The implementation of the RTCC also showed that the LGBTQIA+ couples are empowered in securing the RTCC and protecting the lives of their partners. Empowerment should not be understood only in terms of access but should also be evaluated based on whether local government processes enable beneficiaries to realize the intended benefits of the policy. These findings recommend further studies on other cities that recently implemented the RTCC, as well as a quantitative study for further validation.

زمینه و اهداف: شناسایی قانونی ازدواج همجنس‌گرایان در اکثر کشورهای جنوب شرق آسیا ممنوع است. این امر منجر به تصویب آیین‌نامه حق مراقبت توسط یک دولت محلی در فیلیپین شده است که به افراد LGBTQIA+ اجازه می‌دهد تصمیمات پزشکی برای شریک زندگی خود اتخاذ کنند. در تدوین سیاست‌های محلی، مشارکت جامعه ضروری است (Dada و همکاران، 2023)؛ با این حال، درک محدودی از چگونگی نقش ارتباطات در تسهیل این مشارکت وجود دارد. بنابراین، این مطالعه با هدف پاسخ به این پرسش انجام شده است که چگونه دولت محلی Quezon City و شرکت MullenLowe TREYNA جامعه را در توسعه کارت حق مراقبت (RTCC) مشارکت داده‌اند و زوج‌های LGBTQIA+ و مجریان، تجربیات و چالش‌های خود را در دسترسی و اجرای RTCC چگونه توصیف می‌کنند. روش‌شناسی: این مقاله از طرح پژوهش کیفی و به طور خاص مطالعه موردی استفاده می‌کند. با توجه به تمرکز مطالعه بر مشارکت جامعه، این پژوهش در سنت جامعه‌شناختی ارتباطات ریشه دارد و بر اهمیت درک پویایی‌های جامعه در بستر اجتماعی و فرهنگی تأکید می‌کند (Craig، 1999). داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته با ذینفعان RTCC که به روش نمونه‌گیری هدفمند انتخاب شده‌اند، گردآوری شد. در چرخه اول کدگذاری، پژوهشگران از کدگذاری توصیفی و فرایندی استفاده کردند و برای تعیین مضامین از کدگذاری الگویی بهره بردند. یافته‌ها: می‌توان استنباط کرد که شرکت MullenLowe TREYNA و دولت محلی QC به طور قابل توجهی جامعه LGBTQIA+ و سایر بخش‌ها را در توسعه RTCC مشارکت داده‌اند و اشکال طیف اصلاح‌شده مشارکت عمومی مبنای این کار قرار گرفته است. از طریق اعتبارسنجی ارائه‌شده توسط مجریان و کاربران نهایی RTCC، ذینفعان می‌توانند انتظارات و محدودیت‌های سیاست را، به ویژه در خصوص حفاظت از منافع خود، درک کنند. در نتیجه، همان‌طور که اشتیاق نماینده LGBTQIA+ برای تصویب آیین‌نامه به منظور حفاظت از جان شرکای خود نشان می‌دهد، این اشتیاق بیانگر توانمندسازی آن‌ها است. این امر توانایی آن‌ها را در ابراز هویت جنسیتی و رابطه همجنس‌گرایانه‌شان منعکس می‌کند که با شکل نهایی مشارکت عمومی همسو است. بحث: پژوهشگران پیشنهاد می‌کنند که نخستین شکل مشارکت عمومی، اطلاع‌رسانی (Inform)، در مورد RTCC در بستر کنونی مشارکت عمومی کمتر قابل اجرا است، با توجه به نحوه مشارکت دولت‌ها با مردم در توسعه سیاست. آنان پیشنهاد می‌کنند که اطلاع‌رسانی می‌تواند با شناسایی (Identify) جایگزین شود. همچنین پژوهشگران جایگاه ارتباط مشارکتی و ارتباط تحول‌آفرین را در چارچوب پیشنهادی مطرح می‌کنند، چرا که مشخص شد پاسخ‌های پیشنهاددهندگان و پذیرندگان بر بسیج مردمی و پذیرش RTCC در شهرهای دیگر متمرکز بوده است. نتیجه‌گیری: دولت محلی QC و شرکت MullenLowe TREYNA به ترتیب تصویر خود را به عنوان یک دولت محلی و نهاد فراگیر تقویت کرده‌اند، زیرا توانسته‌اند با مشورت با بخش‌های مختلف، امکان اجرای RTCC را در شهر فراهم کنند. اجرای RTCC همچنین نشان داد که زوج‌های LGBTQIA+ در دریافت RTCC و حفاظت از جان شرکای خود توانمند شده‌اند. توانمندسازی نباید صرفاً از منظر دسترسی درک شود، بلکه باید بر اساس این‌که آیا فرایندهای دولت محلی به ذینفعان امکان تحقق منافع مورد نظر سیاست را می‌دهد یا خیر، ارزیابی شود. این یافته‌ها انجام مطالعات بیشتر در سایر شهرهایی که اخیراً RTCC را اجرا کرده‌اند و همچنین پژوهش کمی برای اعتبارسنجی بیشتر را توصیه می‌کند.

Emotion regulation in early childhood develops gradually and depends on media that allow children to recognize and express their feelings. Preliminary observation in class B2 of TK Putra 1 Makassar showed varied emotional responses among children aged 5-6 years, while paper in the classroom was used only for coloring and copying. This study aimed to analyze and describe the emotion regulation of children aged 5-6 years through the Illustrated Emotion Diary. A descriptive qualitative approach was used with four children as subjects across six sessions (30 July-6 August 2026), each consisting of three stages: emotional triggering, free visual expression, and confirmatory storytelling. Data were collected through passive participatory observation, semi-structured interviews with the children, a confirmatory interview with the classroom teacher, and documentation of drawing portfolios, and were analyzed using the interactive model of Miles, Huberman, and Saldaña (1994). Trustworthiness was established through technique triangulation (observation compared with child interviews, supported by documentation), source triangulation (the classroom teacher), replication of findings across the four subjects, and informant feedback. The results showed that emotion regulation of the four subjects developed gradually and in different patterns. A shy child became calmer and able to explain his drawing, while a child showing a tendency toward separation anxiety began to channel emotions through drawing, although this tendency had not fully disappeared. These findings were consistent across observation, child interviews, documentation, and the teacher's confirmation. Drawings and stories gave children space to understand and convey emotional experiences, especially when verbal ability was still limited.

تنظیم هیجان در اوایل کودکی به تدریج رشد می‌کند و به ابزارهایی وابسته است که به کودکان امکان شناسایی و ابراز احساسات خود را می‌دهد. مشاهده مقدماتی در کلاس B2 مهدکودک Putra 1 Makassar نشان داد که پاسخ‌های هیجانی کودکان ۵ تا ۶ ساله متنوع است، در حالی که کاغذ در کلاس فقط برای رنگ‌آمیزی و رونویسی استفاده می‌شد. هدف این پژوهش تحلیل و توصیف تنظیم هیجان کودکان ۵ تا ۶ ساله از طریق دفترچه هیجانی مصور بود. رویکرد کیفی توصیفی با چهار کودک به عنوان شرکت‌کننده در شش جلسه (۳۰ ژوئیه تا ۶ اوت ۲۰۲۶) به کار گرفته شد که هر جلسه شامل سه مرحله: برانگیختگی هیجانی، بیان بصری آزاد و داستان‌گویی تأییدی بود. داده‌ها از طریق مشاهده مشارکتی منفعل، مصاحبه نیمه‌ساختاریافته با کودکان، مصاحبه تأییدی با معلم کلاس و مستندسازی نمونه‌کارهای نقاشی جمع‌آوری شد و با استفاده از مدل تعاملی Miles، Huberman و Saldaña (۱۹۹۴) تحلیل گردید. اعتبار نتایج از طریق مثلث‌سازی فنی (مقایسه مشاهده با مصاحبه کودکان و حمایت مستندات)، مثلث‌سازی منبع (معلم کلاس)، تکرار یافته‌ها در چهار شرکت‌کننده و بازخورد خبرگان تأمین شد. نتایج نشان داد که تنظیم هیجان در چهار شرکت‌کننده به تدریج و با الگوهای متفاوت رشد یافت. یک کودک خجالتی آرام‌تر شد و توانست نقاشی خود را توضیح دهد، در حالی که کودکی با گرایش به اضطراب جدایی شروع به انتقال هیجان از طریق نقاشی کرد، اگرچه این گرایش به طور کامل از بین نرفته بود. این یافته‌ها در مشاهده، مصاحبه با کودکان، مستندسازی و تأیید معلم کلاس سازگار بود. نقاشی‌ها و داستان‌ها به کودکان فضایی برای درک و انتقال تجربیات هیجانی، به ویژه زمانی که توانایی کلامی هنوز محدود بود، فراهم کردند.

The *Kurikulum Merdeka* (Emancipated Curriculum) is an educational approach that grants greater autonomy to schools, teachers, and students in designing, managing, and evaluating the learning process. Despite its many advantages—as discussed in a previous article—the implementation of *Kurikulum Merdeka* also faces a number of challenges and shortcomings that warrant consideration. This article employs a library research methodology, drawing data from diverse sources such as books and journal articles relevant to the topic. The study's findings indicate that *Kurikulum Merdeka* is an initiative launched by Indonesia’s Ministry of Education, Culture, Research, and Technology to address the learning crisis exacerbated by the COVID-19 pandemic. The curriculum is designed to provide more flexible and varied learning experiences, enabling students to explore ideas and develop their skills. By granting teachers the freedom to select teaching resources, *Kurikulum Merdeka* aims to tailor education to the interests and learning needs of each student. Introduced in 2019 by the Minister of Education and Culture, Nadiem Makarim, *Kurikulum Merdeka* replaces the 2013 Curriculum and emphasizes student independence in acquiring information from various sources, both formal and informal. It also focuses on developing students' potential and character in alignment with the *Profil Pelajar Pancasila* (Pancasila Student Profile). An education system centered on autonomy aims to foster student awareness and encourage the development of independent, responsible individuals. Furthermore, teachers are encouraged to engage in professional networks to advance their careers. Strategies include grouping students based on ability, adapting content, and employing diverse teaching methods suited to students' learning styles. Assessment within this differentiated learning framework is formative and authentic, moving beyond a reliance on traditional examinations. Therefore, teachers are expected to develop materials suited to students' varying levels of understanding, providing appropriate challenges for more capable students and additional support for those requiring assistance. Through this approach, it is hoped that the goals of religious education can be achieved in a more inclusive and relevant manner.

«کریکولوم مردکا» (Kurikulum Merdeka) رویکردی آموزشی است که اختیار بیشتری به مدارس، معلمان و دانش‌آموزان در طراحی، مدیریت و ارزیابی فرایند یادگیری اعطا می‌کند. علیرغم مزایای فراوان آن ــ که در مقاله‌ای پیشین مورد بحث قرار گرفته است ــ اجرای «کریکولوم مردکا» با چالش‌ها و کاستی‌هایی نیز مواجه است که شایسته توجه می‌باشد. این مقاله با بهره‌گیری از روش پژوهش کتابخانه‌ای و گردآوری داده‌ها از منابع متنوعی همچون کتاب‌ها و مقالات علمی مرتبط با موضوع، به بررسی این رویکرد می‌پردازد. یافته‌های پژوهش نشان می‌دهد که «کریکولوم مردکا» ابتکاری است که توسط وزارت آموزش، فرهنگ، پژوهش و فناوری اندونزی برای مقابله با بحران یادگیری تشدیدشده در پی همه‌گیری کووید-۱۹ راه‌اندازی شده است. این برنامه درسی با هدف فراهم‌کردن تجارب یادگیری انعطاف‌پذیرتر و متنوع‌تر طراحی شده و به دانش‌آموزان امکان می‌دهد ایده‌ها را کاوش کرده و مهارت‌های خود را توسعه دهند. با اعطای آزادی عمل به معلمان در انتخاب منابع آموزشی، «کریکولوم مردکا» در پی آن است که آموزش را متناسب با علایق و نیازهای یادگیری هر دانش‌آموز تنظیم کند. این برنامه که در سال ۲۰۱۹ توسط وزیر آموزش و فرهنگ، Nadiem Makarim، معرفی شد، جایگزین برنامه درسی ۲۰۱۳ گردیده و بر استقلال دانش‌آموزان در کسب اطلاعات از منابع مختلف رسمی و غیررسمی تأکید دارد. همچنین بر توسعه ظرفیت‌ها و شخصیت دانش‌آموزان در راستای «پروفیل دانش‌آموز پانچاسیلا» (Profil Pelajar Pancasila) تمرکز می‌کند. نظام آموزشی مبتنی بر خودمختاری، با هدف ارتقای آگاهی دانش‌آموزان و تشویق به پرورش افرادی مستقل و مسئولیت‌پذیر طراحی شده است. افزون بر این، معلمان به مشارکت در شبکه‌های حرفه‌ای برای پیشرفت شغلی خود ترغیب می‌شوند. راهبردها شامل گروه‌بندی دانش‌آموزان بر اساس توانایی، تطبیق محتوا و به‌کارگیری روش‌های تدریس متنوع متناسب با سبک‌های یادگیری دانش‌آموزان است. ارزیابی در چارچوب یادگیری تمایزیافته، ماهیتی تکوینی و اصیل دارد و فراتر از اتکای صرف به آزمون‌های سنتی است. بنابراین، انتظار می‌رود معلمان مواد آموزشی متناسب با سطوح مختلف درک دانش‌آموزان تهیه کنند و چالش‌های مناسب برای دانش‌آموزان توانمندتر و حمایت‌های اضافی برای دانش‌آموزان نیازمند ارائه دهند. از رهگذر این رویکرد، امید می‌رود اهداف آموزش دینی به شیوه‌ای فراگیرتر و مرتبط‌تر تحقق یابد.

This study aimed to determine the effect of Magnetic Maze learning media on the symbolic thinking ability and fine motor skills of children aged 5–6 years at TK Negeri Pembina Campagaya. A quantitative quasi-experimental method with a nonequivalent control group design was used. The sample consisted of 16 children selected through purposive sampling, with 8 children in each group. Data were collected through tests, observations, and documentation. The experimental group received six Magnetic Maze treatments, while the control group used number puzzles. Data were analyzed using descriptive statistics, Shapiro-Wilk, Wilcoxon Signed-Rank, and Mann-Whitney U tests with SPSS 26. The experimental group mean increased from 13.63 to 30.50 for symbolic thinking and from 13.88 to 30.25 for fine motor skills. Wilcoxon significance was 0.012 for both variables, while posttest Mann-Whitney significance was 0.035 and 0.031. Thus, Magnetic Maze had a significant effect on both abilities.

این پژوهش با هدف تعیین تأثیر رسانه یادگیری «مسیر مغناطیسی» (Magnetic Maze) بر توانایی تفکر نمادین و مهارت‌های حرکتی ظریف کودکان ۵ تا ۶ ساله در دبستان دولتی Pembina Campagaya انجام شد. روش پژوهش، شبه‌آزمایشی کمی با طرح گروه کنترل نابرابر بود. نمونه شامل ۱۶ کودک بود که به روش نمونه‌گیری هدفمند انتخاب شدند و هر گروه شامل ۸ کودک بود. داده‌ها از طریق آزمون‌ها، مشاهده و مستندسازی گردآوری شد. گروه آزمایش شش بار تحت آموزش با «مسیر مغناطیسی» قرار گرفت و گروه کنترل از پازل‌های عددی استفاده کرد. داده‌ها با استفاده از آمار توصیفی، آزمون Shapiro-Wilk، آزمون Wilcoxon Signed-Rank و آزمون Mann-Whitney U و با نرم‌افزار SPSS نسخه ۲۶ تحلیل شدند. میانگین گروه آزمایش برای تفکر نمادین از ۱۳٫۶۳ به ۳۰٫۵۰ و برای مهارت‌های حرکتی ظریف از ۱۳٫۸۸ به ۳۰٫۲۵ افزایش یافت. سطح معناداری آزمون Wilcoxon برای هر دو متغیر ۰٫۰۱۲ و سطح معناداری آزمون Mann-Whitney در پس‌آزمون به ترتیب ۰٫۰۳۵ و ۰٫۰۳۱ بود. بنابراین، «مسیر مغناطیسی» تأثیر معناداری بر هر دو توانایی داشت.

