approach

Enhancing conceptual understanding and critical thinking in elementary science requires meaningful learning experiences supported by appropriate instructional media. Examining the effects of integrating Deep Learning approaches and audiovisual media on students’ conceptual understanding and critical thinking was the primary aim of this study. A quantitative approach with a quasi-experimental matching-only design involved 30 fifth-grade students, comprising 15 students in the experimental group and 15 in the control group. Data were collected using conceptual understanding and critical thinking tests, with reliability coefficients of 0.84 and 0.86, respectively. Data analysis employed ANCOVA and MANCOVA. Results showed that the experimental group obtained higher posttest means in conceptual understanding (91.47) and critical thinking (89.72) than the control group (72.47 and 68.47). ANCOVA indicated significant effects on conceptual understanding, F(1,56) = 86.57, p < 0.01, η²p = 0.59, and critical thinking, F(1,56) = 72.43, p < 0.01, η²p = 0.56. MANCOVA also revealed a significant simultaneous effect, Pillai’s Trace = 0.68, F(2,56) = 58.72, p < 0.01, η²p = 0.68. Overall, integrating Deep Learning approaches with audiovisual media substantially improved both outcomes within the studied context.

Yayasan Cahaya Ilmu is a social and religious institution in Lawang Kuta Hamlet, Lembar Village, West Lombok Regency, that fosters 11 adolescent and young adult beneficiaries aged 13–18 years with orphan, double-orphan, and underprivileged family backgrounds. Prior to this program, the beneficiaries had not received structured mentoring in Al-Islam and Kemuhammadiyahan (AIK), consistent with national data indicating high school dropout rates in West Nusa Tenggara. This community service program aimed to improve participants' understanding of Islamic values, cultivate knowledge of Muhammadiyah's ideology, and build noble character and independence. The method adapted a Participatory Action Research approach, implemented over one month through eight scheduled visits (twice weekly), combined with independent daily worship habituation supervised by the foundation's mentor. Results showed improvement across all indicators: the average AIK comprehension score increased from 50.5 to 80.6 (scale of 100); 91% of participants were able to perform prayer according to fiqh standards; 91% showed improvement in Qur'anic recitation quality using the tahsin method and 100% of participants successfully memorized five short surahs. Outputs produced include a two-volume AIK module, Qur'anic storyboards, daily worship monitoring tables, and the establishment of an independent study circle (halaqah mandiri) as a form of program sustainability.

Emotional self-regulation is an aspect of interest in mathematics learning given the emotional experiences associated with difficulties and errors; therefore, the study aimed to understand educational professionals’ perceptions of this phenomenon. The research was conducted using a qualitative approach, within the interpretive paradigm, and employing a descriptive-interpretive design. It involved a mathematics teacher, a psychologist, and an educational psychologist, who participated in asynchronous, semi-structured interviews. The data were analyzed through coding and triangulation of sources. The findings showed that the professionals attribute significance to emotional experiences in the face of mathematical difficulties and recognize resources related to academic coping and self-confidence, in addition to situating emotional support, guidance, feedback, and the learning environment within these experiences. These results align with previous studies that acknowledge emotional and pedagogical components related to mathematics learning, although the present study interprets them from the perspective of professional perceptions. It is concluded that participants understand emotional self-regulation as a process related to managing emotional responses to mathematical challenges, situated within a context of personal, academic, and pedagogical support resources.

This study aims to analyze the role of school principal leadership in shaping students’ character of discipline, responsibility, and independence at SMP Negeri 4 Pekanbaru. This research employed a qualitative phenomenological approach involving 16 participants consisting of one school principal, five teachers, and ten students, selected through purposive sampling based on their involvement and understanding of the research phenomenon. Data were collected through observation, in-depth interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing. The findings indicate that school principals play a crucial role in character formation through exemplary leadership, integration of character values into the school vision and mission, habituation programs, routine activities, supervision, and continuous evaluation. The strategies implemented include effective communication, motivation and appreciation, enforcement of school regulations accompanied by guidance, and collaboration with teachers, parents, and the community. Character development is supported by the principal’s commitment, involvement of school members, extracurricular activities, and family and community support. However, several challenges remain, including limited student awareness, insufficient parental supervision, peer influence, and uncontrolled use of technology and social media. This study highlights the importance of transformational and collaborative leadership in creating a school environment that supports sustainable student character development.

This study aims to analyze the learning problems experienced by Grade VIII students at UPTD SMPN 16 Kupang based on students’ experiences and teachers’ perspectives. The study employed a descriptive qualitative approach, using interviews with 16 informants consisting of one homeroom teacher, three subject teachers, and 12 Grade VIII students. The data were analyzed thematically by grouping responses into recurring patterns relevant to the research focus. The findings derived from the available informant accounts revealed several issues, namely students’ limited openness in communicating their difficulties, inconsistent classroom participation, procrastination in completing assignments, and family responsibilities that reduce the time and energy available for learning. Some students reported being distracted by recreational activities, while others experienced fatigue after helping their parents at home. These findings indicate that learning problems need to be understood by considering academic factors, study habits, communication, and family context. Guidance and counseling services can support the identification of students’ needs and the development of effective learning strategies and time management skills.

The emergence of generative artificial intelligence (Generative AI), such as ChatGPT, has brought significant changes to higher education, including Arabic language learning for non-native speakers (Arabic as a Foreign Language). Writing skills (Maharah al-Kitabah) are considered a relatively complex productive skill. Learners are required not only to master word formation (Sarf) and Arabic grammar (Nahwu), but also to organize ideas coherently and logically. This article employs a Systematic Literature Review (SLR) approach based on the PRISMA 2020 standards to map the use of ChatGPT in Arabic writing, examine the reliability of AI in Arabic grammar, and identify research gaps that remain underexplored. The review findings indicate that ChatGPT can serve as a useful writing partner (human-AI co-writer), particularly for generating ideas, enriching vocabulary, and correcting basic grammatical errors. However, AI still frequently produces errors or “hallucinations” when dealing with morphologically complex words, variations in Arabic dialects, and unvocalized texts. As a result, AI-generated writing may appear linguistically polished on the surface while containing grammatical inaccuracies. Furthermore, excessive reliance on AI may pose risks to academic integrity, while AI detection tools themselves often produce inaccurate results when identifying Arabic-language texts (false positives). This review also finds that existing research remains overly focused on English, tends to examine only the final writing outcomes without investigating students’ cognitive processes, and has paid limited attention to AI models specifically developed for the Arab region, such as ALLaM and Jais. Therefore, the approach to AI-assisted learning needs to shift from merely using AI toward purposeful and reflective utilization through frameworks such as the Spiral Learning Model and Genre-Based Pedagogy, so that AI functions as a scaffold without diminishing students’ autonomy and critical thinking.

This study addresses the critical deficiency in speaking skills among university students, a challenge primarily attributed to the reliance on traditional teaching methods and the limited time allocated for authentic verbal practice within the classroom. The research aims to construct a comprehensive theoretical framework for the Flipped Classroom strategy and identify the pedagogical and linguistic justifications for its implementation in developing speaking skills, while providing practical procedural recommendations for its integration into higher education. Adopting a descriptive-analytical approach through a critical review of educational literature, the findings reveal that the flipped model significantly enhances students' fluency, linguistic accuracy, and capacity for spontaneous expression. Furthermore, the model fosters increased motivation and active participation by granting learners the autonomy to progress at their own pace, as pre-class preparation helps mitigate "language anxiety" and bolsters confidence during real-time communicative interactions. Despite these advantages, the research identifies several implementation challenges, most notably the digital divide, potential cognitive overload, and the necessity for intensive faculty training in digital instructional design. Ultimately, the study concludes that the Flipped Classroom represents a fundamental philosophical shift that redefines educational roles, transforming class time from passive instruction into a dynamic "living linguistic laboratory" focused on intensive communicative practice.

Graduate employability Outcomes (GEO) is a crucial issue in emerging countries, where skill gaps and unemployment among university graduates are consistently rising. In this context, higher education institutions (HEIs) play a pivotal role in developing a strategic approach to fill the gap through collaboration between academia and industry. Nowadays, every higher education institution in emerging countries has an internal quality assurance cell (IQAC), and they play a critical role in ensuring continuous improvement, stakeholder engagement, and curriculum development. However, despite the growing relevance of this issue, limited empirical studies have been conducted on the mediating role of IQAC in the relationship between industry and academia for confirming graduate employability in an emerging economy, like Bangladesh. The purpose of this study is to examine the mediating role of IQAC, including university curriculum (UC), job scholars’ opportunities (JSO), on the association between university-industry collaboration (UIC), and university GEO in Bangladesh, using partial least squares structural equation modelling (PLS-SEM) under the quantitative research approach. Data were collected using a structured questionnaire from university graduates, faculty members, and administrative staff. The empirical evidence reveals that UIC significantly contributes to GEO; moreover, IQAC plays a substantial mediating role, including UC and JSO. The findings of the study offer practical contributions for higher educational institutions (HEIs), policymakers, and industry experts to continuously improve graduate employability outcomes, such as practical competencies, skills development, and job readiness.

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.

The purpose of this research is to analyze the economic self-management strategies used by students of the Faculty of Business Sciences of the Technical University of Machala during their academic training; Interest in this study arose from the need to understand how students face economic difficulties that arise in their training. A mixed approach was applied and a survey was used on a representative sample of 367 students, identifying the main source of income for a part of the student population, evidencing alternatives to sustain their expenses and reduce their economic dependence. The most used strategies were observed when they go through difficult situations and if the income is sufficient to cover their expenses, reflecting the existence of limitations and conditioning the way of organizing their resources and decision making. Likewise, it was identified that students usually perceive an impact. in their academic performance. The results allowed us to understand the economic dynamics experienced by university students and provide information for the design of institutional strategies that contribute to strengthening permanence, well-being and academic success.

Social capital represents a relational resource developed through trust, professional networks, collaboration, peer support, and knowledge exchange. In the context of Social Studies Education, social capital can support teachers in accessing information, experiences, and professional resources relevant to professional development and instructional planning. This study aims to analyze the conceptualization of teachers’ social capital, identify its dimensions in relation to teacher professionalism, and examine its relevance to Social Studies teaching practices and instructional planning. The study employs a Systematic Literature Review (SLR) approach guided by the PRISMA 2020 framework. The literature analyzed consists of scholarly publications published between 2023 and 2026 in Indonesian and English that met the established inclusion criteria. The data were analyzed through thematic synthesis based on conceptual dimensions, forms of professional relationships, and their contributions to teaching practices. The synthesis indicates that social capital facilitates teachers’ access to information, experiences, feedback, and professional support through networks and collaborative relationships. These resources can strengthen professional learning and pedagogical decision-making relevant to Social Studies instructional planning. However, empirical evidence directly linking teachers’ social capital to the quality of Social Studies instructional planning remains limited. These findings highlight the need for further research on how social capital can be translated into improvements in the quality of Social Studies instructional planning components.

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.

Tamil translations may facilitate Arabic language acquisition among Tamil-speaking learners in Sri Lanka; however, their effectiveness as a learning resource requires further examination. This research aims to analyse the contribution of Tamil translations to Arabic language learning, assess their role in improving vocabulary comprehension, and identify the strategies and challenges associated with their use. A descriptive-analytical approach was adopted, with a questionnaire comprising 20 questions across nine thematic areas administered to students learning Arabic at government universities in Sri Lanka. The findings indicate that translated books serve as valuable supplementary resources, particularly in clarifying unfamiliar vocabulary and facilitating the comprehension of Arabic texts. Learners demonstrate considerable confidence in translated materials and compare them with original Arabic texts only to a limited extent. Furthermore, the findings report a 97% correspondence rate between translated lexical equivalents and source-language words. Translators reportedly employ a combination of literal, interpretive, abridged, and adaptive translation strategies to address linguistic and semantic challenges. These findings highlight the pedagogical potential of Tamil translations in supporting Arabic language acquisition. The research recommends improving translation quality, developing bilingual educational resources, and integrating translated materials with original Arabic texts to enhance learners’ linguistic competence and promote effective Arabic language learning in Sri Lanka.

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

Children's behaviour and social adjustment within the classroom are important considerations. Behaviour can refer to how a pupil engages with learning tasks, follows instructions, works with others and interacts within the classroom. Social adjustment can relate to how children feel they fit in, build friendships, communicate effectively and feel included. Although behaviour and social adjustment are two distinct areas, they will be influenced by each other. This conceptual article will discuss the relationship between behaviour and social adjustment for upper primary school students. Using theories such as ecological systems, social learning and sociocultural. School engagement, friendships and school belonging will also be discussed. It is important to consider how behaviour should be seen as more than just an individual trait. Family factors, teaching style, peer relationships, individual differences and school factors can influence how a pupil behaves. A strength based approach to children's behaviour and social adjustment will be advocated. The article will conclude with key implications for classroom settings and recommendations for future research. Future research should be culturally aware, developmentally appropriate and ethical. This article is theoretical and will not give any findings.

The integration of technology into elementary education has enabled teachers to design more engaging and interactive learning media. This study developed Canva-assisted interactive animated video media for teaching the water cycle in elementary integrated science and evaluated its validity and practicality. A Research and Development (R&D) approach was employed, utilizing the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection involved expert validation questionnaires, student response questionnaires, and teacher response questionnaires. The media was assessed by two media experts and three subject-matter experts. Results showed that the interactive animated video media achieved validity scores of 95% from media experts and 94% from subject-matter experts, both categorized as very valid. During implementation, 30 fifth-grade students and one classroom teacher participated. Practicality evaluation indicated positive responses, with student and teacher response scores of 87% and 97%, respectively, both classified as very practical. These findings indicate that the developed media is user-friendly for both teachers and students, enhances students’ attention, enthusiasm, and active participation in classroom learning, and supports visualization of the abstract concept of the water cycle. Thus, Canva-assisted interactive animated video media constitutes a valid and practical learning resource for elementary integrated science instruction.

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.

This paper presents a practice‑driven software engineering course model that centers the curriculum on multi‑term, client‑partnered projects to cultivate real‑world design, teamwork, and delivery skills at undergraduate scale. The approach combines a shared web application stack, agile project management with iterative demos and retrospectives, and remote mentorship from industry alumni to provide authentic exposure to legacy code, stakeholder communication, and production‑like workflows. Operational experiences (“war stories”) surface recurring risks credential leakage, privacy missteps, shifting stakeholder expectations, and deployment hurdles and translate them into actionable process controls such as time‑boxing, version‑control discipline, and early environment planning. Reported outcomes highlight growth in technical execution and soft skills, increased student ownership through community impact, and a repeatable structure that decouples principles from practicum to support continuity across semesters. The paper concludes with adoption guidance on partner selection, mentor recruitment, and technology standardization to help programs embed authentic, sustainable project work as a centerpiece of software engineering education.

This study examined how classroom observation by school leaders influenced teachers’ effectiveness in lesson preparation and presentation in public secondary schools in Kyerwa District Council, Kagera, Tanzania. The study was guided by the pragmatist paradigm and employed a mixed-methods approach using a convergent parallel research design. A sample of 87 respondents was selected through stratified random, simple random, and purposive sampling techniques. The sample size was determined using Yamane’s (1967) formula (n=N/[1+N(e)^2]). Quantitative data were collected using structured questionnaires and classroom observation checklists, while qualitative data were collected through semi-structured interviews. Quantitative data were analysed using frequencies, percentages, means, correlation, and regression analysis, whereas qualitative data were analysed thematically. The findings indicated that classroom observation by school leaders contributed to teachers’ effectiveness in lesson preparation and presentation through professional feedback, identification of instructional weaknesses, guidance, and follow-up support. The findings further showed that regular and constructive classroom observation enhanced teachers’ preparedness, organisation of lesson content, use of teaching and learning materials, and classroom presentation practices. However, inadequate time, limited follow-up, and competing administrative responsibilities constrained the effectiveness of classroom observation. The study concluded that systematic, supportive, and constructive classroom observation was an important instructional supervision practice for improving teachers’ effectiveness in lesson preparation and presentation. The study recommended that school leaders and education authorities should strengthen regular classroom observation, professional feedback, and follow-up mechanisms to promote continuous improvement in teaching practices.

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, previous studies have predominantly examined Outdoor Study and Problem-Based Learning as separate instructional approaches, leaving limited empirical evidence on their integrated application in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. Data were collected using a conceptual understanding test and a learning independence questionnaire, analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated significantly higher conceptual understanding and learning independence scores than the control group (p < .001). MANOVA also revealed a significant simultaneous difference between groups, Wilks' Λ = .241, F(2; 33) = 52.061, p < .001, partial η² = .759. These findings indicate that the integration of Outdoor Study and Problem-Based Learning offers a promising approach for strengthening science learning outcomes and learner autonomy. The study contributes empirical evidence for competency-oriented elementary science instruction aligned with SDG 4.

Background: Patients with chronic kidney disease undergoing hemodialysis frequently experience physical and psychological complaints that may affect their sleep quality. Uremic pruritus, restless legs syndrome, anxiety, and post-hemodialysis fatigue are potential factors that may disrupt sleep quality. Objective: This study aimed to identify the factors influencing the sleep quality of patients with chronic kidney disease undergoing hemodialysis at Bahteramas Regional General Hospital, Southeast Sulawesi Province. Methods: This study employed a quantitative analytical approach with a cross-sectional design. The sample consisted of 83 respondents. Data were collected using the Pittsburgh Sleep Quality Index (PSQI), 5-D Itch Scale, International Restless Legs Syndrome Rating Scale (IRLS), Hospital Anxiety and Depression Scale-Anxiety (HADS-A), and a post-hemodialysis fatigue assessment instrument. Data were analyzed using the Chi-square test and binary logistic regression. Results: Bivariate analysis showed that uremic pruritus (p = 0.046), restless legs syndrome (p = 0.015), anxiety (p = 0.029), and post-hemodialysis fatigue (p = 0.049) were statistically significant factors associated with sleep quality. Simultaneously, the four variables had a statistically significant effect on sleep quality (p = 0.007), with a Nagelkerke R Square value of 0.217. In the multivariable analysis, only anxiety showed a statistically significant independent effect (p = 0.019). Conclusion: Uremic pruritus, restless legs syndrome, anxiety, and post-hemodialysis fatigue were statistically associated with sleep quality in the bivariate analysis. The four variables were jointly significant in the multivariable model, whereas only anxiety remained statistically significant after adjustment for the other variables.

This study investigated the implementation of a gamified English for Specific Purposes (ESP) speaking instructional framework using spinning wheel media among nursing students. A qualitative case study approach was conducted involving 25 nursing students at STIKES Bina Usada Bali. Data were gathered over five instructional sessions through classroom observations, semi-structured interviews, and document analysis, followed by thematic analysis. The analysis revealed five themes: students’ engagement, speaking anxiety, speaking confidence, the relevance of nursing-based communication tasks, and classroom participation. The findings suggested that students perceived the randomized speaking prompts as engaging and considered nursing-related scenarios relevant to their prospective professional communication needs. Some participants further described feeling more comfortable and confident through repeated opportunities to practice speaking. Drawing on the classroom implementation, the study identified six related instructional components: context-based nursing tasks, randomized prompts, individual speaking performance, peer interaction, constructive feedback, and repeated practice. This study offers practical insights into the integration of gamification in ESP speaking instruction for nursing students. Nevertheless, the findings represent students’ experiences and perceptions; they do not demonstrate a causal improvement in speaking proficiency or establish the formal validity of the framework. Future research should investigate the framework in diverse educational contexts and explore its association with objectively assessed speaking outcomes.

This study examined the use of digitized game-based learning activities to support Grade 7 students’ interest and mathematics achievement at Demetrio L. Alviola National High School, Bindoy, Negros Oriental, during school year 2025–2026. A quantitative quasi-experimental pretest–posttest design with a survey component involved 120 learners, consisting of 60 in the control group and 60 in the experimental group. The control group received conventional mathematics instruction, while the experimental group participated in a four-week digitized game-based approach. A 48-item competency test, an adapted 20-item mathematics-interest questionnaire, and a learning-style inventory informed data collection. Frequency, percentage, mean percentage scores, descriptive statistics, Wilcoxon tests, and Mann–Whitney U tests were used for analysis. The experimental group’s overall mathematics mean percentage score increased from 70.11% to 79.13%, compared with 68.20% to 74.55% in the control group. The experimental group’s composite interest rating rose from 3.33 (moderate) to 3.86 (high), with significant pre–post differences reported across all four interest dimensions. However, the between-group difference in learning gains was significant only for the bar-models-and-equations competency (p = .021); the other three competencies showed no significant between-group differences. The reported interest–competence association was nonsignificant (p = .875). The findings support digitized game-based activities as a supplementary strategy for improving students’ mathematics interest, while indicating more limited evidence of advantages in achievement across all targeted competencies.

Experiences of bullying can have significant psychological consequences, including an increased risk of social anxiety. This study aimed to examine changes in social anxiety following Virtual Reality Social Exposure (VRSE) among bullying victims. A one-group pretest–posttest design without a control group was employed with 12 participants. The intervention consisted of three gradual exposure sessions in virtual environments representing social situations. Social anxiety was measured before and after the intervention, and the data were analyzed using the Wilcoxon Signed-Rank Test. The results indicated a statistically significant decrease in social anxiety scores following the intervention (p = 0.002), with a reported effect size of 0.974. These findings suggest that VRSE may be a promising approach for reducing social anxiety among bullying victims. However, the absence of a control group and the small sample size limit conclusions regarding its effectiveness and safety. Further studies with larger samples, control groups, and systematic safety assessments are needed.

This study aimed to develop and evaluate a Problem-Based Wordwall Edugame instructional package for sixth-grade Science and Social Studies (IPAS) and examine its association with students’ critical-thinking performance. Using a research-and-development approach guided by the ADDIE model, the study incorporated a quasi-experimental pretest–posttest comparison involving all 30 sixth-grade students at SDN 3 Sendangrejo, Indonesia, assigned by pretest scores to experimental (n = 15) and control (n = 15) groups. Data were collected through expert-validation sheets, classroom observations, teacher and student response questionnaires, and critical-thinking tests, and analyzed using descriptive statistics, assumption tests, paired- and independent-samples t-tests, and normalized gains. Expert validation yielded 87% for content, 89% for media, and 88% for learning devices; implementation reached 92.76%, and teacher and student responses each reached 93%. Mean critical-thinking scores increased from 56.80 to 89.87 in the experimental group and from 53.73 to 68.87 in the control group; normalized gains were 0.77 and 0.33, respectively. The posttest group difference was significant, t(28) = 12.73, p < .001. These findings are consistent with constructivist and problem-based learning research and suggest that pedagogically integrated gamification can support critical-thinking development. However, the single-school sample, nonrandom group allocation, and combined intervention limit causal inference and generalizability; larger controlled studies should test individual components and longer-term effects.

This study examined the influence of attachment style on fear of intimacy among emerging adults aged 18–25 years. A quantitative approach involved 152 participants who were currently or had previously been in romantic relationships, recruited through convenience sampling. Data were collected using the Experiences in Close Relationships–Revised (ECR-R) and Fear of Intimacy Scale (FIS). Linear regression analysis showed that insecure attachment significantly predicted fear of intimacy (β = 0.570, p < .001). Both attachment avoidance (β = 0.432, p < .001) and attachment anxiety (β = 0.368, p < .001) were significant predictors, with avoidance showing a stronger association. These findings suggest that discomfort with emotional closeness and anxiety in romantic relationships are associated with greater fear of intimacy. The results highlight the potential value of psychological interventions that support emerging adults in developing safer and healthier romantic relationships.

Introduction: Ecuadorian higher education has experienced different dynamics in scientific production, presenting a significant challenge regarding the integration and participation of university students. The problem lies in a lack of knowledge analyzing the correlation between academic anxiety and scientific production in a university context in the city of Ambato, Ecuador. Objective: To determine the correlational association between academic anxiety and scientific production among university students in the city of Ambato in 2025. Methodology: The research employed a correlational approach, a quantitative methodology, and a non-experimental design. Data was collected using a structured survey administered to 248 university students, selected through convenience sampling. Results and Discussion: The main results show that 31.45% of students experience physical fatigue when conducting research activities, 57.26% perceive that they are not meeting the demands of a research project, 47.58% avoid engaging in scientific research, and a Pearson correlation coefficient of -0.027 was obtained, demonstrating a negative association between the variables studied. Conclusion: The university students experience physiological, cognitive, and behavioral difficulties when producing a scientific product, where a lack of experience and student support makes scientific research a difficult and uninteresting field for university students to explore.

The training of the medical student articulated with the One Health approach and science, technology and society, constitute theoretical references to understand the health-disease process. This review article establishes the objective of arguing the epistemology of the One Health, science, technology and society approaches in Biomedical Basic Sciences. To do this, a search of scientific literature was carried out in the Scopus, SciELO and DOAJ databases, using search engines and Boolean operators. The key words used: One Health, science, technology and society. Original, review and excerpt articles were consulted, mostly from the last five years. A total of 31 references were selected. It can be said that the One Health approach and science, technology and society in the Basic Biomedical Sciences constitute fundamental pillars of the political, economic, cultural and social development of the country. The information obtained allowed us to base the epistemology of these approaches and the integration with Basic Biomedical Sciences for the training of future doctors. The results reveal the importance of these approaches contextualized with health problems that transcend the classroom context to strengthen critical thinking, the development of cognitive, technological, and social skills necessary to face health challenges.

آموزش دانشجویان پزشکی با رویکرد یک سلامت و علم، فناوری و جامعه، به عنوان مراجع نظری برای درک فرآیند سلامت-بیماری عمل می‌کنند. این مقاله مروری هدف خود را بر استدلال در مورد معرفت‌شناسی رویکردهای یک سلامت، علم، فناوری و جامعه در علوم پایه بیومدیکال قرار می‌دهد. برای این منظور، جستجوی ادبیات علمی در پایگاه‌های داده اسکوپوس، سای‌الو و دوج انجام شد و از موتورهای جستجو و عملگرهای بولی استفاده گردید. کلیدواژه‌های مورد استفاده عبارت بودند از: یک سلامت، علم، فناوری و جامعه. مقالات اصلی، مروری و گزینش‌شده، عمدتاً مربوط به پنج سال اخیر، مورد بررسی قرار گرفتند. در مجموع ۳۱ مرجع انتخاب شدند. می‌توان گفت که رویکرد یک سلامت و علم، فناوری و جامعه در علوم پایه بیومدیکال، ستون‌های اساسی توسعه سیاسی، اقتصادی، فرهنگی و اجتماعی کشور را تشکیل می‌دهند. اطلاعات به‌دست‌آمده به ما امکان داد تا معرفت‌شناسی این رویکردها و ادغام آن‌ها با علوم پایه بیومدیکال را برای آموزش پزشکان آینده پایه‌ریزی کنیم. نتایج اهمیت این رویکردها را در بافت مشکلات سلامتی که از فضای کلاس درس فراتر می‌روند، برای تقویت تفکر انتقادی و توسعه مهارت‌های شناختی، فناوری و اجتماعی لازم برای مواجهه با چالش‌های سلامت آشکار می‌سازد.

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

This study examined sustainability-oriented school leadership, environmental management practices, and climate resilience among selected school heads in Sapa-Sapa I District, Tawi-Tawi, as a basis for developing a Sustainable School Governance Framework. Anchored in the Whole-Institution Approach to Education for Sustainable Development, Sustainable Educational Leadership, and Organizational Climate Resilience, the study employed a descriptive-correlational design using a structured five-point Likert-scale questionnaire. Descriptive statistics and Kendall's tau-b correlation were applied to 12 school-head response profiles. The illustrative results indicated High levels of sustainability-oriented leadership (M = 3.55) and environmental management practices (M = 3.43), while climate resilience was rated Moderate (M = 3.33). Limited financial resources (66.67%), insufficient training (58.33%), inadequate infrastructure (50.00%), and limited technological support (41.67%) emerged as major challenges. A significant positive relationship was observed between leadership and environmental management (τ = 0.467, p = 0.048), while relationships involving climate resilience were not statistically significant. A preliminary Sustainable School Governance Framework was proposed, emphasizing strategic leadership, environmental resource management, disaster preparedness, stakeholder engagement, and continuous improvement. The study recommends strengthening institutional monitoring, resource conservation, capacity-building initiatives, and learning continuity mechanisms, subject to validation using actual survey data. The study aligns with SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). Its potential sustainability impact involves strengthening environmental responsibility, institutional resilience, collaborative governance, and climate-responsive educational management in island-based school communities.

The diversity present in schools is a reality that demands pedagogical practices that areincreasingly sensitive to the singularities of both subjects and committed to promoting equityInthis sense, the present article intents to discuss the contributions of literary literature as a bookin multiformat Jean and the party across cultures, aiming for an inclusive and accessible practice.Therefore, it aims to reflect, from the Brazilian legislation, or directly to everyone in reading,to understand the books in multiformats with the resource of augmentative and alternativecommunication and to present some accessible literary reading strategies. Methodologically, itis a qualitative approach, of an applied nature, configuring itself as a bibliographic review. Theresults demonstrate that accessible reading strategies are promoted even by considering thediversity and needs of students. This approach does not only enrich or learn, but also strengthenssocial ties, making literary reading an accessible and transformative experience for all.