This study aims to describe the implementation of the Suggestopedia method in increasing students' confidence in speaking Arabic and identify supporting and inhibiting factors. The method used is qualitative research with a descriptive approach that aims to describe the phenomenon in depth. The results of the study indicate that the Suggestopedia method is effective in increasing students' confidence in speaking Arabic. This is evident from the improvement in students' speaking ability, fluency in reading Arabic, and changes in students' attitudes from shyness to being more active and brave in speaking in front of the class. Supporting factors include school policies, teacher competence, parental support, the availability of teaching materials, and adequate learning facilities. Inhibiting factors include the inability of some students to read the hijaiyah letters, low learning motivation, and feelings of shame and fear of making mistakes.

این پژوهش با هدف توصیف اجرای روش Suggestopedia در افزایش اعتماد به نفس دانش‌آموزان در صحبت کردن به زبان عربی و شناسایی عوامل حمایت‌کننده و بازدارنده انجام شده است. روش مورد استفاده، پژوهش کیفی با رویکرد توصیفی است که هدف آن توصیف عمیق پدیده می‌باشد. نتایج پژوهش نشان می‌دهد که روش Suggestopedia در افزایش اعتماد به نفس دانش‌آموزان در صحبت کردن به زبان عربی مؤثر است. این امر از بهبود توانایی گفتاری دانش‌آموزان، روانی در خواندن عربی و تغییر نگرش دانش‌آموزان از خجالت به فعال‌تر و شجاع‌تر شدن در صحبت کردن در مقابل کلاس مشهود است. عوامل حمایت‌کننده شامل سیاست‌های مدرسه، شایستگی معلم، حمایت والدین، در دسترس بودن مواد آموزشی و امکانات آموزشی کافی می‌باشد. عوامل بازدارنده شامل ناتوانی برخی دانش‌آموزان در خواندن حروف هجایی، انگیزه پایین یادگیری و احساس شرم و ترس از اشتباه کردن است.

The ability to comprehend classical Islamic texts (kitab turats) is one of the essential competencies in Arabic language learning within Islamic boarding schools. However, many students encounter difficulties in identifying grammatical functions, analyzing Arabic syntactic and morphological structures, and understanding unvocalized Arabic texts. This study aimed to develop the Al-Barqy instructional material based on Visual-Spatial Intelligence, evaluate its validity, and examine its effectiveness in improving students' comprehension of kitab turats in the sorogan learning program at Markaz Al-'Arabiyah Pare Kediri. This research employed the Research and Development (R&D) approach consisting of needs analysis, product design, development, expert validation, revision, field testing, and evaluation. Data were collected through observations, interviews, documentation, validation questionnaires, pretests, and posttests. The data were analyzed using descriptive and inferential statistics. The findings revealed that the developed instructional material successfully integrated colors, grammatical symbols, concept maps, and visual representations as applications of Visual-Spatial Intelligence. Expert validation indicated a feasibility score of 97%, categorized as highly valid. The effectiveness test using a paired-samples t-test yielded a t-value of 20.13 with df = 14 and p < 0.001, indicating a significant difference between the pretest and posttest scores.Therefore, the Al-Barqy instructional material is considered valid, effective, and applicable as an innovative instructional resource for enhancing students' comprehension of kitab turats through the sorogan learning model.

توانایی درک متون کلاسیک اسلامی (کتاب تراث) یکی از شایستگی‌های اساسی در یادگیری زبان عربی در مدارس علوم دینی اسلامی به‌شمار می‌رود. با این حال، بسیاری از دانش‌آموزان در شناسایی نقش‌های دستوری، تحلیل ساختارهای نحوی و صرفی زبان عربی، و فهم متون عربی بدون اعراب‌گذاری با دشواری مواجه هستند. هدف این پژوهش، تدوین محتوای آموزشی البرقی مبتنی بر هوش دیداری-فضایی، ارزیابی روایی آن و بررسی اثربخشی آن در بهبود درک دانش‌آموزان از کتاب تراث در برنامه آموزشی سورگان در مرکز العربیه پاره کدیری بود. این پژوهش با رویکرد تحقیق و توسعه (R&D) شامل تحلیل نیازها، طراحی محصول، توسعه، اعتبارسنجی توسط خبرگان، بازنگری، آزمون میدانی و ارزیابی انجام شد. داده‌ها از طریق مشاهده، مصاحبه، اسناد، پرسشنامه‌های اعتبارسنجی، پیش‌آزمون و پس‌آزمون گردآوری شدند. تحلیل داده‌ها با استفاده از آمار توصیفی و استنباطی صورت گرفت. یافته‌ها نشان داد که محتوای آموزشی تدوین‌شده با موفقیت رنگ‌ها، نمادهای دستوری، نقشه‌های مفهومی و بازنمایی‌های دیداری را به‌عنوان کاربردهای هوش دیداری-فضایی ادغام کرده است. اعتبارسنجی خبرگان، امتیاز قابلیت استفاده ۹۷٪ را نشان داد که در دسته بسیار معتبر قرار می‌گیرد. آزمون اثربخشی با استفاده از آزمون t زوجی مقدار t برابر با 20.13 با درجه آزادی 14 و p < 0.001 را نشان داد که بیانگر تفاوت معنادار بین نمرات پیش‌آزمون و پس‌آزمون است. بنابراین، محتوای آموزشی البرقی معتبر، اثربخش و قابل استفاده به‌عنوان منبع آموزشی نوآورانه برای ارتقای درک دانش‌آموزان از کتاب تراث از طریق مدل یادگیری سورگان تلقی می‌شود.

Arabic vocabulary learning for early childhood is an important effort to introduce a foreign language through enjoyable learning activities that are appropriate to children's developmental characteristics. However, conventional learning methods often make children less enthusiastic, resulting in limited Arabic vocabulary mastery. This study aims to describe the use of the Picture Magic Lamp learning media in improving the Arabic vocabulary of children aged 5-6 years at TK Adz-Dzakia Pangkalpinang. This study employed a qualitative approach with a descriptive research design. The participants were children aged 5-6 years at TK Adz-Dzakia Pangkalpinang. Data were collected through observation, interviews, and documentation and were analyzed using the stages of data reduction, data presentation, and conclusion drawing. The picture magic lamp media was implemented by asking children to identify the displayed colors and mention their names in both Indonesian and Arabic. The findings revealed that the use of the picture magic lamp media increased children's learning interest, active participation, and ability to recognize and pronounce Arabic color vocabulary. Therefore, the Magic Lamp media can be used as an effective and engaging learning medium to improve Arabic vocabulary mastery among early childhood learners.

یادگیری واژگان عربی در دوران کودکی تلاشی مهم برای معرفی زبان خارجی از طریق فعالیت‌های یادگیری لذت‌بخش و متناسب با ویژگی‌های رشدی کودکان است. با این حال، روش‌های یادگیری سنتی اغلب باعث کاهش اشتیاق کودکان می‌شود و در نتیجه تسلط محدودی بر واژگان عربی ایجاد می‌کند. هدف این پژوهش توصیف استفاده از رسانه آموزشی چراغ جادوی تصویری در بهبود واژگان عربی کودکان ۵ تا ۶ ساله در مهد کودک Adz-Dzakia Pangkalpinang است. این پژوهش با رویکرد کیفی و طرح پژوهش توصیفی انجام شد. شرکت‌کنندگان کودکان ۵ تا ۶ ساله مهد کودک Adz-Dzakia Pangkalpinang بودند. داده‌ها از طریق مشاهده، مصاحبه و مستندسازی جمع‌آوری و با استفاده از مراحل کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شدند. رسانه چراغ جادوی تصویری با درخواست از کودکان برای شناسایی رنگ‌های نمایش داده‌شده و بیان نام آن‌ها به زبان اندونزیایی و عربی اجرا شد. یافته‌ها نشان داد که استفاده از رسانه چراغ جادوی تصویری باعث افزایش علاقه‌مندی به یادگیری، مشارکت فعال و توانایی شناسایی و تلفظ واژگان رنگ به زبان عربی در کودکان شد. بنابراین، رسانه چراغ جادو می‌تواند به عنوان یک رسانه آموزشی مؤثر و جذاب برای بهبود تسلط بر واژگان عربی در میان کودکان پیش‌دبستانی مورد استفاده قرار گیرد.

Technological Pedagogical Content Knowledge (TPACK) is essential for effective technology integration in mathematics teaching. Despite the recognised importance of TPACK, initial teacher education (ITE) programmes consistently struggle to equip pre-service teachers (PSTs) with the knowledge necessary for this complex task, highlighting a critical gap in ITE programmes' preparedness. Through mixed-methods analysis of problem-solving logbooks and focus group interviews with 35 fourth-year PSTs at a Norwegian university, this study investigates how PSTs reflect on technology use in mathematical problem solving, and how these reflections reveal aspects of their TPACK, including the opportunities and challenges they perceive for integrating digital tools into their future teaching. Furthermore, this study identifies the opportunities and challenges they encounter when integrating technology into mathematical problem solving. The findings reveal that PSTs highlight technological knowledge as a foundational element of TPACK. They also highlight technological pedagogical knowledge and technological content knowledge for improving understanding of mathematical concepts through technology. However, the challenges they encountered, such as lack of experience, insufficient knowledge, limited motivation and poor access to reliable digital tools, show the need for ITE programmes to adopt more structured and comprehensive approaches to technology integration, aimed at enhancing PSTs' ability to incorporate technology into mathematics teaching effectively.

دانش محتوایی فناورانه-آموزشی (TPACK) برای ادغام مؤثر فناوری در آموزش ریاضیات ضروری است. با وجود اهمیت شناخته‌شده TPACK، برنامه‌های آموزش معلم اولیه (ITE) همواره در تجهیز معلمان پیش‌خدمت (PSTs) به دانش لازم برای این وظیفه پیچیده با مشکل مواجه هستند و این امر نشان‌دهنده یک شکاف اساسی در آمادگی برنامه‌های ITE است. این پژوهش با استفاده از تحلیل روش‌های ترکیبی بر دفترچه‌های حل مسئله و مصاحبه‌های گروهی متمرکز با ۳۵ معلم پیش‌خدمت سال چهارم در یک دانشگاه نروژی، بررسی می‌کند که چگونه PSTs درباره استفاده از فناوری در حل مسائل ریاضی تأمل می‌کنند و این تأملات چگونه جنبه‌هایی از TPACK آن‌ها را آشکار می‌سازد، از جمله فرصت‌ها و چالش‌هایی که برای ادغام ابزارهای دیجیتال در آموزش آینده خود درک می‌کنند. افزون بر این، این مطالعه فرصت‌ها و چالش‌هایی را که آن‌ها هنگام ادغام فناوری در حل مسائل ریاضی با آن مواجه می‌شوند، شناسایی می‌کند. یافته‌ها نشان می‌دهد که PSTs دانش فناورانه را به عنوان عنصر بنیادی TPACK برجسته می‌کنند. آن‌ها همچنین دانش فناورانه-آموزشی و دانش فناورانه-محتوایی را برای بهبود درک مفاهیم ریاضی از طریق فناوری مورد تأکید قرار می‌دهند. با این حال، چالش‌هایی که با آن مواجه شدند، مانند کمبود تجربه، دانش ناکافی، انگیزه محدود و دسترسی ضعیف به ابزارهای دیجیتال قابل اعتماد، نشان‌دهنده نیاز برنامه‌های ITE به اتخاذ رویکردهای ساختاریافته‌تر و جامع‌تر برای ادغام فناوری است تا توانایی PSTs را در ادغام مؤثر فناوری در آموزش ریاضیات ارتقا دهد.

Despite growing international recognition of supervisory leadership as a mechanism for improving teaching quality, many primary schools in Northeastern Thailand—particularly those in rural, resource-constrained areas—continue to experience unclear supervisory systems, inconsistent implementation, and insufficient follow-up on teacher development, and no synthesized framework of supervisory leadership has yet been empirically examined for this context. This research aimed to: (1) investigate the components and indicators of supervisory leadership (SL) among primary school administrators in Northeastern Thailand, and (2) examine the goodness-of-fit of the resulting component and indicator model against empirical data. An Exploratory Sequential Mixed Methods design (instrument-development model) was employed, in which qualitative findings from Phase 1 directly informed (built) the quantitative instrument tested in Phase 2. Phase 1 comprised a narrative document synthesis and semi-structured interviews with nine purposively selected experts. Phase 2 collected quantitative data from 680 school administrators and academic teachers across 340 schools using multi-stage random sampling. The instrument was a five-point Likert scale questionnaire with a reliability coefficient (Cronbach’s α) of 0.93. Data were analyzed using second-order confirmatory factor analysis (CFA) with maximum-likelihood estimation. Results supported a five-component, 15-indicator structure of SL: (1) Curriculum and Instructional Management (β = 0.946), (2) Positive Communication (β = 0.918), (3) Decision-Making Ability (β = 0.913), (4) Supervision Evaluation and Assessment (β = 0.904), and (5) Teacher Professional Development (β = 0.884). The final, modification-index-guided model showed a favorable fit to the sample covariance structure (χ² = 95.693, df = 82, p = .143, χ²/df = 1.167, RMSEA = 0.016, SRMR = 0.014, CFI = 0.999, TLI = 0.999); this fit, however, should be read together with several disclosed caveats—non-normal item distributions, a ceiling effect, unmodeled clustering from the two-respondents-per-school sampling design, and reliance on a maximum-likelihood estimator not fully robust to these conditions (Sect. 6.3 )—which qualify how strongly it can be taken as evidence of the model’s robustness. Within these limits, the findings support supervisory leadership as a multidimensional competency integrating interpersonal, academic-administrative, and professional-development dimensions in this sample and context. The five-component structure is one empirically supported configuration among several conceptualizations of supervisory leadership documented in the international literature, rather than an exhaustive account of the construct, and its transferability beyond Northeastern Thailand remains a hypothesis for future replication.

علی‌رغم افزایش شناخت بین‌المللی نسبت به رهبری نظارتی به عنوان سازوکاری برای ارتقاء کیفیت آموزش، بسیاری از مدارس ابتدایی در شمال‌شرقی تایلند—به‌ویژه در مناطق روستایی و کم‌منبع—همچنان با نظام‌های نظارتی نامشخص، اجرای ناسازگار و پیگیری ناکافی توسعه معلمان مواجه هستند و تاکنون هیچ چارچوب تلفیقی از رهبری نظارتی به طور تجربی برای این زمینه مورد بررسی قرار نگرفته است. هدف این پژوهش عبارت بود از: (1) شناسایی مؤلفه‌ها و شاخص‌های رهبری نظارتی (SL) در میان مدیران مدارس ابتدایی در شمال‌شرقی تایلند و (2) بررسی برازش مدل مؤلفه‌ها و شاخص‌های حاصل با داده‌های تجربی. این پژوهش از طرح آمیخته اکتشافی متوالی (مدل توسعه ابزار) بهره برد که در آن یافته‌های کیفی مرحله اول به طور مستقیم ابزار کمی مرحله دوم را شکل داد. مرحله اول شامل سنتز اسناد روایی و مصاحبه‌های نیمه‌ساختاریافته با نه نفر از خبرگان منتخب هدفمند بود. در مرحله دوم، داده‌های کمی از ۶۸۰ مدیر مدرسه و معلم آموزشی در ۳۴۰ مدرسه با نمونه‌گیری تصادفی چندمرحله‌ای گردآوری شد. ابزار پژوهش پرسشنامه‌ای با مقیاس لیکرت پنج‌درجه‌ای و ضریب پایایی (آلفای کرونباخ) ۰.۹۳ بود. داده‌ها با استفاده از تحلیل عاملی تأییدی مرتبه دوم (CFA) با برآورد حداکثر درست‌نمایی تحلیل شدند. نتایج از ساختار پنج‌مؤلفه‌ای و ۱۵ شاخصی رهبری نظارتی حمایت کردند: (1) مدیریت برنامه درسی و آموزشی (β = 0.946)، (2) ارتباط مثبت (β = 0.918)، (3) توانایی تصمیم‌گیری (β = 0.913)، (4) ارزیابی و سنجش نظارتی (β = 0.904)، و (5) توسعه حرفه‌ای معلمان (β = 0.884). مدل نهایی که با شاخص اصلاح هدایت شد، برازش مطلوبی با ساختار کوواریانس نمونه نشان داد (χ² = 95.693، df = 82، p = .143، χ²/df = 1.167، RMSEA = 0.016، SRMR = 0.014، CFI = 0.999، TLI = 0.999)؛ با این حال، این برازش باید همراه با چند محدودیت افشا شده—توزیع غیرنرمال گویه‌ها، اثر سقف، خوشه‌بندی مدل‌نشده ناشی از طرح نمونه‌گیری دو پاسخ‌دهنده در هر مدرسه، و اتکا به برآوردگر حداکثر درست‌نمایی که به طور کامل نسبت به این شرایط مقاوم نیست (بخش ۶.۳)—تفسیر شود که میزان استحکام مدل را مشروط می‌کند. در این چارچوب، یافته‌ها از رهبری نظارتی به عنوان یک شایستگی چندبعدی که ابعاد بین‌فردی، علمی-اداری و توسعه حرفه‌ای را در این نمونه و زمینه ادغام می‌کند، حمایت می‌کنند. ساختار پنج‌مؤلفه‌ای یکی از پیکربندی‌های تجربی تأیید شده در میان چندین مفهوم‌پردازی رهبری نظارتی در ادبیات بین‌المللی است و نه شرحی جامع از این سازه؛ همچنین قابلیت تعمیم آن فراتر از شمال‌شرقی تایلند فرضیه‌ای برای تکرارهای آتی است.