This article reviews the evidence base for a range of contemporary, student-centred curriculum design methodologies, including inquiry-based learning (IBL), problem-based learning (PBL), project-based learning (PjBL), challenge-based learning (CBL), place-based learning and competency-based education (CBE), and considers their applicability to the design of a contemporary undergraduate criminology degree. Drawing on systematic reviews, meta-analyses and recent empirical literature, the article evaluates the theoretical underpinnings, andragogical benefits and structural limitations of each approach. It situates these findings within the requirements of the Quality Assurance Agency for Higher Education Subject Benchmark Statement for Criminology (QAA, 2022), which explicitly positions research and critical enquiry as foundational to the discipline and calls for curriculum designs that embed equality, diversity and inclusion, education for sustainable development, and professional partnership. The article argues that no single methodology is sufficient on its own and that a principled hybrid model, drawing selectively on the strengths of each approach, offers the most coherent and evidence-informed basis for criminology curriculum design. Implications for degree revalidation, staff development, assessment design and partnership are discussed.

The authenticity of Islamic Religious Education in elementary schools faces significant contemporary challenges, shifting from transformative character building toward mechanical cognitive memorization. This study aims to re-actualize the core principles of authentic moral learning through a mindful, meaningful, and joyful paradigm tailored for elementary school students. Using a literature study approach with critical-qualitative analysis, this research examines classical and contemporary pedagogical frameworks to synthesize an integrated moral education model. The findings indicate that mindful learning enhances students' self-awareness and spiritual presence, meaningful learning connects religious doctrines with daily life experiences, and joyful learning fosters intrinsic motivation and emotional well-being. Synthesizing these three elements restores the authenticity of IRE, transforming moral learning from rigid doctrinal instruction into a living, transformative spiritual and ethical experience.

Inclusion is a movement that arises from the socio-historical-cultural perception of exclusion and requires strategies to mitigate or eliminate the various barriers that restrict or prevent social participation. The inclusion movement, which gained strength from the end of the 20th century, applies to different social spheres, including literature as a human experience. In this sense, this art form should be addressed in schools from childhood, ensuring both accessibility and the representation of the diversity of cultures, bodies, and subjectivities. This article aims to discuss literary literacy from an inclusive approach, reflecting on its contribution to the development of reading and citizenship. Thus, it uses a bibliographic research methodology, starting from a systematic review of the terms inclusive literature, inclusive children's literature, inclusive young adult literature and accessible literature in the main academic research databases, and then expanded, in an exploratory manner, to related topics. The study focused on understanding what characterizes inclusive literature, considering heterogeneity in theme and/or authorship, as well as access to and accessibility of the book as a cultural object. Additionally, it aimed, through the example of an accessible teaching sequence based on Indigenous literature, to show the applicability of this approach, highlighting the school's role in shaping readers who are more aware and respectful of human diversity. Consequently, the work contributes by showing that inclusive literature, from the perspective of literary literacy, enriches the reading experience by expanding student development through both the aesthetic enjoyment of the work and the formation of civic awareness.

This article analyzes the management of distance education (DE) in the context of continuing education for youth and adults (EPJA), exploring its institutional, pedagogical, and technical dimensions. Through an approach that compares empirical data, obtained from a jurisdictional survey with federal regulations and analyzes them through the lens of contemporary theoretical frameworks, the study examines how provinces operationalize the principles of flexibility and modularity. The results reveal significant heterogeneity in the implementation of teaching roles, technological supports, and assessment criteria. It is concluded that the quality of this modality depends on comprehensive management that ensures coherence between organizational and instructional decisions, thereby guaranteeing the continuity of participants' educational trajectories, through the pedagogical option of distance education, which is mediated and hosted in virtual learning environments (VLEs), designed specifically for the particular needs of adult learners.

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.

Information technology (IT) professionals in India work under tight deadlines, long hours, job insecurity and rapid technological change, and Indian studies report substantial levels of stress, depressive symptoms and burnout in this group. How employees cope may help explain why some function well under these conditions while others do not. This narrative review synthesises research on coping strategies and psychological well-being among Indian IT professionals, drawing also on studies of other Indian occupational groups and international technology workers, with particular attention to gender. The evidence shows that approach-oriented strategies such as planning, active coping, positive reframing, acceptance and seeking support are generally associated with better well-being, whereas denial, behavioural disengagement, substance use and self-blame are associated with poorer well-being. Gender findings are inconsistent: some studies report higher stress or burnout among women, while others find no gender difference in depression, anxiety or well-being. Most studies are cross-sectional, use differing measures and were conducted during the COVID-19 pandemic. The review identifies the need for strategy-level analysis of coping, gender-balanced samples, research in under-studied IT hubs such as Gurgaon, and longitudinal designs.

School – Based violence has been recognized as a major educational challenge (UNESCO, 2019). In Uganda, and particularly in urban centers such as Mbale City, reports of student misconduct, peer influence, and group-related conflicts are becoming more common. These challenges not only affect academic performance but also threaten the safety and well-being of learners. Therefore, this study examined the causes, effects, and prevention strategies of school-based violence and gang activity in Mbale City. This study adopted a mixed-approach design, combining literature review with contextual observations in the community whereby Secondary data was obtained from text-books, reports, academic publications and newspapers. Studies indicated that violence in schools negatively affects learners’ academic performance, psychological well-being, and social development (UNESCO, 2019; UNICEF, 2018). Locally, informal observations and reported cases in Mbale City suggested increasing incidents of bullying, student grouping, fighting among students, Intimidation and harassment, Group-based conflicts and indiscipline. The study identified key contributing factors such as peer pressure, family background, Weak school discipline systems (Gottfredson, 2001), Exposure to violence in media and community influence, Overcrowding in some schools and school environment. This further highlighted that effective prevention requires a combination of school-based interventions, parental involvement, and policy support. In Mbale City, these activities remain significant challenges in education and these issues are increasingly visible which require urgent attention according to media reports (Daily monitor 2026, April 17). The study concludes that a coordinated approach is essential in promoting safe and supportive learning environments by combining global research with local understanding to strengthen discipline systems and supervision, Guidance and counseling services in schools, student behavior monitoring by parents and Government’s support to policies that promote school safety.

Stress is an important physiological and psychological reaction which, when prolonged, has a negative impact on the health and well-being of humans. Traditional stress assessment methods tend to be subjective and are not scalable in real-time. In this research, a lightweight machine learning framework to predict stress from easily measurable environmental and activity-related features, temperature, humidity, and steps, is introduced. The proposed method is different from the approach that depends on complex physiological signals and uses minimal non-invasive inputs that can be applied in the wearable and IoT field. The stress level is considered as the target variable, and all the features used as input variables are independent from each other to prevent data leakage. There are several machine learning and deep learning models and their performances are measured, such as LightGBM, Support vector machine (SVM), AdaBoost, Gated Recurrent Unit (GRU). Bayesian hyperparameter optimization is used to improve the performance of the model and guarantee strong generalization. Experimental results show that LightGBM outperforms the other models, giving an accuracy of 97% and a balanced precision, recall and F1 score of 95%. The results demonstrate promising predictive performance on the evaluated dataset. However, since the model was validated on a relatively small publicly available dataset, further evaluation using larger and more diverse real-world datasets is required before practical deployment.

Sports betting has expanded across sub-Saharan Africa, increasingly intersecting with young people’s aspirations, technological accessibility, and economic insecurity. Although awareness of gambling-related risks may influence young people’s decisions, recognising such risks does not necessarily lead to cessation of betting. This study explored how young bettors understood betting risks in Shibai Street, Buhongwa Ward, Mwanza, Tanzania. A qualitative cross-sectional study employing ethnographic methods was conducted between July and August 2025. Data were collected from 18 purposively selected active bettors aged 18-29 years through in-depth semi-structured interviews, non-participant observation, and informal conversations. Interviews were conducted in Kiswahili, audio-recorded, transcribed into English, and analysed thematically following Braun and Clarke’s approach. The findings were interpreted using Verstehen, strain, and rational choice perspectives. Participants identified financial loss, difficulty stopping, stress and mental distress, relationship conflict, theft, reduced attention to work or learning, reduced work-seeking, dishonesty, deepening poverty, and loss of personal possessions as important betting-related risks. However, awareness of these risks did not consistently result in withdrawal from betting. Some participants continued because betting provided hope, expectations of quick financial gains, peer influence, and a perceived opportunity to escape poverty. The study concludes that understanding betting risks among youth requires attention to the meanings attached to betting and the economic and social circumstances within which participation occurs. Risk education should therefore be complemented by livelihood opportunities, community support, counselling, and appropriate harm-prevention measures.

Context and relevance. The study investigates the contributions of Lev Vygotsky's cultural-historical theory to Brazilian special/inclusive education, particularly regarding the constitution of the subject with autism in school contexts. The theoretical framework is grounded in the concepts of drama, freedom and singularity, understanding the schooling process as a privileged pathway of human (trans)formation. Objective. To analyse how pedagogical knowledge impacts the constitution of the child with autism, based on the notion of constitutive singularity. Hypothesis. The schooling process anchored in critical-emancipatory pedagogical knowledge operates as a promoter of the subject's humanisation, in opposition to traditional clinical approaches that reduce the subject to diagnosis and to ableist perspectives that position them in a state of devaluation. Methods and materials. The research, adopting a cultural-historical approach, was configured as intervention-research with an eight-year-old student with autism, enrolled in the second year of primary education. Video recordings, audio recordings, photographs, field diaries and interviews with the teacher, the child and his mother were utilised. Data were analysed through the microgenetic approach. Results. The analysis of two paradigmatic episodes of story retelling through illustration and physical education class evidences that the child, upon inserting personal elements into school tasks, manifests his will and singularises himself, expressing the drama of the social personality as a struggle for existence. Conclusions. Understanding singularity as a dialectical, historical, cultural and dramatic process allows us to overcome pathologising views and to recognise that disability is not a destiny, but a condition that, in relations with others and with culture, can be transformed into potentiality.

The advancement of digital technology has led to increased use of the internet and social media, particularly among adolescents. However, this development has also contributed to various challenges, one of which is cyberbullying. A low level of digital literacy knowledge may influence how students communicate and behave in digital environments. This study aimed to analyze the relationship between the level of digital literacy knowledge and cyberbullying behavior among high school students. This study employed a quantitative approach with a cross-sectional design. A total of 99 students were selected as research participants using a total sampling technique. Data were collected using a questionnaire, while the relationship between the variables was analyzed using the Chi-Square test. The results showed that the majority of respondents had a high level of digital literacy knowledge (59.6%), while the majority demonstrated a low level of cyberbullying behavior (57.6%). Statistical analysis revealed a significant relationship between the level of digital literacy knowledge and cyberbullying behavior (p-value = 0.001). Thus, the better the students' level of digital literacy knowledge, the lower their tendency to engage in cyberbullying behavior. Therefore, strengthening education and understanding of digital literacy should be enhanced as a preventive strategy to reduce the occurrence of cyberbullying in school environments.

Recent research has demonstrated that self-report measures of experienced autonomy and external control relate to attitudes, behavior, and well-being consistent with self-determination theory (SDT) predictions. These motivational states have traditionally been inferred from reason-based measures of the SDT motivation types; inferences that may not be accurate, particularly when there are multiple reasons for engaging in an activity. In this research, we investigated whether self-report measures of the psychological states associated with the specific SDT motivation types might similarly eliminate the need for inference from reason-based measures and contribute meaningfully to the prediction of important outcomes. We developed a context-free measure of the type-specific motivation states - Motivational State Scales – Specific (MSS-S) – including separate approach and avoidance versions of external and introjected regulation. We administered the MSS-S along with measures of the global motivation states (autonomy, control, strength) and relevant outcomes (e.g., need satisfaction, well-being, attitudes, performance) to employees ( n = 500) and students ( n = 476). The findings supported a 9-factor structure, and the type-specific motivational states related to global states and outcomes largely in accord with SDT predictions, with meaningful differences for the approach and avoidance scales. The type-specific and global state measures contributed uniquely to outcome prediction, suggesting that both constitute meaningful ways to conceptualize the motivation quality distinction in SDT. We discuss implications for future research and practical applications of the MSS-S.

Peer feedback is a process where employees provide constructive input, based on their observations and interactions, with their colleagues. This feedback can encompass various aspects of an individual's performance, such as behavior, communication skills, and contributions to team dynamics. Peer feedback typically aims to offer valuable insights, promote personal growth, and enhance teamwork within an organization. It often involves both positive and constructive criticism, fostering a culture of continuous improvement. This approach helps employees gain a better understanding of their strengths and areas needing development, ultimately contributing to their professional development and the overall success of the organization. Peer feedback is an essential component of a 360-degree feedback system, offering a holistic view of an individual's performance.

This work adopts a Foucauldian approach, including genealogy and biopolitics, to analyze violence in Mexico during the so-called “dirty war” from 1967 to 1982. It emphasizes the subjects and practices that were active during that period. The study includes a thorough review of relevant documents from the era, including materials declassified by the Mexican government to support the analysis. Additionally, it explains the concept of biopolitical memory as a mechanism of life management created by the Mexican state to address potential threats.

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.

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.

Introduction: Drug use and human immunodeficiency virus (HIV) infection remain major public health challenges, particularly among adolescents and young adults. Educational materials supported by artificial intelligence (AI) represent an innovative approach to health promotion strategies. Objective: To develop and validate an artificial intelligence-supported educational brochure for the prevention of drug use and HIV infection among adolescents and young adults. Methods: A technological development study with a mixed-methods approach was conducted at the Universidad de Ciencias Médicas de Santiago de Cuba between August and October 2026. The development of the brochure comprised three phases: literature review and scientific content curation, AI-assisted graphic design, and expert validation. Means, standard deviations, and the Content Validity Index (CVI) were calculated. Results: An educational brochure was developed in both printed and digital formats addressing the prevention of drug use and HIV infection. The overall CVI was 0.96, and mean scores ranged from 4.63 to 4.88. Overall, 93.8% of responses were rated as "Agree" or "Strongly Agree." Conclusions: The educational brochure demonstrated adequate content validity and represents a useful educational resource for strengthening the prevention of drug use and HIV infection. Artificial intelligence proved to be an effective supportive tool when its use was accompanied by expert supervision and validation.