Arabic language communication skills have become an important competence for madrasah students, not only as an academic ability but also as a means of understanding Islamic knowledge and developing cultural identity. However, Arabic language learning at the elementary level still faces challenges in transforming vocabulary and grammatical knowledge into real communication practices. This study aims to analyze the implementation of an Arabic Language Program in improving students’ communicative competence at MIN Wonosobo. This research employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observations, and document analysis involving 13 participants consisting of the head of the madrasah, curriculum coordinator, Arabic language teacher, program mentors, and students. The data were analyzed using thematic analysis. The findings revealed four main themes: Arabic as a madrasah identity, the transition from vocabulary mastery to communication practice, students’ emotional experiences in speaking Arabic, and challenges in developing a language environment. The study demonstrates that communicative competence is shaped through the interaction between school programs, pedagogical practices, and students’ social experiences. These findings contribute to the development of more contextual and communicative Arabic language programs in Islamic elementary education.

مهارت‌های ارتباطی زبان عربی به عنوان یکی از شایستگی‌های مهم برای دانش‌آموزان مدارس، نه تنها به عنوان یک توانایی علمی بلکه به عنوان ابزاری برای فهم دانش اسلامی و توسعه هویت فرهنگی اهمیت یافته است. با این حال، آموزش زبان عربی در سطح ابتدایی همچنان با چالش‌هایی در تبدیل دانش واژگان و دستور زبان به کاربرد واقعی در ارتباطات مواجه است. هدف این پژوهش، تحلیل اجرای برنامه زبان عربی در بهبود شایستگی ارتباطی دانش‌آموزان در MIN Wonosobo است. این پژوهش با رویکرد کیفی و با طرح مطالعه موردی انجام شده است. داده‌ها از طریق مصاحبه‌های عمیق، مشاهده و تحلیل اسناد با مشارکت ۱۳ نفر شامل رئیس مدرسه، هماهنگ‌کننده برنامه درسی، معلم زبان عربی، مربیان برنامه و دانش‌آموزان گردآوری شد. داده‌ها با استفاده از تحلیل تماتیک مورد بررسی قرار گرفت. یافته‌ها چهار مضمون اصلی را نشان داد: زبان عربی به عنوان هویت مدرسه، گذار از تسلط واژگانی به تمرین ارتباطی، تجارب هیجانی دانش‌آموزان در صحبت کردن به زبان عربی و چالش‌های توسعه محیط زبانی. این مطالعه نشان می‌دهد که شایستگی ارتباطی از طریق تعامل میان برنامه‌های مدرسه، شیوه‌های آموزشی و تجارب اجتماعی دانش‌آموزان شکل می‌گیرد. این یافته‌ها به توسعه برنامه‌های زبان عربی زمینه‌مندتر و ارتباطی‌تر در آموزش ابتدایی اسلامی کمک می‌کند.

Hadith literacy is an essential competency for young people in understanding Islamic teachings critically and contextually. The development of digital technology and social media has facilitated access to various sources of religious information while simultaneously increasing the risk of disseminating unauthentic hadiths, developing textual understandings, and promoting inaccurate religious interpretations. This Community Service (PkM) activity aimed to enhance young people's ability to understand, trace, verify, and interpret hadiths critically and contextually. The activity employed a Participatory Action Learning approach consisting of needs assessment, material delivery, practical hadith tracing, critical discussions, mentoring, and evaluation. The training materials covered the introduction to hadith sources, classification of hadith authenticity, takhrij al-hadith methods, verification of digital sources, contextual understanding of hadith, and ethical practices in disseminating religious information through social media. The results indicated an improvement in participants' understanding of how to identify hadith sources and assess their authenticity, as well as their ability to distinguish between reliable religious information and information requiring further verification. The training also encouraged participants to become more critical, reflective, and responsible in consuming and disseminating hadith-related information in digital spaces. Therefore, hadith literacy training can serve as an educational strategy for strengthening critical, moderate, and credible religious understanding among young people.

سواد حدیث یکی از شایستگی‌های اساسی برای جوانان در فهم انتقادی و زمینه‌ای آموزه‌های اسلامی است. توسعه فناوری دیجیتال و رسانه‌های اجتماعی، دسترسی به منابع مختلف اطلاعات دینی را تسهیل کرده و در عین حال خطر انتشار احادیث غیرمعتبر، شکل‌گیری برداشت‌های متنی و ترویج تفسیرهای نادرست دینی را افزایش داده است. این فعالیت خدمت‌رسانی به جامعه (PkM) با هدف ارتقای توانایی جوانان در فهم، پیگیری، راستی‌آزمایی و تفسیر انتقادی و زمینه‌ای احادیث انجام شد. این فعالیت با رویکرد یادگیری کنش مشارکتی شامل نیازسنجی، ارائه مطالب، تمرین عملی پیگیری حدیث، بحث‌های انتقادی، مشاوره و ارزیابی اجرا گردید. محتوای آموزشی شامل معرفی منابع حدیث، طبقه‌بندی اعتبار احادیث، روش‌های تخریج حدیث، راستی‌آزمایی منابع دیجیتال، فهم زمینه‌ای حدیث و رعایت اخلاق در انتشار اطلاعات دینی از طریق رسانه‌های اجتماعی بود. نتایج نشان داد که درک شرکت‌کنندگان از نحوه شناسایی منابع حدیث و ارزیابی اعتبار آن‌ها، همچنین توانایی تمایز بین اطلاعات دینی معتبر و اطلاعات نیازمند راستی‌آزمایی بیشتر، بهبود یافته است. این آموزش همچنین شرکت‌کنندگان را به مصرف و انتشار انتقادی، تأملی و مسئولانه اطلاعات مرتبط با حدیث در فضاهای دیجیتال ترغیب کرد. بنابراین، آموزش سواد حدیث می‌تواند به عنوان راهبردی آموزشی برای تقویت فهم دینی انتقادی، میانه‌رو و معتبر در میان جوانان مورد استفاده قرار گیرد.

This study aims to describe and analyze the implementation of training to improve teacher and education personnel competencies by Balai Besar Guru dan Tenaga Kependidikan (BBGTK) South Sulawesi Province, as well as to identify supporting and inhibiting factors. The study used a descriptive qualitative approach with the Miles and Huberman interactive analysis model. Data collection was conducted through interviews, observations, and documentation with five informants. Data validity was tested through source triangulation and method triangulation. The results of the study indicate that the implementation of training at BBGTK South Sulawesi Province has been carried out systematically, namely: (a) input, participants are determined through needs mapping, facilitators are selected through selection and are nationally certified, and supported by planned infrastructure and budget; (b) process, learning is carried out with an andragogical approach through blended learning, accompanied by continuous monitoring and evaluation through pre-tests and post-tests; (c) output, the training results in increased knowledge and skills of participants with good achievement of learning objectives indicated by the ability of participants to understand the material, complete assignments, participate actively, and prepare follow-up plans (RTL); and (d) outcome, participants apply learning outcomes through Follow-up Action Plans (RTL) and share good practices with fellow teachers. Supporting factors include internal coordination, facilitator competence, participant motivation, and support for facilities and policies. Inhibiting factors include inaccurate participant data, budget limitations, technical constraints on facilities, and suboptimal post-training monitoring. In general, the implementation of training has made a positive contribution to improving the competence of teachers and education personnel, although strengthening is still needed in the aspects of equalizing targets, budget support, and post-training monitoring.

هدف این پژوهش توصیف و تحلیل اجرای دوره‌های آموزشی به منظور ارتقای شایستگی معلمان و کارکنان آموزشی توسط Balai Besar Guru dan Tenaga Kependidikan (BBGTK) استان سولاوسی جنوبی و شناسایی عوامل حمایت‌کننده و بازدارنده است. این پژوهش با رویکرد کیفی توصیفی و با استفاده از مدل تحلیل تعاملی مایلز و هابرمن انجام شده است. گردآوری داده‌ها از طریق مصاحبه، مشاهده و اسناد با پنج نفر مطلع صورت گرفته است. روایی داده‌ها از طریق مثلث‌سازی منبع و روش مورد ارزیابی قرار گرفته است. نتایج پژوهش نشان می‌دهد که اجرای دوره‌های آموزشی در BBGTK استان سولاوسی جنوبی به صورت نظام‌مند انجام شده است، به این صورت که: (الف) ورودی، شرکت‌کنندگان از طریق نقشه‌برداری نیازها تعیین می‌شوند، تسهیل‌گران از طریق فرایند انتخاب و با گواهینامه ملی برگزیده می‌شوند و زیرساخت‌ها و بودجه به صورت برنامه‌ریزی‌شده حمایت می‌شوند؛ (ب) فرایند، آموزش با رویکرد آندراگوژیک و به صورت یادگیری ترکیبی انجام می‌شود و با پایش و ارزیابی مستمر از طریق پیش‌آزمون و پس‌آزمون همراه است؛ (ج) خروجی، نتیجه آموزش افزایش دانش و مهارت شرکت‌کنندگان با تحقق مطلوب اهداف یادگیری است که با توانایی شرکت‌کنندگان در درک مطالب، انجام تکالیف، مشارکت فعال و تهیه برنامه‌های پیگیری (RTL) نشان داده می‌شود؛ و (د) پیامد، شرکت‌کنندگان نتایج یادگیری را از طریق برنامه‌های اقدام پیگیری (RTL) به کار می‌گیرند و تجارب موفق را با سایر معلمان به اشتراک می‌گذارند. عوامل حمایت‌کننده شامل هماهنگی داخلی، شایستگی تسهیل‌گران، انگیزه شرکت‌کنندگان و حمایت از امکانات و سیاست‌ها است. عوامل بازدارنده شامل داده‌های نادرست شرکت‌کنندگان، محدودیت بودجه، موانع فنی مربوط به امکانات و پایش پس از آموزش کمتر از حد مطلوب است. به طور کلی، اجرای دوره‌های آموزشی سهم مثبتی در ارتقای شایستگی معلمان و کارکنان آموزشی داشته است، هرچند تقویت در زمینه‌های همسان‌سازی اهداف، حمایت بودجه‌ای و پایش پس از آموزش همچنان مورد نیاز است.

This study describes the implementation of the Ummi method in improving students’ Qur’an-reading skills at MI Plus Al-Hamid Banjarmasin and identifies the factors that support or hinder its implementation. It uses a qualitative field-research design, drawing on observation, interviews, and documentation as reported in the underlying thesis. The findings indicate that instruction follows seven stages: opening, apperception or muroja’ah, concept introduction, concept understanding, skills practice, evaluation, and closing. Teachers use Ummi books and visual teaching aids, model correct recitation, provide repeated practice, listen to students individually, and record progress. The process is associated in the reported field findings with better fluency, more careful recitation, increased confidence, and learning discipline, although the study does not provide standardized pre- and post-test scores from which a numerical effect can be calculated. Supporting factors include trained teachers, an integrated learning system, learning resources, student motivation, peer encouragement, and parental support. The main constraints are differences in students’ initial abilities and student absence. The study’s contribution is a context-specific account of how standardized instructional stages, formative correction, and school–family cooperation work together in an Islamic elementary-school setting

این پژوهش به توصیف اجرای روش اُمّی در بهبود مهارت‌های قرائت قرآن دانش‌آموزان در مدرسه MI Plus Al-Hamid Banjarmasin می‌پردازد و عوامل مؤثر یا بازدارنده در اجرای آن را شناسایی می‌کند. این مطالعه با رویکرد کیفی و مبتنی بر پژوهش میدانی انجام شده و از مشاهده، مصاحبه و اسناد، مطابق با گزارش پایان‌نامه مربوطه، بهره گرفته است. یافته‌ها نشان می‌دهد که آموزش بر اساس هفت مرحله شامل: آغاز، ادراک یا مُراجعه، معرفی مفهوم، درک مفهوم، تمرین مهارتی، ارزشیابی و پایان‌بندی صورت می‌گیرد. معلمان از کتاب‌های اُمّی و وسایل کمک‌آموزشی بصری استفاده می‌کنند، قرائت صحیح را الگو قرار می‌دهند، تمرین‌های تکراری ارائه می‌دهند، به صورت فردی به قرائت دانش‌آموزان گوش می‌دهند و پیشرفت آن‌ها را ثبت می‌کنند. بر اساس یافته‌های میدانی گزارش‌شده، این فرایند با روان‌خوانی بهتر، دقت بیشتر در قرائت، افزایش اعتماد به نفس و انضباط یادگیری همراه است، هرچند مطالعه حاضر نمرات استاندارد پیش‌آزمون و پس‌آزمون جهت محاسبه اثر عددی ارائه نمی‌دهد. عوامل حمایتی شامل معلمان آموزش‌دیده، نظام یادگیری یکپارچه، منابع یادگیری، انگیزه دانش‌آموزان، تشویق همسالان و حمایت والدین است. مهم‌ترین محدودیت‌ها تفاوت در توانایی اولیه دانش‌آموزان و غیبت آن‌ها می‌باشد. سهم این پژوهش ارائه گزارشی زمینه‌محور از نحوه تعامل مراحل استاندارد آموزش، اصلاحات تکوینی و همکاری مدرسه و خانواده در محیط مدرسه ابتدایی اسلامی است.

Background: Locomotor movement ability is a fundamental basis of motor development for elementary school-aged children. However, empirical data show that 39.28% of third-grade students remain in the average category of locomotor movement mastery, caused by monotonous teaching methods that provide little meaningful movement stimulation. Relay games are viewed as an alternative learning approach that can integrate coordination and balance in a contextual and enjoyable way. Objective: This study aims to analyze the effect of relay-game-based Physical, Sport, and Health Education (PJOK) learning on locomotor movement ability—particularly coordination and balance—in third-grade elementary school students. Method: This study used a quantitative approach with a one-group pretest-posttest design. The research subjects were 28 third-grade students of SDN Sumbersari 1 Malang, selected through purposive sampling. The instrument was a locomotor movement assessment rubric with five indicators: movement coordination, balance, movement accuracy, agility, and body control. Data were analyzed using the Shapiro-Wilk normality test and a paired sample t-test with the help of SPSS 26. Results: The mean score increased from 61.25 (pretest) to 79.82 (posttest). The paired sample t-test result showed t = -14.763 with Sig. (2-tailed) = 0.000 < 0.05. Conclusion: Relay-game-based PJOK learning has a significant effect on improving the locomotor movement ability of third-grade elementary school students. Implication: Elementary PJOK teachers are recommended to integrate relay games in a structured and progressive manner as a primary strategy for developing students' locomotor movement ability.

زمینه: توانایی حرکات لوکوموتور، اساس بنیادی رشد حرکتی کودکان در سنین دبستان است. با این حال، داده‌های تجربی نشان می‌دهد که ۳۹/۲۸٪ از دانش‌آموزان پایه سوم همچنان در دسته متوسط تسلط بر حرکات لوکوموتور قرار دارند که این امر ناشی از روش‌های تدریس یکنواخت و فاقد تحریک حرکتی معنادار است. بازی‌های امدادی به عنوان رویکردی جایگزین در آموزش مطرح می‌شوند که می‌تواند هماهنگی و تعادل را به شیوه‌ای زمینه‌مند و لذت‌بخش ادغام کند. هدف: هدف این پژوهش، تحلیل تأثیر آموزش تربیت‌بدنی، ورزش و سلامت (PJOK) مبتنی بر بازی‌های امدادی بر توانایی حرکات لوکوموتور، به ویژه هماهنگی و تعادل، در دانش‌آموزان پایه سوم دبستان است. روش: این پژوهش با رویکرد کمی و طرح پیش‌آزمون-پس‌آزمون تک‌گروهی انجام شد. جامعه پژوهش شامل ۲۸ دانش‌آموز پایه سوم دبستان SDN Sumbersari 1 Malang بود که به روش نمونه‌گیری هدفمند انتخاب شدند. ابزار پژوهش، چک‌لیست ارزیابی حرکات لوکوموتور با پنج شاخص: هماهنگی حرکتی، تعادل، دقت حرکت، چابکی و کنترل بدن بود. داده‌ها با استفاده از آزمون نرمالیتی Shapiro-Wilk و آزمون t زوجی با کمک نرم‌افزار SPSS 26 تحلیل شد. یافته‌ها: میانگین نمره از ۶۱/۲۵ (پیش‌آزمون) به ۷۹/۸۲ (پس‌آزمون) افزایش یافت. نتیجه آزمون t زوجی نشان داد t = ‎-۱۴/۷۶۳ با Sig. (دوطرفه) = ۰/۰۰۰ < ۰/۰۵. نتیجه‌گیری: آموزش PJOK مبتنی بر بازی‌های امدادی تأثیر معناداری بر بهبود توانایی حرکات لوکوموتور دانش‌آموزان پایه سوم دبستان دارد. پیشنهاد: به معلمان PJOK دبستان توصیه می‌شود بازی‌های امدادی را به صورت ساختاریافته و تدریجی به عنوان راهبرد اصلی در توسعه توانایی حرکات لوکوموتور دانش‌آموزان ادغام کنند.

This study aims to analyze the personality competence of Islamic Religious Education (PAI) teachers in fostering students’ noble character at State Junior High School 1 Tebo. The study employed a qualitative descriptive approach. Data were collected through observation, interviews, and documentation involving the principal, PAI teachers, students, and relevant school documents. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, while data validity was strengthened through source and technique triangulation. The findings indicate that the moral character of students at State Junior High School 1 Tebo is generally good and reflects religious values and norms. Nevertheless, several students still demonstrate behaviors that require further guidance, such as skipping classes, leaving lessons, speaking impolitely, arriving late, and not participating in school ceremonies. The personality competence of PAI teachers is generally well implemented, as demonstrated by faith and piety, noble character, wisdom, openness, authority, and the ability to provide positive influence and become role models for students. Character development is supported by positive school habits, students’ internal awareness, cooperation among school members, character-oriented curriculum, professional teachers, and adequate facilities. The inhibiting factors include differences in students’ backgrounds, family conditions, limited parental attention, peer and community environments, external information influences, and individual student conditions. The school addresses these challenges through guidance, habituation, supervision, discussion, and religious activities.

این پژوهش با هدف تحلیل شایستگی شخصیتی معلمان آموزش دینی اسلامی (PAI) در پرورش اخلاق کریمه دانش‌آموزان در دبیرستان دولتی شماره ۱ تبو انجام شده است. این مطالعه با رویکرد توصیفی کیفی صورت گرفته است. داده‌ها از طریق مشاهده، مصاحبه و اسناد، با مشارکت مدیر مدرسه، معلمان PAI، دانش‌آموزان و اسناد مرتبط مدرسه گردآوری شده‌اند. تحلیل داده‌ها از طریق کاهش داده، ارائه داده و نتیجه‌گیری انجام شده و روایی داده‌ها با استفاده از مثلث‌سازی منبع و روش تقویت گردیده است. یافته‌ها نشان می‌دهد که اخلاق دانش‌آموزان در دبیرستان دولتی شماره ۱ تبو عموماً خوب بوده و بازتاب‌دهنده ارزش‌ها و هنجارهای دینی است. با این حال، برخی دانش‌آموزان رفتارهایی از خود نشان می‌دهند که نیازمند راهنمایی بیشتر است، مانند غیبت از کلاس، ترک درس، صحبت بی‌ادبانه، دیر رسیدن و شرکت نکردن در مراسم مدرسه. شایستگی شخصیتی معلمان PAI عموماً به خوبی اجرا می‌شود و با ایمان و تقوا، اخلاق نیکو، خردمندی، گشودگی، اقتدار و توانایی تأثیرگذاری مثبت و الگو بودن برای دانش‌آموزان نمود می‌یابد. پرورش اخلاق با عادات مثبت مدرسه، آگاهی درونی دانش‌آموزان، همکاری اعضای مدرسه، برنامه درسی مبتنی بر شخصیت، معلمان حرفه‌ای و امکانات کافی حمایت می‌شود. عوامل بازدارنده شامل تفاوت‌های زمینه‌ای دانش‌آموزان، شرایط خانوادگی، توجه محدود والدین، محیط همسالان و جامعه، تأثیر اطلاعات بیرونی و شرایط فردی دانش‌آموزان است. مدرسه این چالش‌ها را از طریق راهنمایی، عادت‌دهی، نظارت، بحث و فعالیت‌های دینی مدیریت می‌کند.

This study aims to analyze the implementation of Deep Learning based on Teaching at the Right Level (TaRL) in creating meaningful learning in elementary schools. The diversity of students’ abilities requires teachers to provide learning experiences that are appropriate to students’ initial competencies, needs, and characteristics. TaRL focuses on identifying students’ actual learning levels through diagnostic assessment, flexible grouping, and appropriate learning interventions, while Deep Learning emphasizes three main principles: mindful, meaningful, and joyful learning. This study uses a literature review method to examine various previous studies on the implementation of Deep Learning based on Teaching at the Right Level (TaRL) in fostering meaningful learning in elementary schools. The findings indicate that the integration of TaRL and Deep Learning can support differentiated learning by aligning learning materials, activities, media, and assistance with students’ ability levels. Previous studies also report improvements in learning outcomes, student engagement, motivation, conceptual understanding, and participation. However, its implementation faces several challenges, including the accuracy of diagnostic assessments, limited instructional time, large class sizes, teacher readiness, preparation of differentiated learning resources, and students’ and parents’ acceptance of ability-based grouping. Therefore, the integration of Deep Learning and TaRL has the potential to create adaptive, active, contextual, and meaningful learning experiences in elementary schools through continuous assessment, flexible grouping, appropriate learning strategies, and strong teacher and school support.

هدف این پژوهش تحلیل اجرای یادگیری عمیق مبتنی بر آموزش در سطح مناسب (Teaching at the Right Level یا TaRL) در ایجاد یادگیری معنادار در مدارس ابتدایی است. تنوع توانایی‌های دانش‌آموزان ایجاب می‌کند که معلمان تجربیات یادگیری متناسب با شایستگی‌های اولیه، نیازها و ویژگی‌های دانش‌آموزان فراهم کنند. TaRL بر شناسایی سطح واقعی یادگیری دانش‌آموزان از طریق ارزیابی تشخیصی، گروه‌بندی انعطاف‌پذیر و مداخلات آموزشی مناسب تمرکز دارد، در حالی که یادگیری عمیق سه اصل اصلی را مورد تأکید قرار می‌دهد: یادگیری آگاهانه، معنادار و لذت‌بخش. این پژوهش با استفاده از روش مرور ادبیات به بررسی مطالعات پیشین درباره اجرای یادگیری عمیق مبتنی بر آموزش در سطح مناسب (TaRL) در تقویت یادگیری معنادار در مدارس ابتدایی می‌پردازد. یافته‌ها نشان می‌دهد که ادغام TaRL و یادگیری عمیق می‌تواند از یادگیری تفکیکی با همسویی مواد آموزشی، فعالیت‌ها، رسانه‌ها و حمایت‌ها با سطح توانایی دانش‌آموزان حمایت کند. مطالعات پیشین همچنین بهبود در نتایج یادگیری، مشارکت دانش‌آموزان، انگیزش، درک مفهومی و حضور را گزارش کرده‌اند. با این حال، اجرای آن با چالش‌هایی همچون دقت ارزیابی‌های تشخیصی، محدودیت زمان تدریس، تعداد زیاد دانش‌آموزان در کلاس، آمادگی معلمان، تهیه منابع یادگیری تفکیکی و پذیرش گروه‌بندی مبتنی بر توانایی توسط دانش‌آموزان و والدین مواجه است. بنابراین، ادغام یادگیری عمیق و TaRL این پتانسیل را دارد که از طریق ارزیابی مستمر، گروه‌بندی انعطاف‌پذیر، راهبردهای یادگیری مناسب و حمایت قوی معلم و مدرسه، تجربیات یادگیری سازگار، فعال، زمینه‌مند و معنادار را در مدارس ابتدایی ایجاد کند.

Data analysis is an important stage in educational research because it transforms raw data into meaningful information that can be used to answer research questions and formulate conclusions. This article discusses data analysis in educational research, including the meaning of data analysis, types of analysis, quantitative and qualitative analysis procedures, mixed-methods analysis, selection of analytical techniques, validity, interpretation, and the use of digital technology and artificial intelligence. This article uses a conceptual literature-review approach based on the submitted paper entitled Analisis Data dalam Penelitian Pendidikan and the methodological references contained in it. The discussion shows that data analysis cannot be separated from the research problem, objectives, research questions, and characteristics of the data. Quantitative analysis generally uses descriptive and inferential statistics, while qualitative analysis involves reading data, coding, categorizing, developing themes, and interpreting meaning. Mixed methods requires meaningful integration between quantitative and qualitative findings. The analysis also indicates that the use of statistical software and artificial intelligence can support researchers in processing and exploring data, but these technologies cannot replace the researcher's methodological judgment. Therefore, the quality of data analysis depends not merely on the complexity of the technique used, but on its suitability, transparency, validity, and the researcher's ability to interpret findings within the context of the research

تحلیل داده‌ها مرحله‌ای مهم در پژوهش‌های آموزشی است، زیرا داده‌های خام را به اطلاعات معناداری تبدیل می‌کند که می‌توان از آن‌ها برای پاسخ به پرسش‌های پژوهش و تدوین نتایج استفاده کرد. این مقاله به بررسی تحلیل داده‌ها در پژوهش‌های آموزشی می‌پردازد و مفاهیمی چون معنای تحلیل داده‌ها، انواع تحلیل، رویه‌های تحلیل کمی و کیفی، تحلیل روش‌های ترکیبی، انتخاب فنون تحلیلی، روایی، تفسیر و استفاده از فناوری دیجیتال و هوش مصنوعی را مورد بحث قرار می‌دهد. این مقاله با رویکرد مرور مفهومی ادبیات، مبتنی بر مقاله ارائه‌شده با عنوان «تحلیل داده‌ها در پژوهش آموزشی» و منابع روش‌شناختی مندرج در آن نگاشته شده است. بحث مقاله نشان می‌دهد که تحلیل داده‌ها از مسئله پژوهش، اهداف، پرسش‌های پژوهش و ویژگی‌های داده‌ها جدا نیست. تحلیل کمی عموماً از آمار توصیفی و استنباطی استفاده می‌کند، در حالی که تحلیل کیفی شامل خواندن داده‌ها، کدگذاری، دسته‌بندی، توسعه مضامین و تفسیر معنا است. روش‌های ترکیبی نیازمند ادغام معنادار یافته‌های کمی و کیفی هستند. تحلیل همچنین نشان می‌دهد که استفاده از نرم‌افزارهای آماری و هوش مصنوعی می‌تواند پژوهشگران را در پردازش و کاوش داده‌ها یاری کند، اما این فناوری‌ها جایگزین قضاوت روش‌شناختی پژوهشگر نمی‌شوند. بنابراین، کیفیت تحلیل داده‌ها صرفاً به پیچیدگی فنون مورد استفاده بستگی ندارد، بلکه به تناسب، شفافیت، روایی و توانایی پژوهشگر در تفسیر یافته‌ها در بستر پژوهش وابسته است.

This study aimed to describe the implementation of simulation game techniques based on Experiential Learning through classical guidance services to develop emotion regulation among seventh-grade students. The study was motivated by the developmental needs of students related to social responsibility and the importance of managing emotional responses in social interactions. This study employed Guidance and Counseling Action Research (PTBK) conducted in three cycles, each consisting of planning, action, observation, and reflection. The participants were 32 students of class VII-E at SMP Negeri 13 Madiun. The intervention applied Experiential Learning through different simulation games in each cycle, namely Guess the Emotional Situation in Cycle I, Emotion Snakes and Ladders in Cycle II, and Attitude Puzzle Relay in Cycle III. Data were collected through observation, student worksheets, reflections, and documentation, and were analyzed descriptively and qualitatively by comparing developments across cycles. The results showed a progressive development in students' emotion regulation. In Cycle I, students began to recognize emotions and their triggering situations. In Cycle II, students began to understand the relationship between situations, emotions, and emotional reactions. In Cycle III, students demonstrated the ability to consider alternative responses, explain the reasons for their choices, and understand the impact of their responses on themselves and others. These findings indicate that simulation games based on Experiential Learning can be used as an alternative approach in classical guidance services to facilitate students' gradual development of emotion regulation through concrete experiences, reflection, understanding, and application.

هدف این پژوهش توصیف اجرای فنون بازی شبیه‌سازی مبتنی بر یادگیری تجربی از طریق خدمات راهنمایی کلاسیک به منظور توسعه تنظیم هیجان در میان دانش‌آموزان پایه هفتم بود. انگیزه این پژوهش، نیازهای رشدی دانش‌آموزان مرتبط با مسئولیت‌پذیری اجتماعی و اهمیت مدیریت پاسخ‌های هیجانی در تعاملات اجتماعی بود. این پژوهش با استفاده از روش پژوهش اقدام راهنمایی و مشاوره (PTBK) در سه چرخه انجام شد که هر چرخه شامل برنامه‌ریزی، اقدام، مشاهده و تأمل بود. شرکت‌کنندگان شامل ۳۲ دانش‌آموز کلاس VII-E در دبیرستان دولتی شماره ۱۳ Madiun بودند. مداخله با به‌کارگیری یادگیری تجربی از طریق بازی‌های شبیه‌سازی متفاوت در هر چرخه اجرا شد؛ به‌طوری که در چرخه اول بازی «حدس موقعیت هیجانی»، در چرخه دوم بازی «مار و پله هیجانی» و در چرخه سوم بازی «پازل امدادی نگرش» مورد استفاده قرار گرفت. داده‌ها از طریق مشاهده، برگه‌های کار دانش‌آموزان، تأملات و مستندسازی گردآوری و به صورت توصیفی و کیفی با مقایسه پیشرفت‌ها در چرخه‌های مختلف تحلیل شد. نتایج نشان داد که توسعه تدریجی در تنظیم هیجان دانش‌آموزان مشاهده گردید. در چرخه اول، دانش‌آموزان شروع به شناسایی هیجان‌ها و موقعیت‌های برانگیزاننده آن‌ها کردند. در چرخه دوم، دانش‌آموزان رابطه بین موقعیت‌ها، هیجان‌ها و واکنش‌های هیجانی را درک کردند. در چرخه سوم، دانش‌آموزان توانایی در نظر گرفتن پاسخ‌های جایگزین، توضیح دلایل انتخاب‌های خود و درک تأثیر پاسخ‌هایشان بر خود و دیگران را نشان دادند. این یافته‌ها نشان می‌دهد که بازی‌های شبیه‌سازی مبتنی بر یادگیری تجربی می‌تواند به عنوان رویکردی جایگزین در خدمات راهنمایی کلاسیک برای تسهیل توسعه تدریجی تنظیم هیجان دانش‌آموزان از طریق تجارب عینی، تأمل، درک و کاربرد مورد استفاده قرار گیرد.