Problem-solving skills are essential to develop in early childhood so that children can identify problems, consider alternatives, and determine solutions independently. However, teacher-centered learning may limit children's opportunities to explore and experiment with different problem-solving strategies. This study aims to describe the implementation of the Science, Technology, Engineering, Arts, and Mathematics (STEAM) approach using loose parts materials and the development of early childhood problem-solving skills. A qualitative descriptive method was employed at RA Nurhayati, Medan Tembung, involving teachers and 30 children aged 5–6 years. Data were collected through observation, interviews, and documentation, with credibility supported by triangulation of techniques and sources. The findings indicate that constructing a bridge for toy cars provided opportunities for children to identify problems, select materials, design solutions, test alternatives, revise constructions, and evaluate outcomes. Children also engaged in experimentation, communication, collaboration, and creative material use. These findings suggest that the STEAM approach using loose parts can support the development of early childhood problem-solving skills through active, contextual, and child-centered learning experiences. ABSTRAK Keterampilan pemecahan masalah (problem solving) penting dikembangkan sejak usia dini agar anak mampu mengenali permasalahan, mempertimbangkan alternatif, dan menentukan solusi secara mandiri. Namun, pembelajaran yang masih berpusat pada guru dapat membatasi kesempatan anak untuk bereksplorasi dan mencoba berbagai strategi penyelesaian masalah. Penelitian ini bertujuan untuk mendeskripsikan penerapan pendekatan Science, Technology, Engineering, Arts, and Mathematics (STEAM) berbasis media loose parts serta perkembangan keterampilan pemecahan masalah anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif di RA Nurhayati, Kecamatan Medan Tembung, dengan melibatkan guru dan 30 anak usia 5–6 tahun. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta diperiksa melalui triangulasi teknik dan sumber. Hasil penelitian menunjukkan bahwa kegiatan merancang jembatan untuk mobil mainan memberikan kesempatan kepada anak untuk mengidentifikasi masalah, memilih bahan, merancang solusi, mencoba alternatif, memperbaiki konstruksi, dan mengevaluasi hasil. Anak juga menunjukkan keterlibatan dalam eksperimen, komunikasi, kolaborasi, dan penggunaan material secara kreatif. Dengan demikian, pendekatan STEAM berbasis media loose parts berpotensi mendukung perkembangan keterampilan pemecahan masalah melalui pengalaman belajar yang aktif, kontekstual, dan berpusat pada anak.

Introduction The purpose of this study was to explore how K-12 Equity Directors seek to build capacity in others for district equity work. Methods Using a sociotransformative constructivist approach, we interviewed 20 Equity Directors in two U.S. states. Results Results indicate the Equity Directors sought to build capacity in others for equity work through engaging in conversations intentionally, collaborating in authentic activity, working towards a sense of equity consciousness, and illuminating social location. Discussion The results may assist other school district office leaders who may or may not have someone designated as an Equity Director to build capacity in others beyond the district office to engage in equity work.

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

This study examines the role of the Ittihadul Muballighin Institute (LIM) of Lirboyo Islamic Boarding School in designing ulama cadre education through the Ramadhan Safari program. LIM is an internal da’wah institution of the pesantren that prepares senior students (santri) to become preachers who master Islamic knowledge and are able to apply it contextually in society. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation involving LIM administrators, field coordinators, trainers, program participants, and community members, and were analyzed using the interactive model of Miles and Huberman with source and method triangulation. The findings show that LIM plays an active role through participant selection, intensive pre-departure training, field mentoring, and post-activity evaluation; that cadres participate in ritual, socio-religious, educational, and socio-cultural activities; and that LIM plays a passive role by providing facilities, institutional legitimacy, administrative support, and social networks. The program strengthens participants’ da’wah communication competence, resilience, and sincerity, and is consistent with the principles of experiential learning. The study concludes that the Ramadhan Safari is an integrative, contextual, and sustainable ulama cadre education design within the traditional pesantren framework.

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

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

Bullying remains a concern at SDN Sindangsono because teasing and name-calling occur in student interactions, while students’ understanding of the forms of bullying is still limited. This community service activity aimed to describe bullying prevention education through a participatory approach for third- and fourth-grade students. The activity involved 64 students, consisting of 34 third-grade and 30 fourth-grade students, and included an initial question-and-answer session, presentation of learning materials, an educational video, discussion, sharing session, written reflection, oral evaluation, and a joint commitment. Evaluation was conducted through the initial question-and-answer session and oral evaluation. At the beginning of the activity, students’ responses were more focused on physical bullying. Fifteen students (23.4%) voluntarily stated that they had engaged in actions they understood as bullying, while all participants stated that they had experienced feeling bullied, mainly through teasing and name-calling. After the activity, students’ responses began to include verbal, social, and social media-related forms of bullying, accompanied by reflective responses regarding peer interactions. All participants also took part in a joint commitment to prevent bullying. The activity indicated a broader understanding of bullying, the emergence of reflection, and student participation in bullying prevention.

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

This study aims to examine research trends and synthesize key findings related to the implementation of outdoor learning in science education through a Systematic Literature Review (SLR) approach. The literature search was conducted using the Scopus database and focused on publications published between 2021 and 2025. The initial search retrieved 197 records, which were subsequently screened in accordance with the PRISMA guidelines using predefined inclusion and exclusion criteria, resulting in 12 studies being selected for further analysis. Based on the descriptive mapping and synthesis of the selected studies, the findings suggest that outdoor learning may enhance students' conceptual understanding, engagement, learning motivation, and several aspects of thinking skills, although direct evidence regarding critical thinking remains limited. The reviewed studies suggest that outdoor learning may support conceptual understanding, engagement, motivation, and some aspects of thinking skills, although direct evidence on critical thinking remains relatively limited. Mixed methods emerged as the most frequently used research approach, followed by qualitative and quantitative methods. The review further identifies underexplored areas, particularly technology integration and the implementation of outdoor learning across diverse educational contexts, highlighting important opportunities for future research.

The research aimed to examine the effects of gamification environments on university students' achievement, flow experiences, and emotional states. This study utilized a mixed-methods design, incorporating a quasi-experimental approach for the quantitative phase and a phenomenological approach for the qualitative phase. The study group consisted of 80 students (Quizizz, n = 32; Quizlet, n = 48) enrolled in the Educational Psychology course at a state university. Data were collected through the Achievement Test, Flow Experience Scale, and Positive and Negative Affect Scale. Both groups showed significant pre-test to post-test gains in achievement, with no significant difference between the two groups. Flow experience was positively correlated with positive emotion in both groups, but with achievement only in the Quizlet group. In the Quizizz group, achievement was moderately and negatively correlated with negative emotion, whereas no such relationship was found in the Quizlet group. No significant relationship was found between achievement and positive emotion in either group. Qualitative findings revealed that students actively engaged in both environments, reported higher motivation, and found learning more enjoyable. However, they experienced the platforms differently. Quizizz users emphasized excitement through competition and scoring, whereas Quizlet users highlighted confidence gained from repetition and individual progress. Overall, these results indicate that gamification tools led to similar achievement gains, but through different flow and emotional processes.

This study aims to synthesize the relationship between deep learning strategies and students' critical thinking skills within the context of Economics education. Employing a Systematic Literature Review (SLR) methodology, we examined 24 scholarly publications. The synthesis reveals three key findings: (1) a deep learning approach has a significant influence on higher-order thinking skills (HOTS) and critical thinking abilities; however, this relationship is complex and mediated by variables such as epistemological beliefs, perceptions of the learning context, and intrinsic motivation. (2) The adoption of a deep learning approach does not automatically result in high-level critical thinking skills; therefore, such skills require explicit and structured development. (3) Inquiry-based learning strategies, structured collaboration, and the integration of technology as a cognitive scaffold have proven most effective in promoting both aspects synergistically. This study offers practical implications for the design of Economics instruction—specifically regarding the cultivation of deep knowledge and the development of critical thinking skills—within the framework of the Kurikulum Merdeka (Independent Curriculum).

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

This study aims to examine the effect of the CTL assisted by audiovisual with a deep learning approach on the critical thinking skills of tenth-grade students at SMA Negeri 2 Tasikmalaya. Although the effectiveness of CTL has been widely investigated, studies integrating CTL, audiovisual media, and a deep learning approach simultaneously in economics learning remain limited, creating a research gap that underpins this study. The novelty of this research lies in examining the synergistic effect of these three components as a unified instructional intervention. The study employed a quasi-experimental method using a non-equivalent control group design. The research instrument was an essay test measuring critical thinking skills based on Ennis's indicators. The results revealed a significant improvement in the experimental group, with the mean score increasing from 36.22 on the pretest to 85.84 on the posttest, while the control group improved from 35.55 to 73.13. The independent samples t-test showed a significance value of 0.000 (p < 0.05), with a Cohen's effect size of 1.29, indicating a very large effect. It can be concluded that the CTL model assisted by audiovisual media with a deep learning approach is effective in improving students' critical thinking skills in economics learning.

ABSTRACT Students’ active participation in expressing opinions is an important indicator of engagement in student-centered learning. Initial observations in Class III A at SD Negeri Kendangsari III/278 Surabaya revealed that only 8 out of 26 students (30.77%) actively participated in discussions, while the others tended to remain passive. This study aimed to improve students’ active participation in expressing opinions during Integrated Science and Social Studies (IPAS) lessons on the topic “Stories from the Hometown” through the Think Pair Share (TPS) model integrated with a deep learning approach. The study employed a classroom action research design conducted over two cycles, each consisting of three meetings, from July to August 2026. The participants were 26 students. Data were collected through observation and documentation and analyzed using descriptive quantitative and qualitative techniques. The individual achievement criterion was set at a minimum average participation score of 3.00, while the criterion for class-wide success required at least 80% participation. The results showed that the average percentage of active participation increased from 37.18% in the pre-cycle stage to 60.26% in Cycle I and 87.18% in Cycle II. The final achievement exceeded the predetermined success criterion. These findings indicate that integrating TPS with a deep learning approach may support students’ confidence in expressing ideas and enhance their participation in IPAS discussions. ABSTRAK Keaktifan murid dalam mengemukakan pendapat merupakan salah satu indikator keterlibatan dalam pembelajaran yang berpusat pada murid. Hasil observasi awal di kelas III A SD Negeri Kendangsari III/278 Surabaya menunjukkan bahwa hanya 8 dari 26 murid (30,77%) yang aktif berdiskusi, sedangkan sebagian lainnya cenderung pasif. Penelitian ini bertujuan meningkatkan keaktifan murid dalam mengemukakan pendapat pada pembelajaran IPAS dengan topik “Cerita dari Kampung Halaman” melalui model Think Pair Share (TPS) yang dipadukan dengan pendekatan pembelajaran mendalam. Penelitian menggunakan desain penelitian tindakan kelas yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tiga pertemuan, pada Juli–Agustus 2026. Subjek penelitian berjumlah 26 murid. Data dikumpulkan melalui observasi dan dokumentasi, kemudian dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Kriteria keberhasilan individual ditetapkan berdasarkan skor rata-rata keaktifan minimal 3,00, sedangkan keberhasilan klasikal ditentukan apabila persentase keaktifan mencapai sekurang-kurangnya 80%. Hasil penelitian menunjukkan bahwa rata-rata persentase keaktifan meningkat dari 37,18% pada prasiklus menjadi 60,26% pada Siklus I dan 87,18% pada Siklus II. Capaian akhir tersebut melampaui indikator keberhasilan yang ditetapkan. Hasil ini menunjukkan bahwa penerapan TPS yang dipadukan dengan pendekatan pembelajaran mendalam berpotensi mendukung keberanian murid menyampaikan gagasan dan meningkatkan partisipasi dalam diskusi IPAS.

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

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

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

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

This study examined the relationship between teachers’ pedagogical approaches and the Kindergarten learners’ reading performance in selected schools in the Division of Cagayan de Oro. It assessed five approaches: context support, ICT integration, language experience, phonemic awareness, and the whole-word approach. It also evaluated learners’ performance in comprehension, phonics, and vocabulary. Using a descriptive-correlational research design, the study involved 115 Kindergarten teachers and 230 learners. Data were gathered through a modified questionnaire and standardized test, then analyzed using descriptive statistics and Pearson’s Correlation Coefficient. The findings revealed that teachers demonstrated a very high level of pedagogical approaches, with the whole-word approach rated highest and language experience lowest. Meanwhile, learners achieved satisfactory reading performance, with comprehension as their strongest area and vocabulary as their weakest. However, no significant relationship was found between teachers’ pedagogical approaches and learners’ reading performance. The study concluded that teachers were well-equipped to facilitate reading instruction through various strategies. It recommended providing more opportunities for learners to connect reading and writing activities with their personal experiences, interests, and real-life situations. Teachers were also encouraged to explore alternative instructional practices that address learners’ specific reading needs and improve their overall reading performance.

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 Transgender and gender diverse (TGD) older adults in the United States (U.S.) face barriers to accessing health information and resources they need to make informed healthcare decisions. More resources are needed to promote their agency and preparedness to navigate an increasingly complex healthcare system and sociopolitical landscape. The purpose of this study was to develop a testable web-based resource to support informed healthcare decision-making for TGD older adults. Methods This multimethod co-design study integrated a human-centered design approach that centered the perspectives of TGD older adults in the research process. In the prototyping and testing phases of the study, TGD adults and multidisciplinary professionals from across the U.S. were enrolled to co-develop a web-based resource with the research team during individual and paired interviews. Participants also completed a demographic questionnaire and a website usability survey. Thematic analysis of qualitative data was used to identify design themes, which guided iterative prototyping of the web-based resource. Quantitative data were analyzed descriptively. Complementary data from the usability survey and participant interviews were integrated in a joint display. Results A total of 27 participants, of whom 14 (52%) were TGD older adults, enrolled in the prototyping and testing phases. Analysis of qualitative data across both phases yielded five design themes that structured the development of a functional web-based resource: (1) Facilitating healthcare decisions through information and resources; (2) Organizing complex content with clarity and inclusivity; (3) Maintaining security, accessibility, and navigability; (4) Phasing rollout to communities and organizations; and (5) Planning for leadership, stewardship, and partnership. In the prototyping phase, three low- and mid-fidelity prototypes of a health information and resources website for TGD older adults were developed. In the testing phase, participants trialed a mid-fidelity prototype of the website, and their recommendations for improvements were integrated into a high-fidelity prototype for dissemination. Conclusion This study is one of few studies using participatory methods to engage TGD older adults in public health research. Through the development of a health information and resources website, this study demonstrates an innovative and feasible community-based co-design approach to addressing barriers affecting healthcare decision-making for TGD older adults.

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.