The ability of fifth-grade students at SDN Kalibening to write direct and indirect sentences was still low because instruction was teacher-centered and lacked concrete media. This classroom action research aimed to describe the implementation of Problem Based Learning (PBL) supported by Transformation Cards and Transformation Shirts, to determine the improvement in students' ability to write direct and indirect sentences, and to describe the obstacles encountered. The study followed the Kemmis and McTaggart model in two cycles in September 2026 with nine students. Cycle I used Transformation Cards in groups, while Cycle II used Transformation Shirts and a Help Post individually. Data were collected through written tests and observation and analyzed descriptively. The class mean score increased from 56.67 in Cycle I to 77.78 in Cycle II, and classical mastery increased from 44.44% to 77.78%, exceeding the 75% success indicator. The scores of all nine students increased, although two students remained below the minimum mastery criterion. The obstacles were the dominance of certain students in group work and the low basic reading and writing skills of two students. PBL supported by these media can be an alternative for teaching direct and indirect sentence writing in elementary schools.

توانایی دانش‌آموزان پایه پنجم دبستان SDN Kalibening در نوشتن جملات مستقیم و غیرمستقیم همچنان پایین بود، زیرا آموزش به صورت معلم‌محور و بدون استفاده از رسانه‌های عینی انجام می‌شد. این پژوهش اقدام پژوهی کلاسی با هدف توصیف اجرای یادگیری مبتنی بر مسئله (PBL) با حمایت کارت‌های تبدیل و پیراهن‌های تبدیل، تعیین میزان بهبود توانایی دانش‌آموزان در نوشتن جملات مستقیم و غیرمستقیم، و توصیف موانع موجود انجام شد. این مطالعه بر اساس مدل Kemmis و McTaggart در دو چرخه در سپتامبر ۲۰۲۶ با حضور ۹ دانش‌آموز اجرا شد. در چرخه اول، کارت‌های تبدیل به صورت گروهی و در چرخه دوم، پیراهن‌های تبدیل و ایستگاه کمک به صورت فردی مورد استفاده قرار گرفت. داده‌ها از طریق آزمون کتبی و مشاهده جمع‌آوری و به صورت توصیفی تحلیل شدند. میانگین نمره کلاس از ۵۶٫۶۷ در چرخه اول به ۷۷٫۷۸ در چرخه دوم افزایش یافت و تسلط کلاسیک از ۴۴٫۴۴٪ به ۷۷٫۷۸٪ رسید که از شاخص موفقیت ۷۵٪ فراتر رفت. نمرات هر ۹ دانش‌آموز افزایش یافت، اگرچه دو دانش‌آموز همچنان زیر معیار حداقل تسلط باقی ماندند. موانع موجود شامل سلطه برخی دانش‌آموزان در کار گروهی و پایین بودن مهارت‌های پایه خواندن و نوشتن دو دانش‌آموز بود. یادگیری مبتنی بر مسئله با حمایت این رسانه‌ها می‌تواند جایگزینی برای آموزش نوشتن جملات مستقیم و غیرمستقیم در مدارس ابتدایی باشد.

This study explores how senior high school students make meaning of underachievement through the lens of growth mindset. Underachievement is often reduced to laziness, while students' subjective experiences remain underexplored. A qualitative design with interpretative phenomenological analysis was used. Five students identified as underachieving were selected purposively, and a counseling teacher and a classroom teacher served as supporting informants. Data were gathered through in-depth semi-structured interviews, observation during interviews, and relevant documentation, then analyzed through repeated reading, initial noting, theme development, and cross-case analysis. Six themes emerged: feeling academically not good enough, fear of failure and environmental expectations, the conflict between potential and performance, avoidance of academic challenges, self-reflection on failure, and the emergence of growth mindset as a reinterpretation of ability. Underachievement was lived as a threat to academic identity sustained by fixed beliefs about ability, and avoidance functioned as self-protection that limited development. Growth mindset appeared not as a ready-made trait but as a gradual process triggered by reflection and supportive relationships, coexisting with lingering doubt. School counseling should therefore address how students interpret failure, not only their academic performance.

این پژوهش به بررسی چگونگی معنابخشی دانش‌آموزان دبیرستانی به عملکرد پایین از منظر ذهنیت رشد می‌پردازد. عملکرد پایین اغلب به تنبلی تقلیل داده می‌شود، در حالی که تجارب ذهنی دانش‌آموزان کمتر مورد توجه قرار گرفته است. این مطالعه با رویکرد کیفی و تحلیل پدیدارشناختی تفسیری انجام شده است. پنج دانش‌آموز که به عنوان دارای عملکرد پایین شناسایی شدند به صورت هدفمند انتخاب شدند و یک مشاور مدرسه و یک معلم کلاس به عنوان مطلعان پشتیبان حضور داشتند. داده‌ها از طریق مصاحبه‌های عمیق نیمه‌ساختاریافته، مشاهده در حین مصاحبه و اسناد مرتبط گردآوری و از طریق خوانش مکرر، یادداشت‌برداری اولیه، توسعه مضامین و تحلیل بین‌موردی تحلیل شدند. شش مضمون استخراج شد: احساس ناکافی بودن از نظر تحصیلی، ترس از شکست و انتظارات محیطی، تعارض بین توان بالقوه و عملکرد، اجتناب از چالش‌های تحصیلی، تأمل بر شکست و ظهور ذهنیت رشد به عنوان بازتفسیر توانایی. عملکرد پایین به عنوان تهدیدی برای هویت تحصیلی تجربه می‌شد که با باورهای ثابت درباره توانایی تداوم می‌یافت و اجتناب، نقش محافظت از خود را ایفا می‌کرد که رشد را محدود می‌ساخت. ذهنیت رشد نه به عنوان یک ویژگی از پیش موجود، بلکه به عنوان فرایندی تدریجی که با تأمل و روابط حمایتی برانگیخته می‌شود و همزمان با تردیدهای باقی‌مانده همزیستی دارد، ظاهر شد. بنابراین، مشاوره مدرسه باید به نحوه تفسیر شکست توسط دانش‌آموزان بپردازد، نه صرفاً عملکرد تحصیلی آنان.

The article discusses the concept of patriotism, the need to instill spirituality as a value in a person, the role of religion in the minds of people in the development of universal values, including patriotism.The upbringing of patriotism in the minds of people is carried out through the understanding of the nation, the formation of a sense of respect for the native language, customs and traditions. State bodies, educational institutions, public organizations, including religious ones, are actively involved in organizing this process on a scientific basis. Religion not only influences the beliefs, spirituality and psyche of people, but also further strengthens its position in public life, deifying universal human values, including patriotism. It educates believers in the spirit of national identity, respect for culture, customs and traditions. Tolerance encourages innovation and the ability to work tirelessly on oneself.

این مقاله به بررسی مفهوم میهن‌دوستی، ضرورت نهادینه‌سازی معنویت به عنوان یک ارزش در فرد، نقش دین در ذهنیت افراد در توسعه ارزش‌های جهانی از جمله میهن‌دوستی می‌پردازد. پرورش میهن‌دوستی در ذهن افراد از طریق درک ملت، شکل‌گیری حس احترام به زبان مادری، آداب و رسوم و سنت‌ها صورت می‌گیرد. نهادهای دولتی، مؤسسات آموزشی، سازمان‌های مردمی از جمله نهادهای دینی، به طور فعال در سازماندهی این فرایند بر مبنای علمی مشارکت دارند. دین نه تنها بر باورها، معنویت و روان افراد تأثیر می‌گذارد، بلکه جایگاه خود را در زندگی اجتماعی تقویت کرده و ارزش‌های انسانی جهانی از جمله میهن‌دوستی را تقدیس می‌کند. دین مؤمنان را در روح هویت ملی، احترام به فرهنگ، آداب و رسوم و سنت‌ها تربیت می‌کند. تساهل، نوآوری و توانایی کار بی‌وقفه بر روی خود را تشویق می‌کند.

Abstract: The study aims to determine the effect of the Canva Media-Assisted Experiential Learning Model on the Poetry Writing Skills at VIIIth class Students of SMP Negeri 1 Meranti in 2025/2026 Academic Year. The research method used is quantitative with a quasi-experimental design. The data collection technique used is a write poetry by writing test, which is processed and calculated using IBM SPSS Statistics version 32 software. Data analysis techniques used normality and homogeneity tests, and hypothesis testing using the t-test (Independent Samples T-Test). The data analysis results showed an average post-test score of 65.77 for the control class, while the experimental class achieved 88.87. Based on the hypothesis test, a 2-tailed Sig. value of <0.001 is obtained, which is smaller than the 0.05 significance level (<0.001 < 0.05), and a calculated t-value of -21.599, which is greater than the t-table. These results indicate that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. There is an effect of the Experiential Learning model on the ability to write poetry texts using Canva media at VIIIth class students of SMP Negeri 1 Meranti in 2025/2026 Academic Year. Keyword: Experiental Learning, Canva, Poetry Writing, Quantitative. Abstrak: Penelitian ini bertujuan untuk mengetahui Pengaruh Model Pembelajaran Experiental Learning Berbantuan Media Canva Terhadap Kemampuan Menulis Teks Puisi Siswa Kelas VIII SMP Negeri 1 Meranti Tahun Ajaran 2025/2026. Metode penelitian yang digunakan adalah kuantitatif dengan desain kuasi eksperimen. Teknik pengumpulan data yang digunakan adalah tes tertulis membuat puisi yang diolah dan dihitung menggunakan bantuan software IBM SPSS Statistics versi 32. Teknik analisis data menggunakan uji normalitas, homogenitas dan melalui uji hipotesis menggunakan uji-t (Independent Samples T-Test). Hasil analisis data menunjukkan nilai rata-rata post-test kelas kontrol sebesar 65,77, sedangkan kelas eksperimen mencapai 88,87. Berdasarkan uji hipotesis, diperoleh nilai (Sig. 2-tailed) sebesar <0,001 yang lebih kecil dari taraf signifikansi 0,05 (<0,001 < 0,05), serta nilai t-hitung -21,599 yang lebih besar dari t-tabel. Hasil tersebut menunjukkan bahwa Hipotesis Nol (Ho) ditolak dan Hipotesis Alternatif (Ha) diterima. Ada pengaruh model pembelajaran Experiental Learning terhadap kemampuan menulis teks puisi berbantuan media Canva di kelas VIII SMP Negeri 1 Meranti tahun ajaran 2025/2026. Kata kunci: Experiental Learning, Canva, Menulis Puisi, Kuantitatif.

چکیده: این پژوهش با هدف تعیین تأثیر مدل یادگیری تجربی با کمک رسانه Canva بر مهارت نوشتن شعر در دانش‌آموزان پایه هشتم دبیرستان دولتی شماره ۱ مرانتی در سال تحصیلی ۲۰۲۵/۲۰۲۶ انجام شده است. روش پژوهش مورد استفاده، کمی با طرح شبه‌آزمایشی است. تکنیک گردآوری داده‌ها، آزمون نوشتاری شعر بوده که داده‌های آن با استفاده از نرم‌افزار IBM SPSS Statistics نسخه ۳۲ پردازش و محاسبه شده است. تکنیک‌های تحلیل داده شامل آزمون نرمالیتی و همگنی و آزمون فرضیه با استفاده از آزمون t (Independent Samples T-Test) بوده است. نتایج تحلیل داده‌ها نشان داد میانگین نمره پس‌آزمون کلاس کنترل ۶۵٫۷۷ و کلاس آزمایش ۸۸٫۸۷ بوده است. بر اساس آزمون فرضیه، مقدار معناداری دوطرفه (Sig. 2-tailed) برابر با <۰٫۰۰۱ به دست آمد که کمتر از سطح معناداری ۰٫۰۵ است (<۰٫۰۰۱ < ۰٫۰۵) و مقدار t محاسبه‌شده برابر با ‎-۲۱٫۵۹۹ است که از مقدار t جدول بزرگ‌تر است. این نتایج نشان می‌دهد فرضیه صفر (Ho) رد و فرضیه جایگزین (Ha) پذیرفته می‌شود. بنابراین، مدل یادگیری تجربی بر توانایی نوشتن متن شعر با استفاده از رسانه Canva در دانش‌آموزان پایه هشتم دبیرستان دولتی شماره ۱ مرانتی در سال تحصیلی ۲۰۲۵/۲۰۲۶ تأثیر دارد.

This study is motivated by the importance of the socio-emotional development of elementary school students in fostering their ability to interact, adapt, and build positive relationships with their environment. One initiative school undertake to support this development is the implementation of the "3S" habit (Smile, Greet, and Say Hello). However, research specifically analyzing student socio-emotional development through the 3S habit in lower-grade elementary classes remains limited. This study aims to describe the implementation of the 3S habit and the resulting socio-emotional development of the students. A descriptive qualitative approach was employed, utilizing data collection techniques such as observation, interviews, and documentation. The findings indicate that the 3S habit has been consistently implemented through morning student-welcoming activities, daily interactions within the school environment, and teachers setting a positive example. This habit contributes to students' socio-emotional development, evident in aspects such as self-confidence, social interaction skills, politeness, and concern for others. While self-confidence emerged as the most prominent aspect, other areas also showed positive development. The study implies a need for consistency in implementing the 3S habit to support the socio-emotional development of elementary school students.

این پژوهش با انگیزه اهمیت رشد اجتماعی‌عاطفی دانش‌آموزان دبستانی در پرورش توانایی تعامل، سازگاری و ایجاد روابط مثبت با محیط اطراف خود انجام شده‌است. یکی از ابتکارات مدارس برای حمایت از این رشد، اجرای عادت «۳س» (لبخند، سلام و سپاس) است. با این حال، پژوهش‌هایی که به طور خاص رشد اجتماعی‌عاطفی دانش‌آموزان را از طریق عادت ۳س در پایه‌های پایین دبستان تحلیل کنند، همچنان محدود هستند. هدف این پژوهش توصیف اجرای عادت ۳س و رشد اجتماعی‌عاطفی حاصل از آن در میان دانش‌آموزان است. رویکرد کیفی توصیفی به کار گرفته شده و از روش‌های گردآوری داده شامل مشاهده، مصاحبه و مستندسازی استفاده شده‌است. یافته‌ها نشان می‌دهد که عادت ۳س به طور مستمر از طریق فعالیت‌های استقبال صبحگاهی از دانش‌آموزان، تعاملات روزانه در محیط مدرسه و الگوسازی مثبت معلمان اجرا می‌شود. این عادت به رشد اجتماعی‌عاطفی دانش‌آموزان کمک می‌کند که در ابعادی مانند اعتمادبه‌نفس، مهارت‌های تعامل اجتماعی، ادب و توجه به دیگران مشهود است. در حالی که اعتمادبه‌نفس به عنوان برجسته‌ترین بعد ظاهر شد، سایر حوزه‌ها نیز رشد مثبتی نشان دادند. نتایج پژوهش بر ضرورت تداوم اجرای عادت ۳س برای حمایت از رشد اجتماعی‌عاطفی دانش‌آموزان دبستانی تأکید دارد.