Background: Strategic vocabulary acquisition is a significant factor in the development of reading comprehension during secondary education, as it facilitates meaning construction, access to academic vocabulary, and the effective interpretation of increasingly complex texts. Objective: To determine the relationship between vocabulary acquisition strategies and reading comprehension among first-year secondary school students at an educational institution in Lima, Peru. Methodology: A quantitative approach was employed using a non-experimental, correlational, and cross-sectional design to analyze the relationship between vocabulary acquisition strategies and reading comprehension in secondary school students. The sample consisted of 50 students. Results: Vocabulary acquisition strategies were the dimension most closely associated with reading comprehension (ρ = .693; p < .001), surpassing the relationship observed for overall vocabulary development (ρ = .630; p < .001). Furthermore, vocabulary mastery and functional vocabulary use showed moderate positive correlations (ρ = .401; p = .004), demonstrating the contribution of various lexical dimensions to reading comprehension performance. Conclusion: Vocabulary acquisition strategies play a significant role in reading comprehension; therefore, strengthening these strategies in secondary education represents a relevant pedagogical approach to fostering meaning construction and the development of reading competencies.

Transformations in contemporary higher education require a reconsideration of the theoretical and practical foundations of student socialization management. Digital transformation, hybrid learning environments, growing student diversity, changing labour-market expectations, and participatory governance have made socialization a strategic issue in university management. The article aims to systematize contemporary models of student socialization management, identify their managerial potential and limitations, and propose an integrated structural–functional model based on theoretical synthesis. The study employs theoretical and comparative analysis, systematization, generalization, and pedagogical modelling. It argues that effective socialization management cannot be reduced to students’ adaptation to the university environment; rather, it should encompass academic and social integration, a sense of belonging, social and professional competences, professional identity, digital citizenship, self-regulation, and social agency. The proposed model integrates systemic, ecological, student-centred, competence-based, participatory, and digital-ecosystem approaches, thereby providing a more holistic, measurable, and manageable framework for student socialization.

Curriculum changes in Indonesia place assessment as a key supporting factor in the learning process, as it provides authentic information on student competency development and helps teachers design more effective and targeted learning. This study aims to describe the English language assessment process in the Merdeka curriculum, which includes diagnostic, formative, and summative assessments. The approach used included a literature review, gathering information through exploration of various sources. Content analysis was used to analyze the data. The research findings revealed that in addition to the form of English assessment, there were also changes in assessment: non-cognitive diagnostic assessment and cognitive assessment were removed at the beginning of the 2021 Merdeka curriculum implementation in the second year, 2022. Formative and summative assessments were then continued in the first year of the Merdeka curriculum implementation in 2021 until 2025 using an in-depth learning approach. Formative assessments are conducted during the learning process, while summative assessments are conducted after a certain learning period. Teachers must conduct diagnostic, formative, and summative assessments to understand the strengths and weaknesses of student learning throughout the learning process and adapt teaching to each student's abilities and characteristics. The research results can be used as a reference for implementing assessment in the Merdeka curriculum

Students with low academic achievement tend to display more maladaptive behaviours in interactions with peers and teachers. Empathy plays a key mediating role in these interactions and is also linked to academic performance. In particular, facial emotion recognition is one component of socioemotional processing that may contribute to empathic responding. To explore the relationship between empathy, emotion recognition, and academic achievement, a comparative study was conducted with 40 students aged 14–17, divided into two groups: one with low academic achievement enrolled in a school support programme, and a control group with adequate academic performance. A multimethod approach was applied, including the Basic Empathy Scale, a facial expression recognition test, and electroencephalographic (EEG) recordings. Results showed significantly lower cognitive empathy in the low-achieving group in the primary between-group analysis. The overall between-group difference in facial emotion recognition accuracy was not statistically significant. EEG analyses identified exploratory between-group differences in source-level oscillatory activity estimates during facial-expression processing. These electrophysiological findings provide complementary information about task-related activity patterns but should not be interpreted as specific neural markers of empathy or as confirmation of a behavioural facial emotion recognition deficit. Overall, the multimethod approach offers complementary perspectives on socioemotional functioning in low-achieving adolescents, although the exploratory EEG findings require cautious interpretation and replication in larger, independent samples.

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

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

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

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

Purpose: to examine the effectiveness of numeracy-based think-pair-share (TPS) in improving grade V students’ learning motivation in IPAS compared with conventional instruction. Method: this study used a quasi-experimental design with 20 grade V students in experimental and control groups. Data were collected through pretest and posttest motivation questionnaires and analyzed using N-Gain. Findings: showed that numeracy-based TPS improved students’ learning motivation, with a mean increase of 21.39 points and an N-Gain of 0.68, compared with 10.12 points and an N-Gain of 0.32 in the control group. These findings suggest that numeracy-based TPS is a promising approach to enhancing motivation in elementary IPAS learning. Implications: this study highlights the potential of numeracy-based TPS as an innovative instructional strategy to enhance student motivation through active participation, peer collaboration, and meaningful numeracy activities in elementary IPAS learning. Originality: lies in integrating numeracy literacy with the think-pair-share (TPS) model to enhance students’ learning motivation in elementary IPAS, an approach that remains limited in previous research.

Background. Indonesian language instruction at the high school (SMA), vocational high school (SMK), and Islamic high school (MAN) levels still tends to be focused on mastering course content, resulting in students' in-depth understanding not yet being optimal. Aims. This study aims to describe the implementation of the deep learning approach in Indonesian language instruction at high schools, vocational high schools, and Islamic high schools in Cirebon City, examining aspects of planning, implementation, language use, instructional structure, as well as challenges and their solutions. Methods. The study employed a qualitative approach using descriptive methods; data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman interactive model. Result. The results indicate that all three schools have applied the principles of meaningful learning, mindful learning, and joyful learning to varying degrees, with one school demonstrating the most optimal implementation due to consistency across all aspects of instruction. Challenges still faced include time constraints, variations in student abilities, and less-than-ideal classroom conditions, which teachers address through adaptive strategies such as the use of engaging learning media and adjustments to teaching methods. Conclusion. This study concludes that the successful implementation of deep learning depends not only on the planning and execution of instruction but also on strengthening teacher competencies and support from the learning environment.

This study aims to describe the meaning of denotation, connotation, and myths built through visual and verbal elements in the film *Di Kampuang Raso Marantau* by Ibel Santano, using Roland Barthes' semiotic approach. The research uses a qualitative method with a content analysis approach. The object of the study consists of 14 scenes that contain visual and verbal signs. Data collection was done through observation, documentation, and data inventory, and then analyzed based on denotation, connotation, and myth meanings. The research shows that at the denotative level, the film represents family conflicts, social exclusion, and the violence experienced by the character Adam. At the connotative level, the film depicts the struggle to gain social recognition, character education within the family, and the process of maturing. At the myth level, the film represents Minangkabau cultural values, especially the tradition of going abroad for work, honor, independence, and parental authority. Thus, this film not only serves as a form of entertainment but also as a medium for conveying moral, social messages, and preserving Minangkabau culture.

هدف این پژوهش توصیف معنای دلالت، کنوتاسیون و اسطوره‌هایی است که از طریق عناصر بصری و کلامی در فیلم «دی کامپوانگ راسو مارانتائو» اثر Ibel Santano ساخته می‌شود، با استفاده از رویکرد نشانه‌شناسی رولان بارت. این پژوهش با روش کیفی و رویکرد تحلیل محتوا انجام شده است. جامعه پژوهش شامل ۱۴ صحنه است که دارای نشانه‌های بصری و کلامی می‌باشند. گردآوری داده‌ها از طریق مشاهده، مستندسازی و فهرست‌برداری داده‌ها صورت گرفته و سپس بر اساس معانی دلالت، کنوتاسیون و اسطوره تحلیل شده‌اند. یافته‌های پژوهش نشان می‌دهد که در سطح دلالت، فیلم به بازنمایی تعارضات خانوادگی، طرد اجتماعی و خشونتی که شخصیت آدام تجربه می‌کند، می‌پردازد. در سطح کنوتاسیون، فیلم مبارزه برای کسب پذیرش اجتماعی، تربیت شخصیتی در خانواده و فرایند بلوغ را به تصویر می‌کشد. در سطح اسطوره، فیلم ارزش‌های فرهنگی میننگکاباو، به‌ویژه سنت مهاجرت برای کار، شرافت، استقلال و اقتدار والدین را بازنمایی می‌کند. بنابراین، این فیلم نه تنها به عنوان شکلی از سرگرمی بلکه به عنوان رسانه‌ای برای انتقال پیام‌های اخلاقی و اجتماعی و حفظ فرهنگ میننگکاباو عمل می‌کند.

This article examines the didactic potential, role in improving educational effectiveness, and methodological characteristics of modern pedagogical technologies used to organize inorganic chemistry lessons. It analyzes opportunities for integrating problem-based learning, project-based learning, the STEAM approach, interactive teaching methods, and digital educational tools. The article also presents methodological recommendations for explaining chemical concepts to learners, simulating experiments, developing independent thinking, and connecting theoretical knowledge with practical applications.

این مقاله به بررسی ظرفیت آموزشی، نقش در بهبود اثربخشی آموزشی و ویژگی‌های روش‌شناختی فناوری‌های نوین آموزشی مورد استفاده در سازماندهی درس‌های شیمی معدنی می‌پردازد. فرصت‌های ادغام یادگیری مبتنی بر مسئله، یادگیری مبتنی بر پروژه، رویکرد STEAM، روش‌های تدریس تعاملی و ابزارهای آموزشی دیجیتال را تحلیل می‌کند. همچنین، مقاله توصیه‌های روش‌شناختی برای توضیح مفاهیم شیمیایی به فراگیران، شبیه‌سازی آزمایش‌ها، توسعه تفکر مستقل و ارتباط دانش نظری با کاربردهای عملی ارائه می‌دهد.

This study aims to examine the concept of Al-Wujuh wa an-Nazaʾir and its implications for the methodology of Qur’anic interpretation. The phenomenon of polysemy in Qur’anic Arabic necessitates a systematic approach to ensure that the meanings of lexical items are understood accurately and contextually. This research employs a qualitative method with a library research design, utilizing both linguistic and exegetical approaches. The findings indicate that Al-Wujuh wa anNazaʾir serves as a crucial instrument in understanding the semantic diversity of Qur’anic vocabulary, where a single word may carry multiple meanings depending on its context (al-wujuh), and different words may share similar meanings (annazaʾir). This concept plays a strategic role in preventing misinterpretation, assisting in determining the most appropriate meaning based on context (siyaq), and strengthening the linguistic approach in Qur’anic exegesis. Furthermore, this study highlights that integrating the classical concept of Al-Wujuh wa an-Nazaʾir with modern linguistic theories can produce a more comprehensive and relevant methodological framework for addressing contemporary challenges in Qur’anic interpretation.

این پژوهش با هدف بررسی مفهوم «الوجوه و النظائر» و پیامدهای آن برای روش‌شناسی تفسیر قرآن کریم انجام شده است. پدیده چندمعنایی در زبان عربی قرآن، نیازمند رویکردی نظام‌مند است تا معانی واژگان به‌درستی و بر اساس بافت فهمیده شوند. این تحقیق با روش کیفی و طرح پژوهش کتابخانه‌ای، از رویکردهای زبانی و تفسیری بهره گرفته است. یافته‌ها نشان می‌دهد که «الوجوه و النظائر» به‌عنوان ابزاری اساسی در فهم تنوع معنایی واژگان قرآنی عمل می‌کند؛ به‌گونه‌ای که یک واژه می‌تواند بسته به سیاق (الوجوه) معانی متعددی داشته باشد و واژگان مختلف می‌توانند معانی مشابهی داشته باشند (النظائر). این مفهوم نقش راهبردی در جلوگیری از تفسیر نادرست، یاری در تعیین معنای مناسب بر اساس سیاق و تقویت رویکرد زبانی در تفسیر قرآن ایفا می‌کند. افزون بر این، پژوهش حاضر نشان می‌دهد که ادغام مفهوم کلاسیک «الوجوه و النظائر» با نظریه‌های زبان‌شناسی معاصر می‌تواند چارچوب روش‌شناختی جامع‌تر و مرتبط‌تری برای مواجهه با چالش‌های معاصر تفسیر قرآن فراهم آورد.

This study investigated asynchronous e-learning approach as determinants of students’ academic achievement in Word Processing in Colleges of Education in Southwest Nigeria. The study adopted a descriptive research design. One research question and two hypotheses were formulated to guide the investigation. The population consisted of 1,360 students and 213 lecturers drawn from nine Colleges of Education in Southwest Nigeria. Data were collected using three instruments: the Word Processing Achievement Test (WPAT), Kuder-Richardson 21 (KR-21) was used to establish the stability of the achievement test items, which resulted in a reliability coefficient of 0.95. Students’ Questionnaire on Asynchronous E-learning Approach (SQAEA) (α = 0.81), and the Lecturers’ Questionnaire on Asynchronous E-learning Approach (LQAEA) (α = 0.77). The findings revealed that students’ academic achievement in Word Processing in Colleges of Education in Southwest Nigeria was high. However, the extent to which asynchronous e-learning was also low (x̄ = 2.41). The findings revealed an asynchronous e-learning had a significant positive contribution (β = 0.146, t = 3.127, p < 0.05). The findings also indicated a gender difference in achievement, with a mean score difference of 0.976. In conclusion, the study highlights the need for improved and more effective integration of e-learning approach, especially by strengthening asynchronous learning opportunities and reviewing the implementation of synchronous methods, in order to enhance students’ academic achievement in Word Processing. It was recommended among others that institutions should mandate the development and consistent use of asynchronous instructional materials.

این پژوهش رویکرد یادگیری الکترونیکی غیرهمزمان را به عنوان تعیین‌کننده‌های پیشرفت تحصیلی دانشجویان در درس واژه‌پردازی در دانشکده‌های تربیت معلم جنوب‌غرب نیجریه مورد بررسی قرار داد. این پژوهش از طرح پژوهش توصیفی بهره گرفت. یک سؤال پژوهش و دو فرضیه برای هدایت پژوهش تدوین شد. جامعه آماری شامل ۱۳۶۰ دانشجو و ۲۱۳ مدرس بود که از نه دانشکده تربیت معلم در جنوب‌غرب نیجریه انتخاب شدند. داده‌ها با استفاده از سه ابزار گردآوری شد: آزمون پیشرفت در واژه‌پردازی (WPAT)، که برای تعیین ثبات آیتم‌های آزمون پیشرفت از Kuder-Richardson 21 (KR-21) استفاده شد و ضریب پایایی ۰.۹۵ به دست آمد؛ پرسشنامه دانشجویان درباره رویکرد یادگیری الکترونیکی غیرهمزمان (SQAEA) (α = 0.81) و پرسشنامه مدرسان درباره رویکرد یادگیری الکترونیکی غیرهمزمان (LQAEA) (α = 0.77). یافته‌ها نشان داد که پیشرفت تحصیلی دانشجویان در درس واژه‌پردازی در دانشکده‌های تربیت معلم جنوب‌غرب نیجریه بالا بود. با این حال، میزان استفاده از یادگیری الکترونیکی غیرهمزمان نیز پایین بود (x̄ = 2.41). یافته‌ها نشان داد که یادگیری الکترونیکی غیرهمزمان سهم مثبت معناداری داشت (β = 0.146، t = 3.127، p < 0.05). همچنین یافته‌ها تفاوت جنسیتی در پیشرفت را نشان دادند، به طوری که تفاوت میانگین نمره ۰.۹۷۶ بود. در نتیجه، این پژوهش بر لزوم بهبود و ادغام مؤثرتر رویکرد یادگیری الکترونیکی، به ویژه با تقویت فرصت‌های یادگیری غیرهمزمان و بازنگری در اجرای روش‌های همزمان، به منظور ارتقای پیشرفت تحصیلی دانشجویان در درس واژه‌پردازی تأکید می‌کند. از جمله توصیه‌ها این است که مؤسسات باید توسعه و استفاده مستمر از مواد آموزشی غیرهمزمان را الزامی کنند.