Learning at university level needs to be geared towards engaging students in understanding, analysing and solving problems related to the learning context. Problem-Based Learning (PBL) is a relevant model for fostering such learning experiences, particularly in the education of trainee teachers, who require the ability to manage problem-solving-based learning. This study aims to identify and analyse the needs of prospective teacher students regarding the implementation of PBL in the Primary School Teacher Education Programme (PGSD). The study employed a descriptive quantitative approach and was conducted in March 2026, involving 52 fourth-semester students selected through purposive sampling. Data were collected using a closed-ended questionnaire with a Likert scale comprising 20 positive statements. The instrument measured five aspects of PBL, including problem orientation, organisation of learning activities, individual and group investigation, development and presentation of results, and evaluation of the learning process. The results of the expert validation indicated a validity rate of 90.8 per cent, whilst the Cronbach’s alpha value of 0.863 indicated very high reliability. Data analysis was carried out using frequency distributions, percentages and mean values for each aspect. The research findings revealed that students have a need for all aspects of PBL, with an emphasis on engagement with problems, investigative activities, and the development and presentation of solutions. These findings can serve as a basis for the design of a systematic PBL programme tailored to the characteristics of prospective primary school teachers

یادگیری در سطح دانشگاهی باید به گونه‌ای هدایت شود که دانشجویان را در درک، تحلیل و حل مسائل مرتبط با زمینه یادگیری درگیر سازد. یادگیری مبتنی بر مسئله (PBL) مدلی مناسب برای تقویت چنین تجارب یادگیری است، به ویژه در آموزش دانشجویان معلم آینده که نیازمند توانایی مدیریت یادگیری مبتنی بر حل مسئله هستند. هدف این پژوهش شناسایی و تحلیل نیازهای دانشجویان معلم آینده در خصوص اجرای PBL در برنامه آموزش معلمان دبستان (PGSD) است. این پژوهش با رویکرد توصیفی-کمی و در اسفند ۱۴۰۴ انجام شد و ۵۲ دانشجوی ترم چهارم که به روش نمونه‌گیری هدفمند انتخاب شدند، در آن شرکت داشتند. داده‌ها با استفاده از پرسشنامه بسته با مقیاس لیکرت شامل ۲۰ گزاره مثبت گردآوری شد. این ابزار پنج جنبه از PBL را اندازه‌گیری کرد: جهت‌گیری مسئله، سازماندهی فعالیت‌های یادگیری، پژوهش فردی و گروهی، توسعه و ارائه نتایج، و ارزیابی فرایند یادگیری. نتایج روایی توسط خبرگان، نرخ روایی ۹۰.۸ درصد را نشان داد و مقدار آلفای کرونباخ ۰.۸۶۳ بیانگر پایایی بسیار بالا بود. تحلیل داده‌ها با استفاده از توزیع فراوانی، درصدها و میانگین هر جنبه انجام شد. یافته‌های پژوهش نشان داد که دانشجویان به همه جنبه‌های PBL نیاز دارند و بر درگیری با مسائل، فعالیت‌های پژوهشی و توسعه و ارائه راه‌حل‌ها تأکید دارند. این یافته‌ها می‌تواند مبنایی برای طراحی برنامه‌ای نظام‌مند از PBL متناسب با ویژگی‌های معلمان آینده دبستان قرار گیرد.

The transition from the 2013 Curriculum to the Independent Curriculum is a step taken by the government to create a learning process that is more child-focused, more flexible, and tailored to the needs and developmental levels of students. At the Kindergarten (TK) level, this change is expected to increase children's curiosity and enthusiasm for learning through meaningful play activities, project-based learning, and good character building. This study aims to analyze the impact of the transition from the 2013 Curriculum to the Independent Curriculum on children's learning interests at Mujahidin Kindergarten. This study applied a qualitative approach with data collection through interviews, observation, and documentation. The data obtained were analyzed using the stages of data collection, data reduction, data presentation, and drawing conclusions. The results showed that the implementation of the Independent Curriculum at Mujahidin Kindergarten provided teachers with the flexibility to design more diverse and student-centered learning, thereby encouraging increased child involvement in learning activities. The implementation of this curriculum also had a positive impact on children's learning interests, as demonstrated by increased activeness, enthusiasm, courage to ask questions, participation in play activities, the ability to collaborate with friends, and a higher curiosity compared to when still using the 2013 Curriculum. Therefore, the transition from the 2013 Curriculum to the Independent Curriculum at Mujahidin Kindergarten has a positive contribution in increasing children's learning interests while creating a more active, enjoyable learning process that is in line with the characteristics of early childhood development.

گذار از برنامهٔ درسی ۲۰۱۳ به برنامهٔ درسی مستقل، گامی است که توسط دولت به منظور ایجاد فرایند یادگیری کودک‌محورتر، منعطف‌تر و متناسب با نیازها و سطوح رشدی دانش‌آموزان برداشته شده‌است. در سطح مهدکودک (TK)، انتظار می‌رود این تغییر باعث افزایش کنجکاوی و اشتیاق کودکان به یادگیری از طریق فعالیت‌های بازی معنادار، یادگیری مبتنی بر پروژه و تقویت شخصیت مطلوب شود. هدف این پژوهش، تحلیل تأثیر گذار از برنامهٔ درسی ۲۰۱۳ به برنامهٔ درسی مستقل بر علاقه‌مندی به یادگیری کودکان در مهدکودک Mujahidin است. این پژوهش با رویکرد کیفی و با جمع‌آوری داده‌ها از طریق مصاحبه، مشاهده و مستندسازی انجام شده‌است. داده‌های به‌دست‌آمده با استفاده از مراحل جمع‌آوری داده، کاهش داده، ارائه داده و نتیجه‌گیری تحلیل شدند. نتایج نشان داد که اجرای برنامهٔ درسی مستقل در مهدکودک Mujahidin به معلمان این امکان را داده‌است تا یادگیری متنوع‌تر و دانش‌آموزمحورتر را طراحی کنند و در نتیجه موجب افزایش مشارکت کودکان در فعالیت‌های یادگیری شده‌است. اجرای این برنامهٔ درسی همچنین تأثیر مثبتی بر علاقه‌مندی به یادگیری کودکان داشته‌است، به‌گونه‌ای که افزایش فعالیت، اشتیاق، جرأت در پرسشگری، مشارکت در فعالیت‌های بازی، توانایی همکاری با دوستان و کنجکاوی بیشتر نسبت به زمان استفاده از برنامهٔ درسی ۲۰۱۳ مشاهده شد. بنابراین، گذار از برنامهٔ درسی ۲۰۱۳ به برنامهٔ درسی مستقل در مهدکودک Mujahidin نقش مثبتی در افزایش علاقه‌مندی به یادگیری کودکان داشته و فرایند یادگیری فعال‌تر و لذت‌بخش‌تری را متناسب با ویژگی‌های رشد اوایل کودکی فراهم می‌کند.

Nature exploration fosters children’s cognitive development and environmental awareness; however, kindergarten curricula are often constrained by limited resources and repetitive interaction, leaving children’s observations only weakly integrated into structured understanding and expression. We present Botune, an AI-supported creative-expression tool for kindergarten planting activities that integrates plant observation, drawing, spoken narration, and animation-based sharing. We conducted an exploratory, fixed-order within-participant study in kindergarten planting classes with 27 children and three educators; 24 complete cases were analysed after excluding data from three children who did not complete the drawing task. The traditional activity preceded the Botune-supported activity by seven days. The proportion of activity time spent observing and teacher-rated involvement scores during sharing were higher in the later session. The later narrations contained significantly more actions and character interactions; character counts were descriptively higher but did not remain statistically significant after Holm correction, and state- or emotion-related expressions did not differ significantly. These semantic counts index narrative elaboration rather than overall narrative quality or general narrative ability. These differences cannot be attributed to Botune alone. Scientific knowledge and conceptual understanding were not directly assessed by these measures. The study offers exploratory observations and design considerations for AI-supported narrative expression in kindergarten nature learning.

کاوش در طبیعت به رشد شناختی و آگاهی زیست‌محیطی کودکان کمک می‌کند؛ با این حال، برنامه‌های درسی مهدکودک‌ها اغلب به دلیل منابع محدود و تعاملات تکراری، با محدودیت مواجه‌اند و مشاهدات کودکان به‌طور ضعیفی درک و بیان ساختاریافته را شکل می‌دهد. در این پژوهش، Botune، یک ابزار خلاقیت‌محور مبتنی بر هوش مصنوعی برای فعالیت‌های کاشت در مهدکودک معرفی می‌شود که مشاهده‌ی گیاه، نقاشی، روایت شفاهی و به‌اشتراک‌گذاری مبتنی بر پویانمایی را یکپارچه می‌کند. یک مطالعه‌ی اکتشافی با طرح درون‌گروهی با ترتیب ثابت در کلاس‌های کاشت مهدکودک با حضور ۲۷ کودک و سه مربی انجام شد؛ پس از حذف داده‌های سه کودک که وظیفه‌ی نقاشی را کامل نکردند، ۲۴ مورد کامل مورد تحلیل قرار گرفت. فعالیت سنتی هفت روز پیش از فعالیت پشتیبانی‌شده با Botune انجام شد. نسبت زمان صرف‌شده برای مشاهده و امتیازهای مشارکت از دید مربی در زمان به‌اشتراک‌گذاری در جلسه‌ی دوم بالاتر بود. روایت‌های جلسه‌ی دوم به‌طور معناداری شامل کنش‌ها و تعاملات شخصیتی بیشتری بودند؛ شمار شخصیت‌ها به‌صورت توصیفی بالاتر بود اما پس از اصلاح Holm از لحاظ آماری معنادار باقی نماند و بیان‌های مرتبط با وضعیت یا هیجان تفاوت معناداری نداشتند. این شمارش‌های معنایی شاخص بسط روایت هستند و نه کیفیت کلی روایت یا توانایی عمومی روایت‌گری. این تفاوت‌ها را نمی‌توان صرفاً به Botune نسبت داد. دانش علمی و درک مفهومی به‌طور مستقیم با این سنجه‌ها ارزیابی نشد. این مطالعه مشاهدات اکتشافی و ملاحظات طراحی برای بیان روایی پشتیبانی‌شده با هوش مصنوعی در یادگیری طبیعت در مهدکودک ارائه می‌دهد.

Industry-led mentoring is a strategic tool that can bridge the gap between academic knowledge and practical expertise, providing mentees with skills development opportunities that stretch beyond what can be learned via classroom-based educational approaches alone. Mentoring is now commonplace within organisational life, but is less common within UK university business schools. This suggests a knowledge gap in terms of understanding how mentoring can be embedded as a complementary tool to improve student skills development within business schools. The aim of this study was to explore the perceived value of industry mentorship from the perspective of the mentees, to develop a greater understanding of the potential benefits mentoring relationships at a university level can provide. Following the journey of mentees on a Women in Business mentoring programme, this study specifically explored the context of female university students. Mentees on the programme were female undergraduate and postgraduate students studying on courses within Sheffield Business School. Using a longitudinal study design, semi-structured interviews were conducted at three stages of a yearlong mentoring programme: 1. pre-mentoring, 2. during mentoring, and 3. post-mentoring. Interview transcripts were analysed thematically using Braun and Clarke’s six-phase framework. The findings show the value of mentoring from a mentee perspective, most notably the notion of having someone in their corner, an ability to gain personalised guidance, and the opportunity to develop a professional network. The challenges of being mentored at this level were also expressed, drawing attention to the need for pre-mentoring education to support meaningful engagement with the process, and a requirement for a clear scheme structure to guide mentees. Guided by these findings, we offer key practical recommendations to programme designers so they can successfully utilise mentoring as part of their offer to students, thus supporting university business schools to further enhance their career and skills development offerings.

منتورینگ با هدایت صنعت، ابزاری راهبردی است که می‌تواند فاصله میان دانش دانشگاهی و تخصص عملی را پر کند و فرصت‌هایی برای توسعه مهارت‌ها در اختیار منتورگیرندگان قرار دهد که فراتر از آن چیزی است که صرفاً از طریق رویکردهای آموزشی مبتنی بر کلاس درس قابل یادگیری است. منتورینگ اکنون در زندگی سازمانی رایج است، اما در دانشکده‌های مدیریت بازرگانی دانشگاه‌های بریتانیا کمتر متداول است. این امر نشان‌دهنده شکاف دانشی در زمینه درک چگونگی ادغام منتورینگ به عنوان ابزاری مکمل برای بهبود توسعه مهارت‌های دانشجویان در دانشکده‌های مدیریت بازرگانی است. هدف این مطالعه، بررسی ارزش ادراک‌شده منتورینگ صنعتی از دیدگاه منتورگیرندگان به منظور درک بهتر مزایای بالقوه روابط منتورینگ در سطح دانشگاهی بود. این پژوهش با دنبال کردن مسیر منتورگیرندگان در یک برنامه منتورینگ زنان در کسب‌وکار، به طور خاص به زمینه دانشجویان زن دانشگاهی پرداخت. منتورگیرندگان این برنامه، دانشجویان زن مقطع کارشناسی و کارشناسی ارشد بودند که در دوره‌های مختلف دانشکده مدیریت بازرگانی Sheffield تحصیل می‌کردند. با استفاده از طرح مطالعه طولی، مصاحبه‌های نیمه‌ساختاریافته در سه مرحله از یک برنامه منتورینگ یک‌ساله انجام شد: ۱. پیش از منتورینگ، ۲. در حین منتورینگ، و ۳. پس از منتورینگ. رونوشت‌های مصاحبه‌ها با استفاده از چارچوب شش‌مرحله‌ای Braun و Clarke به صورت تماتیک تحلیل شدند. یافته‌ها ارزش منتورینگ را از دیدگاه منتورگیرندگان نشان می‌دهد، به ویژه مفهوم داشتن فردی حامی، امکان دریافت راهنمایی شخصی‌سازی‌شده و فرصت توسعه شبکه حرفه‌ای. همچنین چالش‌های منتورینگ در این سطح بیان شد که بر نیاز به آموزش پیش از منتورینگ برای حمایت از مشارکت معنادار در این فرایند و لزوم وجود ساختار شفاف برنامه برای راهنمایی منتورگیرندگان تأکید دارد. بر اساس این یافته‌ها، توصیه‌های عملی کلیدی به طراحان برنامه ارائه می‌شود تا بتوانند منتورینگ را به طور موفقیت‌آمیز به عنوان بخشی از پیشنهاد خود به دانشجویان به کار گیرند و بدین ترتیب دانشکده‌های مدیریت بازرگانی دانشگاهی را در ارتقای بیشتر فرصت‌های توسعه شغلی و مهارتی دانشجویان حمایت کنند.

Introduction Hybrid teaching, in which students attend lectures either in the physical presence of a lecturer or synchronously via video link from another location, has become increasingly common at multi-campus institutions, yet research systematically comparing student satisfaction and perceived learning in this format remains limited. Methods This study examined synchronous hybrid teaching in an undergraduate Social Work programme delivered across two Swedish campuses, in which the defining difference between student groups was not physical attendance as such, since students at both sites were present in university classrooms, but whether the lecturer taught in person or via videoconference from the other campus. A total of 282 students completed a study-specific questionnaire across three consecutive semesters, assessing overall satisfaction, perceived learning under both lecturer conditions, ability to focus, sense of community, and technical problems. Results Perceived learning was consistently higher when the lecturer was physically present than when teaching remotely (d = 1.24), a pattern that held within students at both campuses, indicating that it was not attributable to campus affiliation alone. Students at the satellite campus reported significantly higher overall satisfaction than students at the main campus, but this campus-level difference was no longer statistically significant once pedagogical and technical factors were accounted for in a multiple regression model; instead, perceived learning during remote-lecturer sessions, ability to focus, sense of community, and technical problems emerged as the strongest independent predictors of satisfaction, together explaining 57.4% of its variance. Discussion These findings suggest that satisfaction and perceived learning represent partly distinct dimensions of the hybrid teaching experience and suggest that local pedagogical support and reliable technical delivery during remote-lecturer sessions may matter more for student satisfaction than physical co-location with the lecturer itself.