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.

This study examines the effectiveness of a physical intervention approach through role-playing group prayer among young children. Conducted as field research at ABA 3 Kindergarten in Probolinggo, the study employs a normative approach with descriptive qualitative methods, focusing on 5–6-year-old participants. Using content analysis, findings reveal: (1) the physical intervention approach is effective in developing critical thinking skills, (2) group prayer provides a relatable context where children learn religious and social values like cooperation and responsibility, (3) physical activity enhances cognitive and physical learning, and (4) role-playing facilitates self-evaluation and decision-making skills in children.

این پژوهش به بررسی اثربخشی رویکرد مداخله بدنی از طریق ایفای نقش نماز جماعت گروهی در میان کودکان خردسال می‌پردازد. این مطالعه به صورت میدانی در مهدکودک ABA 3 شهر پروبولینگو انجام شده و از رویکرد هنجاری با روش‌های کیفی توصیفی بهره گرفته است و بر شرکت‌کنندگان ۵ تا ۶ ساله تمرکز دارد. با استفاده از تحلیل محتوا، یافته‌ها نشان می‌دهد: (۱) رویکرد مداخله بدنی در پرورش مهارت‌های تفکر انتقادی مؤثر است؛ (۲) نماز جماعت گروهی زمینه‌ای قابل فهم فراهم می‌کند که در آن کودکان ارزش‌های دینی و اجتماعی مانند همکاری و مسئولیت‌پذیری را می‌آموزند؛ (۳) فعالیت بدنی یادگیری شناختی و جسمانی را تقویت می‌کند؛ و (۴) ایفای نقش به تسهیل مهارت‌های خودارزیابی و تصمیم‌گیری در کودکان کمک می‌کند.

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.

Islamic education views learners as individuals endowed with innate human nature (fitrah) that should be developed holistically through educational processes integrating intellectual, emotional, moral, social, and spiritual dimensions. Within the context of the Malay Coastal community, local cultural values rooted in Islamic teachings constitute an important social capital for strengthening students' character and spirituality. This article aims to analyze the concepts of fitrah, character, and spirituality from the perspective of Islamic educational psychology based on Malay Coastal culture. This study employs a library research method using a conceptual approach through an extensive review of the Qur'an, Hadith, Islamic educational psychology literature, and relevant scholarly publications. The findings indicate that fitrah serves as the fundamental human potential that underlies the development of character and spirituality. Malay Coastal cultural values including religiosity, mutual cooperation, deliberation, courtesy, respect for parents, and social responsibility strongly support the reinforcement of Islamic character education. The integration of the concept of fitrah with local cultural values produces a contextual, humanistic, and value-oriented educational framework that contributes to the realization of insan kamil (the complete human being). Consequently, Islamic educational psychology grounded in Malay Coastal culture represents a strategic educational approach for strengthening students' character and spirituality amid the challenges posed by globalization and technological advancement. Abstrak Pendidikan Islam memandang peserta didik sebagai individu yang memiliki potensi fitrah yang harus dikembangkan secara utuh melalui proses pendidikan yang memperhatikan dimensi intelektual, emosional, moral, sosial, dan spiritual. Dalam konteks masyarakat Melayu Pesisir, nilai-nilai budaya lokal yang berlandaskan ajaran Islam menjadi modal sosial yang penting dalam membentuk karakter dan spiritualitas peserta didik. Artikel ini bertujuan menganalisis konsep fitrah, karakter, dan spiritualitas peserta didik dalam perspektif psikologi pendidikan Islam berbasis budaya Melayu Pesisir. Penelitian menggunakan metode library research dengan pendekatan konseptual melalui kajian terhadap Al-Qur'an, Hadis, literatur psikologi pendidikan Islam, serta berbagai hasil penelitian ilmiah yang relevan. Hasil kajian menunjukkan bahwa fitrah merupakan potensi dasar manusia yang menjadi landasan perkembangan karakter dan spiritualitas. Nilai-nilai budaya Melayu Pesisir seperti religiusitas, gotong royong, musyawarah, sopan santun, penghormatan kepada orang tua, dan kepedulian sosial memiliki relevansi yang kuat dalam penguatan pendidikan karakter Islami. Integrasi konsep fitrah dengan nilai budaya lokal menghasilkan model pendidikan yang lebih kontekstual, humanistik, dan berorientasi pada pembentukan insan kamil. Oleh karena itu, psikologi pendidikan Islam berbasis budaya Melayu Pesisir menjadi pendekatan strategis dalam memperkuat karakter peserta didik di tengah tantangan globalisasi dan perkembangan teknologi.

آموزش اسلامی، دانش‌آموزان را به عنوان افرادی با فطرت انسانی ذاتی می‌نگرد که باید این فطرت به صورت جامع از طریق فرایندهای آموزشی که ابعاد عقلانی، هیجانی، اخلاقی، اجتماعی و معنوی را دربرمی‌گیرد، پرورش یابد. در بستر جامعه ملایو ساحلی، ارزش‌های فرهنگی محلی که ریشه در تعالیم اسلامی دارند، سرمایه اجتماعی مهمی برای تقویت شخصیت و معنویت دانش‌آموزان محسوب می‌شوند. هدف این مقاله تحلیل مفاهیم فطرت، شخصیت و معنویت از منظر روان‌شناسی تربیتی اسلامی مبتنی بر فرهنگ ملایو ساحلی است. این پژوهش با روش کتابخانه‌ای و رویکرد مفهومی از طریق بررسی گسترده قرآن، حدیث، ادبیات روان‌شناسی تربیتی اسلامی و انتشارات علمی مرتبط انجام شده است. یافته‌ها نشان می‌دهد که فطرت به عنوان ظرفیت بنیادین انسانی، زیرساخت توسعه شخصیت و معنویت است. ارزش‌های فرهنگی ملایو ساحلی از جمله دینداری، همکاری جمعی، مشورت، ادب، احترام به والدین و مسئولیت‌پذیری اجتماعی، نقش مهمی در تقویت آموزش شخصیت اسلامی دارند. ادغام مفهوم فطرت با ارزش‌های فرهنگی محلی، چارچوب آموزشی زمینه‌مند، انسان‌محور و ارزش‌مداری را پدید می‌آورد که به تحقق انسان کامل (انسان کامل) کمک می‌کند. بنابراین، روان‌شناسی تربیتی اسلامی مبتنی بر فرهنگ ملایو ساحلی، رویکردی راهبردی برای تقویت شخصیت و معنویت دانش‌آموزان در مواجهه با چالش‌های جهانی‌شدن و پیشرفت فناوری به شمار می‌رود.

This research is motivated by the achievement gap between the Excellent Class and the Regular Class at MTs Negeri 1 Banjarnegara, with students in the Excellent Class demonstrating higher academic achievement. This gap makes it important to examine how the management of the Excellent Class program is planned, implemented, and evaluated to support student achievement. This study aims to analyze the management of teaching staff in the superior class program at the junior high school level. A qualitative case study approach was employed in this study. This research was conducted at MTs Negeri 1 Banjarnegara. The subjects of this study were the principal, the deputy principal for curriculum, and teachers. Data were collected through observation, interviews, and documentation. Data were analyzed interactively through data reduction, data presentation, and conclusion drawing. There are six processes of teaching staff management in the superior class program at MTs Negeri 1 Banjarnegara. First, collaboration carried out by MTs Negeri 1 Banjarnegara includes teacher recruitment tailored to the needs of each superior class program. Second, teaching staff development is designed comprehensively in each superior class program, such as curriculum training, teaching modules, assessments, workshops, and MGMP. Third, compensation has been provided by the madrasah to all teaching staff in the superior class program according to their contributions and proportionally. Fourth, integration is carried out by creating practical institutional policies that consider the role, capacity, and welfare of teaching staff. Fifth, maintenance carried out by MTs Negeri 1 Banjarnegara includes training, workshops, tarbawiyah trips, pilgrimages, awards, incentives, sufficient vacation time, and participation in national and international activities. Sixth, MTs Negeri 1 Banjarnegara manages the termination of teaching staff due to retirement, transfer, contract expiration, or other reasons through an approach that upholds the values ​​of respect and moral responsibility.

این پژوهش با انگیزه شکاف عملکردی میان کلاس ممتاز و کلاس عادی در مدرسه متوسطه دینی دولتی شماره ۱ بانجارنگارا انجام شده است؛ به‌گونه‌ای که دانش‌آموزان کلاس ممتاز، دستاوردهای تحصیلی بالاتری را نشان می‌دهند. این تفاوت، اهمیت بررسی نحوه برنامه‌ریزی، اجرا و ارزیابی مدیریت برنامه کلاس ممتاز را برای حمایت از پیشرفت تحصیلی دانش‌آموزان برجسته می‌کند. هدف این مطالعه، تحلیل مدیریت کارکنان آموزشی در برنامه کلاس ممتاز در سطح متوسطه اول است. رویکرد مطالعه موردی کیفی در این پژوهش به‌کار رفته است. این پژوهش در مدرسه متوسطه دینی دولتی شماره ۱ بانجارنگارا انجام شده است. شرکت‌کنندگان این مطالعه شامل مدیر مدرسه، معاون آموزشی و معلمان بوده‌اند. داده‌ها از طریق مشاهده، مصاحبه و اسناد جمع‌آوری شده‌اند. تحلیل داده‌ها به‌صورت تعاملی از طریق کاهش داده، ارائه داده و نتیجه‌گیری انجام گرفته است. شش فرایند مدیریت کارکنان آموزشی در برنامه کلاس ممتاز مدرسه متوسطه دینی دولتی شماره ۱ بانجارنگارا شناسایی شده است. نخست، همکاری که توسط مدرسه از طریق جذب معلم متناسب با نیازهای هر برنامه کلاس ممتاز انجام می‌شود. دوم، توسعه کارکنان آموزشی که به‌صورت جامع در هر برنامه کلاس ممتاز طراحی شده است، مانند آموزش برنامه درسی، ماژول‌های تدریس، ارزیابی‌ها، کارگاه‌ها و MGMP. سوم، جبران خدمات که توسط مدرسه به همه کارکنان آموزشی برنامه کلاس ممتاز متناسب با سهم و به‌صورت عادلانه ارائه می‌شود. چهارم، یکپارچه‌سازی که از طریق تدوین سیاست‌های نهادی عملیاتی با در نظر گرفتن نقش، ظرفیت و رفاه کارکنان آموزشی انجام می‌شود. پنجم، نگهداری که شامل آموزش، کارگاه‌ها، سفرهای تربیتی، زیارت، اعطای جوایز، مشوق‌ها، زمان کافی برای تعطیلات و مشارکت در فعالیت‌های ملی و بین‌المللی است. ششم، مدیریت خاتمه همکاری با کارکنان آموزشی به دلایل بازنشستگی، انتقال، اتمام قرارداد یا سایر دلایل از طریق رویکردی مبتنی بر احترام و مسئولیت اخلاقی صورت می‌گیرد.

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.

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

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

This study examines the implementation of collaborative supervision and its contribution to student well-being at MI Al Mubarok Uman Agung, Central Lampung Regency. A qualitative approach with a case study design was employed. The participants included the principal, three classroom teachers, and three students selected purposively. Data were collected through semi-structured interviews, participant observation, and documentation. Data credibility was established through source and technique triangulation and member checking, while data analysis followed the interactive model of Miles and Huberman. The findings indicate that collaborative supervision was implemented through three interconnected stages: participatory planning, non-interventionist classroom observation, and dialogic reflection and follow-up. This approach reduced teachers' anxiety, encouraged openness during reflection, and supported changes in classroom practices. Its contribution to student well-being was most evident in the loving dimension through warmer teacher-student relationships and in the being dimension through greater student participation in learning. However, its contribution to the having and health dimensions remained limited because these aspects were closely related to school facilities and health-related policies. The study demonstrates that collaborative supervision can contribute to a school environment that supports student well-being, particularly by strengthening teachers' professional and interpersonal practices.

این پژوهش به بررسی اجرای نظارت مشارکتی و نقش آن در بهزیستی دانش‌آموزان در مدرسه MI Al Mubarok Uman Agung، شهرستان لامپونگ مرکزی می‌پردازد. رویکرد کیفی با طرح مطالعه موردی به کار گرفته شده است. شرکت‌کنندگان شامل مدیر مدرسه، سه معلم کلاس و سه دانش‌آموز بودند که به صورت هدفمند انتخاب شدند. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته، مشاهده مشارکتی و اسناد جمع‌آوری گردید. اعتبار داده‌ها از طریق مثلث‌سازی منبع و روش و بررسی اعضا تأمین شد و تحلیل داده‌ها بر اساس مدل تعاملی Miles و Huberman انجام گرفت. یافته‌ها نشان می‌دهد که نظارت مشارکتی از طریق سه مرحله به هم پیوسته شامل برنامه‌ریزی مشارکتی، مشاهده کلاس بدون مداخله و بازتاب و پیگیری گفت‌وگومحور اجرا شده است. این رویکرد موجب کاهش اضطراب معلمان، تقویت شفافیت در بازتاب و حمایت از تغییرات در شیوه‌های تدریس شد. نقش آن در بهزیستی دانش‌آموزان عمدتاً در بعد محبت‌آمیز از طریق روابط گرم‌تر معلم و دانش‌آموز و در بعد بودن از طریق مشارکت بیشتر دانش‌آموزان در یادگیری مشهود بود. با این حال، نقش آن در ابعاد داشتن و سلامت محدود باقی ماند، زیرا این جنبه‌ها ارتباط نزدیکی با امکانات مدرسه و سیاست‌های مرتبط با سلامت داشتند. این پژوهش نشان می‌دهد که نظارت مشارکتی می‌تواند به محیط مدرسه‌ای که از بهزیستی دانش‌آموزان حمایت می‌کند، به ویژه از طریق تقویت شایستگی‌های حرفه‌ای و بین‌فردی معلمان، کمک نماید.