مقدمه: آموزش ترکیبی، که در آن دانشجویان یا به صورت حضوری در کنار مدرس یا به طور همزمان از طریق ارتباط تصویری از مکانی دیگر در کلاس‌ها شرکت می‌کنند، در مؤسسات چندپردی افزایش یافته است، اما پژوهش‌های نظام‌مند در خصوص مقایسه رضایت دانشجویان و یادگیری ادراک‌شده در این قالب همچنان محدود است. روش‌ها: این مطالعه به بررسی آموزش ترکیبی همزمان در برنامه کارشناسی مددکاری اجتماعی که در دو پردیس سوئدی ارائه می‌شود، پرداخت؛ تفاوت اصلی بین گروه‌های دانشجویی، حضور فیزیکی نبود، چرا که دانشجویان هر دو سایت در کلاس‌های دانشگاه حضور داشتند، بلکه این بود که آیا مدرس به صورت حضوری یا از طریق ویدئوکنفرانس از پردیس دیگر تدریس می‌کرد. مجموعاً ۲۸۲ دانشجو در سه نیم‌سال متوالی پرسشنامه‌ای ویژه مطالعه را تکمیل کردند که رضایت کلی، یادگیری ادراک‌شده در هر دو وضعیت مدرس، توانایی تمرکز، حس اجتماع و مشکلات فنی را ارزیابی می‌کرد. نتایج: یادگیری ادراک‌شده به طور پیوسته زمانی که مدرس به صورت حضوری حضور داشت بالاتر بود تا زمانی که به صورت از راه دور تدریس می‌کرد (d = 1.24)، و این الگو در هر دو پردیس مشاهده شد که نشان می‌دهد این امر صرفاً به وابستگی به پردیس مربوط نیست. دانشجویان پردیس فرعی رضایت کلی بالاتری نسبت به دانشجویان پردیس اصلی گزارش کردند، اما این تفاوت در سطح پردیس پس از لحاظ کردن عوامل آموزشی و فنی در مدل رگرسیون چندگانه دیگر از نظر آماری معنادار نبود؛ در عوض، یادگیری ادراک‌شده در جلسات مدرس از راه دور، توانایی تمرکز، حس اجتماع و مشکلات فنی به عنوان قوی‌ترین پیش‌بینی‌کننده‌های مستقل رضایت ظاهر شدند که در مجموع ۵۷.۴٪ از واریانس آن را تبیین کردند. بحث: این یافته‌ها نشان می‌دهد که رضایت و یادگیری ادراک‌شده ابعاد تا حدی متمایزی از تجربه آموزش ترکیبی را نمایندگی می‌کنند و حاکی از آن است که حمایت آموزشی محلی و ارائه فنی قابل اعتماد در جلسات مدرس از راه دور ممکن است برای رضایت دانشجویان مهم‌تر از هم‌مکانی فیزیکی با مدرس باشد.

The Ministry of Education and Culture (MEC), the Finnish National Agency for Education (EDUFI), and the Finnish Education Evaluation Centre (FINEEC) have recently actively sought to identify and produce means and tools to support socio-emotional learning and well-being among children in early childhood education. According to reports conducted by the Ministry of Education and Culture and the Finnish National Agency for Education, there is a need for a more research related to research-based intervention methods in ECE. The aim of this descriptive review is to highlight Finnish peer reviewed intervention research and find out how teacher-child interaction skills are described within it. The findings indicate that Finnish intervention research is relatively recent, and that all intervention programs are targeted at entire groups of children. The intervention studies (n = 18) were evenly divided into descriptions of method implementation, the strengthening the professional competence of ECE and care personnel and the supporting the socio-emotional skills among children and ECE and care personnel. Teacher competence was enhanced through training that emphasized theoretical knowledge, its binding into practice, and shared reflection. Approximately half of the interventions were based on positive psychology. The role of guardians in interventions was limited. The descriptions of the teacher-child interaction were strongly focused on emotional support. According to the results, the core of teacher-child interaction lies in the teacher’s active role: the teacher is not merely available to the child but acts as an active agent in creating learning opportunities for each child. Supporting the child relies largely on the teacher’s own teacher-child interaction skills and their ability to appropriately use and apply materials. Therefore, strengthening teachers’ own socio-emotional competence and professional capacity is essential within interventions. Providing stronger support for children with greater needs in socio-emotional learning also requires more individualized interventions. Ultimately, children’s socio-emotional learning and competencies, as well as the learning environments that support them, are nurtured by ECE teachers and other ECE and care personnel.

وزارت آموزش و فرهنگ (MEC)، سازمان ملی آموزش فنلاند (EDUFI) و مرکز ارزیابی آموزش فنلاند (FINEEC) اخیراً به طور فعال در پی شناسایی و تولید ابزارها و روش‌هایی برای حمایت از یادگیری اجتماعی‌هیجانی و بهزیستی کودکان در آموزش و پرورش دوران کودکی بوده‌اند. بر اساس گزارش‌های تهیه‌شده توسط وزارت آموزش و فرهنگ و سازمان ملی آموزش فنلاند، نیاز به پژوهش‌های بیشتری در زمینه روش‌های مداخله مبتنی بر پژوهش در آموزش و پرورش دوران کودکی وجود دارد. هدف این مرور توصیفی، برجسته‌کردن پژوهش‌های مداخله‌ای داوری‌شده فنلاندی و بررسی نحوه توصیف مهارت‌های تعامل معلم-کودک در این پژوهش‌ها است. یافته‌ها نشان می‌دهد که پژوهش‌های مداخله‌ای فنلاندی نسبتاً جدید هستند و همه برنامه‌های مداخله‌ای بر کل گروه‌های کودکان متمرکز بوده‌اند. مطالعات مداخله‌ای (n = 18) به طور مساوی بین توصیف اجرای روش، تقویت شایستگی حرفه‌ای کارکنان آموزش و مراقبت دوران کودکی و حمایت از مهارت‌های اجتماعی‌هیجانی کودکان و کارکنان آموزش و مراقبت تقسیم شده‌اند. شایستگی معلمان از طریق آموزش‌هایی که بر دانش نظری، پیوند آن با عمل و بازتاب مشترک تأکید داشتند، تقویت شده است. تقریباً نیمی از مداخلات مبتنی بر روان‌شناسی مثبت‌گرا بوده‌اند. نقش والدین در مداخلات محدود بوده است. توصیف‌های تعامل معلم-کودک عمدتاً بر حمایت هیجانی متمرکز بوده‌اند. بر اساس نتایج، هسته تعامل معلم-کودک در نقش فعال معلم نهفته است: معلم صرفاً در دسترس کودک نیست، بلکه به عنوان عاملی فعال در ایجاد فرصت‌های یادگیری برای هر کودک عمل می‌کند. حمایت از کودک تا حد زیادی به مهارت‌های تعامل معلم-کودک و توانایی معلم در استفاده و به‌کارگیری مناسب مواد آموزشی وابسته است. بنابراین، تقویت شایستگی اجتماعی‌هیجانی و ظرفیت حرفه‌ای معلمان در مداخلات ضروری است. ارائه حمایت قوی‌تر برای کودکانی که نیاز بیشتری به یادگیری اجتماعی‌هیجانی دارند، همچنین مستلزم مداخلات فردی‌تر است. در نهایت، یادگیری و شایستگی‌های اجتماعی‌هیجانی کودکان و همچنین محیط‌های یادگیری حمایت‌کننده از آن‌ها، توسط معلمان آموزش و پرورش دوران کودکی و سایر کارکنان آموزش و مراقبت پرورش می‌یابد.

Background- Critical thinking is an important skill for students, particularly in learning science concepts such as Earth’s rotation. Preliminary assessment showed that students’ critical thinking ability had a low category. Objectives- This study aimed to develop and conduct a preliminary evaluation of Rotation Media Interactive (ROMI) using Articulate Storyline for sixth-grade. Method- This study employed the ADDIE development model. The participants were sixth-grade students at a public elementary school in Palembang. The developed media was evaluated through expert validation, individual and small-group trials, and a field evaluation involving 18 students. Data were collected using expert validation sheets, student response questionnaires, and critical thinking tests. Results- ROMI obtained an average feasibility score of 94.71% from material, media, and practitioner validation, categorized as very feasible. Student responses indicated high practicality, with average scores of 93.06% in the individual trial and 93.15% in the small-group trial. In the field evaluation, the mean critical thinking test score increased from 62.89 to 93.89 after implementation, with a mean N-Gain of 0.835, categorized as high. Conclusions- ROMI received favorable expert evaluations and student responses and showed promising results in the preliminary field evaluation. However, the observed score increase cannot be attributed solely to ROMI. Further evaluation using larger samples and controlled or comparative designs is needed.

زمینه و هدف: تفکر انتقادی یکی از مهارت‌های مهم برای دانش‌آموزان، به‌ویژه در یادگیری مفاهیم علمی مانند گردش زمین است. ارزیابی مقدماتی نشان داد که توانایی تفکر انتقادی دانش‌آموزان در سطح پایینی قرار دارد. هدف: این پژوهش با هدف توسعه و ارزیابی مقدماتی رسانه تعاملی گردش (ROMI) با استفاده از نرم‌افزار Articulate Storyline برای دانش‌آموزان پایه ششم انجام شد. روش: این پژوهش از مدل توسعه ADDIE بهره برد. شرکت‌کنندگان شامل دانش‌آموزان پایه ششم یک مدرسه ابتدایی دولتی در پالمبانگ بودند. رسانه توسعه‌یافته از طریق اعتبارسنجی خبرگان، آزمون‌های فردی و گروهی کوچک، و ارزیابی میدانی با مشارکت ۱۸ دانش‌آموز مورد ارزیابی قرار گرفت. داده‌ها با استفاده از فرم‌های اعتبارسنجی خبرگان، پرسشنامه‌های پاسخ دانش‌آموزان و آزمون‌های تفکر انتقادی جمع‌آوری شد. یافته‌ها: رسانه ROMI میانگین امتیاز قابلیت استفاده ۹۴٫۷۱٪ را از اعتبارسنجی مواد، رسانه و متخصصان دریافت کرد که در دسته بسیار مطلوب قرار گرفت. پاسخ‌های دانش‌آموزان نشان‌دهنده عملی بودن بالای رسانه بود، به‌طوری که میانگین امتیاز در آزمون فردی ۹۳٫۰۶٪ و در آزمون گروهی کوچک ۹۳٫۱۵٪ بود. در ارزیابی میدانی، میانگین نمره آزمون تفکر انتقادی پس از اجرا از ۶۲٫۸۹ به ۹۳٫۸۹ افزایش یافت و میانگین N-Gain برابر با ۰٫۸۳۵ و در دسته بالا قرار گرفت. نتیجه‌گیری: رسانه ROMI ارزیابی‌های مطلوبی از سوی خبرگان و دانش‌آموزان دریافت کرد و در ارزیابی میدانی مقدماتی نتایج امیدوارکننده‌ای نشان داد. با این حال، افزایش مشاهده‌شده در نمرات را نمی‌توان صرفاً به ROMI نسبت داد. ارزیابی‌های بیشتر با نمونه‌های بزرگ‌تر و طرح‌های کنترل‌شده یا مقایسه‌ای مورد نیاز است.

This study aims to determine the correlation between Quran memorization ability and speaking skills (maharah kalam) among female students at the Sa'adatul Muttaqin Islamic Boarding School in Bakung Village, Muaro Jambi. A quantitative correlational method was employed using purposive sampling. The sample consisted of 30 female students who had resided at the boarding school for at least two years and memorized a minimum of five juz (parts) of the Quran. Data on memorization ability were obtained via a questionnaire (Cronbach's Alpha =0.884), while data on speaking skills were derived from existing academic records. Analysis was conducted using the Spearman's rho correlation test. The results indicate that the majority of students fell into the moderate category for both Quran memorization ability (33.33%) and speaking skills (50.0%). The correlation test yielded a value of ρ =0.140 with a significance level of 0.460 (>0.05), leading to the acceptance of the null hypothesis (H₀). It is concluded that there is no significant relationship between Quran memorization ability and speaking skills among the students, as Arabic speaking proficiency is more strongly influenced by factors such as teaching methods, practice intensity, and the language environment.

این پژوهش با هدف تعیین رابطه بین توانایی حفظ قرآن و مهارت‌های گفتاری (مهارت کلام) در میان دانش‌آموزان دختر مدرسه شبانه‌روزی اسلامی سعدت‌المتقین واقع در روستای باکونگ، موآرو جامبی انجام شده است. روش پژوهش، همبستگی کمی با استفاده از نمونه‌گیری هدفمند بوده است. نمونه شامل ۳۰ دانش‌آموز دختر بود که حداقل دو سال در مدرسه شبانه‌روزی اقامت داشته و حداقل پنج جزء از قرآن را حفظ کرده بودند. داده‌های مربوط به توانایی حفظ قرآن از طریق پرسشنامه (آلفای کرونباخ = ۰٫۸۸۴) و داده‌های مربوط به مهارت‌های گفتاری از سوابق تحصیلی موجود استخراج شد. تحلیل داده‌ها با استفاده از آزمون همبستگی اسپیرمن (Spearman’s rho) انجام گرفت. نتایج نشان داد که اکثریت دانش‌آموزان در هر دو متغیر توانایی حفظ قرآن (۳۳٫۳۳٪) و مهارت‌های گفتاری (۵۰٫۰٪) در سطح متوسط قرار داشتند. آزمون همبستگی مقدار ρ = ۰٫۱۴۰ با سطح معناداری ۰٫۴۶۰ (>۰٫۰۵) را نشان داد که منجر به پذیرش فرض صفر (H₀) شد. نتیجه‌گیری می‌شود که بین توانایی حفظ قرآن و مهارت‌های گفتاری در میان دانش‌آموزان رابطه معناداری وجود ندارد، چرا که تسلط بر مهارت گفتاری زبان عربی بیشتر تحت تأثیر عواملی چون روش‌های تدریس، میزان تمرین و محیط زبانی قرار دارد.

Tilt refers to an ability pattern based on within person differences in two distinct abilities (e.g., verbal and math), yielding relative strength in one ability (e.g., math) and relative weakness in another (e.g., verbal). The current study is the first to examine age and sex differences in math-verbal tilt from 13- to 17-years. Test scores were obtained from the Armed Services Vocational Aptitude Battery in the 1997 National Longitudinal Survey of Youth ( N = 6969), a nationally representative sample of adolescents in the United States. Tilt was based on differences in math and verbal scores, yielding math tilt (indicating math strength) and verbal tilt (indicating verbal strength). Other variables included processing speed and general intelligence ( g ), which were expected to facilitate the acquisition of specific abilities that produce tilt. Contrary to research on sex differences in vocational preferences, levels of math and verbal tilt were higher in males than females. In addition, both sexes showed large tilt effects from zero ( d > 1.00), where zero indicates no tilt (i.e., no difference in math and verbal scores), indicating large levels of math or verbal tilt within individuals. The large tilt effects from zero support investment theories, which assume that individuals seek out and select activities in specific domains that boost analogous types of tilts. Finally, age-related increases in tilt were observed for males and females and were mediated by speed and g . Such a pattern supports cascade theories, which assume that speed and g facilitate the acquisition of specific abilities, which boost analogous forms of tilt. Future research should consider age and sex differences in tilt in different developmental periods (e.g., late adulthood) and at different ability levels (e.g., gifted and intellectually disabled).

تمایل به الگوی توانایی اشاره دارد که بر اساس تفاوت‌های درون‌فردی در دو توانایی متمایز (مانند کلامی و ریاضی) شکل می‌گیرد و منجر به قدرت نسبی در یک توانایی (مانند ریاضی) و ضعف نسبی در دیگری (مانند کلامی) می‌شود. مطالعه حاضر نخستین پژوهشی است که تفاوت‌های سنی و جنسیتی در تمایل ریاضی-کلامی را در بازه سنی ۱۳ تا ۱۷ سال بررسی می‌کند. نمرات آزمون از آزمون استعداد شغلی نیروهای مسلح در پیمایش ملی طولی جوانان ۱۹۹۷ (N = 6969)، که نمونه‌ای نماینده از نوجوانان ایالات متحده است، به دست آمد. تمایل بر اساس تفاوت نمرات ریاضی و کلامی محاسبه شد و تمایل ریاضی (نشان‌دهنده قدرت ریاضی) و تمایل کلامی (نشان‌دهنده قدرت کلامی) حاصل گردید. سایر متغیرها شامل سرعت پردازش و هوش عمومی (g) بودند که انتظار می‌رفت اکتساب توانایی‌های خاصی را که منجر به تمایل می‌شوند، تسهیل کنند. برخلاف پژوهش‌ها درباره تفاوت‌های جنسیتی در ترجیحات شغلی، سطوح تمایل ریاضی و کلامی در مردان بالاتر از زنان بود. علاوه بر این، هر دو جنس اثرات تمایل بزرگی نسبت به صفر (d > 1.00) نشان دادند، که در آن صفر نشان‌دهنده عدم تمایل (یعنی عدم تفاوت در نمرات ریاضی و کلامی) است و بیانگر سطوح بالای تمایل ریاضی یا کلامی درون افراد است. اثرات بزرگ تمایل نسبت به صفر از نظریه‌های سرمایه‌گذاری حمایت می‌کند که فرض می‌کنند افراد به دنبال انتخاب و انجام فعالیت‌هایی در حوزه‌های خاص هستند که انواع مشابهی از تمایل را تقویت می‌کند. در نهایت، افزایش‌های مرتبط با سن در تمایل برای مردان و زنان مشاهده شد که توسط سرعت و g واسطه‌گری می‌شد. چنین الگویی از نظریه‌های آبشاری حمایت می‌کند که فرض می‌کنند سرعت و g اکتساب توانایی‌های خاص را تسهیل می‌کنند و انواع مشابهی از تمایل را تقویت می‌کنند. پژوهش‌های آینده باید تفاوت‌های سنی و جنسیتی در تمایل را در دوره‌های رشدی مختلف (مانند بزرگسالی دیرهنگام) و در سطوح مختلف توانایی (مانند افراد با استعداد و افراد دارای ناتوانی ذهنی) مد نظر قرار دهند.