The transformation of 21st-century education demands the strengthening of higher-order thinking skills, known as the 4Cs (critical thinking, creativity, communication, and collaboration), along with the need for technology integration in the learning and assessment process. In the context of Sekolah Penggerak (Moving Schools), Indonesian language teachers have a strategic role in designing assessments that are oriented not only toward cognitive achievement but also toward developing students' competencies and character. This study aims to examine the implementation of the Technological Pedagogical Content Knowledge (TPACK) approach in assessing 4C skills, formulate an effective TPACK-based 4C skills assessment model, and construct an applicable assessment concept for Indonesian language teachers at Sekolah Penggerak (Moving Schools) in Bali Province. This study used a mixed methods approach with an exploratory design. Qualitative data were obtained through observation, document study, in-depth interviews, and focus group discussions (FGDs), while quantitative data were collected through questionnaires that had been tested for validity and reliability. The study subjects included Indonesian language teachers, school principals, and educational stakeholders at Sekolah Penggerak (Moving Schools) in Bali Province. Qualitative data were analyzed using thematic analysis, while quantitative data were analyzed using descriptive statistics. The research results show that Indonesian language teachers have positive perceptions of the implementation of the TPACK-based 4C skills assessment. The integration of technology into the assessment is considered capable of increasing student engagement, encouraging reflection on learning, and strengthening student-centered learning. The developed assessment model emphasizes the integration of learning objectives, pedagogical strategies, Indonesian language content, and the contextual use of digital technology. The resulting assessment concept is flexible, adaptive, and relevant to the characteristics of the Driving Schools and the implementation of the Independent Curriculum.

تحول آموزش قرن بیست و یکم مستلزم تقویت مهارت‌های تفکر سطح بالاتر، که به عنوان مهارت‌های 4C (تفکر انتقادی، خلاقیت، ارتباط و همکاری) شناخته می‌شوند، همراه با نیاز به ادغام فناوری در فرایند یاددهی و ارزیابی است. در زمینه مدارس پیشرو (Sekolah Penggerak)، معلمان زبان اندونزیایی نقش راهبردی در طراحی ارزیابی‌هایی دارند که نه تنها بر دستاوردهای شناختی بلکه بر توسعه شایستگی‌ها و شخصیت دانش‌آموزان نیز متمرکز است. هدف این پژوهش بررسی اجرای رویکرد دانش محتوایی-آموزشی-فناورانه (TPACK) در ارزیابی مهارت‌های 4C، تدوین یک مدل ارزیابی مؤثر مبتنی بر TPACK برای مهارت‌های 4C و ساخت یک مفهوم ارزیابی قابل اجرا برای معلمان زبان اندونزیایی در مدارس پیشرو استان بالی است. این پژوهش با رویکرد روش ترکیبی و طرح اکتشافی انجام شد. داده‌های کیفی از طریق مشاهده، مطالعه اسناد، مصاحبه‌های عمیق و بحث‌های گروهی متمرکز (FGD) گردآوری شد و داده‌های کمی از طریق پرسشنامه‌هایی که روایی و پایایی آن‌ها آزمون شده بود، جمع‌آوری گردید. شرکت‌کنندگان پژوهش شامل معلمان زبان اندونزیایی، مدیران مدارس و ذینفعان آموزشی مدارس پیشرو استان بالی بودند. داده‌های کیفی با استفاده از تحلیل تماتیک و داده‌های کمی با آمار توصیفی تحلیل شدند. نتایج پژوهش نشان داد که معلمان زبان اندونزیایی نگرش مثبتی نسبت به اجرای ارزیابی مهارت‌های 4C مبتنی بر TPACK دارند. ادغام فناوری در ارزیابی، موجب افزایش مشارکت دانش‌آموزان، تشویق به بازتاب یادگیری و تقویت یادگیری دانش‌آموزمحور می‌شود. مدل ارزیابی توسعه‌یافته بر ادغام اهداف یادگیری، راهبردهای آموزشی، محتوای زبان اندونزیایی و استفاده زمینه‌ای از فناوری دیجیتال تأکید دارد. مفهوم ارزیابی حاصل، انعطاف‌پذیر، سازگار و متناسب با ویژگی‌های مدارس پیشرو و اجرای برنامه درسی مستقل است.

Abstract: This study aims to determine the effect of the Project Based Learning (PjBL) model combined with a scientific approach on students’ learning outcomes and skills in the reaction rate topic. The study was conducted at SMA Negeri 1 Pangkatan, North Sumatra, involving two classes, namely XI IPA 1 as the experimental class and XI IPA 2 as the control class. The experimental class was taught using the Project Based Learning model with a scientific approach, while the control class was taught using conventional learning. Data were collected through objective tests and observation sheets. The test instrument initially consisted of 40 multiple-choice questions and was analyzed through validity, reliability, difficulty level, and discrimination power tests. The data were analyzed using a right-tailed t-test after conducting normality and homogeneity tests. The results showed that the average posttest score of the experimental class was 82.85, while the control class obtained an average score of 69.14. Hypothesis testing produced a t-count of 7.07, which was greater than the t-table value of 1.99 at a significance level of 0.05, indicating a significant difference in learning outcomes between the two classes. The effect size analysis resulted in a Cohen’s d value of 1.19, categorized as a large effect. In addition, the average student skill score in the experimental class was 80.57, compared with 71.24 in the control class. These findings indicate that the implementation of Project Based Learning with a scientific approach contributes to improved learning outcomes and student skills in learning the reaction rate topic. Keywords: Project Based Learning, Scientific Approach, Learning Outcomes, Student Skills, Reaction Rate. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model Project Based Learning (PjBL) yang dipadukan dengan pendekatan saintifik terhadap hasil belajar dan keterampilan siswa pada materi laju reaksi. Penelitian dilaksanakan di SMA Negeri 1 Pangkatan, Sumatera Utara, dengan melibatkan dua kelas, yaitu kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas kontrol. Kelas eksperimen diberikan pembelajaran menggunakan model Project Based Learning dengan pendekatan saintifik, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Pengumpulan data dilakukan melalui instrumen tes dan lembar observasi. Instrumen tes terdiri dari 40 soal pilihan ganda yang terlebih dahulu dianalisis melalui uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Data penelitian dianalisis menggunakan uji-t pihak kanan setelah dilakukan uji normalitas dan homogenitas. Hasil penelitian menunjukkan bahwa rata-rata nilai posttest kelas eksperimen sebesar 82,85, sedangkan kelas kontrol sebesar 69,14. Hasil uji hipotesis memperoleh nilai t-hitung sebesar 7,07 yang lebih besar daripada t-tabel sebesar 1,99 pada taraf signifikansi 0,05, sehingga menunjukkan adanya perbedaan hasil belajar yang signifikan antara kedua kelas. Analisis effect size menghasilkan nilai Cohen’s d sebesar 1,19 yang termasuk dalam kategori besar. Selain itu, rata-rata nilai keterampilan siswa pada kelas eksperimen sebesar 80,57, sedangkan kelas kontrol sebesar 71,24. Hasil tersebut menunjukkan bahwa penerapan model Project Based Learning dengan pendekatan saintifik memberikan pengaruh terhadap peningkatan hasil belajar dan keterampilan siswa pada materi laju reaksi. Kata kunci: Project Based Learning, Pendekatan Saintifik, Hasil Belajar, Keterampilan Siswa, Laju Reaksi.

چکیده: این پژوهش با هدف تعیین تأثیر مدل یادگیری مبتنی بر پروژه (PjBL) همراه با رویکرد علمی بر نتایج یادگیری و مهارت‌های دانش‌آموزان در مبحث سرعت واکنش انجام شده است. این مطالعه در دبیرستان دولتی شماره ۱ پانگاتان، سوماترای شمالی، با مشارکت دو کلاس، یعنی XI IPA 1 به عنوان کلاس آزمایش و XI IPA 2 به عنوان کلاس کنترل، اجرا گردید. کلاس آزمایش با استفاده از مدل یادگیری مبتنی بر پروژه همراه با رویکرد علمی آموزش دید، در حالی که کلاس کنترل با روش آموزش متداول تدریس شد. داده‌ها از طریق آزمون‌های عینی و برگه‌های مشاهده جمع‌آوری شد. ابزار آزمون در ابتدا شامل ۴۰ سؤال چندگزینه‌ای بود و از نظر روایی، پایایی، سطح دشواری و قدرت تمایز مورد تحلیل قرار گرفت. داده‌ها پس از انجام آزمون نرمال بودن و همگنی، با استفاده از آزمون t یک‌طرفه (سمت راست) تحلیل شدند. نتایج نشان داد که میانگین نمره پس‌آزمون کلاس آزمایش ۸۲٫۸۵ و کلاس کنترل ۶۹٫۱۴ بود. آزمون فرضیه مقدار t محاسبه‌شده را ۷٫۰۷ نشان داد که از مقدار t جدول (۱٫۹۹) در سطح معناداری ۰٫۰۵ بیشتر بود و این امر نشان‌دهنده تفاوت معنادار در نتایج یادگیری بین دو کلاس است. تحلیل اندازه‌ی اثر، مقدار d کوهن را ۱٫۱۹ به دست داد که در دسته‌ی بزرگ قرار می‌گیرد. علاوه بر این، میانگین نمره مهارت دانش‌آموزان در کلاس آزمایش ۸۰٫۵۷ و در کلاس کنترل ۷۱٫۲۴ بود. این یافته‌ها نشان می‌دهد که اجرای مدل یادگیری مبتنی بر پروژه با رویکرد علمی به بهبود نتایج یادگیری و مهارت‌های دانش‌آموزان در مبحث سرعت واکنش کمک می‌کند.

Objective Individual differences in tendencies to approach or avoid physical effort may be relevant to exercise-related psychological and behavioral characteristics. This study examined the psychometric properties of the Chinese Physical Effort Scale (PES) and investigated individual differences in physical-effort approach and avoidance tendencies and their associations with exercise-related psychological and behavioral variables among Chinese university students. Methods Participants were 1,273 students from six universities across eastern, central, and western China. Exploratory and confirmatory factor analyses, reliability and validity analyses, and multigroup confirmatory factor analysis were used to evaluate the factor structure, reliability, validity, and measurement invariance of the Chinese PES. Latent profile analysis identified configurations of physical effort approach and avoidance, and BCH analyses compared profiles on emotion regulation, exercise motivation, and physical activity. Results Factor analyses supported a two-factor structure comprising physical effort approach and avoidance. The scale showed high internal consistency and test–retest reliability, with evidence supporting convergent and discriminant validity and metric and scalar invariance across gender and academic year. Three profiles were identified: Balanced (59.07%), Avoidance-Oriented (14.93%), and Approach-Oriented (26.00%). The Approach-Oriented profile showed higher cognitive reappraisal, expressive suppression, external regulation, introjected regulation, and autonomous regulation, and lower amotivation. It also showed higher total physical activity than the other profiles and higher weekly exercise frequency than the Balanced profile. Conclusion The Chinese PES showed psychometric support among Chinese university students. Distinct configurations of physical effort approach and avoidance were associated with emotion regulation, exercise motivation, and physical activity.

هدف: تفاوت‌های فردی در گرایش به رویکرد یا اجتناب از تلاش بدنی ممکن است با ویژگی‌های روان‌شناختی و رفتاری مرتبط با ورزش ارتباط داشته باشد. این پژوهش ویژگی‌های روان‌سنجی مقیاس تلاش بدنی چینی (PES) را بررسی کرده و تفاوت‌های فردی در گرایش‌های رویکرد و اجتناب از تلاش بدنی و ارتباط آن‌ها با متغیرهای روان‌شناختی و رفتاری مرتبط با ورزش را در میان دانشجویان دانشگاه‌های چین مورد مطالعه قرار داد. روش‌ها: شرکت‌کنندگان شامل ۱۲۷۳ دانشجو از شش دانشگاه در مناطق شرقی، مرکزی و غربی چین بودند. برای ارزیابی ساختار عاملی، پایایی، روایی و ناوری اندازه‌گیری مقیاس PES چینی، تحلیل عاملی اکتشافی و تأییدی، تحلیل‌های پایایی و روایی و تحلیل عاملی تأییدی چندگروهی به کار رفت. تحلیل پروفایل پنهان برای شناسایی الگوهای رویکرد و اجتناب از تلاش بدنی و تحلیل‌های BCH برای مقایسه پروفایل‌ها بر اساس تنظیم هیجان، انگیزش ورزشی و فعالیت بدنی استفاده شد. یافته‌ها: تحلیل‌های عاملی ساختار دو عاملی شامل رویکرد و اجتناب از تلاش بدنی را تأیید کردند. مقیاس از انسجام درونی و پایایی بازآزمایی بالایی برخوردار بود و شواهدی از روایی همگرا و واگرا و ناوری متریک و اسکلار در بین جنسیت و سال تحصیلی ارائه شد. سه پروفایل شناسایی شد: متعادل (۵۹/۰۷٪)، گرایش به اجتناب (۱۴/۹۳٪) و گرایش به رویکرد (۲۶/۰۰٪). پروفایل گرایش به رویکرد، بازارزیابی شناختی، سرکوبگری بیانی، تنظیم بیرونی، تنظیم درون‌فکنی‌شده و تنظیم خودمختار بالاتر و بی‌انگیزگی پایین‌تری را نشان داد. همچنین این پروفایل نسبت به سایر پروفایل‌ها فعالیت بدنی کل و نسبت به پروفایل متعادل، فراوانی هفتگی ورزش بیشتری داشت. نتیجه‌گیری: مقیاس PES چینی در میان دانشجویان دانشگاه‌های چین از حمایت روان‌سنجی برخوردار بود. الگوهای متمایز رویکرد و اجتناب از تلاش بدنی با تنظیم هیجان، انگیزش ورزشی و فعالیت بدنی مرتبط بودند.

Climate change is intrinsically linked to gender. Evidence shows women face the greatest impacts of climate change due to higher poverty presence, reliance on land, family responsibilities, and less societal power. Our study uses Carol Bacchi's “What is the Problem Represented to Be?” (WPR) approach to analyse climate change and gender policies in Mauritius, a small island state. We apply a two-dimensional theory of gender justice that foregrounds both economic distribution and social recognition. The findings highlight the need for a transformative approach to climate policymaking that moves beyond tokenistic gender mainstreaming to address the structural and socio-cultural inequalities that shape climate vulnerability. For small island states like Mauritius, this requires strengthening locally led, intersectional climate governance and reducing dependence on externally driven policy agendas to advance both climate resilience and gender justice.