STEM education often marginalizes rural students by privileging urban-centric engineering standards and forms of technical representation. This study investigates how traditional agricultural knowledge can be translated into engineering design learning through a Culturally Responsive STEM (CR-STEM) approach in rural classrooms. Using a qualitative case study design, data were collected from 12 tenth-grade students through classroom observations, design activities, and student-generated artifacts during an engineering project. A six-phase thematic analysis revealed that integrating agricultural knowledge enabled students to transform everyday experiences into functional engineering strategies. Instead of relying on conventional two-dimensional technical drawings, students demonstrated sophisticated problem-solving through direct hands-on experimentation, material adaptation, and the adaptive use of locally available resources. However, the findings also revealed a pedagogical tension stemming from a disconnect between students’ practical skills and formal communication. While students demonstrated strong physical engineering competence during construction, they struggled with formal technical drawing and academic presentation, which constrained their ability to articulate and formalize their design reasoning. These findings suggest that culturally responsive STEM education should support students in translating tacit local expertise into formal engineering representations. The study contributes to discussions on equitable STEM education by proposing alternative approaches to recognizing and assessing rural engineering competencies in culturally diverse learning contexts.

آموزش STEM اغلب با برتری دادن به استانداردهای مهندسی و شیوه‌های فنی مبتنی بر شهر، دانش‌آموزان روستایی را به حاشیه می‌راند. این پژوهش بررسی می‌کند که چگونه دانش کشاورزی سنتی می‌تواند از طریق رویکرد آموزش STEM پاسخگو به فرهنگ (CR-STEM) به یادگیری طراحی مهندسی در کلاس‌های روستایی ترجمه شود. با استفاده از طرح مطالعه موردی کیفی، داده‌ها از ۱۲ دانش‌آموز پایه دهم از طریق مشاهده کلاس، فعالیت‌های طراحی و آثار تولیدشده توسط دانش‌آموزان در طول یک پروژه مهندسی گردآوری شد. تحلیل تماتیک شش‌مرحله‌ای نشان داد که ادغام دانش کشاورزی به دانش‌آموزان امکان داد تا تجربیات روزمره خود را به راهبردهای مهندسی کاربردی تبدیل کنند. به جای اتکا به نقشه‌های فنی دوبعدی متعارف، دانش‌آموزان از طریق آزمایش عملی مستقیم، سازگاری با مواد و استفاده تطبیقی از منابع محلی موجود، حل مسئله پیشرفته‌ای را به نمایش گذاشتند. با این حال، یافته‌ها همچنین به وجود یک تنش آموزشی ناشی از گسست میان مهارت‌های عملی دانش‌آموزان و ارتباط رسمی اشاره داشت. در حالی که دانش‌آموزان در حین ساخت، شایستگی مهندسی فیزیکی بالایی نشان دادند، اما در ترسیم فنی رسمی و ارائه علمی با دشواری مواجه بودند که این امر توانایی آن‌ها را در بیان و صورت‌بندی استدلال طراحی‌شان محدود می‌کرد. این یافته‌ها نشان می‌دهد که آموزش STEM پاسخگو به فرهنگ باید از دانش‌آموزان در ترجمه تخصص ضمنی محلی به بازنمایی‌های رسمی مهندسی حمایت کند. این مطالعه با پیشنهاد رویکردهای جایگزین برای شناسایی و ارزیابی شایستگی‌های مهندسی روستایی در بسترهای یادگیری فرهنگی متنوع، به بحث‌های مربوط به آموزش عادلانه STEM کمک می‌کند.

The ability to manage one's finances is fundamental to independent living, personal autonomy, and overall well-being, particularly for older adults. However, cognitive decline poses a significant threat to this capacity, with profound emotional and psychosocial ramifications for older adults, their families, and the professionals who support them. While legal frameworks like the Mental Capacity Act 2005 (MCA) in England and Wales aim to address these challenges, this article argues that a therapeutic jurisprudence (TJ) perspective offers a crucial lens for understanding and improving outcomes. Drawing upon existing literature in gerontology, neuropsychology, law, and therapeutic jurisprudence, this article considers the complex interplay between cognitive decline, the legal concept of mental capacity in financial decision-making, and emotional well-being. It critiques the potential limitations of purely cognitive or legalistic approaches and advocates for the integration of TJ principles – focusing on psychological well-being, recognising the proactive role of legal actors, and adopting a systemic perspective – to create more humane, effective, and empowering support systems for older adults facing financial vulnerability due to cognitive decline.

توانایی مدیریت امور مالی برای زندگی مستقل، خودمختاری فردی و بهزیستی کلی، به‌ویژه در سالمندان، بنیادی است. با این حال، افت شناختی تهدیدی جدی برای این ظرفیت محسوب می‌شود و پیامدهای عاطفی و روانی-اجتماعی عمیقی برای سالمندان، خانواده‌های آنان و متخصصانی که از آن‌ها حمایت می‌کنند به همراه دارد. اگرچه چارچوب‌های حقوقی مانند قانون ظرفیت ذهنی ۲۰۰۵ (Mental Capacity Act 2005) در انگلستان و ولز با هدف مواجهه با این چالش‌ها تدوین شده‌اند، این مقاله استدلال می‌کند که رویکرد حقوق درمان‌محور (therapeutic jurisprudence) دیدگاهی اساسی برای فهم و بهبود پیامدها ارائه می‌دهد. با بهره‌گیری از ادبیات موجود در حوزه‌های سالمندی، عصب‌روان‌شناسی، حقوق و حقوق درمان‌محور، این مقاله به بررسی تعامل پیچیده میان افت شناختی، مفهوم حقوقی ظرفیت ذهنی در تصمیم‌گیری مالی و بهزیستی عاطفی می‌پردازد. همچنین، محدودیت‌های بالقوه رویکردهای صرفاً شناختی یا حقوقی را نقد کرده و بر ادغام اصول حقوق درمان‌محور — با تمرکز بر بهزیستی روان‌شناختی، شناسایی نقش فعال کنشگران حقوقی و اتخاذ دیدگاه نظام‌مند — برای ایجاد نظام‌های حمایتی انسانی‌تر، مؤثرتر و توانمندساز برای سالمندانی که به دلیل افت شناختی در معرض آسیب‌پذیری مالی قرار دارند، تأکید می‌کند.

This study aims to reveal the strategies used by Al-Qur'an Hadith teachers in improving the Qur'an reading ability of tenth-grade students at MA NWDI Pringgasela. The ability to read the Qur'an is a fundamental aspect of Islamic education, as it serves as the foundation for students to correctly understand the content and message of the Qur'an. Al-Qur'an Hadith teachers play a crucial role in shaping this ability through a structured and systematic learning process. This research employs a qualitative descriptive approach using field research, focusing on the objective depiction of real conditions in the field. Data collection techniques include observation, interviews, and documentation to obtain in-depth insights into the teaching strategies applied by the teachers. The results of the study show that the main strategy used by Al-Qur'an Hadith teachers at MA NWDI Pringgasela is the expository strategy, which emphasizes direct delivery of material from teacher to students. This strategy is implemented through two main methods: the lecture method and the talaqqi method. Through lectures, teachers explain the rules of tajwid, makharijul huruf (points of articulation), and the ethics of reading the Qur'an. Meanwhile, the talaqqi method is used to train students' reading skills by listening to and imitating the teacher's recitation to correct pronunciation errors. The application of these methods has proven effective in improving students' ability to read the Qur'an accurately while fostering discipline and love for the Qur'an.

هدف این پژوهش، آشکار ساختن راهبردهای مورد استفاده معلمان قرآن و حدیث در بهبود توانایی قرائت قرآن دانش‌آموزان پایه دهم در مدرسه MA NWDI Pringgasela است. توانایی قرائت قرآن یکی از جنبه‌های بنیادی آموزش اسلامی به‌شمار می‌رود، چرا که مبنایی برای درک صحیح محتوای قرآن و پیام آن توسط دانش‌آموزان فراهم می‌کند. معلمان قرآن و حدیث نقش بسیار مهمی در شکل‌دهی به این توانایی از طریق فرایند یاددهی-یادگیری ساختارمند و نظام‌مند ایفا می‌کنند. این پژوهش با رویکرد توصیفی-کیفی و با بهره‌گیری از پژوهش میدانی انجام شده است و تمرکز آن بر توصیف عینی شرایط واقعی در میدان پژوهش است. تکنیک‌های گردآوری داده‌ها شامل مشاهده، مصاحبه و مستندسازی به‌منظور دستیابی به بینش‌های عمیق درباره راهبردهای تدریس به‌کاررفته توسط معلمان است. نتایج پژوهش نشان می‌دهد که راهبرد اصلی مورد استفاده معلمان قرآن و حدیث در مدرسه MA NWDI Pringgasela، راهبرد اکتشافی (expository) است که بر انتقال مستقیم مطالب از معلم به دانش‌آموزان تأکید دارد. این راهبرد از طریق دو روش اصلی اجرا می‌شود: روش سخنرانی (lecture method) و روش تلقی (talaqqi method). در روش سخنرانی، معلمان قواعد تجوید، مخارج الحروف و آداب قرائت قرآن را توضیح می‌دهند. در حالی که روش تلقی برای تمرین مهارت قرائت دانش‌آموزان از طریق شنیدن و تقلید قرائت معلم به‌منظور تصحیح اشتباهات تلفظی به‌کار می‌رود. اجرای این روش‌ها در بهبود توانایی قرائت صحیح قرآن دانش‌آموزان و همچنین تقویت نظم و علاقه به قرآن مؤثر بوده است.

This study aims to analyze (1) technical skills, (2) interpersonal skills, and (3) conceptual skills of principals based on the local wisdom of Tamiang Traditional Culture (Adat Budaya Tamiang/ABT) in improving teacher performance in elementary schools of Aceh Tamiang Regency. This research employed a qualitative method with a case study approach. The research subjects consisted of principals, teachers, and representatives of the Aceh Tamiang Traditional Council (MAA) from two schools, namely SD Negeri 1 Sungai Liput and SD Negeri 1 Sriwijaya. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings reveal that: (1) The principals technical skills were reflected in their ability to formulate and manage RKS and RKAS through deliberation, integrate ABT into the curriculum, utilize internet-based learning media, provide cultural literacy resources such as the Tamiang language dictionary, and manage school facilities through the spirit of gotong royong (collective work). These programs contributed to improving teacher performance through clear planning, facility support, and work guidelines rooted in local wisdom. (2) Interpersonal skills were demonstrated through polite and ethical communication based on Tamiang customs, conflict resolution using a familial and consensus approach, teacher empowerment through kelompok belajar (teacher learning groups), participatory practices, and the creation of a collaborative work climate. This approach enhanced teacher motivation, commitment, and discipline. (3) Conceptual skills were evident in the principals' ability to formulate a vision and mission grounded in Tamiang cultural values, adapt national education policies to the local context, build solid teamwork, conduct data-based evaluations (including school performance reports, BOS Kinerja achievements, and “Beautiful Classroom” assessments), and involve communities and traditional institutions in school programs, including traditions such as pesejuk and the use of Malay Tamiang traditional attire. This study concludes that the managerial abilities of school principals based on the local wisdom of Tamiang cultural values significantly contribute to improving teacher performance through the application of technical, interpersonal, and conceptual skills rooted in local traditions. Principals are able to plan programs through deliberation, build harmonious working relationships, and interpret educational policies in accordance with the Tamiang cultural context. The integration of values such as togetherness, mutual cooperation, and social responsibility strengthens teachers' professionalism while fostering students' character and cultural identity.

هدف این پژوهش تحلیل (۱) مهارت‌های فنی، (۲) مهارت‌های بین‌فردی و (۳) مهارت‌های مفهومی مدیران مدارس مبتنی بر خرد بومی فرهنگ سنتی تامیانگ (Adat Budaya Tamiang/ABT) در بهبود عملکرد معلمان در مدارس ابتدایی شهرستان آچه تامیانگ است. این پژوهش با روش کیفی و رویکرد مطالعه موردی انجام شده است. شرکت‌کنندگان پژوهش شامل مدیران مدارس، معلمان و نمایندگان شورای سنتی آچه تامیانگ (MAA) از دو مدرسه، یعنی SD Negeri 1 Sungai Liput و SD Negeri 1 Sriwijaya بودند. داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری و با استفاده از کاهش داده‌ها، نمایش داده‌ها و نتیجه‌گیری تحلیل شدند. یافته‌ها نشان دادند که: (۱) مهارت‌های فنی مدیران مدارس در توانایی آن‌ها برای تدوین و مدیریت RKS و RKAS از طریق مشورت، ادغام ABT در برنامه درسی، بهره‌گیری از رسانه‌های آموزشی مبتنی بر اینترنت، فراهم‌سازی منابع سواد فرهنگی مانند فرهنگ لغت زبان تامیانگ و مدیریت امکانات مدرسه با روحیه گوتونگ رویونگ (کار جمعی) منعکس می‌شود. این برنامه‌ها از طریق برنامه‌ریزی شفاف، حمایت از امکانات و دستورالعمل‌های کاری مبتنی بر خرد بومی به بهبود عملکرد معلمان کمک کردند. (۲) مهارت‌های بین‌فردی از طریق ارتباط مؤدبانه و اخلاقی مبتنی بر آداب تامیانگ، حل تعارض با رویکرد خانوادگی و اجماعی، توانمندسازی معلمان از طریق گروه‌های یادگیری معلمان (kelompok belajar)، شیوه‌های مشارکتی و ایجاد فضای کاری مشارکتی نشان داده شد. این رویکرد انگیزه، تعهد و انضباط معلمان را افزایش داد. (۳) مهارت‌های مفهومی در توانایی مدیران برای تدوین چشم‌انداز و رسالتی مبتنی بر ارزش‌های فرهنگی تامیانگ، تطبیق سیاست‌های ملی آموزشی با زمینه محلی، ایجاد کار تیمی مستحکم، انجام ارزیابی‌های مبتنی بر داده (از جمله گزارش عملکرد مدرسه، دستاوردهای BOS Kinerja و ارزیابی‌های «کلاس زیبا») و مشارکت جامعه و نهادهای سنتی در برنامه‌های مدرسه، از جمله سنت‌هایی مانند پِسِجوک و استفاده از لباس سنتی مالایو تامیانگ مشهود بود. این پژوهش نتیجه می‌گیرد که توانمندی‌های مدیریتی مدیران مدارس مبتنی بر خرد بومی ارزش‌های فرهنگی تامیانگ، از طریق به‌کارگیری مهارت‌های فنی، بین‌فردی و مفهومی ریشه‌دار در سنت‌های محلی، به طور معناداری به بهبود عملکرد معلمان کمک می‌کند. مدیران قادرند برنامه‌ها را از طریق مشورت برنامه‌ریزی کنند، روابط کاری هماهنگ ایجاد نمایند و سیاست‌های آموزشی را متناسب با زمینه فرهنگی تامیانگ تفسیر کنند. ادغام ارزش‌هایی چون همبستگی، همکاری متقابل و مسئولیت اجتماعی، حرفه‌ای‌گری معلمان را تقویت کرده و در عین حال به پرورش شخصیت و هویت فرهنگی دانش‌آموزان می‌انجامد.