تغییر اقلیم به طور ذاتی با جنسیت پیوند دارد. شواهد نشان می‌دهد زنان به دلیل حضور بیشتر در فقر، وابستگی به زمین، مسئولیت‌های خانوادگی و قدرت اجتماعی کمتر، بیشترین تأثیرات تغییر اقلیم را متحمل می‌شوند. مطالعه حاضر با استفاده از رویکرد «مسئله چگونه بازنمایی می‌شود؟» (WPR) کارول باکی، به تحلیل سیاست‌های تغییر اقلیم و جنسیت در کشور جزیره‌ای کوچک موریس می‌پردازد. ما نظریه عدالت جنسیتی دو بعدی را به کار می‌بریم که هم توزیع اقتصادی و هم شناسایی اجتماعی را در اولویت قرار می‌دهد. یافته‌ها بر ضرورت رویکردی تحول‌آفرین در سیاست‌گذاری تغییر اقلیم تأکید دارند که فراتر از جاری‌سازی جنسیت نمادین، به نابرابری‌های ساختاری و اجتماعی‌فرهنگی شکل‌دهنده آسیب‌پذیری اقلیمی می‌پردازد. برای کشورهایی مانند موریس، این امر مستلزم تقویت حکمرانی اقلیمی محلی‌محور و تقاطعی و کاهش وابستگی به دستورکارهای سیاستی برون‌زا به منظور ارتقای تاب‌آوری اقلیمی و عدالت جنسیتی است.

Deaf students face various challenges in the learning process in higher education, particularly in terms of communication and access to information. These challenges are not only caused by hearing limitations, but also by the low level of awareness among the academic community regarding the needs of deaf students. This study aims to identify the level of awareness of non-deaf students and teaching staff toward the needs of deaf students within the campus environment. This research employs a qualitative approach to examine the awareness of the academic community regarding the needs of deaf students. Data were collected using a mixed-methods approach, through the distribution of questionnaires and structured interviews. The results indicate that most respondents have demonstrated an initial level of concern for the needs of deaf students; however, they still exhibit limited basic knowledge and minimal direct interaction experience. These findings highlight the need for further efforts in the form of educational initiatives and more inclusive communication strategies to create a learning environment that is accessible, supportive, and inclusive for deaf students.

دانشجویان ناشنوا در فرایند یادگیری در آموزش عالی با چالش‌های متعددی به‌ویژه در زمینه ارتباطات و دسترسی به اطلاعات مواجه هستند. این چالش‌ها نه تنها ناشی از محدودیت‌های شنوایی است، بلکه به دلیل سطح پایین آگاهی اعضای جامعه دانشگاهی نسبت به نیازهای دانشجویان ناشنوا نیز می‌باشد. هدف این پژوهش شناسایی سطح آگاهی دانشجویان و اعضای هیئت علمی غیرناشنوا نسبت به نیازهای دانشجویان ناشنوا در محیط دانشگاه است. این پژوهش با رویکرد کیفی به بررسی میزان آگاهی جامعه دانشگاهی نسبت به نیازهای دانشجویان ناشنوا می‌پردازد. داده‌ها با استفاده از رویکرد ترکیبی از طریق توزیع پرسشنامه و انجام مصاحبه‌های ساختاریافته گردآوری شده‌اند. نتایج نشان می‌دهد که اکثر پاسخ‌دهندگان سطح اولیه‌ای از دغدغه نسبت به نیازهای دانشجویان ناشنوا را نشان داده‌اند؛ با این حال، دانش پایه‌ای آن‌ها همچنان محدود بوده و تجربه تعامل مستقیم آن‌ها بسیار اندک است. این یافته‌ها بر ضرورت تلاش‌های بیشتر در قالب ابتکارات آموزشی و راهبردهای ارتباطی فراگیرتر برای ایجاد محیط یادگیری قابل دسترس، حمایت‌کننده و فراگیر برای دانشجویان ناشنوا تأکید می‌کند.

Background--One way that digital learning materials in elementary schools can support students' creativity and problem-solving skills is by incorporating the STEAM approach into interactive e-books. As the primary user in the classroom, the teacher must determine the product's degree of practicality before testing it on students. Objectves--The purpose of this study is to describe the level of practicality of interactive e-books supported by Book Creator using the STEAM approach based on the evaluation of elementary school teachers and students. Method--This study R&D research was adapted ADDIE model. A Likert-scale response questionnaire is used to gather practicality data from 20 elementary school students and 15 active elementary school teachers who were chosen through purposive sampling. Results--The study's findings demonstrate that interactive e-books supported by Book Creator with the STEAM approach achieved an average practicality percentage of 87.81% according to teachers and 89.58% according to students, both of which fall into very practical category. This e-book was deemed user-friendly, engaging, and perceived by both educators and learners as having the potential to support students' creativity and problem-solving skills. Conclusion--Based on teacher and student assessments, interactive e-books supported by Book Creator with the STEAM approach were deemed very practical to use as learning media by the teachers and students involved in this limited-scale trial. Therefore, it is worthwhile to conduct additional testing to gauge its effectiveness on students' problem-solving skills and learning creativity.

زمینه و هدف—یکی از راه‌هایی که مواد آموزشی دیجیتال در مدارس ابتدایی می‌توانند از خلاقیت و مهارت‌های حل مسئله دانش‌آموزان حمایت کنند، ادغام رویکرد STEAM در کتاب‌های الکترونیکی تعاملی است. معلم به عنوان کاربر اصلی در کلاس باید پیش از آزمون آن بر روی دانش‌آموزان، میزان کاربردی بودن محصول را تعیین کند. هدف—هدف این پژوهش توصیف سطح کاربردی بودن کتاب‌های الکترونیکی تعاملی پشتیبانی‌شده توسط Book Creator با رویکرد STEAM بر اساس ارزیابی معلمان و دانش‌آموزان مدارس ابتدایی است. روش—این پژوهش از نوع تحقیق و توسعه (R&D) بوده و مدل ADDIE را اقتباس کرده است. برای گردآوری داده‌های کاربردی بودن، از پرسشنامه‌ای با مقیاس لیکرت استفاده شد که توسط ۲۰ دانش‌آموز ابتدایی و ۱۵ معلم فعال ابتدایی که به روش نمونه‌گیری هدفمند انتخاب شدند، تکمیل گردید. یافته‌ها—نتایج پژوهش نشان داد که کتاب‌های الکترونیکی تعاملی پشتیبانی‌شده توسط Book Creator با رویکرد STEAM، به طور میانگین از دید معلمان ۸۷/۸۱٪ و از دید دانش‌آموزان ۸۹/۵۸٪ کاربردی بودن را کسب کردند که هر دو در دسته بسیار کاربردی قرار می‌گیرند. این کتاب الکترونیکی از نظر کاربران، کاربرپسند، جذاب و دارای پتانسیل حمایت از خلاقیت و مهارت‌های حل مسئله دانش‌آموزان ارزیابی شد. نتیجه‌گیری—بر اساس ارزیابی معلمان و دانش‌آموزان، کتاب‌های الکترونیکی تعاملی پشتیبانی‌شده توسط Book Creator با رویکرد STEAM، از نظر معلمان و دانش‌آموزان شرکت‌کننده در این آزمون محدود، بسیار کاربردی برای استفاده به عنوان رسانه آموزشی تشخیص داده شد. بنابراین، انجام آزمون‌های بیشتر برای سنجش اثربخشی آن بر مهارت‌های حل مسئله و خلاقیت یادگیری دانش‌آموزان توصیه می‌شود.

Curriculum changes in Indonesia have brought about shifts in the planning, implementation, and evaluation of instruction in primary schools. A notable change is the transition from the thematic learning approach used in the 2013 Curriculum to the more flexible learning approach of the *Kurikulum Merdeka* (Independent Curriculum). This transition has also influenced the instructional materials and teaching models employed by teachers. This article aims to compare the instructional materials and teaching models associated with the Thematic Curriculum and the *Kurikulum Merdeka*. A literature review method was employed, analyzing various books, policy documents, and scholarly sources relevant to instructional materials and teaching models. The findings indicate that the 2013 Curriculum relied heavily on syllabi, lesson plans (RPP), teaching materials, media, and assessment instruments, with instruction integrated through themes. In contrast, the *Kurikulum Merdeka* utilizes components such as Learning Outcomes (*Capaian Pembelajaran* or CP), Learning Objectives (*Tujuan Pembelajaran* or TP), Learning Objective Sequences (*Alur Tujuan Pembelajaran* or ATP), teaching modules, teaching materials, media, and assessment instruments. Regarding teaching models, the 2013 Curriculum frequently employed a scientific approach alongside models that supported thematic integration, whereas the *Kurikulum Merdeka* offers teachers greater latitude to select teaching models based on student characteristics, subject matter, and the learning context. These changes reflect a shift from relatively structured instructional components toward those that are more flexible and contextual.

تغییرات برنامه درسی در اندونزی منجر به تحولات قابل توجهی در برنامه‌ریزی، اجرا و ارزیابی آموزش در مدارس ابتدایی شده است. یکی از تغییرات مهم، گذار از رویکرد یادگیری موضوع‌محور مورد استفاده در برنامه درسی ۲۰۱۳ به رویکرد یادگیری منعطف‌تر در *Kurikulum Merdeka* (برنامه درسی مستقل) است. این گذار همچنین بر مواد آموزشی و الگوهای تدریس مورد استفاده معلمان تأثیر گذاشته است. هدف این مقاله مقایسه مواد آموزشی و الگوهای تدریس مرتبط با برنامه درسی موضوع‌محور و *Kurikulum Merdeka* است. این پژوهش با استفاده از روش مرور ادبیات و تحلیل منابعی چون کتاب‌ها، اسناد سیاستی و منابع علمی مرتبط با مواد آموزشی و الگوهای تدریس انجام شده است. یافته‌ها نشان می‌دهد که برنامه درسی ۲۰۱۳ به شدت متکی بر طرح درس (RPP)، مواد آموزشی، رسانه‌ها و ابزارهای ارزشیابی بوده و آموزش از طریق موضوعات یکپارچه می‌شد. در مقابل، *Kurikulum Merdeka* از اجزایی مانند نتایج یادگیری (*Capaian Pembelajaran* یا CP)، اهداف یادگیری (*Tujuan Pembelajaran* یا TP)، توالی اهداف یادگیری (*Alur Tujuan Pembelajaran* یا ATP)، ماژول‌های تدریس، مواد آموزشی، رسانه‌ها و ابزارهای ارزشیابی بهره می‌گیرد. در زمینه الگوهای تدریس، برنامه درسی ۲۰۱۳ عمدتاً از رویکرد علمی و الگوهایی که از یکپارچگی موضوعی حمایت می‌کردند استفاده می‌نمود، در حالی که *Kurikulum Merdeka* آزادی عمل بیشتری به معلمان برای انتخاب الگوهای تدریس بر اساس ویژگی‌های دانش‌آموزان، موضوع درس و زمینه یادگیری می‌دهد. این تغییرات نشان‌دهنده گذار از اجزای آموزشی نسبتاً ساختاریافته به سوی اجزای منعطف‌تر و زمینه‌محورتر است.

Kwame Nkrumah recognised academic freedom as an enabler of knowledge production in Africa. At the same time, he sought to sidestep academic freedom to safeguard the “national interest” of the ex-colony he governed. His approach brought him into direct conflict with the hegemonic forces of “universal knowledge” both locally and internationally. His critics often argue that Nkrumah’s pursuit of decolonisation and Africanisation in Ghana’s higher education is necessarily antithetical to academic freedom. But is decolonisation a threat to academic freedom and, by extension, a drawback to knowledge production in Africa? To address this problem, I unpack the structural layers and negotiate what I call “Kwame Nkrumah’s dilemma”. I do this by deploying the hermeneutic-narrative method, a key approach to doing African philosophy. This methodological orientation undergirds my contextual examination of excerpts from three speeches delivered by Nkrumah and an editorial piece from his party’s newspapers between 1959 and 1964. In line with the hermeneutic approach, I utilise a historical literature review, drawing on secondary sources to examine the evolution of theories/concepts and past events, to demonstrate that Nkrumah’s formidable dilemma persists, as evidenced by the trajectory of African Studies after his departure and the enduring influence of his thought and actions on the discipline. I follow Nkrumah to argue that academic freedom in postcolonial Africa ought to go hand in hand with academic sovereignty and what Sabelo Ndlovu-Gatsheni would call epistemic freedom.

Kwame Nkrumah آزادی دانشگاهی را به‌عنوان عامل تسهیل‌کننده تولید دانش در آفریقا به رسمیت می‌شناخت. در عین حال، او تلاش می‌کرد آزادی دانشگاهی را برای حفظ «منافع ملی» مستعمره سابقی که اداره می‌کرد، دور بزند. رویکرد او باعث شد که مستقیماً با نیروهای هژمونیک «دانش جهانی» هم در سطح محلی و هم بین‌المللی وارد تعارض شود. منتقدان او اغلب استدلال می‌کنند که پیگیری استعمارزدایی و آفریقایی‌سازی در آموزش عالی غنا توسط Nkrumah ذاتاً در تضاد با آزادی دانشگاهی است. اما آیا استعمارزدایی تهدیدی برای آزادی دانشگاهی و در نتیجه مانعی برای تولید دانش در آفریقا است؟ برای پرداختن به این مسئله، لایه‌های ساختاری را باز می‌کنم و آنچه را که «معضل Kwame Nkrumah» می‌نامم، مورد مذاکره قرار می‌دهم. این کار را با به‌کارگیری روش هرمنوتیک-روایت‌محور، که رویکردی کلیدی در فلسفه آفریقایی است، انجام می‌دهم. این جهت‌گیری روش‌شناختی، بررسی زمینه‌ای من از گزیده‌هایی از سه سخنرانی Nkrumah و یک سرمقاله از روزنامه‌های حزبی او بین سال‌های ۱۹۵۹ تا ۱۹۶۴ را پشتیبانی می‌کند. مطابق با رویکرد هرمنوتیکی، از مرور ادبیات تاریخی بهره می‌برم و با استفاده از منابع ثانویه، تحول نظریه‌ها/مفاهیم و رویدادهای گذشته را بررسی می‌کنم تا نشان دهم معضل بزرگ Nkrumah همچنان پابرجاست؛ همان‌طور که مسیر مطالعات آفریقایی پس از دوران او و تأثیر ماندگار اندیشه و اقداماتش بر این رشته گواهی می‌دهد. با پیروی از Nkrumah استدلال می‌کنم که آزادی دانشگاهی در آفریقای پسااستعماری باید همگام با حاکمیت دانشگاهی و آنچه Sabelo Ndlovu-Gatsheni آزادی معرفتی می‌نامد، پیش برود.

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

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